NCFE2 Session 20
From Usefulwiki
Introduction
10:00 - 10:10 The shape of the morning:
- Introduction to Unit 4 - literacy (45 mins)
- Short break - 10 mins
- Introduction to Unit 6 - Special Needs (45 mins)
- Short break - 10 mins
- Final Unit 3 talk - 5 mins
- Swot analysis of optional unit choices (30 mins)
- Individual Grades and feedback for talks (30 mins)
Learning Outcomes
All students should:
- Have a basic understanding of the requirements of Units 4 and 6
- Have reached some conclusions about their choice of optional units
Most students could:
- Have a more detailed understanding of the importance and application of the optional units in their setting
- Use an analytical tool to explore the potential threats and opportunities involved in their choices
Some students might:
- Have clearly analysed their own strengths and weaknesses in relation to the optional units
- Changed or confirmed their choices based on this analysis
Introduction to Unit 4 - literacy
10:10 - 10:30
Moving towards more independent learning.
Looking at Unit 4 - an overview
If you decide to choose Units 4 and 5 Your portfolio section for unit 4 will include:
A literacy resource notebook
This can be a notebook but a file is better
You should collect in it materials to help you plan and implement literacy activities. These will include notes on:
Reading Skills
- Definition of literacy
- How reading, writing, speaking and listening are linked
- Brief explanation of development of reading skills including stages
- Main methods of teaching reading
- List of reading strategies used by learners
- Examples of different text types (fiction, non-fiction, poetry, explanation, persuasion, discussion and justification
- Notes on planning group and individual reading
- List of learning materials for reading available in your setting
- How to use praise and assistance effectively with readers
- Literacy skills expected of individuals & groups
Writing Skills
A similar selection of notes about writing skills - more detail next week
Speaking and Listening Skills
- List of non-standard types of English
- Explanation of stages of development of skills
In your Portfolio
Your school literacy policy
The school policy can be in the policies section of your portfolio. You should make some brief notes on it as it applies to teaching assistants in your classroom.
A tutor observation
This will be of you with a learner reader and will provided by me.
Resources
I will add any useful stuff I find to help you with this on Literacy resources page. These are links and videos to explore in your own time. I will also add links to some books you could use, either to buy or from the library.
Unit 5 - Numeracy
I'm not going to give a detailed list for this today but it is very similar to the Literacy unit. You use a Numeracy Notebook or folder and collect very similar evidence. There is also a tutor observation report - this can be simulated here or in your setting.
Activity
10:30- 10:45 Work though the sections on Units 4 and 5 in groups of two or three.
Think and make notes about:
- How much of this have we already covered?
- What additional evidence will I need to provide?
Short break
10:45- 10:55
Introduction to Unit 6 - Behaviour Management
10:55- 11:15
Brief discussion on the need for opportunities to gather evidence in your setting.
Behaviour Notebook
Brief section notes on:
Pupil development
- stages of emotional and social development 0 - 16,
- factors affecting development including significant adults
Pupil behaviour
- principles of positive behaviour management
- description of how age, stage of development and external factors affect behaviour
- Sorts of incidents, how to respond and diffuse potential risk situations
- Limitations of rewards and sanctions
- How to overcome interaction difficulties
- Behaviour management plan (BMP) for pupil supported - anonymous
- School behaviour policy notes
- Notes on relevant sections of the Children's Act
Child Protection Issues
- signs and symptoms of abuse
- role of Social Services and other agencies
- List of methods of recording and record keeping
- Notes on relevant sections of Children's Act
- Factors to consider when responding to signs of ill health
- Legal and organisational requirements when responding to child protection issues
Policies
Annotated school Behaviour Policy - must identify reasons for having each policy
Incident Report
Use the procedures of your setting to record an behaviour management incident (anonymous)
Candidate Observation of a Pupil
Two observations written by candidates of occasions when strategies were used to help pupils express their feelings and respond to situations in a calm and reassuring manner.
May be simulated. Must be signed and dated by tutor.
Assessor Observation
Observation of candidate responding to acceptable/unacceptable behaviour
Observation of candidate role play of dealing with child protection issues. (Scenario etc. to be provided by me)
Candidate to provide a reflective account of the role play and description of peer review given.
Behaviour Management Resources Page
Unit 7 - Support Pupils with Special Educational Needs
I'm not going to give a detailed list for this today. It is broadly similar you use a notebook or folder and collect very similar evidence. You also need to write about your use of 3 resources that help learners with SEN and how they are used. There are at least 3 case studies of working with SEN pupils and also a tutor observation report - this can be simulated here or in your setting.
Activity
11:15 - 11:30
Work though the sections on Unit 6 and 7 in groups of two or three.
Think and make notes about:
- How much of this have we already covered?
- What additional evidence will I need to provide?
Short Break
11:30- 11:40
Final Unit 3 Talk
5 mins 11:40 - 11:45
SWOT Analysis
11:45 - 11:55
Modelled on IWB SWOT example
Activity
11:55 - 12:15
20 mins
Using your notes from homework
In pairs
Fill SWOT charts in. Do one for Units 4 & 5 Then another for Units 6 & 7.
Think about:
- What are the main strengths for you of making this choice?
- What weaknesses or problems can you predict?
- What opportunities might making this choice give you?
- What threats might this choice bring?
Plenary
12:15 - 12:25 5 mins
Sharing with the group
- What have you learned?
- How will this influence your choice?
Homework
- Continue with your Unit 3 Homework - hand in is next week please do not be late!
- Make your optional unit choice and write a paragraph explaining why you have made that choice. To be handed in next week
- Make notes on the handout for the Optional Unit you have chosen from last week if not already done so
Individual Grades and feedback for talks, worries about Unit 3 homework
12:30 - 1:00
Video from Teacher's TV from Session 19 available to watch on IWB
