NCEF Level 2 – Essential Teaching Assistant Programme (ETAP)

Course review:

There are eight mandatory units that are covered. These are:

1. LEARNING STYLES & TEACHING METHODS
2. LESSON PLANNING
3. ASSESSMENT FOR LEARNING
4. BEHAVIOUR MANAGEMENT
5. METHODS OF DELIVERING LEARNING
6. PASTORAL CARE IN TEACHING
7. CHILD PROTECTION IN TEACHING
8. GETTING STARTED IN THE CLASSROOM

The eight modules chosen cover some of the key competencies of teaching and directly relate to the key content that is covered as part of PGCE and GTP courses.

The objectives for each session and the skills that candidates will be expected to demonstrate are also outlined below:

Session 1: LEARNING STYLES AND TEACHING METHODS

The learner will:

1.1 Appreciate the importance of different learning styles

The learner can:

1.1.1 Summarise ways in which learning styles can be identified within the classroom

1.1.2 Explain the importance of identifying different learning styles.

The learner will:

1.2 Explain why different teaching strategies should be used to accommodate different learners.

The learner can:

1.2.1 Discuss teaching strategies that can be used to accommodate different learning styles, to include:

a) Visual learners

b) Auditory learners

1.2.2 Prepare an activity that can be used to accommodate kinaesthetic learners.

The learner will:

1.3 Understand basic theories of learning

The learner can:

1.3.1 Describe and interpret their own learning style

1.3.2 Explain Honey and Mumford’s Learning Cycle

Session 2: LESSON PLANNING

The learner will:

2.1 Appreciate the varied components of an effective lesson plan

The learner can:

2.1.1 Describe why learning objectives are so important within lesson planning

2.1.2 Explain what a lesson starter is

2.1.3 Describe with an example how lesson starters are used within the classroom

2.1.4 Explain what is meant by ‘Guided Practice’

2.1.5 Report on the purpose a mini-plenary

The learner will:

2.2 Comprehend the Planning Cycle.

The learner can:

2.2.1 Describe and illustrate what is meant by the term ‘Planning Cycle’.

The learner will:

2.3 Understand the importance of considering student characteristics when planning

The learner can:

2.3.1 Describe three important things to be considered when lesson planning

Session 3: ASSESSMENT FOR LEARNING

The learner will:

3.1 Understand why learners are marked and assessed.

The learner can:

3.1.1 Explain why learners are marked and assessed

3.1.2 Describe what types of learning teachers mark.

The learner will:

3.2 Understand the assessment cycle and the contents of an assessment policy’.

The learner can:

3.2.1 Define the Assessment Cycle.

3.2.2 Discuss which information should be included in an Assessment Policy.

The learner will:

3.3 Appreciate the differences between assessment strategies.

The learner can:

3.3.1 Explain peer assessment.

3.3.2 Explain formative and summative assessments.

The learner will:

3.4 Explore strategies for managing marking workloads

The learner can:

3.4.1 Summarise strategies that enable a teacher to maintain manageable marking workload.

Session 4: BEHAVIOUR MANAGEMENT

The learner will:

4.1 Appreciate the implications of a school Behaviour Management Policy.

The learner can:

4.1.1 Describe what a Behaviour Management Policy should contain

The learner will:

4.2 Recognise ways of building positive relationships that underpin good behaviour and create a safe learning environment.

The learner can:

4.2.1 Discuss strategies for managing behaviour in the classroom.

The learner will:

4.3 Understand how to support pupils in developing social and emotional skills.

The learner can:

4.3.1 Illustrate Maslow’s Hierarchy of Needs and describe how it applies to teaching

4.3.2 Define SEAL and how it relates to teaching

The learner will:

4.4 Appreciate the skills of positive behaviour management and how to manage conflict and confrontation.

The learner can

4.4.1 Describe the skills used in positive behaviour management.

4.4.2 Discuss strategies for repeated late attendance.

4.4.3 Discuss techniques that could be used to diffuse a confrontational situation

Session 5: METHODS OF DELIVERING LEARNING

The learner will:

5.1 Understand what is meant by the term ‘effective teaching’.

The learner can:

5.1.1 Describe, with examples, what makes teaching effective

The learner will:

5.2 Understand what influences the type of teaching strategy that is adopted within the classroom.

The learner can:

5.2.1 Summarise the different factors that influence teaching strategy.

The learner will:

5.3 Appreciate the drawbacks of using teacher-led strategies within the classroom.

The learner can:

5.3.1 Explain why teacher-led teaching strategies are not always suitable.

The learner will:

5.4 Recognise the strengths and weaknesses of student-led teaching strategies

The learner can:

5.4.1 Define what is meant by ‘student-led-strategies’.

5.4.2 Describe the benefits of using student-led teaching strategies within the classroom.

5.4.3 Explain how discussion can be student-led.

Session 6: PASTORAL CARE IN TEACHING

The learner will:

6.1 Comprehend the structure of pastoral systems and appreciate the roles within them.

The learner can:

6.1.1 Explain what is meant by the term Pastoral Care.

6.1.2 Describe the role of the Head of Year or Learning Manager in terms of pastoral care.

6.1.3 Identify and describe the services of External Agencies which could support pastoral care in school.

The learner will:

6.2 Appreciate the Pastoral role of a Teacher/Form Tutor

The learner can:

6.2.1 Discuss the role of the form-teacher/tutor

The learner will:

6.3 Understand how to take on the pastoral role of a form-teacher/tutor

The learner can:

6.3.1 Summarise the types of activities that could be used in form time.

6.3.2 Describe the varied role of an effective form-tutor.

Session 7: CHILD PROTECTION IN TEACHING

The learner will:

7.1 Recognise the key roles and responsibilities in and for schools when safeguarding children

The learner can:

7.1.1 Describe three safeguards that schools take to protect their students.

7.1.2 Explain the role that the Designated Teacher for Child Protection (DTCP) plays in safeguarding children.

The learner will:

7.2 Explore some of the potential barriers to taking action within safeguarding cases.

The learner can:

7.2.1 Discuss the factors which could prevent staff from reporting Child Protection Issues.

The learner will:

7.3 Recognise different types of abuse and possible signs and symptoms

The learner can:

7.3.1 Define Neglect.

7.3.2 Define signs/symptoms which could highlight that a child may be a victim of abuse.

The learner will:

7.4 Recognise their responsibilities if they are concerned about a child’s welfare

The learner can:

7.4.1 Explain how to deal with a situation where a child makes a disclosure of abuse.

The learner will:

7.5 Recognise and appreciate the legislation that governs child protection

The learner can:

7.5.1 Describe the main legislation pertaining to child protection..

Session 8: GETTING STARTED IN THE CLASSROOM

The learner will:

8.1 Understand the value of reflecting on a first encounter with a new class

The learner can:

8.1.1 Describe how to reflect and evaluate on a first encounters with a class

The learner will:

8.2 Define the main duties of a Trainee Teacher/Supply Teacher.

The learner can:

8.2.1 Describe the main duties of a Trainee Teacher/Supply Teacher.

The learner will:

8.3 Recognise the importance of personal development profiles

The learner can:

8.3.1 Describe what could be included within a personal development profile.

The learner will:

8.4 Appreciate the application process for jobs within education

The learner can:

8.4.1 Describe where and how to find job vacancies in education

8.4.2 Explain how to use a Person Specification when applying for a job.

8.4.3 Summarise how to produce an effective Covering Letter

8.4.4 Discuss how to prepare for an interview.