Learning Partnerships, Unit Catalogue 2008/09 |
AS20068 Curriculum science - 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: * Understand and apply the theory of how early scientific knowledge, understanding and skills develop. * Appreciate the nature and role of science, its place within the curriculum and the importance of scientific language in developing children's scientific knowledge, understanding and skills. * Apply the principles of Health and Safety for any scientific work undertaken by self and the children. * Identify the National requirements, programmes, strategies and expected learning outcomes for children's scientific development. * Appraise own role, knowledge and skills in supporting the development of children's scientific knowledge. 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 scientific knowledge and skills * Plan science sessions. * Support children's progress and development in science Content: 1. Significant and emerging theories and principles of: a) how early scientific 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 scientific knowledge, understanding and skills c) the principle of inclusive education d) the assessment of children's scientific knowledge, understanding and skills e) the nature and role of science, its place within the curriculum and the importance of scientific language in developing children's scientific knowledge, understanding and skills f) legislation and regulations about equal opportunities and anti-discrimination. 2. Methods, techniques and processes relating to: a) supporting children's development of scientific knowledge, understanding and skills, including: * ensuring progression * selecting and using appropriate scientific materials and equipment * using ICT and other technology, where appropriate, to support the children's learning in science * helping children under five to: i. recognise the features of living things, objects, materials and events in the natural and made world ii. gain information about why things happen and how things work iii. talk and think critically and creatively about their observations and beginning to record them with adult support, where necessary * teaching experimental and investigative science * teaching life processes and living things * teaching materials and their properties * teaching physical processes b) health and safety issues and requirements for any scientific work undertaken with and by children c) how young children's scientific knowledge, understanding and skills can be developed through play d) assessment and assessment systems for science e) working and interacting with children, parents, other adults and professionals to improve children's scientific knowledge, understanding and skills f) differentiation in science g) the implementation of legislation and regulations about equal opportunities and anti-discrimination h) the evaluation of the effects of self on practice and the children i) record keeping and reporting procedures for science. 3. Information and facts about: a) national requirements, programmes, strategies and expected outcomes in science 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 science c) child welfare legislation, regulations, requirements and guidance regarding the teaching of science 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) the assessment of risk relating to the teaching of science g) data protection and confidentiality and security of information. |