Provide literacy and numeracy support to enable
Overview
Who is this for?
This unit is for those who provide literacy and numeracy support to help pupils access the wider curriculum. It is suitable for those who support individual or groups of pupils across the curriculum and those who provide support within a single curriculum area such as science.
What is this unit about?
This unit is about the support given to pupils to help them cope with the literacy and numeracy demands of learning activities designed to develop subject knowledge and skills.
This unit contains two elements:
1. Provide literacy support to help pupils to access the wider curriculum
2. Provide numeracy support to help pupils to access the wider curriculum
Performance criteria
You must be able to:
Provide literacy support to help pupils to access the wider curriculum
P1 obtain accurate and up-to-date information about the pupil's need for literacy support to promote access to the curriculum
P2 clarify and confirm with the teacher your understanding of: P2.1 the learning activities you will be supporting
P2.2 the teaching and learning objectives of the activities P2.3 the literacy demands of the learning activities
P3 use appropriate strategies to provide the agreed literacy support during the learning activities
P4 make effective use of opportunities provided by the learning activities to support development of the pupil's literacy and language skills
P5 monitor the pupil's progress in developing literacy skills and, if relevant, modify the type and level of literacy support provided
P6 promptly inform the teacher when the pupil is experiencing learning difficulties for which you have no specified responsibility and/or training to deal with
P7 use praise and assistance appropriately to maintain the pupil's interest in the learning activities
P8 deal with the challenges of the literacy demands of learning activities in ways that maintain the pupil's confidence and self-esteem
P9 take appropriate action to resolve any problems in supporting pupils during learning activities
P10 provide feedback to relevant people on the pupil's participation and progress in the learning activities
Provide numeracy support to help pupils to access the wider curriculum
P11 obtain accurate and up-to-date information about the pupil's need for numeracy support to promote access to the curriculum
P12 clarify and confirm with the teacher your understanding of: P12.1 the learning activities you will be supporting
P12.2 the teaching and learning objectives of the activities P12.3 the mathematical demands of the learning activities
P13 use appropriate strategies to provide the agreed numeracy support during the learning activities
P14 make effective use of opportunities provided by the learning activities to support development of the pupil's mathematical knowledge, understanding and skills
P15 monitor the pupil's progress in developing mathematical skills and, if relevant, modify the type and level of numeracy support provided
P16 promptly inform the teacher when the pupil is experiencing learning
difficulties for which you have no specified responsibility and/or training to deal with
P17 use praise and assistance appropriately to maintain the pupil's interest in the learning activities
P18 deal with the challenges of the mathematical demands of learning activities in ways that maintain the pupil's confidence and self-esteem
P19 take appropriate action to resolve any problems in supporting pupils during learning activities
P20 provide feedback to relevant people on the pupil's participation and progress in different curriculum areas
Knowledge and Understanding
You need to know and understand:
K1 the school's policy and procedures for supporting pupils with literacy- and/or numeracy-related learning needs
K2 how to obtain and interpret information about pupils' literacy and numeracy skills, individual learning targets and specific support needs
K3 any individual education plans for pupils with whom you work
K4 the relevant school curriculum and age-related expectations of pupils in the subject/curriculum area and age range of the pupils with whom you are working
K5 the curriculum plans and learning programmes developed by the teacher K6 the teaching and learning objectives of the learning activities you are
supporting
K7 how to identify the literacy demands of learning activities in the subject/curriculum area(s) for which you provide literacy support
K8 how to identify the numeracy demands of learning activities in the subject/curriculum area(s) for which you provide numeracy support
K9 the strategies suitable for helping pupils with literacy support needs to access the wider curriculum
K10 the strategies suitable for helping pupils with numeracy support needs to access the wider curriculum
K11 the interactive use of speaking/talking, listening, reading and writing to promote literacy development in pupils
K12 the sorts of resources that can be used to help pupils cope with the mathematical demands of the wider curriculum, and how to obtain and use these
K13 how to use praise and constructive feedback to promote pupils' learning K14 the sorts of problems that might occur when supporting learning activities
and how to deal with these
K15 the importance of working within the boundaries of your role and competence and when you should refer to others
K16 the school procedures for recording and sharing information
Scope/range
Scope Performance
Scope Knowledge
Values
Behaviours
Skills
Glossary
Information
information about a pupil's current skills and abilities may be obtained from:
1. the class or subject teacher
2. coordinator or subject specialist for English, mathematics and/or special educational needs or additional support needs
3. written records/reports
4. observation of the pupil
Literacy
literacy unites the important skills of reading, writing, speaking/talking and listening
Literacy support
the support you provide to pupils to meet the literacy demands of the curriculum, for example:
1. helping pupils to interpret and follow oral and written instructions
2. prompting shy or reticent pupils to contribute to conversations and discussions and to respond to questions
3. helping pupils to select and use appropriate resources, e.g. personal dictionaries
4. adapting or differentiating learning materials
5. explaining words and phrases used by the teacher
6. use of targeted prompts and feedback to support the pupil's use of relevant subject-specific language and vocabulary
7. acting as a scribe while the teacher is talking with the class
8. preparing pupils for lessons by, for example, reading the relevant chapter of a book in advance with them
9. encouraging pupils to engage in talk, discussion and oral rehearsal before completing reading and writing tasks
10. specific reading or writing support, e.g. amanuensis, reader
Numeracy
a proficiency which involves confidence and competence with numbers and measures. It requires an understanding of the number system, a repertoire of computational skills and an inclination and ability to solve number problems in a variety of contexts. Numeracy also demands practical understanding of the ways in which information is gathered by counting and measuring, and is presented in graphs, diagrams and tables
Numeracy support
the support you provide to pupils to meet the numeracy demands of the curriculum, for example:
1. clarifying the learning task and helping pupils understand the mathematical aspect or content of the task
2. helping pupils to draw on their previous mathematical learning and experiences to encourage their active involvement in the learning activity
3. explaining words and phrases used by the teacher
4. helping pupils to select and use appropriate mathematical resources,
e.g. individual number lines, measuring instruments, mathematical equipment
5. adapting or differentiating learning materials
6. use of targeted prompts and feedback to support the pupil's use of relevant mathematical knowledge and skills
7. explaining and reinforcing the relevant mathematical language, vocabulary and concepts
Problems
the barriers and hindrances to providing support for pupils during learning activities. Problems may relate to:
1. learning resources, e.g. quantity, quality, suitability or availability
2. the learning environment, e.g. space, comfort, noise level, disruptions
3. the pupils' ability to learn, e.g. attitude to learning, behaviour, self- esteem, concentration
Relevant people
people with a need and right to have information about pupils' participation and progress. This will include the class and/or subject teacher but may also include others such as school leaders, other classroom support staff working with the pupils, special needs coordinator, language coordinator, mathematics coordinator, or other professionals, e.g. speech and language therapist, peripatetic support staff. Information sharing must always adhere to the school's confidentiality policy and child protection procedures
Links To Other NOS
TDASTL1 Provide support for learning activities TDASTL6 Support literacy and numeracy activities
TDASTL11 Contribute to supporting bilingual/multilingual pupils TDASTL18 Support pupils' learning activities
TDASTL25 Support literacy development TDASTL26 Support numeracy development TDASTL35 Support bilingual/multilingual pupils
TDASTL36 Provide bilingual/multilingual support for teaching and learning