Task 3: Identifying/evaluating school polices on

parental communications and support for learning.

Objectives:
For student teachers to:

Identify/discuss with MST school polices on parental communications and support

for learning.
Identify children who receive learning support in your class into Table 5. Obtain and
discuss their IEP (Individual Learning Plan) if they have one and the type and range of
support provided. Discuss with both the MST and SENCO how you could contribute to this
support.
Continue to develop a class list and write something positive about each child that will
help you to remember them. Talk to the child to get an idea about who they are; their likes,
dislikes etc. (Table 4)
Be prepared! Have at least two familiar stories to read and a number of songs, circle time
activities ready in case you need them. Take the initiative!

Procedure:

You will need:

the ECE MST Guidelines
the Teaching Practice Tasks booklet for Practicum 3b
Table 4: Class List
Table 5: Identifying Children with Special Needs
a digital camera
TP Journal Guidelines
UK EYFS Stage Curriculum Guidance document
UK EYFS Stage Profile

Before implementing these tasks:

Discuss each of these tasks with your MST. (Ask for permission to take photographs.)

Whilst implementing the Tasks:

Make notes about any areas of interest or issues you would like to discuss with your MCT
and/or MST.
Photograph any other interesting displays, activities, resources for your portfolio.
Locate and identify classroom and/or shared resources that are specific to a particular
curriculum area e.g. mathematics, science, art and craft.
After completion of the tasks:
1. Clearly label and store all school planning, documentation and artifacts in your TP portfolio.

2. In conjunction with your peers, prepare to discuss your ideas / draft plans for the three input
sessions and the type and range of activities you will devise to support them.

3. Continue to expand Table 4: Class List.

4. Submit Table 5: Identifying Children with Special Needs.

5. Prepare to explain the IEPs of children in your class to your peers in college, what is being
done and what you could also do to support them. (Delete all personal details).

6. Submit your TP Journal and responses. Refer to your own personal targets and the TP
competencies and note which of these you have addressed today and which you feel you
still need to work on.

Exploring properties of materials

Table 5: Identifying Children with Special Educational Needs (SEN).

Name Age IEP Issues / Area of Focus Type, range and frequency of support
provided / needed.

Sultan 3yeras Possible ADHD: target try
old to let them sit in the carpet
and listen to teacher and
encourage with their peers.
Daily Teacher Support with advice
from Learning Enhancement Teacher:
Using reward chart.
Give him a task to let them feel
confidence.
Say for them a nice word.