A Teaching Assistant's Guide to Completing NVQ Level 2
Supporting Teaching and Learning in Schools, 2nd Edition
Routledge – 2010 – 264 pages
Based on the updated National Occupational Standards for Supporting Teaching and Learning in Schools, this new edition of A Teaching Assistant’s Guide to Completing NVQ Level 2 caters directly to the criteria of the course, providing the necessary ‘Knowledge and Understanding’ required as well as invaluable information regarding evidence collection.
Incorporating the changed guidelines regarding evidence collection this comprehensive guide demonstrates the role of the assessor in observing and questioning the candidate and that of the candidate asking colleagues to provide witness statements.
As well as providing in-depth underpinning knowledge for all mandatory units and a vast array of optional units, this book offers a range of tried-and-tested materials and practical advice for NVQ Level 2 candidates. The authors have included numerous self-assessment activities, case studies and quizzes to enable candidates to check their understanding of key concepts, to make connections from theory to practice and to assist them in their observation and assessment sessions.
Written in an engaging and approachable manner and illustrated with many cartoons, this book aims to give the candidate the knowledge necessary to embark on this qualification with confidence.
A wide range of chapters provides essential advice for NVQ Level 2 candidates, including how to:
Highly practical and rooted in everyday classroom practice, this book is specifically aimed at teaching assistants enrolled on, or embarking upon, NVQ courses that support the government’s National Occupational Standards. In addition this book will be of benefit to schools and teachers who are supporting teaching assistants taking this course.
@contents: Selected Contents: List of figures Acknowledgements Glossary Introduction of NVQ Course Mandatory Chapter 1 Unit 1: Provide Support for Learning Activities Chapter 2 Unit 2: Support Children’s Development Chapter 3 Unit 3: Help to Keep Children Safe Chapter 4 Unit 4: Contribute to Positive Relationships Chapter 5 Unit 5: Provide Effective Support For Your Colleagues Chapter 6 Gathering Evidence Optional Chapter 7 Unit 6: Support Literacy and Numeracy Activities Chapter 8 Units 7 and 8: Use Information and Communication Technology Chapter 9 Unit 9: Observe and Report on Pupil Performance Chapter 10 Unit 11: Support Bilingual/Multilingual Pupils Chapter 11 Unit 12: Support a Child with Disabilities or Special Educational Needs Chapter 12 Unit 14: Support individuals during therapy sessions Chapter 13 Unit 15: Support Children and Young People’s Play Chapter 14 Unit 16: Provide Displays Chapter 15 Unit 17: Invigilate Tests and Examinations Chapter 16 Putting It All Together Chapter 17 Legislation relating to SEN and Inclusion in England and Wales Chapter 18 National documents and Strategies Relating to SEN and Inclusion Appendix Photocopiable Resources References Index
Susan Bentham is a Senior Lecturer in the School of Education at the University of Chichester.
Roger Hutchins is a Special Educational Needs Coordinator in two primary schools in Portsmouth.