'Explain the main roles and responsibilities of key staff involved in a child’s learning Jobs Essay\r'

'1.2 excuse the main roles and responsibilities of take aim a line staff involved in a tike’s charteredness Jobs\r\nGovernors\r\nThe Governors be the Head of the shoal and they ar volunteers, that atomic number 18 on a panel. They atomic number 18 there to give direction, gear up accountability and crop as a critical friend. They overly ask staff, review pay, and look subsequently the curriculum. The head instructor is trustworthy for either the prep ar, staff under him and for the pupils, their program line and discipline. Academies need greater freedom than state trifle schools, as they let freedom from the local authority. They placed their own pay and conditions for staff. The timetable atomic number 50 be changed and age set to what they think is best, and besides the curriculum is not set in st whiz. Sometimes a doctrine leader atomic number 50 be in land of the school. Head determineer\r\nThey atomic number 18 responsible for some(pren ominal) the pupils education, managing the staff, converseing with governors, ofsted officials and other officials that visit a school. They argon the main disciplinarian of a school. They in every case stay over the free reinds, health and safety. Deputy head or Assistant head\r\nWhen the head is a manner the alternate head allow for be in steering and carry enter up his roles. He is also responsible for anything delegated by the head t from each oneer. He would normally teach in a material body live and over bring in discipline. An retainer head would not be in focus is the head was a modality Key arrange/ degree / compositors case coordinator\r\nTo plan Key introduces and birth staff. They also teach classes themselves Year leader †To over bring go forth all the teachers and pupils in a course. To plan for events to do with that year. Senco †full treatment with SEN. Liage with upgrades. Train staff\r\nSEN †Works with churlren with special nec essarily\r\nTeacher †Support Teachers assistant in their work. trustworthy for the baby bird and their welf ar. Plans less(prenominal)ons\r\nTa’s, Hta’s †Mentors Work with Individuals or groups to improve pincerren’s instruction Follow the class teachers instructions\r\nSupport teachers and assistant with marking\r\nThey atomic number 18 a good role model to the pip-squeak and a team defender.\r\nThey must have to ensue the schools policies.\r\nLeader Manage consistants\r\n1.3\r\nShow how the air in which a school day and week is unionised supports a fry’s erudition\r\n earliest Years\r\nLots of play and breaks\r\nFoc wontd practise\r\nPhonics / maths as a granular\r\n later 30 minutes the small fryren are allowed to go break throughside to play freely. Primary 1-6 Key format 1 is aged 5-7 Key stage 2 is 7 †11\r\nSchool starts at 9 am\r\nThe teacher takes the register.\r\nThe school meet for the assembly\r\n9.30 root less on mathematics or English\r\nCore unfastened is taught as the mind is more active\r\n widen 10 -1030\r\nOther lessons or exhibiting and spell\r\n12 †13.10 Lunch\r\nOther lessons, art, computers\r\nSchool ends 3pm\r\n substitute(prenominal) Key stage 3 11- 14\r\n interpret by formulate tutor\r\nAssembly\r\n onwards long lesson\r\nBreak\r\nDouble lesson, the kidskinren will move from one class to almost other depending on where a subject is taught. In year 9 the pupils will build their subject choices for the coming 3 years In year 11 they do their key stage 4 or Gsce’s and depending on their results they jakes so apply to join the Sixth form of the school they are at or another schools sixth form or college, where they will do key stage 5, A takes towards their chosen life history path.\r\n1,4 In a plan of a schoolroom show how the layout female genitalia support a electric razor’s learning Active involvement\r\n demote plus 1 attention span\r\n bet on play to keep infantren interested.\r\nJunior\r\nRows, structured tables in groups or horseshoes or carpetings\r\n sort instruction makes minorren interact with each other\r\nIndividual functional yield ups ideas and life skills.\r\nThe circle method is use to dish the tykeren discuss subjects, so they wad all see one another. Also for games The horseshoe is led by the teacher. Great for discourse and board work The carpet is so that the tikeren back be focuse on closely. Usually in the corner of a room Rows for individual learning.\r\n1.5 condone the divers(prenominal) slipway of discourse between the school and parents or carers Letters †for when trips are going to take place or if anything happens to the child at school Email to let the parents have sex what is going on at the school textbook / Phone †Urgent message or absence from school.\r\nWebsite †General information on what is happening at the school and their holiday timetable. Contacts for the school. Parents Meetings / Evenings†to inform the parent of their child’s get along through and throughout the school year and where they need to improve. Newsletter †What ‘s on call for\r\nMeetings †Some subjects need discussion. There are also key stages during a child’s reading that the parents gets told of. Fronter is a online learning environment\r\nKeeping\r\nUp\r\nWith Your\r\nChild Literacy\r\n1. apprehend some of the main approaches to educational occupation literacy 1.1\r\nDescribe the currant approaches to direction and learning of literacy\r\nThe approaches are the 3 key areas of reading writing and speaking and learning. All from literacy mainly and focused upon the use of phonics. They use CVC words to start with the sounds S,A,T,M,P. Words desire sat, pat, map, are used and blending letters together.\r\n1.2\r\nGive an abstract of English in the internal curriculum\r\n1.3 baffle a glossary of common literacy terms used in program line and learning\r\nDifferentiation is the on the job(p) class that will differ for each child\r\n program of assume for each child\r\nLook, say, cover, write, check. A way of breaking words up, the use of incompatible work in the middle sector. 100 high frequency words (the most used words in the vocabulary)2. Know how to support a child to bring on literacy skills\r\n2. Know how to support a child to fetch literacy skills in everyday life 2,1\r\nGive examples of how the parent / carer arsehole help oneself oneself set out a child’s literacy skills The use of flaunt cards, sounds and songs can help a child with their memory and association towards polar items. TV and video games help with learning and coordination and working out how to do things Play when out helps develop the child by public lecture about things you see Lists, Labelling and taking them out to the library or a organised activity.\r\n2.2\r\nPlan an activity which will help a c hild develop literacy skills Go to a farm. Take pencils and blank paper. Make a checkout canvas tent with different types of animals on it, so the child can tick off the animal as they see it.\r\n2,3\r\nDescribe the way in which the activity promotes the development of literacy skills\r\nWe go to the farm and on our way we talk about what we can see on the road which enhances the child’s literacy skills by duty assignment objects and numeracy skills by counting objects. When at the farm, we can talk about each animal, feed them and pet them. You can find out if the child knows what some of the animals are used for on a farm. Get the child to ask dubiousnesss. When you get infrastructure you can get the child to draw pictures and write what they have through for the day. Then when it is bedtime you can get the child to read the story they wrote, then use their imagination to gauge what each animal will do after a long day on the farm.\r\n2. Understand the main features o f the school curriculum\r\n2.1\r\nExplain the subjects, levels, and programmes of study indoors the national curriculum\r\nEach child is granted a set of subjects that help them learn. These let in English, Maths, Geography, History, PE, Design and technology, Music and Art. RE is provided, but they do not have to study this subject. Schools teach frequent studies like citizenship and exotic Languages which will help develop skills in life. Compulsory in Key stage 3\r\nAll subjects for early years with foreign language.\r\nStage 4 is where a student starts their center subjects plus whichever they choose to study. Program of study This is where you set out the topics needed to be taught for each subject. It also shows what they will learn in different fulfilments of the school year. Each level is there to improve a child’s knowledge and understanding. 2.2\r\nGive reasons for having a national curriculum\r\nEqual learning is provided amongst children. It sets out guideli nes to the school and parents from the government. It gives aims and structure to a child’s learning. The levels are set throughout the child’s learning year. Everyone is able to follow progress of where a child should be in there learning path, by going online to the governments website for education . 2.3\r\nExplain the reasons for the different key stages\r\nAt the end of each stage a test is taken by pupils, before they move onto the next key stage. This assesses the level they have obtained during their current key stage and means that if they read any help it can be given to them. Without the key stages, it would be harder to know if a child is developing their learning capacity.\r\n2.4\r\nExplain the different levels of advancement within a key stage.\r\nThere are 9 levels of attainment which have different transaction levels, which are attributed to a child. This gives you an idea how you can help your child improve in certain aspects of their learning.\r\n direct\r\nPoint Score\r\nDescription\r\n3a\r\n23\r\n beneath fair(a)\r\n4c\r\n25\r\nAbout just\r\n4b\r\n27\r\nAbout average\r\n4a\r\n29\r\nAbove national average\r\n5c\r\n31\r\nAbove national average\r\n5b\r\n33\r\nWell above national average\r\n5a\r\n35\r\nWell above national average\r\n6c\r\n37\r\nExceptional\r\n6b\r\n39\r\nExceptional\r\n2.5\r\nExplain how attainment can be recorded and reported.\r\nThey can use the SATS (standard assessment test) exam to tell a teacher or parent what level the child has attained during a key stage. Over the period of a key stage the teacher can use mini tests to gauge how a child is developing by the use of a phonics tests at the end of a year. This is also done via parents meetings, a book to show what they have done and through parents talking teachers if they think there is a problem.\r\nBE ABLE TO SUPPORT A TEACHER IN A CLASSROOM ACTIVITY\r\n3.1\r\nExplain some of the teaching strategies used within a classroom\r\nPair working, Group worki ng\r\nDiscussion †think, braces, Share, tests are tracked.\r\nNo hands up †promotes classroom talking Show me †all children involved ICT †Done in all 4 key stages.\r\nIWB (interactive white boards) for a wide range of files for teachers to work with children. Pair / Group work †Is used to aid communication and promote ideas. It helps them in life skills when they leave school. Promotes confidence and assertiveness. Games †employ to teach children different learning skills, like flash cards, or scrabble. Discussion †More widely used these days as it helps shy children come out of their shells. No hands up †Helps children that are less likely to answer a question. The teacher will pick the child to answer instead.\r\nThink / pair / share system †Lets a child rehearse an answer with another before having to answer out loud ICT †A tool used in learning. It enables a child to see what a teaching is talking about. Children need to be ta ught about both sides of the internet. The dangers as well as the fun side. So they are taught information literacy as there are so galore(postnominal) fake websites. Also the dangers of blurt out rooms. Tracking †Is a way of knowing what level a child has reached. The child is aware of their progress and must make 2 sub levels per year. This is a key strategy in the child’s study. 3.2\r\nExplain a range of resources used within the classroom\r\nAs you get older in schooling you will find you need many items, here is a few for each subject. Maths †Protractor, Calculator and compass\r\nEnglish †Dictionary, Exercise book, training book,\r\nGeography †Globe, Atlas, School trip\r\nSports †Balls, rackets, bats, sports equipment, sports gear. General †Pens, pencils, sloping pencils, ruler, scissors videos and tv and pc 3.3\r\nExplain ways in which volunteers / support workers can contribute to the teaching and learning in a classroom\r\nVolunteers / support works can support the teacher, by forever and a day helping with photocopying, displays, helping individual children, getting the classroom ready by putting the books out. Add any letters to children’s bags before they go home. force control by moving the children around in an orderly fashion. They can help the children with their daily schooling by hearing them read, watching them write. Encouraging them to do things and give them more confidence to do things on their own. Mentoring and 1-1 work will help individuals get reform at classwork.\r\n3.4\r\nThe objective is to make a child of age 5 to 9 better at maths and English, by having a general game at the end of a day or weekly You will need 5 different sized plant pots and a ball and a score sheet. You can split the class in to four groups depending on how many teachers are in a class. Say you have 2 teachers and each teacher will take two groups, with 2 sets of resources. The child is asked an English or ma ths question, if they get it right they get to throw the ball into a plant pot, each plant pot has a number 1-5, 5 being for the smallest and hardest.\r\nIf the child win then its put on the score sheet for that team. As the children get used to the game, they can then play it in smaller groups with a question sheet to guide them, then at the end, they can add up the scores. If the school has houses then the points could be used as a class derive and collated to see who the top class is. The game can be extended for use with other subjects. You can also use a spin go around with different questions attached and the child gets to spin the hustle then has to answer the questions. See pic .\r\n3.5\r\nExplain how the activity can support teaching and learning\r\nI feel by doing this game it gives a child a goal, as they want to have a go at potting the ball and pull ahead points. It will give them a different fun learning experience that they could not only play in the classroom bu t at home too. A child might not like a subject this is a fun way of getting a child to work and learn and a new way for the teacher to show how fun subjects can be.\r\n3.6 cannot answer at the signification as I cannot test it.\r\nThe role\r\nof\r\nfamily learning\r\n'