may need extra support to minimise this. • Assessment Framework or assessment triangle‚ this is a particular way a child is assessed. It is used to decide if the children’s needs are being met and what those needs are. It is generally used by your SENCO. It is useful to decide if a child is meeting expected targets in different areas. There are various types of intervention that can promote positive outcomes when children are not following expected patterns of development. Some of these may include:
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Unit Title: OCR unit number Sector unit number Level: Credit value: Guided learning hours: Unit expiry date: Unit accreditation number: Schools as organisations 5 TDA 2.5 2 3 20 28/02/2015 T/601/3325 Unit purpose and aim This unit aims to prepare the learner for working in a school. It covers knowledge and understanding of the school context. Learning Outcomes Assessment Criteria Exemplification The learner will: 1. Know the different types of schools in the education sector
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a) Strategies to encourage pupils to follow a good behaviour As a support staff‚ I am obliged to share the same values as the whole school and to help children to develop and to manage their behaviour. I should create‚ with other members of school‚ a climate of safety and security‚ and having good relationships with pupils. Therefore‚ it would be essential to know school rules and behaviour management policy. Having known all the prizes and sanctions‚ I could apply them accordingly to procedures
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- CYP 3.3 / 6.3 Explain why it is important to work with the child to ensure they have strategies to protect themselves and make decisions about safety It is important to ’equip’ (or empower) children to ensure they have strategies to protect themselves and make decisions because if they don’t they may be vulnerable to abuse (of any sort). From the outset we want to help children/young people gain confidence to speak up - either to say no‚ and keep safe and not putting themselves in vulnerable
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Unit |024 |1 |1 |The factors that need to be taken into account when assessing a child’s development are; the child’s wishes and | | | | | |their feelings‚ if they are comfortable and happy to take part if the child is upset then you must stop the | | | | | |activity‚ the child’s needs and abilities whether or not they need additional help or if they have specific | | |
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Regular and open communication Unity Respect and trust Commitment to the aim The purpose and objectives of the team in which you work Supporting a named child If you work with an individual child you may also work alongside others such as SENCO or external professionals‚ who may come into the school such as the following‚ • Education welfare officer • Physiotherapist • Occupational therapists • Educational psychologist • Speech and language therapist • Specialist teachers Giving
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don’t belong. If they attend local schools they soon pick up the language (or get them a translator in to help them) and also gives them a chance to learn about the other cultures and helps everyone understand who they are and where they came from. SENCo (e.g. Asperger Syndrome‚ Dyslexia‚ Dyspraxia‚ Attention Deficit Hyperactive Disorder (ADHD)‚ general learning difficulties etc) is for children who have a learning disability‚ if it was not there so many children would be struggling to keep up and
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Assessment task – TDA 3.2 Schools as organisations Task 1 links to learning outcomes 1‚ 2‚ 3‚ 4‚ 5 and 6‚ assessment criteria 1.1‚ 1.2‚ 1.3‚ 2.1‚ 2.2‚ 3.1‚ 3.2‚ 4.1‚ 4.2‚ 4.3‚ 5.1‚ 5.2‚ 5.3‚ 6.1 and 6.3. Knowing how schools work as organisations would support your work in education. Provide evidence that shows you can: a) Summarise entitlement and provision for Early years education There are different types of childcare options available for 0-5 year olds‚ these include:
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Name: Csilla Zoltan Unit 205 Schools as organizations Outcome 1 Know the different types of schools in the education sector 1.1 Identify the main types of state and independents schools In the United Kingdom there are many different types of schools and other education settings for children age 0-19 years. This can be organized into four main phases of education. Nursery School for children aged 3 and 4‚ they had their own head teacher and staff. Some are state founded‚ others run privately
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setting there is a safeguarding officer and also the SENco who ensure that the welfare of the children is secure. The Safeguarding officer ensures that the necessary criminal checks are carried out before anybody is allowed to work with the children in the school. The safeguarding officer is also the Pastoral lead and in this role is the person who arranges meetings with parents and carers when a child’s welfare needs to be discussed. The SENco enables all children regardless of their ability
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