Learning and Supporting Teaching in Schools

Certificate financial backwardsing T for each oneing and Learning in cultivates (501/0418/4) Unit 1 enlightens as Organisations (T/601/3325) 1. 1 Identify the main types of state and commutative crops. The main types of state and unconditional informs be as follows * Specialist takes * Academies * City technology colleges * Community and asylum special crops * Faith schools * Maintained boarding schools * Free schools 1. 2 attract the different characteristics of the different types of schools in relation to fosteringal adopts and school governanceThe severalise st elds be as follows in comprehensive and free schools * Foundation stage Norm aloney this is for disciples in reception stratum, nursery or play aggroup * KS1 historic period 1 to 3 * KS2 divisions 4 to 6 * KS3 Years 7 to 9 * KS4 Years 10 to 11 (GCSEs and/or otherwise equivalent Qualifications argon dispensen in this Key Stage) * KS5 Year 12 to 13 (A Levels and/or other equivalent Qualific ations atomic number 18 getn in this Key Stage) Although standards schools follow this key stage structure, Special schools bequeath flow these key stages adapted to the pupils needs i. . a school for tuition and material disabilities whitethorn need particular support and resources to ensure that their pupils ar achieving the national curriculum standards sterilize for students with learning and/or somatogenetic disabilities. The fibre of the Board of Governors is to run the school. This would include the sp be-time activity * School Finances and Budgets* Staffing * The Schools Curriculum * Managing School Inspections * To uphold national standards in education Depending on the type of school, depends on the way in which the board of governors conk i. e. or learning and physical disability schools, the board of governors whitethorn spend in certain resources to maximise the pupils educational potential. approximately state schools argon funded by the government where as private and independent schools be funded by sustains, local funding or charit equal to(p) income. If the school is a managed school thus the local authority employs the schools mental faculty only when for private schools and academies it is the school that employs their staff. Managed schools get their pupils from their local catchment areas, the community or school open solar mean solar days.Private or specialised schools may get their students from the local community scarce may alike declare an open day or referrals from other educational establishments. Below I thrust chosen ternary different types of schools and I lead to a fault explain their admissions policy and the age of the pincerren. Grammar Schools Admissions policies Grammar school admissions policies are usually set by the local council. in all applications initially essential go through the local council. overly with grammar schools, on that point is often a test in which a youngster has to take and pass in range to be accepted into the school.This is due to the event that grammar school electric razorren are spicyly educated. geezerhood of pupils/students pupils are normally innovate into grammar school at the age of 10/11. They pull up stakes be functional on key stage 4 when entering the school. On the stern year of school, pupils go on to key stage 5 operative on GCSEs and NVQs. In some cases, pupils in grammar schools may take their A Levels early or spiriteder qualification. Pupils in grammar school right forward leave at the age of 17. Montessori schools Admissions Policy in Montessori schools the electric razorren are interviewed by a teacher to make sure that they fit in with the ethos of the school.A retribution is needed from parents in articulate for small fryren to attend the school. An educational or psychological assessment is needed by the school in order for the small fry to be admitted. Montessori schools do non admit nipperr en midterm unless they are transferring from other Montessori school. Age of pupils/students In Montessori schools, they admit children from 18 months up to 18 eld old. Montessori schools energise a holistic method of educating children so that they express emancipation and self discipline. Steiner schools Admissions policy The admissions policy is pretty much the same as a Montessori School.Age of pupils/students In Steiner Schools, the age of children is from 3 age old to 16. exchange adapted a Montessori school, a Steiner schools tackle educating in a holistic trend in order to make grow the whole child. Not just educational. 2. 1 answer for subroutines and responsibilities of staff related to the school Below are 4 Roles within a school and their responsibilities * Teacher To plan, deliver and evaluate lessons, to raise pupils with their learning nurture, Make learning as fun as possible, construct reports on pupils learning to parents and be a role model for p upils. luncheon duration Supervisor Help set up dining areas, Supervise pupils with toi allowing and bowl over washing, resolve and report conflict and encourage freedom at mealtimes. * clerical Staff To keep the school running smoothly by way of manners of the Head Teacher, maintain and report attendance records, Perform administrative duties which may include writing letters to parents by direction of teachers and passport teacher. * School Librarian Plan and oversee the management of the library, Ensure an equality of hazard for all staff and pupils, Complete reports to/ and inform the governing body of transmission line and library resources. in like manner a nonher role within a school is a Teachers Assistant. To reflect his or her role within the school I occupy written a day in the life of a Teachers Assistant. 8. 15amMy day commencement exercises as soon as I get to school, when the class teacher, who I work alongside, outlines the plan for the day ahead and I b efriend to set up the activities. 8. 55amThe day begins for the children. As they wait with their parents and carers in the playground, I approach the gate and greet the children as the bell rings. I briefly chat with a a couple of(prenominal) parents as they pass on messages, help children take their coats off in the cloakroom and follow them into the classroom.As the teacher takes the register I check the Home-school conference books for any other messages. 9. 05amThe beginning activity for today is PE and today go out be the first time that the children energise taken part in PE in our main hall Surprisingly the children are quite truehearted at getting changed into their gym kits. Today we practise moving in and out of s measures in different ways jogging, marching, large strides and small footsteps. 10. 25amIts playtime and time to get coats on and join the rest of the infants in the playground.While the children are out at play I prepare their break of the day snack. 1 0. 40amIn from play and its time for dedicate washing, consequently take and milk. afterward this its activity time and the children choose from a get of activities both inside and out-of-door. Today Im inside qualification teddy bear puppets, encouraging the children to stick a corresponding recite of buttons onto their bear. MiddayIts lunchtime and we take the children into the dinner hall to be greeted by their lunchtime supervisors. I pop back to the staffroom and have my lunch and chat with other members of staff.Then its time to set up for the good afternoon activities. 1pmThe children come in from lunch. Time for a quick register and this afternoon I support children building train tracks, investigating in the lynchpin and experimenting with drawing and writing a busy hive of activity, and lots of empirical assessment 2pmPlaytime a grow and this time Im on duty supervising the children with a nonher member of staff. 2. 20pmTime for a few more bears and buttons wit h those who are keen and once these are done I join in with some children who are doing some jigsaw puzzles.Today, I have a breakthrough a child who has been reluctant to maunder and has been communicating through gestures, actually initiates a conversation with me 3. 20pmHome time for the children as we look out for the childrens parents and carers, and send them off blithely Once the children have all been collected its time for a final tidy up and discourseion with the class teacher nearly the days events. 3. 45pmTime for me to go off home, too 2. 2 Describe the roles of external professionals who may work with the school For this section I have created two A day in the life of.. journals to bring up what the role is of an external professional within the school The first role I have chosen to twaddle about(predicate) is a Aristotelic Music Teacher. 0930 am I arrive at the school and trace in at the school reception desk. I am accordingly shown by the music head of sur gical incision to the room in which I go forth be teaching. Whilst offering to my designated room, myself and the incision head discuss what the needs and aims are of the pupils that I leave alone be teaching today. 10am My first pupil arrives. At first the pupil and I discuss what we are going to be teaching her over the bordering 45 minutes. withal we talk about if there are any issues or questions she may have with learning the flute. There are no issues so we continue on with the lesson. 1015am I range to teach my pupil on how to play the flute and to work through some theory activities as my pupil is going for her floor 3 flute exams next week. 1045am After a great lesson with my first pupil, she leaves to go back to her academic class. I write up an evaluation of what my pupil has learnt and things for betterment. This evaluation leave behind be spoken about at the end of the day with the department head. 1am My twinkling pupil arrives and we do exactly what we did fo r my first pupil mingled with 10 am and 11 am. My second student is also going for his grade 3 exams in playing the flute as healthful. I also write an evaluation on the lesson which will also be discussed with the head of department. 12am I break for lunch for an hour. I photocopy the two evaluations that I have written up this morning and left them on the department heads desk. From 1pm to 2pm and 2pm to 3pm, I teach one pupil at a time and discuss their flute exams. 3pm I meet with the department head to discuss the 4 pupils progress and needs.Today was very good as they are all making brilliant progress and are all rakey for their exams. 3. 30pm It is now home time for me so I go to the room I was assigned and clear up. Off I go and I felt today was a really productive day. The next professional I will write about is a exaltedway Crossing Patrol. 7. 45am I arrive at the crossing area where I am assigned. I walk down the road and crack on the school crossing warning lights. Whilst I am solveing on the crossing guard lights, I check to see if there are any dangers when helping to cross the road with children and parents.There are no dangers so I return to the crossing bug out. 8am I put on my akin overcoat and hat and help parents and children cross the road with my stop sign remaining friendly at all times. 9. 30am All the school children are in school now so I turn off the crossing patrol lights and head off home. 2. 45pm I arrive back at my crossing patrol and switch on the crossing patrol lights. Again I check for dangers in the area. There are no dangers so I return to my post. I wait for the school children and parents to help them cross the road with my stop sign remaining friendly at all times. . 30pm It is my home time now so I turn off the school crossing patrol lights and head off home. 3. 1, 3. 2 and 3. 3 Aim and Objectives How are aims and apprises decided? Aims and values are decided through consultation to the stakeholders for the s chool. Stake holders potty include the following * Governors * Head teacher * Parents * School staff * peasantren * The local community How are aims and values communicated? Aims and values tramp be communicated to anyone involved in the school by using the following * Letters to parents *Displays within the school On the schools web gete or the internet * Presented within meetings An aim is the context within which schools must develop their own education. A value is a common set of values underpinning the curriculum and the work of schools. E. g. Caring, Confidence building, creative, Contribution and community. The School stack do lots of things to show/demonstrate its values or aims well-nigh examples of which are shown below. Values * Value everyone as an individual We listen to everyone and let them have their say through circle time activities, show and cheat on and through the schools council.Understanding of staying safe and being healthy Get speakers from outside a gencies (Such as the police), Visits to Streetwise, Life Education Bus, through circle time activities and PSHE (SEAL) lessons, Training for staff, have a healthy eating policy and healthy snack times. * propose a learning environment appropriate to the individual Differentiation in planning and activities, Different learning styles or catered for (e. g. Visual, Auditory or Kinaesthetic), SEN pupils are identified and supported and support staff ingestiond and brought in if required. To value every childs contribution Recognising pupils input on activities, honor pupils for their contributions, award evenings for pupils who have made signifi fuckingt contributions, * To develop a caring attitude towards others Pupils and school staff alike to respect each other, teachers to spot pupils with SEN and to give them extra time to complete an activity where needed, school staff to be a good role model for pupils. * For pupils and staff to have a positive approach to leaning eacher s to make an activity as fun as possible, the school will be attractive to the outside and to promote fun creativity within the classroom, promote educational independence to pupils. 4.1 Identify the laws and codes of practice scratching work in schools Below are some of the laws and codes of practice that are affected by schools * Disability divergence deed 1995 * The National Curriculum (a statutory document, published in 1999) * The Children telephone number 1989/2004/2006 * Every Child Matters * Special Educational need fully and Disability sham 2001 * Education Act 1996 4. Describe how laws and codes of practice promote pupil welfare and achievement Data Protection Act 1998 The Data Protection Act 1998 promotes pupil wellbeing. This is because all information about a pupil is on a need to know basis. Therefore this ensures that no information about a child that is given out unnecessarily. This law can also protect the child from harm and/or abuse. Special Educational Nee ds and Disability Act 2001 This law states that a child with special educational needs or who has a disability is entitles to a fair education. This can include tailoring learning to the childs abilities.It is the schools responsibility to have specific resources for a child to excel in their education. Schools should allow extra time with special educational needs or children with disabilities in order for the children to understand what is asked of them. Equalities Act 2010 This act states that no one should be discriminated in any way and also to be included. For children in schools, staff and pupils should not discriminate and also to tackle discrimination. This can be any form. This will excel pupils wellbeing and achievement because children will not be in fear of being left out or discriminated. . 1 Describe why schools have policies and procedures Please see worksheet A5 Policies and Procedures 5. 2 Identify policies and procedures in schools Below is an exhausted list of po licies and procedures that can be placed within schools * Safeguarding * Attendance * Uniform * Fire Safety * Admissions * Behaviour * Accidents * First forethought/ Medical * Health and Safety * Anti-bullying * Achievement * Child Protection * cooking* SEN * Teaching and Learning * Equalities * ICT * Subject Specific Policies * Complaints * Equal Opportunities * Confidentiality * Performance charge Disciplinary * Marketing * Finance * Grievance Unit 2 Child and young individual development 1. 1 Child and young person physical development from birth to 19 years old Age Physical development Birth to 1 month A newborn infant child will gain 1 ounce a day after initial weight loss in the first week. Also a child will discover his or her reflexes like grasping, suck and clenched fists. A childs vision will be at 8 to 12 inches and can name head slightly. 1 to 2 monthsA child will be fitted to lift head to a 45 degree angle. And be fitted to peach and vocalize. 2 to 3 months A child will be aware of other people by staring. 3 to 4 months A child will not be adequate to(p) to chuckle, smile and make use of more vocal techniques. A child will be able to kick legs 4 to 5 months A child will gain approximately 5 to 6 ounces per week. He or she will improve gripping techniques. Also he or she may be able to pull him/her self to sit up and roll on each side of their body. A child may also be able to bare weight on his or her legs. He or she may be able to laugh and giggle. 5 to 6 months A child will be able to sit up without support.He or she may be able to feed themselves with a cracker or biscuit. 6 to 7 months A child will be able to sit up. He or she will reach for desired toy(s). Also a child will be able to pass toys from one egest to another. 7 to 9 months A child will be able to shout for attention and also be able to say the queer word i. e. mama or dada. 9 months to 1 year May start to crawl or shuffle. Child may start to use the pincer gri p to hold on to items or food. Also he/she may be able to pick up objects but will only be able to release by falling or throwing. 1 year to 18 months May be able to use a spoon and self feed. During this period a child will start to walk and pull themselves up in order to start walking. They may also use furniture or toys to sanction them to walk. 18 months to 2 years Able to use preferred hand for drawing, playing and drawing. A child is able to self feed fully at this stage. Also able to walk up and down stair but with 1 step at a time. 2 to 3 years A child will be able to walk independently and start to walk on his/her tiptoes. Also he/she will be able to undo buttons and kick shoes off.Also aid in undressing. 3 to 4 years A child will be able to brush his/her own teeth. He/she will start to run and hop. Child will also be able to walk on a line and start to walk backwards. 4 to 5 years Will be able to dress and undress unaided. Use scissors accurately, start to write ow n name and starts to run readily. 5 to 7 years Uses pens and pencils for detailed drawings. Also builds intricate models. 8 to 12 years A child will be able to improve on physical skills that they already have developed. For girls puberty starts within this phase of development.Gils will start to develop more as a woman. 13 to 16 years A boys puberty will start in this time frame but will tend to be stronger than a girl. A boy will start to develop as a young man. This would include the appearance of facial hair and voice breaking. 16 to 19 years Most of the childs physical development has now been completed. Percentiles Percentiles are a method in which you can measure the progress of a childs development. A standard tool that is often used is a percentile chart. Percentile charts normally measure height and weight.Normally if a childs weight is at a percentile of 75% then the height is normally 75% as well. If these percentiles are very different from each other then this shows that the child is not developing correctly. The higher the percentile the more a child is developing in a certain area. Also if a percentile is lower, then the child is not developing as quickly compared to the average child. Milestones Milestones are often stages in a childs life at which a child has reached an achievement in their development. As mentioned in physical development, a child can start weirdo or shuffling at about 9 months.Also a child may start to walk independently or start to talk. These are also milestones. 1. 2 Describe with examples how different aspects of development can affect one another Different aspects of development affect one another. 2. 1 Describe with examples the kinds of influences that affect children and young peoples development a) ambit Parental expectations If a parent has high expectations of a child then the child is able to develop at a faster pace and in turn a child will then be able to do a lot more at a young age.This works in t he opposite way if a parent has low expectations. An example of this would be if a mother sits with a child and reads with him/her. The child is then able to build up his/her ability to read quicker and learn new words quicker. This also makes them have a higher academic level to a child whose mother who does not have high expectations. If a childs mother has high expectations, then the child will develop academic skills faster. Conflict between parents If there is conflict between a childs parents then a child will pick up on this and will learn the actions from their parents.An example of this is when parents are constantly arguing in anterior of a child, the child then learns that is it ok to shout at other people. A child may develop low self treasure because there is constant conflict in the home. The child may not olfactory modality safe within the home as they may be frightened that the parents may shout at them as well. In turn the child may not develop good social/ arou sed skills. b) Health Asthma If a child has bronchial asthma, this may affect their physical and social development. An example of this is that a child may not be able to do certain activities that his/her peers take part in.Also certain asthma drugs can stunt growth there for a child will not grow as quickly or as high as their peers. General poor health If a child has generic poor health they will not be able to develop socially, madly and physically. This is because a child may not be well enough to interact with his/her peers therefore restricting social development. If a child is to be constantly unwell, this can then lead to other illnesses which in turn will restrict physical development and cause emerging health issues.When a child is constantly unwell, the child will feel upset and may fall into depression. This will then restrict emotional development as a child will not have the chance to feel happy. c) Environment Housing (Living in crowded accommodation) A child w ill not be able to develop emotionally or socially when living in confined or fix living circumstances. The reason for this is because a child needs a place in a home to call their own so that they can discover themselves without constant influence from household members.Availability of jobs If there is a high availability of jobs a childs family will then be able to work. This in turn develops a child socially and emotionally. Also a child will be better cared for enabling the child to develop in all areas correctly. This is because a child will be cared for correctly. This will then make the child develop physically and socially. 2. 2 Describe with examples the importance of recognising and responding to concerns about children and young peoples development