- The candidate supported learning activities in February and August 2016 related to space and maths topics. - For the space topic, the candidate helped students research planets using laptops and videos, and create displays. For maths, the candidate used physical objects and interactive activities/handouts. - The candidate recorded observations of student participation and progress, and adapted resources as directed by the teacher. - Difficulties identified included students not saving work, lack of a lesson plan, need to simplify information, and need to slow down delivery for maths topic. Feedback from students and teacher was received.

1. Reflective Account Proforma
Candidate Name: David Aston BMC 141532276
Award: TEACHING ASSISTANT LEVEL 2
Unit title 2.10 Support Learning activities Date of
activity/incident
:
Assessment criteria covered: school display
1.5, 2.1, 2.2, 4.3 and 5.3
Activity/incident title: 4th
to
11th
February,18th
July to 9th
August 2016
1.5 Identify and agree with the teacher the opportunities for using information
and communication techonlogy to support learning.
February 2016
I agreed with the teacher that the opportunity to use It would help develop their
learning capabilities and that they would be able to produce written and visual work
which could be used to brighten the year 6 corridors on the way into their
classrooms.
The objectives were to use it as a:-
• learning resource
• celebrating achievement
• promotion of a sense of community and belonging
• way to provide information
• way to prompt feedback
• way to increase their knowledge of the planets
• way to develop their use of the written English Language
• development of their IT computer skills
August 2016
I agreed with the teacher that I could develop a Power point presentation with hand
outs to increase the knowledge of the learners and to try to make Maths fun for
them.
The objectives were to use it as a:-
• learning resource
• celebrating achievement
• way to provide that maths could be easier to handle
• way to encourage interaction between the learners
• way to increase their knowledge weight, size and arithmetic
• development of their math skills through looking at interactive methods like
IT and to ensure they got to handle everyday items which could be used for
methods of calculation.

2. 2.1 Select and prepare the resources required for planned learning activities
What happened? (A brief description)
My Teach in February 2016 – Space use of narrative to describe planets by the year
6 pupils and to produce a power point presentation by themselves.
Each child produced a written part about the 8 planets and produced a PowerPoint
presentation as above on the schools lap tops and then presented them to the class.
My teach in August 2016 – Maths using IT to produce a PowerPoint presentation and
to show any learning on the system I also adapted the hand-outs as seen below to
show a record of learning and how much the information the learners received from
the lesson
Hand out 1 – this was a fun test that was introduced
at the beginning of the teach and could be worked
on in groups when there was gaps in the lesson.
At the end the learners were asked if they knew how
it was done and if they did not get the answer
selected by the teacher then the process would be
gone through by myself.

3. Hand out 2 – this hand-out for a task to be undertaken by the learners
individually to see what skills and abilities they had within the
boundaries of the subject.
When their time was up to do this hand-out I went round the class
asking for answers to the questions and gave a reveal every time an
answer was given as correct or if it did not look like the correct answer
was going to come up
Hand-out 3 – This hand out was to be worked on in
their teams to find out how many cakes were
required the delivery charge to be paid and how
much in total ingredents you would need.
The teams came back to me with the answers and I
revealed on the Power point the correct answers.
Hand out 4 – This Hand out was to be worked
on in their teams and I had empty bottles of the
different sizes of Fairy Liquid with the paper for
their answer attached to the walls in the
classroom.
They used the pens to write the answer and then
through the power point I revealed the answer.

4. 2.2 Adapt Resources as directed by the teacher to meet needs of learners
February 2016
The teacher indicated to me before the lesson that the children would be able to
use the internet to get information from it about space I investigated the topic
further to find out how much they knew at first and then directed them to
appropriate sites to gain further data about the subject. I checked with the
teacher first to ensure that all the websites where were she wanted them to go to
and we both assessed the needs of the learners through this by ensuring they were
developing the knowledge as required so that all the class gained from the lesson.
The year 6 children were given the Space project by the teacher and was supported
by myself the pupils were provided with lap top computers to obtain data about the
different planets in the solar system and was shown u tube videos about the solar
system and two astronauts, Canadian Chris Hadfield who was the first Canadian to
walk in space and Tim Peake who is British and at the time was in the European
Space Station so the children could be encouraged to follow his progress when they
got home as he was regularly on the news.
The pupils were given the option of working in pairs or on their own to develop
pictures and writing about the 8 planets in the solar system which could be included
on the display board.
The children adapted resources provided by myself and the teacher by producing
origami models from paper, drawing planets which they either painted or filled in
with felt tips and produced written work which would give details of the planet they
were given. If there was a problem with any of the work the children were producing
both the teacher and I would observe how they could progress and get to the
desired outcome.
August 2016
The learners were presented with physical items which represented weights and
measures in the real world Bags of “Gold” (really Sweets), household scales and Fairy
liquid bottles to show the different sizes. The hand-outs shown on the previous page
were representations of the Power point on the board and the learners were asked
to calculate their answers on these hand-outs which could be monitored by myself to
see if they understood the concept. Finally there were sheets of A1 paper blue
tacked to the walls for the learners to write any answers on so they could interact
with the other groups and the Power point.

5. 4.3 Record Observations and assessments of learners are participation and
progress in required format.
February 2016
Each group/individual was given one of the planets to investigate this meant that
some of the planets were undertaken by more than one member in the class as there
are only 8 planets (9 if you include Pluto) and there are over 24 children in the class.
They could also as an alternative give details about Astronauts and Cosmonauts
which could so the work possibly would not be duplicated through the class.
I encouraged the children to get involved as I had found out that 5 of the eight
planets would be visible to the naked eye during the time they were completing this
lesson but I did tell them the slight problem would be that the best time to see
them would be 6.45 in the morning and not to wake their parents up to be able to see
this phenominone. I encouraged them to look on the internet and watch any space
programs which were scheduled to be screened on the television in the next few
weeks as this would be an exciting project to undertake.Any work they gave to me I
immediately flagged this up to the teacher and tried to give immediate feedback if
it was required, this would then be recorded in an apprpriate manner in the childs
book with which they worked in.
August 2016
The room was split into two groups and they worked on puzzles and mathematical
problems which were set by me, I asked the learners to give me any answers they
had which I would give details back to them referring to where they may have gone
wrong but always trying to find the positive with any work which was produced. I
asked them to self-access their work and where they thought they or I could
improve in the lesson. The observations for learning would have been by listening to
the answers, seeing what work they produced and seeing at the end what they could
recall.
The learners and the teacher gave me feedback on how the lesson had gone with all
the positive and negative points been given both in written and verbal form.
5.3 Identify any difficulties encountered in supporting the learning activities
February 2016
During the activity on Space in February the difficulties observed by myself and the
teacher were that the children did not in between lessons save their work
appropriately so they could be easily found next time, I had asked the teacher if I
could look after part of the class but I was not provided with a lesson plan so I did
not know the speed the learning should take and we needed to simplify some of the
references for the children as they were confused and the details about Space had
to be repeated a number of times.
August 2016
After my 20 minute maths teach took place in August I was able to identify through
self- assessment and through a reflection conversation with the teacher that the
difficulties encountered were that I need to slow my delivery down as I have a very

6. fast talking voice, my hand-outs needed to be made more plainer so the users could
understand them easier, the fonts on the power point needed to be larger when
projected onto the board and possibly to not include as many activities as they
appeared to be very rushed.
Signature of candidate Signature of Assessor
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7. Signature of candidate Signature of Assessor
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