Support implementation of the early years curriculum
Overview
Who is this unit for?
This unit is for those who support teachers to implement the early years or
foundation stage curriculum in schools.
What is this unit about?
This unit is about working with teachers to support young children's early learning and experience of curriculum subjects. Early education frameworks vary between the four home countries and you will need to relate each part of the unit to your own country and workplace.
This unit contains three elements:
1. Contribute to planning implementation of the early years curriculum
2. Support teaching and learning activities to deliver the early years curriculum
3. Contribute to the monitoring and assessment of children's progress
Performance criteria
You must be able to:
Contribute to planning implementation of the early years curriculum
P1 support the teacher in the planning and preparation of lessons and learning opportunities for children's early learning
P2 contribute effectively to the selection and preparation of learning resources to meet the diverse needs of children
P3 have high expectations of children and commitment to raising their achievement, based on a realistic appraisal of their capabilities and what they might achieve
P4 plan and prepare for your own contribution to teaching and learning activities as agreed with the teacher
Support teaching and learning activities to deliver the early years curriculum
P5 select and use support strategies suitable for the content and objectives of the learning activities and the children involved
P6 provide well-structured learning activities that interest and motivate children and advance their learning
P7 communicate effectively with children to enhance their learning, listening carefully to children and responding constructively
P8 clearly and enthusiastically present subject content using appropriate subject-specific vocabulary and well chosen illustrations and examples
P9 encourage children to concentrate, listen attentively and persevere in their learning for sustained periods
P10 support children's positive behaviour
P11 adapt your teaching methods and approaches to meet the needs of all the children involved, ensuring that children have equal access to the curriculum
P12 ensure children take part effectively and confidently in learning activities
Contribute to the monitoring and assessment of children's progress
P13 support the work of teachers in evaluating children's progress through various assessment activities
P14 monitor children's responses to learning and their participation and progress
P15 provide feedback to teachers and constructive support to children as they learn
P16 report and record assessment information according to the procedures of the setting
P17 use the monitoring and assessment of children's progress to inform your own learning needs and your effectiveness in supporting children
Knowledge and Understanding
You need to know and understand:
K1 the curriculum frameworks used within your home country and where your own work fits into the various curriculum structures
K2 the pattern of children's learning and intellectual development in the early years or foundation stage
K3 how children's learning is affected by their stage of development
K4 that children learn in different ways and have individual learning styles and preferences
K5 the rights of all children for participation and equality of access and how this affects the support you provide
K6 specific issues for children's development and learning in multilingual or bilingual settings or where children are learning through an additional or second language
K7 how to support children's learning using a variety of approaches based on your knowledge of how children learn
K8 the role of specialist curriculum knowledge and how you can use such knowledge for the benefit of children
K9 differentiation of the curriculum, what this means and why it is necessary
K10 how you can modify and adapt teaching and learning activities to meet the individual needs of different children, including different ages, gender, cultures and ethnicities, needs, abilities and learning styles
K11 how to plan and prepare a stimulating, interesting and purposeful learning environment for children
K12 methods of supporting positive behaviour
K13 data protection and confidentiality and security of information relevant to your work
Scope/range
Scope Performance
Scope Knowledge
Values
Behaviours
Skills
Glossary
Equality of access
ensuring that discriminatory barriers to access are removed and allowing for children's individual needs
Ethnicities
refers to a person's identification with a group that shares some or all of the same culture, lifestyle, language, skin colour, religious beliefs and practices, nationality, geographical region and history. Everyone has an ethnicity
Inclusion
a process of identifying, understanding and breaking down barriers to participation and belonging
Learning activities
activities that form part of the teacher's curriculum plans
Learning resources
materials, equipment (including ICT), software, books and other written materials (e.g. handouts, worksheets), DVDs, etc. that are required to support teaching and learning
Learning styles
styles people prefer to use when learning and that help them to learn best, such as a focus on seeing, hearing or doing
Positive behaviour
behaviour that is welcomed and supports and affirms children
Links To Other NOS
TDASTL1 Provide support for learning activities
TDASTL2 Support children's development
TDASTL10 Support children's play and learning
TDASTL18 Support pupils' learning activities
TDASTL24 Contribute to the planning and evaluation of teaching and learning activities
TDASTL28 Support teaching and learning in a curriculum area
Origin of this unit
This unit is derived from CCLD 406 Develop and support children’s early learning in partnership with teachers, from the National Occupational Standards for Children’s Care, Learning and Development. However, this unit has been developed for those who support rather than deliver teaching and learning and is not directly transferable.