Freepost RSAY–AGHE–SGTE Kar Yan Lam Pearson Ltd Halley Court Jordan Hill Business Park Banbury Road Oxford OX2 8EJ Pearson is committed to reducing its impact on the environment by using responsibly sourced and recycled paper. Your next steps… Order your resources using the form inside. Evaluate resources on 60 days’ free inspection/approval before making your decision. Just use the order form on the back page. Download further sample material online and find out more about these new titles at www.pearsonfe.co.uk/SupportPack. Arrange a visit from one of our Sales Consultants by emailing [email protected]or by calling 01865 888207 Stay up to date Be first in line for news and free resources and sign up for Heinemann’s free termly Childcare eNewsletter at www.pearsonfe.co.uk/vocnews. An exclusive look at our resources for the new Supporting Teaching and Learning qualifications. Let Heinemann support YOU for a change
Transcript
Freepost RSAY–AGHE–SGTEKar Yan LamPearson LtdHalley CourtJordan Hill Business ParkBanbury RoadOxfordOX2 8EJ
Pearson is committed to reducing its impact on the environment by using responsibly sourced and recycled paper.
Your next steps…Order your resources using the form inside.Evaluate resources on 60 days’ free inspection/approval before making your decision. Just use the order form on the back page.
Download further sample material online and find out more about these new titles at www.pearsonfe.co.uk/SupportPack.
Arrange a visit from one of our Sales Consultants by emailing [email protected]
or by calling 01865 888207
Stay up to dateBe first in line for news and free resources and sign up for Heinemann’s free termly Childcare eNewsletter at www.pearsonfe.co.uk/vocnews.
An exclusive look at our resources for
the new Supporting Teaching and Learning
qualifications.
Let Heinemann support YOU for a change
*Please note that the content in this pack is sample material that has yet to go through the final check and may contain minor errors.
Level 2
Author: Louise Burnham and Brenda BakerCandidate Handbook: 978 0 435032 03 6 £22.99* October 2010
New resources available in 2010 provide complete support for learners and tutors for the new QCF specifications – including brand new titles from Louise Burnham, author of the best-selling Heinemann Teaching Assistant’s Handbooks.
Take a look at the enclosed information and advanced sample material* to see how well our Candidate Handbooks and Training Resource Disks will work for you and your students. Look out for the @t work logo to find engaging digital resources such as interactive quizzes, videos and PowerPoints.
You can use this material to start planning before September and with some full units online too, you’ll be fully prepared to start teaching in September. Visit www.pearsonfe.co.uk/SupportPack to view and download additional sample material.
If you still want to know more, set up a visit from one of our sales consultants. See page 26 for details.
Order your resources! Don’t forget to order your class sets using the attached order form so you can take advantage of our special discounts.
Step 1�Evaluation is made easy with your free Support Pack!
Step 2�
Step�3
Step 4�
TRAINING RESOURCE DISK●
�Covers all Level 2 mandatory units plus unit 2.5 from Option Group A.
●�
Tailor-made support for teaching the new specifications at Level 2 to save you valuable time in getting to grips with the new qualification.
●�
Outline schemes of work and detailed delivery notes will guide you in integrating the available resources into your training sessions.
●�
Each disk contains fully editable and photocopiable resources for you to use in the classroom – enabling you to tailor activities and worksheets to suit the needs of your particular candidates.
●�
Interactive quizzes will engage learners and help consolidate their understanding of key learning points.
CANDIDATE HANDBOOK●
�Covers all the Level 2 mandatory units and a good selection of optional units, providing everything your learners need to know in easy-to-read language.
●�
Written specially for the new specification and packed with exciting features to help bring learning to life.
●�
Assessment and portfolio-building opportunities are given greater focus through tailored activities and examples.
●�
Contains a DVD providing video clips so that learners can see and appraise the practice of other teaching/classroom assistants.
Option Group B2.11 Contribute to supporting bilingual learners2.12 Prepare and maintain learning environments 2.13 Provide displays in schools2.14 Support children and young people at meal or snack times2.15 Support children and young people with disabilities and
special educational needs 2.16 Support children and young people’s play and leisure2.17 Support children and young people’s travel outside of the
setting2.18 Support extra-curricular activities2.19 Support the use of information and communication
technology for teaching and learning
Level 2 Candidate Handbook Mandatory Units2.1 Child and young person development2.2 Safeguarding the welfare of children and young people2.3 Communication and professional relationships with children,
young people and adults2.4 Equality, diversity and inclusion in work with children and
young people 2.6 Help improve own practice and teamwork 2.7 Maintain and support relationships with children and young
people 2.8 Support children and young people’s health and safety2.9 Support children and young people’s positive behaviour2.10 Support learning activities
Option Group A2.5 Schools as organisations
Contents
Level 2 Supporting Teaching and Learning in Schools
Candidate Handbook and Training Resource Disk Brand new resources to provide support for the new Level 2 Award and Certificate
CandidateSupport
Trainer Support
2 3
4 5
Sample page from Level 1 Candidate Handbook
Level 2 Candidate Handbook Unit 2.4
Sample pages from Level 2 Candidate Handbook
1 2
Equality, diversity and inclusion in work with children and young people
Link
You will find more detailed information about legislation, policy and strategies for supporting children with special educational needs or disabilities in unit 2.15.
Unit 2.4
Practice that promotes equality, diversity and inclusion must be at the centre of all work with children and young people. Policies and procedures should set out ways for schools to achieve this. In this unit, you will examine how prejudice and discrimination can impact on individuals and groups within a school. Through your own observations and research, you will learn how policies and procedures help to break down existing barriers. As you progress through this unit, you will need to reflect on your own knowledge, skills and attitudes when working with children and young people. You can then go on to think about ways to incorporate good practice within your own role.
By the end of this unit you will:1. Understand the importance of promoting equality and
diversity in work with children and young people
2. Understand the impact of prejudice and discrimination on
children and young people
3. Understand inclusion and inclusive practices in work with
children and young people
Equality, diversity and inclusion in work with children and young people
Understand the importance of promoting equality and diversity in work with children and young peopleCurrent legislation and codes of practice Each school must produce a range of policies that formally set out the guidelines and procedures ensuring equality. These must take account of the rights of all individuals and groups within the school. When considering how policies work to ensure equality and inclusion, we o�en think only of the teaching and learning happening in the classroom. Policies must also pay regard to the values and practices that permeate all aspects of school life. Before exploring the policies in your own school, it is helpful to gain an understanding of relevant legislation and its purpose. You do not need detailed knowledge of each piece of legislation, but it is important to understand the legal duties of the school. This will help you to appreciate your own role and responsibility to adhere to legislation and policy.
The rights of all children and young people are stated in the United Nation’s Convention on the Rights of the Child (1989). The Government ratified the treaty in 1991 and must ensure that the rights of children in the UK are protected through law. These rights are extensive and include the right to education and the right for children to have their views respected. Below you will find relevant legislation, which forms a basis for Government statutory codes of practice, frameworks, school policies and procedures relating to equal opportunity and inclusive practice.
Legislation Purpose
Disability
Discrimination Act
1995
Protects the rights of all those with disabilities. It also places a duty on schools
(and other organisations) to eliminate barriers to ensure that individuals can
gain equal access to services.
Disability
Discrimination Act
2005
Places a duty for schools to produce a Disability Equality Scheme (DES) and an
Access Plan. Schools must encourage participation in all aspects of school life
and eliminate harassment and unlawful discrimination.
Special Educational
Needs and Disability
Act 2001
Makes it unlawful for educational providers to discriminate against pupils with
special educational needs or disabilities.
Race Relation
(Amendment) Act
2000
Outlines the duty of organisations to promote good relationships between
people from different races.
Human Rights Act
1998
Sets out rights of all individuals and allows them to take action against
authorities when their rights have been affected.
The Children Act
1989
Sets out the duty of local authorities (including schools) to provide services
according to the needs of children and to ensure their safety and welfare.
Table 1: Equality and diversity legislation Continued
A short introductory paragraph outlines the key aims of the unit, followed by a complete list of learning outcomes, clearly numbered, and matched to the outcomes of the specification.
Link feature provides guidance on where the learner can find more information about a particular topic in the candidate handbook.
Key information is laid out clearly in table form, making it easy for learners to have the facts at their fingertips
1
Level 2 Certificate in Supporting Teaching and Learning in Schools
2
Equality, diversity and inclusion in work with children and young people
Pupils with additional needs should take part in the educational and social activities of the school.
● The curriculum – for example groupings, timetabling, additional support, technology (touch screen computers, trackerballs, text-to-speech so�ware) adjustments to assessment (extra time, using different methods to capture evidence).
Inclusive practice is not only about the way schools provide for the needs of children with special educational needs and disabilities. Inclusion policies must also take account of the needs of all the pupils in the school.
Features of an inclusive setting for children and
young people
People o�en talk about the ethos of a school. It is difficult to sum up what this means. It is o�en apparent when you enter the school building. There is a feeling that everyone in the school matters and all play their part. Children and young people look purposeful; they approach staff with confidence. The surroundings reflect the diversity of all those within the school. There is a ‘buzz’ of purposeful activity. Do you remember the feeling you got when you entered the school where you work for the first time? What was it about the atmosphere that made you feel welcome and want to become part of the staff?
An inclusive setting is one that uses a whole school approach to learning. Barriers are recognised and strategies used to remove these barriers. Where children experience difficulties, such as special educational needs or disabilities, the focus is on what the child or young person can do, rather than the difficulties they are experiencing.
Understand inclusion and inclusive practices in work with children and young peopleInclusion and inclusive practices
Inclusive practice embraces anti-discrimination and diversity. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of school life. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. Inclusion is not about viewing everyone as the same, or providing the same work, but about providing the same opportunities and access to a high quality of education. In an inclusive environment, recognition and acceptance should be valued, and differences and similarities celebrated.
The Special Educational Needs and Disability Act 2001 and statutory guidance in the Special Educational Needs Code of Practice 2001, now mean that the majority of children with special educational needs and disabilities are educated in mainstream schools. This does not exclude children from attending a specialist educational setting if that is more appropriate and will provide for pupils with more complex needs.
To understand the issue of inclusive practice for children and young people, it is helpful to look at the medical and social models of disability.
Models of disability
The medical model is based on the assumption that the child must adapt to the existing environment. This model promotes an atmosphere of ‘dependence’.
The social model starts with the assumption that the way a school operates, the barriers present and attitudes prevent individuals from participating in society. This view of disability works to empower children and young people.
Inclusive practice is based upon the social model of disability. Legislation requires schools to make ‘reasonable adjustments’ and remove barriers so that children and young people can take part in educational and social activities within the school, alongside other pupils. Pupils with additional needs o�en require the additional support of a teaching assistant or school support worker, but inclusion for pupils is not only about providing additional support. Adjustments may relate to:
● The physical environment – for example providing li�s, ramps, rails, furniture at the correct height for children with a physical disability, improved lighting for children with a visual impairment
● Providing information – for example worksheets and books with larger print, audio tapes, symbols and alternative forms of communication
Key term
Special educational needs – the legal definition is: ‘children who have learning difficulties or disabilities that make it harder for them to learn or access education than most children of the same age’.
Key term
Empower – enabling the child or young person to make their own choices (the opposite of dependency).
Portfolio activity
Try to look at the school where you work as if through the eyes of a new pupil. What is welcoming about the environment? What would make you feel valued for who you are? Make suggestions for further improvements.
An ‘inclusive’ school setting will have the following features:
• Recognising barriers – having a good understanding of individuals and groups of children so that you are aware of any difficulties they may have in accessing the curriculum.
• Removing or minimising barriers – adapting the environment, providing personalised support, resources or equipment.
• Pupils are educated alongside their peers and not segregated when they need support. For example, a pupil with English as an additional language will receive language support in the classroom.
• Children and young people are given, and use, their ‘voice’; their own views and opinions are listened to and valued. This may be informal, or through a school council or representatives.
• There are clear policies and procedures, which are reviewed regularly.
• All staff members receive regular training relating to inclusion, diversity and equality of opportunity.
• The school works in partnership with stakeholders – staff, governors, parents, children and young people.
• The school works in partnership with other services, for example speech and language therapists, educational psychologists to ensure that children and young people receive appropriate professional support.
6 7
Level 2 Candidate Handbook Unit 2.4
Sample pages from Level 2 Candidate Handbook
Key Term features help to aid understanding of important concepts.
Portfolio features provide opportunities for learners to undertake activities and gather evidence that can be used in their portfolio.
Level 2 Candidate Handbook Unit 2.4
Level 2 Candidate Handbook DVD
8 9
Sample video footage from Level 2 DVD
Unit 2.3 Communication and professional relationships with children, young people and adults
2.3 A2: Appropriate ways of communicating
Complete the table below, highlighting the main differences between communication with adults and
communication with children and young people. Once you have finished, compare your thoughts with a friend,
or pool your ideas with the rest of the class.
Communication scenario Adults Children and young people
You are introducing yourself for the
first time
Make good eye contact and possibly give a good, firm handshake
Depends on age:
• you might kneel down to speak to a small child who is holding their mother’s hand
• for an older child, say ‘hello’ and – if possible – make reference to something positive (e.g. their fantastic trainers)
You are pleased and you
understand what they are telling
you
Smile and say, ‘Yes, that’s good – I like it.’
Smile and, using a slightly higher tone of voice, say, ‘Yes, very good.’
You have not understood what was
AC: 1.2
Sample teaching materials from Level 2 Training Resource Disk
Video clips allow learners to see and appraise the practice of other teaching/classroom assistants.
Level 2 Training Resource Disk Unit 2.3
Selected activities throughout the Candidate Handbook signpost the learner to relevant video footage on the accompanying DVD.
Unit 2.3 Communication and professional relationships with children, young people and adults
2.3: A8 Making links
The following statements detail some of the key principles of effective communication. Read the first half of
each statement (in the le� hand column) and then draw a line to the correct phrase in the right hand column
to complete each sentence.
We need to communicate with adults
appropriately
to create an atmosphere that helps all
people feel that they can trust each other
and share information.
A disagreement between two adults should
be
to confirm important information and facts.
It is good to ask questions because this can
help us
to set a good example and treat people with
respect .
AC: 3.4
Activity Sheets can be used for whole-class or group exercises to get every learner involved, and also provide evidence for assessment.
Scheme of work: Unit 2.3Session(s) Learning outcomes / assessment criteria Activities and resources Links to Functional
Skills
1
Learners will be able to describe how to
establish respectful, professional relationships
with children and young people and will be
able to give examples of appropriate
communication methods for various stages of
development.
Learners will know how to manage
disagreements between children and young
people.
Learners will be able to describe how their
own behaviour could impact – positively or
negatively – on interactions with children and
young people.
(1.1, 1.2, 1.3, 1.4)
In Activity A1, learners will create a ‘pack of cards’ detailing various types of
communication. Each learner should be able to explain which types of
communication are appropriate for children, young people or adults.
Learners should complete the table in Activity A2 individually and use this
work as a starting point for group discussion.
You could point out that often it is the way in which we say something –
rather than what is actually said – that can be hurtful. Ask learners to read
various statements, altering their tone of voice and body language to change
the meaning of the words.
In Activity A3, learners will read a case study about a disagreement between
two children and will explain what they should do to intervene.
Learners should complete Activity A4 in groups, using the table to detail
ways in which their own behaviour could impact on children and young
people.
English: reading
2
Learners will be able to describe how to
establish respectful, professional relationships
with adults.
Learners will be able to describe the
importance of adult relationships as role
models for children and young people.
(2.1, 2.2)
For Activity A5, learners should keep a reflective diary, listing the different
adults they communicate with in their work role and describing how they
ensure that their relationships are respectful and professional.
In Activity A6, learners will explore different kinds of body language and
facial expression. Role plays will be useful to allow learners to explore
situations they may not have encountered in real life.
Learners should be encouraged to brainstorm the different ways in which
adults can act as role models for children and young people. Each learner
should produce a table describing how they can be a role model in their own
work.
English: writing
ICT: developing,
presenting and
communicating
information
Andrew Barton on Level 2
“Level 2 for me was all about perfecting the skills I had learnt so far and
never accepting anything less than the best that I could do. I had started to
imagine where my career could take me and the experiences I could have... a
world of opportunities were opening up for me, and could be for you too!”Andrew Barton, International Creative Director for Saks Hair & Beauty, 2006 British Hairdresser of the Year and TV’s favourite stylist.
Sample teaching materials from Level 2 Training Resource Disk
CANDIDATE HANDBOOK●
�Fully updated for the new specification and packed with exciting features to help bring learning to life.
●�
New ‘School Life’ feature enables learners to relate knowledge and understanding from each unit to their own experiences in their Primary School.
●�
Contains a DVD which includes video clips demonstrating some of the many roles of teaching/classroom assistants.
●�
Video clips provide learners with the opportunity to watch and appraise the practice of other teaching assistants, which in turn helps learners reflect on their own practice. �
Level 3 (Primary) Candidate HandbookMandatory UnitsCommunication and professional relationships with children, young people and adultsSchools as organisationsSupport learning activitiesPromote children and young people’s positive behaviour Develop professional relationships with children, young people and adultsPromote equality, diversity and inclusion in work with children and young peopleSupport assessment for learning Engage in personal development in health, social care or children and young people’s settingsSupport children and young people’s health and safetyUnderstand child and young person developmentUnderstand how to safeguard the welfare of children and young people
Option Group A
Supporting Learning Plan and deliver learning activities under the direction of a teacher Support literacy developmentSupport numeracy development
Meeting additional support needs�Support bilingual learnersProvide bilingual support for teaching and learningSupport disabled children and young people and those with special educational needsSupport children and young people with behaviour, emotional and social development needs
Providing pastoral supportFacilitate the learning and development of children and young people through mentoring
Supporting the wider work of the schoolLead an extra curricular activity Work with parents to engage them in their child’s learning
Working with colleaguesTeam working
TRAINING RESOURCE DISK
Our Level 3 Training Resource Disk is designed for use with both the Heinemann Level 3 Primary and Secondary Candidate Handbooks.
See page 23 for full details of this exciting new resource.
Contents
Author: Louise Burnham and Brenda BakerCandidate Handbook: 978 0 435032 04 3 £24.99* December 2010
Level 3 Primary
Schemes of Work provide ideas on how the unit can be delivered to help with your planning so you can be confident that all learning outcomes have been covered.
Level 3 Supporting Teaching and Learning in Schools (Primary), Candidate HandbookCovers the new Level 3 Award/Certificate in Supporting Teaching and Learning in Schools and the Level 3 Diploma in Specialist Support for Teaching and Learning in Schools
11
4
Know the structure of education from early years to post-compulsory education
Entitlement and provision for early
years education
As part of the Every Child Matters agenda and the Childcare Act 2006, it became an entitlement of all 3- and 4-year-olds in England to receive a free part-time early years education of up to 12.5 hours per week. The government funds local authorities to ensure that every child receives up to two years of free education before reaching school age. Parents do not need to contribute to this, but will be charged fees for any additional hours the child receives.
Key term
Early years education – education for children up to the age of 5 in nurseries and reception classes
Early years provision in school is about supporting very young children. It is distinct from Key Stage 1 in each country within the UK and is based on the concept of learning through play rather than more formal education, as play has been shown to be an important vehicle for children’s early learning. Although you may not work with this age group, you should have some understanding of the early years curriculum and the statutory requirements of the Early Years Foundation Stage or the requirements of your home country. As a member of support staff, you may be asked to work with pupils in school nurseries as well as Reception classes. If you have not worked at all with children of this age range, you may need to attend specific training if you are to be there for any length of time.
Early Years Curriculum Frameworks in your home countryIn English and Welsh schools, the Foundation Curriculum runs from the ages of 3 to 5 years and is therefore used in Reception classes and in school nurseries. The Early Years Foundation Stage, which was introduced in England in September 2008, sets out one standard framework for learning,
development and care for all children from birth to the end of the Reception year. Year 1 teachers should continue to work to the principles of the Foundation stage curriculum until the end of the autumn term in their class (for more information, see http://nationalstrategies.standards.dcsf.gov.uk/earlyyears).
In Scotland, the curriculum is focused around the document A Curriculum for Excellence – building the Curriculum 3–18. The curriculum for 3- to 4-year-olds and the early primary phase (Primary 1) are presented as one level. This means that, although in Scotland there is a distinction between the phases, children only start to have more formal teaching when they are ready. There is also a strong emphasis on active learning and on deepening pupils’ knowledge.
In Northern Ireland, pupils in Years 1 and 2 are in the Foundation Stage. Key Stage 1 consists of Years 3 and 4 (P4 and P5) and Key Stage 2 of Years 5, 6 and 7 (P6, P7 and P8). Although the year groups are divided up differently from those in other countries, the Foundation Stage remains distinct from the Primary Curriculum and again only introduces children to formal learning when they are ready.
The way in which learning is usually managed in the early years is that adults work alongside children on focused activities that involve specific concepts, such as using numbers or carrying out writing or language activities. Children also work independently and self-select from a wide range of activities within and outside the classroom. This encourages them to develop their autonomy.
Key term
Autonomy – doing things in a self-governed way
Knowledge into action
If you do not work in the Early Years Foundation Stage, ask your head teacher if you can go and observe practice in the Nursery or Reception class in your school. Find out how the structure of the day there is different from that of the rest of the school.
Level 3 Diploma in Supporting Teaching and Learning in Schools (Primary)
3
Unit 3.4 Schools as organisations
Unit 3.4
3
For this unit, you will need to know and understand the structure of schools and how they work, both from your work within the school. You will also need to understand how it fits in at a local and national level. You should know about the roles and responsibilities of others within and outside the school who contribute to the education process. You will have to understand the wider context of legislation which affects schools and the principles and policies which are needed.
By the end of this unit you will:1. Know the structure of education from early years to post-
compulsory education
2. Understand how schools are organised in terms of roles and
responsibilities
3. Understand school ethos, mission, aims and values
4. Know about the legislation affecting schools
5. Understand the purpose of school policies and procedures
6. Understand the wider context in which schools operate
Schools as organisations
Sample pages from Level 3 (Primary) Candidate Handbook
Level 3 (Primary) Candidate Handbook
12 13
A short introductory paragraph outlines the key aims of the unit, followed by a complete list of learning outcomes.
Key Term features help to aid learners’ understanding of important concepts.
Knowledge into Action feature provides learners with the opportunity to put their knowledge into practice.
Level 3 Diploma in Supporting Teaching and Learning in Schools (Primary)
12
How the ethos, mission, aims and
values of a school may be reflected
in working practices
A school’s ethos should always be reflected in the working practices of the staff. The school’s literature may set out a very clear ethos, but it should be apparent from walking around the school that pupils and staff carry it out in their day-to-day practice.
Reflect
What is the context of your school? Think about the community, patterns of employment, ages, sexes and ethnic backgrounds. How might these affect the ethos of the school, if at all?
Evaluate methods of
communicating a school’s ethos,
mission, aims and values
The school’s aims and values will need to be communicated as much as possible in school literature and on its website as well as in school. This is because these sources will be where parents and others gain their first impressions. You will need to make sure that you have considered how schools, and in particular your own, communicate their aims and values, and whether they do this successfully.
Knowledge into action
Examine your own school’s aims and values, and how they are communicated. Compare these with those of a school which is not local to you through investigating on its website. How effective do you think the other school’s aims and values are. Why?
Functional skills
English – Reading
Completing this task will help you to develop your reading to obtain information skills.
Know about the legislation affecting schools
The laws and codes of practice
affecting work in schools and how
schools are affected by legislation
Schools, as with any other organisation, are obliged to operate under current legislation. Although you may not need to know about these in depth, it is
It is good practice for everyone who works in the school to be aware of its ethos.
Inclusive
environment
Children at
the centre of
everything
Working
together
Community
cohesion
ETHOS
Attitudes
of pupils
and staff
● Children at the centre of everything – children should be valued in the school and there should be a culture that their learning and development is celebrated in a variety of ways.
● Working together – it should be clear that pupils collaborate with one another effectively to achieve both as part of the learning process and in forming relationships with others.
● Attitudes of pupils and staff – there should be a positive atmosphere in the school, demonstrated through the way in which pupils and staff take pride in their surroundings and in the way in which learning takes place.
● Community cohesion – this is the way in which the school forms links with external members of the community and through partnerships with others to advance children’s learning.
● Inclusive environment – a positive recognition of the importance of diversity and equal opportunities should be part of the school’s commitment to a safe and secure learning environment for all pupils.
13
Unit 3.4 Schools as organisations
helpful to have some idea about why schools will need to work in a particular way, or why they have to draw up particular policies or documents. Some of the key pieces of legislation which you should know about are the:
● Data Protection Act 1998
● UN Convention on Rights of the Child 1989
● Education Act 2002
● Children Act 2004 and 2006
● Freedom of Information Act 2000
● Human Rights Act 1998
● Special Educational Needs (SEN) Code of Practice 2001 and Disability Discrimination Act 1995/2005.
The Data Protection Act 1998The Data Protection Act 1998 means that schools need to keep and use information only for the purpose for which it was intended. It also needs to be kept securely on site, either locked in filing cabinets or on password-protected computers. If you are asked to update any pupil information, you should do this while you are on school premises and not take any information off site. You should consider all information about pupil as confidential and ensure that you do not share it with others without parental consent. When discussing pupils with others – for example, if you are working as an individual support assistant – you should take care to ensure that you only share necessary information. Adults working with a particular pupil will need to receive information, while those who are merely curious do not.
Key term
Confidential – when information is provided only to those who are authorised to have it
The UN Convention on Rights of the Child 1989The UN Convention on Rights of the Child 1989 (UNCRC) was drawn up in 1989 and ratified by the UK in 1991. There are 54 articles included; those which relate directly to schools are as follows.
● Article 2 – children have a right to protection from any form of discrimination.
● Article 3 – the best interests of the child are the primary consideration.
● Article 12 – children are entitled to express their views, which should be given consideration in keeping with the child’s age and maturity.
● Article 13 – children have a right to receive and share information as long as that information is not damaging to others.
● Article 14 – children have a right to freedom of religion, although they should also be free to examine their beliefs.
● Article 28 – all children have an equal right to education.
● Article 29 – children’s education should develop each child’s personality, talents and abilities to the fullest. They should also learn to live peacefully and respect the environment and other people.
For more information, see www.unicef.org/crc
The Education Act 2002There have been a number of educational acts and these will continue to be updated with the corresponding year. The 2002 Act brought in several changes to school regulations, staffing and governance, and was further amended in 2006 to include a duty of schools to promote community cohesion. This means that schools are required to work alongside other community-based organisations and to develop links and a ‘shared sense of belonging’ while valuing the contributions of ‘different individuals and different communities’. For more information, see www.teachingcitizenship.org.uk/dnloads/comm_cohesion_doc.pdf
The Children Act 2004 and 2006The Children Act 2004 came in alongside the Every Child Matters framework and had a huge impact on the way in which schools address issues of care, welfare and discipline. It took its root from the Victoria Climbié inquiry. Under the joint requirements, agencies such as Social Services and Education work together to take on more responsibility for pupil welfare. There are five basic outcomes for children and young people under Every Child Matters, as Table 2 shows.
14 15Sample pages from Level 3 (Primary) Candidate Handbook
Level 3 (Primary) Candidate Handbook
It is gooddd pppppprrrabe awaree ooooofff
● Childddrrrreeeeenshoshouuullldddddllddllddldd bbbebebebe a cca ca cca cu
Photos and diagrams bring learning to life and guide learners through the key points in a clear and visual way.
Functional skills feature highlights where content in the unit enables learners to apply their Functional Skills, in the broad areas of English, ICT and Maths.
Key Term feature helps to aid learners’ understanding of important concepts and theory.
Reflect feature enables learners to review and reflect on their own practice and encourages them to explore concepts in more detail.
16
Sample video footage from Level 3 (Primary) Candidate Handbook DVD
CANDIDATE HANDBOOK●
�Fully updated to include all of the Level 3 mandatory units and an excellent range of the most popular optional units, so learners can be sure they are fully supported.
●�
Also covers all mandatory units for the new Level 3 Certificate in Cover Supervision.
●�
Content is matched exactly to the new specification and packed with exciting features to help bring learning to life.
●�
Written specifically for learners based in secondary settings, so the content is relevant to their own experience.
Author: Louise Burnham and Brenda Baker Candidate Handbook: 978 0 435032 05 0 £23.99* January 2011
Contents
17
Level 3 (Primary) Candidate Handbook DVD
TRAINING RESOURCE DISK
Our Level 3 Training Resource Disk is designed for use with both the Heinemann Level 3 Primary and Secondary Candidate Handbooks.
See page 23 for full details on this exciting new resource.
Video clips and their associated activities provide thought-provoking questions that will encourage learners to reflect on what they have seen.
Level 3 (Secondary) Candidate HandbookMandatory Units Communication and professional relationships with children, young people and adultsSchools as organisationsSupport learning activitiesPromote children and young people’s positive behaviour Develop professional relationships with children, young people and adultsPromote equality, diversity and inclusion in work with children and young peopleSupport assessment for learning Engage in personal development in health, social care or children and young people’s settingsSupport children and young people’s health and safetyUnderstand child and young person developmentUnderstand how to safeguard the welfare of children and young people
Option Group ASupporting Learning Support teaching and learning in a curriculum area Support delivery of the 14-19 curriculumPlan and deliver learning activities under the direction of a teacher
Meeting additional support needs Support bilingual learnersProvide bilingual support for teaching and learningSupport disabled children and young people and those with special educational needsSupport children and young people with behaviour, emotional and social development needs
Providing pastoral support Facilitate the learning and development of children and young people through mentoringProvide information and advice to young people
Supporting the wider work of the schoolInvigilate tests and examinations
Additional units for cover supervisorsTeam workingSupervise whole class learning activities
Level 3 SecondaryLevel 3 Supporting Teaching and Learning in Schools (Secondary), Candidate Handbook Covers the new Level 3 Award/Certificate in Supporting Teaching and Learning in Schools and the Level 3 Diploma in Specialist Support for Teaching and Learning in Schools plus the new Level 3 Certificate in Cover Supervision
Selected activities in the Candidate Handbook provide a link to the accompanying DVD, where learners can view real footage of classroom situations relating to the main themes of the unit.
Level 3 Diploma in Supporting Teaching and Learning in Schools (Secondary)
2
How to communicate with children, young people and adultsThe skills needed to communicate
with children and young people
You will need to demonstrate a number of skills in order to communicate effectively with children and young people. Although you will probably do this every day without thinking, it is worth reflecting on the ways you do this – effective communication is a vital part of your role. Children learn to communicate through the responses of others; if they do not feel that their contribution is valued, they are less likely to initiate communication themselves. You will need to do the following:
● Find opportunities to speak – Make sure that pupils are given sufficient opportunities to talk. Some children have very little chance to put their own thoughts forward and to express themselves with adults. They may lack confidence and need to be given a chance to ‘warm up’ first.
● Give good eye contact and listen actively – If you are listening, but are looking away or busy doing something else, children will think that you are not really interested in what they are saying. Make sure that if a pupil is talking, you are giving them your attention.
● Use body language and facial expressions, and be approachable – Make sure that you show your interest by the way you act when speaking to pupils. For example, if a young person is sitting down, sit next to them so that you are at their level. It can be very intimidating to have someone towering over you! Also make sure that you smile and react in a positive way to what they are saying.
● React and comment on what children say – You may need to repeat back to pupils to check on your understanding, particularly if they use incorrect language: for example ‘I aint gonna do PE today’. ‘You’re not going to do PE today? Why is that?’
● Be interested, respond and question to maintain conversation – With children, it is crucial to model the ‘norms’ of conversation so that they
understand how it works. They learn this with experience, so show that you are interested and respond to their questions.
To be able to communicate effectively, children should be encouraged to ask questions and put their ideas forward. Pupils should feel relaxed and confident enough in school to be able to do this. They learn by questioning and finding out. They should also be able to offer their own suggestions and ideas so that there is a two-way dialogue between adults and pupils, rather than a one-way flow of instructions. This also encourages the formation of positive relationships.
Reflect
Think about those pupils with whom you work who are more reticent when communicating with adults. How can you encourage and develop their communication skills?
How can you encourage children to communicate effectively?
3
Unit 3.3 Communication and professional relationships with children, young people & adults
How to adapt communication with children and young people for:a. the age of the child or young person
b. the context of the communication
c. different communication difficulties.
In order to build relationships with children, you will need to adapt your behaviour and the way you communicate. Children of all ages, cultures and abilities need to feel secure and valued, and your interactions with them should demonstrate this. Through positively communicating and being involved with children you will show them that they are part of the school community. However, this is not the same as giving all children attention whenever they demand it!
Age and maturity – Children of different ages will require varying levels of attention. Young people may need more reassurance, particularly when they first transfer to secondary school. As children mature, particularly during puberty, they may need more help with talking through issues and reflecting on their thoughts. You will need to adapt your vocabulary as older children are o�en more self-conscious and may be more emotional.
Context – You will be dealing with children in a variety of different situations and will always need to be mindful of this and adapt your verbal communication accordingly. If you are working on a learning activity, the children should be focused and you should deal with any distractions before they interrupt what you are doing. However, when talking to pupils in more social situations (such as in the dining hall), use this as an opportunity to develop positive relationships with them – although you should always speak to them in the context of a professional to a young person... Pupils may question you about your private life. It is sometimes best to answer these kinds of questions with humour, for example, ‘I don’t think that you would find it very interesting’. Pupils may even ask for your contact
details, such as a mobile phone number, or if they can list your name on their social networking page. You should never give them personal information or become involved in personal communication.
Communication difficulties – Children who have communication difficulties should be looked a�er with care and sensitivity; they need to take their time and should not feel pressured when they are speaking. Some children may not have many opportunities to speak, or may be anxious or nervous. You should adapt the way you communicate according to their individual needs. If they have a speech disorder, such as a stammer, or conditions which make it difficult for them, they should be allowed to take their time. Try not to fill in words for them or guess what they are going to say, as this will add to their distress.
You may need additional training, for example in sign language, to be able to communicate effectively or know the most effective strategies to use. In some cases, for example pupils with special educational needs, you may need additional equipment in order to communicate with one another.
Why should you adapt the way you communicate with children?
18 19
Level 3 (Secondary) Candidate Handbook
Sample pages from Level 3 (Secondary) Candidate Handbook
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Reflect feature provides opportunities for practitioners to reflect on their own skills and performance.
4
Level 3 Diploma in Supporting Teaching and Learning in Schools (Secondary)
CASE STUDY: Keeping information confidential
You are working as a teaching assistant, supporting pupils in Key Stage 3. You have a new child in Year Seven who is on the autistic spectrum. He is being monitored by all staff during his settling in. You have been asked to support him as much as you can and have been given information on his background as well as access to reports from other professionals. At present, his behaviour can be unpredictable. A parent who used to help out at the child’s primary school last year has witnessed his behaviour. She starts talking to other parents about this child. One day, as you are leaving the school with your own daughter, a parent asks you questions about the child. She wants to know where he comes from and why he is in a mainstream school. She thinks that it is ‘not the right place for him’.
What would you say to her?
What would you do if other parents continued to ask about this child and voice their opinions?
Reassuring children, young people
and adults of the confidentiality of
shared information
When you are party to gathering information, you may sometimes need to reassure others about the fact that it is confidential. If you attend meetings, or need to know about confidential items, make sure to let others be aware of your obligations. Generally, parental consent needs to be given before any information about children can be shared with other professionals. However, information may be disclosed if anything shows that the child is at risk from harm or abuse or if there is a legal obligation placed on the school to do so (see below). In some cases, staff may also need to access information, if for example pupils have specific medical conditions, such as asthma or epilepsy. There should be an agreed system within the school to ensure that staff members in contact with these pupils are aware of their condition.
In which cases can confidential information be disclosed?
Situations when confidentiality
protocols must be breached
If you find yourself in a position where another individual confides in you, it is important to remember that there are some situations where you will need to tell others. This is particularly true in cases of suspected child abuse or when a child or young person is at risk. You should tell the individual that you cannot keep confidentiality if they disclose something like this to you.
CASE STUDY: Procedures for sharing information
Kit works in a secondary school where he supports children with special educational needs. One day, when he is leaving school, a parent stops him and gives him information about another pupil at the school. Kit has noticed that the child has been missing school quite regularly, and when he is there he appears withdrawn. The parent asks Kit not to tell anyone else but says that she is very concerned and is asking for his advice.
What should Kit say to the parent?
Why should Kit act immediately in this instance?
5
Unit 3.3 Communication and professional relationships with children, young people & adults
Getting ready for assessment
Your school has an open door policy. Parents and other adults are always welcome. Recently, a parent complained to you that the open door policy is not a reality. She thinks that teachers are always too busy to speak to her, and that it is too difficult to get into the school because of security measures. She does not feel ‘open door’ to be a particularly accurate description of the school. She already mentioned this to the head teacher some time ago but nothing seems to have been done about it.
What would be your first reaction in this situation?
What else could you do or say in order to support the parent?
Can you think of any other strategies to deal with this complaint?
Why is it essential that you and the school act to resolve this matter?
You will need to show that you know what to do in sensitive situations – such as the situation described above – when communication is difficult or when relationships between adults or children have broken down. You may or may not have already had to deal with these situations.
● If you have not, you can use the portfolio activities and case studies in this unit to demonstrate that you know what procedures you would follow.
● If you have been involved in a situation where communication has broken down, and do not want to write a reflective account about it, you can tell your assessor about it during a professional discussion. They can then record the discussion and assess whether you have acted appropriately. The actual incident and individuals involved will not need to be named. This will avoid writing any sensitive information in your portfolio.
Check your knowledge
1. What should you remember in order to communicate effectively with others?
2. How can we develop positive relationships with children and adults?
3. What contexts may affect relationships and the way we communicate with others?
4. In which of the following situations would you need to adapt the way in which you communicate with others?
a. an individual has communication difficulties
b. you do not have time to speak to them properly
c. a child is distressed
d. others have not understood what we are saying.
7. Give two differences you may need to consider when you are communicating with children and communicating with adults.
8. How can you make sure that you do not have disagreements with others? What kinds of strategies should you use?
9. What should you do if you have concerns about a child who has confided in you but has asked you not to tell anyone?
USEFUL WEBSITES
www.businesslink.gov.uk www.dfes.gov.uk – SEN Code of Practice 2001 England and Wales
www.pat.org.uk – Professional Association of Teachers
www.unison.org.ukwww.askatl.org.uk – Association of Teachers and Lecturers
20 21Sample pages from Level 3 (Secondary) Candidate Handbook
Level 3 (Secondary) Candidate Handbook
Reassuring children, youn
and adults of the confide
shared information
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Case Study feature explores key issues and broadens the reader’s understanding of key topics in the context of secondary schools and engages the learner with concepts by posing reflective questions.
Getting ready for assessment feature helps learners generate evidence for assessment of the unit.
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Check your knowledge feature of up to 10 questions helps to consolidate learners’ understanding and ensure they are ready to move on to the next unit.
A list of useful websites at the end of each unit will encourage learners to under take independent research.
Level 3 Training Resource Disk���Covers all Level 3 STLS Mandatory units, including
units for Cover Supervisors.
���Materials clearly linked to unit learning outcomes and assessment criteria, so you can be sure you’re covering all aspects of the specification.
���Customisable and engaging activity sheets and handouts providing opportunities for learners to practise their skills and gather portfolio evidence.
���A sample scheme of work and handy overview of resources for every unit, to save you time when planning.
���Contextualised Functional Skills tips which demonstrate their relevance to learners’ everyday work.
Interactive teaching with Also contains a rich resource of interactive activities to motivate your learners and keep your lessons lively, including:
���13 interactive electronic quizzes, to help learners check their knowledge and prepare for assessment.
���15 ready-made PowerPoint presentations to reinforce some of the key topics and underpinning knowledge.
���a VLE CD-ROM, designed for easy uploading onto your VLE.
TRAINING RESOURCE DISK ●
�Saves you valuable time in getting to grips with the new qualification.
●�
Outline schemes of work and detailed delivery notes guide you in integrating the available resources into your training sessions.
●�
Each disk contains fully editable and photocopiable resources for you to use in the classroom – enabling you to tailor activities and worksheets to suit the needs of your particular candidates.
●�
Interactive quizzes engage learners and help consolidate their understanding of key learning points.
●�
Contains a ready-made PowerPoint presentation for each unit to help you deliver key learning points and inspire learners right from the start�
Contents
23
Level 3 TRDLevel 3 Supporting Teaching and Learning in Schools Training Resource Disk
Tailor-made support for teaching the new specifications at Level 3
Brenda Baker worked for many years as an early years practitioner and primary teacher. She has worked in further education for a number of years, during which time she trained teaching assistants and assessed them in secondary, primary and special schools. She now works as an external verifier and centre risk assessor.
Level 2 and Level 3 Candidate Handbooks
Louise Burnham has worked as an early years and primary teacher, SENCO (Special Educational Needs Co-ordinator) and Teaching Assistant manager in several primary schools. She led teaching assistant training for a number of years at a South London college before going back to the classroom, where she now teaches part time as well as continuing to work with teaching assistants and students of early years.
❝ In recent years, the role of the teaching assistant has developed
as a profession which has led to a range of qualifications at
different levels. I wish you well in achieving your Level 2/ Level 3
which will give your role in supporting teaching and learning the
3.6 A1: Your role in planning and delivering learning
In your role at school, you will be involved in the planning, delivery and review of learning activities. In
groups, discuss your role within the planning cycle and write down your ideas in the spider diagram below. If
you have time, compare your thoughts with those of another group or pool your ideas as a class.
Contributing to the
teacher’s planning,
suggesting activities for
the group I work with
My role in planning and
delivering learning
AC: 1.4
A range of activities for your learners helps to reinforce knowledge and develop a variety of skills.�Contained on the disk in editable format so you can adapt them to suit the needs of your learners.
Sample teaching materials from Level 3 Training Resource Disk
Readymade PowerPoint presentations for each unit explore key topics in depth and encourage learners to find out more.
26 27
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SUPPORTING TEACHING AND LEARNING IN SCHOOLS
Level 2 Supporting Teaching and Learning in Schools Candidate Handbook, NEW! October 2010 978 0 435032 03 6 £22.99* I
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