Be Able to Support the Teacher in Planning Activities (1.1)
T.D.A 2.10 Support learning activities.
Learning outcome 1 (1.1)
A learning support practitioner or teaching assistant could contribute to the planning of an activity simply by an informal discussion with the teacher about what weekly and daily activities will be taking place. This form of planning is known as short term and would be the most likely that a teaching assistant would be involved in. The teacher may put some time aside to discuss each week’s activities with the teaching assistant. This would allow for any suggestions to be made on how to improve or change things. Teaching assistants should have a clear understanding of the learning objective for each activity and know what they should be doing to help the children achieve this. It may be that there are some children with special needs in the class and so will have different aims to the other children and may also require more support.
It is more likely that teachers will do long term planning themselves but they may involve learning support workers in medium term. This again may be by chatting informally but could also involve the teaching assistant attending some sort of a meeting. Other teachers and T.A’s from the same year group may be present here to share suggestions and advice.
Teaching assistants should be alot more actively involved in delivering learning activities. This may be by setting up the room with the correct resources before the lesson takes place and laying out the tables and chairs etc. One: one support may be needed for some pupils; this should have been discussed before the lesson. It may be that the T.A is put to work with one specific table/group of children or just float around the classroom and be available if any of the children ask for help. It would be most likely that after the activity the T.A would pack resources and work away while the teacher reflects back with the class and ends the activity.
A review of the activity could take place immediately
Learning outcome 1 (1.1)
A learning support practitioner or teaching assistant could contribute to the planning of an activity simply by an informal discussion with the teacher about what weekly and daily activities will be taking place. This form of planning is known as short term and would be the most likely that a teaching assistant would be involved in. The teacher may put some time aside to discuss each week’s activities with the teaching assistant. This would allow for any suggestions to be made on how to improve or change things. Teaching assistants should have a clear understanding of the learning objective for each activity and know what they should be doing to help the children achieve this. It may be that there are some children with special needs in the class and so will have different aims to the other children and may also require more support.
It is more likely that teachers will do long term planning themselves but they may involve learning support workers in medium term. This again may be by chatting informally but could also involve the teaching assistant attending some sort of a meeting. Other teachers and T.A’s from the same year group may be present here to share suggestions and advice.
Teaching assistants should be alot more actively involved in delivering learning activities. This may be by setting up the room with the correct resources before the lesson takes place and laying out the tables and chairs etc. One: one support may be needed for some pupils; this should have been discussed before the lesson. It may be that the T.A is put to work with one specific table/group of children or just float around the classroom and be available if any of the children ask for help. It would be most likely that after the activity the T.A would pack resources and work away while the teacher reflects back with the class and ends the activity.
A review of the activity could take place immediately