1. Support learning activities

2. The planning cycle
Plan
Teach
Observe
Assess
Record
Evaluate

3. Working with the teacher
If you attend planning meetings, you will have an opportunity to understand:
the reasons behind each lesson
the learning objectives of the lesson
what the teacher expects you to do
how to support pupils during activities that you have not done before.

4. Planning
The teacher may require you to plan an activity to implement with the pupils.
Think about:
objectives of the lesson
time constraints
resources
behavioural issues or SEN.
Discuss your plan with the teacher if possible.

5. Preparation
Before the start of each lesson, make sure you know:
the learning objectives for the lesson
your role within the lesson – will you be working with a group, are you to question the pupils, explain the work, or monitor progress and responses?
what the teacher expects the pupils to have produced or completed by the end of the lesson.

6. Resources
Good resources should:
match the requirements of the learning objectives
help pupils to increase their knowledge, skills and understanding
be easily accessible.
Make sure you know where resources are kept across the school.
Prepare all necessary resources well in advance.

7. Guidance
Get to know the pupils you are working with.
Make sure you understand the task and the teacher’s expectations.
Prepare ‘key questions’ to ask pupils during the activity.
Show the children that you are genuinely interested in their work.

8. Inclusivity
You can include all pupils by:
using individual whiteboards, flashcards or other personalised resources
allowing them time to think individually
using differentiated questions
ensuring children put their hands up (or use another signal to show that they are ready to answer)
incorporating a range of topics to motivate children with different interests.

9. Challenge and extension work
You can challenge pupils by:
encouraging them to solve problems independently
setting individual research projects or investigations
asking them to evaluate their own work
tailoring questions to suit different abilities.

10. Over to you!
Choose a task or activity you will be using in the classroom.
How can you support less able pupils?
What extension activities can you offer to stretch more able pupils?