University College Birmingham

University College Birmingham.

Supporting Teaching & Learning in Schools.

Evidence Record
Purpose: To record learner evidence against a range of assessment methods
Learner Name Nozroul uddinCACHE Pin No 103854391
ULN 3274496838
Assessor Name Maria mitchellAssessment Method: (tick method)
Direct observation Learner plans/records
Professional discussion Recognition of prior learning
Reflection on own purpose Expert witness evidence
Other (Please Specify) Recording of Evidence Unit Assessment criteria
CYP 3.1
Nozroul uddin2.1) personal factors
Disability: if a pupil suffers from a disability this could limit their opportunities. Because a child with disability is more likely to develop a mental health problems. This would make it difficult for the child to find a voice for himself/herself. And child with a disability will find it difficult to do everyday tasks and to play with friends and run around. So it will not just affect them physically but socially also.

Autism
Children with autism grow up differently from other children. They face challenges in interacting and communicating with others. These challenges can affect their development and learning. For example a child with autism could be good at maths but does not know how to solve a particular maths problem because they can’t organise their ideas or put all the information together to solve the problem.
Dyslexia
Dyslexia is a specific learning disability in reading. Children with dyslexia have trouble reading accurately and fluently. They could also have trouble with spelling and writing. Because of which children will find it difficult to organise, memorise and think in an open way. It will also affect the processing speed of the brain children will follow more slowly to information and instructions.

Health
There are a range of health factors that could affect a child.
Epilepsy
Epilepsy is a neurological condition affecting the brain and nervous system. Where a person has a habit to have seizures that start in the brain. For children and young people this might be difficult or frightening to understand. They may feel embarrassed, isolated in front of their friends.

Cerebral palsy
Cerebral palsy affects movement and co ordination. Caused by a problem with the brain that occurs before, during or after birth. This can affect a range of things like body movement, muscle control, reflex, posture, gross motor skills, fine motor skills, sensory skills, language skills and social and emotional development.
Cystic fibrosis
Cystic fibrosis is an inherited condition that causes sticky mucus to build up in the lungs and digestive system. This causes lung infections and problems with digesting food. This could affect children’s and young people with depression, withdrawal and also embarrassment.

So all the above will affect children and young people’s development and also on their education.

2.2) external factors
Pupil’s background and family environment
Children will come from a range of environments, cultures and circumstances. For example their might be a break up within the family like divorce, bereavement moving house or changing country. These will affect children’s emotional and intellectual development. This will cause an affect in the Childs behaviour and their ability to learn and excel in life.

Poverty and deprivation
For example a child might grow up in a deprived area which will have an effect on the friends they have which could lead them to later on to being involved in crime, gangs etc. It affects the housing they stay in which will have a huge impact on their physical and mental health as well as their education. Parents might not also be able to afford activities which the school does like go on trips etc
Personal choices
The personal choices of children will affect their development as they grow older, as they decide on friendship groups, extracurricular activities, academic involvement etc. They may need advice and support from adults to help make the right choices for them. Because if they don’t they could end up making choices which they will later regret in life.

Looked after/care status
If a child is looked after or in care, this can affect their development in different ways. This will affect their self esteem may cause depression and have abnormal social skills. They will be monitored closely and there will be regular meetings with the school to ensure that they are meeting their expected level of progress. And if there are any issues it will be addressed immediately.
Education
Sometimes children may come into school without any education. For example if they are from another country where education starts at a later age or they were home schooled so they will need extra support to get them comfortable. There are pros and cons to this. A pro would be no pressure on the children. Con the children will be missing out a lot e.g. making friends, less interaction with people.
2.3
Social pedagogy
Social pedagogy is a humanistic framework to support development. It refers to a holistic approach to the needs of the child through health, school, family and spiritual life. Leisure activities and the community.
Operant conditioning
Operant conditioning theory states that our learning is based on a consequence which follows a particular behaviour. So we will repeat those experiences which we enjoyed and avoid the ones we did not. For example a child who is praised for working well at a particular task will want to work at that task again. Skinner called this positive reinforcement. Being praised for the good work a child did in school for example like nice handwriting, good team work in a particular activity etc.

Social learning
This is banduras approach on behaviourism. Bandura stated that learning take place by observing others rather than being taught. Children will simply copy the behaviour of adults. So a child might learn slang by copying peers or a child will behave well and get a sweet so another child will do the same to also get a sweet.

Cognitive/constructivist
Piaget believed that the way children think and learn is governed by their age and stage of development, because learning is based on experiences which they build up as they become older. So a child who only ever sees green apples will believe that all apples are green.
3.1
Assessment frameworks are the way, in which a child is assessed, to see if they are in need and what the natures of those needs are. And if further plans are needed to support the development of the child.
Standard measurements- standard measurements are used to measure a Childs physical development and to determine whether they are growing at the expected rate for their age. This will be done by health practitioners.

Observation- is where the teacher takes a more personal approach observing the pupil to assess the pupil’s level of development.
Information from colleagues and carers- parents and teachers working together sharing information to get the best out of the pupil.

3.2
There are a number of reasons for example
Physical Disability- will affect their social skills if they become more withdrawn or frustrated. Development will be affected by the assumption and viewpoint of others. If we just conclude that someone who is disabled won’t be able to achieve and don’t give them the resources and opportunity then in fact we are restricting their development.

Learning difficulties- a child with learning difficulties will affect their ability to understand and communicate as they will find it hard to find a voice. So they will have a range of mixed emotions from being sad, angry and frustrated so this will affect all areas of development from physical social.
Emotional distress- this affects development as a child going through emotional distress will eventually start becoming withdrawn they will isolate themselves and can get physical and getting into trouble.

3.3
Disability will affect development in a number of ways; for example a physical disability may affect their social skills if they become more withdrawn or their behaviour if they become upset. This will affect t their self esteem and confidence. A condition like autism will affect their emotional and social development. Intellectual development can also be affected because of a learning difficulty. See above in ac 2.1.

3.4
Social worker
A social worker might be involved if a child has been a cause for concern in the home environment. Or if parents have asked for support. They will work with children regarding looked after children. And even maybe the school will contact the social services if they have concerns about a child and their home environment.

Speech and language therapist
They will give a detection of a particular communication delay or disorder and will also advise school and parents about ways in which they can support the child. Parents and teachers will also monitor and review the pupil’s progress.
Youth justice
This form of intervention is a public body which aims to stop children and young people offending. The youth justice teams may be involved in partnership with schools and the community where there are cases of offending and behaviour.

Assistive technologies
These are technologies which enable pupils who have specific needs to access the curriculum. They may range from computer programmes to specific items such as speech recognition device or hearing aid. Visual or audio support or making writing in Braille.
4.1
Language is vital for learning. If children have difficulties in communicating with others due to language delay or disorder this is a disadvantage for them. As they will be less able to understand and express themselves. Just like any illness if it is identified and treated early the better. If early identification is delayed then the child could feel lonely and loose an interest for many things like learning or making friends etc…

4.2
There will be a number of professionals who work with pupils with communication and interaction needs.

Speech and language therapist
This therapist will be based in schools. They will give an identification of a particular communication delay or disorder and will also advise school and parents ways in which they can support the child.

SENCO
The senco will bring all the professionals who work together with the child and will ensure that the paperwork and appointments are up to date. The will organise meeting at the school look at the progress.

Autism advisory teacher
This support teacher may come into school to advise how to best support a child that has been diagnosed with autism.

Educational psychologist
The educational psychologist may get involved if following the intervention and action from speech and language therapists and teaching staff. The child is still not making progress. And they will work on the next steps to take.

4.3
Pictures
Can be used to start conversations. The child can select a picture if the need to communicate something or how adults what they want to say.

Puppets
Puppets are very exciting for all children. This can help with getting a child’s attention. Children may interact with the puppet and be more at ease than speaking to an adult.

Technology
Such as tapes, CDs, computer programmes etc are a way of encouraging children’s communication skills.

All these activities support the development of speech, language and communication. For example using puppets can promote language skills by storytelling, asking questions, action words, speech sounds, retelling events, and building sentences. Using technology and pictures will also support their communication skills. As pictures can start a conversation and using technology such as computer programmes like story telling eBooks.

5.1
Emotional
For example bereavement, entering leaving care. Pupil’s emotions will be affected by their personal experience and relationships with others. If these are damaging then it is most likely the child’s emotional development will be affected.

Physical
For example moving schools or a new home. This can be difficult if they are absorbed in where they are and what they are doing. Or moving house this should be done in advanced as the child should be prepared as he would have a lot of emotional attachments to where they already are.

Intellectual transitions
This type of transition is moving from nursery to school or primary to secondary. Or just moving classes. This kind of move can be traumatic for some children because moving from nursery to primary or to secondary there will be new faces, new teachers and a different environment e.g. more classes, bigger halls and a bigger building where you can get lost. So children will feel nervous, shy etc… And even moving class as they will not know who their teacher will be and this could make them feel not as comfortable as they were in the class and year before. But there are opportunities to get them comfortable such as visiting the schools before transferring and getting to meet teachers this will give them the confidence and self reliance.
Psychological
For example puberty hormones will have an effect on the behaviour and mood. Their mentality at that stage won’t be as good as they think it is. There can be a lot of changes at once changing of physical growth, cognitive development, emotional and social skills, as well as sensory and motor development.

5.2
It is important for children to have positive relationships during periods of transition, as they will need to feel secure in other areas of their lives. They might need to talk to someone about how they are feeling so we should make sure there are the resources and opportunity for them to do this.
Page number …………..

University College Birmingham
Qualification Specification ; Learner Achievement log
Recording of evidence (continuation page)
Name……………………….…….Date……………. Unit
Assessment criteria
Page number ……………….

University College Birmingham
Qualification Specification ; Learner Achievement log
Recording of Evidence
Name……………………………….Date………………. Unit Assessment criteria
Learner signature…………………………………………….Date…26/3/18………………….

Assessor signature …………………………………………..Date…………………….

Witness signature where appropriate……………………………………..Date…………………………..

Internal Quality Assurance:
IQA Name……………………………..IQA Signature………………………………………………..Date……………………Page number………………………..