Observe and promote pupil performance and development
Overview
Who is this unit for?
This unit is for those who contribute to promoting pupil performance and
development under the direction of a teacher.
What is this unit about?
This unit is about carrying out, and reporting on, systematic observations of pupils to gather evidence of their knowledge, understanding and skills, and working with the teacher to plan and improve the support you provide to promote pupil performance and development.
This unit contains two elements:
1. Observe and report on pupil performance and development
2. Promote pupil performance and development
Performance criteria
You must be able to:
Observe and report on pupil performance and development
P1 clarify and confirm with the teacher:
P1.1 the reasons and objectives for observing pupils' performance and development
P1.2 which pupils are to be observed
P1.3 appropriate observation techniques and types of recording format
P2 discuss the observation with the pupils to be observed and respond appropriately to their views, according to their age, needs and abilities
P3 minimise distractions and observe pupils without intruding or causing unnecessary stress
P4 use appropriate techniques to observe pupils, covering all required aspects of their performance and development
P5 use facilitative techniques that are consistent with the objectives of the observations
P6 promptly, accurately and legibly complete recordings from observations in the required
P7 present the results of your observations to the teacher to assist the evaluation of evidence relating to the pupils' stage of development
P8 maintain confidentiality according to the school's procedures
Promote pupil performance and development
P9 reflect upon your observations of pupil performance and development and identify implications for your own practice
P10 discuss and agree your observations and conclusions with the teacher
P11 contribute to planning for individual pupils based on your observations and reflection
P12 implement plans flexibly and evaluate their effectiveness in promoting pupil performance and development
P13 work with the teacher, and pupils where appropriate, to evaluate the implementation of plans
P14 regularly review your own practice in terms of positive developmental outcomes for pupils
Knowledge and Understanding
You need to know and understand:
K1 the protocols to be observed when observing pupils
K2 the importance of involving pupils as partners in observation and assessment
K3 potential sources of distractions and disruptions during observations of pupils and how to minimise these
K4 techniques of observation that are appropriate for different purposes
K5 your school's processes and procedures for observing and recording pupil performance and development
K6 when and how these processes link to external requirements or `baselines', or curriculum frameworks followed in your home country
K7 possible cultural, social and gender based influences on pupils' responses to being observed
K8 the concepts of reliability, validity and subjectivity of observations
K9 how to summarise and present information from observations of pupil performance and development
K10 the importance of confidentiality when dealing with information about individual pupils and the school policies and procedures for ensuring confidentiality of information
K11 how reflection on the outcomes of pupil observations can be used to inform your own practice
K12 the influences on how children/young people develop and what these might mean in the context of the pupils you are working with
K13 the importance of recognising that children/young people's development is holistic, even though for convenience it is divided into different interconnected areas, and how this affects practice
K14 that children and young people develop at widely different rates, but in broadly the same sequence
K15 children and young people's expected patterns of development from 3 to 16 including:
K15.1 physical development
K15.2 communication, intellectual development and learning
K15.3 social, emotional and behavioural development
K16 how to promote the development of children/young people in the age range of the pupils with whom you work
Scope/range
Scope Performance
Scope Knowledge
Values
Behaviours
Skills
Glossary
Development
this covers the physical, intellectual, linguistic, social and emotional growth and development of children and young people
Facilitative techniques
the methods used to encourage pupils to participate fully in tasks and activities designed to elicit the appropriate behaviours, eg. prompting, questioning, suggesting activities
Formats
the way in which the results of observations are recorded and presented. The format used might be designed to provide one-off information specific to the particular observation objectives or might be part of an ongoing system specified by the teacher, or school policy and procedures for monitoring pupil performance. The formats used could include:
1. free description of pupil performance
2. structured description of pupil performance against agreed headings or in response to predetermined questions
3. a checklist of expected behaviours
4. specific forms/records specified by the teacher and/or school policy and procedures
Influences on development
examples might be:
1. health status: physical and mental health
2. genetic inheritance
3. gender
4. social, cultural, environmental, financial and family background and circumstances
5. disability and sensory impairments
6. play opportunities and environment
7. discrimination
Observations
systematically watching pupils engaged on tasks and activities designed to elicit specific behaviours. Observations may be carried out on:
1. individual pupils working on their own
2. individual pupils working as part of a group
3. groups of pupils working together
Performance
the pupils' skills and behaviours to be observed, for example:
1. social and emotional skills, e.g. how they relate and respond to others
2. language and communication skills, e.g. how they use and understand language structures and vocabulary
3. intellectual and cognitive skills, e.g. how they interpret and apply concepts and knowledge
4. physical abilities and skills, e.g. how well they can manipulate objects
Links To Other NOS
TDASTL2 Support children's development
TDASTL9 Observe and report on pupil performance
TDASTL24 Contribute to the planning and evaluation of teaching and learning activities
TDASTL27 Support implementation of the early years curriculum
Origin of this unit
This unit is derived in part from CCLD 303 Promote children’s development, but has been developed for those who work in a classroom support role in schools and is not directly transferable.