The Learning Environment - Developing Professional Practice for Classroom Assistants
Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Mrs Hazel Jane Wordsworth
Overall aims and purpose
- To provide an introductory understanding of the theoretical bases within the curriculum for the Foundation Phase and Key Stages 2-4.
- To promote student's appreciation of the role of planned activities and everyday strategies in promoting children and youth's development, especially within the aspects of communication, emotional development, physical development and cognitive development.
- To develop student's awareness of their professional responsibilities within Education and Care settings.
- A study of the main principles behind good quality education based on the contribution to the all-round growth and development of children and youths;
- A critical look at the provision of learning through interaction; active involvement and relevant first-hand experiences within a rich environment.
- A broad introduction to the nature of the curriculum in the Foundation Phase and Key Stages 2-4, with particular emphases on communication, emotional development, physical development and cognitive development.
- Direct experience for students, through regular practical workshops, of a range of resources useful in promoting child and youth development.
- An awareness of the professional responsibilities of teaching assistants.
Submitted work is adequate and shows an acceptable level of understanding of the requirements of the curriculum and the role of the teaching assistant in promoting pupil development.
Comprehensive and thorough coverage of each aspect of the curriculum and the role of the teaching assistant in promoting pupil development.
Comprehensive and thorough coverage of each aspect of the curriculum and the role of the teaching assistant in promoting pupil development and critical appreciation of the relevant practical issues
demonstrate a knowledge of the main issues related to education;
understand how the curriculum supports communication, emotional development, physical development and cognitive development; and appreciate and evaluate the relationship between experiential learning and these aspects.
understand, plan, and evaluate the learning environment and curriculum for these different aspects.
Understand and appreciate the professional responsibilities of teaching assistants working in Education and Care settings.
|Coursework 1000 words||25.00|
|Provision Area Planning||75.00|
Teaching and Learning Strategy
|Practical classes and workshops||
10 x 2 hour lectures (20 hours) 18 hours on work placement 162 hours self study
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- reflect upon a range of psychological sociological health historical and philosophical perspectives and consider how these underpin different understandings of babies and young children and childhood
- apply multiple perspectives to early childhood issues recognising that early childhood studies involves a range of research methods theories evidence and applications
- integrate ideas and findings across the multiple perspectives in early childhood studies and recognise distinctive early childhood studies approaches to relevant issues
- evaluate competing positions in relation to the construction of babies and young children and childhood by different subjects societal agents and time place and culture
- constructively critique theories practice and research in the area of child development
- demonstrate knowledge and awareness of the skills needed for different pedagogical approaches including: - the necessary depth and strength of relationships with individual children and children in groups and the facilitation of the building of relationships with and between children - the formation and promotion of mutually respectful relationships with families colleagues other professionals and communities
- critically explore examine and evaluate the significance of the cultural historical and contemporary features of various policies institutions and agencies in regard to babies young children and childhood
- plan for and where appropriate implement play and the curriculum assessment evaluation and improvement of creative learning opportunities taking account of young children's health and emotional well-being
- lead support and work collaboratively with others and demonstrate an understanding of working effectively in teams with parents carers and other professionals 11
- demonstrate an understanding of how to plan for and where appropriate implement meeting and promoting children's health well-being protection and safety and the conditions that enable them to flourish
- produce critical arguments for improvements to multi-agency and multiprofessional practices for babies and young children
- use skills of observation and analysis in relation to aspects of the lives of babies and young children
- reflect upon the ethics of studying babies and young children and their families and communities
- generate and explore hypotheses and research questions relating to early childhood in an ecological context
Resource implications for students
The cost of receiving a MAKATON certificate is currently £27
Beard, C. (2010) The Experiential Learning Toolkit Blending Practice with Concepts London : Kogan Beard, C. & Wilson, J., (2006) Experiential learning : a best practice handbook for educators and trainers London: Kogan Carr, D., (2012) Making Sense of Education An Introduction to the Philosophy and Theory of Education and Teaching. Hoboken : Taylor and Francis Meggitt, C. (2012) Child development : an illustrated guide. Oxford : Pearson 3rd ed. 2012 Turner, A., (2002) Access to history : curriculum planning and practical activities for pupils with learning difficulties London :David Fulton Publishers Watkinson, A., (2005) Professional Values and Practice. London: David Fulton Publishers Whitebread, D., (2004) Teaching and Learning in the Early Years. London: Routledge