d3ca96b52e5a49b4d535b2daba06e565

Teaching Assistant File
Induction training for teaching assistants in primary schools
The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources.
Practice
Teachers & Staffing

Teaching Assistants
Teaching Assistant File

Induction training for teaching assistants in primary schools
Status: recommended action Date of issue: September 2003 New format TA File Ref: DfES/0586/2003
TEACHING ASSISTANT FILE Contents
CONTENTS
SECTION 1 SECTION 2 SECTION 3 SECTION 4 SECTION 5
NOTES ABOUT THE COURSE AND THIS FILE PERSONAL PROFILE FINDING OUT ABOUT THE SCHOOL REVIEW OR APPRAISAL BEHAVIOUR MANAGEMENT MODULE
Further activities Course Documents and OHTs needed for reference
1.1 - 1.4 2.1 - 2.7 3.1 - 3.13 4.1 - 4.8 5.1 - 5.15
SECTION 6 (a) LITERACY MODULE

Further activities Course Documents and OHTs needed for reference
6.1 - 6.32
(b) LITERACY (RECEPTION) MODULE

Further activities Course documents and OHTs needed for reference
6.33 - 6.64
SECTION 7 (a) MATHEMATICS MODULE

Further activities Course Documents
7.1 - 7.22
(b) MATHEMATICS (RECEPTION) MODULE

Further activities Course Documents
7.23 - 7.29
SECTION 8 SECTION 9
REFLECTIVE NOTEBOOK GENERAL BACKGROUND NOTES

The National Curriculum Observing in the classroom Supporting pupils with Special Educational Needs Supporting the teacher Supporting the school Further development
8.1 9.1 - 9.60
SECTION 10
ENGLISH AS AN ADDITIONAL LANGUAGE (OPTIONAL)

Pre-course activity (EAL) Introduction Course Documents Recommended further reading Common terms Further activities
10.1 - 10.42
TEACHING ASSISTANT FILE Section 1 Notes about the course and this file
1.1
Section 1 NOTES ABOUT THE COURSE AND THIS FILE
Welcome to the Induction Course for teaching assistants (TAs) prepared by the Department for Education and Skills (DfES). The course will consist of four full days of training away from your school, or eight separate sessions, depending on how your LEA decides to arrange it. Some schools are also offered a session on working with pupils for whom English is an additional language. In order to make the best use of this time we have asked you to do some advance preparation. You should already have received instructions for this. You should have received at the same time a general outline of the course and a complete list of all the activities, including a few that you are asked to do between sessions or after the course. You may find it useful to keep that information in this File. We have recommended that the school appoints a mentor from its staff to support you in all these activities and to help establish you in your job. This File contains the set of materials which accompany each module of the course. Do not try to read all these materials at once! Before attending the first session of each module of the course you need only to have done the preparatory activities; the documents in the File are to be used during the training sessions or afterwards. You will therefore need to have this File with you on each of the training sessions. As you complete the course and the activities, and continue working in your school, you are likely to accumulate a considerable set of resource materials. These will be useful both in doing your job and for your professional development. Some of the material could be used later directly in programmes of training that lead to accreditation, so it is worthwhile keeping your materials well organised.
This file
Some sections of this File relate to the modules of the course, the others are designed to form part of a professional development portfolio. These introductory notes are Section 1 of the File. Sections 2 to 4 build up into the professional development portfolio; they are for documents that will be of personal use as your skills and experience develop, and if you wish to undergo further training. Sections 5 to 7 contain the Course Documents and activities for the Behaviour Management, Literacy and Mathematics modules respectively, while the last two sections contain some further notes which will be referred to on the Role and Context module. You may wish to keep the preparatory activities for each relevant section with this document.
1.2
The Literacy Module (Section 6) has been specifically designed to complement the materials already in schools for the National Literacy Strategy. Section 6a is for most TAs. If you work in a Reception class you may receive the special training for Literacy, which has different activities designed to meet the needs of young children. These are included as Section 6b of the File. Your school will tell you if you are to attend this module. The Mathematics Module (Section 7) has been specifically designed to complement the materials already in schools for the National Numeracy Strategy. Section 7a is for most TAs; those working in Reception classes who are attending the special Reception course should read section 7b. Keeping a Notebook (Section 8) is empty at present. It is for you to keep your notes about your progress, both in school and on the course. This does not mean that you should write down all that you do, but you will find it very helpful to note the dates of key events. These may be things that are important milestones to you, whether or not they were planned. You may find it helpful to have simple structure for recording these, such as by having ruled sheets into columns with headings as follows:
Date
Significant event
Why this was interesting, successful or important
What happened to the children
What, if anything, I would do differently in the same situation again
A suggested timeline for the course activities

The following list may help you plan your time, and could be used as a checklist as you do the various activities. Dont worry if this seems like a lot to do; most of it will fit in easily with what you are doing anyway or will flow naturally out of the training days. Between Day 2 and Day 3 Set up the activities for Literacy and Mathematics as requested on the course day, with your mentor. For Literacy these are Activities C and D, in Section 6a.1 or 6b.1 of this File. For Mathematics: Activities B, C and D, which involve making observations, and E, on ways of planning. In Reception, C and D involve observations and E is on ways of planning. Reflect on the activities and discuss them with your mentor.
1.3
Between Day 1 and Day 4 Share the content of Section 3 of the TA File with your mentor. Discuss how best to gain access to the documents and which are particularly important for you. Complete Section 3 of the TA File, finding out about your school. Find the location of the key documents relating to your work. Start background reading in areas which interest you or are particularly relevant to your work, especially the parts relating to Special Educational Needs and pupils for whom English is an additional language. Discuss any points of interest with your mentor. After the course Carry out the Behaviour Management Activities given in Section 5.1 of this File. Complete the Literacy Activity E. Continue with your Notebook as you find helpful. Finalise arrangements for a review of your work towards the end of your first year, and then complete Section 4 of the TA File. This will help you consider what comes next.
1.4
TA course activities
BETWEEN DAYS OF THE COURSE AFTER THE COURSE
Complete section 4 of TA File as and when appropriate: Review or appraisal Complete section 3 of TA File: Finding out about the school Consider further reading
MODULE
PRE-COURSE
Role and Context
Establish relationship and work pattern with mentor
Complete section 2 of TA File valuing yourself
Begin a personal Notebook
Behaviour Management Observation notebook C: D: E: E: I know that I know that ...
A: Considering rewards, other consequences and rules B: Background reading
Twenty opportunities to praise children Reframing language positively Progression in phonics (2)
Literacy Main
A: Background reading
B: The Literacy Hour
C: The role of the TA in supporting the Literacy Hour D: Progression in phonics (1)
Literacy Reception C: The role of the TA in supporting literacy D: Progression in phonics (1)
A: Background reading
E:
Progression in phonics (2)
B: The Literacy Hour
Mathematics Main
A: Observation of a mathematics lesson
B: Observation in a Reception Class C: Observation of a mental and oral starter D: Observation of a small group of children E: Discussion of planning C: Observation of a mental and oral starter D: Observation of a small group of children E: Discussion of planning
Mathematics Reception
A: Observation in a Reception class
B: Observation in an older class
TEACHING ASSISTANT FILE Section 2 Personal Profile
2.1
Section 2 PERSONAL PROFILE
Contents of this section

2.1 2.2 2.3 2.4 2.5 Personal details Qualifications Previous work experience Details of present post Framework for a job description
This section will provide a record of qualifications and experience, which you can update as appropriate. It enables you to keep in one place the various personal details and numbers that employers and potential employers sometimes ask for. You can get plastic pockets that are specially designed for ringfiles if you want to include any certificates or other documents that you get. The following pages are only prompts, and you may have more ideas. Do feel free to add to them. You could, for example, add educational qualifications, your c.v., letters of application, references and referees, or your job description.
2.2
2.1
Personal details
Name Date of birth Address
Home telephone number Next of kin or other contact telephone numbers
E-mail address National Insurance number Driving Licence number Payroll number Other membership numbers (e.g. professional associations, trade unions)
Languages spoken
Interests and activities
2.3
2.2
Qualifications
School qualifications and certificates whether or not exam-based Subject Exam Date
Other qualifications e.g. first aid, work-related qualifications, diplomas Areas covered Qualification Date
2.4
2.3
Previous work experience
1. Company/school Dates Details of post
Employer/name of headteacher
2.5
2.4
Details of present post
School Address
Telephone number Fax number Date of appointment Details of responsibilities and duties
Include a copy of your job description in this section. If you do not yet have a job description the following page will give you the essential ingredients.
2.6
2.5
Framework for a job description
Job Title: Teaching Assistant Grade: School: (Employer and Location)
Responsible to: (Line manager) Liaises with: (Class teachers)
Main Purpose of job:
Duties and responsibilities: Support for pupils:
Support for the teacher(s):
2.7
Support for the school:
Support for the curriculum:
Arrangements for appraisal of performance:
TEACHING ASSISTANT FILE Section 3 Finding out about the school
3.1
Section 3 FINDING OUT ABOUT THE SCHOOL

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 The school The community The school organisation, environment and resources Procedures Health and safety Special needs provision Curriculum policies Other documentation
Not all of the items on these lists will be relevant to your school, and there may be others which you feel are important to include. You will not need to be familiar with the documents listed in this section straight away, but you will need to know of their existence and where they can be found. Please discuss these with your mentor. You might add copies by inserting them into plastic pockets.
3.2
3.1
The school
How many pupils are there on roll? How many teachers are there? How many TAs are there? How many classes are there? What age groups does your school take in? What key stages does it cover?
Does the school have a special designation such as a religious or Foundation status?
Is the school in an Education Action Zone or other special region?
Does your school have any special funding provision or is part of a project?
3.3
3.2
The community
How would you describe the area from which the pupils in your school are drawn? Is it, for example, rural or urban, an old community or new estates, a tourist centre?
What is the employment pattern e.g. do people commute, work in local industry; is there high unemployment?
What links does the school have with: Pre-school playgroups or nurseries, other primary schools, secondary schools?
Community groups churches, businesses, organisations that regularly hire the premises?
What are the names and designated responsibilities of the governors?
3.4
Who is the support staff governor?
What features of the LEA structure are relevant to your role in the school?
What regular visitors from the LEA or other agencies come to the school e.g. school nurse, SEN support teacher, speech or occupational therapists, curriculum advisers?
What do they do? Does their work affect yours?
3.5
3.3
The school organisation, environment and resources
How are the classes organised; for example, by age in single year groups, in mixed-age groups?
How is the staff organised, with the key responsibilities?
Do you have a map of the school? Where can you find up-to-date information? staff handbook notice board staff message system school brochure
Where do you find copies of school policies?
What resource areas are there, e.g. library, SEN base, ICT area?
What access to books, equipment and resource areas do you have? For yourself and on behalf of the teachers or pupils?
3.6
What responsibilities do you have for these areas?
Are there any good sources of information near the school, e.g. museums or libraries?
3.7
3.4
Procedures
The school may have a school handbook which includes some if not all of these. General staff guidance confidentiality, expectations of dress, punctuality, code of courtesy, etc job descriptions, pay policy, discipline and grievance procedures line management systems, staff structure, staff support systems, professional development procedures Fire and first aid practices Health and Safety procedures, including hygiene and food, security and off-site responsibilities (see the next section) Behaviour policy: expectations, roles of all staff, responsibilities and strategies Child protection issues and procedures Communication systems, including emergency procedures, bad weather rotas and timings, and agendas, minutes and dates of meetings Systems for recording incidents or assessments where appropriate Equipment and resources: roles and responsibilities, access Confidentiality Expected adult involvement in various school activities
3.8
3.5
Health and safety
Mark the subjects where you need more information. Do you know what to do if a child is hurt?
Where are the first aid materials kept?
Are all staff able to use them?
If so, do you know the procedure for treating minor injuries?
Where do you record any incident or accident?
How do you get help?
Who is the school first aider?
Where is the Child Protection Guidance kept?
Who is the designated, or named, person for child protection in the school?
What do you do if you discover a fire?
What do you do if the fire alarm goes?
3.9
How do you ensure that someone knows you are in the building anyway?
What do you do if you find anything damaged?
Who is the school safety officer?
Where are the Health and Safety regulations kept in your school?
What do you do if you encounter an adult in the school whom you do not know?
Can you work late in the school?
Who locks up, where and when?
Is there an alarm system?
What should you do if you find pupils without an adult in any part of the premises?
If you are asked to go out in the playground or elsewhere with the pupils, what kind of supervision is expected from you?
Where is the guidance for supervising small groups in the school grounds, the locality or out on school trips?
What else should you know? Check with your mentor.
3.10
3.6
Special needs provision
In providing for the differing needs of the pupils you work with, you will need to know what specialist support is available to you. Where is a copy of the Code of Practice for Special Educational Needs kept? and other relevant documents?
Do you know the schools policy for pupils with special educational needs?
What particular special needs do pupils have in your school?
What languages other than English are spoken in your school? And by parents or carers?
Is there a system of classroom support which all teachers use? If so, what is it?
3.11
What is the role of the Educational Psychological Service?
Is there a resource bank of specialist materials or equipment available for you to draw on? If so, where is it kept?
Who is the nominated Co-ordinator for Special Needs (the SENCO)?
Who is the SEN governor?
What other agencies liaise with the school, e.g. nurse, occupational therapist, speech therapist?
What Ethnic Minority and Travellers Achievement Grant (EMTAG) support is available?
3.12
3.7
Curriculum policies
You will find that your school has whole-school polices on subjects and aspects of learning. You will need to become familiar with those that affect your work. Collect the ones that you and your mentor feel are relevant to you. Discuss with your mentor what your school means by a policy and whether it is relevant for you to have any access to schemes of work, or blank record-keeping or assessment forms. Relevant policies might include: Teaching and learning Curriculum Literacy or English and: The Literacy Strategy spelling, handwriting reading, and schemes used Numeracy or Mathematics, and schemes used The Numeracy Strategy The use of Information and Communications Technology across the curriculum Other curriculum subjects, especially science and foundation subjects Planning and assessment, including planning with the teacher or how to access the teachers intentions, feeding back to the teacher, recording information on pupils Reporting procedures TA involvement in statutory assessment procedures Displays and presentation SEN Equal opportunities, cultural diversity and anti-discrimination
3.13
3.8
Other documentation
It might be useful to know the location of the following documents: The National Curriculum The locally agreed RE syllabus The School Development Plan (SDP), sometimes called the Institutional Development Plan or similar Long-term and medium-term curriculum plans The school prospectus Governors Annual Report to parents, and governing body minutes School circulars and magazines Safety booklets for Science and DT Instruction booklets for apparatus
TEACHING ASSISTANT FILE Section 4 Review or appraisal
4.1
Section 4 REVIEW OR APPRAISAL

4.1 4.2 4.3 The review or appraisal cycle Self-review The appraisal meeting
4.2
4.1
The review or appraisal cycle
When you have been in post for a while there should be a formal review of your job, usually called an appraisal. If you are serving a probationary period, it may come at the end, or it may be towards the end of your first year. It should then become part of a regular cycle of review that is at least annual. Basically the appraisal is a review of your performance conducted by yourself and your line manager. The aim is to review progress on targets that were set at the last appraisal, set targets for the future, identify any training or other help that you might require, and identify any changes that need to be made to the job description. An appraisal is neither an exam nor a critique; it should be a positive process that includes a clear acknowledgement of successes. When the time is set for the appraisal or formal review and dialogue, complete the self-review form on the next page and discuss it with your mentor. This will prepare you for the topics that will be discussed at the appraisal.
4.3
4.2 Self-review
Self-review is a process whereby you consider your performance in your job, concentrating on the successes you have achieved, any areas of weakness you may have and your plans for the future. You should make notes of what you consider are your strengths and also what you most want to improve, taking account of the requirements of the job set out in the job description.
Areas to consider include: The job description is it still appropriate? If not, what changes need making in relation to the following points? working with pupils
relationships with other staff and adults you come into contact with at school
your knowledge of the curriculum
behaviour management
4.4
your knowledge about the skills needed for your job
the resources available for the job
the way you organise your job, e.g. time management and communication with others
other?
What extra contributions have you made to school life?
4.5
What appreciation and what critical comments have you received from others?
What aspect of your job satisfies you the most and what the least? List your successes and those things that you are still concerned about.
What targets were set at the last appraisal/start of the job? What do you feel you have achieved in relation to them?
Where you have not achieved the targets, what are the reasons?
4.6
Are there areas of your present work you would like to improve upon?
How successful was any training received?
What factors helped or hindered your professional development during the year?
Are there other areas you would like to extend your work into, that you cannot be involved in at present?
Consider your needs for career development; for example, where do you see yourself in five years time?
4.7
What are your training needs for your current job and your future aspirations?
Would it help you to receive some formal observation of your work? If so, what focus would you like it to have?
4.8
4.3
The appraisal meeting
If you have decided that you would like your work to be observed prior to the appraisal, agree the focus and timing of this and the class in which you will be observed. The appraisal itself should cover: Consideration of how well targets established in the last appraisal have been met An assessment of their performance by the person appraised Observations by the line manager on performance of person appraised Dialogue, including any problems raised by person appraised Setting of targets for achievement by next appraisal Agreement of action required to meet targets, including any training needed Consideration of the job description and agreement on changes if necessary Setting of date for next review What is to go on the recorded note for the headteacher/Staff Development Manager/governors
TEACHING ASSISTANT FILE Section 5 Behaviour Management Module
5.1
Section 5 BEHAVIOUR MANAGEMENT MODULE

5.1 5.2 Further activities Course Documents and OHTs needed for reference
The reinforcing activities and background reading are designed to help you get the most out of the course and improve the quality of the support you give the teacher, the pupils, the curriculum and the school. The activities should fit easily in with the work you are doing normally in your school. They do not involve any kind of work that is going to be marked or assessed; any written notes you are asked to take are solely for your own use. This part of the pack is designed to support your learning during the module on behaviour management. It consists of some activities and summaries of key ideas. It also provides copies of overhead transparencies used in this training that it is useful for you to have and all the Course Documents relating to the module. The training itself is divided into three sections. 1. Session 1 2. Session 2 3. Post-course activities It is important to remember that raising issues and queries as well as discussing these materials with your senior teacher/mentor (ST/M) is a valuable part of collaborating and building a consistent team approach to behaviour management.
5.2
Session 1
During this session a trainer will take you through the principles and practice of positive and effective behaviour management. You will have the opportunity to gain further understanding from the presentation as well as participate in guided discussions and activities with colleagues. You will be encouraged to place your learning in the context of your own school and the children you support. You will also be encouraged to ask questions.
Session 2
This part of the training is a video of TAs working within an ordinary school context. It illustrates the skills and strategies outlined and discussed in the previous sections. Additional insights and information are provided on camera by an educational consultant and by the assistants themselves.
Post-course activities
To help embed the ideas into practice, this section guides you through some practical research to undertake back in your school. In the activities, you will be asked to explore the use of a particular skill and record in an appropriate way the impact it has on your work
5.3
5.1 Further activities
If you have now finished Session 2 you have engaged in a detailed training programme on behaviour management during which a large amount of information and a wide range of skills, beliefs and strategies have been presented to you. You have also observed fellow assistants working with children in real contexts and seen these strategies modelled. You now need to introduce and rehearse these ideas so that they become part of your own practice. Part of this process is actually looking for opportunities to use and practise the skills (remembering you will not get them right instantly), taking feedback from the reaction of your children and adjusting your practice accordingly. Activities C to E reinforce what you have learned, and should be done with colleagues. Instructions are given in them. The Observation Notebook gives you a framework which you can use to test out your use of the new skills by noting how your children respond.
Activity C
I know that I know that
One of the most effective ways of reassuring yourself that you know something is to be able to teach or share the information with someone else. At the start of Session 5.1, a list of key understandings that we hoped you would take from the training was given. Here is an opportunity to show yourself what you know and also what you dont know yet! Take a few minutes to talk your ST/M through your understanding of the concepts below. Dont worry if you have gaps and uncertainties about some things. This is absolutely normal, and is really useful because it allows you to go back and check out the information again until you feel comfortable about it. I know that I know that Good behaviour results from planning and structure Consequences can be positive or negative and support choices We need to manage our own emotions before trying other peoples Power techniques relying on confrontation are not effective We need to be proactive in building and maintaining relationships The language of choice helps children take responsibility
5.4
Activity D
Twenty opportunities to praise my children
This is an opportunity to be creative about the scenarios and contexts in which you can offer praise and feedback to your children. Sometimes and with some children, as you will be aware, you will need to look very hard to find opportunities. Complete (up to twenty) context and situations to offer praise for. We have given you a start! 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Getting equipment ready Making eye contact when Im explaining Choosing to settle to work quickly Sitting correctly Helping another child
5.5
Activity E
Re-framing language positively
Language that is positive, especially when involving a corrective or re-directive interaction, is very effective. A key skill in language use is to describe the outcome you want to see rather than comment or focus on the behaviour you want to stop. Re-write these common phrases so that they a) are expressed positively b) describe actual behaviour that you can see.
Stop calling out.
becomes
One at a time thanks. or Hands up thanks.
Dont use bad language.
becomes
Stop pushing into the queue.
becomes
Thats far too noisy.
becomes
You mustnt hit other children.
becomes
Theres no point you all talking at once.
becomes
How dare you argue with me?
becomes
Dont waste time.
becomes
Stop dreaming and get on.
becomes
You cant change your book now.
becomes
5.6
Observation notebook
When you want to try out a new idea in your work with children, introduce it in a structured way. You can use this process for any of the skills you have learned in the training, or indeed an idea of your own. The process looks like this: 1. Have an idea. If I try to catch Michael being good as often as possible, then his time on task should increase. 2. Be as precise as possible about what is happening now. Try and work out how much time Michael actually spends on task when working with you. You might just form an impression or you might want to use a stopwatch (discreetly). 3. Mentally rehearse. Think of the situations that you can catch Michael being good and practise some of the phrases you might use (maybe involving the word choice) so that they seem natural and genuine. 4. Go for it. For the next three or four sessions make a deliberate effort to give Michael quick and positive feedback every time he is on task. 5. Check it out. During the fourth or fifth session re-check the amount of time Michael spends on task. 6. If it works, keep doing it. If it doesnt, do something else! If Michaels level of on-task behaviour improves then let him know and congratulate him on the good choices he is making and keep using the skill. If there is no real difference consider and discuss with colleagues what the next thing to try might be. NB. With some children, it may be that you will need to notice very small increases in the desired behaviour. 7. Celebrate. Share what has happened, either because it has been successful or simply because you have found out something.
You may photocopy the notebook for frequent use.
5.7
My observation notebook
Childs name: My idea
Whats happening now?
Phrases to rehearse
5.8
When, where and how Ill do it
What I noticed
What Im going to share
5.9
5.3
Course Documents and OHTs needed for reference
Various documents are used as overhead transparencies in Session 1 of the training. To save you copying them down, they are reproduced on the following pages. OHT BM 1.2
Core principles Plan for good behaviour Work within the 4Rs framework Separate the (inappropriate) behaviour from the child Use the language of choice Keep the focus on primary behaviours Actively build trust and rapport Model the behaviour you want to see Always follow up on issues that count Work to repair and restore relationships
OHT BM 1.2
OHT BM 1.3
Plan for good behaviour Balance correction with praise and encouragement Establish consistent rewards and consequences and teach them to children Use the language of choice to teach and emphasise responsibility for behaviour Plan your language to be positive and motivational Plan alternatives to confrontation Know how to get help when necessary
OHT BM 1.3
5.10
OHT BM 1.4
The 4Rs Framework Rights Responsibilities
Choices Rules Consequences
Routines
Inevitability
OHT BM 1.4
OHT BM 1.5
Work within the 4Rs framework It sets the climate for success It builds confidence and self-correction It is both supportive and corrective It reduces confrontation and tension It is an educational process It is fair, reasonable and logical It provides a platform for skill development
OHT BM 1.5
5.11
OHT BM 1.6
Separate the (inappropriate) behaviour from the child Make the behaviour unacceptable, not the child Making the behaviour wrong allows for changing to better behaviour Linking poor behaviour to a childs identity or personality inhibits positive change Linking good behaviour to a childs identity builds self-esteem
OHT BM 1.6
OHT BM 1.7
Use the language of choice It gives children confidence by giving them responsibility It regards mistakes as a normal part of learning It removes the struggle for power It has a positive emphasis It is an overt link between principles and strategies
OHT BM 1.7
5.12
OHT BM 1.8
Keep the focus on primary behaviours Primary behaviours occur first and are generally what trigger a response from the adult Secondary behaviours are used to make the child feel better and are not an attack on the adult Secondary behaviours can be non-verbal as well as verbal Reacting to secondary behaviours with frustration makes things worse Keeping the focus on primary behaviours emphasises choice and responsibility
OHT BM 1.8
OHT BM 1.9
Actively build trust and rapport Some children have a deficit of trust when it comes to adults Positive relationships are at the heart of everything you do Rapport involves entering the childrens world Establishing rapport supports the notion of tough care People achieve far more when they are confident and trusting Having trust and confidence encourages you to take risks
OHT BM 1.9
5.13
OHT BM 1.10
Model the behaviour that you want to see To a child, you are a model of legitimate behaviour within the school gates Resolving conflict calmly is one of the most important behaviours to model Calmness, predictability and certainty are key skills to model Being a good listener and giving a right of reply is a powerful skill
OHT BM 1.10
OHT BM 1.11
Always follow up on issues that count Always follow up on childrens choices with the consequence Following up shows that you care and that what you say is important Be positive about future behaviour when following up Keep the focus on the behaviour not on the personality
OHT BM 1.11
5.14
OHT BM 1.12
Work to repair and restore relationships Catching them being good afterwards allows them a way back Remember that children may still be stressed or resentful Be prepared to allow time and repeat the attempts to be positive If theres no hope of a way back, relationships and achievement will flounder
OHT BM 1.12
5.15
Course Document BM 1.1

A focus on rewards
Rewards can be categorised into: social rewards, for example a smile, thumbs up or verbal feedback symbolic rewards, for example a sticker special activities, for example playing with a favourite toy or choosing an activity token economies, for example collecting points towards another, usually more valuable, reward. Form into groups of four or five. 1. Make four headings of the categories of rewards on flip chart paper. 2. Pool the lists of the rewards you have brought with you that are used in your school. 3. Organise the list into the four categories. Discuss and consider these questions: Is there a balance in each category? Which do you feel are the most powerful? Which are easiest to administer? The range of rewards available can be increased by breaking them into smaller chunks, such as 5 minutes of the chosen activity then 10 minutes of the chosen activity. How might this be useful to you in your work? 1. On a new sheet of flipchart paper make three columns headed as below TA responsibility TA with teacher consultation Teacher only
2. Enter each of the rewards you have listed into one of the three columns as appropriate. For example if you can decide to award a sticker, you would put this in the column headed TA responsibility.
TEACHING ASSISTANT FILE Section 6a Literacy Module
6.1
Section 6a LITERACY MODULE

6a.1 Further activities 6a.2 Course Documents and OHTs needed for reference The reinforcing activities and background reading are designed to help you get the most out of the course and improve the quality of the support you give the teacher, the pupils, the curriculum and the school. The activities should fit easily in with the work you are doing normally in your school. They do not involve any kind of work that is going to be marked or assessed; any written notes you are asked to take are solely for your own use.
6.2
6a.1
Further activities
Between the two half days assigned to literacy on the course (days 2 and 3), you should carry out activities C and D, while activity E is for doing in your own time after the literacy part of the course.
Activity C
The Role of the TA in supporting the Literacy Hour
Consider your work and observations in school so far. Use the notes and reflections you have made in your diary. Relate this experience to: your list of the ways the TA can support the teacher (a sheet that you can copy is given on the next page) the activities you have undertaken on the first part of the Literacy course. Describe the role you might play in a Literacy Hour in your class.
Literacy Hour
Strategies I have used
Benefits and positive outcomes
Disadvantages and problems
Points to act on in future
Shared text
Word/Sentence level
Guided Reading/ Writing
Independent/group
activity
Plenary
6.3
6.4
Supporting whole class teaching (Shared work) Even when the teacher is leading the discussion from the front, there are many possible roles for the additional adult, such as: Drawing in reticent pupils the children who are too timid to put up their hand and answer a question Examples of how you can do this: I think Jamie has an idea. Kelly has a good example. Go on, Lisa. Starting the ball rolling when children are slow to pick up discussion Examples are saying. I can see something that starts with that sound on your desk or I think we were talking about one of these the other day. Supportive (silent) behaviour towards less able or less confident children Drawing them in to the lesson, such as by nodding, smiling encouragement, saying Hmmmm, making eye contact. Joining in and making contributions Examples are: joining in songs, choral reading, etc. to encourage the children; making contributions to keep discussion going when it flags (but being careful not to pre-empt the pupils). This can be useful as long as teaching assistants are careful not to interrupt unnecessarily when the teacher is hoping for responses from pupils. But sensitively staged contributions can provide a useful model for the children of how to join in the sort of content, tone, length and manner of contribution required. Demonstrating for the teacher For example, under the guidance of the teacher demonstrating activities such as using a dictionary, scanning a passage, working out a spelling. Acting as devils advocate So the teacher or children can explain, such as by raising questions or problems, pretending not to understand so the teacher can go through a step-by-step tuition, or acting as a character in a book. Echoing the teacher by repeating or rewording phrases for pupils who need extra help For example saying, Thats right, look for the speech marks, See where Mrs Goodwin is pointing, Remember what youve been told about sounding words out!, or acting as a partner for a less able child during thinking time. Acting as a partner for a less able child during thinking time In thinking time discussion, pupils are given a minute or two to brainstorm, discuss or develop a point to feed back immediately to the class. Teaching Assistants can help slow or less able pupils to formulate a response, and alert the teacher that theyre able to make a contribution. Thus the less able pupils can be guaranteed a secure and risk-free opening through which they can contribute to the class.
6.5
Behaviour management (Shared and group work) Although the teacher has responsibility for behaviour management, additional adults can help to prevent and manage possible problems by: Sitting alongside a difficult child This means sitting beside restless pupils to help settle and involve them during shared time, and to keep attention directed on their task during group/independent time. Focusing a child/childrens attention This involves, during shared work, focusing attention on the teacher, by directing inattentive pupils to look, answer or apply themselves to questions, saying things like Have you seen the book, Simon? Do you know the answer? Go on, put your hand up! During group/independent time, it means focusing childrens attention on the task by breaking it into small steps, such as by asking, Right, whats the very first thing well have to do? Thats good now you can go on to sorting the cards. Making eye contact In shared work this could be catching a childs eye, smiling and pulling him/her back into the lesson, or perhaps holding up a cue card to illustrate the behaviour you want (e.g. a picture of a face in profile with an arrow coming out of the eye, which means look at the teacher). (It can be helpful to sit at the front rather than the back so your facial gestures can be seen.) Good eye contact with individuals is important in group/independent time. Support for children who need specific help to access the lesson For example, children with visual impairment may need enlarged text on their knee. Troubleshooting This could mean sorting out minor disagreements within groups, responding to queries about tasks, or getting latecomers up to speed.
6.6
Resource management (Shared and group work) Interactive teaching often requires a range of resources, so help will be required in the shared session: Preparing, distributing and collecting pupil resources Such as handing out white boards, pens and cloths so that the lesson moves briskly and the teacher has more time for the teaching. Helping pupils use resources For example, showing them the right grip to use on the marker pens, prompting them to hold up cards so the teacher (or other pupils) can see them. Supporting the effective use of the teachers props, such as changing OHTs, reading a part in a play, working a puppet in a phonic game, operating equipment During group time, and especially in the changeover from shared to group time (some assistants manage the transition from whole-class teaching to group time, while the teacher moves straight into guided time), you can help by: Ensuring groups have access to the resources required for activities, e.g. pencils, highlighters, paper, appropriate texts, etc Supervising use of equipment, e.g. listening centres, the watching of a schools TV broadcast. There are, of course, many other aspects of resource management including tidying up at the end of the session and so on but these should not be part of your work during the Literacy Hour.
An extra pair of eyes The TA can be a valuable extra pair of eyes (and ears) for the teacher: Observing individual pupils For this you have to know what to be looking for and how to record it. Conduct, level of participation and recording specific responses are the easiest behaviours to observe. It helps to have an agreed and simple format for written notes, especially if theres little time for post-lesson discussion. Noting who can and who cant This could mean recording the names of those pupils who cant do a particular task like applying a spelling rule, identifying the adjectives in a list of words or making the correct final sound in a word. TAs may also pick up budding problems, which the teacher is too busy to notice, such as a child who is struggling with a topic or behaving in unexpected ways. Comparing notes and giving feedback to the teacher For example, offering a personal perspective on why some pupils failed to grasp the main point of what was being explained, or giving another perspective on why a particular child has become restless.
6.7
Assisting during group work Most experienced TAs are well used to assisting during group work, but the Literacy Hour has changed the nature of this to a large extent. Guided Reading and Guided Writing and supporting group discussion Detailed advice on this will be provided later in the course. Helping children with activities When a new activity is introduced to a group, children need a lot of support (taking it step by step) to get the hang of it. Once they know a basic activity such as how to match pairs of cards in the game Pelmanism, or how to organise a spelling investigation they will have learned some principles that they can be gently reminded of when those principles are relevant to some new material. Assessing progress to feed back to the teacher The teacher will pass on his or her own assessments of the childrens progress so that the TA can find ways to move them forward along the lines suggested. TAs in turn need to make their own assessment of progress and feed these back to the teacher. This way the cycle of planning, teaching and learning works effectively. Of course, these are only some of the ways teaching assistants can help in the Literacy Hour. When working with children, the potential scenarios are endless and TAs, like teachers, have to become experts at thinking quickly. But the more aware you are of the general principles underlying your role in the classroom, the easier it is to think on your feet.
6.8
Activity D
Progression in Phonics (1)
In liaison with the KS1 classroom teacher work with a group of children on one of the Progression in Phonics steps 1 to 4. If this cannot be arranged, work with a small group of children in Year 3 on the content of one of the lessons in Module 1 Lessons 1 to 8 of Additional Literacy Support (ALS). When you have chosen your activities make sure you are very familiar with the procedure and have all the equipment to hand before you start the lesson. Keep a notepad to record any necessary observations about the children. After each lesson make notes on the following aspects of the work with the children: What was the objective of the lesson? For example, hearing phonemes in initial, final, medial position? Learning letters? Reading or writing CVC words? Which activities did the children appear to enjoy most? In which activities did they show less enthusiasm? Can you explain why one activity was better received than another. To what extent was it due to: a) the nature of the activity b) your approach c) the point in the lesson at which it happened d) or something else? When any child experienced difficulty, which of your explanations or actions did you think particularly effective? When you finished each lesson did you have the knowledge to advise the class teacher as to whether the group should work on that step further or progress to the next step? Discuss your notes with your class teacher and record any conclusions you arrive at jointly which will be helpful to you in the future.
6.9
Activity E
Progression in Phonics (2)
This activity is to work in liaison with the KS1 classroom teacher with a group of children on one of the activities in Progression in Phonics Steps 5-7. If this cannot be arranged, you should work with a small group of children in Year 3 on the content of one of the lessons in Module 1, Lessons 9-20, or Module 2 of Additional Literacy Support (ALS). When you have chosen your activities you should make sure you are very familiar with the procedure and have all the equipment to hand before you start the lesson. You should keep a notepad to record any appropriate observations about the children. After each lesson make notes on the following aspects of the work with the children: What was the objective of the lesson; e.g., reading or writing words containing initial/final consonant clusters, or reading or writing words containing vowel digraphs? Which activities did the children appear to enjoy most? In which activity did they show less enthusiasm? Can you explain why one activity was better received than another? To what extent was it because of: a) the nature of the activity b) your approach c) the point of the lesson in which it happened d) something else? When children experienced difficulty which of their explanations or actions did you think particularly effective? How are you helping children to use the knowledge they acquire in these games for reading and writing stories, and for other types of writing they have to do such as creating labels? Discuss your notes with your class teacher and record any conclusions you arrive at jointly which will be helpful to you in the future.
6.10
6a.2
OHT L 1.7
The Searchlight model
Phonic knowledge (sounds and spelling)
Knowledge of context
TEXT
Grammatical knowledge
Word recognition and graphic knowledge
OHT L 1.7
6.11
Course Document L 2.1

Some ways of supporting the teacher during the literacy hour
Supporting the teacher during whole class teaching drawing in reticent pupils dropping helpful pointers, e.g. I can see something that starts with that sound on your desk supporting children by nodding, smiling encouragement, etc. joining in and making contributions (when appropriate) demonstrating for the teacher, e.g. how to use a dictionary acting as devils advocate so the teacher or children can explain something echoing the teacher by quietly repeating or rewording phrases for pupils who need extra help acting as a partner for a less able child during talking time, using other languages where appropriate using supportive props (pictures, objects, flash cards, etc)
Behaviour management sitting alongside a difficult child focusing a child/childrens attention making eye contact support for children who need specific help to access the lesson troubleshooting, e.g. sorting out minor disagreements within groups
Resource management preparing, distributing and collecting pupil resources helping pupils use resources supporting the effective use of teachers props, e.g. changing OHTs
An extra pair of eyes observing individual pupils noting who can and who cant comparing notes and giving feedback to the teacher
Assisting during group work supported reading and writing supporting group discussion helping children with activities, e.g. playing Pelmanism assessing progress to feed back to the teacher
6.12

Some ways of working with children during the literacy hour
Scenario A Joanne is a quiet child who lacks confidence in her own ability. Shes so afraid of giving the wrong answer that shes developed ways of becoming invisible during shared sessions. She has difficulties with reading and gets muddled when trying to explain something. Today the TA sits beside her during the shared reading session. The teacher asks the children to read along, and encouraged by the TAs example Joanne joins in more confidently. The teacher then gives the children two minutes time out. They have to discuss with a partner why one of the characters in the book they have been reading behaved in a certain way. With the TA as her partner, Joanne is willing to make a suggestion and talk it over, coming up with an explanation. The TA helps her to put this into a sentence and rehearse how she will say it to the teacher. For the first time, Joanne has the confidence to put her hand up. Scenario B It is a shared word session and the children are sitting in a circle. The objective is hearing final sounds in words. Matthew and Sheena suffer from intermittent hearing loss and find phonics difficult. The class teacher and the TA quickly give objects to each child to play Jump in the Hoop. Sheena has a cat and Matthew a bus. The TA helps these two children to work out the final sounds of their objects by saying cat and bus clearly as the children watch her mouth. The teacher places a hat in one hoop in the middle of the circle and a horse in the other and tells the children to jump in the hoop. The TA says cat horse to Sheena. Sheena repeats this after her and decides that the two words do not end in the same sound. Sheena and says cat hat and races to the hoop containing the hat. The TA points to the horse and to Matthews bus. Matthew repeats the words twice but doesnt move. The TA says bus hat. Matthew grins and joins the other children in the horse hoop. Meanwhile the teacher has started to check that the rest of the class have chosen the correct hoop. Scenario C During a 20-minute independent session, the TA works with a group of less confident readers to familiarise them with a big book in advance of next days Shared Reading. In this warm up session the TA wants to give the children an overall sense of the book. She talks about what sort of book it is (its genre), and what the children think it will be about. She reads it to them as they follow, pointing out new and tricky words and explaining what they mean. She also gives some ways of tackling these words breaking them into syllables and watching for common letter-strings. Kashif and Imran, who have English as an additional language, are able to talk about the ideas behind the new vocabulary. The TA ensures each childs close attention through questioning, eye contact and careful use of praise. In the next days Shared Reading, these children have all the confidence that comes from prior warning. They are able to shine in the whole-class session. In particular, Kashif, who under pressure tends to use only phonic cues, is able to use his knowledge and understanding of the context and the flow of the piece. Today he uses a variety of strategies, including reading on and looking back.
6.13
Scenario D In a Guided Reading session with her ALS group, the TA gives out a text that the group read the previous week with their teacher in their Guided Reading session. She reminds them about it by asking questions about the characters names and the outline of the plot. She then reminds them of the strategies they can use when reading independently, and sets them two questions about a particular character: what do you think he looks like? what do you think the authors feelings are about him? To answer these, the children must look for evidence, not just in the words they read but by reading between the lines. The children begin to read independently, and the TA watches and listens, providing a range of prompts where necessary to scaffold their use of independent reading strategies. This one-to-one help encourages a problem-solving approach to reading. At the end, when discussing the questions, she asks children to point out evidence in the text that led them to their answers. In this small group, where they are confident of the TAs support, the children engage in animated discussion about the text. Scenario E In the plenary session of the Literacy Hour, the TA helps the teacher to hand out cards with a full stop on one side and a question mark on the other. She then plays devils advocate to the teacher, saying she was sure that the class had decided during Sentence Level work that questions must always end with a comma. The class explains the TAs error clearly and confidently! The teacher calls out sentences, and the children hold up a full stop if the sentence is a statement and a question mark if it is a question. The TA sits on the edge of the group between two pupils with Special Needs, repeating the sentences quietly with very clear intonation. She does not help the children choose their answers, but encourages them to hold up their cards where the teacher can see.
6.14

Discussion of Scenario
Which part of the Hour is this? shared text shared word/sentence independent/group session plenary
Use your checklist about the role of the TA (Course Document L 2.1) to list the types of support the TA provides in this scenario.
What did the TA need to know from the teacher before this scenario took place?
What information will the teacher want from the TA at the end?
6.15
What are the benefits of this activity to the child or group of children?
What kind of children might particularly benefit?
What are the benefits to the teacher of this activity?
On a scale of 1 to 5, how useful do you rate the TAs involvement during this activity? 1 Not very useful 2 3 4 5 Very useful indeed
6.16

Jigsaw group report procedure
Make sure there is at least one person in your group who has studied each of Scenarios A-E. Quickly read through Scenario A. The member(s) of the group who studied this scenario should then quickly report to the others on their notes, answering any questions about it. Take no more than a couple of minutes. Repeat for Scenario B, and so on. You have 15 minutes for this activity.
6.17
OHT L 2.6
Structure of the Literacy Hour

A minimum entitlement of a daily Literacy Hour Curricular and childrens targets are visible, monitored and assessed Whole class Plenary including opportunities to: - review progress - make connections to other learning - reinforce the objectives of the lesson
Whole class Plenary
Whole class shared work Work is based on NLS Framework and other age-related publications
10 mins.
Group and independent work Guided reading or writing Independent tasks to develop and consolidate literacy skills Second wave support offered where needed
Group and independent work approx.
Whole class shared work approx.
Shared reading to enrich, improve fluency, support comprehension and response, and provide models for writing Shared writing to demonstrate and support independent writing Word work including systematic teaching of phonics and/or spelling Sentence work as appropriate
30
mins.
20 mins.
Literacy beyond the literacy hour - application of skills across the curriculum, particularly non-fiction - application time, e.g. independent reading, handwriting - reading to children, e.g. class novel
OHT L 2.6
6.18

Structure of Literacy Hour
6.19

A way of forming letters
ab c de f ghi jk lm n op qr s tu vw x y z
6.20
OHT L 4.2
John H Farniscan
OHT L 4.2
OHT L 4.3
Phonics is...
Phonics =
Skills of segmentation and blending
Knowledge of the alphabetic code
OHT L 4.3
6.21
OHT L 4.4
Consonant Representative words phoneme (corresponding letters in bold)

/b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /p/ /r/ baby dog field, photo game hat judge, giant, barge cook, quick, mix, Chris lamb monkey, comb nut, knife, gnat paper rabbit, wrong
Consonant phoneme
/s/ /t/ /v/ /w/ /wh/ /y/ /z/ /th/ /th/ /ch/ /sh/ /zh/
Representative words (corresponding letters in bold)

sun, mouse, city, science tap van was where (regional) yes zebra, please, is then thin chip, watch ship, mission, chef treasure
/ng/
ring, sink
OHT L 4.4
OHT L 4.5
Pronouncing phonemes 1. 2. 3.
f c b
l p d
m t g
n ch w
r h qu
sh
th
OHT L 4.5
6.22
OHT L 4.7
Steps in progression
Step Skill in segmentation and blending 1 2 3 4 Hearing and discriminating general sounds, speech sounds and patterns Hearing phonemes /s/, /m/, /k/, /t/, /g/, /h/ in initial position Hearing phonemes /s/, /m/, /k/, /t/, /g/ in final position Hearing phonemes /a/, /e/, /i/, /o/, /u/ in medial position; Consonant-Vowel-Consonant segmenting and blending, reading and spelling 5 6 7 C(C)V(C)C segmenting and blending, reading and spelling C V C segmenting and blending, reading and spelling C V C segmenting and blending, reading and spelling s, m, c, t, g, h ss, ck, l, n, d, k, sh, ch a, e, i, o, u f, qu, b, r, j, p, th, ng v, w, x, y, z ai, ee, ie, oa, oo, or, ar, ir, oi, ou ay, a-e, ea, igh, y, i-e, ow, o-e, oe, ew, ue, u-e, oy, ow, er, ur, aw, air, ear, oo Knowledge of letters
OHT L 4.7
OHT L 4.8
Segmenting Consonant-Vowel-Consonant words Phonemes children can hear at each stage (in bold type) sun sun sun How children write the word at each stage
s sn sun
OHT L 4.8
6.23

Role of the Teaching Assistant in the Literacy Hour
For each section of the Hour, note down one way in which you have successfully supported the teacher over the last two weeks. Use your activity sheet to remind you of new roles/activities you have undertaken, or ways in which you have improved on previous practice. Shared Text work
Shared Word/Sentence Level work
Group Reading/Writing
Independent/group activity
Plenary
6.24

Recognizing vowel sounds
Sort out the words on OHT L 6.3 according to the vowel sound indicated in bold type in the word at the head of each column. The first column, angel, has been done for you. There are three words for each column.
angel train lay late
even
find
post
union/blue
toy
work
clown
fair
warn
6.25
OHT L 6.2
Phoneme count strift plank chest play edge catch great caught
OHT L 6.2
OHT L 6.3
Vowel digraphs train late lay sweet shout burn term coin meat door bear hare first try down toe light boy field cute dew road stole mine spoil moon stairs round born tore
OHT L 6.3
6.26

The different spellings of each phoneme
vowels
representative words
vowels
/a/ /e/ /i/ /o/ /u/ /ae/ /ee/ /ie/ /oe/ /ue/
cat peg, bread pig, wanted log, want plug, love pain, late, lay sweet, meat, field, key tie, light, mine, try, mind road, post, stole, toe moon, blue, cute, dew, fruit
/oo/ /ar/ /ur/ /or/ /au/ /er/ /ow/ /oi/ /air/ /ear/
look, would, put cart, fast (regional) burn, first, term, heard, work torn, door, warn (regional) haul, law, call wooden, circus, sister down, shout coin, boy stairs, bear, hare fear, beer, here
6.27

The four searchlights
Phonic knowledge
Word recognition and graphic knowledge
Grammatical knowledge
Knowledge of context
sounding out
recognising whole words and parts of words
working out words words from a knowledge of how sentences work
working out words from background knowledge, pictures, etc.

Prompt sheet for Guided Reading
Phase of guided reading
Teaching prompts
Book introduction
You read this book with your teacher last week Here is a new book we are going to read
Identify text type
What kind of text is it? How do you know? Tell me about it.
Recall key features e.g. for fiction e.g. for non-fiction Strategy check Characters, setting, plot Subject matter, how to find information Look at page ... Can you find the word? (choose a word children should be able to read) Prompting children to use all information sources (searchlight model) Can you tell me a way of working this word out? How can we check its right? If you come to a word you dont know, what can you do?
Give objectives for reading
This will depend on the focus of the teachers lesson and his or her specific objectives for the group
6.28
Independent reading (Re-reading the text) Support individual readers using a range of prompts by selecting from a range of prompts Read pages ... Phonic and graphic cues, e.g. Can you split that word up? Show me the hard part of that word. Is there a part of that word you know? Grammatical knowledge, e.g. Reread that sentence. Is there something wrong? Try missing the word out and reading on. Now come back and have another look at that word. Reread the sentence and think what would make sense and sound right Knowledge of context, e.g. Look at the picture. Does that give you any clues? What do you think it might say, to make sense in the story? Prompt children for phrasing and fluency Re-read that sentence and make it sound more like talking. Read that sentence again and use all the punctuation to get more expression into your reading. Encourage children by use of specific praise Well done! I really liked the way you... That was brilliant! You read back and self-corrected! It was a good idea to sound out the beginning and then read on to check what it might be.
Returning to the text Discuss the text What did you think about...? What did you like about...? Praise use of strategies and demonstrate I noticed ... was checking/self-correcting as he read. I liked the way you worked out this word. Can you tell us how you did it? Develop vocabulary Has anyone learned any new words from their reading today? What does it mean? Check objectives for reading What have we learned today?
6.29

Guided Reading activity
Make your own prompt sheets for Guided Reading sessions. You should make a photocopy of Course Document L 7.3 for each lesson and use it when planning, both with the teacher and independently. The prompts on Course Document L 7.2 are to be used as a guide.
Phase of Guided Reading
Teaching prompts
Book introduction
Strategy check
Objectives
Independent reading
Returning to the text
6.30

Guided Writing activity
Purpose
Teaching prompts
Pointing out whats important
What I noticed/liked about this was ... because ... I think the key thing about this sentence is ... because ...
Improving childrens writing
What can we add, to make it more interesting/informative? What can we leave out/get rid of, to make it less repetitive? What other words or phrases could we put there to make it sound better?
Helping children see patterns and rules
The reason why Its useful to know that What tends to work best is The rule/pattern for this is When else does this happen?
Praising and building confidence
I really like the way you because I really like because That works well because ...
Assessing strengths and weaknesses, correcting
Which part works best? Why does it not quite work? Which is the hardest part to get right?
Talking about language, using technical terms
I really like the (e.g. adjective) you chose because How could we improve this (e.g. verb)? Which (e.g. punctuation mark) could you use here?
Helping children develop their work
Could we use, say ? You could try ? How about carrying on by ?
Drawing writing into talk
Tell me how you could write So you think that ? What do you think about ...? Say a little more about
6.31

Guided Writing preparation and report sheet
Date Group
Preparation Writing task:
Major teaching objectives:
Useful prompts (see Course Document L 8.2):
6.32
Report Notes
Self-assessment What went well?
What could I improve on next time?
TEACHING ASSISTANT FILE Section 6b Literacy (Reception) Module
6.33
Section 6b LITERACY (RECEPTION) MODULE

6b.1 Further activities 6b.2 Course documents and OHTs needed for reference The reinforcing activities and background reading are designed to help you get the most out of the course and improve the quality of the support you give the teacher, the pupils, the curriculum and the school. The activities should fit easily in with the work you are doing normally in your school. They do not involve any kind of work that is going to be marked or assessed; any written notes you are asked to take are solely for your own use.
6.34
6b.1
Further activities
Activity C
The Role of the TA in supporting literacy
Consider your work and observations in school so far. Use the notes and reflections you have made in your diary. Relate this experience to: your list of the ways the TA can support the teacher (a sheet that you can photocopy is given on the next page). the activities you have undertaken on elements of the Literacy Hour today. Describe the role you might play in each element of the Literacy Hour in your class.
Elements of the Literacy Hour
Strategies I have used
Benefits and positive outcomes
Disadvantages and problems
Points to act on in future
Shared text
Word/Sentence level
Guided Reading/ Writing
Independent/group
activity
Plenary
6.35
6.36
During whole class sessions Drawing in reticent children who may be too timid to put up their hand and answer a question. Examples of how you can do this: I think Shazia has a good idea. Jamie has a good example. Go on Lisa. Sitting near children who need help, such as acting as a partner during thinking and talking time. Reminding children of the question or rephrasing to help understanding. Bi- lingual assistants can use their language skills to clarify teaching points and encourage participation. Helping a group feedback to the main group during the plenary by raising questions or problems and getting the children to explain what they did. Supporting the children by nodding, smiling and saying Hmmm. During group and independent work Observing and talking with children to inform future planning for their learning. Group and independent time provides opportunities to see how well children are able to apply what they have learned. For example, in their writing are children able to apply their knowledge of sounds and letters. Asking children questions to support their thinking. For example: What do you think will happen next? Why is that your favourite toy? Where does milk come from? Helping them to work together sociably by demonstrating how to play a game, how to take turns, how to co-operate during role play. Following up shared word work by playing word and sound games with small groups. This may be playing a game from Progression in Phonics in order that children can practise the skills they need to be successful. Introducing and reinforcing specific vocabulary; for example, by naming parts of the computer, labelling and naming the parts of bikes, naming flowers in the garden, discussing what they saw on their visit to the shop. Using language that is rich and using correct grammar, recognising that this is the main way children are taught new vocabulary and it helps them develop language for thinking. Revisiting objectives introduced by the teacher in Shared Reading and Writing for pupils who need additional support. A re-run at the Shared Reading objectives can be used to support pupils with English as an additional language and those children who may be reluctant to speak in a larger group. It can also be used to clarify a new piece of learning; for example, the difference between an information book and a story. A small group in Shared Writing time can also be used to demonstrate the writing of sentences, and provides another opportunity for children to talk about what they want to write. Supporting discussion with children as they experiment with and apply their learning; for example, while reading and writing in child-initiated role play, matching objects to their initial letters in the playground, locating signs outside and inside school, gathering ingredients for a recipe and making books.
6.37
6.38
Resource management (Shared and group work) Teaching is interactive and often requires a range of resources, so help will be required in the shared session: Preparing, distributing and collecting pupil resources Such as handing out white boards, pens and cloths so that the lesson moves briskly and the teacher has more time for the teaching. Helping pupils use resources For example, showing them the right grip to use on the marker pens, prompting them to hold up cards so the teacher (or other pupils) can see them Supporting the effective use of the teaching props Such as changing OHTs, reading a part in a play, working a puppet in a phonic game, operating equipment. During group time, and especially in the changeover from shared to group time (some assistants manage the transition from whole-class teaching to group time, while the teacher moves straight into guided time), you can help by: Ensuring groups have access to the resources required for activities e.g. pencils, highlighters, paper, appropriate texts, etc. Supervising use of equipment, e.g. listening centres, the watching of a schools TV broadcast. There are, of course, many other aspects of resource management including tidying up at the end of the session and so on. During independent time children should be encouraged to organise resources for themselves.
6.39
The TA can be a valuable extra pair of eyes (and ears) for the teacher. Observing individual children Information about what children have done and said can be gathered through observations. These might be recorded in writing, photographs or on video tape. It helps to find out what works best in the class where the TA is working. Noting who can and who cant Talking to children, assessing outcomes such as models, paintings, drawings or writing, and observing them individually and in groups in different activities give an insight into what they know, understand and can do, and where they need support. Comparing notes and giving feedback to the teacher Assessment gives an insight into childrens interests, achievements and possible difficulties in their learning from which the next steps can be planned. For example, a TA might give their own perspective on why they think a child has failed to achieve an objective. All this information helps the teacher to plan a balanced curriculum which takes note of childrens strengths, interests and needs. Assisting during group work Most experienced TAs are well used to assisting during group work, but the Literacy Hour has changed the nature of this to a large extent. Guided Reading/Writing and supporting group discussion Detailed advice on these will be provided later in the course. Helping children with activities When a new activity is introduced to a group, children need a lot of support (taking it step by step) in order to manage and understand it. Once they know a basic activity such as group reading of a text to be introduced in Shared Reading, or a phonics game they will have learned some principles that they can be gently reminded of when the principles are relevant to some new material. Assessing progress to feed back to the teacher The teacher will pass on his or her own assessments of the childrens progress so that the TA can find ways to move them forward along the lines suggested. TAs in turn need to make their own assessment of progress and feed these back to the teacher. This way the cycle of planning, teaching and learning works effectively. Of course, these are only some of the ways teaching assistants can help in the elements of the Literacy Hour. When working with children, the potential scenarios are endless and TAs, like teachers, have to become experts at thinking quickly. But the more aware you are of the general principles underlying your role in the classroom, the easier it is to think on your feet.
6.40
Activity D
You should liaise with your Reception teacher to work with a group of children on one of the Progression in Phonics steps 1 to 3. When you have chosen your activities make sure you are very familiar with the procedure and have all the equipment to hand before you start the lesson. Keep a notepad to record any necessary observations about the children. After each lesson make notes on the following aspects of the work with the children: What was the objective of the lesson; e.g., hearing phonemes in initial, final, medial position? Learning letters? Reading or writing CVC words? Which activities did the children appear to enjoy most? In which activities did they show less enthusiasm? Can you explain why one activity was better received than another. To what extent was it due to: a) the nature of the activity b) your approach c) the point in the lesson at which it happened d) or something else? When any children experienced difficulty, which of your explanations or actions did you think particularly effective? When you finished each lesson did you have the knowledge to advise the class teacher as to whether the group should work on that step further or progress to the next step? Discuss your notes with your class teacher and record any conclusions you arrive at jointly which will be helpful to you in the future.
6.41
Activity E
This activity is to be performed back in school. You should work in liaison with the Reception teacher with a group of children on one of the activities in Progression in Phonics Steps 4-7. (If there is no group at this stage in Reception, the activity should be performed with Year 1.) When you have chosen your activities you should make sure you are very familiar with the procedure and have all the equipment to hand before you start the lesson. You should keep a notepad to record any appropriate observations about the children. After each lesson you should make notes on the following aspects of the work with the children: What was the objective of the lesson; e.g., hearing the medial vowel, reading or writing CVC words, or reading or writing words containing initial/final consonant clusters? Which activities did the children appear to enjoy most? In which activity did they show less enthusiasm? Can you explain why one activity was better received than another? To what extent was it because of: a) the nature of the activity b) your approach c) the point of the lesson in which it happened d) something else? When children experienced difficulty which of your explanations or actions did you think particularly effective? How are you helping children to use the knowledge they gain in these games for reading and spelling? Why are games the best way to teach these phonic skills?
6.42
Activity F
Guided reading
This activity is to be done back in school. Make your own prompt sheets for Guided Reading sessions. Photocopy Course Document LR 7.2 and use the prompts on Course Document LR 7.1 as a guide.
Activity G
See Course Document LR 8.1. You should write the childrens names in the boxes over the three columns at the top of the checklist. Then by looking carefully at their unaided writing, you should work out roughly where you think each fits and write the date in the appropriate box. This chart is not definitive, but will act as a useful rough guide. You may want to make extra notes about the childrens writing. Keep an eye on your three children and when you see them move into another stage write the date on the checklist. You can help them to move on by the sorts of prompts you give when you are working with them. You can make suggestions that will help nudge the children a little along the chart but you shouldnt try to nudge too far at once.
6.43
6b.2
Course Document LR 2.1

Some ways of supporting the teacher during each element of the literacy hour
Supporting the teacher during whole class teaching drawing in reticent pupils sit near children who need help and provide focused discreet support help a particular group feed back to the whole group in a plenary session During group and independent work observe and talk with children ask children questions to support their thinking help them work together sociably acting as a partner for a less able child during thinking and talking time follow up shared word work introduce and reinforce specific vocabulary revisit objectives introduced in shared reading or writing support discussion with the children
Behaviour management sitting alongside a difficult child focusing a child/childrens attention making eye contact support for children who need specific help to access the lesson troubleshooting, e.g. sorting out minor disagreements within groups
Resource management preparing, distributing and collecting pupil resources helping pupils use resources supporting the effective use of teaching props, e.g. changing OHTs
6.44
An extra pair of eyes observing individual pupils noting who can and who cant comparing notes and giving feedback to the teacher
Assisting during group work guided reading and writing supporting group discussion helping children with activities, e.g. supporting role play or retelling a story with puppets assessing progress to feed back to the teacher
6.45

Some ways of working with children during each of the elements of the literacy hour
Scenario A The teacher is leading a Shared Reading session of The Giant Jam Sandwich. As she reads, the TA chooses children to come to identify the supporting props loaf, butter, jam, etc. These children will later support recall of the story by making the sandwich. The children she chooses to take part include a child who is growing restless, another who is not fully engaged in the story, and another who usually lacks the confidence to join in. Key Issues 1. What other reasons might a TA have for her choice of children to take an active part? 2. What would your priorities be? 3. Do you think the childrens learning is enhanced by having relevant materials to support the text?
Scenario B In a Word Level session with the whole class, the TA uses a puppet to get the children to practise the final sound in a word. She works the puppet and provides its voice. The teacher shows the puppet a peg, and asks what it is. The puppet replies, Pet. The teacher asks the class to help the puppet out by pronouncing the word properly and identifying the final sound. Key Issues 1. How does it help the teacher to have the TA taking that role? What extra teaching opportunities does it open up for her? 2. What kind of advance planning is necessary for the scenario to succeed?
Scenario C In the independent element of the Literacy Hour a group of children have chosen to play outside in the caf role-play area. The TA decides to support the child-initiated play by playing the part of a demanding customer. She asks for the menu, then realises she has forgotten her glasses and asks to have it read to her. As the waiter/waitress reads out the menu, she asks questions about various dishes. She makes her choices and then asks for her order to be read back to her. As she waits for her meal, she relaxes with her magazine and chats to other customers. After the meal, she asks for the bill and double checks the cost of each item before paying. Key Issues 1. What opportunities for literacy teaching and learning did this scenario present? 2. What are the advantages of taking this practical approach to literacy skills?
6.46
Scenario D It is quite early in the year and the TA is working with Farzana and Soyaib who are new to the UK and to English. Although their parents read to them often in Urdu, they are used to a different writing system and print which goes from right to left, rather than left to right. The TA is using a book which the teacher has already shared with the class. It is a picture story with no words. She reminds the children of the order of the story in the book and of the order you read a book left page, right page, turn over, etc. She shows the children a story-sack bag, and as they go quickly through the book, she takes out a number of objects (a clock, a drinking mug, an apple, a toothbrush) which figure in the story. As she produces each object she encourages the children to handle it and say its English name. She asks questions about the objects what are they for, where might you find them, and so on and asks the children to find them in the pictures. She talks about each items part in the story. She then asks the children to take on the roles of characters in the story, and she herself also takes on a role. Together they act the story out, using the objects from the bag as props, and she encourages the characters to talk about what they are doing. She now asks the children to read the book in English, and supports them individually as they do this. At the end of the session, she reviews with them the progress they have made. Scenario E While the children are working in groups during the day, the TA teaches one group to play Picture Bingo using baseboards and cards. She discusses the way these resources are kept and used: Who needs a board, who has the cards? What do we cover the squares with? Is everything kept in the same box? Where do we get the counters from? As she explains the rules and plays alongside the children herself, she also talks about turn-taking and the need to listen to each other attentively. At the end of the session she helps the children to pack the resources away carefully. Key Issues 1. This Picture Bingo game matched simple pictures on the baseboard to the same pictures on cards. What aspects of the curriculum (not just literacy) could the children learn through this type of game? 2. What are some of the basic skills children need to learn, in order to be able to play and work independently?
6.47

Jigsaw group report procedure
Make sure there is at least one person in your group who has studied each of Scenarios A-E. Quickly read through Scenario A. The member(s) of the group who studied this scenario should then quickly report to the others on their notes, answering any questions about it. Take no more than a couple of minutes. Repeat for Scenario B, and so on. You have 15 minutes for this activity.
6.48
6.49

Early learning goals for communication, language and literacy
The National Curriculum for English (Key Stages 1-4) defines four major areas of learning: Speaking, Listening, Reading and Writing. Note which of these four areas of learning indicated by the initials S, L, R, W are involved in attaining each of the Early Learning Goals. By the end of the Foundation Stage most children will be able to
enjoy listening to and using spoken and written language, and readily turn to it in their play and listening explore and experiment with sounds, words and texts listen with enjoyment and respond to stories, songs and other music, rhymes and poems, and make up their own stories, songs, rhymes and poems use language to imagine and recreate roles and experiences use talk to organise, sequence and clarify thinking, ideas, feelings and events sustain attentive listening, responding to what they have heard by relevant comments, questions or actions interact with others, negotiating plans and activities and taking turns in conversation extend their vocabulary, exploring the meanings and sounds of new words recall narratives in the correct sequence, drawing on the language patterns of stories speak clearly and audibly with confidence and control and show awareness of the listener, for example by their use of conventions such as greetings, please and thank you hear and say initial and final sounds in words and short vowel sounds within words link sounds to letters, naming and sounding the letters of the alphabet read a range of familiar and common words and simple sentences independently know that print carries meaning and, in English, is read from left to right and top to bottom show sufficient understanding of the elements of stories, such as main character, sequence of events, and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how attempt writing for various purposes using features of different forms such as lists, stories and instructions write their own names and other things such as labels and captions and begin to form simple sentences, sometimes using punctuation use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed
S, L, R, W
S, L, R, W L, S
S S S, L
S, L S, L (R) S, L (R) S, L
L, S, R L, S, R R R (W)
R, S, L (W)
L, S, R, W
6.50

Activities to encourage children to discriminate sounds in language
Rhythm Sing or chant nursery rhymes and encourage the children to move in an appropriate way. See Saw Marjorie Dawe and Bye, Baby Bunting Rock gently from side to side. In pairs, sitting facing each other, hold hands, feet touching and gently rock backwards and forwards making the see-saw motion. Pretend to rock a baby to sleep. Tom, Tom the Pipers Son and The Grand Old Duke of York March around the room to the beat. Mime playing the beat on a drum if you have a drum, let one child actually play. The Grand Old Duke of York Let the children march their hands up and down their bodies as they tap the beat. Half way up can be their midriffs! Here We Go Round the Mulberry Bush Skip to the beat. Clap the rhythm of a nursery rhyme or song that you have sung during the lesson. (It is helpful to give the children a clue, by giving them a choice of titles to choose from). Can the children recognise which one it is? (Say the rhyme in your head as you clap, so that you perform the right number of claps per syllable.) Sing songs that have dances to them such as There was a Princess Long Ago, In and Out the Dusty Bluebells, The Farmers in the Den etc, so that children move their whole bodies to the beat. Using a puppet can be very good for this next activity, because if the children go wrong, the puppet can too and also it makes it great fun. Give your puppet a two-syllable name, such as Freddie. With the children sitting in a circle, Freddie, with an instrument (eg. a tambour), goes to each child in turn and sings, Can you tap your name for me? Yes you can, yes you can (to the tune Twinkle, Twinkle Little Star). Freddie holds the instrument out for the child to tap their name. Then all the children sing, You just tapped your name for us, just like this, just like this. All the children then clap the rhythm of the childs name. If there are any problems, Freddie can help.
6.51
With the children sitting in a circle, the leader claps or plays a very short rhythm (e.g., three short sounds, or one long and two short sounds), for the children to copy, in turn around the circle. Do the activity in the same way, but with children copying playing an instrument. Pass the instrument around, rather than let each child have an instrument.
General Sound Discrimination:

Environmental sounds When the children are sitting in the room encourage them to listen very quietly to the sounds around them. How many different sounds can they hear? Make a list of the things they heard (either as words or simple pictures), such as birds singing, vehicles, other children/adults speaking and machines. Ask them if they think they are loud or quiet sounds, sounds that last for a short or long time. Can they copy some of the sounds with their voices? (If you have a copy of Bobby Shaftoe, Clap Your Hands by Sue Nicholls, A.&C. Black, 1992, you can use the song Listen, Children to introduce this idea.) You can repeat the activity in different places: in the kitchen, outside in the playground, in the park, at the seaside, at the zoo, etc. (You have to remember to make a note of the sounds that you heard so that when you are back in your room, you can ask the children to try and recreate the sounds with their voices.) Sound Lotto Tape record sounds when you visit different places and make a set of cards with pictures depicting those various sounds. Back inside, lay the cards out, and as the tape plays encourage the children to recognise the sounds by matching the sound to the picture. Again, can they copy the sound with their voice? Can they recognise if it is a quiet or loud sound, long or short? Can you guess? Organise several different sound sources behind a screen; for example, water being poured, splashed, shaken in a bottle, or paper being torn, screwed up, flapped, bubble wrap popped, a brush. Ask the children to guess what they think is making the sound. Can they make the same sound with their voices? Some sounds are hard to copy and you may have to come to the decision that it isnt possible, but most you can. (If some children find it very hard to make any suggestions as to what is making the sound, have matching sound sources in front of the screen for them to see to give a clue). Instrumental sounds This game is similar to Can You Guess? but uses instruments instead of found sound sources. Collect pairs of different instruments, e.g. two drums, shakers, scrapers, woodblocks. Place one of each pair behind the screen and the other in front of the screen. Ask one child to go behind the screen (with an adult helper) and play a sound on one of the instruments. The other children (in front of the screen) have to recognise which instrument was played. They can play the matching instrument to confirm their guess. (Initially it might be easier to have just two different instruments for the children to discriminate, but as they find this easy, add more instruments. If they still find it very easy, then add instruments that are similar in sound, so that they have to be able to discriminate more specifically).
6.52
An extension of this game is where more than one instrument is heard at the same time. It is often hard for children to be able to discriminate between the two sounds and successfully identify each of them. Use the same instruments that you used for the game above. Sing the song One Sound Can be Heard from Bobby Shaftoe, Clap Your Hands. During the first verse of the song, only one instrument is played for the children to identify. (Some children find this hard too, as they need to concentrate on their own singing and the external sound of the instrument). During the second verse the first instrument is played again, along with an added new instrument. The children have to identify the newly added instrument. Body Percussion Keep the beat to nursery rhymes and songs by clapping, tapping, stamping or moving in some way. Try to change the body sound with each musical phrase or sentence. For example: Hump-ty Dump-ty sat on a wall Hump-ty Dump-ty had a great fall All the kings hor-ses and all the kings men Could-nt put Hump-ty to-ge-ther a-gain tap shoulders x 4 clap hands x 4 stamp feet x 4 tap knees x 4
To introduce the children to playing a simplified version of the hiding game One Sound Can be Heard, learn the following song to the tune of Do You Know the Muffin Man? Listen to the sounds I make, listen to the sounds I make, Listen to the sounds I make and tell me what they are. (Make a series of body percussion sounds.) When the children know the song, sing the song with a child standing behind the screen, and at the end of the song they have to make the body percussion sounds for the rest of the children to recognise. When the children are becoming confident to discriminate between body percussion sounds, play the One Sound Can be Heard hiding game with body percussion sounds. Add actions to songs, being careful to make the actions in time to the music, such as Do Your Ears Hang Low and Heads, Shoulders, Knees and Toes. When the children know the song and actions very well, encourage them to internalise some parts, so that they sing the tune in their heads, but still perform the actions. (The word heads would not be sung out loud, but you still touch your head.) Encourage the children to concentrate, so they know when to sing and add sounds and when to be still or silent.
6.53
Speech sound discrimination

Play games and sing songs where children use their voices in different ways and explore a variety of sounds. Many songs from other cultures are good to use because they introduce the children to words from a different language, and they therefore have to concentrate very well, listening to the different parts of words to sing them correctly. One such song is an echo song Kye, Kye, Kule (traditional Akan) (taken from Me Songs for 4-7 Year Olds, Songbirds, A & C Black). Here the leader performs each line of the song with actions, and everyone else copies and echoes. Explore the different types of voices that the children: Leader: Let me hear your singing voice, hello, hello. Children sing back Hello, hello, at the same or similar pitch as leader. Leader: Let me hear your whispering voice, hello, hello Children whisper hello, hello. The leader sings the requests (apart from Let me hear your speaking voice), making up a repeated pitch pattern, such as by singing up the scale to the words Let me hear your and back down the scale on singing voice. Repeat your lowest note for Hello, hello. Encourage the children to help you decide what sort of voices you can have, e.g. shouting, growling, squeaking, silly etc. Encourage the children to make sounds linked to feelings: happy, sad, surprised, angry, etc. Draw some faces on cards and encourage the children to make the sounds in response to the cards. Talk about how your face actually changes as you make the different sounds. Happy Sad Surprised Angry
An echo chant that gives children the opportunity to explore different emotions that would extend the idea above, is Mahachagogo (Me Songs for 4-7 Year Olds, Songbirds, A. & C. Black). Here the children echo the leader saying the chant in the appropriate manner to match different moods or feelings, such as angry, quiet, frightened, happy, serious etc. Perform chants using the different voices. Up the tall white candle-stick crept little Mousie Brown is a good example to use (This Little Puffin). Here the children need to use whispering voices and shouting voices in addition to adding body actions. Use other chants that contain nonsense words and encourage the children to find silly voices or different voices to say them. Make a game where as the chant is spoken, one child chooses the voice style and the rest adopt that chosen voice.
6.54
Play the hiding game with different children using their different voices. Can the listeners guess who it is? You will have to send two or three children behind the screen (along with an adult helper) and just pick one to make the sound, otherwise it will be obvious which child is missing from the group! Sing the song below to accompany the game. The sound is made at the end of the song. Sung to the tune of Frre Jacques: Whose voice is it, whose voice is it? Can you tell, can you tell? Listen very carefully Listen very carefully, Who can it be? Who can it be? Create opportunities for children to explore the different sounds that they can make with their voices. Involve movement or actions where appropriate to reinforce and help to access different childrens learning. Create opportunities for children to explore other sounds that they can make with their voices: Can you make your voice go down a slide? Wheee! Can you make your voice bounce like a ball? Boing, boing, (let them show you with their hands too) Find out someones been telling tales: aw Sound really disappointed: oh Look astonished: ooooooo! Relax into a chair like an old man: ahahahahaha or shout in terror: ahahahahah! Hiss like a snake: sssssssssss Gently moo like a cow: mmmmmmmm Be an old woman whose hard of hearing: e . . . e . . . e Wag your finger at someone who has been naughty: a . . . a Shiver as if cold (could be): d-d-d-d-d, or j-j-j-j-j, or g-g-g-g Pant like a dog: h-h-h-h-h Sing up the scale a few notes: la, la, la, la, lah Buzz like a beee: zzzzzzz. Create some flashcards to represent the different sounds you have found (either use the letters or pictures, or a mixture of the two). Place five or six cards in a row to create a sequence of sounds. Perform the sounds in the order of the cards. Tape-record the performance for the children to hear. On another occasion, play the tape to the children display the flashcards, and ask the children to point to the sounds that they can hear on the tape. Can they recognise the different sounds?
6.55
Make up a story with the children, thinking about the sounds you have explored. For example, you might make up a story about an old man and woman, who go to market, on a train and buy a cow! Either arrange the flashcards that you have been using in the previous activity, or draw new flashcards that represent the order of the story to use as a reminder of when they are to make their sounds. Use sounds you have explored to create a train journey: Shshshsh Ch-ch-ch the train getting up steam the train beginning to move
Add new sounds as the train gets faster: t-t-t; t-t-t; t-t-t; d-g-d-d; d-g-d-d; d-g-d-d; oo oo oo high pitch whistle when the train is at main speed
Remember to slow down again, at the end of the journey, and end with the train letting off steam at the end: Shshshshshshshshsh .. Encourage the children to add voices and instruments to other stories they already know, or make up stories with the children. (The Three Singing Pigs, A. & C. Black, has many ideas for adding vocal sounds to well-known stories.) Animal Games Pass the Animals Round and Round Pass small toy animals around the circle (beanie animals are perfect for this), and sing, Pass the animals round and round, pass the animals round and round and now stop to the tune of London Bridge is Falling Down. When the singing stops the leader asks, Who has rabbit/pig/teddy? The children can answer in a number of ways: (1) Say or sing back Ive got rabbit. (2) Make the appropriate animal sound. (3) Say or sing and clap the rhythm of the word said or sung. Animal Chain Following on from this activity place the toy animals in a row, creating an animal chain. Make the appropriate animal sounds in the order of the animal chain. Sung Animal Chain Sing the names of the animals in the order that they occur in the animal chain. (Sing on two notes the police siren sound.) Move the animals around and see which animal chain order you like the best.
6.56
Hiding Animals Make some flashcards with pictures of the animals that you have been working with in the previous activities. Choose one child to be the hunter, who will stand by the leader, unable to see the rest of the group. Sit the rest of the children in a semi-circle. Without the hunter being able to see, give two or three children, sharing between them one of the toy animals (e.g. cat). They will be making that sound. Show the rest of the children a different animal flashcard (e.g. lion), this is the sound they will make. Show the hunter a flashcard picture of the cat, and ask them to listen, and point to where that sound is coming from in the semi-circle. Encourage the rest of the group to make their animal sounds at the same time. The hunter has to discriminate between the lion and the cat and find the cats. Sing Old MacGregor Had a Zoo which will give you the opportunity to make use of the animal sounds you have found and explored. (Bingo Lingo, A & C Black). Rhyme Read lots of books containing rhymes to children, such as those by Dr Seuss, Lynley Dodd, Quentin Blake, Kaye Umansky. Sing traditional and modern nursery rhymes, sometimes with actions. Encourage children to identify rhyming words when they occur. For example, you might begin by saying a rhyme that they know well, whispering the rhyme and saying the rhyming words, or viceversa saying the rhyme and whispering the rhyming words. You could deliberately say a word wrong in a rhyme and see if the children spot the mistake. Make up new words to rhymes and wait for the children to supply the last rhyming word, e.g. Mary had a little goat; its face was long and hairy. Whenever it appeared at school, it looked all sad and (scary), Mary had a speckled hen. Make up rhyming couplets with the children: I like rice; its very ... (nice). I like fish served on a dish. Alliteration Explore the sounds of letters in alliterative sentences (e.g., Can you count the candles on the cake?), saying them in different voices and singing songs that have alliterative lines, like Sing a Song of Sixpence. Think of some interesting sentences that give opportunities to use different dynamics and types of voices; or sentences that describe instrument sounds. Make up your own words too: Spoken in a whisper: Were whispering while we wait. Spoken in a smooth, sliding voice: Sid Snake, slithers, sliding smoothly, Follow the sentence with sounds on the guiro: Squiggly, scratching, scraper sounds. Follow the sentence with sounds on the triangle: Tinkling triangle tings.
6.57

Support from the Teaching Assistant in the elements of the Literacy Hour
For each section of the Hour, note down one way in which you have successfully supported the teacher over the last two weeks. Use your activity sheet to remind you of new roles/activities you have undertaken, or ways in which you have improved on previous practice. Shared Text work
Shared Word work
Guided Reading/Writing
Independent/group activity
Plenary
6.58

Recognising vowel sounds
Sort out the words on OHT L 6.3 according to the vowel sound indicated in bold type in the word at the head of each column. The first column, angel, has been done for you. There are three words for each column.
angel train lay late
even
find
post
union/blue
toy
work
clown
fair
warn
6.59

The different spellings of each phoneme
vowels
vowels
/a/ /e/ /i/ /o/ /u/ /ae/ /ee/ /ie/ /oe/ /ue/
cat peg, bread pig, wanted log, want plug, love pain, late, lay sweet, meat, field, key tie, light, mine, try, mind road, post, stole, toe moon, blue, cute, dew, fruit
/oo/ /ar/ /ur/ /or/ /au/ /er/ /ow/ /oi/ /air/ /ear/
look, would, put cart, fast (regional) burn, first, term, heard, work torn, door, warn (regional) haul, law, call wooden, circus, sister down, shout coin, boy stairs, bear, hare fear, beer, here
6.60
OHT LR 6.2
Phoneme count strift plank chest play edge catch great caught
OHT LR 6.2
OHT LR 6.3
Vowel digraphs train late lay sweet shout burn term coin meat door bear hare first try down toe light boy field cute dew road stole mine spoil moon stairs round born tore
OHT LR 6.3
6.61

Prompt sheet for Guided Reading
Teaching prompts
Introduction
You read this book with your teacher last week or Here is a new book we are going to read
Identify text type
What kind of text is it? How do you know? Tell me about it.
Recall key features e.g. for fiction e.g. for non-fiction Strategy check Characters, setting, plot Subject matter, how to find information Look at page ... Can you find the word? (choose a word children should be able to read) Prompting children to use all information sources (Searchlight model) Can you tell me a way of working this word out? How can we check its right? If you come to a word you dont know, what can you do?
Give objectives for reading
This will depend on the focus of the teachers lesson and his or her specific objectives for the group
Independent reading (Re-reading the text) Read pages ...
Support individual readers using a range of prompts by selecting from a range of prompts
Phonic and graphic cues, e.g. Can you split that word up? Show me the hard part of that word. Is there a part of that word you know? Grammatical knowledge, e.g. Re-read that sentence. Is there something wrong? Try missing the word out and reading on. Now come back and have another look at that word. Re-read the sentence and think what would make sense and sound right Knowledge of context, e.g. Look at the picture. Does that give you any clues? What do you think it might say, to make sense in the story?
6.62
Prompt children for phrasing and fluency
Re-read that sentence and make it sound more like talking. Read that sentence again and use all the punctuation to get more expression into your reading.
Encourage children by use of specific praise
Well done! I really liked the way you... That was brilliant! You read back and self-corrected! It was a good idea to sound out the beginning and then read on to check what it might be.
Returning to the text Discuss the text What did you think about...? What did you like about...? Praise use of strategies and demonstrate I noticed ... was checking/self-correcting as he read. I liked the way you worked out this word. Can you tell us how you did it? Develop vocabulary Has anyone learned any new words from their reading today? What does it mean? Check objectives for reading What have we learned today?
6.63

Guided Reading Activity
Teaching prompts
Introduction
Strategy check
Objectives
Independent reading
Returning to the text
6.64

Using the Prompt Sheet
In preparation: As a starting point for discussion with the teacher: to decide the focus of the introduction to establish teaching objectives to find out which parts, or words, cause particular difficulty to discuss which sorts of prompts are most appropriate As an aide-memoire to yourself: to note any relevant page numbers or references to jot down some good prompt lines to note anything you should remember about specific children During the session: as an aide-memoire for the five main stages and key points in each as a record-sheet for anything you should report back to the teacher as a record-sheet for anything you want to remember yourself as a crib sheet for good prompt lines!
TEACHING ASSISTANT FILE Section 8 Reflective Notebook
8.1
Section 8 REFLECTIVE NOTEBOOK
This section of the File has deliberately been left empty. It is for you to put in pages containing your own observations and thoughts about this course and your work in general as you proceed. See Section 1 for guidance on how to do this.
TEACHING ASSISTANT FILE Section 9 General Background Notes
9.1
Section 9 GENERAL BACKGROUND NOTES
You will find these notes useful as you attend each session of the Role and Context module. They supply details to back up what is presented in the course. Some of the pages will be referred to directly during the training, so please have the whole File with you on the training days. Each section below relates to a training session.

9.1 9.2 9.3 9.4 9.5 The National Curriculum (R&C Session 2) Observing in the classroom (R&C Session 2) Supporting pupils with Special Educational Needs (R&C Session 3) Supporting the teacher (R&C Session 4) Supporting the school (R&C Session 5) 9.5.1 9.5.2 9.5.3 9.5.4 9.5.5 9.5.6 9.6 Relationships with pupils the duty of care Child protection notes The local and national framework of education Pupils for whom English is an additional language (EAL) Particular Special Educational Needs School organisation and context
Further development
9.2
9.1
The National Curriculum
The National Curriculum applies to all pupils in maintained schools. It is organised in key stages, of which two apply to primary schools: Key Stage 1 children aged 5 to 7 Year groups 1 and 2 Key Stage 2 children ages 7 to 11 Year groups 3, 4, 5, 6. In the primary school it covers ten subjects. Three of them English, Maths and Science are core subjects, in which children sit national tests at the end of Key Stages 1 and 2 (standard assessment tests or SATs).
The language of the National Curriculum

Attainment Targets Level Descriptions Key Stages Programmes of Study Schemes of Work
Attainment Targets
An attainment target sets out the knowledge, skills and understanding that pupils of different abilities and maturities are expected to have by the end of each Key Stage (Education Act 1996).
Level Descriptions
Except in the case of citizenship, attainment targets consist of eight Level Descriptions of increasing difficulty, plus a description for exceptional performance above level 8. Each Level Description describes the types and range of performance that pupils working at that level should characteristically demonstrate. The Level Descriptions provide the basis for making judgements about pupils performance at the end of Key Stages 1, 2 and 3.
Key Stages
Key Stage 1 is children aged 5 to 7 (Years 1 and 2); Key Stage 2 is children aged 7 to 11 (Years 3 to 6); Key Stage 3 is pupils aged 11 to 14 (Years 7 to 9); and Key Stage 4 is pupils aged 14 to 16 (Years 10 and 11). Range of levels within which the great majority of pupils are expected to work Key Stage 1 Key Stage 2 Key Stage 3 13 25 3-7 Expected attainment for the majority of pupils at the end of the Key Stage at age 7 at age 11 at age 14 2 4 5/6
Programmes of Study
Programmes of Study set out what pupils should be taught in each subject.
Schemes of Work
These show how schools have chosen to organise their curriculum, translating Programmes of Study and Attainment Targets into practical teaching plans and lessons.
9.3
Curriculum 2000, core and foundation subjects and RE

The National Curriculum sets out the minimum that has to be taught in schools, and a framework against which attainment can be measured. These provisions are legally binding, but it must be remembered that the National Curriculum does not represent the whole curriculum taught in a school. The National Curriculum 2000 in England is a revision of the original National Curriculum, and came into force in September 2000. It contains the teaching requirements for: The core subjects: English, Mathematics and Science The foundation subjects: Design and Technology, Information and Communication Technology, History, Geography, Music, Art and Design, and Physical Education (and for secondary schools: modern foreign languages and Citizenship). Religious Education is also a legal requirement; it has to be taught according to a locally agreed syllabus or one appertaining to the religious foundation of the school. In addition schools are required to have policies for sex education and behaviour management. The goals of Curriculum 2000 were set out in the White Paper Excellence in Schools: Our goal is a society in which everyone is well educated and able to learn throughout life The first task of the education service is to ensure that every child is taught to read, write and add up. But mastery of the basics is only a foundation A good education provides access to this countrys rich and diverse culture, to its history and to an understanding of its place in the world There are wider goals of education which are also important. Schools, along with families, have a responsibility to ensure that children and young people learn respect for others and for themselves. They need to appreciate and understand the moral code on which a civilised society is based and to appreciate the culture and background of others. They need to develop the strength of character and attitudes to life and work which will enable them to become citizens of a successful democratic society. Curriculum 2000 provides a more inclusive framework than the previous versions of the National Curriculum did. Learning across the National Curriculum is meant to promote:
spiritual, moral, social and cultural development personal, social and health education and citizenship skills development financial capability, enterprise education and education for sustainable development.
In planning and teaching the National Curriculum teachers are required to have due regard to the following principles: 1. setting appropriate challenges 2. providing for the diversity of pupils needs 3. providing for pupils with Special Educational Needs 4. providing support for pupils for whom English is an additional language. Curriculum 2000 also specifies the use of language and ICT across the curriculum.
9.4
The Foundation Stage

The term Foundation Stage is used to describe the phase of education from a childs third birthday to the end of the Reception year. The aims of the Foundation Stage are to underpin all future learning by developing childrens:
personal, social and emotional wellbeing positive attitudes and dispositions towards their learning social skills attention skills and persistence language and communication reading and writing mathematics knowledge and understanding of the world physical development creative development. Informal learning
Support for the curriculum does not stop at the classroom door. The whole of the experience which pupils get in school influences their attitudes and understanding, including breaktimes, assemblies and extra-curricular activities. Ask your mentor for details of activities in your school that take place outside formal lessons.
9.5
Course Document RC 2.1

Assessment of levels of attainment
Target 2 (Reading) Level 1 Pupils recognise familiar words in simple texts. They use their knowledge of letters and soundsymbol relationships in order to read words and to establish meaning when reading aloud. In these activities they sometimes require support. They express their response to poems, stories and nonfiction by identifying aspects they like. Level 2 Pupils reading of simple texts shows understanding and is generally accurate. They express opinions about major events or ideas in stories, poems and non-fiction. They use more than one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning. Level 3 Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and non-fiction they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and find information. Level 4 In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction. They refer to the text when explaining their views. They locate and use ideas and information. Level 5 Pupils show understanding of a range of texts, selecting essential points and using inference and deduction where appropriate. In their responses, they identify key features, themes and characters and select sentences, phrases and relevant information to support their views. They retrieve and collate information from a range of sources. Level 6 In reading and discussing a range of texts, pupils identify difference layers of meaning and comment on their significance and effect. They give personal responses to literary texts, referring to aspects of language, structure and themes in justifying their views. They summarise a range of information from different sources.
9.6
9.2
Observing in the classroom
Before making and recording observations in the classroom, please discuss this with your teacher and mentor. They will guide you in the first instance and ensure you follow the protocols established in your school. It is, for example, important to keep confidential the details of what you observe in a lesson, especially if you keep some written record. If any materials are shared more widely on a course for instance then the names of those observed should be withheld or altered. If you go further and plan to use observational work for serious study purposes, take photographs or video, the permission of all taking part should be sought beforehand. The purposes of the observation should be made clear to them. If you are planning to make observations in a class other than the one in which you work, you should arrange this beforehand with the teacher taking the class. Make sure that they understand what you are doing and who you are observing, and that they are happy with it. If it is being done for the purposes of your own studies, such as the activities contained in this course, this should not normally be a problem, but if you are planning to share what you have seen with other people, especially those outside the school, offer to show what you have written to the teacher afterwards so that they can check it for accuracy.
Observation sheets
Observation sheets are given at different points in this course for specific purposes. A basic one for any classroom purpose is given on the next page. One way of making observations is to set yourself regular intervals at which you will write down what you have seen for example, every five minutes in half an hour or every minute in 10 minutes. Alternatively, just make observations of what you think is relevant, and note the time of the particular observation. You can photocopy this form but it might be better to customise it for yourself. The column headings can be altered according to the focus of the observation and the widths made greater or less depending on the size of your writing, the amount to be written, and the column titles. For some observations it may be better to have a sheet turned on its side, in landscape format.
9.7
Observation sheet for classroom use Part A
Time
TAs activity
Child/Children observed
Teacher
Comment
9.8
Part B
Record the following: Name of observer Class Class teacher Date and time Number in class What are the objectives of the lesson?
What activities are taking place?
What is the focus on?
A sketch map of the location with the placing of the key players.
9.9
9.3
Supporting pupils with special educational needs and disabilities
Inclusion
Inclusion is a key concept when considering special educational needs (SEN) and disabilities. The DfES published Inclusive Schooling: Children with Special Educational Needs in November 2001. This sets out the principles of an inclusive education service. The principles include the following: Inclusion is a process by which schools, local education authorities and others develop their cultures, policies and practices to include pupils. With the right training, strategies and support nearly all children with special educational needs and disabilities can be successfully included in mainstream education. An inclusive education service offers excellence and choice and incorporates the views of parents and children. The interests of all pupils must be safeguarded. Inclusive education means that, whatever their needs, children learn together in age-appropriate classes in local schools. To get inclusion right, schools must be willing and able to meet the needs of a wide range of children; inclusion is therefore a whole-school commitment. This means that attitudes, skills and resources must be right. As a teaching assistant, you need to remember: schools must be careful not to discriminate against children with SEN or disabilities
children have more in common than they have differences everyone has a range of needs support is available to enable you to do your job.
However, you need to be aware of the danger that, in your efforts to help a child and the teacher, you can give too much support and end up doing the task for the child. It is really important that you remember that your role is to promote independent learning and that encouraging too much dependence on assistance is not helpful for the child.
What is meant by special educational needs and disabilities?

Though often overlapping in the way they are dealt with in legislation, there are important differences between SEN and disabilities. For example, not all children with disabilities will have SEN. Nevertheless children with disabilities who do not have SEN may be at risk of being less favourably treated and need reasonable adjustment made for them under the protection offered by the Disability Discrimination Act (1995).
9.10
The Special Educational Needs Code of Practice describes four areas of need, as follows:
communication and interaction cognition and learning behaviour, emotional and social development sensory and/or physical.
SEN is a relative term: need is dependent to an extent on the learning environment, the effectiveness of the teaching and the task to be done.
The Code of Practice

This is a policy and procedural framework to help schools and teachers and LEAs understand their responsibilities. The Code specifies that children with SEN should have Individual Education Plans (IEPs). Your job may involve supporting an IEP.
Where will I get support?

Your main source of support in your work with children with SEN will be the class teacher, but there are other people who will make important contributions. Within the school you may be helped by the Special Needs Co-ordinator (SENCO), the Year Co-ordinator, and by other assistants. The Local Education Authority will have educational psychologists, and advisory teachers to work with specific difficulties such as hearing impairment or visual impairment. In addition, the Health Authority staff will provide, as appropriate, speech and language therapists, and the community paediatrician (school doctor). Do not be afraid to ask you are learning, and learning is about asking questions, and making mistakes sometimes. If you are to be an effective assistant you need to ask: Is what I am doing working? Is the child settled, happy and learning? Section 9.5.5 contains some notes on particular special educational needs.
9.11

The meaning of inclusion
Think about what inclusion means to you.
Can you think of a time when you felt included and really part of a group you wanted to be with, or were picked for a team event?
What feelings do you associate with that experience? Most of us have had times when we were not included for some reason or another. Think of a time when you experienced exclusion when you were excluded perhaps from a social group, a team or a family situation.
What feelings do you associate with that experience?
9.12

Doing something that is too hard
Write your name using the hand you dont normally write with.
Copy the images from OHT RC 3.16, using your wrong hand. 1
9.13

Split assistants into groups of four (if the group does not neatly divide into fours, have some groups of five). Give each group a letter from A to D it doesnt matter if there are more than one of each. Within each group, number the members 1, 2, 3, 4 (and 5 in some groups). Ask the group to turn to the scenarios and ask group(s) A to consider scenario A, group B to consider scenario B, etc. Allow 10 minutes for the discussion. Following the discussion, mix the groups up using the jigsaw technique: all the number 1s go together into a new group, all the number 2s into another one, etc). If the groups are so large that there are two or more people with each letter, split them up into further groups. Ask each member of the group to report back to their group by reading the scenario and explaining their responses to the questions (allow 3 minutes per assistant). The ST/Ms present can act as consultants to the groups but should not be allowed to monopolise the discussion!
Scenario A Communication and interaction Mark (age 6)

Background Mark has a specific language difficulty. When he started school, his teachers were concerned about his language development. He had been very quiet at playgroup - this was attributed to shyness, but as he got older it became clear that it was more than this. He has been seen by a speech therapist. The results of the assessment indicate that his understanding of language (receptive language skills) is delayed by about 18 months and his expressive language (vocabulary, use of language, language structure) is delayed by about two years. Marks non-verbal skills are age-appropriate (e.g. ability to do jigsaws, follow picture sequences). Current situation Mark is in a class of 30. He is passive in the class and does not initiate conversations with the other children. As a result, he is often left out of games and is rather isolated in the playground. He has poor self-confidence and hesitates to try anything new. He only speaks when spoken to and he uses only short phrases or sentences. His use of tenses is poor (e.g. I holded my rabbit) and he sometimes gets words in the wrong order, e.g. No, me can do that (I cant do that). He is finding it hard to read and only recognises a few words, e.g. I, go, cat, and, look. During the Literacy Hour he seems lost. He is very good at jigsaws and he likes making Lego models. His individual education plan includes a speech and language therapy programme. Questions 1 In which areas does Mark need support? 2 In your role as a TA, what might you do to support: (i) Mark? (ii) Marks teacher?
9.14
Scenario B Cognition and learning Sunil (age 5)

Background Sunil was a premature baby who was slow to walk and talk. He has been seen twice a year by doctors at the Child Development Centre at the local hospital. He has made good progress and most of his skills are at about a three-year-old year level, so he has some learning difficulties. He did not attend a pre-school. When he started school at age four, he was seen by an educational psychologist who worked with the teacher and the teaching assistant to develop an individual education plan for him. Current situation Sunil is in a class of 30 children. He is small for his age but is happy in the class group and follows classroom routines well. He does not seem to understand much when the teacher talks to the whole class. His language skills are limited. He speaks in short phrases, e.g. Go home now, Coat off. He can follow simple instructions. He likes to play with the train set in the classroom and loves PE, following the lead of other children. He can name three colours. He cannot count. Some older children in the school tend to mother him. He cannot yet recognise any words but enjoys looking at picture books. He has an individual education plan. Questions 1 In which areas does Sunil need support? 2 In your role as a TA, what might you do to support: (i) Sunil? (ii) Sunils teacher?
Scenario C Behaviour, and social and emotional development Daniel (age 10)
Background Daniel has a disturbed background. His parents separated when he was very young and he was cared for by his mother along with his three brothers and sisters. Because of family difficulties, the children were taken into public care by the local authority three years ago and so Daniel has been looked after by foster parents since that time. He sees his mother once a week but has not seen his father since his parents separated. Current situation Daniel is in a class of 33. He finds it hard to settle to work and is frequently out of his seat. He has average general ability but his reading, writing and number work are not as good as might be expected. He gets into trouble, especially at breaktime and lunchtimes, because of aggressive incidents in the playground. In class he finds it hard to concentrate during the daily Mathematics Lesson and the Literacy Hour, and he does not organise himself in readiness for work, frequently losing his pen. His books are untidy. He rarely finishes a task without a lot of prompting from the teacher. Questions 1 In which areas does Daniel need support? 2 In your role as a TA, what might you do to support: (i) Daniel? (ii) Daniels teacher?
9.15
Scenario D Sensory and/or physical Lisa (age 9)

Background Lisa has mild cerebral palsy. As a result, she has little use in her left arm and her left leg is also weak. She wears splints on her arm and her leg. She is able to walk but is rather unsteady on her feet, so she uses a frame with wheels (rollator). Her speech is slow and she finds it difficult to write. She is a friendly girl who likes to be as independent as possible. She is seen regularly by a physiotherapist and an occupational therapist. Assessment by an educational psychologist shows that her reasoning ability is average for her age. (She has a statement of special educational needs.) Current situation Lisa is in a class of 32 in a mainstream school. Each day she does 15 minutes of exercises following a programme set by the physiotherapist. Because of her disability Lisa takes longer than the other children in the class to complete written work. She also takes longer to move around the school, and PE presents particular challenges. Some children in the school have been insensitive to her needs. Lisa enjoys reading and is making good progress. She listens well to the teacher and understands instructions. She has an individual education plan. Questions 1 In what areas does Lisa need support? 2 In your role as a TA, what might you do to support: (i) Lisa? (ii) Lisas teacher?
9.16
9.4
Supporting the teacher
All teachers plan in advance what they are going to do in their lessons, and many of them use forms or grids to do this. Some examples of these and of teachers observations sheets from different schools are given on the following pages. One of the most crucial areas in which the work of TAs can be enhanced is by allowing time for TAs to share this planning. TAs are also increasingly involved in the assessment of pupils. Assessing pupils has always been an essential part of teaching, so that teachers can judge how they teach and whether they are making a difference. Now with Level Descriptions (see 9.1), which were devised by curriculum experts, objective criteria can be applied. National tests in English and Mathematics are set at the end of Key Stage 1 and in all three core subjects at the end of Key Stage 2. These are usually referred to as SATs (Statutory Assessment Tasks/Tests). Optional SATs tests for the years between are also available and some schools choose to use them. TAs may well be asked to help administer these tests. Some schools use standardised tests which relate a pupils attainment to their age, to see whether the pupils are performing at, below or above the level considered average for their age. Ask your mentor to explain what happens in your school.
9.17
Weekly planning grid
Year group Class teacher TA Week starting
Monday
Tuesday
Wednesday
Thursday
Friday
Groups
Activity
Focus
Learning objective
Session after playtime
Afternoon Session
Theme for week
9.18
Daily planning grid
Class Year group Class teacher TA Week starting
Session
To work with
Activity
Particular focus
Learning objective
Things to looks for
Comments
Odd jobs
Notes
9.19
Observation schedule for whole-class work
Name
raised hand
answered on request
called out
understood extended key points discussion logically
restless, not listening
disturbed others
9.20
Open-ended observation grid (1)
Name
Observation or assessment opportunity
Outcomes
What next/targets
9.21
Open-ended observation grid (2)
Name
Any words you had to help them with
What they told you about: book characters what happens next their comments
What they told you about: book title author other
9.22
9.5
Supporting the school
9.5.1 Relationships with pupils the duty of care

Remember the school is in loco parentis and has a duty of care. Its aim is to educate, and a sick child or one that is unhappy, hungry or cold cannot learn. All involved in childrens education need to be aware of this last point. Pupils should receive the same respect, consideration, interest and understanding as any adult in the community. Also, All adults serve as role models for the pupils. Everything they do, say, respond to, and the manner in which it is done, teaches pupils about adult life. Although the following principles were written specifically for Early Years practice, they apply throughout school education.
Statement of underlying principles

These principles draw on both the UN Convention on the Rights of the Child and the Children Act 1989, and also take into account the delivery of the School Curriculum and Assessment Authority (SCAA) Desirable Outcomes for Childrens Learning. They are based on the premise that the earliest years of childrens lives are a unique stage of human development and that quality early years provision benefits the wider society and is an investment for the future. 1. The welfare of the child The welfare of the child is paramount. All early years workers must give precedence to the rights and well-being of the children they work with. Children should be listened to and their opinions and concerns treated seriously. Management of childrens behaviour should emphasise positive expectations for that behaviour, and responses to unwanted behaviour should be suited to the childs stage of development. A child must never be slapped, smacked, shaken or humiliated. 2. Keeping children safe Work practice should help prevent accidents to children and adults, and to protect their health. Emergency procedures of the work setting, including record keeping, must be adhered to. Every early years worker has a responsibility to contribute to the protection of children from abuse according to her/his work role. 3. Partnership with parents/families Parents and families occupy a central position in their childrens lives, and early years workers must never try to take over that role inappropriately. Parents and families should be listened to as experts on their own child. Information about childrens development and progress should be shared openly with parents. Respect must be shown for families traditions and child care practices, and every effort made to comply with parents wishes for their children.
9.23
4. Childrens learning and development Children learn more and faster in their earliest years than at any other time in life. Development and learning in these earliest years lay the foundations for abilities, characteristics and skills in later life. Learning begins at birth. The care and education of children are interwoven. Children should be offered a range of experiences and activities which support all aspects of their development: social, physical, intellectual, communication and emotional. The choice of experiences and activities (the curriculum) should depend on accurate assessment of the stage of development reached by a child, following observation and discussion with families. Early years workers have varying responsibilities concerning the planning and implementation of the curriculum, according to their work role, but all contributions to such planning and implementation should set high expectations for children and build on their achievements and interests. Child-initiated play and activities should be valued and recognised, as well as the adult-planned curriculum. Written records should be kept of childrens progress, and these records should be shared with parents. 5. Equality of opportunity Each child should be offered equality of access to opportunities to learn and develop, and so work towards her/his potential. Each child is unique; early years workers must respect this individuality and children should not be treated all the same. In order to meet a childs needs, it is necessary to treat each child with equal concern. Some children need more and/or different support in order to have equality of opportunity. It is essential to avoid stereotyping children on the basis of gender, racial origins, cultural or social background (including religion, language, class and family pattern), or disability: such stereotypes may act as barriers to equality of access to opportunity. Early years workers should demonstrate that they value childrens racial and other personal characteristics in order to help them develop self-esteem. These principles of equality of access to opportunity and avoidance of stereotyping must also be applied to interactions with adult family members, colleagues and other professionals. 6. Anti-discrimination Early years workers must not discriminate against any child, family or group in society on the grounds of gender, racial origins, cultural or social background (including religion, language, class and family pattern), disability or sexuality. They must acknowledge and address any personal beliefs or opinions which prevent them respecting the value systems of others and comply with legislation and the policies of their work setting in relation to discrimination. Children learn prejudice from their earliest years, and must be provided with accurate information to help them avoid prejudice. Expressions of prejudice by children or adults should be challenged, and support offered to those children or adults who are the objects of prejudice and discrimination. Early years workers have a powerful role to play in nurturing greater harmony amongst various groups in our society for future generations. 7. Celebrating diversity Britain is a multi-racial, multi-cultural society. The contributions made to this society by a variety of cultural groups should be viewed in a positive light, and information about varying traditions, customs and festivals should be presented as a source of pleasure and enjoyment to all children, including those in areas where there are few members of minority ethnic groups. Children should be helped to develop a sense of their identity within their racial cultural and social groups, as well as having the opportunity to learn about cultures different from their own. No one culture should be represented as superior to any other: pride in ones own cultural and social background does not require condemnation of that of other people.
9.24
8. Confidentiality Information about children and families must never be shared with others without the permission of the family, except in the interest of protecting children. Early years workers must adhere to the policy of their work setting concerning confidential information, including passing information to colleagues. Information about other workers must also be handled in a confidential manner. 9. Working with other professionals Advice and support should be sought from other professionals in the best interests of children and families, and information shared with them, subject to the principle of confidentiality. Respect should be shown for the roles of other professionals. 10. The reflective practitioner Early years workers should use any opportunity which arises to reflect on their practice and principles, and make use of the conclusions in developing and extending their practice. Seeking advice and support to help resolve queries or problems should be seen as a form of strength and professionalism. Opportunities for in-service training/continuous professional development should be used to the maximum. From the NVQs in Early Years Care and Education, levels 2 and 3, Guidance to Centres, CACHE, August 1998, Appendix B.
9.25
9.5.2 Child protection notes

Go through these carefully with your mentor. The legal framework All schools come under the Children Act. School staff act in loco parentis. While it is not a legal requirement for a school to have a child protection policy, most local authorities recommend that they do, and themselves have clear guidelines for all staff on procedures. These guidelines, produced by the Area Child Protection Committee, should be displayed in a prominent place in the school, and the identity of the designated person to whom child protection issues are to be referred should be known by all staff. Many schools institute in-house training regularly for all staff from trained LEA personnel. A senior officer of the LEA will be responsible for co-ordination within the authority. Recognising signs Abuse takes several forms:
physical, including sexual emotional and mental neglect.

All staff should be vigilant for signs of abuse, which are not always physical. All children can have bruises from accidents or robust play. It is the location and type of bruise that can be significant. What is normal in some children may be significant in others. Recognising signs of abuse requires sensitivity. Keep your eyes open when children change for PE without being inquisitive, and keep your ears open when children are talking informally. Revealing A child may reveal that they are being abused to a member of staff. TAs are particularly well placed for pupils to feel secure with them, as they work together in small groups or individually for periods of time. It is not the responsibility of school staff to investigate allegations of abuse. If a child decides to tell you something, you cannot promise confidentiality. You should listen and inwardly note, and then pass on the information. You should tell the designated member of staff and then make a short written record which is dated and given to them. It is that persons responsibility to deal with the issue by informing Social Services or the police, who have trained personnel for helping the pupils and their families. Remember that your own feelings may lead you to make assumptions or prevent you from listening properly. Communication If you are in any doubt about what you have heard or seen, you should discuss it with the class teacher, the designated teacher or the head, if they are different people. If you are involved in any further action you should be guided by the designated person in your school. Confidentiality must be maintained about any of the procedures that may follow.
9.26
School guidance on intimate situations Where dealing with pupils in intimate situations the school guidelines or policy should be followed. It is generally recommended that parents know whether school staff can clean pupils up after toilet accidents or change their undergarments. Some schools ask their support staff to work in pairs in such circumstances. Comforting upset pupils should be done in public not private places. Men are particularly vulnerable to accusations of inappropriate touching. A school must still be seen as a place of safety and security, but staff should not put themselves in situations which could lead to misunderstanding or accusation. Staff should always be aware and respond to troubled pupils, but not single them out for attention. It is better if the pupil makes the first move. As a TA you must also be aware that there are particular conditions under which pupils can be restrained. Anyone likely to be in a situation where this is necessary must be properly trained in the correct procedures.
9.27
9.5.3 The local and national framework of education

Schools have to work within the framework of not only educational law, but also employment, health and safety laws and the Children Act. While these laws vary in the different countries making up the United Kingdom, they have in common that they provide for funding arrangements, curriculum and examination regulations, and the structure and maintenance of the learning environment building space and maintenance, class sizes, corporal punishment, and so on. Many regulations derive from circulars from various government departments. These are not legal requirements until they are tested by the courts, and become enshrined in case law. Local bylaws less commonly impinge on school affairs, but may affect things like planning permission. Local councils still have an input into policy and funding, as they have some discretion over how much of the money they receive from central government for education is to be delegated to schools and how much used for central services. The Department for Education and Skills is responsible for carrying out government education policy in England. Three separate organisations also contribute to policy affecting schools. The Qualifications and Curriculum Authority (QCA) oversees the contents of examinations and qualifications. The Office for Standards in Education (OFSTED) oversees school inspection and contains Her Majestys Inspectorate (HMI). The Teacher Training Agency (TTA) determines the nature and standards for teacher training. Accountability Schools are accountable in various ways. Governors have to produce annual reports and have annual meetings for parents. Teachers have to report annually to parents on the progress of pupils and make any records they keep available to parents. They do this by making regular assessments of pupils progress against the attainment target levels of the National Curriculum. Pupils are tested using national tests at the end of Key Stages, and the results of those of pupils aged 11, 14 and 16 are published. The schools are then arranged according to these results in published league tables. Primary teachers have to set targets for their future results in English and mathematics at the end of Key Stage 2, which are published in the annual reports. Secondary schools have to set targets for their GCSE results. Budget spending is monitored by governors, and through LEAs by central government. Teachers performance has now to be assessed and their pay related to their performance. Schools are inspected within a six-yearly cycle.
9.28
Inspection and OFSTED OFSTED came into existence in September 1992, with the post of HMCI the Chief Inspector directly responsible to the Prime Minister. All schools in England and Wales are now in the second round of inspections. When a school is inspected, the main burden of classroom observation falls on the teachers, but the contribution of teaching assistants and how they are managed will also be observed and may be commented on. However, unlike teachers, assistants will not receive individual assessments of their work. According the 1999 Schedule in Inspecting Schools: The Framework, inspectors must evaluate and report on: the adequacy of staffing highlighting strengths and weaknesses in different subjects and areas of the curriculum where they affect the quality of education provided and the educational standards achieved. In determining their judgements, inspectors should consider the extent to which the number, qualifications and experience of teachers and support staff match the demands of the curriculum. The following points and instructions come from the Handbook for Inspecting Primary and Nursery Schools, 1999 (OFSTED): In a very effective school, staff, including support staff, know their role in its day to day work and longer term improvement. Consider how well the school helps teachers and support staff to work together. Consider whether there are enough skilled support staff to enable the school to function effectively. Take into account the qualifications and experience of those staff in relation to the needs of the pupils in the school. You should give particular attention to the effectiveness and the use of staff working with pupils who have Special Educational Needs and for whom English is an additional language. When considering the adequacy of the number, qualifications and experience of teachers and support staff keep in mind that:
in many schools, nursery assistants and other staff provide complimentary support for the work
of teachers;
in an effective team all staff understand their role as well as those of others; staff should be trained and experienced to provide the appropriate age-related curriculum; additional support may be provided for some pupils with statement of Special Educational Need
and for those for whom English is an additional language.
9.29
The key functions of an LEA The following definition of an LEAs role has been summarised from LEA Support for School Improvement Framework for the inspection of LEAs, published by OFSTED, 1999. 1. School improvement Preparing and implementing an EDP [Education Development Plan] to include:
data provision, target setting support and monitoring of progress implementation of the National Literacy and Numeracy strategies schools causing concern advice on school management, curriculum and pedagogy appraisal.
2. Special educational provision Operating a comprehensive service for pupils with SEN including:
policy for SEN and providing information and guidance to schools and parents early identification and assessment of pupils with SEN, including provision, monitoring and
reviewing of statements
meeting parental wishes for pupils with SEN to be educated in mainstream schools where
appropriate
Behaviour Support Plan PRUs [Pupil Referral Units], tribunals, looked-after children liaison with Social Services.
3. Access Providing sufficient school places and removing surplus places where necessary, including by:
preparing a School Organisation Plan changes in school organisation preparing a class-size plan preparing and implementing an asset management plan drawing up proposed capital allocations, exploring and developing Public Private Partnership (PPP) reviewing admissions arrangements publishing information to parents managing independent appeals ensuring and monitoring arrangements for education otherwise than at school ensuring free school meals are provided where appropriate ensuring health and safety promoting and enforcing regular school attendance preparing and implementing an action plan for ethnic minority pupils ensuring traveller children can access schools.
9.30
4. Strategic management
providing effective leadership and partnership to promote high standards allocation of resources, bidding and co-ordination of external funding policies on ICT, employment, finance and school provision maximising delegation monitoring schools finances offering advice to governing bodies: appraisal and pay, appointments, discipline and dismissal training and support of headteachers.
LEAs perform a co-ordinating role, and many offer advisory services. They now have an increasing monitoring role, particularly following the Literacy and Numeracy strategies, and some authorities have a team of inspectors. Some Special Needs services, some form of admissions and/or pupil services, and personnel services form the backbone of the LEA services. In some areas, library services, music services and adult education may be part of the LEA. In other areas some services such as school meals and cleaning services, planning and building surveys may be provided by the LEA, but after competition for contracts with the private sector.
9.31
9.5.4 Pupils for whom English is an additional language (EAL)

Teaching assistants can support children learning EAL in many of the same ways in which they support other pupils, but these pupils also have distinct and additional needs. Pupils learning EAL are not a uniform group: some children are born in the UK but enter school speaking little or no English, others start school in the UK without skills in English but having attended school in their native countries before coming to the UK, and others will have had limited or very disrupted schooling, and may not be literate in their home language. All adults in a school need to take account of these differences. It is important to recognise that many EAL pupils learn very quickly. They are not, in most cases, slow learners. The challenge they face is that they are learning several things at once to adapt to a new environment; to speak, read and write English; and, through English, to understand the rest of the school curriculum and make social relationships with their peers. Many schools will have a policy for teaching pupils learning EAL. Class teachers, often in conjunction with specialist EAL teachers, will plan the work for themselves and for TAs according to this policy. Most policies will include the following three principles:
Inclusion
It is important for EAL learners to feel part of the class, and to be included in all activities. It is generally best practice for such pupils to be kept in the classroom, with any support workers, except on particular project activity.
Access to the curriculum

The pupils will be learning the curriculum as well as the English language. It is therefore the task of the classroom teacher and TA to take every opportunity to increase their understanding of the words and ideas they need to progress in all subjects, and to build on pupils previous knowledge and experience to support learning.
Respecting the first language and culture of the learner

It helps to build their confidence and self-esteem if children know that their home and culture are respected. It also helps them to learn some things more readily if they have opportunities to use their first language while they are learning English. The notes below show how these principles can be applied in different situations and classroom activities (he and she have been used alternately to refer to a pupil learning EAL, but all points apply equally to both sexes).
9.32
Settling in the pupil with little or no English It is important that children and their parents are welcomed and made to feel they belong to the school. For instance, by
making sure the childs name is pronounced correctly and that she is introduced to the class checking any dietary requirements learning a few words of the childs own language (such as words of greeting) to use to him and
his parents.
seating the pupil either with a child with the same home language, or (if there isnt one) with a
child who can be trusted to help her settle in
showing him where the cloakroom, playground, toilet, etc are, and the English words for these making sure she has enough individual adult attention for the settling-in period making sure that resources are available for him which support his understanding of the task
(e.g. picture books, models, matching games, number work)
allow her to indicate understanding of a task without necessarily speaking in the first instance
(e.g. through drawing, placing counters)
allocating him jobs (with a partner) that are non-verbal e.g. register, milk, mixing paints using bi-lingual labels around the classroom having tapes and books available in the pupils home language accepting that being silent for a period is a normal part of second language development,
while the learner is listening and absorbing the sounds of the new language. It is important that adults continue to talk to the child, even though she may not respond at first. It can be helpful to include another pupil in the conversation so that the new pupil can feel part of the teaching activity. Creating a language rich environment As EAL learners begin to feel at home they will want to explore everything the classroom has to offer. There need to be many opportunities for them to speak, to listen, to learn new words, to match words to actions and pictures, and so on. TAs can be a great help with this, for instance by:
while taking small group activities (such as cooking, book-making, sewing, spelling and number
games), stressing and repeating the key vocabulary of the activity
while telling or reading stories to small groups, choosing those with clear sequencing and
repetitive elements, and building up a bank of familiar stories which are told frequently
creating books with the pupils, illustrated by drawings, cut-out pictures or photographs, retelling
past activities, and recalling key vocabulary and incorporating it in the text. Looking at these books gives opportunities for repeating the language of the activity.
displaying and using a range of key visuals pictures which convey an idea for instance, an
illustrated sequence chart following up a practical activity like cooking
playing circle games which involve every pupil repeating a sentence and adding words using puppets and cut out story props to enact a story using every opportunity for discussion and praising EAL pupils for their contribution, even if hesitant
9.33
encouraging correct usage by rephrasing incorrect language in a correct form rather than
publicly pointing out the mistake
helping pupils talk about a teaching and learning activity in language which moves towards
appropriate written form
using gesture and body language to aid communication having available plenty of books which reflect our multi-cultural society in a way which does not
stereotype any particular group. Helping with the Literacy Hour and Mathematics Lesson Many of the strategies listed above will be used during the Literacy Hour and Mathematics Lesson. TAs may be able to help the teacher support EAL learners particularly by
making sure there is a clear and simple explanation at the start as to what the lesson is about
and checking that EAL learners have understood it
discussing any key words which may be new or unfamiliar to EAL learners at the beginning and
displaying them visibly
preparing signs and visual clues to help EAL pupils understand the lesson.
Bilingual Teaching Assistants Where TAs are bilingual or multilingual they can bring a valuable additional dimension to their work by drawing on and using their knowledge of the pupils language and community. They may be recruited specifically to work with one language group, and in this case may have a distinct job description. Or they may share a language (other than English) with only some of the pupils in the school. In addition to the activities described above, their duties may include
supporting pupils learning and the development of confidence by the use of the home language
as well as English
improving two-way communication between parents and staff, and explaining educational
practices and expectations in the UK
encouraging parents to attend school events and feel part of the school community contributing to class teachers records through observation of pupils progress in their own
language. Even where bilingual TAs do not speak the language of particular childrens homes, they will have a useful insight into how language works, how language misunderstandings can arise, the importance of home-school links and the need for cultural sensitivity.
9.34
In general It is important to remember that EAL learners have differing needs. Some may already speak more than one language, or may speak different languages to different family members. Children should be made to feel that having skills in a number of languages is something to be proud of. Each school should have a behaviour policy which makes it clear that any sort of racist behaviour is not acceptable. TAs who are often in informal settings with pupils may be the first to pick up name-calling or bullying or to identify that certain pupils are being left out. These situations need to be dealt with promptly in partnership with the class teacher. Many local education authorities publish advice on how to support children learning EAL. Two recent examples, both full of practical examples of good practice, are Enriching Literacy a practical handbook for multilingual schools, produced by the Brent Language Service, and Guidelines for Class Teachers working with Beginners in English from the Hounslow Language Service.
9.35
9.5.5 Particular Special Educational Needs

The following pages describe briefly the special educational needs that are most frequently encountered in schools. These sheets should help you to a greater understanding of the arrangements and approaches required for particular types of need. Read these in your own time and keep them for reference. Bear in mind, however, that they are just for your own understanding, and that the descriptions are not for you to use for diagnostic purposes that is the role of specialists. They should, however, help in discussions with teachers about which particular arrangements and approaches suit pupils with particular needs, and how you are expected to support such pupils. In the framework described in the Special Educational Needs Code of Practice (revised edition 2001), which was referred to in the pre-course reading for this module, special educational needs are grouped as follows:
communication and interaction: e.g. dyspraxia, dyslexia, Autistic Spectrum Disorder, Aspergers
syndrome
cognition and learning: e.g. Downs syndrome behaviour, emotional and social development: e.g. Attention Deficit
Hyperactivity Disorder
sensory and/or physical: e.g. visual impairment, hearing impairment, cerebral palsy.
Children with SEN may have a range and combination of difficulties extending across more than one of these.
9.36
Dyspraxia
What is dyspraxia? Dyspraxia is a specific difficulty that affects the brains ability to plan sequences of movement. It is thought to be connected to the way that the brain develops. The effects that dyspraxia has on a childs ability to function at home and at school can vary, depending on the degree of difficulty. Difficulties may be found in some, or all of the following areas:
Gross motor skills

Poor performance in sport, general clumsiness, poor balance, difficulties in learning those skills that involve coordination of body parts, such as riding a bike or swimming.
Fine motor skills

Poor handwriting, often resulting from too much pressure being applied to the pencil in an attempt to control it. Conversely, the childs writing may be neat, but extremely slow, reducing the amount of work that they can complete in a given time.
Self help and organisation skills

The dyspraxic child often takes a long time to get dressed and to organise themselves in the morning. They may find it difficult to remember what equipment is needed when, and typically will mislay their belongings at school.
Speech and language skills

Dyspraxia can be associated with a delay or disorder in expressive language skills, such as in sequencing words within a sentence, or in controlling the movements necessary to articulate certain speech sounds. What are the learning implications? Dyspraxia can affect a pupils progress in school on a number of different levels:
Poor handwriting skills affect both the speed and quality of written work. Difficulties in selforganisation can extend to difficulties in organisation of thoughts and in planning, leading in turn to disorganised or disjointed work. Often the dyspraxic child appears to have a lot of information in their head, but cannot record that information in a logical and meaningful order. Their written work does not match their apparent verbal ability. These difficulties can lead to frustration and problems with self-esteem, which can further lead to either withdrawn behaviour or to acting out.
Difficulties in concentration are often associated with dyspraxia, but it is sometimes difficult to
say whether these are a genuinely separate difficulty, or whether they are linked to a childs avoidance of difficult tasks.
Children with dyspraxia can appear emotionally immature, and are often awkward or clumsy in
their social relationships. This can result in a degree of social isolation.
9.37
How might the TA give support? A TA can:
encourage effort boost self-esteem at every opportunity ensure homework tasks are understood and not too onerous provide line guides for setting out work know how the pupil should sit and hold the pen, and what particular equipment might help help in planning, such as making lists, sequencing events, drawing up timetables encourage support from classmates seek advice from an occupational therapist.
Other sources of information
The SENCO or LEA educational psychology service Occupational therapist The Dyspraxia Foundation, 8 West Alley, Hitchin, Herts, SG5 1EG Parents.
9.38
Dyslexia
What is dyslexia? Dyslexia is a specific learning difficulty which hinders the learning process in relation to reading, writing and spelling. When the ability to recognise and manage numbers is affected it is sometimes called dyscalculia. These difficulties are often called specific learning difficulties. These are lasting difficulties but do not affect all learning skills. In many cases children who have dyslexia can achieve at or above the average level in other areas. Dyslexia may affect:
the development of the ability to remember what is seen or heard in sequence the ability to identify sounds in words, e.g. rhymes, similar sounds and syllables speed of reading and understanding concentration coordination the ability to put things in order, e.g. letters, groups of letters, days, months, stories or
information.
What are the learning implications? Pupils with dyslexic-type difficulties make mistakes in reading and writing. For example, some letters and numbers are swapped or back-to-front. The connection between letter shape and sound is difficult to learn and remember. When they are learning to read, some of the usual ways of working out unknown words are harder for them than others. More able readers will recognise a word through its shape, or by looking at parts of the word, letter groups, syllables or the meaning of the sentence. Dyslexic pupils often have difficulty with one, or more, of these methods. And when they start to write, the letters are often drawn wrongly and writing may not flow. In addition, pupils with dyslexia can also find problems with directions, map-reading, recognising left and right and reading music. Dyslexia affects some pupils very little. Others find that they face real difficulties in learning, their confidence and self-esteem are affected and they lose motivation. Pupils may find that they need help in recording what they know for example, with the use of dictaphones, charts, diagrams or models.
9.39
encourage effort ensure success as far as possible in all subjects amend worksheets to make them understandable provide key words act as scribe read out questions enable self correction look through materials in advance of the lesson practise memory games encourage use of information technology, such as word processor, dictaphone plan and evaluate with the teacher and/or SENCO.
Where can more information be found?
The LEA is likely to have specialist teachers or educational psychologists who can provide
information and advice
The British Dyslexia Association, 98 London Road, Reading, RG1 5AU The Dyslexia Institute, 133 Gresham Road, Staines, Middlesex, TW18 2AJ Parents.
9.40
Visual impairment
What is visual impairment? There are a number of different terms which are used to describe visual impairment:
Blind
This means a person is registered blind under the National Assistance Act 1948.
Educationally blind
The person has to be educated mainly by non-sighted methods, using touch and hearing only for example with Braille.
Functionally blind
A person whose main ways of receiving and learning information are by touch and hearing.
Low vision
The person has severely restricted vision, with, however, some vision which can be used to receive or learn information. Children with low vision may be able to use what sight they have in close up work with the aid of good lighting, careful positioning and low vision aids (LVAs) such as magnifiers. Braille may also be used.
Partial sight
Generally used to describe children who have enough vision for all school tasks but need the help of special teaching methods and materials. What are the learning implications? Sight problems can affect a pupils ability to do detailed and careful physical movements; the hand and finger muscles are often not well developed in pupils with visual difficulties. The usual motivation to explore can be affected by fear, and so physical skills and confidence can be slow to develop. The pupil is likely to have less chance to move about and to imitate others, and to have a poor body image. He or she will probably have poor skills that involve the senses and be poor in coordinating movements for example, they may find it difficult to pour liquids. Speech and language should develop normally, but sometimes they are delayed because the pupil has fewer experiences which help develop language. Doing things for themselves is also likely to develop more slowly, because children with poor vision cant learn by watching. They may not be able to do schoolwork as fast as other children. Because they are not able to learn the messages of body language or facial expression that other children learn without realising it, there may also be some difficulties in relating socially with other children. Because those around the child may be tempted to over-protect them, this and all the other things are likely to affect their self-esteem and confidence.
9.41
encourage independence enlarge worksheets and adapt tasks encourage the peer group to include and support the pupil give assistance as necessary in situations where safety is an issue become familiar with helpful equipment undertake specialist training as necessary, such as in the use of Braille.
information and advice
Royal National Institute for the Blind, Great Portland Street, London, W1N 6AA.
9.42
Hearing impairment
What is hearing impairment? There are different types of hearing loss:
Conductive hearing loss

This means any cause or condition which affects the progress of sound into the ear canal or across the middle ear. Conductive problems can often be treated by medicine or by surgery for example, glue ear, which occurs when fluid builds up in the middle ear, can be treated by an operation to insert a grommet.
Sensori-neural hearing loss

This means defects in the fine structure of the inner ear or sound pathways to the brain. Usually the high-frequency sounds are most affected. This hearing loss is more likely to be permanent.
Mixed loss
This when the child has both types of hearing loss. It is not enough to know that a child has a hearing loss, you need to know which sounds are affected and by how much. There are also different degrees of hearing loss. Losses are often described as ranging from slight to profound and are measured in decibels (dB).
Slight loss
A slight loss is outside the normal range (greater than 25dB and less than 40dB). This would mean a child having difficulties in hearing faint or distant speech, difficulties listening in a classroom, difficulties in concentrating, and some delay in speech and language skills.
Moderate loss
A moderate loss is 40 to 70dB. This means significant difficulties for most children with speech and language and they generally need to use hearing aids.
Severe loss
A loss measured at between 70 and 95dB means speech may not be understood without hearing aids or lip-reading. Speech and language are severely affected.
Profound loss
A profound loss (96dB and over) means no speech is heard without hearing aids. If a child is born deaf, or acquires a hearing loss before learning to talk, then their speech is severely affected. If a child goes deaf after learning to talk, then their ability to talk is not lost; however, their speech may be impaired because of their inability to hear their own speech. The earlier a hearing loss is recognised the sooner its effect can be reduced by treatment or by using hearing aids. Children who have a severe or profound loss do benefit from hearing aids, and some benefit from cochlear implants electronic devices which by-pass the damaged inner ear to stimulate the auditory nerve directly.
9.43
What are the learning implications?
The pupil will find it difficult to know where sound is coming from, and a high level of
background noise will make things worse.
He or she will need to be close to the teacher to lip-read effectively. The pupil may not always have understood the task. The pupil may find it difficult to communicate with classmates. Signs of frustration often accompany hearing impairment because of difficulties
in communication.
Certain aids and technological supporters are needed for the pupil to get maximum access to
the curriculum.
make eye contact and get the full attention of the pupil before speaking use lively gestures and facial expressions give the pupil time to process information and respond give plenty of encouragement ensure the pupil is sitting where they can clearly see the teacher be clear about how to use any aids encourage social communication with classmates check understanding.
The LEA is likely to have specialist teachers and educational psychologists who provide
information or advice
The National Deaf Childrens Society, 15 Dufferin Street, London, EC1Y 8PD The Royal National Institute for Deaf People, 19-23 Featherstone Street,
London, EC1Y 8SL
Parents.
9.44
Cerebral palsy
What is cerebral palsy? Cerebral palsy is not just one condition but a group of complicated conditions that affect movement and posture because of damage to or failure in the development of the part of the brain that controls movement. The condition itself does not normally change, but people with it can become increasingly better at managing their difficulties as they get older. Many forms of cerebral palsy are now recognised. It is often described either: 1. according to the part of the body affected:
Hemiplegia: one side of the body Diplegia: whole body affected.

or 2. according to the way in which the body is affected:
Spasticity: the person finds it very difficult to move their limbs so they have problems with
posture and general movements
Athetosis: involuntary movements such as twitches or spasms Ataxia: the person finds it difficult to coordinate their muscle groups so they have problems with
balance, walking, etc. It is sometimes the case that pupils have a mixture of these conditions, and other associated difficulties. What are the learning implications? There is a huge variation between individual children. The disability can be anything from a fairly minor condition which affects the pupils life only to a small amount to a major disability which affects both the pupils own life comprehensively and that of their family. Its important to realise that some (but not all) pupils who have cerebral palsy also have other difficulties with learning, such as:
perceptual difficulties communication difficulties movement and control difficulties problems with mixing socially, because it is hard for them to communicate.
It is very important to look for every possible way to communicate, but it is also important to keep a balance between accepting a pupils genuine limitations and making sure they are provided with as many opportunities as possible to progress as far as they can. Developments in IT are able to make significant differences to the quality of life of pupils with cerebral palsy.
9.45
encourage independence help with moving the pupil from lesson to lesson, such as by removing obstacles. encourage support for the pupil from class mates be clear about what equipment is needed and how to use it (the occupational therapist
can advise)
enable communication in some circumstances assist with toileting (respecting the needs of the pupil) deliver a physiotherapy programme, under the guidance of a physiotherapist.
information or advice
SCOPE, 6-10 Market Road, London, N7 0PW Parents.
9.46
Attention Deficit Hyperactivity Disorder (AD(H)D)

What is AD(H)D? AD(H)D is a term used to describe the condition of children who have long-term difficulties in attention, hyperactivity and impulsive behaviour:
inattentive means being easily distracted, not being able to settle and being forgetful and
disorganised
hyperactive means being restless, fidgety and always on the go impulsive means having a tendency to interrupt, talk out of turn or be unable
to wait. AD(H)D is a medical diagnosis. Difficulties should have been obvious for more than six months for a diagnosis to be made, and should be apparent before the age of seven years. Some children do not have symptoms of hyperactivity but fit the descriptions of inattentiveness and impulsiveness. These children are described as having ADD Attention Deficit Disorder without hyperactivity. Sometimes doctors prescribe tablets (usually Ritalin) to make children calmer. As a result of their difficulties, pupils with AD(H)D find it difficult to plan and control their behaviour. They often seem to be unaware of danger and have a tendency to rush into things. With their seemingly endless talking and activity, these pupils can be extremely hard work for adults. What are the learning implications? Skills in concentration, paying attention and following rules are needed in school. Pupils with AD(H)D find these skills hard to learn. They find listening to and remembering instructions difficult. They are often out of their seats and distract others. Their classmates sometimes find them irritating. How might the TA give support? A TA can:
encourage and praise as much as possible make instructions clear and simple use rewards to encourage good behaviour give immediate sanctions for poor behaviour be consistent and calm think ahead about potentially difficult situations and how they might be managed.
The SENCO or the LEA Educational Psychology Service LADDER (National Learning and Attention Deficit Disorders Association),
142 Mostyn Road, London, SW19 3LR
ADD Information Services (ADDISS), P.O. Box 340, Edgware, Middlesex, HA8 9HL Parents.
9.47
Downs syndrome
What is Downs syndrome? Downs syndrome is one of the most common chromosomal abnormalities occurring once in about every 800 to 1000 live births. People have Downs syndrome because they are born with an extra chromosome, which gives them a typical combination of features in addition to their inherited characteristics. All have some degree of developmental delay (they will reach the normal milestones, but take longer to get there) and also some general difficulties with learning. There are also some common physical characteristics, such as a flat facial profile, an upward slant to the eyes and a single deep crease across the palm. Some children with Downs syndrome have problems with hearing, circulation and respiratory infections. Pupils with Downs syndrome are usually happy and sociable and some grow up to lead independent lives. What are the learning implications?
delayed motor skills fine and gross auditory and visual impairment speech and language impairment short-term auditory memory limited concentration span difficulties with thinking and reasoning, and applying knowledge to new situations sequencing difficulties slow pace of learning.
encourage independence make sure the pupil understands the task make sure the rules are clear and apply them to pupils with Downs syndrome alongside
their classmates
speak directly to the pupil and reinforce what is said with facial expressions, pictures and
concrete materials
use simple and familiar language and short sentences give the pupil time to process language and form a response use short, clear instructions and check understanding provide additional practice to develop skills provide short listening activities and use visual/tactile materials to reinforce oral work set up regular and frequent opportunities for social communication make sure the pupil is working with others who are good role models.
9.48
The SENCO or LEA educational psychology service Special schools The Downs Association, 155 Mitcham Road, London, SW17 9PG Parents.
9.49
Autistic Spectrum Disorder (ASD)

What is ASD? ASD is a generic term used to describe people who have a common set of difficulties which affect communication, relationships and imagination. Individuals with ASD range from those with severe learning diffficulties to those with above average intelligence or high intelligence; the latter are referred to as having Aspergers Syndrome. ASD generally means that a child has difficulties in three areas of development. These areas are:
Social interaction
Children with autism can display a marked aloofness and indifference to other people, a passive acceptance of social contact, or an inappropriately stilted and formal manner of interaction.
Social communication
Children with autism range from not speaking or communicating at all, either by word or action, through to understanding words but not being able to understand the hidden rules of normal conversation or the nuances of meaning.
Imagination
Children with autism are not able to use pretend play at all (preferring to line objects up, or sort them) but may show bizarre and sometimes obsessional interest in facts and figures, such as timetables, drainage systems, or motorway networks. A diagnosis of autism will only be made if there is clear evidence of some degree of difficulty in all three areas of development. Of course, the severity of autism in a child varies considerably, and people with autism are often referred to as being somewhere on the autistic continuum, because of the wide range of differences between them. Although autism is found in children of all abilities, it is more often linked with either moderate or severe learning difficulties. What are the learning implications?
The pupil will not respond as other pupils do they will not seek contact or seek to take part in
activities the way most pupils do
They become anxious when routines are broken It is hard to know how much the pupil understands Structured routines and approaches to learning are really important Activities are necessary which reduce anxiety.
learn about particular approaches which are appropriate for pupils with autism have a calm and consistent approach provide routines and structure help the pupil to communicate to the best of their ability.
9.50
The LEA Educational Psychology Service Special schools The National Autistic Society, 393 City Road, London, EC1V 1NG Parents.
9.51
Aspergers syndrome
What is Aspergers syndrome? Aspergers syndrome (AS) is thought to be a form of autism, and children with AS share many of the characteristics of autism, although in a milder form. Aspergers syndrome will affect each child in different ways. The difficulties a pupil may have include:
Social communication
The verbal language of a pupil with AS appears formal, often limited to set phrases. A pupil with AS interprets what is said absolutely literally, and this causes problems because he or she misunderstands what was meant. AS pupils have difficulty in starting to talk to others, keeping going and putting right mistakes in conversation. While they will happily talk for hours about a subject that interests them, they will not take the other persons interests into account. They also find it difficult to recognise the usual rules of listening, reflecting and taking turns that apply in normal conversation.
Social interaction
Pupils with AS face real difficulties in relating to others, especially other pupils, who find them odd and awkward in their attempts at making friends. They have to be specifically taught social skills, and even then will have difficulty in using those skills in different situations. They are likely to find it difficult to show or recognise emotion (both in themselves and others), and in understanding facial expression, eye contact and other non-verbal communication. Pupils with AS usually say exactly what they mean, and will not understand the need to adapt what they say because of the effect it may have on others. For example, a pupil with AS will quite happily state a fact such as that a person is fat without realising that in saying so they may hurt that persons feelings.
Imagination
Pupils with AS have a restricted range of interests, and sometimes only one, which turns into an obsession. They usually prefer factual information to fiction, and can be extremely knowledgeable on a special subject, but find it difficult to make up stories. If they do show an interest in fictional characters and stories, they will tend to prefer exaggerated caricatures such as cartoon stories and horror stories, where the emotions displayed are overstated.
Reliance on routine
Pupils with AS often rely heavily on routine, such as always having to follow exactly the same route to school everyday, perhaps touching certain objects along the way. Unexpected happenings and changes in routine can cause extreme anxiety. Sometimes it can be difficult to pinpoint the cause of that anxiety.
Clumsiness
A typical characteristic of AS is clumsiness, both in larger movements (general coordination) and smaller movements like handwriting.
9.52
What are the learning implications?
Pupils with AS like routines and become anxious if these are altered They are often unaware of others feelings so may not be included by classmates As they take things literally, there will be difficulties in understanding English literature or
religious studies
PE may be difficult because of their clumsiness or awkwardness Pupils may have an unusually accurate memory for detail One idea might lead to another that seems irrelevant They may have trouble understanding what they read They often have good memories for facts and figures.
give clear and precise directions; check understanding prepare for changes well in advance ensure a structured timetable and daily plans apply rules consistently give plenty of praise and reassurance to reduce anxiety use stories and role play to teach social skills make use of computers ensure that teachers and classmates are aware of the features of AS encourage inclusion in social situations.
The SENCO is likely to have more information The LEA educational psychology service will be able to give support and advice National Autistic Society, 393 City Road, London, EC1V 1NG Parents.
9.53
9.5.6 School organisation and context

Local businesses, religious organisations, charities and parish councils all from time to time get involved in the lives of schools. They may visit the school or be visited by pupils, provide additional resources, or exchange staff. Local police provide a school service in some places, creating positive relationships. Governors Within the school people from among some of these groups are likely to serve as governors, in addition to those elected by the staff and by the parents. The governing body has responsibility for:
setting the aims of the school and ensuring appropriate policies are in place the curriculum and standards the budget the maintenance of the buildings the appointment of staff hearing appeals against exclusions or staff discipline.
Investors in People The Investors in People standards are being used in many schools and LEAs. These pertain to the training and development of all staff. An Investor in People:
makes a commitment from the top to develop all employees to achieve its business objectives regularly reviews the needs and plans the training and development of all employees takes action to train and develop individuals on recruitment and throughout employment evaluates the investment in training to assess achievement and improve future effectiveness.
(Investors in People and School Self Improvement, DfEE, 1997) The School/Institutional Development/Improvement plan LEAs and schools call this important planning document by different names. Here it will be referred to as the School Development Plan (SDP). An SDP covers the improvement, development and maintenance procedures for the school; it is the business plan which outlines both strategic and long-term ideas and the nitty-gritty of the year ahead. It must be costed. It should both involve review of the previous year, and look forward. It should involve consultation with all parties affected, but procedures for doing this will vary from year to year and from school to school. It must account for implementation of national initiatives. It should account for the strengths and weaknesses of the school and adhere to the overall school aims.
9.54
It should show the timing of action and refer to task plans for those actually responsible for getting things done. It should include the way in which the plans will be monitored, what successful outcomes will look like and how the plan itself will be evaluated. All members of a school community should know where they are referred to in the plan, or to whom they relate. If you do not know where to find a copy, ask your mentor. It is not a confidential document. The effective school The key characteristics of the effective school were characterised in A Review of School Effectiveness (P. Sammons, J. Hillman and P. Mortimore, 1995) as:
leadership staff selection, consensus and unity of purpose, professionalism and understanding shared vision and goals attractive and orderly environment with self-managing classrooms, reflecting positive ethos concentration on teaching and learning monitoring of effectiveness of time spent purposeful, well-organised teaching, clear pace, structure, and objectives reflected in
preparation, effective questioning strategies
high expectations and self-esteem of teachers, pupils and parents positive reinforcement, clear feedback, rewards and disciplinary procedures monitoring of progress, focusing on goals, informing planning and teaching pupil rights and responsibilities enabling pupil participation, raising self-esteem and
independent learning
home-school partnerships fostering support and making demands senior managers and teachers, as well as pupils continuing to be learners professional
development and training for all.
9.55
How the planning fits together

The following diagram may help you see how the whole planning system works, from the national initiatives to the work a TA does in the classroom. Information from: staff governors parents pupils AIMS information from: audit inspection
SCHOOL information from: budget legislation DEVELOPMENT PLAN
STAFF DEVELOPMENT PLAN
MANAGEMENT PLAN LONG-TERM CURRICULUM PLAN TASK PLANS buildings management action administrative action governor action
Appraisal
INSET school-based development courses
MEDIUM-TERM PLANS
National Curriculum, policies, etc
Schemes of work NLS and NNS TEACHERS DAILY AND WEEKLY PLANS
Formative assessment Target setting TAS PLANS
Pupils in the classroom Reports MONITORING AND EVALUATION published results
Summative assessments
9.56
9.6
Further development
Study skills
Whatever else you do with the school, or with the LEA or in courses you undertake at a local college, developing your own study skills will help. Discuss the following with your mentor and ask where you can get help if you feel you need it in any of the following areas. They are all things that you will need to develop for yourself if you take on more advanced training. Study skills include things like:
organisation skills recording skills reflective thought

sharing professional ideas. You will need to be able to:
take notes at courses or meetings read for interest or information taking notes and keeping references use the local library/LEA resource centres/colleges keep articles/information/handouts/pamphlets on a range of topics likely to be useful in school
(such as recipes, instructions, games with their rules) and organise them so you can access the information easily
write essays concisely find a quiet place to study at home, a shelf for books find where to go to seek further advice on any of these topics, or courses, different jobs,
promotion or personnel advice.
Reading
These books which may help you in your job: Aplin, R., Assisting Numeracy, Beam, 1998 Fox, G., A Handbook for Learning Support Assistants, David Fulton Publishers, 1998 Harding, J. & Meldon-Smith, L., How to Make Observations and Assessments, Hodder & Stoughton, 1996 Liebeck, P., How Children Learn Mathematics, Penguin, 1984 Lorenz, S., Effective In-Class Support, David Fulton Publishers, 1998
9.57

Job Title: LEARNING SUPPORT ASSISTANT Post Holder: Grade: Responsible to: Head teacher/class teacher/SENCO. Receives instruction from: Head teacher/class teacher/special needs co-ordinator. Purpose of job: To assist in the support and inclusion of children with Special Educational Needs within a mainstream school. Job duties: Supporting the pupil 1. To develop a knowledge of a range of learning support needs and to develop an understanding of the specific needs of the children to be supported. 2. Taking into account the learning support involved, to aid the children to learn as effectively as possible both in group situations and on his/her own by, for example: clarifying and explaining instructions ensuring the child is able to use equipment and materials provided motivating and encouraging the child as required assisting in weaker areas, e.g. language, behaviour, reading, spelling, handwriting/ presentation helping pupils to concentrate on and finish work set meeting physical needs as required whilst encouraging independence liaising with class teacher and SENCO about individual education plans (IEPs) developing appropriate resources to support the children. 3. To establish a supportive relationship with the children concerned. 4. To encourage acceptance and inclusion of the child with special needs. 5. To develop methods of promoting/ reinforcing the childs self-esteem. Supporting the teacher 1. To assist, with the class teacher (and other professionals as appropriate), in the development of a suitable programme of support (IEPs) for children who need learning support. 2. In conjunction with the class teacher and/or other professionals to develop a system of recording the childrens progress. 3. To contribute to the maintenance of childrens progress records. 4. To participate in the evaluation of the support programme. 5. To provide regular feedback about the children to the teacher.
9.58
Supporting the school 1. Where appropriate, to develop a relationship to foster links between home and school. 2. To liaise, advise and consult with other members of the team supporting the children when asked to do so. 3. To contribute to reviews of childrens progress, as appropriate. 4. To attend relevant in-service training. 5. To be aware of school procedures. 6. To be aware of confidential issues linked to home/pupil/teacher/school work and to keep confidences appropriately. 7. Any other tasks as directed by head teacher which fall within the purview of the post. This job description is for a TA working in a mainstream school. Specific adaptations would be necessary for assistants working in special schools. Glenys Fox, A Handbook for Learning Support Assistants, p.80
9.59

Action plan for TAs and ST/Ms (after the course)
Action required Date required Support needed to perform action Other people to be consulted
The TA Meeting with mentor after the course to discuss update of these plans Discuss/update/finalise job description Complete portfolio Observe
Shadow
Visit another school (if possible) Find out about course Other?
Other?
The ST/M Policies/documents still to find Issues raised that need to be resolved
9.60
Action required
Date required
Support needed to perform action
Other people to be consulted
Report to the Head and the governors on the course Professional review of TA Other?
Other?
TEACHING ASSISTANT FILE Section 10 English as an Additional Language
10.1
Section 10 ENGLISH AS AN ADDITIONAL LANGUAGE (OPTIONAL)

Pre-course activity (EAL) Introduction 1. OHTs 2. Course documents 3. Recommended further reading 4. Common terms 5. Further activities
10.3
PRE-COURSE ACTIVITY (EAL)
FINDING OUT ABOUT YOUR SCHOOL

Find from a senior teacher, your mentor or the Ethnic Minority Achievement (EMA) co-ordinator the answers to the following questions about your school: How many pupils learn English as an additional language? How many languages are spoken? What are the main languages spoken? Does your school have a policy for teaching English as an additional language? If so, what are the key elements of this policy? Please also read the background notes on Pupils for whom English is an additional language in the TA file. In the file for primary schools this appears in the General section, as subsection 9.5.4. In the file for secondary schools the relevant document is in the Role and Context module, subsection 1.2.6.
Document reference number: DfES/0628/2002/02
10.4
INTRODUCTION
This module is linked with the other modules of the Induction course for TAs. It is assumed that you are familiar with the approaches advocated for supporting teaching and learning in the English and Mathematics modules, either from having attended the training or from your own experience. Key ideas such as scaffolding, which are embedded in this module, are covered in more detail in those modules. It is important to understand that all subjects of the curriculum have considerable potential for motivating pupils to learn English as an additional language (EAL). For example, the vocabulary and use of language associated with mathematics, science and art offer rich opportunities for developing EAL. A key objective of this module, therefore, is to make sure that you become language aware. In other words, you need to understand that you are in a very strong position to support the teaching and learning of English as an additional language in the many and various encounters you have with pupils in the normal course of your work. This is because valuable opportunities for language learning occur whenever you are engaged in communication with the pupils within and outside lessons. Often TAs are able to listen and converse with pupils who lack confidence, and need more time to practise using English than formal lessons allow. For example, one TA reported: I try to talk with Ahmed, or rather get him to talk to me whenever we meet. He was really shy at first but now we chat about everything from football to what he likes for dinner. The importance of building pupils confidence in using English cannot be overstressed. This TA clearly understood the importance of providing space to listen to pupils and prompting them to use whatever English they have, thus strengthening the conditions for learning English.
10.5
1. OHTS
Aims of this training By the end of the training module, participants should begin to: know the main factors that enable pupils to acquire English as an additional language know how to help and support EAL learners in the classroom feel confident to work in multilingual classrooms.
OHT 1.1
Important factors for learning For pupils learning English as an additional language we must think about ways in which: they can acquire English through interaction with peers and adults in the school the classroom environment can support all learners the lessons can be planned to support language acquisition the curriculum can be presented to ensure access for all.
OHT 1.2
Changes in the nature of language provision First, Language Centres were established in many LEAs. Language Centres were phased out and the teachers went into schools. Language support teachers work in partnership with class and subject teachers. Language specialist and mainstream teachers plan the inclusive curriculum together. TAs support implementation in the classroom.
OHT 1.3
10.6
Making inclusion a reality How does the TA help to develop the pupils English language acquisition? How does the TA support the pupils understanding of the lesson? In what ways do primary and secondary schools differ when settling in a newly arrived pupil?
OHT 1.4
Making inclusion work TAs are central to making inclusion work in schools by: getting to know the pupils integrating newly arrived pupils into school life and classroom routines facilitating pupils acquisition of the English language acting as an advocate for pupils from a knowledge of their strengths and skills.
OHT 1.5
A stress-free environment First language learning normally takes place in a stress-free environment: through interaction with adults who care when every attempt at speaking is praised when the rules of the language are modelled naturally when there are interesting things and events that stimulate language when gesture and body language, including facial expression, reinforce the spoken word.
OHT 1.6
10.7
Speaking and listening Pupils learning English as an additional language: need to listen and tune into English being used in context may be silent for a time need lots of opportunities to talk.
OHT 1.7
Reading and writing Pupils who are literate in their first language will make rapid progress. Pupils who are not literate in their first language will be learning to read and write in English as they are learning to speak. Pupils will need specific support with writing in English.
OHT 1.8
Language quiz
OHT 1.9
10.8
Management of TAs Points made by senior managers: TAs need to be well managed by senior management. Time should be allocated for planning and review. Good INSET needs to be provided for both teachers and TAs.
OHT 2.2
The virtuous circle of support for the curriculum, teachers and pupils
OHT 2.3
Skills and talents experience of developing own childrens language experience of learning a second language being bilingual knowledge of local community
OHT 2.4
10.9
2. COURSE DOCUMENTS
Course Document 1.1
LANGUAGE STORIES
My name is Layla. I am eleven years old. I have just arrived in England from Somalia. I used to go to the Italian school in Mogadishu and my favourite subject is history. I am looking forward to starting secondary school in September. My Name is Ercan. I was born in Turkey and I started school when I was six years old. I moved to Germany when I was eight and learned to speak, read and write in German during my two years at school there. I have just come to England and am learning to speak English. I find it easier to use Turkish and English in class activities, but I find it easier to write in German. My name is Ahmed. I am twelve years old and I came to England to join my family when I was ten. I can read and write in Bengali and I also speak Sylheti. I enjoy maths and Im very good at it but sometimes I cant show what I can do because I cant read the questions. My name is Kiran. I am seven years old. I was born in England and my family all speak Gujarati. When I went to nursery, I didnt speak any English, but I was used to hearing it in shops, in the street and on television. Now I can speak English, and read and write in English, but I still speak Gujarati at home. My name is Abraham. I come from Ghana. My family language is Twi, but we all speak English because English is the language of education in my country. I am sixteen years old and I was a successful student at my school in Ghana. When I came to England I was surprised to find that the English spoken here is quite different from the English spoken in Ghana. I am also finding the school is very different from the schools I have been accustomed to. My name is Boris. I am Russian. I came to England a year ago when I was six. I had never been to school before, but I had been to kindergarten. My mother has taught me to read and write in Russian. Now I can read English as well. My favourite book at the moment is The Worst Witch. My name is Dido. I am fourteen years old and I have just arrived in England from Zaire. I speak Lingala and French. I went to a French speaking school in Zaire for a little while but we had to leave the country suddenly and Ive missed a lot of school. I would like to return to my country one day, but I have no one to look after me there.
10.10
COURSE DOCUMENT 1.2 ETHNIC MINORITY ACHIEVEMENT AND ENGLISH AS AN ADDITIONAL LANGUAGE
Provision and Practice a brief history
Course Document 1.2
Language Centres established pupils new to English withdrawn from mainstream lessons.
Language Centres phased out E2L teachers support pupils in school both within mainstream and in withdrawal groups.
Language support teachers work in partnership with mainstream class and subject teachers.
Language specialist (EMA) and mainstream teachers plan the inclusive curriculum together. TAs support the implementation in the classroom.
Section 11 of Local Government Act Calderdale Ruling The Education Reform Act National Curriculum introduced Private Members bill Macpherson Report Curriculum 2000 Statutory Inclusion Statement Race Relations Amendment Act Learning for All 1985 1988 1993 1999 2000 Introduction of Ethnic Minority Achievement Grant (EMAG)
Rampton Report West Indian Children in our Schools
All schools produce a Race Equality policy
Race Relations Act Swann Report Education for All
Bullock Report A Language for Life
1966
1975/6
1981
2002
10.11
Course Document 1.3
SUMMARY OF KEY LEGISLATION

1966 Section 11 of the Local Government Act 1966 provides additional funding for local
government for English language teaching, and is principally geared to teaching children arriving in UK schools from the New Commonwealth.
1975 The Bullock Report, a major report on the teaching of English, promotes the
importance of language across the curriculum. It states that No child should be expected to cast off the language and culture of the home as (s)he crosses the school threshold.
1976 The Race Relations Act 1976 makes racial discrimination open to legal challenge. 1981 The Rampton Report attempts to address growing concerns about race relations
among parents and communities. It introduces the notion of institutional racism and promotes a programme of multi-cultural education.
1985 The Swann Report focuses attention on linguistic and other barriers that prevent
access to education. It implies that the use of separate language centres may be discriminatory in effect as they deny children access to the full range of educational opportunities available.
1988 In the report of a formal investigation in Calderdale LEA, the Commission for Racial
Equality (CRE) states that Calderdales policy of separate English language tuition for ethnic minority pupils cannot be justified on educational grounds and amounts to indirect racial discrimination. The National Curriculum states that all pupils are entitled to a broad and balanced curriculum.
1993 A Private Members bill extends Section 11 funding to include support for all ethnic
minority pupils.
1999 The Ethnic Minority Achievement grant (EMAg) replaces Section 11 funding and
places the responsibility for the achievement of ethnic minority pupils on schools. The Macpherson Report, following the enquiry into the murder of Stephen Lawrence in 1993, emphasises the need to address institutional racism. It requires all LEAs, other branches of local government, and the police to make explicit their actions to counter racial discrimination.
2000 The National Curriculum is revised and the duty to ensure teaching is inclusive is
made statutory: Teachers have a duty to plan their approaches to teaching and learning so that all pupils can take part in lessons fully and effectively. OFSTED institutes regulatory training for all inspectors in the evaluation of educational inclusion, with a strong emphasis on race issues. The Race Relations Amendment Act 2000 requires all public bodies to produce a Race Equality policy by 31 May 2002, and to have explicit means of reporting, monitoring and challenging racial harassment. The CRE publication Learning for All sets out the standards for Race Equality in schools.
10.12
Course Document 1.4
DO YOU AGREE OR DISAGREE?
When pupils are learning a language its normal for them to be silent for a while.
Pupils learn languages more easily if they are not afraid of making a mistake.
Its very important to have opportunities to talk and work with others when learning a new language.
Its very important to correct pupils mistakes when they are learning a language.
Pupils learn languages more easily if they work through grammar exercises.
Pupils learn languages most easily when they have a real need to communicate with other people who speak the language.
Once pupils can communicate in English they dont need additional support in lessons.
Children in this country have to learn English their home language is of no use to them any more.
10.13
Course Document 1.5
STATEMENT
When pupils are learning a language its normal for them to be silent for a while.
COMMENTS/RATIONALE
An initial silent period, which may last for a very short time or up to a few months, is a natural stage when learning a language. It is a time for listening, and tuning into the language and routines of the lessons.
Its very important to have opportunities to talk and work with others when learning a new language.
Pupils learn the language of the curriculum through talking and working collaboratively with English speakers who act as role models.
Pupils learn languages more easily if they work through grammar exercises.
Grammar exercises can reduce relevance, purpose and context, all of which are crucial to enhance the learning of languages.
Once pupils can communicate in English they dont need additional support in lessons.
Oral fluency in English is usually ahead of literacy development. Appropriate provision needs to be made to ensure continuing language and literacy development.
Pupils learn languages more easily if they are not afraid of making a mistake.
We cannot learn a language without making mistakes. It is important to create a safe environment which allows pupils to practise the language without worrying about these mistakes.
Its very important to correct pupils mistakes when they are learning a language.
Pupils benefit from good models of the language that is being learned, and from sensitive error-correction. Over-correction of mistakes will inhibit learners from having a go, slowing down the process of language learning.
Pupils learn languages most easily when they have a real need to communicate with other people who speak the language. Children in this country have to learn English their home language is of no use to them any more.
To learn a language it is necessary to use it in a meaningful way.
It is essential for children in this country to continue to use their home language as they are learning English. Their first language gives pupils a sense of identity, and research shows that it also improves their progress in English and raises achievement.
10.14
Course Document 1.6
Ways in which TAs can support pupils who are learning English as an additional language. Speaking and listening
Reading and writing
10.15
Course Document 1.7
Ways in which TAs can support pupils who are learning English as an additional language:
SPEAKING AND LISTENING

Welcome and show a positive attitude to bilingualism. Engage the pupils in conversation and encourage as much spoken response from them as possible, inside and outside the classroom. Sit with them and act as a mediator. Speak to them directly and help them join in with class and group activities. Help them to contribute to group discussion. Provide models of English language use in different contexts.
READING AND WRITING

Tell stories and share books. Talk about stories and illustrations. Use taped versions of books. Act as a scribe occasionally to record their ideas. Help run reading, homework and other clubs. Help with the drafting and editing of written work.
10.16
Observation and monitoring

Knowing the pupils pronouncing names correctly. Recognising and valuing pupils background and language experience. Offering support and challenge, praise and encouragement. Pictures, photos, diagrams and video material form part of the curriculum delivery. Classroom displays contain key words (in translation) and main points from work in progress. Pupils work celebrated.
Valuing diversity
Visual support
Course Document 2.1
Observing pupils in the classroom and feeding back to teachers. Tracking pupils involvement and progress. Using a range of formats to record achievement.
Classroom environment and appropriate resources
Supporting English language acquisition
Pupils feel safe and protected from harassment and racism. Classroom routines are established. Topic-related books, dual language texts and bilingual dictionaries are available, also props and artefacts.
ENGLISH LANGUAGE ACQUISITION AND CURRICULUM LEARNING
Key words discussed and explained. Opportunities to read and reflect on reading. Support and intervention during writing task.
Pupil grouping
Creating opportunities for talk

Purposeful talk planned, pupils provided with clearly defined tasks/roles. Opportunities created for pupil-to-pupil and pupil-to-teacher/TA talk. Challenging activities presented and supported including problem-solving and constructing argument and opinion.
Planning for inclusion

Teacher shares structured planning. Individual pupils considered, e.g. planning to ask questions which are within pupils experience. Teacher and TA define their roles in the classroom, e.g. negotiating TA scribing on the board.
Pupils paired/grouped with supportive peers. Opportunities provided for pupils to use first language where appropriate. Collaborative group work planned.
10.17
Course Document 2.2(a)
A LANGUAGE IN COMMON: ASSESSING ENGLISH AS AN ADDITIONAL LANGUAGE

Under the above title QCA have developed the system on the next page to standardise the reporting of summative assessments for pupils who are acquiring English. It consists of more detailed descriptors for features of English Language usage up to Level 1 of the National Curriculum scale. It also features a separation of the speaking and listening descriptors, given the specific nature of learning an additional language. It can be adopted by schools to support the assessment and responses to pupils learning English. Please note the scale is for those pupils only. This system is a reporting tool. Formative assessments are more detailed, individual pupil focused and necessary for curriculum planning. At the end of the day, no matter what level a child is on, the real question is, What do we do now to take them further? We reproduce here a section of the QCA document which focuses on the principles of assessing EAL. The assessment of English as an additional language should follow the same principles of effective assessment of all pupils. It should: recognise what pupils can do and reward achievement; be based on different kinds of evidence; be a valid reflection of what has been taught or covered in class; be reliable in terms of enabling someone else to repeat the assessment and obtain comparable results; and be manageable, both in terms of the time needed to complete the task, and in providing results which can be reported or passed on to other teachers. In addition, teachers assessing pupils learning should: be clear about the purpose of the assessment, distinguishing summative, formative and diagnostic aims; be sensitive to the pupils first or main other language(s) and heritage culture; take account of how long the pupil has been learning English; assess in ways that are appropriate for the pupils age; focus on language, while being aware of the influence of behaviour, attitude and cultural expectations; and recognise that pupils may be at different levels of attainment in speaking, listening, reading and writing. (A language in Common: assessing English as an additional language, QCA, 2000)
NATIONAL CURRICULUM ENGLISH

Level 2
10.18
Level 1 Secure
Speaking Pupils speak about matters of interest to a range of listeners and begin to develop connected utterances. What they say shows some grammatical complexity in expressing relationships between ideas and sequences of events. Pupils convey meaning, sustaining their contributions and the listeners interest. Reading Pupils use their knowledge of letters, sounds and words to establish meaning when reading familiar texts aloud, sometimes with prompting. They comment on events or ideas in poems, stories and non-fiction. Writing Pupils use phrases and longer statements which convey ideas to the reader, making some use of full stops and capital letters. Some grammatical patterns are irregular and pupils grasp of English sounds and how they are written is not secure. Letters are usually clearly shaped and correctly orientated.
Course Document 2.2(b)
Listening In familiar contexts, pupils follow what others say about what they are doing and thinking. They listen with understanding to sequences of instructions and usually respond appropriately in conversation.
Level 1 Threshold
Speaking Pupils speak about matters of immediate interest in familiar settings. They convey meaning through talk and gesture and can extend what they say with support. Their speech is sometimes grammatically incomplete at word and phrase level. Reading Pupils can read a range of familiar words, and identify initial and final sounds in unfamiliar words. With support, they can establish meaning when reading aloud phrases or simple sentences, and use contextual clues to gain understanding. They respond to events and ideas in poems, stories and non-fiction. Writing Pupils produce recognisable letters and words in texts, which convey meaning and show some knowledge of English sentence division and word order. Most commonly used letters are correctly shaped, but may be inconsistent in their size and orientation.
Listening With support, pupils understand and respond appropriately to straightforward comments or instructions addressed to them. They listen attentively to a range of speakers, including teacher presentation to the whole class.
W
Working towards Level 1 No longer applies to pupils acquiring English as an additional language
Step 2
Reading Pupils begin to associate sounds with letters in English and to predict what the text will be about. They read words and phrases that they have learned in different curriculum areas. With support, they can follow a text read aloud. Writing Pupils attempt to express meaning in writing, supported by oral work or pictures. Generally their writing is intelligible to themselves and a familiar reader, and shows some knowledge of sound and letter patterns in English spelling. Building on their knowledge of literacy in another language, pupils show knowledge of the function of sentence division.
Listening Pupils understand simple conversational English. They listen and respond to the gist of general explanations by the teacher where language is supported by non-verbal cues, including illustrations.
Speaking Pupils copy talk that has been modelled. In their speech, they show some control of English word order and their pronunciation is intelligible.
Step 1
Reading Pupils participate in reading activities. They know that, in English, print is read from left to right and from top to bottom. They recognise their names and familiar words and identify some letters of the alphabet by shape and sound. Writing Pupils use English letters and letter-like forms to convey meaning. They copy or write their names and familiar words, and write from left to right.
Listening Pupils listen attentively for short bursts of time. They use non-verbal gestures to respond to greetings and questions about themselves, and they follow simple instructions based on the routines of the classroom.
Speaking Pupils echo words and expressions drawn from classroom routines and social interactions to communicate meaning. They express some basic needs, using single words or phrases in English.
10.19
Course Document 2.3
MY SKILLS THAT ARE BEING USED AT PRESENT
WHAT ELSE I CAN OFFER
10.20
Course Document 2.4
TALENTS AND SKILLS THAT TAs CAN OFFER

experience of developing own childrens language experience of learning a second language being bilingual knowledge of local community linking with parents/carers listening skills story-telling understanding a pupils view of a situation/experience contributing to planning and feeding back to class/subject teacher working with a group of pupils working one to one supporting reading and homework clubs observing/tracking pupil involvement and progress preparing resources mounting displays administrative support
10.21
Course Document 2.5
Add to this grid as you work with pupils learning English as an additional language. You can get information for it from dictionaries and phrase books, but the best source of expertise is the pupils themselves. They will be more than pleased to help you with pronunciation!
Language
Spanish
Hello
Buenos das Hola
Goodbye
Adios Hasta la vista Ndarje
Well done
Muy bien
Albanian
Hej
Mire br
10.22
3. RECOMMENDED FURTHER READING

A Language in Common: assessing English as an additional language, Qualifications and Curriculum Authority, 2000 (ref. QCA/00/584, ISBN 1 8583 4311). Can be ordered from 01787 884444 or from http://www.qca.org.uk Assessment Toolkit to Support Pupils with English as an Additional Language, NLS, DfES 2002 (ref. DfES 0319/2002) Being Bilingual, Alladina, S., Trentham Books, 1995 (ISBN 1 85856 051 9) Educational Inequality: mapping race, class and gender, Gillborn, D. & Mirza H., Ofsted, 2000 (HMI 232). Can be downloaded from http://www.ofsted.gov.uk Evaluating Educational Inclusion: guidance for inspectors and schools, Ofsted, 2000 (HMI 253). Can be downloaded from http://www.ofsted.gov.uk Home Pages, Literacy Links for Bilingual Children, Kenner, C., Trentham Books, 2000 (ISBN 1 85856 212 0) Inclusive Schools, Inclusive Society, Richardson, R. & Woods, A., Trentham Books, 1999 (ISBN 1 85856 2031) Learning for All: standards for racial equality in schools, Commission for Racial Equality, 2000 (ISBN 1 85442 223 5) Making Progress in Writing, Bearne, E., Routledge Falmer, 2002 (ISBN 0 415 25932 0) National Key Stage 3 Strategy: Language across the Curriculum, module 12 All Inclusive, DfES, 2001 (ref. DfES 0235/2001), and Raising Aspects of Ethnic Minority Achievement with Special Reference to Learning English as an Additional Language, DfES, 2001 (ref. DfES 0639/2001) One Child, Many Worlds, ed. Gregory, E., David Fulton, 1997 (ISBN 1 85346 460 0) Planning for Bilingual Learners: an inclusive curriculum, ed. Gravelle, M., Trentham Books, 2000 (ISBN 1 85856 175 2) Raising the Attainment of Minority Ethnic Pupils, Ofsted, 1999 (HMI 170). Can be downloaded from http://www.ofsted.gov.uk Removing the Barriers: raising achievement levels for minority ethnic pupils, DfES (ref. DfES 0012/0000, ISBN 1 84185 2090). Free from DfES Publications, 0845 6022260 Supporting Pupils Learning English as an Additional Language, NLS, DfES, 2002 (ref. DfES 0239/2002)
10.23
Supporting Refugees in 21st Century Britain, Rutter, J., Trentham Books, 2001 (ISBN 1 85856 185 X) The Early Years: Laying the Foundations for Racial Equality, Siraj-Blatchford, I., Trentham Books, 1994 (ISBN 0948080 64 7) The Languages of the World, Katzner, K., Routledge, repr. 1996 (ISBN 0 415 11089 3)
10.24
4. COMMON TERMS
There are a number of terms used to describe the teaching and learning of English. EAL English as an Additional Language This acknowledges that there are pupils who regularly use one or more languages in addition to English. E2L English as a Second Language Generally replaced now by EAL. TEFL Teaching English as a Foreign Language The teaching of English to individuals who live outside the UK and regularly use a language other than English ESOL English for Speakers of Other Languages A term used to describe courses for older students or adults who are not catered for in the statutory education system. In this document the term bilingual is used to describe any person who uses more than one language regularly, not just for a person already fluent in two languages.
10.25
5. FURTHER ACTIVITIES
This section of the File consists of the school-based training part of the EAL training module. It contains: guidance on the activities background notes pupil profile recording sheets samples of completed pupil profile recording sheets. The training consists of four activities. These activities focus on the progress of an individual pupil who is in the early stage of English language acquisition. The purpose of this focus is to observe and reflect on the way in which individual pupils learn to use English in school and how the adults in school promote pupils language and curriculum learning. You should receive guidance from your mentor in carrying out these activities.
10.26
ACTIVITY 1: THE PUPIL PROFILE PRELIMINARY STATEMENT

It is important to know as much as possible about a pupil who is acquiring English as an additional language in order to provide the most appropriate support. Most of the information should be available from school records but sometimes it is difficult to obtain details during an admissions interview and it may be necessary to ask the pupil or parents/carers for additional facts. It may take time to gather all the information. In the first instance, use data that is easily available and add to it over time if you can. When gathering evidence it might prove helpful to speak to Ethnic Minority Achievement (EMA) staff in your school. They may have information which helps you understand the childs perspective and background experiences. Languages spoken: some pupils speak more than one language outside school. For example, their parents may speak different languages; the family may speak one form of a language but read and write it in another form (such as people who speak Sylheti and read and write in Bengali); some members of the family may speak English; the pupil may use yet another language for religious purposes; and some pupils have lived for a time in a third country before arriving in the UK and have picked up the language there. Previous schooling: if the pupil has attended school in another country they will have age-appropriate literacy experience which will affect the rate of their English language and literacy development. Previous schooling will also affect the pupils approach to curriculum learning and their expectations of school. A fractured schooling in the country of origin and/or changes of school in the UK may adversely affect the way in which the pupil settles into school. Community school: where communities are well established there are usually supplementary schools where community languages, history and culture are taught. It is useful to know whether a pupil is attending such a school as, if so, they will be learning to read and write in the community language at the same time as they are learning in English at school. To complete the preliminary statement, read through the QCA descriptors for speaking and listening in A Language in Common: assessing English as an additional language (see Further Reading, section 3 of this part of this File, and Course Document 2.2). This should be readily available in your school. Based on your existing knowledge of the pupil, make an informal assessment of their level of English language acquisition. Then add any information about their academic and social progress in school that you think is relevant to the pupil profile.
10.27
ACTIVITY 1: PUPIL PROFILE PRELIMINARY STATEMENT

Pupils name: Date:
Information
Date of birth: Languages spoken: Languages pupil can read: Languages pupil can write: Date of arrival in UK: Date admitted to school: Previous schooling (UK and elsewhere): Community school: Boy/Girl: Year group:
Please comment on your focus pupils level of English language acquisition using the QCA descriptors in A Language in Common: assessing English as an additional language, which extend the National Curriculum English scale for speaking and listening.
10.28
ACTIVITY 1: PUPIL PROFILE PRELIMINARY STATEMENT (SAMPLE)

Pupils name: Ayse Date:
Information
Date of birth: 13/9/92 Boy/Girl: Girl Turkish and Kurdish Beginning to read in Turkish Writes own name, copies words in English May 2000 June 2000 Year group: 4
Languages spoken: Languages pupil can read: Languages pupil can write: Date of arrival in UK: Date admitted to school: Previous schooling (UK and elsewhere): Community school:
2 years in Turkey No
Please comment on your focus pupils level of English language acquisition using the QCA descriptors in A Language in Common: assessing English as an additional language, which extend the National Curriculum English scale for speaking and listening.
Ayse has settled into the class and has made two or three close friends. Although Ayse is very quiet in class, she listens attentively and follows instructions well. She says more when she is working in a small group where she feels comfortable. She sometimes asks another Turkish speaker for help, but mostly seems determined to use English in class. Ayse enjoys listening to stories and loves books her favourite is Winnie the Witch. She takes dual language books home to read with her family. I think that on the QCA scale, Ayse is at Level 1 Threshold for speaking & listening.
10.29
ACTIVITY 2: READING OBSERVATION

The inclusion of pupils acquiring English as an additional language in the literacy hour (primary) and the structured lesson (secondary) is a fundamental principle of the National Literacy Strategy and the Key Stage 3 National Strategy. Experience has shown that all pupils learning EAL benefit from taking part in whole-class and group activities where there are clearly defined objectives, interactive teaching approaches, opportunities to listen to and join in planned talk, and where the meaning of texts is made clear through the use of visual support and oral explanation. Pupils who are literate in a language other than English will already know the conventions of reading and will actively search for cues, such as the relationship of letters to sounds. They will also seek contextual and picture clues to meaning. For these pupils books provide a powerful medium for learning English, and they usually make rapid progress in English language acquisition and literacy. Pupils who have not yet learned to read and write in their first language will need to have the early reading experiences that all learners undergo in the process of becoming literate. Hearing texts read aloud and talking about the story, the characters or the topic of an information book is an invaluable part of the process. Early learners of English may not be able to have this experience at home in English, so reading or sharing books with a TA as individuals or in small groups, in addition to taking part in literacy work in lessons, will greatly enhance their language and literacy development. This activity requires you to spend some time with your focus pupil in an individual reading or book-sharing session. Your mentor may have to discuss the timing of the session with the class or subject teachers so that it takes place at a time that is convenient to them. Make notes on the reading observation sheet either during or immediately after the reading or book-sharing session. Then comment on where you think the pupils reading fits on the QCA extended scale for English (see Activity 1), or whether they are already beyond level 1.
10.30
ACTIVITY 2: READING OBSERVATION

Choose a book to share with your focus pupil. Depending on the pupils experience in reading, either read the text aloud, encouraging them to join in, or ask the pupil to read to you, supporting them with unfamiliar words where necessary. Talk about the story and characters (fiction) or the topic (non-fiction), and any illustrations. Pupils name: Year group:
Date: Title of book familiar unfamiliar Overall impression of pupils reading Strategies used: phonic graphic syntactic contextual Pupils response to text
Support for further development/ experiences needed Using the QCA descriptors for reading make an informal assessment of your focus pupils reading level Step 2 Step 1 Level 1 Secure Level 1 Threshold
10.31
ACTIVITY 2: READING OBSERVATION (SAMPLE)

Choose a book to share with your focus pupil. Depending on the pupils experience in reading, either read the text aloud, encouraging them to join in, or ask the pupil to read to you, supporting them with unfamiliar words where necessary. Talk about the story and characters (fiction) or the topic (non-fiction), and any illustrations. Pupils name: Mohammed Year group: 7
Date: February 2001 Title of book familiar unfamiliar Overall impression of pupils reading Strategies used: phonic graphic syntactic contextual Dinosaur Dreams, Allan Ahlberg & Andre Amstutz Unfamiliar, but other books in the series are well known. Enthusiastic but does not read in English accurately (Mohammed reads and writes in Arabic). Mohammed read the opening lines, which are familiar, but needed support when the text became specific to this story. Used phonic cues including initial and final letter sounds. Self-correcting, using the context to establish meaning. Looking at the pictures and reading the speech bubbles. Pupils response to text Enjoyed the story and able to re-tell events. His favourite picture is when the skeletons crash. Mohammed liked the book because its funny. Support for further development/ experiences needed Maintain Mohammeds confidence and enthusiasm through use of high interest picture books. Widen his experience through use of non-fiction texts. Using the QCA descriptors for reading make an informal assessment of your focus pupils reading level Step 1 Level 1 Secure Level 1 Threshold Step 2
10.32
ACTIVITY 3: PUPIL OBSERVATION MONITORING PUPIL ENGAGEMENT IN WHOLE-CLASS LESSONS; ESTABLISHING SUPPORT STRATEGIES
Teachers employ a number of teaching strategies to ensure the active involvement of all pupils, including those acquiring English. The whole-class session in any lesson is the time when a pupil who is new to English needs support to ensure as full an understanding as possible of the topic and lesson objectives. TAs have a crucial role to play before, during and after the lesson in providing this support. For this activity you are asked to observe your focus pupil in the classroom and comment on their participation in the lesson, using the form Pupil Observation (i). After the lesson, discuss with the class/subject teacher any points you have observed where you think the pupil could have been more actively engaged. Together, decide on a learning priority for the pupil and agree support strategies to meet that priority. Then complete the feedback and planning sheet provided. The strategies for promoting the active involvement of pupils learning English as an additional language are usually simple and effective (see TA Roles in Supporting Pupils Who are Learning English at end of this activity). Sometimes it can be as easy as thinking carefully about where the pupil learning English sits, and with whom. During a whole-class session you can sit near pupils learning EAL in order to: echo the teachers message explain the content of the lesson encourage responses to questions rehearse responses act as a talk partner signal to the teacher when the pupil is ready to answer. During the following half term complete the form Pupil Observation (ii) and note any changes in your focus pupils level of participation. Also note which strategies have proved most effective.
10.33
ACTIVITY 3: PUPIL OBSERVATION (i)

Pupils name: Year group: Date:
Some useful questions to think about when observing pupils: Where does the pupil sit? Does the pupil appear to be engaging with the content of the session? Does the pupil respond to questions? Are the responses appropriate? Brief description of activity
Observation
10.34
ACTIVITY 3: PUPIL OBSERVATION (i) (SAMPLE)

Pupils name: Marco Year group: 5 Date: 19 April 2002
Some useful questions to think about when observing pupils: Where does the pupil sit? Does the pupil appear to be engaging with the content of the session? Does the pupil respond to questions? Are the responses appropriate? Brief description of activity Digit card activity on percentages.
Observation Marco sitting at the back of classroom digit cards not set out properly (wrong way round). He put hand up instead of card and was unsure and hesitant. Was distracted, looking round the classroom at others.
10.35
ACTIVITY 3: FEEDBACK AND PLANNING

Using the information from your pupil observations, identify one learning priority and decide what strategies you intend to use, or strengthen, to increase the pupils engagement in the lesson. Learning priority
TA support strategies
10.36
ACTIVITY 3: FEEDBACK AND PLANNING (SAMPLE)

Pupils name: Marco Year group: 5 Date: 19 April 2002
Using the information from your pupil observations, identify one learning priority and decide what strategies you intend to use, or strengthen, to increase the pupils engagement in the lesson. Learning priority Marco to listen more attentively. Marco to understand the demands of task and carry out the activities.
TA support strategies Change Marcos seat to one where he can see the whiteboard and teacher more clearly and is not distracted by others. Greater TA/pupil interaction. TA to check understanding of task, give reinforcement and support, provide positive encouragement to develop confidence and self-esteem. Echo teachers message. Explain the context. Act as a talk partner.
10.37
ACTIVITY 3: PUPIL OBSERVATION (ii)

Comment on any significant changes in your focus pupils level of engagement in whole-class lessons. Also list any strategies which you feel were particularly useful. Pupil engagement
Successful strategies
10.38
ACTIVITY 3: PUPIL OBSERVATION (ii) (SAMPLE)

Pupils name: Marco Year group: 5 Date: 24 May 2002
Comment on any significant changes in your focus pupils level of engagement in whole-class lessons. Also list any strategies which you feel were particularly useful. Pupil engagement Changed attitude, more focused and keen to do well. Smiling more. Tries to work out answers as questions are given out. Ready to answer without prompting.
Successful strategies TA attention to ensure Marcos understanding of tasks. Seating arrangement; Marco now sitting with supportive peers and can see whiteboard clearly. Acting as a talk partner.
10.39
TA ROLES IN SUPPORTING PUPILS WHO ARE LEARNING ENGLISH
Planning
being aware of lesson objectives discussing access strategies for focus pupil contributing ideas based on knowledge of pupils progress having clear expectations of TA roles within the lesson where appropriate, being aware of the role/intervention planned for by the teacher, as stated in the short-term plan
Preparation
ensuring appropriate visual aids/props are available ensuring a dictionary is available preparing any specific resources required by focus pupils
Delivery
In a whole-class session, sitting near pupil in order to: echo the teachers message explain the teachers message encourage engagement rehearse responses act as a talk partner, or facilitate pupil working with another pupil as talk partners. In group/individual work: encouraging talk and acting as a role model of English explaining key words demonstrating/supporting the task supporting reading supporting writing through talk, scaffolding (i.e. writing frames/sentence starters) re-redrafting or scribing. At any time during the lesson the TA can observe a group or individual pupils engagement with the teachers presentation or the groups or pupils approach to any task/activity.
Review
discussing successful/less successful aspects of the lesson in relation to focus pupil feeding back specific detail on focus pupils progress within the lesson
10.40
ACTIVITY 4: PUPIL PROFILE SUMMATIVE STATEMENT

The purpose of this activity is to reflect on the progress in English language acquisition made by your focus pupil. Over the two terms you may have learned more about your pupils language use at home and at school. You have also had the opportunity to become familiar with the QCAs extended scale for English, which helps to monitor progress in the early phase of English language acquisition. Reflect on your contribution to the pupils language and curriculum learning and discuss with your mentor the ways in which TAs can be best used within your school to support pupils acquiring English as an additional language.
10.41
ACTIVITY 4: PUPIL PROFILE SUMMATIVE STATEMENT
Name: Languages spoken:
Year group:
Do you have any further information about the pupils home language use, literacies and identity?
Comment on the pupils progress in: speaking and listening
reading
engagement in whole-class lessons
Reflecting on your work with this pupil, what do you think has contributed to his/her progress in English acquisition?
10.42
ACTIVITY 4: PUPIL PROFILE SUMMATIVE STATEMENT (SAMPLE)
Name:
Taner
Year group: Reception
Languages spoken: Turkish and English Do you have any further information about the pupils home language use, literacies and identity? Taners mother is attending ESOL classes and the whole family are using English as well as Turkish at home.
Comment on the pupils progress in: speaking and listening At first Taner found it difficult to interact with either children or adults he didnt even answer the register. Now, although still not totally confident with adults, he is conversing with and understanding his peers. He joins in during whole-class lessons and shows he understands what is going on. reading Taner has always loved the book corner. He has progressed from imitating the teacher to sharing texts with adults, commenting on pictures and stories. He is moving towards independence, developing his phonic skills well. engagement in whole-class lessons Taners confidence has blossomed and he loves taking part in all activities. He enjoys role play and acting out stories. He is also keen to take part in all practical activities.
Reflecting on your work with this pupil, what do you think has contributed to his/her progress in English acquisition? I always make sure I am near Taner when the class is sitting on the carpet and encourage him to answer questions. I have built up a relationship with Taner and we talk about anything and everything that interests him. I have learned to say hello and well done in Turkish.
Document reference number: DfES/0628/2002/01
Copies of this publication can be obtained from: DfES Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ. Tel: 0845 6022260 Fax: 0845 6033360 Textphone: 0845 6055560 email: dfes@prolog.uk.com Please quote ref: DfES/0586/2003 Crown copyright 2003 Produced by the Department for Education and Skills Extracts from this document may be reproduced for non commercial education or training purposes on the condition that the source is acknowledged. PP BEL/D35/0903/24

d3ca96b52e5a49b4d535b2daba06e565

Transféré par

Informations du document

Description originale:

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

d3ca96b52e5a49b4d535b2daba06e565

Transféré par

Droits d'auteur :

Formats disponibles

Teaching Assistant File

Induction training for teaching assistants in primary schools

Teachers & Staffing

Teaching Assistant File

TEACHING ASSISTANT FILE Contents

SECTION 1 SECTION 2 SECTION 3 SECTION 4 SECTION 5

SECTION 6 (a) LITERACY MODULE

(b) LITERACY (RECEPTION) MODULE

SECTION 7 (a) MATHEMATICS MODULE

(b) MATHEMATICS (RECEPTION) MODULE

REFLECTIVE NOTEBOOK GENERAL BACKGROUND NOTES

8.1 9.1 - 9.60

ENGLISH AS AN ADDITIONAL LANGUAGE (OPTIONAL)

Section 1 NOTES ABOUT THE COURSE AND THIS FILE

Why this was interesting, successful or important

What happened to the children

What, if anything, I would do differently in the same situation again

A suggested timeline for the course activities

Role and Context

Establish relationship and work pattern with mentor

Complete section 2 of TA File valuing yourself

Begin a personal Notebook

Behaviour Management Observation notebook C: D: E: E: I know that I know that ...

A: Considering rewards, other consequences and rules B: Background reading

B: The Literacy Hour

Progression in phonics (2)

B: The Literacy Hour

A: Observation of a mathematics lesson

A: Observation in a Reception class

B: Observation in an older class

TEACHING ASSISTANT FILE Section 2 Personal Profile

Section 2 PERSONAL PROFILE

Contents of this section

TEACHING ASSISTANT FILE Section 2 Personal Profile

Name Date of birth Address

Home telephone number Next of kin or other contact telephone numbers

Interests and activities

TEACHING ASSISTANT FILE Section 2 Personal Profile

TEACHING ASSISTANT FILE Section 2 Personal Profile

Previous work experience

1. Company/school Dates Details of post

2. Company/school Dates Details of post

3. Company/school Dates Details of post

4. Company/school Dates Details of post

TEACHING ASSISTANT FILE Section 2 Personal Profile

Details of present post

TEACHING ASSISTANT FILE Section 2 Personal Profile

Framework for a job description

Job Title: Teaching Assistant Grade: School: (Employer and Location)

Responsible to: (Line manager) Liaises with: (Class teachers)

Main Purpose of job:

Duties and responsibilities: Support for pupils:

Support for the teacher(s):

TEACHING ASSISTANT FILE Section 2 Personal Profile

Support for the school:

Support for the curriculum:

Arrangements for appraisal of performance:

TEACHING ASSISTANT FILE Section 3 Finding out about the school

Section 3 FINDING OUT ABOUT THE SCHOOL

Contents of this section

TEACHING ASSISTANT FILE Section 3 Finding out about the school

Is the school in an Education Action Zone or other special region?

TEACHING ASSISTANT FILE Section 3 Finding out about the school