1. Plan & deliver learning activities under the direction of the teacher
Unit 310

2. School Planning
Scheme of work – long term planning Outlines SOW for each year group across the school for statutory & non-statutory curriculum areas. This will be in place before the school year begins and the subject co- ordinator will have ultimate responsibility.
Half term plans – medium term planning, includes and overview of subject & outcomes. There will be links to cross curricular
Weekly / daily plans – short term planning will include details:
Learning objectives, activities, differentiation, resources, assessment opportunities and role of adults.

3. 310 1.1 Terminology Learning outcome: broad statements of :
what the children should know, understand and be able to do at the end of a topic or period of study
Learning objective: Statements of intentions, what pupils are expected to do and achieve by the end of the activity/ lesson.

4. 310 1.2 National Curriculum Key Stage 1 & 2 5 to 16 years old
Statutory core subjects
Statutory foundation subjects
Non- Statutory subjects
English - Literacy framework
Mathematics – Numeracy framework
Science
Foundation Stage
birth to 5yrs
Early Years Foundation Stage (EYFS)
Information and Communication Technology
History
Geography
Art & Design
Design & Technology
Physical Education
Religious Education
These areas of learning are expected to support children’s overall development and achievement
PSHE including sex & relationship
Citizenship
Modern foreign languages (KS2)

5. Planning an activity You will need to think about:
Learning outcomes – big picture
Learning objectives – what do pupils need to know/ do at end of activity
Previous learning – is this a new topic/ what do they already know
The number of children
Abilities and aptitudes – personalised learning
Resources available
Environment
Time

6. The use of teaching & learning methods Vygotsky’s theory
Zone of proximal Development
What children can do with support of an adult
Zone of actual development
What children can do independently
James Bruner ‘Scaffolding’
Describes what children can do with and without help
He stressed the importance of the role of the adult in being a facilitator
The above terms are his way of describing the stage of a child’s learning.
Jerome Bruner built on this theory he used the term scaffolding to describe the assistance given to children to achieve the next level of learning as they acquire master a new skill the assistance can gradually removed so that they eventually work independently.
At this stage new targets are set for the child
Facilitator – Some who supports the process of learning (provide activities both achievable & challenging)
Team work – same message and goals as the teacher

7. Do we all learn in the same way?
Thinking back over what you have learnt so far, write down in your notes what types of learner groups are recognised.
What motivates children to learn? Why is it important to consider this?
Extrinsic Intrinsic
Passive Learning: too much adult talk, too much listening without interaction
Active Learning: Interaction with new ideas and challenging their perceptions
Visual, Auditory, Kinesethic
Wanting to please , want rewards / what's in it for them – personal satisfaction
We want to develop a child’s intrinsic motivation by tapping into their natural intrests. Children who want to learn have positive feelings about themselves and begin to recognise their own progress
Inclusion Activity

8. 310 2.2 Promoting and supporting inclusion of all learners in learning activities
Barriers to participation: share with class
For your portfolio complete the case study ‘Meeting children’s needs in a history topic’

9. 310 1.4 Using knowledge to contribute to planning partnership working with the teacher
What can you do ?
What do you need to know?
Add your ideas
Familiarise programmes of study for KS you support
Understand about levels of achievement, attainment goals
Know the interests of the children
Reflect on your own knowledge, expertise & interests
Learn how to assess the pupils you work with and give positive, effective feedback to pupils and teacher
Know about Individual learning plans
Know your strengths
Make time to attend planning meetings
Using appropriate vocabulary

10. Partnership working with the teacher
Add your ideas
Demonstrating how to use equipment
Preparation of resources / adapting
Supporting teaching by modelling, joining with class
Being a partner to a learner
Behaviour management
Re phrasing / explaining teachers instructions
Encouraging reticent learners
Supporting H&S
Working with indiv learners
Taichung separate group

11. Assessment for Learning
Monitoring pupils’ response
Level of interest and engagement
Behaviour
Verbal responses
Level of independence
Progress
Use of resources and equipment

12. Assessment for Learning
Techniques to support the evaluation of learners’ progress Refer to work covered for unit 307