Learning Partnerships, Unit Catalogue 2008/09 |
AS20066 Curriculum maths - teaching assistant route |
| Credits: 5 |
| Level: Intermediate |
| Semester: 1 at Wiltshire College |
| Assessment: EX 100% |
| Requisites: |
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Learning Outcomes: On completion of this unit the learner will be able to: * Identify and apply significant theories of how children learn mathematics. * Understand and outline the nature and role of mathematics, its place within the curriculum and the importance of mathematical language in developing children's mathematical knowledge, understanding and skills. * Implement appropriate recording techniques and reporting children's mathematical achievements. * Understand the impact of own role in supporting and encouraging the development of mathematical skills and knowledge in children. Skills: Use and develop their own mathematical and scientific skills and capabilities to ensure the efficient and effective delivery of mathematical and scientific skills to children, as required by the specific curriculum regulations for the age group involved. The professional practice for this unit is that the learner must demonstrate whilst working as a Senior Practitioner that they can: * Apply own mathematical skills * Plan mathematical sessions. * Support children's progress and development in mathematics Content: 1. Significant and emerging theories and principles of: a) how early mathematical knowledge, understanding and skills develop and how and why such development can be positively and negatively affected by children's physical, intellectual, emotional and social development b) how young children learn mathematics c) the assessment of children's mathematical knowledge, understanding and skills d) the nature and role of mathematics, its place within the curriculum and the importance of mathematical language in developing children's mathematical knowledge, understanding and skills e) the principles of inclusive education f) legislation and regulations about equal opportunities and anti-discrimination. 2. Methods, techniques and processes relating to: a) supporting children's mathematical development including in their: * early mathematical skills * mental calculation * part written and written calculations * numerical problem solving * shape, space and measures * data handling b) how young children's mathematical knowledge, understanding and skills can be developed through play c) assessment and assessment systems for mathematics d) working and interacting with children, parents, other adults and professionals to improve children's mathematical knowledge, understanding and skills e) differentiation in mathematics f) the implementation of legislation and regulations about equal opportunities and anti-discrimination g) the evaluation of the effects of self on practice and the children h) record keeping and reporting procedures for mathematics. 3. Information and facts about: a) national requirements, programmes, strategies and expected outcomes in mathematics for children within the learner's area of responsibility b) how ICT can support the teacher/Early Years worker and children to enhance their learning of mathematics c) child welfare legislation, regulations, requirements and guidance regarding the teaching of mathematics d) the potential effect of the learner's own attitudes, values, behaviour on work with children, parents, colleagues within the organisation and those with whom they need to work from outside the organisation e) the legislation, regulations and guidance about equal opportunities and anti-discrimination f) data protection and confidentiality and security of information. |