A Teaching Assistant's Guide to Completing NVQ Level 3 is a must-have for all teaching assistants embarking on this course, and invaluable reading for tutors and assessors.
This textbook addresses both the performance and knowledge requirements of the course. A key element of your NVQ Teaching Assistant course is to show evidence that you can apply your knowledge to everyday classroom activities, and students often find this is their biggest challenge. This book provides a range of tried-and-tested materials and practical advice on how to gather evidence that covers key performance indicators, to ensure that you complete your course successfully. This essential guide:
- gives detailed guidance on how to collect evidence from a variety of sources to match performance indicators
- provides photocopiable templates for teacher/teaching assistant discussions on roles and responsibilities, appraisals and self-appraisals
- gives examples of IEPs and Behaviour Plans
- provides the necessary underpinning knowledge in a clear and reader-friendly manner
- provides summaries of relevant legislation and national documents.
Following the new and updated occupational standards (2007) for Supporting Teaching and Learning in Schools, this textbook offers truly invaluable advice for NVQ level 3 students. Including extracts of imaginary evidence the book follows the experiences of imaginary candidates, showing how they successfully put forward their portfolios of evidence to complete the course.
Highly practical, rooted in everyday classroom practice and very closely tied to NVQ course requirements, this accessible book is an essential comprehensive guide for all students, as well as tutors, assessors and teachers supporting candidates for this course.
Table of Contents
List of figures Acknowledgements Glossary Introduction of NVQ Course 1. Help to Keep Children Safe 2. Support Pupils’ Learning Activities 3. Promote Positive Behaviour 4. Develop and Promote Positive Relationships 5. Support the Development and Effectiveness of Work Teams 6. Reflect on and Develop Practice 7. Common Themes 8. Use Information and Communication Technology to Support Pupils’ Learning 9. Support Literacy Development 10. Support Numeracy Development 11. Contribute to Assessment for Learning 12. Support Bilingual/Multilingual Pupils 13. Support Pupils with Cognition and Learning Needs 14. Legislation Relating to SEN and Inclusion 15. National Documents and Strategies Relating to SEN and Inclusion Appendix References Index
Susan Bentham is a Senior Lecturer at the University of Chichester.
Roger Hutchins is the Inclusion Manager at two primary schools in Portsmouth.