1/23 ICT and SEND Dr John Woollard Social Justice and Inclusion in Education Research Group Southampton Education School University of Southampton The developing Computing curriculum, digital literacy and e- safety

2/23 Primary phase trained and taught Moved to secondary mainstream special educational needs: ROSLA tutor and SENCo Teacher advisor/inspector for SEN (all areas) and ICT in Hampshire for 9 years Teacher trainer for IT and SEN specialist Taught MSc SpLD PhD examiner for SpLD Wrote book using ICT to support teaching and learning and psychology books including Psychology for the Classroom: Behaviourism Now, teacher trainer in the Social Justice and Inclusion in Education Research Centre at the University of Southampton Dr John Woollard

3/23 National Curriculum for Computing (2014) IT, CS and dl how it impacts on pupils dl expectations Teachers’ Standards e-safety professional expectations but people are at the centre it is they that a subject to the changes, resources and attitudes Today

4/23 People are at the centre sensory physical communicationbehaviour health (incl. mental health) learning difficulties attitudes

5/23 The National Curriculum for computing aims to ensure that all pupils:  can understand and apply the fundamental principles of computer science, including logic, algorithms, data representation, and communication  can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems  can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems  are responsible, competent, confident and creative users of information and communication technology. National Curriculum for Computing

6/23 Aims The National Curriculum for computing aims to ensure that all pupils: are responsible, competent, confident and creative users of information and communication technology. Key stage 1 “communicate safely and respectfully online, keeping personal information private” Key stage 2 “be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely” Key stage 3 “create, reuse, revise and repurpose digital information and content with attention to design, intellectual property and audience” Key stage 4 “ ” Aspects of digital literacy

7/23 pupils subject to safeguarding or protection activity arrests made relating to safeguarding high risk, sex offender networks disrupted by CEOP The need for e-safety

8/23 Focussed on the school ensuring children are e-safe by “reducing availability, restricting access and increasing resilience” Building “children’s resilience to the material to which they may be exposed so that they have the confidence and skills to navigate … more safely” Ensure that new teachers entering the profession are equipped with e-safety knowledge and skills. Making explicit teaching and learning about e-safety. Identifying home-school links as a key issue. The Byron Review (2008)

9/23 A construct for e-safety – the 3 Cs

10/23 Jenny’s Story is a short film based on the true story of Jenny, a teenager who chats to a stranger on the internet. It shows how, through chatting online, Jenny reveals personal information which results in her being contacted in real life and ultimately hurt. INSERT DVD Jenny’s Story or KIA for Trainee Teachers Jenny’s Story - grooming

11/23 If you suspect that a pupil is a victim of physical abuse or you have received any type of disclosure about abuse occurring either online or offline, you MUST contact the designated member of staff immediately and make it clear to the pupil that he or she will have to share the information with a colleague of yours. For your benefit, you should make and sign accurate notes of the incident immediately after the disclosure. To report suspicious behaviour online with or towards a child contact the ‘Child Exploitation and Online Protection Centre’ Dealing with disclosures

12/23 Organisations General e-safety information sites for trainee teachers:

13/23 7 Manage behaviour effectively to ensure a good and safe learning environment  have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy  have high expectations of behaviour… E-safety and the Teachers’ Standards

14/23 Teachers’ conduct Part two: Personal and professional conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

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19/23 Policies in school

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22/23 remember that most children who form online friendships with peers typically report a positive experience. There are wonderful, exciting ways of using the internet positively Switch+%2F+Touch+Screen+Videos&pid=74 and finally…

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