How to create documentation for tusla

Suggestions on how to provide documentation for Assessments for Tusla:

Guidelines on the Assessment of Education in Places Other Than Recognised Schools

THE LEARNING NEEDS AND EDUCATIONAL BACKGROUND OF THE CHILD

Information should be sought on:

any specific reason for providing learning opportunities for the child outside of a recognised school (e.g. geographical, philosophical, religious, health-related, educational reasons, etc.)

the child’s educational experience to date (e.g. period of education outside of recognised school, in school, etc.)

the parent’s view of the progress that the child has made

any special talents/abilities that the child has

any special learning needs that the child has

any relevant formal assessments that have been carried out.

Use AI to help you with the Tulsa documentation

Prepare a Scheme of work which is the long-term journey and progression of understanding over the course of a year.

To generate the document:

Open chatgpt.com in your browser and type in: Scheme of Work 11-Year-Old Mathematics
It generates a sample curriculum that you can use. Change/add/delete/ insert parts of the document to suit your preference.
Adjustments can be made based on your specific learning methodology e.g. from Irish curriculum to unschooling.

ChatGPT.com

Sample Scheme of work for: Scheme of Work 11-Year-Old Mathmatics:

Here’s a sample Scheme of Work for an 11-year-old student studying Mathematics. It’s designed for a typical school year, broken into terms or months, with key topics aligned with a standard curriculum. Adjustments can be made based on specific educational requirements or assessment standards.
Scheme of Work for 11-Year-Old Mathematics

Term 1: Number Operations and Introduction to Fractions

Week 1: Review of Basic Arithmetic
- Addition, subtraction, multiplication, and division of whole numbers.
- Mental arithmetic strategies and estimation.
- Solving word problems involving the four operations.
Week 2: Factors and Multiples
- Understanding factors and multiples.
- Prime numbers, prime factorization, and finding common factors and multiples.
- Use of multiplication tables and divisibility rules.
Week 3: Introduction to Fractions
- Understanding fractions as parts of a whole.
- Writing fractions in simplest form.
- Comparing and ordering fractions.
Week 4: Adding and Subtracting Fractions
- Fractions with like denominators.
- Converting between improper fractions and mixed numbers.
- Word problems involving fractions.
Week 5: Equivalent Fractions
- Simplifying fractions and finding equivalent fractions.
- Visualizing fractions using diagrams and models.
Week 6: Multiplying and Dividing Fractions
- Multiplying fractions and simplifying answers.
- Dividing fractions (using multiplication of the reciprocal).
- Real-life applications of fractions.

Term 2: Decimals, Percentages, and Geometry

Week 1: Introduction to Decimals
Understanding decimals and their place value.
Converting between fractions and decimals.
Comparing and ordering decimals.
Week 2: Addition and Subtraction of Decimals
Adding and subtracting decimals up to two decimal places.
Word problems involving decimal operations.
Word problems involving decimal operations.
Week 3: Multiplying and Dividing Decimals
Multiplying decimals by whole numbers and other decimals.
Dividing decimals by whole numbers.
Week 4: Introduction to Percentages
Understanding percentages as parts of 100.
Converting between fractions, decimals, and percentages.
Simple percentage calculations (e.g., finding a percentage of a number).
Week 5: Geometry – Angles

. Week 1: Introduction to Decimals
◦ Understanding decimals and their place value.
◦ Converting between fractions and decimals.
◦ Comparing and ordering decimals.
2. Week 2: Addition and Subtraction of Decimals
◦ Adding and subtracting decimals up to two decimal places.
◦ Word problems involving decimal operations.
3. Week 3: Multiplying and Dividing Decimals
◦ Multiplying decimals by whole numbers and other decimals.
◦ Dividing decimals by whole numbers.
4. Week 4: Introduction to Percentages
◦ Understanding percentages as parts of 100.
◦ Converting between fractions, decimals, and percentages.
◦ Simple percentage calculations (e.g., finding a percentage of a number).
5. Week 5: Geometry – Angles
◦ Understanding types of angles: acute, obtuse, right angles.
◦ Measuring and drawing angles using a protractor.
◦ Properties of angles on a straight line and around a point.
6. Week 6: 2D Shapes and Perimeter
◦ Identifying and classifying 2D shapes (triangles, quadrilaterals, circles, etc.).
◦ Calculating the perimeter of simple 2D shapes.

Term 2: Decimals, Percentages, and Geometry
1. Week 1: Introduction to Decimals
◦ Understanding decimals and their place value.
◦ Converting between fractions and decimals.
◦ Comparing and ordering decimals.
2. Week 2: Addition and Subtraction of Decimals
◦ Adding and subtracting decimals up to two decimal places.
◦ Word problems involving decimal operations.
3. Week 3: Multiplying and Dividing Decimals
◦ Multiplying decimals by whole numbers and other decimals.
◦ Dividing decimals by whole numbers.
4. Week 4: Introduction to Percentages
◦ Understanding percentages as parts of 100.
◦ Converting between fractions, decimals, and percentages.
◦ Simple percentage calculations (e.g., finding a percentage of a number).
5. Week 5: Geometry – Angles
◦ Understanding types of angles: acute, obtuse, right angles.
◦ Measuring and drawing angles using a protractor.
◦ Properties of angles on a straight line and around a point.
6. Week 6: 2D Shapes and Perimeter
◦ Identifying and classifying 2D shapes (triangles, quadrilaterals, circles, etc.).
◦ Calculating the perimeter of simple 2D shapes.

Term 3: Algebra, Data Handling, and Measurement
1. Week 1: Introduction to Algebra
◦ Recognizing and using algebraic expressions.
◦ Simple algebraic equations (e.g., solving for x).
◦ Patterns and sequences.
2. Week 2: Solving Simple Equations
◦ Solving one-step and two-step algebraic equations.
◦ Using variables in word problems.
3. Week 3: Introduction to Data Handling
◦ Collecting, organizing, and presenting data.
◦ Understanding and drawing bar charts and pictograms.
◦ Mean, median, mode, and range.
4. Week 4: Probability Basics
◦ Understanding simple probability (e.g., chance, outcomes).
◦ Calculating the probability of an event occurring.
5. Week 5: Measurement – Length and Area
◦ Understanding and converting between units of measurement (cm, m, km, mm).
◦ Calculating the area of rectangles and squares.
6. Week 6: Volume and Mass
◦ Understanding volume (in cubic centimeters and meters).
◦ Converting units of mass (grams, kilograms).
◦ Solving problems related to volume and mass.

Term 4: Review and Problem-Solving
1. Week 1-2: Revision of Fractions, Decimals, Percentages, and Operations
◦ Review key concepts from terms 1 and 2.
◦ Practice problem-solving using fractions, decimals, percentages, and number operations.
◦ Apply learned skills in word problems.
2. Week 3-4: Revision of Geometry and Measurement
◦ Review of angles, 2D shapes, perimeter, area, and volume.
◦ Hands-on activities (e.g., measuring objects in the classroom, drawing geometric shapes).
3. Week 5: Consolidation of Algebra and Data Handling
◦ Practice with solving equations and interpreting data.
◦ Use of algebra in real-life contexts (e.g., simple budgeting, pattern recognition).
4. Week 6: End-of-Year Project and Assessment
◦ A final project incorporating multiple topics (e.g., creating a survey and analyzing data, designing a geometric object).
◦ Review and self-assessment of skills learned over the year.
◦ End-of-year mathematics test.

Additional Notes:
• Homework: Weekly homework assignments focusing on recent lessons.
• Assessments: Mid-term and end-of-term tests, project work, and quizzes.
• Cross-curricular Connections: Relate mathematical concepts to subjects like science (e.g., data handling), geography (e.g., measurements), and art (e.g., geometry).
This scheme provides a balance of foundational concepts and practical applications, allowing the student to build a strong understanding of mathematics at this level.

To take that overview and break down into weekly chunks, copy and paste e.g.

Number Operations and Introduction to Fractions
7. Week 1: Review of Basic Arithmetic
◦ Addition, subtraction, multiplication, and division of whole numbers.
◦ Mental arithmetic strategies and estimation.
◦ Solving word problems involving the four operations.

Copy text and insert as copy and paste intointo chatgpt.com.

Result: Gives a weekly Lesson Plan that you can modify to suit your learning methodology:

Week 1: Review of Basic Arithmetic

Addition of Whole Numbers
• Objective: Understand how to add whole numbers, and practice solving addition problems.
• Key Concepts:
◦ Adding numbers column by column (standard algorithm).
◦ Understanding the concept of carrying over (regrouping).
◦ Mental strategies for addition (e.g., breaking numbers into parts).
• Examples:
◦ 56+78=13456 + 78 = 13456+78=134
◦ 324+157=481324 + 157 = 481324+157=481
◦ Mental math: 40+58=9840 + 58 = 9840+58=98 (Break 58 as 40 + 18).
Subtraction of Whole Numbers
• Objective: Learn subtraction techniques and practice with problems.
• Key Concepts:
◦ Subtracting numbers column by column (regrouping).
◦ The concept of borrowing (when the digit in the top place value is smaller than the one below it).
◦ Mental strategies (e.g., subtracting in parts).
• Examples:
◦ 87−29=5887 – 29 = 5887−29=58
◦ 545−238=307545 – 238 = 307545−238=307
◦ Mental math: 500−350=150500 – 350 = 150500−350=150.
Multiplication of Whole Numbers
• Objective: Practice multiplication of whole numbers and understand the multiplication process.
• Key Concepts:
◦ Multiplying using the standard algorithm (long multiplication).
◦ Understanding the distributive property (e.g., 34×7=(30+4)×7=210+28=23834 \times 7 = (30 + 4) \times 7 = 210 + 28 = 23834×7=(30+4)×7=210+28=238).
◦ Mental multiplication strategies (e.g., multiplying by 10, 5, or breaking numbers into simpler parts).
• Examples:
◦ 34×6=20434 \times 6 = 20434×6=204
◦ 123×5=615123 \times 5 = 615123×5=615
◦ Mental math: 50×8=40050 \times 8 = 40050×8=400.
Division of Whole Numbers
• Objective: Learn and practice division, including long division.
• Key Concepts:
◦ Dividing numbers using the long division method.
◦ Understanding remainders and how to express them (as fractions or decimals).
◦ Estimation strategies to check division results.
• Examples:
◦ 56÷7=856 \div 7 = 856÷7=8
◦ 752÷8=94752 \div 8 = 94752÷8=94 (with no remainder).
◦ 225÷6=37225 \div 6 = 37225÷6=37 remainder 3.
Mental Arithmetic Strategies
• Objective: Improve speed and efficiency in performing arithmetic operations mentally.
• Key Concepts:
◦ Addition: Round numbers to make addition easier (e.g., 37+6837 + 6837+68 becomes 40+65=10540 + 65 = 10540+65=105).
◦ Subtraction: Break down the subtraction into easier parts (e.g., 47−29=47−20−9=1847 – 29 = 47 – 20 – 9 = 1847−29=47−20−9=18).
◦ Multiplication: Use known multiplication facts to simplify problems (e.g., 25×4=10025 \times 4 = 10025×4=100).
◦ Division: Estimate division by rounding numbers (e.g., 93÷693 \div 693÷6 is about 90÷6=1590 \div 6 = 1590÷6=15).
• Examples:
◦ Mental addition: 89+26≈90+25=11589 + 26 \approx 90 + 25 = 11589+26≈90+25=115.
◦ Mental subtraction: 72−37=72−30−7=3572 – 37 = 72 – 30 – 7 = 3572−37=72−30−7=35.
◦ Mental multiplication: 8×12=(8×10)+(8×2)=80+16=968 \times 12 = (8 \times 10) + (8 \times 2) = 80 + 16 = 968×12=(8×10)+(8×2)=80+16=96.
Word Problems Involving the Four Operations
• Objective: Solve real-life word problems that involve addition, subtraction, multiplication, and division.
• Key Concepts:
◦ Identifying the operation(s) needed in word problems.
◦ Using estimation to check the reasonableness of answers.
◦ Writing out equations to represent word problems.
• Examples:
◦ Addition Problem: Sarah has 23 apples. She buys 18 more. How many apples does she have now?
▪ Equation: 23+18=4123 + 18 = 4123+18=41
◦ Subtraction Problem: There are 56 students in a class. 23 students leave early. How many students are left?
▪ Equation: 56−23=3356 – 23 = 3356−23=33
◦ Multiplication Problem: A pack of pens costs $5. How much will 7 packs cost?
▪ Equation: 5×7=355 \times 7 = 355×7=35
◦ Division Problem: A baker has 72 cookies and wants to pack them into boxes with 8 cookies in each. How many boxes can he fill?
▪ Equation: 72÷8=972 \div 8 = 972÷8=9
Estimation and Checking • Objective: Use estimation to quickly approximate answers, and verify results. • Key Concepts: ◦ Round numbers to the nearest ten, hundred, or other place value to estimate sums, differences, products, and quotients. ◦ Check calculations by reversing the operation. • Examples: ◦ Estimate: 87+49≈90+50=14087 + 49 \approx 90 + 50 = 14087+49≈90+50=140. ◦ Estimate: 456÷23≈450÷20=22456 \div 23 \approx 450 \div 20 = 22456÷23≈450÷20=22. By the end of Week 1, students should be able to:
1. Perform basic operations (addition, subtraction, multiplication, and division) with whole numbers efficiently.
2. Apply mental strategies to solve arithmetic problems.
3. Use estimation to check the reasonableness of answers.
4. Solve word problems that involve all four basic operations.

THE PERSON(S) PROVIDING THE EDUCATION OR PROPOSED AS A PROVIDER
Name of the person –––––––––––––––––––––––––––
Relationship (if any) to the child ––––––––––––––––––––––––––––
Information should be sought on

the opportunity the person has to create/provide learning experiences for the child • the motivation that the person has to create/provide learning experiences for the child
whether any other person assists/will assist in the provision of education for the child, even informally. Information may also be recorded on
the person’s educational background and any relevant qualifications, talents or experience that the person has if this information is offered by the parent/educator.

TIME DEVOTED TO EDUCATION OR TIME PROPOSED TO BE SPENT ON EDUCATION Information should be sought on:

the time allocated/to be allocated to the education of the child
whether learning is provided for in an open-ended manner
whether learning activities are scheduled or partly scheduled using a timetable following a daily/weekly/monthly pattern
the estimated number of days during the year on which education is/will be provided • arrangements made/to be made for holidays
whether any records are/will be maintained of the time/periods/days devoted to education or attendance at the school

THE LEARNING ENVIRONMENT
Information should be sought on the premises used/proposed to be used for the provision of education. Consider

where most of the education is/will be provided
the size of the space that is/will be available, furniture provided, etc. and any special features
any outdoor area that can be/will be used by the child.

Information should be sought on the equipment and materials used/proposed to be used in the provision of education. Consider

materials that are used/proposed to be used during the provision of education
any equipment in use/to be used (e.g. everyday items, improvised equipment, toys, specialised educational equipment)
textbooks, other books or printed materials (e.g. newspapers, magazines, manuals) in use/to be used
any facilities for displaying the child’s work
access to materials on loan from local library or other sources
THE EDUCATIONAL ACTIVITIES
Information should be sought on the general characteristics of the provision, such as
What are the main areas of learning for which provision is/will be made?
What type of education is being/will be provided? Describe any principles or philosophy underlying the education.
What consideration has been given to how the learning needs of the child are/will be met over a period of time and whether plans are/will be recorded?
What approaches/methods are/will be used to facilitate learning (e.g. autonomous learning, semi-structured approaches, structured learning, a mixture of these)

LANGUAGE AND LITERACY SKILLS
Information should be sought on how the child’s language skills (oral language skill and literacy skills) are developed/proposed to be developed. Consider

range of skills that is/will be developed
approaches through which these skills are/will be learned/taught.

Some AI tools to help you:

NUMERACY
Information should be sought on how the child’s numeracy skills are developed/proposed to be developed. Consider

range of skills and concepts that are/will be developed
approaches through which these skills are/will be learned/taught

Some AI tools to help you:

Dreambox Math&Reading programme while can try for free and leads to subscription, Check out and contact it@henireland.ie for ways around this.
IXL This is personalised e.g. can do Irish curriculum and does allow free subscription with limited exercises. If keen can subscribe to use this but if want all in one package check out inernational options where it does maths, english and science. It personalises to Irish curriculum if option is selected and if you copy and paste e.g. fouth class maths copy and paste “Number Sense” in Chatgpt it breaks it down into further details and will show you how to do it! Great for documentation for Tulsa!
Thinkster Will give you free ebook and 7 day trial. It personalizes your child’s learning and brings 21st century technology efficiencies to 19th century teaching methods. Its a teaching coach that helps personalize the learning plan and fills in the knowledge gaps in math.
Khan Academy The Best option! Free and really uses AI to the forefront, gives that logical sequential purposeful approach that Tusla looks for and is geared towards the age, ability and aptitude of your child.

Result:

Now this can be used as your ASSESSMENT or RECORD keeping

IRISH Information should be sought on how provision is made/proposed to be made for language skills or language awareness in Irish. Consider:

range of skills that is/will be developed
approaches through which these skills are/will be learned/taught.

OTHER AREAS OF LEARNING
Information should be sought on how other areas of learning are developed/proposed to be developed. For each area of learning, information should be sought on

the range of skills and concepts that are/will be developed
approaches through which these skills are/will be learned/taught

OTHER AREAS OF LEARNING (continued)
Information should be sought on the provision being made/proposed to be made for the child’s physical development

Information should be sought on the provision being made/proposed to be made for the child’s social, emotional and moral development

Khan Academy This does Life Skills according age and takes the khanmigo for students as a way to learn about social media literacy, to a growth mindset.
How generative AI could help improve SEL skills. Imagine a chatbot could help kids overcome social anxiety by giving them an opportunity to practice how to interact with people?
Check out edtechbooks for Social and emotional learning using AI

ASSESSMENT AND RECORD KEEPING
Information should be sought on the monitoring and assessment of progress. Consider

the ways in which the child receives feedback and encouragement on learning
the ways in which the child’s progress is/will be monitored/assessed
provision for formal assessment, if any
any records that are/will be maintained of the child’s progress or of work completed
What is the parent’s/tutor’s assessment of the progress made by the child in each area of learning?
language skills (oral language and literacy)
numeracy
other areas of learning
physical development
social, emotional and moral development

Checkout these AI progress tracking tools often there is a free basic plan you can use:

Edulastic Click on this and it will give an AI powered workspace to simplify lesson planning, resource creating and student feedback. Get a free demo or look up on youtube to give you an idea.