3 To develop an understanding of the structure and purpose of the National Curriculum
4 Key TerminologySEN – Special Educational Needs G&T – (not Gin and Tonic!) Gifted and Talented
5 Understanding the National Curriculum The National Curriculum sets out the stages and core subjects children will be taught during their time at school. Children aged 5 to 16 in ‘maintained’ or state schools must be taught the National Curriculum.
6 National Curriculum – what it sets out The National Curriculum is a framework used by all maintained schools to ensure teaching & learning is balanced and consistent.It sets out:the subjects taughtthe knowledge, skills and understanding required in each subject…
7 National Curriculum –what it sets out II … standards or attainment targets in each subject – teacher’s can use these to measure a child’s progress and plan the next steps in their learninghow a child’s progress is assessed and reportedWithin the framework of the NC, schools are free to plan and organise teaching and learning in the way that best meets the needs of their pupils
8 National Curriculum key stages The National Curriculum is organised into blocks of years called ‘key stages’There are four key stages as well as a ‘Foundation Stage’The ‘Foundation Stage’ covers education for children before they reach five (compulsory school age)
9 AgeStageYearAssessment3 – 4Early Years Foundation Stage (EYFS)4 – 5EYFSReception5 – 6Key Stage 1Year 16 – 7Year 2Teacher assessments (TA) in English, Maths and Science7 – 8Key Stage 2Year 38 – 9Year 49 – 10Year 510 – 11Year 6National tests & TA in English, Maths and Science11 – 12Key Stage 3Year 7Ongoing teacher assessment12 – 13Year 813 – 14Year 9TA in English, Maths and Science & other foundation subjects14 – 15Key Stage 4Year 10Some children take GCSEsYear 11Most children take GCSEs or other national qualifications
10 Foundation StageThe foundation stage curriculum is organised into six areas of learning:Personal, social and emotional developmentCommunication, language and literacyMathematical developmentKnowledge and understanding of the worldPhysical developmentCreative development
11 Compulsory NC subjects are the same for Key Stages 1 and 2 GeographyArt and DesignMusicPhysical EducationEnglishMathsScienceInformation and Communication Technology (ICT)History
12 Primary Curriculum Review The primary curriculum was changed in order to:Ensure all children gain a good grounding in reading, writing, speaking, listening and numeracyOffer schools greater flexibility to tailor teaching and learning for their pupilsAllow time for primary school children to learn a modern foreign languagePlace greater emphasis on children’s personal developmentSupport a smoother transition from play-based learning in foundation stage into primary schoolEncourage creativity and inspire a commitment to learning that will last a lifetime.
13 Curriculum AimsThese aims should inform all aspects of curriculum planning, teaching and learning at whole-school and subject levels.The curriculum aims are “to enable all young people to become:”Successful learners who enjoy learning, make progress and achieveConfident individuals who are able to lead safe, healthy and fulfilling livesResponsible citizens who make a positive contribution to society
15 Essentials for Learning & Life These are made up of:LiteracyNumeracyICT capabilityLearning and thinking skills, personal and emotional skills and social skillsThe essentials are designed to be developed across the curriculum
16 Six Areas of Learning Understanding the arts Understanding English, communications and languagesHistorical, geographical and social understandingMathematical understandingUnderstanding physical development, health and wellbeingScientific and technological understanding
18 Training outline What do we mean by safeguarding? Legal background and the University duty of carePrinciples of safeguarding and who is responsibleAbuse and recognising it when you meet itMinimising risksReporting
19 What do we mean by safeguarding? Who or what are we safeguarding?Young people or vulnerable adultsYouThe University
20 Legal background Complex legal framework Every Child Matters – government focus on younger childrenLegislative framework (Children Act 2004, Safeguarding Vulnerable Groups Act 2006 plus numerous others)Duty of Care
21 Duty of CareCommon Law Duty of Care means taking reasonable measures to ensure the risks of harm to vulnerable individuals are minimised and, where there are concerns about the welfare of individuals, to take all appropriate actions to address those concerns
22 Duty of Care – University Perspective The university has a responsibility to take appropriate steps to safeguard children and vulnerable adults who are on university premises and are working with its staff or studentsThe university is committed to practice that, as far as is reasonable and possible, protects children and vulnerable adults from harmThe university will take all reasonable steps to ensure that unsuitable people are prevented from working with children or vulnerable adults
23 Principles of Safeguarding Young people and vulnerable adults can be victims of physical, sexual or emotional abuse, neglect and bullyingAbuse has serious, long term effects on the health and development of individuals, on their self-esteem and future life
24 Principles of Safeguarding (2) Children and vulnerable adults must be listened to and any allegations or suspicions they have must be taken seriously and responded to immediately and appropriatelyPrinciples apply to all equally (embracing the principles of Equal Opportunities)
25 Who is responsible for protecting children and vulnerable adults? We all are
26 Broader contextYour responsibility for safeguarding young people and vulnerable adults lasts for ever, not just for the duration of your project.You may encounter children in your community or through your employment who are at risk, children who are unwashed and shabby or who are not allowed to engage in social situationsYou have a duty to DO something about it. Report your concerns. Trust your gut feelings. Don’t worry about being wrong. Tell someone.
27 ConfidentialityConfidentiality cannot be promised where a young person or vulnerable adult is at riskIf you think a young person is going to confide something which they want to be a secret, you need to let them know that you cannot offer confidentialityYou MUST report anything you feel is a potential issue
28 Golden rules -If in doubt, there is a good reason for that doubting voice, so listen to itNot sure about something? ASK. No-one will think you are foolish for askingChallenge inappropriate behaviour/languageNever engage in any level of sexually suggestive behaviour/language with young people
29 Minimising the risks to all Treat everyone with equality, dignity, respectThe welfare of children and vulnerable adults is your primary concernWork in an open environment, never without a witnessEncourage open communication and listenNever be negative – be positive and constructiveEnsure that physical contact (games, sports, ice- breakers) is in the open and is appropriate
30 Minimising the risks to YOU Never reveal your personal contact details either phone orDon’t give details about your personal life – ask open questions and listen rather than talk!Do not give out or accept friend requests on social networking sites. Check your permission settings.
31 Minimising the risks – personal behaviour Be an excellent role model at all timesNever do things of a personal nature for a young person. If they can’t do it for themselves, they will have a professional helperNever take responsibility for tasks for which you have not been trained or have specific responsibility
32 Data ProtectionData protection – do you have access to data or the personal details of individuals or to any sensitive information?Personal information is covered under the Data Protection Act so you need to be responsible in how you use itMore information on the University’s DP policy:protection policy
33 ReportingRobust mechanisms for reporting either at your host organisation or here at University.Professional duty to adhere to reporting structure and guidelinesYour Safeguarding officer at University is:Jean Baxter –
34 MisconductWe take these issues seriously and we expect the highest standards of professionalism from you allInappropriate behaviour would be subject to university disciplinary procedures
36 Group Exercise – signs and indicators Physical AbuseSexual AbuseEmotional AbuseNeglectBullying
37 Recognising abuseUnexplained or suspicious injuries for which the explanation seems inconsistentAn individual describes an abusive act or situation in relation to themselves or othersChanges in behaviourIndividual appears mistrustfulSexually explicit behaviourSigns of neglect – unwashed, shabby, smelly
38 Emma Fieldhouse Environment Team Learning StylesEmma FieldhouseEnvironment Team
40 Understanding Learning Styles This survey is designed to help you gain an understanding of learning styles so that you can incorporate the various learning styles in your daily learning activities.It is NOT meant to show you your best way of learning as the research does not promote that.
41 Understanding Learning Styles II It is a tool for learning-to-learn (meta-learning) in order to increase awareness about your strengths & weaknesses as a learner so that you will try to use the correct method for learning a task or subject, rather than sticking with a preferred method.This will also help you to incorporate different methodologies when you are creating learning experiences for others
43 WORKSHOP – learning styles Based on Kolb’s Experiential Learning Cycle (1984), Honey & Mumford (2000) created a learning style survey that builds on Kolb’s model
44 Learning StylesReflector - Prefers to learn from activities that allow them to watch, think, and review (time to think things over) what has happened. Likes to use journals and brainstorming. Lectures are helpful if they provide expert explanations and analysis.Theorist - Prefer to think problems through in a step-by-step manner. Likes lectures, analogies, systems, case studies, models, and readings. Talking with experts is normally not helpful.
45 Learning StylesPragmatist - Prefers to apply new learnings to actual practice to see if they work. Likes laboratories, field work, and observations. Likes feedback, coaching, and obvious links between the task-on-hand and a problem.Activist - Prefers the challenges of new experiences, involvement with others, assimilation and role-playing. Likes anything new, problem solving, and small group discussions.
46 In Groups Discuss your learning styles survey results Were your results different?Think of examples where you could demonstrate your own learning style in action and share with your groupChoose a learning style which is opposite to your own and consider how you could incorporate this style into a teaching and learning event about carbon footprinting - discuss
47 Coming up next week Planning a lesson – how to do it Controlling a classroomCarbon Footprinting in schools – workshop to produce the materials to use in schoolsHomework! Look online to see if you can find any interesting materials for teaching about carbon footprinting. Here’s an example:
48 Evaluation of today’s session Please give some evaluation on today’s session…What was good about today?What was bad about today?What would you like to see next time?
49 Thank you for your contributions today Email environment@le. ac Thank you for your contributions today with any questions