Written questions

Unit GB8/3/NQ/004 (9) 1.1 Unit GB8/3/NQ/003 (7) 1.1

Explain how a learning practitioner may contribute to the planning, delivery and
review/assessment of learning activities. Compare and contrast the role of the
learning practitioner to that of the teacher.

Teacher’s role in planning, delivery and assessment

Teaching assistant role in planning delivery and assessment

Closing statement

Teacher TA
Planning  Class appropriate  Setting up the
activities classroom/environment
 Ensuring the curriculum for that activity.
is covered.  Gathering resources.
 Behavioural and sensory  Which children will be
needs of the class working in which
 Ensuring that things are intervention group and
planned on a weekly when.
basis.  Activities that are
 The correct resources adapted for the SEN
are available for the children within the
activity. class.
 Considering SEN  What the children can
children within the class do and who will need
 Planning with TA will extra support.
work with which  Know how the learning
children and what they will be taught and the
will be doing. specific way the
 The classroom teacher uses especially
environment and set up with numbers and
phonics, so everyone is
teaching the same way.
Delivery  Ensuring the  Making sure the
instructions are given children are listening.
clearly.  Ensuring there is no
 Ensure that the disturbance during the
children are engaging. input that may distract
 The other children who are
worksheets/resources trying to listen.
are on hand for the  Offer on the spot extra
activity. support when needed.
 Make sure that the  Encouraging and praising
correct materials are the children whilst the
available at the correct learning is taking place.
times to ensure smooth
teaching.
 Ensure all levels are met

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 where possible.
 Gather evidence for
progress reports whilst
task is being completed.
Assessing  Ensuring that the  Review interventions,
learning objectives and who needs more support
criteria has been met. and who is now where
 Noting strengths and they need to be.
weakness within the  Feedback to the
class. teacher who is
 Identifying who needs responding well to the
more support. interventions and how
 Ensuring that the the children are doing.
comprehension and  Marking what has been
understanding is there. completed.
 Identifying when a TA  Compare what has been
will need to create and achieved to the targets
run an intervention set on child’s EHCP.
group.
 Update progress data
for children.
 Using phonics and
number screening.

Unit GB8/3/NQ/004 (9) 1.5 Unit GB8/3/NQ/003 (7) 2.1

How could use the following help you to obtain the information required to
support learning activities –

Lesson Plans

The lesson plans within our school and planned on a week-by-week basis. They cover everything from core
subjects, to topic, phonics, maths, and literacy. They include the lesson objectives and what is hoped to be
achieved at the end of each input. Sound of the day, stories, and subjects that the children will be learning
is on their including links to resources and teaching programmes. A list of resources is highlighted for what
will be needed for each day, ensuring that the TA can gather these for the lesson beforehand.

Teacher

The teacher will explain what the plan for each session will be, they advise where they would like the TA to
be and who needs the support most, this is dependent on the input or task. The TA will be asked to
photocopy or hand out the resources or worksheets to the children ensuring that everyone has what they
need to complete the task.

A teacher will very often give feedback regarding a certain child, if they are having a good day or whether
they struggled with a similar task on a previous day. It is very common to have a review of the day and how
the class have been when completing tasks or sitting and listening to an input.

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Child/young person

When working with the children I always like to ask how they are and how they are feeling. This will give
me a good indication of how they are feeling about completing a task and highlight who might need some
more support and encouragement. Before starting an intervention, I will ask for the children to recap on
what has been taught just so I can get in their own words how the understand the task. The children will
also give a clear indication of what they need, whether this be equipment, a quiet space, or some brain
breaks.

SENCO

A SENCO will be able to inform you if there is an EHCP for that particular child, the information will be
shared on a need-to-know basis but will be able to highlight their needs and how best to support their
learning. A SENCO will be aware of their triggers and how best to keep them calm and coping techniques.
They will be able to highlight their barriers to learning and the best way in which the child learns.

Unit GB8/3/NQ/004 (9) 3.1

Give examples of how you have used the following support strategies to meet
the needs of learners

Strategy Example from own practice How it supported the needs

of the learner
Created a positive Moved to a quiet working area when The child worked better in a quiet
the classroom became too loud and space, ensuring that they weren’t
learning overwhelming for the SEN child I overwhelmed and was able to focus on
environment was working with. the work.

Prompted a shy We moved to a space away from the This made the child feel safe and
carpet, I worked with a small group included without being too
learner to and ensured that I sat next to the overwhelming for them. I stayed
participate shy child. I used lots of praise and close so they could lean into me if
encouragement and stickers to needed. They love a sticker reward,
encourage the child to participate and this encouraged them to play the
in the phonics activity. phonics game with their peers who
were more confident.

Checked a child’s After the maths input was This ensured that the children were
delivered, I asked a group if they listening and understood what had
understanding were clear what had been said and been said so they were able to
they understood. With my complete the task and did not fall
intervention group I pulled them to behind.
the side and used counters to see if
they could demonstrate the one
more/one less activity that they
had just learnt whilst sitting on the

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 carpet.
Explained words During a guided reading session, a This made sure that the child did
child was unsure of the word ‘shiny’ know what the word meant that they
or phrases I used the phrase ‘the coin was were trying to read.
shiny’ to ensure they understood
what it meant.

Reminded the After the teachers input on number I repeated the task that had been
bonds, in the intervention group shown to the whole class to the
children of the after I asked if the children intervention group, this meant we
teaching points understood what had been said. could do it on a 121-basis ensuring
that the children fully understood
the lesson that had been delivered.

Helped learners to Ensure that the SEN child that I Without the pencil grip he is unable
work with had the pencil grip to to hold a pencil correctly. The grip
use relevant ensure he could hold the pencil helps with his letter formation and
resources correctly to complete his writing with the size of his writing.
task.

Modified or When working with a SEN child to This helps the child to write his
encourage their mark making skills letters independently and to write
adapted an used a box grid. I wrote upper- and them in an appropriate size rather
activity lower-case letters for them to than covering the whole page.
write underneath independently.

Provided individual Working on a 121 basis rather than This ensures that he can complete his
in the classroom. I regularly move work and tasks that are expected of
attention and to a quiet space to work 121 with him. A lot of the time it is not
reassurance the SEN child. He can focus better possible for him to complete these
and is less distractable when we tasks within the classroom setting.
work 121 away from the classroom.

Used scaffolding Building on learning – recalling info – This helps the child I am working with
sounding and then blending with embed the learning of his sounds and
phonics phonics, it also helps with his
With the SEN child that I work blending, an area that is challenging

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 with we regularly use phase 3 and 5 for him.
phonics flash cards, we will go
through these most days to keep
them fresh in his mind. To scaffold,
I will them choose 1 or 2 sounds and
blend them into a word, for example
‘sh’ I will then blend it into the word
‘fish’.

Unit GB8/3/NQ/004 (9) 3.2

Explain how social organisation and relationships may affect the learning
process

Relationship Positive Negative

Working with  Feel more comfortable.  Easily distracted.
 More at ease  Not concentrating
friends  Child in their comfort zone  Negative behaviour
 Can teach trust amongst children  Some children may be
that they are able to work with left out if they don’t have
friends. any close friends.
 Enjoying the work that they are  More noise
doing.  Not as inclusive and does
not encourage the
children to mix.
 Copying or relying on
friend to complete the
work

One to one work  Child will get the support they  Can be isolating for the
need. child.
 Keep on task.  The child may feel more
 Able to monitor progress. pressured.
 Instant feedback to child  May struggle being away
 Lots of praise from the class setting.
 Confidence boosting  May not feel comfortable.
 Feel different to peers.
 May lead the child and
give too much help.
 Missing out on social skills
 May affect confidence
from not spending time in
the main class

 Discuss and share ideas. Not able to help

Large class work  Enables the child to be

everyone.
independent and think for  A child may not get
themselves. involved.
 Build on others’ ideas.  Children may switch off.
 Help improve social skills.  SEN children can get lost
if the activity doesn’t
meet their needs.
 Disruptive children

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 Ability group  Manageable level of work  Children may not be
 Those who need help get it. challenged enough.
 Work is tailored for that group.  Children may copy each
 Stretch and challenge activities other.
can be offered to the higher  May feel pressure if
ability groups. comparing themselves to
 Pitched at the level and ability others.
of the children.  Difficult to teach lower
ability groups if everyone
needs support.
 Challenging behaviour

Unit GB8/3/NQ/004 (9) 3.6

Explain the sorts of problems that might occur when supporting learning
activities and how to deal with these.

Make a list of problems that might occur

 Behaviour
 Lack of understanding
 Not able to access the learning.
 Looking for attention
 Lack of confidence from the TA or the child
 Tired
 Disruption
 Lack of resources
 Noise
 SEN needs
 Safeguarding issue arises which takes priority.
 Struggling to understand or complete the task.
 Needing the toilet
 Illness
 Lack of attention

Choose 4 from your list and explain how you would deal with these problems.

 A child is struggling to understand the task, this is occurring as they have either not listened
correctly or not understood what is expected of them. This child has mild sensory issues and is
easily distracted, this could have been avoided if the TA sat close by whilst the input was being
delivered ensuring that the child was focussed. As a TA I will always sit close to the child who I
know may need a little reminding for support to focus, I will repeat what has been said and then
ask the child what they understand of what has been said to ensure that it is clear to them. The
teacher could then do a small recap at the end of the input to ensure everyone has understood.

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  We are completing a phonics input and they children are learning about a family group in phonics
and we are using white boards and pens. It is towards the end of the school year, and we have run
out of working white board pens. This is happening because school budget is very tight, and we
only have a certain number of pens to use throughout the year and these have run out. Children
are required to share a whiteboard pen between two people. This situation is unavoidable as school
budget is unchangeable and we are not able to buy anymore pens. When this happens, we ensure
whilst the children are waiting for their turn with the pen that they are kept engaged and given a
verbal task to ensure that disruption and chatting are kept to a minimum, allowing the others to
concentrate whilst they use the pen. Alternatively, the teacher can suggest that we use a chalk
board or iPad, however these are still one between two.

 The child has SEN needs and is disrupting the lesson as they are not able to access the input. The
child is autistic and only able to access a small number of the lessons within the classroom
environment. They can sit for 15 minutes maximum and any time after that they can become
disruptive. This situation is unavoidable as it is important that the child spends time within the
classroom environment if they can and access some of the learning, but this isn’t always possible
and when it becomes problematic to others learning we leave the room and go to an area to work
121. I will do some forward planning to ensure that there are some activities that the child access
on a 121 basis, which can be done in a more relaxed and calmer environment which meets their
needs. The teacher may plan to incorporate something into the lesson that will ensure that the
child with SEN needs can access at the start of the lesson ensuring that they are included.

 A lot of children are needing to go to the toilet after playtime just before the maths input on the
carpet. This is happening as snack time is just before playtime and the children are enjoying being
outside too much and forgetting to use the toilet before playtime is over. This could be avoided if
the children use the toilet during their playtime. I will remind the children to go to the toilet
after they have hung their coats up and come back into the classroom. The teacher will then
remind the children again and give them a small amount of time to go before the lesson starts to
reduce disruption and avoid any interruptions during the lesson.

Unit GB8/3/NQ/004 (9) 4.1 Unit GB8/3/NQ/003 (7) 1.2 Unit HF7/3/NQ/013
(10) 3.1

Give an overview of the following assessment/observation techniques

 Free description – This is everything that you see, hear and what the child is doing. This will
give you an all-round overview of that child. This may be used for settling in or certain situations
that triggers behaviour. This is something that I do daily with the SEN child that I work with, it
gives myself and my job share partner a clear indication of how he is doing on a daily basis, which
activities and situations he responds well to and things that may be upsetting or distressing for

him.

 Checklist – This starts with a list of expectations, what the child can or can’t do. This can be a
spelling test of phonics screening. I regularly use the phonics screening to check where a child is
with their phase 3 and 5 phonics, the child is shown the sound on the iPad and they are asked to
tell me what the sound is, if it is correct, it’s the green button and if they are unsure, it’s the red.
 Formative assessment – This is an ongoing assessment and shows how a child is progressing.
This can be looking back through the child’s book at the end of each session. This again is
something that I do regularly with the SEN child that I work with. This is important especially in
his mark making to see how he is progressing.

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  Summative assessment – This is test or an exam to show what knowledge the child has.
This is done on a weekly basis in the form of a spelling test, recapping on the words that we have
learnt as a class in the previous week.
 Questioning – This is simply asking questions such as: “Can you tell me?” “Do you know?” These
are direct questions to see what the child knows. This is something that I do daily, ensuring that
the input and learning is cemented, and the child understands what is being taught.

Unit GB8/3/NQ/004 (9) 4.2 4.3 Unit GB8/3/NQ/003 (7) 2.3

Speak to your school and find out the different assessments/observations that
take place. How are they recorded and what does the information show?

Observations will take place mainly in Reception, staff will make informal and formal observations,
depending on the time of year and then this will feed into the EYFS profile. They will then tag the
observation with either a comment or photograph so it can also be used later if needed.

SEND children will be being observed informally all the time and then judgements will be made towards
their EHCP and targets to inform assessment.

In KS1, staff will be assessing against the national curriculum and the end of year Teacher Assessment
Framework (TAFs). Teachers have three assessment points across the year, Autumn, Spring and Summer.
Teachers will use evidence collected in class to make the end of term judgements. At our school we use a
system called Insight Tracking. This data can then be analysed by the class teacher and headteacher to
see where the gaps are in learning for individual children, but also as a class to see what needs to be
taught next. Our school also attach evidence to the statement to show what the children have done. The
end of term assessments is also shared and analysed with the governors.

Explain the importance of evaluating learning activities Unit GB8/3/NQ/004

(9).5.1

It is important to evaluate learning activities to ensure that the children you are teaching have understood
what has been said. By evaluating it can highlight the children who have struggled and that may need extra
support and possible targeted interventions. It will highlight any gaps within the learning and show what
the children know and if the learning outcome has been met. It a great way to see what the children have
remembered and what they understand of what has been taught.
Evaluating is not just for the children but for your own practise. It can show you what went well and what
could be improved, what were the pros and cons of how the lesson was delivered. It shows you if what you
are doing is helping the children to meet their learning objectives and shows you if they are making
progress.

Unit GB8/3/NQ/004 (9)5.2 Unit GB8/3/NQ/003 (7) 3.4 /4.1

Why is it important to support learners to -

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 a) Reflect on their learning
It is important to get the children to reflect on their learning when it has finished. It can show
you what they have taken in and if they understand what has been taught. This helps them to
become independent learners. By asking these questions it helps to embed the learning

b) Identify the progress they have made

By asking questions at the end, it makes them think about what they have just learnt and helps
them to build confidence and knowledge. By saying “can you see how much you have written?” when
completing a small group intervention writing task or “look how many you scored today” during a
phonics intervention group shows the child just what they have learnt.

c) Identify their emerging learning needs

Ideally you want a child to say that they struggled and need extra help, this will support them to
become more independent with their learning and teach them that it is ok to ask for help.

d) Identify the strengths and weaknesses of their learning strategies and

plan how to improve them
Once a child can identify their strengths and weakness you are then able to adapt the learning
and interventions towards their needs. Some learning strategies won’t work for everyone, and it
is important that these can be tailored for specific child’s needs. When doing intervention, I
will regularly mix up the teaching style dependant on which child I am working with. Some
children need a lot of support and maybe a small game to make the input fun and chat their
attention, whilst others don’t need this and are happy to go straight into the exercise. It is
important that the children I am working with are given the opportunity to think about their
strengths and weakness, some I am working with take well to this, others struggle with the
concept that they have got something wrong. For me this an opportunity for me to highlight to
the child that making mistake or not understanding something is an important part of their
learning journey. By looking at their strengths it shows the child what worked well for them and
by highlighting this they can use this approach next time. At our school we keep a log of what
these children are achieving in intervention time, and this really supports their learning moving
forward.

Why is it important to provide feedback to the teacher on

a) Learner participation and progress in the learning activities

b) Learners engagement in and response to assessment for learning
c) Learners progress in taking responsibility for their learning

It is important to provide feedback on learner participation and progress during a learning activity to the
teacher and they need to know how the children are getting on. Some children may respond better to some
interventions or activities than other and some of the activities may be better suited to a certain style of
learning. If the children are not progressing or participating as hoped the teacher may need to change or
alter their planning to an activity that may work better and get more engagement from the children. I
always feedback to the teacher as soon as the intervention has been done or at the earliest opportunity to
ensure everything is fresh in my mind. A written log is also kept for the children who are taking part in the
intervention in-case anything is missed verbally.

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I feedback to the teacher how a child has engaged with an activity and that they are taking some degree
of responsibility for their learning. I work within a year one class, so I don’t assess formally, but I always
take notes of how the child has done, were they listening and focussed and any improvement or struggles
that I have particularly noticed.
It is important that the children are progressing in these targeted interventions as time is limited, not
just in lesson time but also with TA’s who have very limited time to complete these interventions. The
tasks in our school must be high impact and worthwhile to take them away from lesson time.
By feeding back regarding engagement and how the children responded to assessment will show the
teacher how the children are getting on and that they are understanding what they are learning. It is a
great way to see if the child’s understanding is there and that the intervention is successful.

Unit GB8/3/NQ/004 (9) 1.2, 6.1, 6.2 Unit GB8/3/NQ/003 (7) 4.2

Complete the SWOT analysis to evaluate your practice in the following area’s

1. Supporting Learning Activities

2. Literacy skills
3. Numeracy skills
4. ICT skills
5. Knowledge of the National Curriculum
Choose 2 strengths/opportunities and 2 weaknesses/threats in your
practice supporting each of the learning activities

My areas of strengths and Evaluate the impact these have on

weaknesses in supporting literacy, your practice in supporting the
numeracy and ICT in the classroom teacher and the children.

Strengths/opportunities in
supporting Literacy I have many years of delivering many literacy
interventions across EYFS and year 1. I have built
up a good rapport with all the children across our
1) Good Communicator – good at getting the infant school and I am able to motivate them to
children talking complete the tasks required.
I really enjoy targeted interventions and working
with small groups and love being able to offer the
2) Experience in delivering several
support and provide feedback to the teacher in
literacy/phonics interventions over several years the time stretched day.

Weakness/Threats in supporting

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 Literacy
It can be difficult for the children sometimes if
there is a different approached my several
1) I only work two days a week in the year one
members of staff. All staff members try to be
class that has children that need several consistent however it is inevitable that we will all
interventions, this can make things difficult as do things slightly different.
different TA’s do things in different way and
sometimes the tasks are not consistent.
TA’s time is always stretched within our school,
2) Time pressures – there is very little time in many of us work across classes, stretching
the day to complete these interventions, my day as ourselves as much as we can to ensure that all the
a TA is very stretched with lots of other jobs classes are receiving the support that they need.
that also need completing. This sometimes means that the interventions are
not completed daily, or some subjects are
prioritised over others.

Strengths/Opportunities in Working as a class to complete a numeracy activity

always seems to get the children’s attention, I like
supporting Numeracy to think outside the box and create an activity
that will capture their interest and ensure that
1) Love delivering number activities within class they are engaged. So instead of watching a video
and interventions about weight and capacity, I will get some scales
and a measuring jug, we will use water to
demonstrate this topic and make it more fun.
2) Able to think of activities and adapt lesson for
121 support for child I work with SEN needs. The child that I work with 121 is not able to
access some of the numeracy learning due to his
needs, I will speak to the teacher and see what is
best for him and then adapt a lesson on a 121 basis
that he can take part in. This is likely to be a lot
shortly and simpler due to his needs.

Weakness/threats in supporting
Numeracy
I will always check in with the teacher and ensure
that I am clear on what is being taught to make
1) Some of the input I need clarification on from
sure I am delivering the topic correctly. If needs
the teacher, Maths is my weakness subject. be I will do further research beforehand.

2) I am not always able to access the equipment Equipment and provision are limited in our school,
that I need to deliver the lesson on a 121 basis. often the two year one classes are learning the
same thing at the same time. I often end up buying
something myself to ensure we have what we need
or delay my lesson with my 121 to ensure that we
can then use what we need for our lesson.

Strengths/opportunities in

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 supporting ICT
The child that I work with on a 121 basis struggles
with his fine motor skills and mark marking. I use a
1) Able to access specific apps on the iPad that
specific app on the iPad that encourages this and
support my 121 child’s fine motor skills and help to helps him to develop those skills.
improve his concentration.

By being able to use YouTube I can access videos

2) I can use YouTube as a learning tool to support of the ABC song that they use in class and phonics
the learning that I am delivering on a 121 basis. videos the support with the sound that we are
learning that week.

Weakness/threats in supporting ICT

This impacts on what I can do with the child that I
am working with. He likes routine and if the WIFI
1) The WIFI at school is very often down and we
is down and we can’t do what we normally do at a
are not able to use it. This has a huge impact on certain time this can make him quite dysregulated.
the things we can access. I then must think on my feet to teach an activity
that doesn’t require any internet.
2) I don’t have access to all the programmes and
interactive board that the teacher does for 121 Forward planning is required to ensure that I can
teaching with the SEN child that I work with. get something similar on the iPad to support the
learning. It can make life a little more difficult as
the resources that the teacher uses aren’t readily
available on the internet, so I must find something
similar. For example, we use the White Rose Maths
package which I do not have access to, and without
a login this is not available to access.

Strengths/opportunities in
supporting National Curriculum I have been working within our school for the past
3 years and have also worked in another primary
1) I have the experience of working across all school for a brief time and have good experience
year groups within school. of delivering lessons and interventions with a wide
age range of children.
2) I am always willing to undertake any training
for the National Curriculum to ensure that I am I regularly attend training on a INSET days at
update. school. We regularly learn about lesson delivery,
different topics and how to meet the specific
needs of our children within school.

Weakness/threats in supporting

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 National Curriculum This can make life a little difficult if I do not
know what is coming up in the following week. Our
teachers plan on a week-by-week basis, and this
1) The teachers planning is not always accessible can be challenging to get hold of, so I know what
to me and isn’t always given to me to allow me to resources and what lesson adaption is needed for
adapt and plan my lessons for my SEN child. the child that I am working with.

As the year has gone on the gap of learning has

2) Sometimes I am not able to follow the
widen meaning that we often revert to EYFS levels
National Curriculum for the SEN child I support as to ensure that the child can access the learning
he is working at EYFS levels in some areas and he and develop his skills. If this was not adapt this
is not always able to access the year one work. would create distress to the child and would not
keep him engaged.

Following your SWOT analysis identify actions to improve your practice in each
of the areas

1. Time pressures – there is very little time in the day to complete these interventions, my day as a
TA is very stretched with lots of other jobs that also need completing. – I need to ensure that my
time management is better and ensure that interventions are completed on the day and within the
time,
2. Some of the input I need clarification on from the teacher, Maths is my weakness subject. – I will
ensure that I am asking the teacher to clarify what is being taught and then go over what has
been said to ensure that it is clear in my mind, and I will deliver the lesson correctly.
3. I don’t have access to all the programmes and interactive board that the teacher does for 121
teaching with the SEN child that I work with. – I will ask to see if I can get a login to the
software to ensure that I can access it to use in my teaching.
4. The teachers planning is not always accessible to me and isn’t always given to me to allow me to
adapt and plan my lessons for my SEN child. - I will make a conservative effort to ensure that I
ask, and I am included on the planning email. This will make sure that I have adequate time to plan
and prepare for the week ahead.

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 SMART Plan Unit HF8/3/NQ/001 (3).3.1/4.1/5.3

As part of your course it is important that the path that you follow meets your professional and personal needs. In order to assist us in
ensuring that you reach your end goal, it is important for us to understand what you personally would like to achieve.

Complete the SMART plan below, stating the Six key areas (12 key areas if you are completing a 2 year course) of learning that you would like
to achieve before completing your qualification. These must be shared with your employer/supervisor who can then provide you with some
feedback

Professional and personal goals set (please ensure that you include Safeguarding Training and Prevent )

Specific - What Measurable - Achievable – Realistic – Time-related – Feedback from What I have learnt and
do you want to How will you How are you What date will Employer/Tutor - What how this has impacted on
(what support,
do know if you have going to achieve your achieve impact has achieving this my practice
resources
achieved your this? your goal/target personal goal had on the
needed )
goal/target by learner’s practice
(steps to take )

1 Time Management I will be able to I will plan my day Support from the December 2023
complete tasks in the ensuring that I have class teacher and
allotted time. enough time to being mindful of my
complete the tasks workload.
required of me.

Standard Resources
2 Improve my Undertake more Undertake training and Numeracy training May 2024
numeracy knowledge training to improve my then put my learning course supported by
specifically in a year numeracy knowledge into practise. headteacher.
2 class to better support the
children.

3 Gain access to the I will be able to log into Ask the Supported by the September 2023
learning programmes the systems. headteacher/teacher teacher/headteache
used in lesson time for a login. r
for 121 SEN child

4 Ensure that I have I will be able to forward Ask to be included on Support from the September 2023.
access to the plan for the SEN child the weekly planning teacher.
teachers planning on that I work with. emails.
a weekly basis to aid

Standard Resources
with my planning for
SEN child

5 Learn Makaton I will be better able to I am going to take part Makaton training May 2023.
support SEN children in a private course course.
within our school, funded by myself,
specifically those who supported by school.
are known verbal.

6 Gain more I will have a better I am going to volunteer Support from September 2023.
experience within a understanding of what one afternoon a week headteacher.
year 2 working in year 2 is like to gain experience in
and how things are year 2.
taught as I have very
little experience of
working within a year 2
class.

Standard Resources
Standard Resources
Employer Engagement

 The role of the teacher and how the TA can support this
 Description of the different assessment/observation techniques used
in school and for what purpose
 Experience of the different ways feedback is given to pupils
 Experience of the different software/programmes/apps used with
pupils to support their learning
 Different ICT and technology that staff use and demonstrations on
how they are used and the purpose eg MyConcern, Registers,
interactive whiteboard

Standard Resources