Haven't been here for a while but yesterady my assessor emailed me back and said i have to answer all the optional unit questions again. In our nvq the questions are the knowledge base.

I need some to help me answer these so if i put them up and if anyone has any ideas please help asap as i feel like im banging my head against a brick wall.

2-5.1: Help pupils with activities that develop literacy skills

1. the schools policy for english (and welsh where applicable) and how this relates to national and local curriculum policies and frameworks for English (and welsh where applicable).

2. How pupils develop reading, writing, speaking and listening skill, and the factors that promote and hinder effective learning.

3. The literacy skills expected of the pupils with whom you work.

4. The nature of any special educational needs of pupils with whom you work and the implictions of these for helping them to develop reading, writing, speaking and listening skills.

5. The strategies used at your school for supporting literacy development.

6. The interactive use of listening, speaking, reading and writing to promote literacy development in pupils.

7. How to use praise and assisstance to maintain the pupils' interest in and enthsiasm for understanding and using the full range of literacy skills.

8. How to encourage and aupport pupils with English and an additional language or, where relevent, Welsh as a second language, to participate in learning activities to develop literacy skills.

2-5.2: Help pupils with activities which develop numeracy skills

1. The schools policy for mathematics and how this relates to national and local and policies and frameworks for mathematics.

2. How pupils develop mathematical skills and the factors that promote and hinder effective learning.

3. The mathematical knowledge and skills expected of the pupils with whom you work.

4. The nature of any special educational needs of pupils with whom you work and the implications of these for helping them to develop mathematical knowledge, understanding and skills

5. The strategies used at your school for supporting development of mathematical knowledge, understanding and skills.

6. The sorts of resources used used to help pupils' to develop knowledge, understanding and skills in mathematics.

7. How to use praise and assisstance to maintain the pupils interrest in and enthusiasm for understanding and using mathematics.

i also have to answer the knowledge base again for the behaviour unit (3-1) and ICT Unit (3-17) but it will be best to post them seperately.

Thanx for any help

Gem

Here is the next unit

3-1.1 Promote School Policies With Regard To Pupil Behaviour

1. The schools behaviour policy and how this relates to local and national policies and guidelines for behaviour management in schools.

2. The range of school policies and procedures which impact on behaviour management e.g. equal opportunities, child protection, bullying.

3. The roles and responsibilities of yourself and others within the school setting for managing pupil behaviour.

4. The importance of modeling the behaviuor you want to see and how to do this.

5. The importance of recognising and rewarding positive behaviour and how to do this.

6. The stages of social, emotional and physsical development of the pupils with whom you work and the implications of these for pupil behaviour.

7. The range and implications of factors that impact on behaviour of all pupils, e.g. age, gender, culture, care history, self-esteem.

8. Sterotypical assumptions bout pupils behaviour relative to gender, cultural, background and disability, and how these can limit pupils' development.

9. The sorts of behaviour patterns that might indicate problems such as child abuse, substance abuse, or bullying and who yoyu should report these to

10. Procedures for managinig pupil's negative behaviour.


3-1.2: Support The Implementation Of Srategies To Manage Pupil Behaviour

1. The schools policy for behaviour management and child protection and how these relate to local and national policies and guidelines for behaviour management and child protection in schools.

2. The implications of the Children Act and child protection for thr selection and use of behaviour management strategies.

3. The roles and responsibilities of yourself adn others within the school setting for maaging pupil behaviour.

4. The perfomance indicators included within any Behaviuor Support Plans for pupils with whom you work and the implications of these for how you work with the pupil(s) cocerned.

5. The rewards and sanctions that you are free to use an those for which you would have to negotiate with, or leave to the teacher, to apply.

6. School and class rules for behaviour in the classroom, playground and other areas within and around the school.

7. The importance of recognising and rewarding positive behaviour and the strategies to use to achieve this.

8. The strategies available to you for magaing pupils' negative or inappropriate behaviour.

9. The sorts of situations which could present a risk to your or others' safety and strategies for diverting or difusing potential flash points.

10. When to report behaviour or disipline problems to the teacher and the procedures for doing this.

11 The specialist advice on behavour management which is available within thre school and how to access this if needed.

Here is the last unit

3-17.1: Prepare ICT Equipment For Use In The Classroom

1. The sorts of ICT equipment available within the school and where it is kept.

2. School procedures for booking or allocation ICT equipment for use in the classroom.

3. The location and use of accessories, consumables and instructions/ information texts.

4. Who to report equipment faults and problems to and the procedures for doing this.


3-17.2: Support Classroom Use Of ICT Equipment

1. Operating requirements and rountines.

2. Relevent legislation, regulations and guidance in relation to the use of ICT e.g. copyright, data protection, software licensing, child protection.

3. The school policy for use of ICT in the classroom including virus controls and access to the internet.

4. Effective communication of instructions and guidance.

5. How to use the software and learning programmes used by the pupils you are working with.

6. How to select and usee learning packages to match the age and development levels of the pupils with whom you work.

7. The range of ITC skills needed by pupils and what can be expected from the age group with which you work.

8. How to support the development of ICT skills in pupils.

9. How to promote independance in the use of ICT equipment by pupils.

10. Risks associated with eqiupmnt and how to minimise them.

11. Who to report equipment faults and problems to and the procedures for doing this.

12. The location and use of accessories and consumables.

13. School requirements and procedures for storage and security of ITC equipment.

Thats everything i have to do so if anyone has any ideas or anything that could help me out that would be great.

Gem

Your asking for loads of information here. The best advice i can give is to get hold of the school policies you need and if you havn't got the teaching assistant's handbook level 3 get it, i would not have been able to do my level 3 without it. I know you are doing level 2 but the book states that it is a useful resourse for level 2. You will find all the information you need in there but also just write about your experiences in school, they just want to know that you have an understanding of the question, you do it all everyday anyway! Good luck and keep at it. You can get the book from amazon.

I think you need to be more specific in what you want us to try to help with. There is too much here to even begin to offer help except what niki has already suggested.

Did your assessor say why you had to redo the units? You must have done some of it right!

If not email back and ask for advice.

Good luck

Was it all those units that were sent back Angel? Would you be able to give an example of an answer you gave, that your assessor wouldn't accept? Like holly and niki have said there is too much here to help with initially, it's practically a whole module. Definately get the Louise Burnham handbook, it wil be your NVQ bible and contact your tuor for some 1-1 to identify what it is you are unclear on. Also, do you have a mentor at school that could help?
NVQ does take over your life for a while, but stick with it, there is a life after!

Excuse me but who's NVQ is this...

How about breaking it down and concentrating on 1 section at a time.

The Louise Burnham book was my bible. and i used alot of examples from my own work at school. gaining confidence as i went along.

The whole NVQ process is tiresome and seemingly never ending. i know i found it to be so - but i also felt immensely proud when i finished...as you will too.

You can do this... you can,. Trust your ability, trust yourself that you do have this knowledge.

I think we all doubt ourselves sometimes.

Go back to your assessor and establish which parts need further work on them. and break them down into manageable parts. seeing it like this and i too would feel totally overwhelmed.

I'm here to support and encourage...and i wish you well.

Catbells x

I've managed to finish and send back to her 3-1 & 3-17, just finishing off 2-5 before that can go bacck to her. Found out aswell that she has started sorting out my folder and she's very impressed with everything, so so far so good.

Thanx again for all the help

Gem

Well done, it will worth it in the end, i remember thinking the end would never come but it did and it is like a weight being lifted off your shoulders when you complete.

Just a case now of waiting to hear back from her about it all.

Already missing it being part of my daily routine - sad i know!

Thanx again for everyons help- means a lot.

Gem
xxx