Thank you Blueliz for this link!
Paper craft
Brilliant site for making alsorts of 3d crafts
Monday, 25 February 2008
Sunday, 24 February 2008
Time Fillers
What to do in those spare few minutes with a whole class...
A TA might just have to look after a class for a few minutes if the teacher is called away. What can you do with them
Click here for more ideas
Click here
Click here
Circle time activities are good too. One I use is:-
Children sit in a circle and close their eyes. I gently touch a child's head and they have to go and hide. I ask all the children to open their eyes and guess who is missing.
Also chinese whispers is a very popular one.
A TA might just have to look after a class for a few minutes if the teacher is called away. What can you do with them
Click here for more ideas
Click here
Click here
Circle time activities are good too. One I use is:-
Children sit in a circle and close their eyes. I gently touch a child's head and they have to go and hide. I ask all the children to open their eyes and guess who is missing.
Also chinese whispers is a very popular one.
Typing game for 5-8 year olds
I thought this was so simple but so good. It would be ideal for very young children to learn where all the letters are on a keyboard.
Click here
Click here
Saturday, 23 February 2008
World Book Day
World book day is on 6th March this year.
The official site
I hope you are all getting your outfits out to dress up for the day
The official site
I hope you are all getting your outfits out to dress up for the day
Phonics glossary
Glossary of terms
The following terms and their definitions have been taken from Jim Rose's (2005) Independent Review of the Teaching of Early Reading - Interim Report.
blend (vb) — to draw individual sounds together to pronounce a word, e.g. s-n-a-p, blended together, reads snap
cluster — two (or three) letters making two (or three) sounds, e.g. the first three letters of 'straight' are a consonant cluster
(vowel) digraph — two letters making one sound, e.g. sh, ch, th, ph. Vowel digraphs comprise two vowels which, together, make one sound, e.g. ai, oo, ow
split digraph — two letters, split, making one sound, e.g. a-e as in make or i-e in site
grapheme — a letter or a group of letters representing one sound, e.g. sh, ch, igh, ough (as in 'though')
grapheme-phoneme correspondence (GPC) — the relationship between sounds and the letters which represent those sounds; also known as 'letter-sound correspondences'
mnemonic — a device for memorising and recalling something, such as a snake shaped like the letter 'S'
phoneme — the smallest single identifiable sound, e.g. the letters 'sh' represent just one sound, but 'sp' represents two (/s/ and /p/)
segment (vb) — to split up a word into its individual phonemes in order to spell it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/
VC, CVC, CCVC — the abbreviations for vowel-consonant, consonant-vowel-consonant, consonant-consonant-vowel-consonant, and are used to describe the order of letters in words, e.g. am, Sam, slam.
Another very useful glossary from the Jelly and Bean website
Jelly and Bean glossary
The following terms and their definitions have been taken from Jim Rose's (2005) Independent Review of the Teaching of Early Reading - Interim Report.
blend (vb) — to draw individual sounds together to pronounce a word, e.g. s-n-a-p, blended together, reads snap
cluster — two (or three) letters making two (or three) sounds, e.g. the first three letters of 'straight' are a consonant cluster
(vowel) digraph — two letters making one sound, e.g. sh, ch, th, ph. Vowel digraphs comprise two vowels which, together, make one sound, e.g. ai, oo, ow
split digraph — two letters, split, making one sound, e.g. a-e as in make or i-e in site
grapheme — a letter or a group of letters representing one sound, e.g. sh, ch, igh, ough (as in 'though')
grapheme-phoneme correspondence (GPC) — the relationship between sounds and the letters which represent those sounds; also known as 'letter-sound correspondences'
mnemonic — a device for memorising and recalling something, such as a snake shaped like the letter 'S'
phoneme — the smallest single identifiable sound, e.g. the letters 'sh' represent just one sound, but 'sp' represents two (/s/ and /p/)
segment (vb) — to split up a word into its individual phonemes in order to spell it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/
VC, CVC, CCVC — the abbreviations for vowel-consonant, consonant-vowel-consonant, consonant-consonant-vowel-consonant, and are used to describe the order of letters in words, e.g. am, Sam, slam.
Another very useful glossary from the Jelly and Bean website
Jelly and Bean glossary
Magic 'e' or split digraph
What is the best way to teach the split digraphs?
I personally like teaching them as split digraphs rather than magic e.
Here is a little drama I made up with inspiration from people from the HLTA forum
To teach the split digraph i_e
Once upon a time there was a letter and his name was 'i' [Child with a big laminated i on his chest] and he met up with a letter called 'e' (another child with an 'e') and they held hands and went for a walk. (Children go for a walk)
Now 'i' loved telling people his name (ask child his name) but 'e' wouldnt talk at all. (Ask child his name but child wont talk) He was soooo quiet. One day a little consonant came along and he was a very naughty consonant because he wouldnt say his name, (another child with 'p') he just kept making a sound p, p, p he wanted to join 'i' and his friend 'e' so he went up to them and held hands. So p and ie went for a walk...(ASK THE CHILDREN TO BLEND 'pie')
Suddenly another very very naughty consonant arrived and he wanted to join in. He wouldn't say his name either he just kept saying llllllll. (Another child with 'l' on his chest). Now 'l' wanted to go for a walk too but he didnt want to go at the end next to the 'e' who wouldnt talk so he went up to the 'ie' and he made them step apart ...he split them up and he squeezed inbetween them.
Now ask each child in turn their name....first one says 'p' second says 'I' third one says 'l' and last one wont talk. What is the word? PILE.
Now give children some more smaller cards to make some more split digraph words.mile, tile, mine, wine, etc Have plenty of words and plenty of letters to enable them to do this ( you could use magnetic letters)
Another one I did a few years ago for 'magic e' was to make a magic e wizzard/witch hat with a wand and a big e stuck on the end. I had lots of cvc words that would convert to the long vowel sound. I made some little laminated frogs and stars and children won the stars if they were right and managed to read the cvc and then the word with the 'e' on the end and they got turned into a frog if they read it wrong. They all loved this!
How about this? A bit of retro tv
http://www.youtube.com/watch?v=l-Gq17O-HRc
I personally like teaching them as split digraphs rather than magic e.
Here is a little drama I made up with inspiration from people from the HLTA forum
To teach the split digraph i_e
Once upon a time there was a letter and his name was 'i' [Child with a big laminated i on his chest] and he met up with a letter called 'e' (another child with an 'e') and they held hands and went for a walk. (Children go for a walk)
Now 'i' loved telling people his name (ask child his name) but 'e' wouldnt talk at all. (Ask child his name but child wont talk) He was soooo quiet. One day a little consonant came along and he was a very naughty consonant because he wouldnt say his name, (another child with 'p') he just kept making a sound p, p, p he wanted to join 'i' and his friend 'e' so he went up to them and held hands. So p and ie went for a walk...(ASK THE CHILDREN TO BLEND 'pie')
Suddenly another very very naughty consonant arrived and he wanted to join in. He wouldn't say his name either he just kept saying llllllll. (Another child with 'l' on his chest). Now 'l' wanted to go for a walk too but he didnt want to go at the end next to the 'e' who wouldnt talk so he went up to the 'ie' and he made them step apart ...he split them up and he squeezed inbetween them.
Now ask each child in turn their name....first one says 'p' second says 'I' third one says 'l' and last one wont talk. What is the word? PILE.
Now give children some more smaller cards to make some more split digraph words.mile, tile, mine, wine, etc Have plenty of words and plenty of letters to enable them to do this ( you could use magnetic letters)
Another one I did a few years ago for 'magic e' was to make a magic e wizzard/witch hat with a wand and a big e stuck on the end. I had lots of cvc words that would convert to the long vowel sound. I made some little laminated frogs and stars and children won the stars if they were right and managed to read the cvc and then the word with the 'e' on the end and they got turned into a frog if they read it wrong. They all loved this!
How about this? A bit of retro tv
http://www.youtube.com/watch?v=l-Gq17O-HRc
Thursday, 21 February 2008
The Sound collector worksheet
The Sound Collector worksheet for children to write their own poems. You could get the children to collect sounds from your school, or from the park or from the zoo.
Lesson plan and activities for 'The Sound Collector'
Click here
Wednesday, 20 February 2008
Teaching children with autism
Social Stories
This is a really good site for information about Social stories.
Check it out!
Just found this link (added 26th March)
Lots of social stories
This is a really good site for information about Social stories.
Check it out!
Just found this link (added 26th March)
Lots of social stories
Tuesday, 19 February 2008
Examples of HLTA assessor questions
There have been many posts on the forum about questions that the assessors might ask. Here are a few that I have picked out:
How do you feed back to the teacher and how do you assess whether children
have progressed in learning .
Give me an eg. of an actvitiy that you had planned ,that you had to change
when you carried out the actvity to meet the needs of the children . eg . of
spur of the moment thinking...
If a child said a racist comment what would you do ?
Talk me through the process of the schools SEN policy.
How do i progress learning . Give egs.
Give me an example of how i have dealt with bad behaviour . What methods
did I use?
Have you had the opportunity to observe others. What did you learn?
How has going on a particlular course improved your proffessional
development? How do you make sure you differentiate the work that you plan ?
My involvement in assessment and recording .
How and why I analysis the information
What is your overall contribution to the school? (Chlo)
How do you get on with other TAs - do they see you as a leader?
What would you do if a teacher had planned work which was inappropriate for
child you're working with?
What do you know about the SEN Code of Practice? (don't think "very little"
would be the right answer, but didn't expect quotes from documents or anything)
How do you manage behaviour in the classroom?
How often do you teach whole class alone?
How do you contribute to the ethos of the school?
How would you deal with a racist remark from a child?
Do you do your own planning or does teacher?
How are your ICT skills?
How do you contribute to record-keeping?
Do you have much contact with parents and what sort of relationships do you
have with them? Have you been involved in a risk assessment for a trip?
How confident are you about Child Protection issues?
How do the ethnic minority children know that you personally respect their
background? (Miranda)
Monday, 18 February 2008
Group work feedback form
Thank you to Vee from the HLTA forum who has sent me these two feedback forms that she has designed.
This is a form I designed for using in class or for group intervention work. I use a simple tick, tick and question mark or a cross if the children have either got the objective, nearly got it or haven't got it at all. I find it easy to use whilst working with a group of children.
Click on the image above and then right click and save to your computer. You can then insert it into a word document set for Landscape. I hope you find it as useful as I do.
Vee from the forum just suggested a traffic light system where you could use the colours red, amber and green for if the children have understood the objective or not. Thanks Vee!
Understanding the value of each digit in a 2 digit number
Numeracy game I played today with a group of children.
You need a 2 or 3 sets of digit cards 0 - 9
and a board something like this
Each child to have a board.
Each child in turn picks a card and decides whether to put it in the tens or ones column. Each child then picks a card and puts it into the empty column. What number have they made? Who has the largest number? That child is the winner and is given a counter.
Start again to see who can make the largest number.
You could play it to see who can make the smallest number.
You need a 2 or 3 sets of digit cards 0 - 9
and a board something like this
Each child to have a board.
Each child in turn picks a card and decides whether to put it in the tens or ones column. Each child then picks a card and puts it into the empty column. What number have they made? Who has the largest number? That child is the winner and is given a counter.
Start again to see who can make the largest number.
You could play it to see who can make the smallest number.
Sunday, 17 February 2008
Advice for newbies starting out on HLTA
What advice would our members give to people who are just starting out on the HLTA Process?
Listen to your HLTA provider and take it one step at a time (Jac)
Don't panic! (Miranda)
Don't feel you have to write all the tasks before day one. Your provider is there to guide you through this process (Debbie)
Keep notes in a little book, of lessons you have done (Blueliz)
Keep the lesson plans that you have been given (Jac)
Any evidence of learning outcomes, from children's work (Blueliz)
Take photographs of any displays you have done Take photocopies of any worksheets you have marked. Keep minutes to any meetings you attend Make a point of giving written feedback to teacher, eg have a little shared book which you can both use to jot things down (Debbie)
Photograph children's work in case you need it. My Yr 4's made chairs and I photographed each one. They can go in their Art books and I can use some if I decide to use their class for Task 3. (Squirrel)
Quote the relevant polices and acts to prove you know them and are following them, especially "Every Child Matters"
Keep all IEP's and your own planning (Jac)
Saturday, 16 February 2008
F 9 Evidence grid for HLTA process
Whilst searching for an answer to a query on the forum I found my F9 grid so thought I would post it for anyone else who is a little concerned about how to fill it in. I have only posted the first page and taken out any identifying information
Do you work as an HLTA and if so how are you used?
This question was asked on the forum and these are the replies
I deliver intervention programmes with small groups in the mornings and PPA/management cover in the afternoons (Charlie)
I am used for intervention work, PPA cover and inclass support (Debbie)
I have been a hlta for three years, never been paid as one but was expected to cover classes. Would only do that with another ta in support.Why should a teacher paid 30,000 a year have a ta but hlta not even paid half of that cover on her own? All tas in my school take small groups and deliver intervetion programmes. (Tiggersmum)
I am employed as a HLTA - for this I have to plan and deliver for PPA cover every afternoon. This also includes marking, setting up equipment - I cover lots of Art/ D& T lessons, making displays - my school view the role of HLTA to be unqualified teacher. My other HLTA hours are for running and managing the schools website. I also plan and deliver booster classes for Year 6 and support an NVQ for Numeray and Literacy lessons but I am emplyed as a TA for that - Level 3. (Little miss sunshine)
In my last post I covered PPA time planning, delivering and observing for an afternoon the rest of the time I was an TA in a reception class. In my present post I now take the class for 2 days working with the class teacher on the medium term and short terms plans for the class along with setting targets/goals for each child. (Jac)
I teach whole classes for two days, paid as HLTA, rest paid as a TA supporting children on SA and SA+ out of classroom (Vee)
I get about 19 hours as a Ta and 7 as a HLTA but not at full HLTA pay about £2 an hour more than my TA wage. For this I am supposed to attend all staff meetings, and training days, and cover PPA for my CT. other TAs get cover supervisor pay for doing this. Rubbish really...(Suem)
I cover two PPA a week, and any other sickness/courses that come up which is quite frequently and when I do these I'm not usually supported by another TA - as has been said above, makes a mockery of it all really.(Smilingmoose)
I get paid as and when HLTA hours - it changes each week but I cover PPA, management time and courses so I usually do about 12-15 hours w week on HLTA pay and the rest is TA rate! (Nick)
Hi ,I am employed seventeen hours as a TA and twelve as a HLTA a week I cover PPA afternoons and the odd times for parents cofee mornings. Also odd cover for the coordinators to observe lessons. etc. I have to claim for overtime for the difference between TA and Hlta about 90p. We still employ supply teachers for absences etc.(Rosy Jan)
I think it is interesting thast nearly everyone is used as an HLTA for PPA/ Supply cover work with whole classes and paid as a TA for the rest of the time. My HLTA assessment also included working with groups and individuals; taking the whole class was only one of 30 odd standards. This does seem to me to be a form of exploitation and against the ideals set out by the WAMG.
Time, I feel, to remind folk of this: www.tda.gov.uk/upload/resources/pdf/w/wamg_effective_deployment_june06.pdf (Emma)
I am employed as and paid as an HLTA for 36.5 hours per week. I currently cover some PPA time (head discussed with me whether I wanted to do it or not!) but it was not part of my original job description. I do realise that I am the exception but let it give hope to some others - there are proper HLTA jobs out there - and properly paid too! (Miranda)
I work full time as a HLTA, have my own classroom, doing intervention (Literacy, numeracy, reading, science, art, etc) and SEAL work with pupils who are underachieving. Do my own planning assessments, marking, etc, etc. I still have my old contract and pay as before with no hope of it changing. Good job I enjoy what I do and get a lot of satisfaction from it. (Blueliz)
Because of my skills in art - I have two days teaching art during PPA. All planning and assesment is done by me for whole school art. No TA present during lessons. I take year six sessions of half a class all day monday. I also teach maths and literacy year six lower groups Wed morning. I only have Wed afternoons -during this I take individual children for Catch-up literacy programme and friday mornings I work in my year six class. Fri afternoon is my own preparation time. Oh forgot I'm also the school art co-ordinator and am expected to do all the public displays in the school. I'm also asked by other year teachers to help with any art work they might not be able to manage. Oh and I cover any teacher courses /time out etc. I do get paid across the board HLTA rate. As you can imagine - Am meeting the head after half term to tell her what I haven't got time to do anymore- like taking photo's . (Roshol)
I am currently working towards HLTA and have been doing PPA.I too do Art and D&T. KS2 this year and have done Literacy, Geography/History and RE for KS1 in the past.I agreed to doing it because I wanted to do my HLTA but my old HT wouldn't agree to it. It was a shame because I had a large file from STAC to transfer and a tutor who spoke up for me.I don't think he agreed with it at all. (Squirrel)
I am employed as and paid as an Hlta for 26 hours a week, my week consists of booster groups for the first part of the morning, two after break sessions I cover the class for smt/senco time, the other three after break sessions I am supporting the class teacher in the classroom. My afternoons are mainly covering ppa time, because I have done the P.E course also I tend to teach P.E during these session. Most of the time I am on my own in the class, unless there is a child with 1-2-1 support, But I do get a lot of support in other ways from the other T.A`s and Teachers. (Jingle)
hi there !! i have been an hlta since july 07 ,i am the only one in my school so you would think id be used alot WRONG!!! knowone even refers to me as an hlta !! i was given a VERY SMALL pay increase 25p per wk anyway then told i would be paid extra if did hlta duties THEN they realised that i was being piad less than a new part time ta so gave me another pay rise (25p) As for my work i teach the yr 2s in my class all the time (my teacher doesnt know what to do with them as she was used to yr 5s !!!!) i do a before school club ,do assesments mark work,take small S.E.N grps ,take swimming lessons run a computor lesson each week the list is endless much the same as most TAs but i still love the job (i must be mad !!) (mrsp)
I get paid HLTA rate for all my hours. My extra responsibility is to be line manager for the TAs and to cover PPA time for 4 classes.(xjdx)
Hi I am paid throughout the week HLTA rate. For this I teach art for all PPA classes, thats eight a week All day tues and Thurs. I do planning and assessing for this. I take half of both the year 6 classes for class activity while other half in ICT suite all day monday.Then literacy and numeracy large lower year 6 groups Wed mornings. Wed afternoon individuals from year 6. Friday morning I'm supposed to be in class but am very often asked to cover for teachers abscence. this also happens on a wednesday too. Also do all the public displays in school.My own PPA time goes out the window. Oh and I am also the art co-ordinator in the school. Got a meeting with the head next week, as you can imagine. just arn't enough hours in the day to cover all this and planning. Oh and I also work three days as an MDSA. think that's probably got to go as all the extra teaching messes up the mid day supervisor. (Roshol)
I get HLTA pay for all my hours. I cover a full day with a group of children plus 3 TAs at a local agricultural college, I cover for Annual Reviews two mornings a week, cover PPA for one morning and 3 afternoons a week (for which I do all the planning and preparation) and I have an afternoon for my own PPA. If teachers are away I occasionally lose my PPA but get it back another week planned in advance so they can get a supply teacher in to cover me!!!! Have always had all my hours paid at HLTA rate since getting the Status even before ll my hours were used as HLTA. The difference is a lot more than 90p an hour!!!!!!!!!! (Becks)
I am employed as an HLTA in a secondary school - all hours at full HLTA pay. I plan for, teach and assess bottom set year 9 and 10 in Maths, one lesson a week each. I could have TA support but chose not to as we are stretched enough as it is. I cover for absent teachers, but only ones who I would be supporting anyway so I know the students and the subject in detail. I am a full second in faculty to the SENCo - line management responsibility for other eight TAs, write reviews/IEPs etc, run review meetings where necessary and do all the other TA jobs I always used to, supporting, extracting for basic skills etc etc. When I was awarded the status, I asked the deputy head when she was going to amend my contract and pay me as an HLTA instead of a level 4. She had the foresight to see that by playing fair, the school would reap the rewards so she agreed. By doing this, other TAs were then able to be promoted where applicable. We now have a new level 4 TA, two new level 3s (one currently going for HLTA) and the rest are 2s. A really happy and willing team as we feel we are appreciated and have a well structured department and career structure. (Amy0611)
I'm employed full time as a HLTA at hlta rate. I cover all PPA / courses/sickness as well as deputy head time and NQT time. I follow the teachers plans but am expected to mark books and help with an assembly once a fortnight. (Abbeyoaks)
update- things have changed slightly since my last post, i am now a support staff champion and will be paid at HLTA rate for all `champ` meetings and visits AND after 1 yr i have actually been given the class to myself for the afternoon when i will get £9.70 perhr (thats compared to my usual TA rate of £7.20 per hr!) (MrsP)
Thank you to everyone who replied to the thread. It makes interesting reading especially for people thinking about going for HLTA assessment
If you want to add your story to this thread then post on the main forum in this link
I deliver intervention programmes with small groups in the mornings and PPA/management cover in the afternoons (Charlie)
I am used for intervention work, PPA cover and inclass support (Debbie)
I have been a hlta for three years, never been paid as one but was expected to cover classes. Would only do that with another ta in support.Why should a teacher paid 30,000 a year have a ta but hlta not even paid half of that cover on her own? All tas in my school take small groups and deliver intervetion programmes. (Tiggersmum)
I am employed as a HLTA - for this I have to plan and deliver for PPA cover every afternoon. This also includes marking, setting up equipment - I cover lots of Art/ D& T lessons, making displays - my school view the role of HLTA to be unqualified teacher. My other HLTA hours are for running and managing the schools website. I also plan and deliver booster classes for Year 6 and support an NVQ for Numeray and Literacy lessons but I am emplyed as a TA for that - Level 3. (Little miss sunshine)
In my last post I covered PPA time planning, delivering and observing for an afternoon the rest of the time I was an TA in a reception class. In my present post I now take the class for 2 days working with the class teacher on the medium term and short terms plans for the class along with setting targets/goals for each child. (Jac)
I teach whole classes for two days, paid as HLTA, rest paid as a TA supporting children on SA and SA+ out of classroom (Vee)
I get about 19 hours as a Ta and 7 as a HLTA but not at full HLTA pay about £2 an hour more than my TA wage. For this I am supposed to attend all staff meetings, and training days, and cover PPA for my CT. other TAs get cover supervisor pay for doing this. Rubbish really...(Suem)
I cover two PPA a week, and any other sickness/courses that come up which is quite frequently and when I do these I'm not usually supported by another TA - as has been said above, makes a mockery of it all really.(Smilingmoose)
I get paid as and when HLTA hours - it changes each week but I cover PPA, management time and courses so I usually do about 12-15 hours w week on HLTA pay and the rest is TA rate! (Nick)
Hi ,I am employed seventeen hours as a TA and twelve as a HLTA a week I cover PPA afternoons and the odd times for parents cofee mornings. Also odd cover for the coordinators to observe lessons. etc. I have to claim for overtime for the difference between TA and Hlta about 90p. We still employ supply teachers for absences etc.(Rosy Jan)
I think it is interesting thast nearly everyone is used as an HLTA for PPA/ Supply cover work with whole classes and paid as a TA for the rest of the time. My HLTA assessment also included working with groups and individuals; taking the whole class was only one of 30 odd standards. This does seem to me to be a form of exploitation and against the ideals set out by the WAMG.
Time, I feel, to remind folk of this: www.tda.gov.uk/upload/resources/pdf/w/wamg_effective_deployment_june06.pdf (Emma)
I am employed as and paid as an HLTA for 36.5 hours per week. I currently cover some PPA time (head discussed with me whether I wanted to do it or not!) but it was not part of my original job description. I do realise that I am the exception but let it give hope to some others - there are proper HLTA jobs out there - and properly paid too! (Miranda)
I work full time as a HLTA, have my own classroom, doing intervention (Literacy, numeracy, reading, science, art, etc) and SEAL work with pupils who are underachieving. Do my own planning assessments, marking, etc, etc. I still have my old contract and pay as before with no hope of it changing. Good job I enjoy what I do and get a lot of satisfaction from it. (Blueliz)
Because of my skills in art - I have two days teaching art during PPA. All planning and assesment is done by me for whole school art. No TA present during lessons. I take year six sessions of half a class all day monday. I also teach maths and literacy year six lower groups Wed morning. I only have Wed afternoons -during this I take individual children for Catch-up literacy programme and friday mornings I work in my year six class. Fri afternoon is my own preparation time. Oh forgot I'm also the school art co-ordinator and am expected to do all the public displays in the school. I'm also asked by other year teachers to help with any art work they might not be able to manage. Oh and I cover any teacher courses /time out etc. I do get paid across the board HLTA rate. As you can imagine - Am meeting the head after half term to tell her what I haven't got time to do anymore- like taking photo's . (Roshol)
I am currently working towards HLTA and have been doing PPA.I too do Art and D&T. KS2 this year and have done Literacy, Geography/History and RE for KS1 in the past.I agreed to doing it because I wanted to do my HLTA but my old HT wouldn't agree to it. It was a shame because I had a large file from STAC to transfer and a tutor who spoke up for me.I don't think he agreed with it at all. (Squirrel)
I am employed as and paid as an Hlta for 26 hours a week, my week consists of booster groups for the first part of the morning, two after break sessions I cover the class for smt/senco time, the other three after break sessions I am supporting the class teacher in the classroom. My afternoons are mainly covering ppa time, because I have done the P.E course also I tend to teach P.E during these session. Most of the time I am on my own in the class, unless there is a child with 1-2-1 support, But I do get a lot of support in other ways from the other T.A`s and Teachers. (Jingle)
hi there !! i have been an hlta since july 07 ,i am the only one in my school so you would think id be used alot WRONG!!! knowone even refers to me as an hlta !! i was given a VERY SMALL pay increase 25p per wk anyway then told i would be paid extra if did hlta duties THEN they realised that i was being piad less than a new part time ta so gave me another pay rise (25p) As for my work i teach the yr 2s in my class all the time (my teacher doesnt know what to do with them as she was used to yr 5s !!!!) i do a before school club ,do assesments mark work,take small S.E.N grps ,take swimming lessons run a computor lesson each week the list is endless much the same as most TAs but i still love the job (i must be mad !!) (mrsp)
I get paid HLTA rate for all my hours. My extra responsibility is to be line manager for the TAs and to cover PPA time for 4 classes.(xjdx)
Hi I am paid throughout the week HLTA rate. For this I teach art for all PPA classes, thats eight a week All day tues and Thurs. I do planning and assessing for this. I take half of both the year 6 classes for class activity while other half in ICT suite all day monday.Then literacy and numeracy large lower year 6 groups Wed mornings. Wed afternoon individuals from year 6. Friday morning I'm supposed to be in class but am very often asked to cover for teachers abscence. this also happens on a wednesday too. Also do all the public displays in school.My own PPA time goes out the window. Oh and I am also the art co-ordinator in the school. Got a meeting with the head next week, as you can imagine. just arn't enough hours in the day to cover all this and planning. Oh and I also work three days as an MDSA. think that's probably got to go as all the extra teaching messes up the mid day supervisor. (Roshol)
I get HLTA pay for all my hours. I cover a full day with a group of children plus 3 TAs at a local agricultural college, I cover for Annual Reviews two mornings a week, cover PPA for one morning and 3 afternoons a week (for which I do all the planning and preparation) and I have an afternoon for my own PPA. If teachers are away I occasionally lose my PPA but get it back another week planned in advance so they can get a supply teacher in to cover me!!!! Have always had all my hours paid at HLTA rate since getting the Status even before ll my hours were used as HLTA. The difference is a lot more than 90p an hour!!!!!!!!!! (Becks)
I am employed as an HLTA in a secondary school - all hours at full HLTA pay. I plan for, teach and assess bottom set year 9 and 10 in Maths, one lesson a week each. I could have TA support but chose not to as we are stretched enough as it is. I cover for absent teachers, but only ones who I would be supporting anyway so I know the students and the subject in detail. I am a full second in faculty to the SENCo - line management responsibility for other eight TAs, write reviews/IEPs etc, run review meetings where necessary and do all the other TA jobs I always used to, supporting, extracting for basic skills etc etc. When I was awarded the status, I asked the deputy head when she was going to amend my contract and pay me as an HLTA instead of a level 4. She had the foresight to see that by playing fair, the school would reap the rewards so she agreed. By doing this, other TAs were then able to be promoted where applicable. We now have a new level 4 TA, two new level 3s (one currently going for HLTA) and the rest are 2s. A really happy and willing team as we feel we are appreciated and have a well structured department and career structure. (Amy0611)
I'm employed full time as a HLTA at hlta rate. I cover all PPA / courses/sickness as well as deputy head time and NQT time. I follow the teachers plans but am expected to mark books and help with an assembly once a fortnight. (Abbeyoaks)
update- things have changed slightly since my last post, i am now a support staff champion and will be paid at HLTA rate for all `champ` meetings and visits AND after 1 yr i have actually been given the class to myself for the afternoon when i will get £9.70 perhr (thats compared to my usual TA rate of £7.20 per hr!) (MrsP)
Thank you to everyone who replied to the thread. It makes interesting reading especially for people thinking about going for HLTA assessment
If you want to add your story to this thread then post on the main forum in this link
Friday, 15 February 2008
Craft site
Fantastic Craft Site for Kids
I love this site it has loads of craft activities for children or even adults
I love this site it has loads of craft activities for children or even adults
HLTA New standards
Charlie very kindly had a go at matching up the old standards with the new standards and this is her interpretation. The standards in brackets are the old standards.
1. (1.1.1) have high expectations of children and young people with a commitment to helping them fulfil their potential
2. (1.2)establish fair, respectful, trusting, supportive and constructive relationships with children and young people
3. (1.3) demonstrate the positive values, attitudes and behaviour they expect from children and young people
4. (1.5 ) communicate effectively and sensitively with children, young people, colleagues, parents and carers
5. (1.5) recognise and respect the contribution that parents and carers can make to the development and well-being of children and young people
6. (1.4) demonstrate a commitment to collaborative and cooperative working with colleagues
7. (1.6) improve their own knowledge and practice including responding to advice and feedback Professional knowledge and understanding Those awarded HLTA status must demonstrate, through their practice, that they:
8. (2.5) understand the key factors that affect children and young people’s learning and progress 9. (3.1.3)know how to contribute to effective personalised provision by taking practical account of diversity
10. (2.1) have sufficient understanding of their area(s) of expertise to support the development, learning and progress of children and young people
11. (2.6)have achieved a nationally recognised qualification at level 2 or above in English/literacy and Mathematics/numeracy
12. (2.4) know how to use ICT to support their professional activities
13. (2.2)know how statutory and non-statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support
14. (2.3) understand the objectives, content and intended outcomes for the learning activities in which they are involved
15. (2.8 ) know how to support learners in accessing the curriculum in accordance with the special educational needs (SEN) code of practice and disabilities legislation
16. (2.7)know how other frameworks, that support the development and well-being of children and young people, impact upon their practice 3 Professional Skills Teaching and learning activities must take place under the direction of a teacher and in accordance with arrangements made by the headteacher of the school. Planning and expectations Those awarded HLTA status must demonstrate, through their practice, that they:
17. (3.1.1)use their area(s) of expertise to contribute to the planning and preparation of learning activities
18. (3.1.2)use their area(s) of expertise to plan their role in learning activities
19. (3.3.1)devise clearly structured activities that interest and motivate learners and advance their learning
20. (3.3.3) plan how they will support the inclusion of the children and young people in the learning activities
21. (3.1.3) contribute to the selection and preparation of resources suitable for children and young people’s interests and abilities Monitoring and assessment Those awarded HLTA status must demonstrate, through their practice, that they:
22. (3.2.2) monitor learners’ responses to activities and modify the approach accordingly
23. (3.2.3) monitor learners’ progress in order to provide focussed support and feedback
24. (3.2.1) support the evaluation of learners’ progress using a range of assessment techniques 25. (3.2.4) contribute to maintaining and analysing records of learners’ progress Teaching and learning activities Those awarded HLTA status must demonstrate, through their practice, that they:
26. (2.9 / 3.3.4)use effective strategies to promote positive behaviour
27. (3.3.7) recognise and respond appropriately to situations that challenge equality of opportunity
28. (2.4) use their ICT skills to advance learning
29. (3.3.5) advance learning when working with individuals
30. (3.3.5)advance learning when working with small groups
31. (3.3.5) advance learning when working with whole classes without the presence of the assigned teacher
32. (3.3.8 ) organise and manage learning activities in ways which keep learners safe
33. (3.3.6) direct the work, where relevant, of other adults in supporting learning
Thankyou Charlie!
1. (1.1.1) have high expectations of children and young people with a commitment to helping them fulfil their potential
2. (1.2)establish fair, respectful, trusting, supportive and constructive relationships with children and young people
3. (1.3) demonstrate the positive values, attitudes and behaviour they expect from children and young people
4. (1.5 ) communicate effectively and sensitively with children, young people, colleagues, parents and carers
5. (1.5) recognise and respect the contribution that parents and carers can make to the development and well-being of children and young people
6. (1.4) demonstrate a commitment to collaborative and cooperative working with colleagues
7. (1.6) improve their own knowledge and practice including responding to advice and feedback Professional knowledge and understanding Those awarded HLTA status must demonstrate, through their practice, that they:
8. (2.5) understand the key factors that affect children and young people’s learning and progress 9. (3.1.3)know how to contribute to effective personalised provision by taking practical account of diversity
10. (2.1) have sufficient understanding of their area(s) of expertise to support the development, learning and progress of children and young people
11. (2.6)have achieved a nationally recognised qualification at level 2 or above in English/literacy and Mathematics/numeracy
12. (2.4) know how to use ICT to support their professional activities
13. (2.2)know how statutory and non-statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support
14. (2.3) understand the objectives, content and intended outcomes for the learning activities in which they are involved
15. (2.8 ) know how to support learners in accessing the curriculum in accordance with the special educational needs (SEN) code of practice and disabilities legislation
16. (2.7)know how other frameworks, that support the development and well-being of children and young people, impact upon their practice 3 Professional Skills Teaching and learning activities must take place under the direction of a teacher and in accordance with arrangements made by the headteacher of the school. Planning and expectations Those awarded HLTA status must demonstrate, through their practice, that they:
17. (3.1.1)use their area(s) of expertise to contribute to the planning and preparation of learning activities
18. (3.1.2)use their area(s) of expertise to plan their role in learning activities
19. (3.3.1)devise clearly structured activities that interest and motivate learners and advance their learning
20. (3.3.3) plan how they will support the inclusion of the children and young people in the learning activities
21. (3.1.3) contribute to the selection and preparation of resources suitable for children and young people’s interests and abilities Monitoring and assessment Those awarded HLTA status must demonstrate, through their practice, that they:
22. (3.2.2) monitor learners’ responses to activities and modify the approach accordingly
23. (3.2.3) monitor learners’ progress in order to provide focussed support and feedback
24. (3.2.1) support the evaluation of learners’ progress using a range of assessment techniques 25. (3.2.4) contribute to maintaining and analysing records of learners’ progress Teaching and learning activities Those awarded HLTA status must demonstrate, through their practice, that they:
26. (2.9 / 3.3.4)use effective strategies to promote positive behaviour
27. (3.3.7) recognise and respond appropriately to situations that challenge equality of opportunity
28. (2.4) use their ICT skills to advance learning
29. (3.3.5) advance learning when working with individuals
30. (3.3.5)advance learning when working with small groups
31. (3.3.5) advance learning when working with whole classes without the presence of the assigned teacher
32. (3.3.8 ) organise and manage learning activities in ways which keep learners safe
33. (3.3.6) direct the work, where relevant, of other adults in supporting learning
Thankyou Charlie!
Thursday, 14 February 2008
Numeracy worksheet creator
Thank you to Cookie for posting this fab site
Here is the numberline creator
And lots of other sheets you can make here
Here is the numberline creator
And lots of other sheets you can make here
Fonts for Easter free for download
Here is the Easter dingbats one. I have downloaded it and typed all the letters to find out what it contains
You can download it here
Another couple of nice ones
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