1. Emma Fieldhouse, Environment Team
Teaching in Schools: National Curriculum– Safeguarding – Learning Styles
Emma Fieldhouse, Environment Team

2. The National Curriculum

3. To develop an understanding of the structure and purpose of the National Curriculum

4. Key Terminology
SEN – 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 taught
the 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 learning
how a child’s progress is assessed and reported
Within 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. Age
Stage
Year
Assessment
3 – 4
Early Years Foundation Stage (EYFS)
4 – 5
EYFS
Reception
5 – 6
Key Stage 1
Year 1
6 – 7
Year 2
Teacher assessments (TA) in English, Maths and Science
7 – 8
Key Stage 2
Year 3
8 – 9
Year 4
9 – 10
Year 5
10 – 11
Year 6
National tests & TA in English, Maths and Science
11 – 12
Key Stage 3
Year 7
Ongoing teacher assessment
12 – 13
Year 8
13 – 14
Year 9
TA in English, Maths and Science & other foundation subjects
14 – 15
Key Stage 4
Year 10
Some children take GCSEs
Year 11
Most children take GCSEs or other national qualifications

10. Foundation Stage
The foundation stage curriculum is organised into six areas of learning:
Personal, social and emotional development
Communication, language and literacy
Mathematical development
Knowledge and understanding of the world
Physical development
Creative development

11. Compulsory NC subjects are the same for Key Stages 1 and 2
Geography
Art and Design
Music
Physical Education
English
Maths
Science
Information 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 numeracy
Offer schools greater flexibility to tailor teaching and learning for their pupils
Allow time for primary school children to learn a modern foreign language
Place greater emphasis on children’s personal development
Support a smoother transition from play-based learning in foundation stage into primary school
Encourage creativity and inspire a commitment to learning that will last a lifetime.

13. Curriculum Aims
These 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 achieve
Confident individuals who are able to lead safe, healthy and fulfilling lives
Responsible citizens who make a positive contribution to society

15. Essentials for Learning & Life
These are made up of:
Literacy
Numeracy
ICT capability
Learning and thinking skills, personal and emotional skills and social skills
The essentials are designed to be developed across the curriculum

16. Six Areas of Learning Understanding the arts
Understanding English, communications and languages
Historical, geographical and social understanding
Mathematical understanding
Understanding physical development, health and wellbeing
Scientific and technological understanding

17. Safeguarding for Volunteers

18. Training outline What do we mean by safeguarding?
Legal background and the University duty of care
Principles of safeguarding and who is responsible
Abuse and recognising it when you meet it
Minimising risks
Reporting

19. What do we mean by safeguarding?
Who or what are we safeguarding?
Young people or vulnerable adults
You
The University

20. Legal background Complex legal framework
Every Child Matters – government focus on younger children
Legislative framework (Children Act 2004, Safeguarding Vulnerable Groups Act 2006 plus numerous others)
Duty of Care

21. Duty of Care
Common 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 students
The university is committed to practice that, as far as is reasonable and possible, protects children and vulnerable adults from harm
The 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 bullying
Abuse 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 appropriately
Principles 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 context
Your 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 situations
You have a duty to DO something about it. Report your concerns. Trust your gut feelings. Don’t worry about being wrong. Tell someone.

27. Confidentiality
Confidentiality cannot be promised where a young person or vulnerable adult is at risk
If 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 confidentiality
You 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 it
Not sure about something? ASK. No-one will think you are foolish for asking
Challenge inappropriate behaviour/language
Never engage in any level of sexually suggestive behaviour/language with young people

29. Minimising the risks to all
Treat everyone with equality, dignity, respect
The welfare of children and vulnerable adults is your primary concern
Work in an open environment, never without a witness
Encourage open communication and listen
Never be negative – be positive and constructive
Ensure 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 or
Don’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 times
Never do things of a personal nature for a young person. If they can’t do it for themselves, they will have a professional helper
Never take responsibility for tasks for which you have not been trained or have specific responsibility

32. Data Protection
Data 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 it
More information on the University’s DP policy:
protection policy

33. Reporting
Robust mechanisms for reporting either at your host organisation or here at University.
Professional duty to adhere to reporting structure and guidelines
Your Safeguarding officer at University is:
Jean Baxter –

34. Misconduct
We take these issues seriously and we expect the highest standards of professionalism from you all
Inappropriate behaviour would be subject to university disciplinary procedures

35. Group Exercise

36. Group Exercise – signs and indicators
Physical Abuse
Sexual Abuse
Emotional Abuse
Neglect
Bullying

37. Recognising abuse
Unexplained or suspicious injuries for which the explanation seems inconsistent
An individual describes an abusive act or situation in relation to themselves or others
Changes in behaviour
Individual appears mistrustful
Sexually explicit behaviour
Signs of neglect – unwashed, shabby, smelly

38. Emma Fieldhouse Environment Team
Learning Styles
Emma Fieldhouse
Environment Team

39. Complete the survey

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

42. Kolb’s Experiential Learning Cycle (1984)

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 Styles
Reflector - 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 Styles
Pragmatist - 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 group
Choose 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 classroom
Carbon Footprinting in schools – workshop to produce the materials to use in schools
Homework! 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