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Support staff and children

In 2003-2009, the Deployment and Impact of Support Staff (DISS) project conducted the largest research study of the impact TAs and support staff have within [UK] schools, and in this …

Expert view: Language development

In this video, Helen meets with Professor Rhona Stainthorp, from the Institute of Education at the University of Reading, where she discusses the important aspects of language in the early …

Understanding the Haydn scale

In the previous Step you were introduced to an illustrative example of the Haydn scale in action. To ensure learning happens, staff need to have control of both the individuals …

Primary and secondary behaviour

As mentioned in Step 3.11, ensuring a good working atmosphere in the learning situation is a complicated task, and can test even the most experienced staff. However, it can also …

Situation: The cupboards

In this Step you’re introduced to a real case scenario that Helen witnessed in a secondary school, and you may have witnessed a similar scene yourself. Take a moment to …

Haydn scale

Note: The audio in this video is purposefully distorted. In this video you’re introduced to the Haydn Scale – a tool that’s used by teaching staff to help them identify, …

Case study: Learning outdoors

In this Step you’re introduced to a real life example Helen observed. Read through her notes taken from her observation about two year 11 pupils, both aged 15 years: “Two …

Grouping

In Step 3.2 you explored how space is organised and managed in classrooms. In this Step, we’ve invited Dr Fiona Curtis, a Lecturer at the Institute of Education, who you …

Teacher’s view: Teaching in reality

In our third round table discussion, hear from our teaching experts Helen, Janine and Luke discussing their views on the learning environment in school and what works for them. While …

Maslow’s hierarchy of needs

In the previous Step you reflected on your own expectations of learners, but what is expected of us as learning support staff? For a pupil to be successful in school …

Motor development

Motor skills are the mechanics of motor development and are about the body’s ability to control body movements. A good grasp of control of your motor skills is needed in …

Your expectations of learners

In Step 2.6 you’ve experimented with what initially seemed like a simple task which may have proved to be trickier than expected, and you heard from your fellow learners about …

Through their eyes

Classrooms are busy places, and everyone has their own perspective of everything that happens in the class. Each person’s view of the world is different and contains both a physical …

Growth, development and maturity

In order for pupils to learn, they need to have a foundation of skills that not only obtains information, but helps them understand what to do with the information. There …