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ILearrning ar1d leaching
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Also available
Professional Values and Practice
The Essential Guide for Higher Level Teaching Assistants
Anne Watkinson
l-84312-25()-2
The Essential Guide for Experienced Teaching Assistants
Meeting the National Occupational Standards a.t Level3
Anne Watkinson
l-84 312-{)()9-7
The Essential Guide for Competent Teaching Assistants
Meeting the National Occupational Standards at Level
2
Anne Watkinson
l-84 312-D08-9
Assisting Learning and Supporting Teaching
A Practical Guide for the Teaching Assistant in the ClGssroom
Anne Watkinson
l-85346-794-4 J.
__,_ ;-
1
12510 LT Text 1/11/05 12:50 Page iii
learrmimg amd Teaehimg
The Essential Guide for Higher Level Teaching
Assistants
ANNE WATKINSON
~ David Fulton Publishers
2510 LT Text 27/J/06 4:~0 pm ?age iv
David Fulton Publishers Ltd
The Chiswick Centre, 414 Chiswick High Road, London W 4 sTF
www.fultonpublishers.co.uk
www.onestopeducation.co.uk
David Fulton Publishers is a division of Granada Learning Limited, part of ITV plc.
Copyright (c) Anne Watkinson 2006
Reprinted 2006
The right of Anne Watkinson to be identified as the author of this work has been asserted
by her in accordance with the Copyright, Desit,'Ils and Patents Act 1988.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the Dritish Library.
ISBN: 1 84312 251 o
10 9 8 7 6 5 4 3 2 J.
-I ;-
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
1
system or transmitted, in any form or by any means, electronic, mechanical, photocopying,
or otherwise, without the prior permission of the publishers.
Typeset by RefineCatch Limited, llungay, Suffolk
Printed and bound in Great Britain
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Contents
Preface vi
Acknowledgements vii
Abbreviations
Vlll
1. Introduction 1
2. Teaching and learning 6
3· Learning development 15
4· Influences on learning 35
so
)_, 5· Strategies to support learning
\rr- I
6. Context of learning: the curriculum and pupil behaviour 68 -(-\-
(
7· Planning and preparation 84
8. Performance 107
9· Assessment, monitoring, feedback and recording 127
10. In conclusion 141
References 153
Useful websites 156
Index 159
v
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Preface
This is an exciting time for teaching assistants (TAs). Your role in supporting and promot
ing the learning and teaching of all children and young people is being accompanied by
considerable funding for development and recognition. There are a lot of different levels
you can now work at, depending on your own abilities and the needs of your school. The
role has been compared with that of nurses working alongside doctors - a complementary
addition to the teaching staff of a school.
The recognition of the various levels has brought about a whole host of training
programmes for TAs: induction training, National Occupational Standards at levels
2
and 3; and now standards at a higher level have been published by the Teacher Training
Agency (TTA) - now the Training and Development Agency for Schools (TDA). This book
is aimed at those TAs either who are being appointed at Higher Level Teaching Assistant
(HLTA) level or who are working towards HLTA status recognition. HLTAs, by the very na
ture of the expectations surrounding the role, should be able to read widely, consult and dis
cuss issues with school colleagues.
This book should stimulate thought and action, promote discussion and create opportu
nities for reflection - key skills for HLTAs. This particular volume aims to deal with the
more practical aspects of the teaching and learning part of the HLTA role; a companion
volume is also available* which deals with the underlying philosophy and principles of
practice. Doth books are needed to underpin your HLTA status and to get you thinking
about the generic issues of the role, but you will need to read further to cover specific
curriculum or special needs aspects.
• Professional Values and l'ractice: The Essential Guide for Higher Level Teaching ilssistants by 1\nne
Watkinson, 2005, David Fulton Publishers.
vi
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Acknowledgements
I would like to thank:
• the schools, LEA advisers and colleagues with whom I have discussed the many issues
that this initiative raises;
• the staff of schools who have been so willing to spend time with me and tell me about
their successes and attempts at making sense of the school workforce remodelling
intentions and practicalities;
•
the staff and pupils of Clacton High School, Colne Community School, Manningtree
)_, High School and Alresford Primary School, who have shared their experiences with me
\rr-
and allowed me to observe and photograph their teaching and learning in action;
•
Clacton High School and Manningtree High School, who have allowed me to reproduce
some of their school's documentation;
•
the many schools, TAs and HLTAs whose practice and friendship has been a constant
inspiration throughout my work with them, but particularly Dee Weedon and Jenni
Mills;
• Margaret Marriott of David Fulton Publishers, for her continuing positive feedback
and help while preparing the book. Without her gentle nudging it might not have got
written;
• my husband Frank, for his endless patience, domestic help and support with my ICT
systems.
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Abbreviations
ASE Association for Science Education
CPD Continuing professional development
DfES Department for Education and Skills
EAL English as an additional language
HLTA Higher Level Teaching Assistant
HMI Her Majesty's Inspectorate
ICT Information and communications technology
IEP Individual Education Plan
)_, INSET In-service education for teachers
\rr- I
ITA Initial teaching alphabet -(-\-
(
LEA Local Education Authority
NC National Curriculum
NOS National Occupational Standards
NVQ National Vocational Qualification
Ofsted Office for Standards in Education
PANDA Performance and Assessment
PPA Planning, preparation and assessment
PRU Pupil referral unit
QCA Qualifications and Curriculum Authority
QTS Qualified Teacher Status
SAT Standard Assessment Task or Test
SDP School development plan
SEN Special educational needs
SEN CO Special Educational Needs Co-ordinator
SIP School improvement plan
sow
Scheme of work
TA Teaching assistant
ITA Teacher Training Agency
VAK Visual, auditory and kinaesthetic
ZPD Zone of Proximal Development
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CHAPTER 1
Introduction
Background
This book is the second of a pair written to support the acquisition of the Higher Level
Teaching Assistant (HLTA) standards (www.hlta.gov.uk). The introduction ofHLTAs is part
of the reform of the school workforce set out in a National Agreement on raising standards
and tackling teachers' workload made in January 2003 (DfES 2003a). The books cover
the generic issues which underpin all that you do as an HLTA, whether specialising in a
particular subject or in special educational needs (SEN), at any Key Stage.
The first book dealt with the set of standards about the values and principles which
underpin the practice of learning and teaching. They will hold whatever the subject matter,
or whoever is being taught or is teaching. This second one covers the putting of those
principles into practice, again in a generic way whatever the age group or the particular
needs of pupils with whom you are working. The books are not courses in themselves, nor
do they pretend to provide the last word in the area. Whatever stage you are at in your
career path as a teaching assistant (TA), you have continuing professional development
(CPD) needs. Reading and reflection are part of this process. You need to meet, exchange
views and see examples of good practice, find out about the latest resources and keep
abreast of new ideas in education, teaching and learning and about children and young
people themselves. Above all, you need to be working in a school, preferably where all the
staff take part in in-service education for teachers (INSET) activities, where you will feel
able to ask questions and find support of various kinds.
These HLTA books will not provide the detailed information you need for curriculum
subject knowledge and understanding, nor are they intended to help you with understand
ing the specific SEN of individual pupils. They do not, therefore, cover all the standards.
Standards 2.1, 2.2, 2.3, 2-4, 2.6 and 2.8 will all require more detailed study than either of
these books will provide. To gain HLTA status you have to show that you fulfil all of the
standards. They are to be seen as a holistic set, not a set from which you can pick and
choose as with the National Vocational Qualifications (NVQs). Also, you should remember
that HLTA status, if awarded, is not a qualification; it is a recognition of your competence
and ability to do the job.
The previous three books in theTA series were to help TAs develop their thoughts at
various stages before the higher level. One of the books, Assisting Learning and Supporting
1
