1.2 Use knowledge of children and young people to contribute to planning and offer constructive suggestions for own role

This guide will help you answer 1.2 Use knowledge of children and young people to contribute to planning and offer constructive suggestions for own role.

In the context of supporting teaching and learning, your knowledge of children and young people is a valuable resource when contributing to planning. Planning is not only about what will be taught but also about how it will be taught so that it works for the individual needs of learners. Your knowledge helps identify what will engage pupils, support their development, and help them progress.

Contributing to planning means that you actively share what you know with teachers and others involved, make suggestions for activities, and help adapt tasks or resources. This is part of your role as a teaching assistant and shows you are involved in the learning process, not just delivering instructions.

Individual Needs

Children and young people have different abilities, interests, and learning preferences. To support their learning well, you must understand aspects such as:

• Age and stage of development
• Emotional and social needs
• Specific learning difficulties or disabilities
• Language and communication skills
• Cultural background
• Behavioural patterns
• Strengths and areas for improvement

Knowing this allows you to suggest approaches that will connect with each individual. For example, if you know a pupil struggles with reading, you can suggest the use of visual aids in lessons where reading is not the main focus.

Gathering and Using Information

Before contributing to planning, you need accurate and up-to-date information. This information can come from:

• Teacher feedback after lessons
• Observations you make during classroom activities
• Conversations with pupils
• Learning support plans or educational health and care plans (EHCPs)
• Records in the school’s management systems

Your observations can highlight small details a teacher might not see. For example, noticing that a pupil works better in the morning could influence the order of tasks or assessments.

Working with Teachers to Plan Lessons

The teacher will have overall responsibility for planning lessons, but you can add to that plan by sharing insights and suggestions. This may include:

• Adapting resources for pupils who require extra support
• Suggesting paired or group activities for children who learn best socially
• Highlighting potential behaviour triggers and offering ways to minimise them
• Recommending sensory breaks for pupils with sensory needs

When you make suggestions, always link them to what you have observed or know about the pupil. This shows that your input is based on evidence, not opinion alone.

Example: You notice that in science experiments, one pupil gets frustrated when they cannot manipulate small objects. You could suggest the use of adapted equipment, such as larger measuring spoons or pre-filled containers.

Adapting Activities and Materials

Your role may involve helping to adapt activities so they are accessible for everyone. This could mean:

• Enlarging text for pupils with visual impairments
• Breaking down instructions into smaller, manageable steps
• Using tactile resources for pupils who learn best through touch
• Offering written prompts to support memory recall
• Rewriting questions in simpler language without changing the meaning

Adaptations should not lower expectations but should remove barriers that stop a pupil from taking part fully.

Supporting Learning Styles

Different pupils learn in different ways. Some are visual learners, some are auditory learners, and some are kinaesthetic learners who need hands-on activities. You can use your knowledge of each pupil’s learning style to suggest alternative ways of teaching.

Example: If a pupil struggles to grasp a maths concept from the board, you could suggest a practical task with manipulatives such as counting blocks. This turns abstract numbers into something real and understandable.

Identifying Potential Barriers

Barriers to learning include anything that prevents a pupil from fully engaging with the lesson. These could be temporary or long term. Examples are:

• Fatigue from a late night or health condition
• Anxiety about a test or social issues with peers
• Discomfort in seating arrangements
• Distractions in the classroom
• Gaps in prior knowledge

By identifying these, you can propose solutions before the lesson. This might mean moving the pupil’s seat to reduce distractions, providing prompts to keep them on task, or preparing them for new content with a quick revision activity.

Suggesting Learning Activities

You may be invited to offer ideas for activities to include in lessons. Think about:

• The topic and its learning objectives
• The age and development level of the group
• What has worked well with these pupils before
• How to make the activity engaging and inclusive

For example, in a literacy lesson on describing settings, you could suggest using a sensory box filled with objects that match the theme, so pupils can describe them using all their senses.

Linking Planning to Development Stages

Children pass through developmental stages that affect how they learn. Knowing what is realistic at each stage means you can help plan lessons that are challenging without being overwhelming.

Examples:

• A five-year-old may work better with short, active tasks to keep attention
• An eleven-year-old may cope with independent research tasks but still need guidance on how to structure their findings
• A teenager may prefer discussion-based tasks that let them share personal opinions within the topic theme

By aligning lesson activities with developmental stages, learning becomes more effective.

Considering Behaviour in Planning

Behaviour management is tied closely to lesson planning. You can contribute by noting patterns in behaviour and suggesting changes to help reduce issues.

Examples:

• Plan movement breaks before restlessness builds up
• Place challenging pupils away from each other during group work
• Include a ‘settling’ activity at the start for classes that find it hard to focus immediately

These small adjustments can support the teacher in maintaining a calm, productive learning environment.

Record Keeping for Planning

Accurate record keeping provides evidence for planning. Keep concise notes on:

• Progress in different subjects
• Changes in behaviour
• Responses to teaching methods
• Levels of participation
• Any incidents that may affect learning, like illness or disagreements

Good records make your suggestions stronger, as they are based on clear examples. These can be shared during planning meetings so future lessons can build on what works.

Offering Constructive Suggestions for Own Role

Part of contributing to planning includes reflecting on your own role and suggesting how it could be most effective. This means thinking about:

• How your time is used in lessons
• Whether you spend enough time with the pupils who need the most support
• Whether your skills are being used in the best way
• How you can take more responsibility for certain activities

Constructive suggestions are clear, realistic and positive. Instead of saying, “I need more time with the reading group,” you could say, “If I take the reading group for 15 minutes at the start of literacy lessons, it may help them keep up with the main class activity.”

Improving Own Skills

To contribute better to planning, you might suggest training or gaining more knowledge in a certain area. This could include:

• Learning more about supporting pupils with special educational needs
• Updating skills in using teaching software
• Learning behaviour management techniques
• Developing skills in phonics or numeracy support

By recognising where you could improve, and asking for opportunities to train, you make your role more useful to the planning process.

Communicating Suggestions Well

How you communicate your ideas affects how they are received. Follow these points:

• Be respectful and professional
• Share evidence for your suggestion
• Link ideas to learning outcomes or pupil needs
• Be open to discussion and changes
• Listen to the teacher’s perspective

A teacher may not use every suggestion, but your input will still inform their thinking.

Working Within Boundaries

When giving suggestions, remember your role. The teacher leads the planning process. Your input is support, not direction. That means:

• Avoid making changes without agreement
• Work within the learning objectives set by the teacher
• Keep within school policies and procedures
• Respect the confidentiality of pupil information

Your role is to provide insight and support so the teacher can make final decisions fully informed.

Building Positive Working Relationships

Contributing to planning works best when you have a good working relationship with the teacher and other staff. Build trust by:

• Being reliable and prepared
• Sharing observations promptly
• Keeping focused on what helps pupils
• Avoiding negative or critical tones
• Being adaptable when plans change

Positive relationships create an open environment where your input is valued.

Evaluating the Effectiveness of Planning

After lessons, take time to reflect on whether the plan worked for pupils. Ask questions such as:

• Did pupils achieve the lesson outcomes?
• Were activities pitched at the right level?
• Did behaviour management strategies work?
• Were any pupils left unsupported?

From this, you can suggest improvements for future planning. This process helps both you and the teacher be more effective over time.

Supporting Inclusion

When contributing to planning, consider inclusion for all pupils. This means planning so pupils with different abilities, backgrounds, and needs can learn together. Your role includes:

• Suggesting differentiated tasks for different ability levels
• Recommending assistive technology for those who need it
• Proposing groupings that support peer learning
• Highlighting any activity that might exclude certain pupils

Inclusive planning benefits the whole class and fosters a positive atmosphere.

Being Proactive

Do not wait to be asked every time. If you notice something during a lesson that could improve future planning, write it down and share it at the next opportunity. Proactive workers show their value and help create a more responsive learning environment.

Final Thoughts

Using your knowledge of children and young people to contribute to planning makes lessons more relevant, effective, and engaging. It means you look closely at all aspects of a pupil’s needs, from learning styles to emotional wellbeing, and use this to suggest practical ways forward.

Offering constructive suggestions for your own role shows that you are reflective and committed to improving both your contribution and the pupils’ experience. By observing closely, recording accurately, and communicating professionally, you can be a valuable partner in lesson planning and support the best possible outcomes for children and young people.