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FDTA151 Roles and Responsibilities
FDTA151 Roles and Responsibilities
Pages and Files
Intersessional Task 1
Intersessional Task 2
Intersessional Task 3
Session 1 - Creating a student identity
Session 1 - The role of the TA
Session 1 - What is learning?
Session 2 - Learning Styles
Session 2 - Statutory Frameworks
Session 3 - Self Esteem
Session 3 - Teamwork
Session 4 - Assignment Writing
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Session 2 - Statutory Frameworks
To be able to identify the difference between statutory frameworks and non-statutory guidance
To identify key guidance relating to the curriculum
To identify key legislation that is setting the context for education in the 21st Century.
Which one(s) of these are/is statutory - which has to be used/applied/covered in school?
How does it all fit together?
Key Statutory Frameworks
The key statutory frameworks which will impact upon the role of the TA are underpinned by legislation which protects both staff, pupils and families in order for schools to best meet the needs of pupils in their care.
The National Curriculum - in force following 1988 Education Act with a number of revisions and ammendments following
Early Years Foundation Stage (EYFS)
Every Child Matters - follows the Children's Act 2003
SEN Code of Practice - revised in 2001 following the SEN and Disability Act (SENDA)
Statutory Assessment - EYFS Profile and teacher assessments at the end of KS1, 2 and 3 via National Curriculum (NC) Levels or P Scales for pupils working below NC Level 1
(Teachers' TV video)
SEN/LDD Statutory Frameworks
What is the "curriculum"?
Thinking of your own experience, how would you define what the curriculum is?
What are the characteristics of a good learner?
Now consider how, where and when learning takes place in school – brainstorm your ideas
The following definitions of the term “curriculum” are from a range of literature:
which of these relate to your own ideas
which fits closely
what similarities or differences can you identify?
"all the learning which is planned and guided by the school, whether it is carried out in groups or individually, inside or outside the school."
"an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice."
"the learning experiences of students, in so far as they are expressed or anticipated in educational
goals and objectives, plans and designs for learning and the implementation of these plans and designs in school environments."
“A curriculum is a particular way of ordering content and purposes for teaching and learning in schools.
is what teachers and students pay attention to when they are teaching and learning.
Content can be described as a list of school subjects or, more specifically, as a list of topics, themes, concepts or works to be covered.
are the reasons for teaching the content.
Among broad reasons for teaching school subjects are to transmit the culture, to improve society or to realise the potential of individual students”
The National Curriculum states:
“The school curriculum comprises all learning and other experiences that each school plans for its pupils”
“The National Curriculum is an important element of the school curriculum”
“Education only flourishes if it successfully adapts to the demands and needs of the time. The curriculum cannot remain static. It must be responsive to changes in society and the economy, and changes in the nature of schooling itself.”
The National Curriculum’s definition goes beyond timetabled components and includes what is known as the “hidden” curriculum
Can you identify the wider aspects of curriculum in your context? Look back at your notes
More about the hidden curriculum
Skelton defines the hidden curriculum as:
“That set of implicit messages relating to knowledge, values, norms of behaviour and attitudes that learners experience in and through educational processes. These messages may be contradictory, non-linear and punctuational and each learner mediates the message in her/his own way.”
Ross (2003) states:
“Even within compulsory education, it is also possible to refer to the “hidden” curriculum; that which is not overtly stated… Beyond this, curriculum exists in much wider domains, and it can include any socially constructed or prescribed activities… that result in the transformation of the individual.”
How would you now define:
The written/expressed curriculum
The hidden curriculum
: what do you as a TA require for effective delivery of the curriculum in the classroom?
The National Curriculum
The National Curriculum applies to pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and voluntary aided and voluntary controlled schools. It is organised on the basis of four key stages.
Key stage 1: Ages 5-7 (Years 1-2)
Key stage 2: Ages 7-11 (Years 3-6)
Key stage 3: Ages 11-14 (Years 7-9)
Key stage 4: Ages 14-16 (Years 10-11).
Primary Curriculum Review
(2009 Teachers' TV video)
The Early Years Foundation Stage: 6 key areas of development (statutory: Sept 08)
6 Key areas of learning:
Personal, Social and Emotional Development;
Communication, Language and Literacy;
Problem Solving, Reasoning and Numeracy;
Knowledge and Understanding of the World;
Early Years Foundation Stage:
Every Child Matters
A government agenda designed to bring services for children together to meet the following 5 outcomes:
Enjoy and Achieve
Make a positive contribution
Achieve economic wellbeing
The Every Child Matters website gives the historical background to the legislation and how this can be translated into practice.
Every Child Matters:
A guide to the working of
: Every Child Matters - Tom's Team
Teachers' TV video
Complete the Swim Lane diagram below:
These documents are recommended as good practice, but schools may apply it as they wish or opt out altogether.
National Strategies - Primary and Secondary, SEAL, etc
DCSF National Strategies site
QCA Schemes of Work
Designed to "satisfy" the requirements of the National Curriculum
Units of work
Learning objectives and learning outcomes
QCA Schemes of Work:
An interesting resource:
What would you like to see?
Flexibility in curriculum delivery
Exploring learning-focused (rather than content-focused) to promote 'real' learning situations that simulate virtual situations;
Exploring project-based approaches to the curriculum rather than discrete, one-off lessons. This also breaks down the potential constraints of subject-specific teaching;
Using the curriculum to support a set of skills rather than as an end in itself, matching the aims of the National Curriculum to the areas of their learning profile;
Using ICT to help pupils manage their own learning, such as through a virtual learning environment whereby pupils can communicate with staff more freely.
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