F07B 04 (AHP24) Support pupils with cognition and learning difficulties
About this Unit
This Unit is about the support provided to pupils with cognition and learning difficulties to enable them to participate in learning activities and to develop effective learning strategies. This competence is for Teaching/Classroom Assistants who provide support for pupils who demonstrate features of moderate, severe or profound learning difficulties, specific learning difficulties, e.g. dyslexia or dyspraxia, or who present features associated with autistic spectrum disorder. Some pupils may have associated sensory, physical and/or behavioural difficulties which compound their special educational needs.
Scope
The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area.
Cognition and learning needs to which this standard applies:
· language, memory and reasoning skills
· sequencing and organisational skills
· understanding of number
· problem solving and concept development
· improving fine and gross motor competences
Information to which this standard applies:
· from the class teacher
· from a specialist teacher or the Special Educational Needs Co-ordinator within the school
· from written records/reports
· from outside specialists and agencies
Learning activities to which this standard applies:
· for individual pupils
· for small groups of pupils
· for the whole class
Learning strategies to which this standard applies:
· independent learning skills
· exercising choice
· decision making
· problem solving
· information processing
Problems to which this standard applies:
· related to learning resources
· related to the learning environment
· related to the pupil’s ability to learn
Teaching and learning materials to which this standard applies:
· books and other paper-based resources
· equipment and apparatus
· ICT software
· games and problem-solving tasks
Evidence Requirements for the Unit
It is essential that you adhere to the Evidence Requirements for this Unit.
Specific Evidence Requirements for this Unit /Simulation:
· Simulation is NOT permitted for any part of this unit.
The following forms of evidence are mandatory:
· Direct observation: Please note, in relation to competences AHP23, assessment must be carried out in full by an appropriately experienced and qualified assessor (as defined in the assessment strategy).
· Your assessor must observe you in real work activities, which provides evidence for a significant number of the performance criteria for this unit. You should be observed supporting pupils with cognitive and learning difficulties
· Reflective accounts/professional discussion: These will be descriptions of your practice. You should be able to give examples of the processes undertaken, these account need to reflect what you did , how you did it, what went well, what did not go so well and what you would change in future. These also need to show how you related to individuals
Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following:
· Questioning: may be used to provide evidence of knowledge, legislation, policies and procedures, which cannot be fully evidenced through direct observation or reflective accounts. In addition the assessor/expert witness may also ask questions to clarify aspects of your practice.
· Witness testimony: can be a confirmation or authentication of the activities described in your evidence, which your assessor has not seen. This could be provided by a teacher.
· Work Products: These can be any records that you would usually use within your work role e.g. individual care plans. NB Confidential records are not required to be in your portfolio, they can remain where they are normally stored and checked by your assessors and verifier. If they are included they must be made anonymous
· APL/Assignment/Project: you may have already completed a project or assignment from Vocationally Related Qualification; you may also have evidence form other training e.g. teaching assistant, recording and reporting, communication.General guidance
· Prior to commencing this Unit you should agree and complete an assessment plan with your assessor which details the assessment methods you will be using, and the tasks you will be undertaking to demonstrate your competence.
· Evidence must be provided for ALL of the performance criteria ALL of the knowledge and the parts of the scope that are relevant to your job role.
· The evidence must reflect the policies and procedures of your workplace and be linked to current legislation, values and the principles of best practice within Health Settings. This will include the National Service Standards and/or KSF for your areas of work and the individuals you care for.
· All evidence must relate to your own work practice.
Knowledge specification for this unit
Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this Unit.
When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role.
You need to provide evidence for ALL knowledge points listed below. There are a variety of ways this can be achieved so it is essential that you read the ‘knowledge evidence’ section of the Assessment Guidance.
You need to show that you know, understand and can apply in practice: / Enter Evidence Numbers /Legislation, policy and good practice
1. A working knowledge of the school’s policy on inclusive education and how this relates to national and local policies for inclusion
2. A working knowledge of relevant school curriculum policies and how these relate to national and local curriculum frameworks and policies
Care and support of the individual
3. A working knowledge of the cognition and learning difficulties of the pupils with whom you work and the implications of these for supporting different types of learning activities
4. A working knowledge of the significant differences between global learning difficulties which can affect all aspects of a pupil’s learning, and specific learning difficulties, e.g. dyslexia, dyspraxia, specific language impairment, which can exist as an anomaly in the overall pattern of a pupil’s abilities
5. A working knowledge of any Individual Education Plans and/or Behaviour Support Plans for the pupils with whom you work.
6. A working knowledge of the impact of any medication used by pupils with whom you work on their cognitive and physical abilities, behaviour and emotional state
7. A working knowledge of the range of cognitive skills necessary for effective learning and the effects of single or multiple disabilities on functions such as perception, memory and information processing
Materials and equipment
8. A working knowledge of the curriculum plans and learning programmes developed by the teacher
Procedures and techniques
9. A working knowledge of the importance of active learning for pupils with cognition and learning difficulties and how to promote this
10. A working knowledge of how to adapt or modify planned activities for pupils who are making extremely slow progress
11. A working knowledge of the sorts of problems that might occur when supporting pupils with cognition and learning difficulties and how to deal with these.
12. A working knowledge of the cognition and learning difficulties of the pupils with whom you work and how to adapt and modify teaching and pupil materials so that they are given every opportunity to understand concepts and ideas
13. A working knowledge of how cognitive difficulties impact upon the development of language and communication, and vice versa, and how this affects learning.
Performance criteria /
DO / RA / EW / Q / P / WT /
1. obtain accurate and up-to-date information about the pupil’s cognition and learning needs /
2. obtain detailed information from the teacher about the planned learning activities /
3. obtain and use equipment and materials as appropriate to the learning objectives and the pupil’s cognition and learning needs /
4. provide levels of individual attention, reassurance and help with learning tasks as appropriate to the pupil’s cognition and learning needs /
5. provide support as needed to enable pupils to follow instructions /
6. use praise, commentary and assistance to encourage pupils to stay on task /
7. monitor the pupils’ response to the learning activities and, where necessary, modify or adapt the activities as agreed with the teacher to achieve incremental and lateral progression towards the intended learning outcomes /
8. promptly report any problems in supporting pupils during learning activities to the teacher /
9. provide relevant information to the teacher about the learning achievements of pupils with cognition and learning difficulties /
10. agree with the teacher the strategies to use to help pupils with cognition and learning difficulties to develop effective learning strategies /
11. sequence and structure learning experiences and the learning environment, as directed by the teacher, so pupils develop organisational, information processing and problem solving skills /
12. use specific visual, auditory and tactile methods to help pupils understand the functional use of objects and gain information about the environment /
DO = Direct Observation RA = Reflective Account Q = Questions
EW = Expert Witness P = Product (Work) WT = Witness Testimony
Performance criteria /DO / RA / EW / Q / P / WT /
13. adapt and modify teaching and learning materials, as directed by the teacher, to suit the pupil’s maturity levels and learning needs
14. provide information, advice and opportunities for pupils to choose and make decisions about their own learning
15. give positive encouragement, feedback and praise to reinforce and sustain pupils’ interest and efforts in learning activities
16. provide an appropriate level of assistance to enable pupils to experience a sense of achievement, maintain self-esteem and self-confidence and encourage self help skills
17. use appropriate strategies for challenging and motivating pupils to develop effective learning strategies
18. encourage pupils to take responsibility for their own learning
19. help pupils to review their learning strategies and achievements and plan for future learning
DO = Direct Observation RA = Reflective Account Q = Questions
EW = Expert Witness P = Product (Work) WT = Witness Testimony
To be completed by the CandidateI SUBMIT THIS AS A COMPLETE UNIT
Candidate’s name: ……………………………………………
Candidate’s signature: ………………………………………..
Date: …………………………………………………………..
To be completed by the Assessor
It is a shared responsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the assessor to ensure the accuracy/validity of each evidence claim and make the final decision.
I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT.
Assessor’s name: …………………………………………….
Assessor’s signature: ………………………………………....
Date: …………………………………………………………..
Assessor/Internal Verifier Feedback
To be completed by the Internal Verifier if applicable
This section only needs to be completed if the Unit is sampled by the Internal Verifier
Internal Verifier’s name: ……………………………………………
Internal Verifier’s signature: ………………………………………..
Date: ……………………………………..…………………………..
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