teaching

Question 1 (Weighting: 10) Show your understanding and knowledge of statutory and non-statutory frameworks for the school curriculum from the age the child starts to when they finish. Outline both frameworks, bearing in mind that children start school before they are five, so look at early years curriculum as well as up to 19. Question 2 (Weighting: 10) Show how other frameworks support the development and well-being of children and young people in school. This is legislation, for example safeguarding, and policies and procedures within school. Question 3 (Weighting: 10) Give details of how you support children and young people in accessing the curriculum who have additional needs. When giving evidence for this you need to be aware of frameworks in place that support children and young people, e.g. inclusion, disabilities legislation and the SEN code of practice. Question 1 (Weighting: 10) Demonstrate how you would plan a lesson: • in collaboration with the class teacher • as the HLTA Your evidence should include preparation, planning, resources, assessment, recording of results, feedback, monitoring, and inclusion. Question 2 (Weighting: 10) Show how you would contribute to maintaining and analysing records of children and young people�s progress. Look at how and what records are stored, how are they analysed and for what purpose. Also, think about how are the children and young people�s progress is measured and supported. Question 3 (Weighting: 10) Demonstrate how you use ICT to enhance the learning experience of children and young people. ICT is not only about computers but whiteboards, printers, scanners, software etc. Question 4 (Weighting: 10) Explain how you would organise and manage learning activities both on and off-site, making sure that children and young people are kept safe. You should look at any legislation that covers health and safety both on and off-site. Look on education and HSE websites for guidance. Question 4 (Weighting: 10) Outline the key factors that affect children and young people�s learning and progress. Look at theories and theorists that show how progress develops through the stages of development. Look at both positive and negative factors. Question 2 (Weighting: 10) Outline legislation that regulates equality, diversity and inclusion in school and any relevant policy documents. Question 1 (Weighting: 10) Analyse the observation cycle in the context of your professional development. Question 2 (Weighting: 15) Analyse the effectiveness when observing: • the teacher • the children and young people • the learning environment Question 3 (Weighting: 10) Outline the learning theories and style that you would associate with teaching. Question 4 (Weighting: 15) Detail the steps you would go through when undertaking an observation in the classroom (you don�t have to actually do an observation; you are asked to go through what you would do in terms of preparation and finally with feedback and an action plan). Question 1 (Weighting: 50) In your own words summarise the major learning points from the whole of the study programme with particular reference to: • Communication and positive relationships • Maintaining communication with children, young people and adults • Curriculum, planning and assessment • Assessment, monitoring, feedback and recording • Child development • Motivating children and young people • Equality, diversity and inclusion • Special educational needs • Personal professional development • Developing your own area of expertise Question 2 (Weighting: 50) With reference to your own learning, summarise how you will be able to utilise these theories when working in an everyday situation.