Hi, it doesn't matter how many languages are spoken in your school this all relates to how you help the children learn regardless of the time it takes you to help them understand
If you only have 7 days to work through all these criteria I would suggest you speak to your class teacher as soon as possible so they can help you. They might even have a copy of the handbook they can loan you as pages 245+ deal with bilingual schools and the learning needs of 'foreign' students. You could also ask how to make a formal complaint about the course provider as whomever paid for it would probably of expected you to have greater support from them.
1.3 summarise the teachers programme and plans for literacy development?
Only the class teacher can know so you need to ask them to help you with this
Plan and deliver learning activities under the direction of a teacher....
1.1 explain the objectives content and intended outcomes of learning activities as agreed with the teacher?
What did the teacher want the children to learn from the activity and how did they expect them to achieve this? using resources such as a picture book, tools to write with, digital technology?
1.2 explain how the learning activities relate to statutory and non statutory frameworks for the school curriculum?
What key stage are the children you work with?
English is part of the National Curriculum for primary schools, depending on the age you work with the learning activities will link to an outcome contained in the statutory framework - English on gov.uk
1.3 plan and prepare learning activities as directed by the teacher for individual learners and small groups of learners.?
How does this happen in your school, when do you work with small groups of children and how do you plan for that?
1.4 use the knowledge of the learners, the curriculum and own expertise to contribute to planning partnership working with the teacher as part of the overall lesson plan?
How is children's progress tracked? or how does the teacher know how they're doing? You need to use that knowledge of the children/learners to explain how you work with the teacher to deliver the lesson plan.
Support for numeracy....
1.1 explain the aims and importance of learning provision for numeracy development?
Use the 'look inside' feature on the amazon preview and search for the words 'numeracy development' then click the link on the left hand side to page 220. It will help you find the words to write why numeracy provision is important to children.
1.2 summarise the national curriculum framework for matamatics age related expectations of learners as relevant to the setting?
Numeracy or Mathematics curriculum subject on gov.uk
1.3 summarise the organisations policy and curriculum framework for
mathematics?
Only your school can know and give you a copy of their policy on maths/numeracy
1.4 explain the teachers programme and plans for mathematics teaching and learning?
Only the class teacher can know and help you with this
Team working.....
1.2 agree objectives for working together and identify what needs to be done to achieve them?
page 332
Do you agree to support a named child? how are you expected to do this?
Do you only work within a specific class?
Do you only work with a specified year group?
Are you expected to work collaboratively with other staff members?
1.3 share relevant information to help agree roles and responsibilities?
In each of the situations listed above (named child/specific class/year group/within your school) members of the team need to understand their role and how it fits in with the role of other members of the team. So that everyone knows what they're doing and why. How do you share information about that in your setting?
1.4 agree suitable working arrangements with other team members?
Quote from page 333
Although you maybe aware of one another's roles in your team and are able to work effectively together, it is also importsant to be flexible and able to support others in different ways. While you are in school you need to focus on your role, but there may be times when you need to come to an agreement about how your arrangements fit together as individuals in a broader context. This is because at any one time, members of the team may have issues of their own which may impact on their work. If you notice that a colleague is not their normal self, for example, it may be appropriate for you to offer them support in order to acknowledge this. Support staff may work in a range of school situations and you may not know what pressures they are under as part of their job. Many members of the team will have famillies and all will have another life outside school which at different times may have an impact on their ability to provide the same level of support for the school. You should be sensitive to any changes in behaviour or ability to juggle the demands of home and school. or to cope with what they have been asked to do at work.
So what example could you use from your school?
About Plagiarism and not copying and pasting information
3.3 explain how improved interpersonal skills could contribute to the effectiveness of group/teamwork in the future?
What aspects of yourself would you like to improves so that you could work better as part of a team eg. way you communicate, feelings about others culture
Quote from page 334
In order for individuals to work co-operatively, it is important for members to have good interpersonal skills. These are sometimes the most difficult skills to have, as within any team there will be a number of personalities. Individuals will need to have the skills that relate to one another wll and be sympathetic, supportive and helpful. Members of the team should be sensitive to the needs and feelings of others, and encourage those who they know are finding work challenging or difficult.
Valuing the expertise of team members
Remembering that each team member is as important as another
Being approachable and using your experience to support others
Resolving conflict
Examples of issues (a situation or circumstance that hinders or prevents effective team performance):- poor co-operation between members of the team
- misinformation or incomplete information given to all team members
- resistance to change
- pressure to conform to a team decision which does not take account of individual preferences
- dominance of some team members, leading to inequalityduring decision making
- inability of individuals to accept feedback
- interpersonal conflict (unable to sympathise, support or help)
- unproductive levels of competition
How would you say all this relates to your school setting and the way everyone works together?
I hope this helps a little more. Best wishes 
Please help with these level 3 specialist teaching and learning in schools assignment bits
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