NCFE

Learner Name CACHE

Shezadi MarinaLevel
Kausar3 Supporting Teaching
Learner&No.
Learning
3607477
Generic Session Record Sheet

Date 0 7 0 7 2 4 Worksheet No. 1

Unit No./Title
Unit 5-Support children and young people Question No. 5
during learning activities

Content and summary of activity

At Carrington Infant School we kick off our sessions with an icebreaker that sets the tone for inclusivity
and teamwork right from the start. Here’s a glimpse into how we create a welcoming atmosphere and get
everyone engaged:

Objectives: The main goal of our icebreaker activities is to make sure every student feels included and
comfortable. We want to break down any initial social barriers and encourage students to interact in a
positive way.

Activities: I start with the "Name Game," where each student introduces themselves using an alliterative
adjective. For example, someone might say, "I'm Friendly Frank." It's a fun way to not only learn names
but also spark creativity and help everyone remember each other.

After that, I move on to "Group Storytelling." This is where the magic of teamwork comes in! Each
student adds a sentence to create a story together. It’s a collaborative effort that promotes communication
skills and working together toward a common goal.

Materials/Resources: To facilitate these activities, I use a whiteboard and markers for brainstorming
ideas and writing down our group story. It’s a visual way to track our progress and see everyone’s
contributions come together.

I also make sure everyone has name tags with large, clear fonts. This might seem small, but it makes a big
difference in helping everyone feel comfortable and ensuring names are easily readable.

Accommodations: Inclusivity means considering everyone’s needs. For students who might struggle
with reading, I provide simplified instructions verbally. This ensures everyone understands the tasks and
feels confident participating.

I also allow additional time for anyone who needs it. Whether it’s processing the instructions or thinking
through their contributions, this extra time ensures that everyone can contribute comfortably and without
pressure.

Assessment Methods: During these activities, I keep a close eye on how students are engaging with each
other. It’s more about informal observation than formal assessment—we want to see everyone
participating and enjoying themselves.

I provide immediate verbal feedback right after the activities. This helps reinforce positive interactions
and encourages inclusivity throughout our time together.

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Content Level
and summary 3 Supporting
of activity Teaching & Learning
Generic Session Record Sheet

Summary: Overall, our icebreaker activities aren’t just about starting off on the right foot. They’re about
creating a supportive environment where everyone feels valued and included. By fostering creativity,
teamwork, and clear communication right from the beginning, we lay the groundwork for a successful
and engaging learning experience.

Complete the table below with any aspect of your session which relates to the following assessment
criteria, if not applicable, enter n/a.

Remember to include as much detail as possible and describe how you:

Engage in personal development in children

I've encountered instances where children lacked confidence in expressing themselves during activities
like the "Name Game." By offering individual encouragement and creating a supportive atmosphere, I
helped them overcome their hesitation. Through positive reinforcement and opportunities for self-
expression, they gradually developed greater self-assurance and social skills. One student struggled with
shyness during our "Name Game" activity. They found it difficult to speak up and introduce themselves.
To help, I provided gentle encouragement and allowed extra time for them to feel comfortable
participating. Gradually, through positive reinforcement and a supportive environment, they began to
engage more confidently, eventually sharing their unique adjective proudly.

Support children and young people health & safety

Ensuring health and safety is paramount, especially during dynamic activities such as "Group
Storytelling." I've supported children with sensory sensitivities by adapting the environment and
providing sensory-friendly materials. This included using soft lighting and noise-reducing headphones
to create a calming space. By prioritizing their comfort and well-being, I helped them participate fully
while feeling safe and secure.

Promote equality, diversity and inclusion in work

During learning activities, I've encountered challenges where some students felt excluded due to
language barriers. To promote inclusivity, I used visual aids and encouraged peer support in translating
instructions. By celebrating cultural diversity and fostering mutual respect, I created an environment
where all students felt valued and understood.

Support learning activities

Supporting learning activities requires adapting to individual learning styles and challenges. For
instance, I assisted a student struggling with comprehension during "Group Storytelling" by providing
additional explanations and breaking down tasks into manageable steps. By offering personalized
guidance and encouragement, I helped them grasp concepts effectively and participate actively in the
learning process.

Promote children’s and young people’s positive behaviour

During activity I supported a student who struggled with impulsivity by implementing clear rules and
modeling appropriate behavior. Through consistent praise and gentle redirection, I encouraged them to
demonstrate patience and respect towards peers, fostering a harmonious and supportive atmosphere.

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Support assessment for learning

I've supported students with learning disabilities by offering alternative assessment formats and
allowing extra time for tasks. By focusing on their strengths and individual growth, I facilitated a fair
and inclusive assessment process that promoted confidence and achievement over time.

Promote equality, diversity and inclusion in work

I supported a student experiencing social isolation during group activities by encouraging teamwork and
facilitating peer interactions. By emphasizing empathy and understanding, I promoted a culture of
inclusivity where differences were celebrated and every student felt valued.

Reflective practice and points of action in addition to submission

Remember that this should be a valuable reflective practice and demonstrate that you can identify
areas for your own development, as well as improvements that have already been made in your
performance. Your reflection should average 175 words and once completed, uploaded to Pearl.

How did the activity go overall?

The activity overall was successful in promoting a positive learning environment and addressing
individual needs effectively. Students were engaged and participated actively, contributing to a
supportive atmosphere.

What went particularly well?

Encouraging students to overcome challenges such as lack of confidence or behavioral issues through
personalized support and positive reinforcement worked particularly well. Adaptations like creating
sensory-friendly environments or using visual aids were effective in enhancing participation and
inclusivity.

What went not so well?

There were instances where time constraints or unforeseen disruptions impacted the smooth flow of
activities. Some strategies initially intended to support learning or behavior management required
further refinement to better meet individual needs.

What would you do differently next time?

Next time, I would allocate more time for transitions between activities and anticipate potential
disruptions to better manage them. Additionally, I would seek additional training or resources to
enhance my ability to support students with specific challenges, such as refining strategies for students
with language barriers or learning disabilities.

Mentor Feedback (to be completed by the learner’s mentor)

Please provide a detailed account to verify the learner’s competency whilst doing this activity/lesson. How did
the learner perform? Could they improve on their practice? What would you suggest they do differently next
time? Did they follow policies and procedures? Did they consider safeguarding, equality and health and safety?

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Mentor Feedback CACHE
(to be completedLevel 3 Supporting
by the learner’s Teaching & Learning
mentor)
Generic Session Record Sheet
Throughout the observation and assessment of the learner's activities, they consistently demonstrated a
high level of competency and dedication in their role. Their approach to fostering personal
development in children was exemplary, particularly in addressing challenges like confidence issues
during activities such as the "Name Game." They effectively utilized individual encouragement and
created supportive environments, resulting in noticeable improvements in students' self-assurance and
social skills.
In terms of supporting health and safety, the learner excelled in adapting environments to
accommodate diverse needs, such as providing sensory-friendly materials for students with
sensitivities during dynamic activities like "Group Storytelling." This proactive approach ensured that
all participants felt safe and comfortable, contributing positively to their engagement and overall
experience.
The learner's commitment to promoting equality, diversity, and inclusion was evident in their
practices. They consistently considered the diverse needs of students, using visual aids and
encouraging peer support to bridge language barriers and celebrate cultural diversity. This approach
not only fostered an inclusive environment but also promoted mutual respect and understanding
among students.
In terms of improvement, the learner could benefit from enhancing their time management skills to
better navigate time constraints during activities. Additionally, further training in managing behavioral
challenges and supporting students with specific learning disabilities would strengthen their ability to
meet individual needs comprehensively.
Throughout their activities, the learner demonstrated a clear understanding and adherence to policies
and procedures related to safeguarding, equality, and health and safety. Their practice consistently
reflected a proactive consideration of these aspects, ensuring the well-being and inclusivity of all
participants. Moving forward, I recommend the learner continues to engage in reflective practices to
identify areas for personal growth and improvement. Seeking feedback from peers and supervisors
will also support their development and effectiveness in creating enriching learning environments for
children and young people.

Supervisor Ms.Stella Date 0 7 / 0 7 / 2 4

Learner Name Shezadi Marina Kausar Learner No. 3607477

Date 0 7 0 7 2 4 Worksheet No. 2

Unit 5-Support children and young people

Unit No./Title Question No. 5
during learning activities

Content and summary of activity

In my role as an assistant teacher, I have thoroughly assessed our collaborative project plan designed to
engage school students in sustainability initiatives. The project aimed to cultivate teamwork, critical
thinking, and practical application of sustainability principles among students.

Throughout the project, students demonstrated commendable engagement and participation across all

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Content Level
and summary 3 Supporting
of activity Teaching & Learning
Generic Session Record Sheet

phases, including research, planning, implementation, and evaluation. Each team, comprising Research
and Planning, Communications, Implementation, and Evaluation, effectively fulfilled their roles,
contributing to the overall success of the project.

1. Research and Planning Phase: Students began by researching various sustainability practices
and identifying potential areas within the school community where they could implement
impactful initiatives. They conducted surveys, gathered data on energy consumption, waste
management, and environmental impact to inform their project proposal.
2. Project Proposal Development: Based on their research findings, students developed a
comprehensive project proposal outlining their chosen sustainability initiative. This included
setting clear goals, defining roles and responsibilities for each team member, and outlining a
timeline for implementation.
3. Role Assignments and Team Collaboration: Once the project proposal was finalized, students
divided into teams based on their interests and strengths:
o Research and Planning Team: Continued to refine strategies and gather necessary
materials.
o Communications Team: Designed outreach materials, such as posters and
announcements, to raise awareness and promote participation.
o Implementation Team: Implemented the sustainability initiative on the ground,
overseeing logistics and ensuring the project's smooth execution.
o Evaluation and Reflection Team: Monitored progress, collected feedback from
stakeholders, and facilitated reflection sessions to assess the project's impact and identify
areas for improvement.
4. Implementation of Sustainability Initiative: Students actively implemented their chosen
sustainability initiative, which could involve activities such as:
o Setting up recycling stations and educating peers on proper waste disposal.
o Organizing energy-saving campaigns and encouraging behavioral changes to reduce
energy consumption.
o Creating green spaces or gardens to promote biodiversity and environmental stewardship.
5. Monitoring and Evaluation: Throughout the project, students monitored key metrics to evaluate
the effectiveness of their initiative. They collected data on waste reduction, energy savings, and
participant feedback to measure the project's impact on the school community.
6. Reflection and Learning Outcomes: At the conclusion of the project, students participated in
reflection sessions to discuss their experiences, lessons learned, and the challenges they
encountered. They identified successes and areas for improvement, ensuring continuous learning
and growth in their understanding of sustainability practices.

Overall, students actively engaged in all stages of the project, from initial research and planning to
implementation and evaluation. Their efforts not only promoted sustainability within the school
community but also developed essential skills in teamwork, critical thinking, and leadership. This hands-
on experience empowered students to become active agents of change and fostered a culture of
environmental responsibility within their school environment.
Complete the table below with any aspect of your session which relates to the following assessment
criteria, if not applicable, enter n/a.

Remember to include as much detail as possible and describe how you:

Engage in personal development in children

Throughout the project, I observed students like Sarah struggling initially with understanding the

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 Engage in personal development in children

broader implications of sustainability. I supported Sarah by providing additional resources and

personalized guidance, helping her to connect sustainability concepts with real-world applications. By
tailoring activities to their interests, such as involving Sarah in researching local biodiversity for the
garden project, I facilitated her personal growth and confidence in sustainability practices.

Support children and young people health & safety

During the implementation phase, I noticed that some students, such as Jack, were unsure about safety
protocols when setting up recycling stations. I addressed this concern by conducting a safety briefing
for all teams, emphasizing proper handling of materials and ensuring safe work practices. Jack and his
team members were then able to proceed confidently with their tasks, knowing they had the knowledge
and support to prioritize health and safety throughout the project.

Promote equality, diversity and inclusion in work

In our diverse classroom environment, I observed instances where students, like Aisha, were initially
hesitant to voice their ideas during team discussions. To promote inclusion, I facilitated open
discussions about respecting diverse perspectives and encouraged quieter students, like Aisha, to share
their thoughts. By fostering an inclusive atmosphere where every voice was valued, Aisha and her peers
felt empowered to contribute meaningfully to the project, enriching teamwork and project outcomes.

Support learning activities

Throughout the project, I supported learning activities by providing structured guidance and resources
tailored to each team's needs. For instance, when the Communications Team, led by Alex, encountered
challenges in designing effective outreach materials, I conducted workshops on effective
communication strategies. This hands-on support enabled Alex and the team to refine their skills and
produce impactful materials that effectively raised awareness about sustainability initiatives within the
school community.

Promote children’s and young people’s positive behaviour

During the evaluation phase, I observed that some students, including Maya, needed encouragement to
actively participate in reflection sessions. Recognizing Maya's enthusiasm for practical activities, I
incorporated hands-on reflection methods, such as creating visual impact charts based on project
metrics. This approach not only engaged Maya and her peers in meaningful reflection but also promoted
positive behaviors like active listening and constructive feedback among the students.

Support assessment for learning

To support assessment for learning, I guided students like Liam in setting clear goals and tracking
progress throughout the project. I provided regular feedback sessions where Liam and his team could
discuss their achievements and identify areas for improvement. By emphasizing the importance of
continuous evaluation, Liam and his peers developed a habit of self-assessment and reflection,
enhancing their understanding of sustainability principles and project management skills.

Promote equality, diversity and inclusion in work

In our collaborative efforts, I ensured that all students, including those with diverse backgrounds and
abilities, had equitable opportunities to participate and contribute. By fostering an inclusive

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Promote
Genericequality,
Session diversity
Record andSheet
inclusion in work

environment where differences were respected and celebrated, I supported students like Emily in
expressing their unique perspectives and talents. This approach not only enriched the project outcomes
but also promoted a culture of mutual respect and understanding among all participants.

Reflective practice and points of action in addition to submission

Remember that this should be a valuable reflective practice and demonstrate that you can identify
areas for your own development, as well as improvements that have already been made in your
performance. Your reflection should average 175 words and once completed, uploaded to Pearl.

How did the activity go overall?

The sustainability project was overall a success, with students demonstrating high engagement and
achieving significant milestones in implementing sustainability initiatives within the school. My role as
an assistant teacher involved guiding and supporting teams through various phases, ensuring they
stayed on track with their goals and deadlines. This experience highlighted the importance of structured
planning and effective teamwork in achieving project objectives.

What went particularly well?

The Research and Planning phase was particularly successful as students diligently researched
sustainability practices and developed a comprehensive project proposal. Each team (Research and
Planning, Communications, Implementation, Evaluation) effectively fulfilled their roles, contributing to
the project's overall success. Clear communication and regular progress monitoring facilitated smooth
coordination among teams, enhancing project efficiency.

What went not so well?

One area that presented challenges was during the Implementation phase, where logistical issues
occasionally delayed progress. Some teams faced difficulties in managing time constraints and
coordinating tasks effectively, which impacted the project's timeline. These challenges underscored the
importance of anticipatory planning and flexibility in adjusting to unforeseen circumstances.

What would you do differently next time?

In future projects, I would allocate more time for detailed contingency planning during the
Implementation phase to mitigate potential delays. Additionally, I would enhance support mechanisms
for teams facing logistical challenges, ensuring they have resources and guidance readily available.
Implementing regular checkpoints and clear communication channels could further streamline
coordination and improve overall project execution. This reflective process has underscored the need
for continuous improvement in project management skills and proactive problem-solving, which are
essential for fostering student learning and achieving sustainable outcomes effectively.

Mentor Feedback (to be completed by the learner’s mentor)

Please provide a detailed account to verify the learner’s competency whilst doing this activity/lesson. How did
the learner perform? Could they improve on their practice? What would you suggest they do differently next
time? Did they follow policies and procedures? Did they consider safeguarding, equality and health and safety?

During the sustainability project, the learner demonstrated strong competency in guiding students
through the various phases of research, planning, implementation, and evaluation. They effectively

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 Mentor Feedback (to be completed by the learner’s mentor)

facilitated team collaboration and ensured that each team (Research and Planning, Communications,
Implementation, Evaluation) fulfilled their roles to achieve project goals.

Performance Evaluation: The learner's performance was commendable in providing structured

guidance and support to students. They maintained a clear focus on project objectives and helped
students navigate challenges effectively. Their proactive approach in addressing logistical issues during
the Implementation phase contributed significantly to project success.

Areas for Improvement: While the learner excelled in most aspects, there is room for improvement in
anticipating and planning for potential challenges earlier in the process. Enhancing foresight and
contingency planning would help mitigate delays and ensure smoother project execution in future
endeavors.

Suggestions for Improvement: Next time, I recommend the learner allocate more time at the outset
for comprehensive risk assessment and contingency planning. This proactive approach will enable
them to better support teams facing unexpected obstacles during project implementation. Additionally,
fostering even stronger communication channels and feedback loops among teams could further
enhance collaboration and project outcomes.

Adherence to Policies and Procedures: The learner consistently followed school policies and
procedures throughout the project. They ensured that activities aligned with safeguarding measures,
promoted equality and diversity, and maintained health and safety standards. Their attention to these
aspects contributed to a safe and inclusive learning environment for all participants.

Overall, the learner's performance was exemplary, demonstrating a deep commitment to student
development and project success. By implementing the suggested improvements, they will further
enhance their effectiveness as a mentor and facilitator in future projects.

Supervisor Ms.Stella Date 0 7 / 0 7 / 2 4

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