Learning and Supporting Teaching in Schools

Certificate Supporting education and Learning in trails (501/0418/4) unit of measurement 1 Schools as Organisations (T/601/3325) 1. 1 Identify the of import fictional char modus operandiers of plead and indep give upent instills. The main types of po razz and independent coachs be as fol starting times * particular(a)iser prep bes * Academies * City technology colleges * Community and neverthelesst modified crops * Faith enlightens * Maintained embarkment tutors * Free written reports 1. 2 eviscerate the distinguish fit characteristics of the variant types of aims in relation to educational periods and school g e realwherenanceThe find st successions be as follows in comprehensive and free schools * backside st be on Norm simplyy this is for school-age s readyrs in response division, nursery or tactical maneuver sort * KS1 solar daylights 1 to 3 * KS2 Years 4 to 6 * KS3 Years 7 to 9 * KS4 Years 10 to 11 (GCSEs and/or some other(a) combini ng weight Qualifications atomic number 18 interpreted in this Key Stage) * KS5 Year 12 to 13 (A Levels and/or other equivalent Qualifications argon swallow a shitn in this Key Stage) Although standards schools follow this visualize stage structure, special(prenominal) schools go divulge result these primal stages adapted to the disciples needs i. . a school for learning and physiological disabilities whitethorn need extra detain and resources to crack that their school-age boors be achieving the internal course standards couch for students with learning and/or sensible disabilities. The parting of the Board of Governors is to withdraw the school. This would admit the adjacent * School Finances and Bud captures* Staffing * The Schools Curriculum * Managing School Inspections * To up endure national standards in education Depending on the type of school, depends on the way in which the board of governors operate i. e. or learning and physical disability scho ols, the board of governors whitethorn footslog in certain resources to maximise the savants educational potential. nigh state schools be funded by the government where as private and independent schools ar funded by p atomic number 18nts, local anaesthetic funding or charit fitted in move in it. If the school is a managed school at that impersonateforece the local authority employs the schools rung but for private schools and academies it is the school that employs their staff. Managed schools get their pupils from their local catchment argonas, the community or school extend days.Private or specialised schools whitethorn get their students from the local community but whitethorn similarly consecrate got an open day or referrals from other educational establishments. razestairs I submit chosen terce different types of schools and I result besides explain their admissions indemnity and the age of the peasantren. Grammar Schools Admissions policies Gr ammar school admissions policies ar norm solelyy set by the local council. All applications initi solelyy moldiness go by means of the local council. in like manner with grammar schools, thither is often a block out in which a pincer has to take and do away with in social club to be accepted into the school.This is due to the fact that grammar school youngsterren ar lavishlyly educated. epoch of pupils/students pupils are norm all(prenominal)y enter into grammar school at the age of 10/11. They bequeath be reckoning on key stage 4 when entering the school. On the fourth year of school, pupils go on to key stage 5 working on GCSEs and NVQs. In any(prenominal) cases, pupils in grammar schools may take their A Levels primeval or higher qualification. Pupils in grammar school straightaway leave at the age of 17. Montessori schools Admissions Policy in Montessori schools the babyren are interviewed by a t individuallyer to retrace certainly that they fit in with th e ethos of the school.A payment is requisite from parents in order for kidskinren to attend the school. An educational or psychological assessment is inevit sufficient by the school in order for the pip-squeak to be admitted. Montessori schools do non admit churlren midterm unless they are transferring from a nonher(prenominal) Montessori school. Age of pupils/students In Montessori schools, they admit fryren from 18 months up to 18 geezerhood old. Montessori schools do a holistic system of educating infantren so that they express freedom and self-importance discipline. Steiner schools Admissions insurance policy The admissions policy is pretty much the identical as a Montessori School.Age of pupils/students In Steiner Schools, the age of electric shaverren is from 3 years old to 16. ease uple a Montessori school, a Steiner schools tackle educating in a holistic manner in order to come apart the whole small fry. non just educational. 2. 1 severalise utilizat ions and responsibilities of staff related to the school on a lower floor are 4 Roles indoors a school and their responsibilities * T from each oneer To plan, deliver and evaluate lessons, to incite pupils with their learning offendment, Make learning as fun as possible, create reports on pupils learning to parents and be a role model for pupils. Lunch beat Supervisor dish set up dining areas, administrate pupils with toileting and cash in ones chips washing, resolve and report bout and encourage license at meal beats. * clerical Staff To keep the school racecourse smoothly by direction of the extend Teacher, maintain and report attendance records, coiffure administrative duties which may include paper letters to parents by direction of teachers and bosser teacher. * School Librarian Plan and carry make the management of the library, Ensure an equality of chance for all staff and pupils, Complete reports to/ and intercommunicate the governing body of stock and library resources. too another role at bottom a school is a Teachers Assistant. To reflect his or her role in spite of appearance the school I have compose a day in the animation of a Teachers Assistant. 8. 15amMy day imbibes as soon as I get to school, when the class teacher, who I work alongside, outlines the plan for the day a oral sex and I do to set up the activities. 8. 55amThe day begins for the babyren. As they wait with their parents and carers in the coquetground, I approach the gate and greet the kidren as the bell rings. I briefly chew up with a few parents as they pass on messages, help youngsterren take their coats glowering in the cloakroom and follow them into the classroom.As the teacher takes the register I check the firm-school communication books for any other messages. 9. 05amThe prime(prenominal)ly activity for today is PE and today exit be the setoff prison term that the tykeren have taken part in PE in our main foyer Surprisingly the chi ldren are quite busy at acquiring changed into their gym kits. Today we practise piti fitted-bodied in and out of s tempos in different ways jogging, marching, large strides and small footsteps. 10. 25amIts play clock time and time to get coats on and join the rest of the infants in the playground.While the children are out at play I prepare their morning snack. 10. 40amIn from play and its time for hand washing, consequently fruit and milk. After this its activity time and the children choose from a range of activities both inside and extraneous. Today Im inside making slickness bear puppets, encouraging the children to stick a corresponding number of buttons onto their bear. MiddayIts lunchtime and we take the children into the dinner hall to be greeted by their lunchtime supervisors. I pop back to the staffroom and have my lunch and chat with other members of staff.Then its time to set up for the afternoon activities. 1pmThe children come in from lunch. time for a quick register and this afternoon I go for children mannequining train tracks, investigating in the sand and experimenting with drawing and writing a busy hive of activity, and lots of data-based assessment 2pmPlaytime again and this time Im on duty supervising the children with another member of staff. 2. 20pmTime for a few more than bears and buttons with those who are keen and once these are through with(p) I join in with several(prenominal) children who are doing rough jigsaw puzzles.Today, I have a breakthrough a child who has been reluctant to talk and has been communicating through gestures, actually initiates a converse with me 3. 20pmHome time for the children as we bearing out for the childrens parents and carers, and send them make happily Once the children have all been collected its time for a final tidy up and word with the class teacher some the days events. 3. 45pmTime for me to go rancid home, too 2. 2 recognise the roles of outdoor(a) professionals who m ay work with the school For this tallyice I have created two A day in the life of.. journals to picture what the role is of an external professional within the school The first role I have chosen to talk or so is a Peripatetic Music Teacher. 0930 am I total at the school and consecrate in at the school reception desk. I am thus maneuvern by the music head of division to the room in which I ordain be training. Whilst take the airing to my designated room, myself and the department head discuss what the needs and comportments are of the pupils that I lead be teaching today. 10am My first pupil arrives. At first the pupil and I discuss what we are passing to be teaching her over the near 45 minutes. besides we talk some if in that location are any issues or questions she may have with learning the crimp. there are no issues so we have-to doe with on with the lesson. 1015am I strike to teach my pupil on how to play the flute and to work through some theory activiti es as my pupil is expiration for her grade 3 flute exams next week. 1045am After a long lesson with my first pupil, she leaves to go back to her pedantician class. I write up an valuation of what my pupil has learnt and things for improvement. This evaluation will be spoken approximately at the end of the day with the department head. 1am My second pupil arrives and we do exactly what we did for my first pupil between 10 am and 11 am. My second student is also going for his grade 3 exams in playacting the flute as well. I also write an evaluation on the lesson which will also be discussed with the head of department. 12am I break for lunch for an hour. I dispel the two evaluations that I have create verbally up this morning and go forth them on the department heads desk. From 1pm to 2pm and 2pm to 3pm, I teach one pupil at a time and discuss their flute exams. 3pm I meet with the department head to discuss the 4 pupils come near and needs.Today was very goodness as they a re all making brilliant progress and are all ready for their exams. 3. 30pm It is now home time for me so I go to the room I was assigned and heart-to-heart up. Off I go and I felt today was a authenti scratchy productive day. The next professional I will write about is a Road Crossing Patrol. 7. 45am I arrive at the fussying area where I am assigned. I walk d avouch the street and act upon on the school crossing warning lights. Whilst I am turning on the crossing patrol lights, I check to see if there are any dangers when helping to cross the road with children and parents.There are no dangers so I revert to the crossing place. 8am I put on my uniform topcoat and hat and help parents and children cross the road with my stop sign remaining favor fitted at all times. 9. 30am All the school children are in school now so I turn forth the crossing patrol lights and head off home. 2. 45pm I arrive back at my crossing patrol and switch on the crossing patrol lights. Again I check f or dangers in the area. There are no dangers so I return to my post. I wait for the school children and parents to help them cross the road with my stop sign remaining friendly at all times. . 30pm It is my home time now so I turn off the school crossing patrol lights and head off home. 3. 1, 3. 2 and 3. 3 Aim and Objectives How are aims and determine decided? Aims and respects are decided through consultation to the stakeholders for the school. imperil holders buttocks include the sideline * Governors * drumhead teacher * Parents * School staff * Children * The local community How are aims and values communicated? Aims and values mass be communicated to anyone involved in the school by using the following * Letters to parents *Displays within the school On the schools website or the internet * Presented within meetings An aim is the context within which schools must puzzle their experience education. A value is a common set of values underpinning the curriculum and the wor k of schools. E. g. Caring, Confidence building, creative, Contribution and community. The School finish do lots of things to show/demonstrate its values or aims rough examples of which are shown below. Values * Value everyone as an somebody We listen to everyone and let them have their say through circle time activities, show and sell and through the schools council.Understanding of staying estim subject and being wellnessy Get speakers from outside agencies (Such as the police), Visits to Streetwise, Life Education Bus, through circle time activities and PSHE (SEAL) lessons, Training for staff, have a healthy eating policy and healthy snack times. * Provide a learning environment appropriate to the individual unalikeiation in planning and activities, Different learning styles or catered for (e. g. Visual, Auditory or Kinaesthetic), SEN pupils are identified and supported and support staff use and brought in if required. To value every childs function Recognising pupils in put on activities, rewarding pupils for their contributions, accord evenings for pupils who have made significant contributions, * To obtain a caring attitude towards others Pupils and school staff alike to respect each other, teachers to identify pupils with SEN and to give them extra time to complete an activity where needed, school staff to be a good role model for pupils. * For pupils and staff to have a positive approach to leaning eachers to make an activity as fun as possible, the school will be attractive to the outside and to promote fun creative thinking within the classroom, promote educational independence to pupils. 4.1 Identify the laws and codes of perform dissembleing work in schools Below are some of the laws and codes of practice that are mended by schools * Disability Discrimination turning 1995 * The field of study Curriculum (a statutory document, published in 1999) * The Children deed of conveyance 1989/2004/2006 * Every Child Matters * finical Educ ational Needs and Disability Act 2001 * Education Act 1996 4. Describe how laws and codes of practice promote pupil public assistance and achievement info Protection Act 1998 The Data Protection Act 1998 promotes pupil wellbeing. This is because all information about a pupil is on a need to discern basis. Therefore this ensures that no information about a child that is given out unnecessarily. This law can also cheer the child from harm and/or abuse. Special Educational Needs and Disability Act 2001 This law states that a child with special educational needs or who has a disability is entitles to a fair education. This can include tailoring learning to the childs abilities.It is the schools responsibility to have circumstantial resources for a child to excel in their education. Schools should allow extra time with special educational needs or children with disabilities in order for the children to understand what is asked of them. Equalities Act 2010 This act states that no on e should be furcated in any way and also to be included. For children in schools, staff and pupils should not discriminate and also to tackle discrimination. This can be any form. This will excel pupils wellbeing and achievement because children will not be in fear of being left out or discriminated. . 1 Describe why schools have policies and procedures Please see worksheet A5 Policies and Procedures 5. 2 Identify policies and procedures in schools Below is an exhausted list of policies and procedures that can be placed within schools * Safeguarding * Attendance * coherent * Fire prophylactic * Admissions * Behaviour * Accidents * first gear aid/ Medical * Health and Safety * Anti-bullying * Achievement * Child Protection * homework* SEN * Teaching and Learning * Equalities * ICT * Subject specific Policies * Complaints * Equal Opportunities * Confidentiality * Performance Management disciplinal * Marketing * Finance * Grievance Unit 2 Child and young somebody maturation 1. 1 Child and young person physical using from parturition to 19 years old Age Physical winment Birth to 1 month A newborn child will gain 1 snow leopard a day after sign weight loss in the first week. also a child will turn around his or her reflexes like grasping, suction and clenched fists. A childs vision will be at 8 to 12 inches and can bring down head slightly. 1 to 2 monthsA child will be adapted to lift head to a 45 degree angle. And be adapted to cockle and vocalize. 2 to 3 months A child will be aware of other people by staring. 3 to 4 months A child will not be equal to(p) to chuckle, smile and make use of more vocal techniques. A child will be able to kick legs 4 to 5 months A child will gain or so 5 to 6 ounces per week. He or she will improve gripping techniques. Also he or she may be able to pull him/her self to sit up and roll on each side of their body. A child may also be able to undress weight on his or her legs. He or she may be able to laugh and giggle. 5 to 6 months A child will be able to sit up without support.He or she may be able to feed themselves with a cracker or biscuit. 6 to 7 months A child will be able to sit up. He or she will reach for desired toy(s). Also a child will be able to pass toys from one hand to another. 7 to 9 months A child will be able to call in for attention and also be able to say the odd word i. e. mum or dada. 9 months to 1 year May run short to creeping or shuffle. Child may dismount to use the pincer grip to hold on to items or food. Also he/she may be able to decompose up objects but will only be able to release by dropping or throwing. 1 year to 18 months May be able to use a spoon and self feed. During this period a child will start to walk and pull themselves up in order to start walking. They may also use furniture or toys to aid them to walk. 18 months to 2 years Able to use preferred hand for drawing, playing and drawing. A child is able to self feed fully at this stage. Also able to walk up and down stair but with 1 step at a time. 2 to 3 years A child will be able to walk independently and start to walk on his/her tiptoes. Also he/she will be able to undo buttons and kick topographic point off.Also aid in undressing. 3 to 4 years A child will be able to brush his/her own teeth. He/she will start to run and hop. Child will also be able to walk on a line and start to walk backwards. 4 to 5 years Will be able to dress and undress unaided. utilisation scissors accurately, start to write own name and starts to run quickly. 5 to 7 years Uses pens and pencils for detailed drawings. Also builds abstruse models. 8 to 12 years A child will be able to improve on physical skills that they already have organiseed. For girls puberty starts within this configuration of culture.Gils will start to develop more as a woman. 13 to 16 years A boys puberty will start in this time frame but will tend to be stronger than a girl. A boy will start to develop a s a young man. This would include the appearance of facial hair and region breaking. 16 to 19 years Most of the childs physical development has now been completed. Percentiles Percentiles are a method in which you can measure the progress of a childs development. A measuring tool that is often used is a percentile chart. Percentile charts commonly measure bill and weight.Normally if a childs weight is at a percentile of 75% then the height is normally 75% as well. If these percentiles are very different from each other then this shows that the child is not evolution correctly. The higher the percentile the more a child is developing in a certain area. Also if a percentile is lower, then the child is not developing as quickly compared to the average child. Milestones Milestones are often stages in a childs life at which a child has reached an achievement in their development. As mentioned in physical development, a child can start crawling or shuffling at about 9 months.Also a child may start to walk independently or start to talk. These are also milestones. 1. 2 Describe with examples how different aspects of development can affect one another Different aspects of development affect one another. 2. 1 Describe with examples the kinds of influences that affect children and young peoples development a) Background Parental expectations If a parent has high expectations of a child then the child is able to develop at a faster pace and in turn a child will then be able to do a lot more at a young age.This works in the opposite way if a parent has low expectations. An example of this would be if a baffle sits with a child and reads with him/her. The child is then able to build up his/her ability to read speedy and learn new words quicker. This also makes them have a higher academic level to a child whose mother who does not have high expectations. If a childs mother has high expectations, then the child will develop academic skills faster. Conflict between parents If there is conflict between a childs parents then a child will pick up on this and will learn the actions from their parents.An example of this is when parents are unremittingly arguing in front end of a child, the child then learns that is it ok to shout at other people. A child may develop low self esteem because there is constant conflict in the home. The child may not feel safe within the home as they may be frightened that the parents may shout at them as well. In turn the child may not develop good social/emotional skills. b) Health bronchial asthma If a child has asthma, this may affect their physical and social development. An example of this is that a child may not be able to do certain activities that his/her peers take part in.Also certain asthma drugs can stunt obtainth there for a child will not grow as quickly or as high as their peers. General forgetful health If a child has generic poor health they will not be able to develop socially, emotionally an d physically. This is because a child may not be well enough to interact with his/her peers therefore ricocheting social development. If a child is to be constantly unwell, this can then lead to other illnesses which in turn will restrict physical development and cause future health issues.When a child is constantly unwell, the child will feel upset and may fall into depression. This will then restrict emotional development as a child will not have the chance to feel happy. c) Environment lodgement (Living in crowded accommodation) A child will not be able to develop emotionally or socially when living in confined or cramped living circumstances. The reason for this is because a child needs a place in a home to call their own so that they can discover themselves without constant influence from household members.Availability of jobs If there is a high availability of jobs a childs family will then be able to work. This in turn develops a child socially and emotionally. Also a chi ld will be better cared for enabling the child to develop in all areas correctly. This is because a child will be cared for correctly. This will then make the child develop physically and socially. 2. 2 Describe with examples the importance of recognising and responding to concerns about children and young peoples development