Insurance Information

Personal Accident Insurance: SAA100847546 (WorkCover Queensland)

2200103692 (AIG *interstate placements for interstate residing students only)

Public Liability Insurance: QG0039 (Queensland Government Insurance Fund)

1

Legal and Ethical - Legal Cluster

CHCEDS033

Meet legal and ethical obligations in an education support environment

CHCPRT001

Identify and respond to children and young people at risk

2

Legal and Ethical - WHS Cluster

CHCEDS059

Contribute to the health, safety and wellbeing of students

HLTWHS001

Participate in workplace health and safety

3

Supervision

CHCEDS049

Supervise students outside the classroom

4

Literacy and Numeracy Cluster

CHCEDS045

Support student mathematics learning

CHCEDS046

Support student literacy learning

CHCEDS042

Provide support for e-learning

5

Diversity Cluster

CHCDIV001

Work with diverse people

CHCECE054

Encourage understanding of Aboriginal and/or Torres Strait Islander peoples cultures

CHCPRP003

Reflect on and improve own professional practice

6

Disability Cluster

CHCEDS051

Facilitate learning for students with disabilities

CHCEDS048

Work with students in need of additional learning support

CHCEDS056

Provide support to students with autism spectrum disorder

7

Behaviour and Development Cluster

CHCEDS035*

Contribute to student education in all developmental domains*

CHCEDS047*

Assist in facilitation of student learning*

CHCEDS058

Support the implementation of behaviour plans

? Yes ? No

? Yes ? No

? Yes ? No

? Yes ? No

? Yes ? No

? Yes ? No

? Yes ? No

? Yes ? No

? Yes ? No

? Yes ? No

Example: Unit Code and Name

Demonstrates:

This unit describes the performance outcomes, skills and knowledge required to establish relationships with families, connect with the local and broader community and promote opportunities for collaboration and sharing of information with families to support effective education and care for children

1. Did the student satisfactorily demonstrate the following:

Workplace Supervisor Date and Initial when completed

Engages appropriately with families and children during drop off and pick up times:

**The student will engage respectfully with families during drop off and pick up times, ask appropriate questions and share relevant information with the family.

Nicola Smith

19.11.21

(Signature MUST be authentic in person or approved digital signature used)

Student Details:

EXAMPLE 12/02/2023: Preschool room - Greeted parent and child using names and a smile. Used knowledge about childs interest in soccer (which was childs interest in play the previous day) to welcome them back. Asked child what was he looking forward to doing today? Went over to child and encouraged them to wave bye to mum, saying have a good day at work.

Demonstrates:

CHCEDS045

This unit describes the performance outcomes, skills and knowledge required to work with Teachers to support primary or secondary students to develop mathematics skills in number and algebra, measurements and geometry, and statistics and probability as included in current curriculum documents. These skills and knowledge enable education support workers to work with the Teacher to reinforce mathematics skills across the curriculum. The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

CHCEDS046

This unit describes the performance outcomes, skills and knowledge required to work with Teachers to support primary or secondary students to develop literacy skills, including oral language, reading and writing skills. It includes the ability to develop literacy resources. The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

CHCEDS042

This unit describes the performance outcomes, skills and knowledge required to prepare for, implement and review student e-learning in the context of a pre-arranged course or program.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

Instructions to Workplace Supervisor:

In order to meet the assessment requirements for the Diversity Cluster, TAFE Queensland students require access to:

student information to inform planning

an e-learning management system

an existing e-learning program

mathematics curriculum information

mathematics support resources in the areas of:

- number and algebra

- measurement and geometry

- statistics and probability

literacy support resources in the areas of:

- oral language

- reading

- spelling

- writing

organisational policies and procedures for support programs and e-learning

students in a school

colleagues for guidance and collaboration

1. Did the student satisfactorily demonstrate the following:

Workplace Supervisor Date and Initial when completed

a) Confirmed understanding of the classroom Teachers planned outcomes for each student

b) Supported a student with reading and oral language learning - Student A

c) Supported a student with reading and oral language learning - Student B

d) Supported a student with writing skills using an e-learning program - Student C

e) Supported a student with writing skills - Student D

f) Created two (2) literacy resources, complying with school requirements and in consultation with the classroom Teacher

g) Supported a student with numeracy using an e-learning program - Student E

h) Supported a student with numeracy skills - Student F

i) Managed contingency plans when issues arose

j) Maintained confidentiality and reported students progress to the classroom Teacher

Period of time over which observations were made:

Start Date:

//

End Date:

//

2. Supporting Evidence (Student must complete all below tasks)

?

a) Completed Reading and Oral Language Support Plans for Student A and Student B.

?

b) Completed Writing Task Support Plans for Student C and Student D.

?

c) Completed Resource Development Plans for Resource 1 and Resource 2.

?

d) Supplied IMAGES (scan, photo, screen shot) of each of the two (2) resources from Activity 3.

?

e) Completed Mathematics Task Support Plans for Student E and Student F.

Additional comments about the students overall performance:

Student Signature

I have performed the above tasks in the workplace for this competency.

Name

Signature:

Date:

//

Workplace Supervisor Signature

The student or apprentice / trainee has demonstrated the above workplace tasks/skills to an appropriate sector standard.

Name

Signature:

Date:

//

TAFE Queensland Assessor

Attempt 1

Verification of Third Party Evidence

I have verified the contents of the above report with the Workplace Supervisor on:

//

The skills demonstrated in this assessment task in conjunction with the verification with the Workplace Supervisor indicates that the students performance of tasks for this unit of competency has been deemed:

? S

? U

Feedback for Student:

TQ Assessor:

Name:

Signature:

Date

//

Attempt 2 (if required)

Verification of Third Party Evidence

I have verified the contents of the above report with the Workplace Supervisor on:

//

The skills demonstrated in this assessment task in conjunction with the verification with the Workplace Supervisor indicates that the students performance of tasks for this unit of competency has been deemed:

? S

? U

Feedback for Student:

TQ Assessor:

Name:

Signature:

Date

//

1. Reading and oral language development

Consult with your supervising classroom Teacher and select two (2) students with different needs to provide support with reading and oral language development. The students will be known as Student A and Student B for confidentiality purposes.

Examples of these needs may include:

- Pronunciation of sounds by a student who has a speech impairment;

- Difficulty in reading fluently and expressively;

- Difficulty with comprehension of text;

- Dyslexia;

- Student's first language is not English, and they lack knowledge of vocabulary and sentence structure.

2. Writing Task Support Plan

Consult with your classroom Teacher and select two (2) students, with different needs, who require support with planning, editing and critically reflecting on a writing task. These students will be known as Student C and Student D for confidentiality purposes.

Note: Student C also needs support with e-learning to produce a writing task: using the schools learning management system, researching online information or an online program.

Examples of these needs may include:

- Writing any genre, e.g. Procedure, Recount, Retell, Report, Narrative, Persuasive;

- Writing in any Key Learning Area, e.g. History, Science;

- The writing may be digital or handwritten and may use any online resources to support literacy conventions, e.g. spelling and punctuation.

NOTE: Provide the required support and record information about the support sessions using the Writing Task Support Plan templates below. You will complete one (1) record per student.

3. Resource Development Plan

In consultation with your classroom Teacher, design or modify two (2) literacy resources to fulfil curriculum requirements as well as suit the needs of students developmental levels.

Examples of these needs may include:

- Writing templates adapted to suit a students interests or a specific topic in any Key Learning Area;

- Illustrated rhymes, tongue twisters or limericks to encourage oral language practice;

- Short stories personalised to suit a specific student;

- A poster displaying the different parts of speech, e.g. a collection of joining words;

- A set of sight words for a specific reading task.

Provide the required information using the Resource Development Plan templates below. You will complete one (1) record per resource.

4. Mathematics Task Support Plan

Consult with your supervising classroom Teacher and select two (2) students at different levels of mathematical ability to support in class. These students will be known as Student E and Student F for confidentiality purposes.

Note: Student E also needs support with e-learning in a mathematics task: using the schools learning management system, researching online information or an online maths program.

Examples of these needs may include:

- Counting and number recognition;

- Mathematical operations;

- Measuring, weighing and telling the time;

- Complex problem-solving;

- Thinking logically and checking results;

- Using Mathletics or an online maths program.

Provide the required support and record information about the support sessions using the Mathematics Task Support Plan templates below. You will complete one (1) record per student.

Reading and Oral Language
Support Plan

Student A

a) Year Level

If in a Special School or Special Education Unit, explain here, e.g. Student is in Year 5 working at Year 2 level

Student in Yr 5.

Brief description

Receives learning support for literacy.

Year level

Student in Yr 5 but working at a Yr 3 level.

- Below yr level

b) Describe the oral language and reading task in which you supported the student

e.g. Read, with expression, the poem, Five Eyes by Walter de la Mare

The reading requirements; What does the student need to read?

The oral language requirements. What does the student need to say?

Reading strategies? Comprehension?

c) Describe the specific needs of the student:

i. Oral language needs; and

e.g. Student needs to slow down and remember to take breaths

Oral

What support does the student need? This should relate to their ability and literacy learning goal.

Pronunciation of sounds by a student who has a speech impairment;

Difficulty in reading fluently and expressively;

Difficulty with comprehension of text;

Dyslexia;

Student's first language is not English, and they lack knowledge of vocabulary and sentence structure

ii. Reading support needs.

e.g. Student needs support in reading with expression

What support does the student need? This should relate to their ability and goal.

Pronunciation of sounds by a student who has a speech impairment;

Difficulty in reading fluently and expressively;

Difficulty with comprehension of text;

Dyslexia;

Student's first language is not English, and they lack knowledge of vocabulary and sentence structure

d) Describe the learning environment you used for this support session

e.g. One-on-one or small group within the classroom or outside the classroom. In a quiet area, in a break out space

Where did it take place? One on one? Small group group? Out of the classroom in the wet area? In the corner of the classroom? Outside ?

e) Describe how you used explicit talk to focus the student on specific reading skills

e.g. I discussed the poem with the student and asked them to visualise the sight and sounds of the mill at night with the cats chasing the mice and asked how we could convey that when reading

What did you say to the student? Expectations? Task explanation?

Specific reading skills fluency, expression, confidence, volume, strategies

f) Describe any modifications (reasonable adjustments) you made to the task to suit the students needs

e.g. I gave the student a large, laminated copy of the poem with the words needing emphasis highlighted

Refer to Handout Accommodations and Modifications

g) Describe the resources you used to support the student with the reading and oral language task

e.g. iPad to record the reading

What did you use? Reading books, Sight word cards? Levelled readers what level? Comprehension activity?

h) Describe in detail three (3) strategies you used to scaffold the students learning and understanding of this reading and oral language task

e.g., This may include Modelled or Guided or Independent reading.

Refer to Reading Strategies

i) Describe in detail how you questioned the student to ascertain and support their comprehension of the text they read

e.g. I asked open questions about the details how many cats were in the mill and why only 5 eyes?

Open questions? Why, when where, why, how

Checking for understanding - Do you know what you have to do?

When was the birthday party planned for?

j) Summarise the progress report you gave the classroom Teacher after the session to inform of future support needs and as part of developmental continuum, according to the schools procedures

e.g. Emailed the Teacher to inform them that the student enjoys reading about animals and managed effective vocals in this poem

Participation? Behaviour?

Progress? Improvements? How much was accomplished?

Recommendations? Is more time needed? Does a similar task need to be repeated so skills are developed?

How was the information share? Verbally? Written?

Reading and Oral Language
Support Plan

Student B

a) Year Level

If in a Special School or Special Education Unit, explain here, e.g. Student is in Year 5 working at Year 2 level

Different student with different needs

Different lesson

As above

Year level

b) Describe the oral language and reading task in which you supported the student

e.g. Read, with expression, the poem, Five Eyes by Walter de la Mare

c) Describe the specific needs of the student:

iii. Oral language needs; and

e.g. Student needs to slow down and remember to take breaths

iv. Reading support needs.

e.g. Student needs support in reading with expression

d) Describe the learning environment you used for this support session

e.g. One-on-one or small group within the classroom or outside the classroom. In a quiet area, in a break out space

e) Describe how you used explicit talk to focus the student on specific reading skills

e.g. I discussed the poem with the student and asked them to visualise the sight and sounds of the mill at night with the cats chasing the mice and asked how we could convey that when reading

f) Describe any modifications (reasonable adjustments) you made to the task to suit the students needs

e.g. I gave the student a large, laminated copy of the poem with the words needing emphasis highlighted

g) Describe the resources you used to support the student with the reading and oral language task

e.g. iPad to record the reading

h) Describe in detail three (3) strategies you used to scaffold the students learning and understanding of this reading and oral language task

e.g., This may include Modelled or Guided or Independent reading.

i) Describe in detail how you questioned the student to ascertain and support their comprehension of the text they read

e.g. I asked open questions about the details how many cats were in the mill and why only 5 eyes?

j) Summarise the progress report you gave the classroom Teacher after the session to inform of future support needs and as part of developmental continuum, according to the schools procedures

e.g. Emailed the Teacher to inform them that the student enjoys reading about animals and managed effective vocals in this poem

Writing Support Plan

Student C - Note: Student C needs support with writing in the context of e-learning.

a) Year Level

If in a Special School or Special Education Unit, explain here e.g. Student has cerebral palsy resulting in lack of hand coordination

Student in Yr 5.but working below the yr level.

Year level

Working at a Yr 3 level.

b) Describe the required e-learning written task requirements in detail, as confirmed by the classroom Teacher

e.g. Research project, PowerPoint creation, using speech to text, typed report

What is the student required to do? It must be e-learning involves the internet.

Why?

c) Visit the Australian Curriculum website and view the English, Literacy strand for the year level of this student.

Read the section on Creating Texts then copy and paste in here what it says about use of software

Go to ACARA English click on the yr level then click on literacy scroll down until you see Creating texts

https://www.australiancurriculum.edu.au/f-10-curriculum/english/

ACARA Engllish - Year level Strands Literacy Creating literacy texts

d) Describe the learning environment you used for this support session

e.g. One-on-one or small group within the classroom or outside the classroom. In a quiet area, in a break out space

One on one? Small group group? Out of the classroom in the wet area? In the corner of the classroom?

Quiet area free of distractions in the wet area.

e) Describe the students support needs relating to the e-learning written task

e.g. Student needs help to use voice to text and also with the planning of the written task

What support does the student need? This should relate to their ability and goal and e-learning.

f) Describe any modifications (or reasonable adjustments) you made to the task to suit the students needs

e.g. The student needed to make a PowerPoint presentation of his Geography assignment so I said if he would dictate the information into a Word document, I would transcribe it into the PowerPoint for him

Refer to handout Accommodations and Modifications

g) Describe how you familiarised yourself with the e-learning program or system prior to the support session

e.g. Observed the Teacher/Teacher aide logged in and downloading/uploading assessments

Did you discuss the activity or program before with the teacher? Discussion with students? Other staff?

Have you used it before? Did you ask questions? Did you observe others using it? You may used it yourself prior to the lesson?

h) Describe how you prepared for contingencies

e.g. An incident you may need a contingency for may be if the school system was offline

Plan B

What was your plan B? No internet or computers? Other resources? Other engaging activities? Teacher Aide Tool Box

Engaging?

i) Describe how you used accurate literacy terminology, as used by the supervising classroom Teacher, to support students learning

e.g., Did you name and clarify the purpose of the genre being written or discuss parts of speech?

What terminology related to the task? Genres?

j) Describe the resources you used to support the students writing skills

e.g. Writing template, online dictionary and thesaurus

What was used to support the student for the e-learning task?

Equipment

e-learning programs, websites,

k) Describe how you explained and demonstrated the planning process for this writing task

e.g. I showed him the template for a report and discussed what went into Introduction, Body and Conclusion, recording notes on a hard copy

l) Describe how you supported the student with open questions to reflect on the effectiveness of their writing and edit it

e.g., Can you think of descriptive words to give us more idea of the appearance of the countryside?

Open questions require an answer not a no or an yes.

Why, when where, why, how

Prompts?

m) Describe how you encouraged students to proofread their writing to eliminate spelling errors, add punctuation and capital letters

e.g. Suggested the use of Review ABC to identify and amend errors

What online tool did you encourage the students to use? (E-Learning)

Editing Proof reading?

n) Review your performance with the classroom Teacher then give one (1) example of how you could improve your support for the student

Ask for feedback from your supervising teacher?

Reflection - Describe one thing you are working on? Continual improvement cycle?

Writing Support Plan

Student D Not an e-learning activity

a) Year Level

If in a Special School or Special Education Unit, explain here e.g. Student is in Prep and has poor muscle tone in hands

Year level

b) Describe the writing task in which you supported the student

e.g. Student was learning to write letters of the alphabet and their own name

Not an e-learning activity

- Writing any genre, e.g. Procedure, Recount, Retell, Report, Narrative, Persuasive;

- Writing in any Key Learning Area, e.g. History, Science;

- The writing may be digital or handwritten and may use any online resources to support literacy conventions, e.g. spelling and punctuation.

c) Visit the Australian Curriculum website and view the English, Literacy strand for the year level of this student.

Read the section on Creating Texts then copy and paste in here what it says about use of software

d) Describe the learning environment you used for this support session

e.g. One-on-one or small group within the classroom or outside the classroom. In a quiet area, in a break out space

e) Describe the specific writing support needs of the student

e.g. Student needed to use pencil grip to assist with letter formation

f) Describe any modifications (or reasonable adjustments) you made to the task to suit the students needs

e.g. The student was given lined paper with the alphabet printed in dotted lines to trace over

g) Describe how you used accurate literacy terminology, as used by the supervising classroom Teacher, to support students learning

e.g. Describe how you used the term alphabet and named each letter as the student traced it, then asked him to repeat the names

h) Describe the resources you used to support the students writing skills

e.g. Pencil grip, dotted letter outlines, writing template, dictionary and thesaurus

- Writing templates adapted to suit a students interests or a specific topic in any Key Learning Area;

- Illustrated rhymes, tongue twisters or limericks to encourage oral language practice;

- Short stories personalised to suit a specific student;

- A poster displaying the different parts of speech, e.g. a collection of joining words;

- A set of sight words for a specific reading task.

i) Describe how you explained and demonstrated the planning process for this writing task

e.g. I explained to the student that we were going to practise writing the capital letters and then complete a very important task to write his name

j) Describe how you supported the student with open questions to reflect on the effectiveness of their writing and edit it

e.g. How do we know how much space to leave between words?

k) Describe how you encouraged students to proofread their writing to eliminate spelling errors, add punctuation and capital letters

e.g. The student had misspelt his name, so I asked him to sound out the letters he had written and then if that sounded like his name

l) Summarise the progress report you gave the classroom Teacher after the session to inform of future support needs, according to the schools procedures

e.g., Student still struggles with controlling the pencil and needs hand strengthening exercises

Resource 1 - Development Plan

a) Name of Resource:

Year level

b) Curriculum Strand:

There are three strands in English -

c) Description of its use:

How does it align to the curriculum? What KLA - English

Yr level tasks?

How will it be used?

d) Learning Outcomes:

What is the purpose of it?

What will the student learn by using it?

How does it support the student? Why is it going to useful?

e) Specific literacy terminology used by classroom Teacher

What language relates to the task?

f) Describe how you followed your schools procedures for production of this resource

e.g. Including copying, copyright, laminating and cataloguing by library

Copying, copyright, laminating, sustainability?

g) Reference any information sourced from books, magazines and internet

List your references

Resource 2 - Development Plan

a) Name of Resource:

As above

Year level

b) Curriculum Strand:

c) Description of its use:

d) Learning Outcomes:

e) Specific literacy terminology used by classroom Teacher

f) Describe how you followed your schools procedures for production of this resource

e.g. Including copying, copyright, laminating and cataloguing by library

g) Reference any information sourced from books, magazines and internet

Supporting Evidence:

You will be required to provide one (1) image of each of the two (2) resources you developed as supporting evidence
(scan, photo, screen shot do not use links).

Important Note: Your photo must not include the faces of any students but must provide evidence that this activity was implemented. For example, take photos of the children engaging in the activity, but showing them from the shoulders down or blocking out their faces, and then a photo of the finished product. No internet images will be accepted.

Resource 1

Resource 2

Paste Photo here of your resource

Paste Photo here of your resource

Mathematics Support Plan

Student E Note: Student E also needs support with e-learning in a mathematics task:

a) Year Level

If in a Special School or Special Education Unit, explain here e.g. Year 3 working at Prep level

Student in Yr 5.

Working at a Yr 3 level.

b) Describe the required e-learning mathematics task requirements in detail, as confirmed by the classroom Teacher

e.g. Play addition games in World Maths series

What is the student required to do? Why?

c) Identify the curriculum strand in which the activity belongs

e.g. Number and Algebra, Measurement and Geometry or Statistics and Probability

There are three strands in maths. Which strand does the activity belong to?

d) Describe how you familiarised yourself with the e-learning program or system prior to the support session

e.g. Observed the Teacher/Teacher aide logged into Mathletics and communicating with students

Did you discuss the activity or program before with the teacher? Discussion with students?

Have you used it before? Did you ask questions? Did you observe others using it? Have you used it before?

e) Describe the students learning support needs relating to the e-learning mathematics task

e.g. How to log on to Mathletics and locate the tabs for the program

What did the student need assistance with relating to e-learning mathematics?

Use of program? Content? Why?

What are the needs of the student?

Relate to task also? How are you going to support them? What is the role of the TA?

f) Describe the learning environment you used for this support session

E.g. One-on-one or small group within the classroom or outside the classroom. In a quiet area, in a break out space

Where?

Classroom, computer lab, quiet area?

g) Describe any modifications (reasonable adjustments) you made to the task or resources to suit the students needs

e.g. Student is a kinaesthetic learner and needs to handle objects to consolidate numeracy concepts

Refer to handout Accommodations and Modifications

E Learning different levels?

h) Describe how you used explicit talk to focus students on specific mathematics knowledge and skills

e.g., Asked the student which mathematical operation they would use with this problem?

What did you say? Expectations? Explanations? Introduce topics? Check their knowledge? Open ended questions?

Specific maths language and terminology?

i) Describe the resources and/or activities you used to support the students mathematics knowledge and understanding

e.g. Went outside and collected gumnuts support addition concepts with concrete objects

What did you use? What was the activity? Concrete materials with Laptop or PC or Ipad specific programs/apss (need to be online)

Paper or pen, maths book

j) Describe how you encouraged the student to make links with everyday life contexts of the mathematical application

e.g. Asking what would they count and add when they went shopping

How did you relate the maths concept and activity to real life?

Discussed it?

k) Provide an open-ended question you asked the student to help scaffold the mathematical learning process

e.g., Tell me why you first added 4 to 6?

What could you ask that would simply, break down and support the student? Prompts? Open ended questions?

l) Discuss with the classroom Teacher and ask:

I. How the Teacher can track the students progress with the program; and

How is student progress monitored using the E Learning Program?

What information does the program provide?

II. What the Teacher likes/dislikes about the program.

Pros?

Cons?

m) Summarise the progress report you gave the classroom Teacher after the session to inform of future support needs

e.g. Student still struggles with controlling the pencil and needs hand strengthening exercises

Student Participation? Behaviour?

Progress? Improvements? How much was accomplished?

Recommendations? More revision? Does it need to repeated?

Mathematics Support Plan

Student F

a) Year Level

If in a Special School or Special Education Unit, explain here e.g. Year 9 working at Year 5 level in Maths

Refer to Student E notes but this is not based on an e-learning activity.

b) Describe the mathematics task in which you supported the student

e.g. Converting fractions to percentages

c) Identify the curriculum strand in which the activity belongs

e.g. Number and Algebra, Measurement and Geometry or Statistics and Probability

d) Describe the specific learning support needs of the student

e.g. Student did not understand percentages

e) Describe the learning environment you used for this support session

e.g. One-on-one or small group within the classroom or outside the classroom. In a quiet area, in a break out space

f) Describe any modifications (reasonable adjustments) you made to the task or resources to suit the students needs

e.g. Student is a kinaesthetic learner and needs to handle objects to consolidate concepts, so we made a model of a pizza to use

g) Describe how you used explicit talk to focus students on specific mathematics knowledge and skills

e.g. Explained to student that if I ate 100% of a pizza, it meant I had eaten the lot. So, we then had to calculate what percentage I would have eaten if I had eaten , ,

h) Describe the resources and/or activities you used to support the students mathematics knowledge and understanding

e.g. Used food items from his lunchbox to reinforce the concept of percentages

i) Describe how you encouraged the student to make links with everyday life contexts of the mathematical application

e.g. I related it to the amount of money he would save if I said he had to put away 20% of his allowance each week

j) Provide an open-ended question you asked the student to help scaffold the mathematical learning process

e.g., Why did you divide by 5?

k) Describe how you encouraged the student to check their solutions by estimating or using a calculator

l) Describe the contingency plans you made in case the student continued to have difficulty with the activity

m) Summarise the progress report you gave the classroom Teacher after the session to inform of future support needs

e.g. Student has grasped the concept now we have related percentages to food but will need revision next session