Support Numeracy Development

An example of this could be when teaching probability, how this Is about risk and how certain sessions a child or young person might make when older can be influenced by probability. A child might be asked to find the risks of buying a car or house and the probability of buying this based on certain factors. 1. 3 When working with children I work in smaller groups, which allows the child to get more support if they require this. The process we go through is that initial assessment is done first.

This shows what level the child is working at and the areas of strength and weakness. Work is provided on topics of weakness, when the child as completed the work the child then takes another assessment or practice exam relevant to the level they are working at. If the pass this then they are allowed to sit the actual test and then progress to the next level If and when they pass.

Get quality help now

Dr. Karlyna PhD

Verified writer

Proficient in: Development

4.7 (235)

“ Amazing writer! I am really satisfied with her work. An excellent price as well. ”

+84 relevant experts are online

Hire writer

We do this step by step so that we can provide the relevant work and support the child needs until they have an understanding of topic.

This Is taught through asking the child how they would use this in their daily life outside of school. 1. 4 The way I plan for mathematics learning and teaching is done so that each child or nouns person can work on the areas that they need to improve on. This is done through the initial assessment which the child/young person takes when they first attend the provision.

Then, when complete gives a breakdown of the areas the child has done well in and what areas need improvement on.

The areas that need improvement on are further broken down to show specific parts of that area that need attention. An example of this is if a child based on the initial assessment is shown to be struggling on fractions work will be provided on this topic and then work an be provided on specific types of fractions such as Improper fractions etc. Each child that attends the provision Is provided work based on the level they are working on and/or what needs attention.

After all areas of subject have been worked on the child can then take another assessment to see the progress, if any, that has been Each child is different, some are fast at work, some require more help than others. The learning styles of the children and young people are different. We can get an understanding of the types of learning each child likes and we can provide work base on that. We have to ensure that each child has the chance to progress and do to the best of their ability and we need to adapt our teaching to ensure this.

The majority of the time I will support children or young people whose first language is not English and they will require more help and need to use different tools to learn. They might require counters when doing addition or subtraction and might need to be explained to a number of times about a topic or question until they feel comfortable to do it themselves. Strategies need to be flexible and relevant to the work a child is doing or the child I am working with.