Support Learning Activities
1. Be able to contribute to planning learning activities.
1.1 Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities.
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. Working with special needs children in the class so the planning will have different aims to other children and will 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 a lot 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 to 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
1.1 Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities.
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. Working with special needs children in the class so the planning will have different aims to other children and will 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 a lot 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 to 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