Supporting Teaching & Learning in Schools Certificate Course. Unit 1 Questions & Answers.

Sequence of development refers to the normal sequence in which children learn different skills, and the rate of development refers to the speed in which a child will develop. However, according to Burnham et al (2010) the difference between the sequence of development and the rate of development is that the sequence refers to the normal or expected sequence in which children learn different skills. The rate of development refers to the speed in which a child will develop. However the sequences are common among most children but the rate in which they develop the skills changes. The sequence and rate

The planning for Year 3 Literacy follows the National Primary Literacy Framework. Within my setting I have prior discussions with the class teachers on what the planned activity is and how I am going to support the children to achieve the learning objective. All support staff are given plans for the day/week on certain curriculum subjects that they will be supporting. This will contain the aim outline what the lesson, or series of lessons, hopes to achieve. Prior knowledge points to relevant knowledge pupils may already have and also to knowledge which may be necessary in order to support them in accessing this new topic.

There are many different factors that make it difficult for a lot of children to fully access standard education. This may be due to poor physical or mental health, or a disability that prevents them accessing certain subject areas. Consequently, these disabilities may hinder certain developmental areas of some children and young people.

2.1/2.2. Explain how children and young people’s development is influenced by a range of personal & external factors.

Task 1 – Explain the sequence and rate of each aspect of development from birth – 19 years.

Term 3 is halfway over and the holidays will soon be upon us again leaving only one more term of Kindergarten for your child. We want to reassure all our families that we are concentrating on building children’s resilience, supporting their emerging social and emotional skills, collaborative skills and building self-confidence and self-worth. These skills will ensure that they will emerge confident and involved learners and be ready to take on all the challenges they will face when heading into primary school.

1.1 EXPLAIN THE SEQUENCE AND RATE OF EACH ASPECT OF DEVELOPMENT FROM BIRTH -19 YEARS.

Children can struggle with transition from Nursery to school as their whole day and routine is changing, as well as having to get used to new adults and trying to make relationships with them like they had within the Nursery. Sometimes Children can be very emotional and struggle with these changes. If a Child has an illness or even a sibling has an illness or family member, their health can reflect how the Child behaves or feels. From previous experience I have worked with a Child who had a sister who had a disability and I noticed that his behaviour changed or moods changed when his sister was either in hospital or poorly. This affected his development a he found it hard to be in the classroom when he felt like this and became a closed book not wanting to talk about the situation. Having a disability can affect a Child physically as they may be in a wheelchair, not able to run around with other Children and join in with P.E. They may want to be with the others and struggle to understand why they are not the same as their

Different disabilities may affect development in different ways. However, with support from teachers and parents, these affects can be minimalised. A learning disability such as Dyslexia (a common type of learning difficulty that can cause problems with reading, writing and spelling) could lead to a child becoming frustrated which could further lead to behavioural issues. Moreover, without assistance, Dyslexia will allow for the child to become unmotivated and prove to be a hindrance to them as they look to strive in later life. Physical disabilities such as Cerebral Palsy (a neurological condition that effects movement and coordination) will affect development as children will have difficulties communicating, eating and drinking and with their

Behaviour difficulties are closely linked to a failure of a child to access education and make progress. Schools sometimes struggle to help disabled children and children with SEN access their education, and where this happens it can lead to disabled children and children with SEN being caught up in disciplinary procedures unnecessarily.

First off, the needs of students are very important to their learning and academic achievement. The resources available to students in these cases could have the greatest effect on a child’s learning. In any case the benefits of services made available like supplementary aids and universal design for learning, inclusion, IEP and collaborating with a parent in the developing IEPS all work together to create the best need for a child to learn and is crucial to a child’s development. With the right help, accommodation and parent support a child can function in a classroom of their peers. Disable children deserve the support and at the same time they deserve to be treated the same as their peers. Putting a child in general education without the

While disabled students are learning the same curriculum as the regular based learners, they may struggle and fall behind, as they may not be able to keep up with the work. This can hurt the disabled child solely because their self-confidence can drop and result in them feeling left out. Disabled learners typically will require extra help and instruction. This can hurt the class as a whole because the amount of time spent on one concept, can take up too much time and in the end affect the amount of material covered within a given time period. Even though a child may be pulled out into a resource room for extra help, they are still delaying the classroom pace which is ultimately a huge academic disadvantage (Foust, Kathy).

A learning difficulty is then defined as a “significantly greater difficulty” in accessing the learning than the majority of their classmates. Learning difficulties range from medically diagnosed difficulties like dyslexia, dyspraxia and dyscalculia to social, behavioural and emotional disorders, as well as physical disabilities. With the grand spectrum along which a child is vulnerable to learning difficulties and therefore SEND, schools, teachers and local authorities are motivated to provide effective SEN provision and support for all the children who fall under this umbrella.

Formative assessment is assessment which takes place alongside the learning. There are different ways to assess the learning of pupils during the lesson.

Also, children with special needs could also be delayed in their speech and they may not be able to communicate as much as they need to, which could then drive teachers to do the tasks for them. In an article, “Supporting Young Children With Multiple Disabilities: What Do We Know and What Do We Still Need To Learn?”, they discuss the many different struggles that children with special needs face, along with what educators can do to help the children. The article states, “Many of these young children struggle to communicate their wants and needs, to freely move their body to access and engage their world, and to learn abstract concepts and ideas.” Another reason for children with special needs not getting the independence that they need is due to cost. I believe that children with special needs need certain materials and devices to get them through a day. Especially in schools, teachers or the school may not be able to afford the materials that the children