Unit 1 – Supporting Teaching and Learning Activities in Schools
Unit 1 – Supporting teaching and learning activities in schools
1.1
A teaching assistant can have discussions with the teacher after obtaining a copy of the prepared lesson plan. Some time may need to be set aside for these discussions to take place, such as break or lunch times. These lesson plans are usually prepared in advance, the teaching assistant can provide support by doing their own prep work or helping out with task resources.
There are three stages of planning: Long-term, medium-term and short-term. Long term requires the coverage of subjects for the academic year ahead, in conjunction with the National Curriculum. Medium-term requires a breakdown of all subjects to show what is required, such as learning outcomes and assessments. Short term produces the plan for the upcoming week, normally broken down into daily plans. This also allocates the time and role of the teaching assistant.
The teaching assistant is primary involved with the short-term planning, where as the teacher is responsible for the medium and long term planning. Teaching assistants basically has whatever role the teacher sets, but do not have to contend with parent or education professionals. (184)
1.2
A teaching assistant requires the learning objective before being able to participate in the activity. This displays the objective from the teacher on what the pupils will learn throughout the activity, in a language the pupils will understand. Teaching assistants also require the learning objectives and success criteria as this provides the definition of what they hope the pupils will learn during that activity.
Teaching assistants are given their role either verbally or in writing via the short-term planning. This contains any instructions from the teacher about what is required of the assistant.
This information is needed to allow the teaching assistant to acquire the knowledge of each pupil so the support given is specific to each individual. It also allows targets to be set,
1.1
A teaching assistant can have discussions with the teacher after obtaining a copy of the prepared lesson plan. Some time may need to be set aside for these discussions to take place, such as break or lunch times. These lesson plans are usually prepared in advance, the teaching assistant can provide support by doing their own prep work or helping out with task resources.
There are three stages of planning: Long-term, medium-term and short-term. Long term requires the coverage of subjects for the academic year ahead, in conjunction with the National Curriculum. Medium-term requires a breakdown of all subjects to show what is required, such as learning outcomes and assessments. Short term produces the plan for the upcoming week, normally broken down into daily plans. This also allocates the time and role of the teaching assistant.
The teaching assistant is primary involved with the short-term planning, where as the teacher is responsible for the medium and long term planning. Teaching assistants basically has whatever role the teacher sets, but do not have to contend with parent or education professionals. (184)
1.2
A teaching assistant requires the learning objective before being able to participate in the activity. This displays the objective from the teacher on what the pupils will learn throughout the activity, in a language the pupils will understand. Teaching assistants also require the learning objectives and success criteria as this provides the definition of what they hope the pupils will learn during that activity.
Teaching assistants are given their role either verbally or in writing via the short-term planning. This contains any instructions from the teacher about what is required of the assistant.
This information is needed to allow the teaching assistant to acquire the knowledge of each pupil so the support given is specific to each individual. It also allows targets to be set,