1.1 - Use knowledge of the learners and curriculum to contribute to the teachers planning.

Teacher Assistants role plays an important part and contribution to the teachers planning for
lessons or activities. In Nursery and Reception classes teachers follow EYFS curriculum that is
built on the individual needs for children aged 3-5. If we are working within this age group, it is
our responsibility to observe these children to find out their needs and interest. Not all the pupils
are developed at same rate therefore teachers rely heavily on TA to provide vital information to
plan activities according to childrens need and capability. As a teaching assistant we may work
with individual child or group of children and spend more time with them and observe them
closely to identify any special needs or/and special ability or academic achievement. Teacher
then use TAs knowledge and observation of children to plan learning activities that should
reflect the needs of individual pupils TA supporting.

1.3 Please expand on this, it maybe an idea to ask your assessor at school to provide you with
a witness testimony that clearly states how you has a TA use your knowledge of the learners
and the curriculum helps the main teacher plan the lessons, so they are suitable for all learners.

3.1 - Select and demonstrate learning support strategies to meet the needs of learners

Attitude towards learning: Keep in mind that they are very young children and can make mistake
in their communication. Negative comments can have very long effect on very young learner;
therefore if a pupil uses wrong words, phrases or grammar, we should repeat the sentence to
me in correct form.

Promoting shy children or asking for help: Some children needs promoting to ask question
about activity, talk about their understating of the activity or simply ask for help when they find
things difficult or they might not understood the instruction fully. Some children feel intimidated
among more confident children and need more encouragement; this can be worked out by
putting them in pairs.

Use the appropriate words or phrases: effective communication is central to learning activity. If
children dont understand word or phrases I use then they will not achieve the objective that has
been planned for the activity. Therefore I have to put it in simpler form and easy to understand.
Some children may find difficulty in understanding the language if English is not their first

language and misunderstand words of phrases, so simplify phrases or translate it in their own
language may be necessary.

Keep reminding pupils of key points and objective made by the teacher: With young learner I
have to repeat key points and objective underlined by the teacher more often in order to bring
their focus on that point and it will help them to remember. This way they will achieve their
learning objective.

Managing behaviour: As a teaching assistant I should be aware of the behavior policies and
procedures during every task and explain any additional rules to the pupils I am supporting. This
will help pupils to understand what is expected from them and what the consequences are.
Every positive behavior will be praised and unaccepted behavior will be dealt with immediately if
possible. This will also help to carry out activity smoothly and uninterrupted.

Encouraging group cohesion and collaboration makes learning activities quicker and active
because in group I share ideas and work together. Peer-to-peer learning is more effective and
productive. For example in the classroom children have talking partner or during discussion or
carpet time we give children few minutes to discuss things they have been learning with their
neighbor. These opportunities give them real buzz and they can talk freely with their peers.

Teaching assistant can create positive learning environment by being warm, friendly and very
welcoming as well as reassuring towards children. Positive learning environment is ongoing
process throughout the tasks that include clean and tidy area, effective displays of work and
positive physical behaviour. Pupils must know the rules and boundaries.

As a support practitioner it is my responsibility to ensure that every pupil has understanding of

the task that going to take place. Sometime I must demonstrate the activity ourselves before the
actual activity begins to show how its done and what the learning objective is. This will give
some degree of confidence to the less confident pupils as they fell anxious about asking for
help.

Pupils should know how to use resources for the activity before the activity begins. I have to
show them how to use resources and not just assume that they will know how to use resources.

I have to be aware of individual needs and support they required by identifying their needs. This
will help me to provide right support individual needs and it will also help everybody in the group
to stayed focus on task. Lots of praise and recognition will also help them to be motivated.

Sometime modifying and adapting activities may require meeting everyones need in the group.
Modification and adaptation may include providing information in very simpler form, in learners
own language or activity at different level. This will help individual child successfully achieve
learning objective.
3.1 you have made some valid points here, however this is a skills unit so an observation must
be attached to this unit, if you are not comfortable for this section to be observed may I suggest
completing a RA to showcase your occupational competence. This unit is about your skills so
rather then write in a third person writing in first person content makes it more personal to you.

3.4 - Demonstrate ways of encouraging learners to take responsibility for their own
learning.

It is important for children to take responsibility for their own learning rather us forcing out idea
on their mind. This can be done by engaging children in preparing for the activity, involving them
in the discussion, allowing them to express their idea and give them responsibility to assess
either their own work or peer-to-peer work. Following are few ways to encourage pupils to take
responsibility for their own learning.

1. Give learning choice to encourage their decision-making ability. Involve the in this
process.
2. Let them assess their work. This will also give them understating of how they are
progressing towards their learning and how it is done. When they are assessing their
own work they will feel more motivated and it will improve their performance in the
future.
3. Instead of telling them everything ask question with more possible answers and that will
lead the further discussion. Give positive feedback to their answer as this will encourage
them to engage in learning and thinking actively.
4. Ask children to write down their feedback about activity for example what they liked more
and what was the harder part of the activity.
5. Pupil led activity is also very effective ways of encouraging and engaging other children.

3.5a - Demonstrate ways of supporting learners to develop:

Literacy skills: I was supporting group of children in year 2 in literacy lesson. All children were
given the task to write the story about further adventure of three little pigs. As a part of our
process we first discussed the old story of three little pigs and where it ended. Then we moved
on to the ideas of the further adventure. We have been asked to use WOW words in our story,
so I asked children to give me some idea for further adventure. Within the group some pupils
come up with ideas for the problem part of the story and others came up with how to resolve
the problem. We used lots of questions and answers in decision-making process. I praised them
for their WOW words, ideas and team work as we finished the story.

Numeracy skills: Numeracy is also a very important functional skill that can be developed at
very young age and through many different ways. To be confident in numeracy all children need
practice to use and apply the skill. Following are some examples:

Developing positive attitude towards maths

Teaching mathematics vocabulary
Teaching number facts
Teaching them how to use maths resources such as shapes, rulers,bee bots (direction beerobot) etc
Show different ways of calculations
Through board game which is specially developed to learn four basic operations (Addition,
Subtraction, Multiplication and division) and teach counting in 2s through pair of shoes or feet of
the children
Through math puzzles and computer software

ICT skills: ICT is another important functional skill that children are learning in the school from
EYFS. To develop the ICT skill children will have access to the computers or other device to
practice. ICT is a major factor to be creative and can be fun to learn as well very useful to learn
other academic subjects. To help pupils to develop ICT skill in my school we allow children

To show children in and out of the program

To create their login profile and setting themselves

To navigate their own way in the software

To find, select and use information from internet when there is adult around

Problem solving skills: As a teaching support assistant I help children to become confident
problem solver once they are familiar with numbers, number system and mathematic
vocabulary. This can be done by

Helping them to get engage with the problem

Helping them to understand the problems
Drawing picture or situation to make them understand
Encouraging them to working together in a group to discuss their ideas to solve the problem and
come up with best solution
Developing the ability to think clearly and logically

3.4 and 3.5 must be either an observation or reflective account that showcases your
occupational competence within these areas.