Student Associates Scheme

8/9/2019 Student Associates Scheme

1/26

UNIVERSITYF

WOLVERHAMPTON

Student Associates

Scheme

2008

-

2009

Information for Students


2/26

CONTACT ETAILS

StudentAssociates

cheme

M.tnager

School f Education

University

f Wolverhampton

Walsal l ampus

GorwayRoad

Walsal l

WS13BD

Telephone:

01902)

22845

e-mai l : m.spragg

wlv .ac.

k

Fax:

(01902)

23110

-

Mike

Spragg

TDA Reoistration

All studentswho

are enrolledon

the Student Associates

chemeare equired

o

register

with the Training

and Development

gency

TDA).

Please

register

soecificallv

for SAS

even if you have previously registered with TDA.

Reg steri

ng is

q

u te

stra ghtfo wa d

Go to -

www.tda,oov.uklsasreoistration

and follow

the

prompts,

Please mail

your

TDARegistration

Number

o me: [email protected]

Student Associates

Scheme 2OOa/9

@

Schoolot Fducatiary

Univesity

ot Wotverhanpton


3/26

STUDENTASSOCIATES

CHEME

2008-2009

Information

Booklet

The Student Associate Scheme

Eligibility

of students, Scheme OveNiew,

CRB/Fitness to Teach,

Arrangements

for the Current Year,

7DA Core Goals,

Induction & Training

School Placements

School Placement

Log Book, Prcfessional

Code of Conduct

Roles

and

Responsibilities

UniveBity, PlacementSchoalt Stude

t Associates

Quality

Assurance

Evaluations,

External Modetation,Annual

Monitoring

Frequently

Asked

Questions

Students

also rcceive the following hooklets:

SAS

nduction

Booklet

Providing students with background information and reinforcing the Induction

and Training

prog

afttme,

School Log Book

Providing

students with areas on which

to

focus

during their

School

Placement

and containing the

IJniversitySAS Forms.

.

Mentor's Assessrnent

Of Student Associate

.

Mentorb EvaluationOf Scheme

. Student Associate'sEvaluationOf Scheme

.

Attendance

Record

(An

electronic version

ot the School Log Book is

available on rcquest)

Student Associates Schene 2O0a/9

A

Schoalof Educatian,

Univetsity ofWotverhanpton


4/26

The Student

Associafes

Scheme

is for

students

interested

in

gaining

classroom

experience

while

pursuing

their

studies

The

Scheme s funded and

organisedby

the

Training

and

Development

Agency for

Schools

(TDA)

and

aims to increase he number

and

quality

of recruits

going

into

teaching. It

enables

undergraduates

o make

better-informed decisions

about

career options

in education

by

giving

them the

opportunity to

experiencea teacher's

role within

a school environment.

The StudentAssociatesSchemegives students the chance o:

.

discover what

teaching is really like;

.

work

alongside experienced

teachers; and

.

develop new skills.

Who may

take

part?

The

scheme s open

to students registered

on full-tirne

or

part-time

programfies

of study

Ieading o an undergraduate

degree,

an HND, a foundation

degree

or a

postgraduate

award,

including masters

and doctorates,

Students must

demonstrate a

good

level of commitment

to

the aims and

objectives of

the

Schemeand must have

the

potential

to make an impact

on

young

people

in

schools and to

help thern achieve their potential. They must be positive role models for pupits, be an

ambassador for Higher

Education and

champion their

subject.

In

awarding

places

on the scheme applicants'qualifications

are taken

into account,

The basic

requirement

for a secondary

ITT course is Grade

C in English

and mathematics.

The

basic

requirement

for a

primary

ITT course is

Grade C in Ehglish,

mathematics

and

science.

Who may not

take

part?

Students who

already have

Qualified

Teacher

Status

(eTS)

or who are,

or have been, following

undergraduate

or

postgraduate

progftmhes

which include

the award

of

eTS,

or who

are

trained as teachers

abroad, are not eligible

to

join

the

Scheme.

Students who have

already

pafticipated

in

the scheme

are also ineliqible,

What does the

scheme entail?

All students

participating

in

the scheme are

given

a training

and induction

programme

to

prepare

them for working

with

young people.

You

will then

spend fifteen

days in a school

or

college working alongside

experienced eachers

and assisting

them in

ctassroom

eachinq. The

fifteen days

of the scheme

can be

planned

to fit

your

studies.

What

are the benefits

of the scheme?

Guided by experienced

teachers

you

will

gain

experience

of how to wo*

with

pupils

in the

classroom.The

scheme

gives you

the chance o

develop new

skills, contribute

to helping raise

the attainment

and aspirations

of

young people

n school and

gain

firsthand

experience

of what

a

career n teaching nvolves.

There s a tax-free bursary of f40 for every day spent in schootor collegeduring the scheme.

Criminal

Record Bureau

/

Fitness

to Teach

All Student

Associatesare required

to:

.

declare

their'Fitness to Teach';

.

have

an enhanced Criminal

RecordsBureau

(CRB)

Certificate

before they

begin their

school

placement,

(This

will be

organisedby the Liniversity

on

payment

of the

t36 fee.

This

sum being refundable

on satisfactory completion

of the

scheme.)

Student Assocjates

Schene 2O0A/9

A

Schoolaf Education,

University

of Wolverhampton


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Overview of the

Scheme

fhe Schene

E managed 4 the toltowihg

w.1y

.

stuclents who wish

to

join

the scheme

conplete an appli::ation

form;

.

successful applicants are

those who best suit the

criteria of the TDA;

.

Student Associates

attend a university based

induction

programme;

.

students

are matched to schools

appropriate to their

phase/subject;

.

schools receive nfomEtion

aboLtt heir designated

students;

.

placement

dates

ate negotiated between

the school mentor

and each

student;

. 15 day schoolplacementsare undertaken;

.

Student Associatesattend

a debilefing session.

Arrangements for

the Current Year

The

University of Wolverhampton

has been albcated

114

plac-es

n the scherke or

the current

year:

Prioritv

1 Subiects

(SecondaN

Schools) 4Q

plEee?

Mathematics, Physics,

Chemistry

Prioritv 2

Subjects

(Secondarv

Schools)

2B oLaLeS

Other Sciences, Modern Foreign Languages, Music, Religious Educatioh,

Design & Technology,

Information and

Communication Technoloqy

PJlqitv

3 Subieds

(Sec

English, Physical

Education, Business

Studies, History,

Geogruphy,

etc.

Prioritv

4

(Primarv

and Early Years)

19

place

Foundation

Stage, Key

Stage 1, Key Stage

2

TDA

Core Programme for

Student Associates*

The core

programme

consistsof a

set of 14 Core Goals, which

are designed

o:

. provide

Student Associates with

school experietre

and training that wi|

form a

prepafation for Initial Teacher Trcining (ITf) and encourage recruitment to the teaching

Drofession:

.

ensure that Student Associates

contnburc

b the Widening

pafticipation

agenda,

Induction and Training*

Students undertake an induction

programme provided

by the LJniversity

hat aims to

underpin

the Core

Goals. The

goals

reflect various

QTS

Standards with

the addition

of a widening

participation

strand, and should

ensure that Student Associates

make

the most of their

school

placements.

The ndudion

and training

programme

is

additional to the

15 school days

on

placement.

fntroduction

to the school

It is strongly recommended

that students make

a short

preliminary

school visit

to meet staff

and

to establisha clear framework for

the

placetnent.

*The'SAS

Induction

Booklet' contains Fut'ther

nformation

regarding the

TDA

Core Goalsand the Univetsity

of Wolverhampton

nduction

programme

Student Associates

Schene 2OO8/9

A

Schaal of Education,

Univercity of walverhanptu


6/26

School Placements

Student Associates

undertake a 15 day

school

placement.

All

placetnents

must take

place

within

the current academia

year.

Each

host school will

provide

a mentor who will

help Student

Associates

lan

their

programme

for the

placement

and introduce them

to approp ate

colleagueswho will

be able to help

them.

School Placement Log Book

Student Associates

are required

to

record

their obseNations

and

experiences whilst

ot]

placement.

The tasks,

and

your

entries,

should be shared with

their School

Mentor.

At

the end of the

placement

the Log Book

(or photocopy)

should be

given

to the SASManager

in

order that

your

'Certificate

of Achievement'

and 'School

placement

Feedback'

can be

DreDared.

The Log

Book is divided into

three

parts

-

7. Observations

During the 15 Day placement some of your time will be spent observing,not only the class

that

you

are based n, but also in

understanding he

school as an institution. lJndertaking

set

observation

tasks that will help

you

to understand

and reflect

upon key issues elated

to the

TDA

9oals.

.

obseNing how

teachers demonstrate

positive professional

values;

.

observing

how support staff

support

pupils'learning;

.

observing how

pupils

interact

and how

they learn from

each other;

.

identifying the resources/materials

that are available

to support learning;

.

identirying

ways in which ICT is

used to support

leaming;

.

understanding he

school as an institution

(whob

who,

school rules and routines):

.

investigating ssues

of

pupil

diversity in

the school;

.

obseNing and reflecting

upon how teachers

promote

equal

opportunities;

. participating in the classroom in order to experience ways in which young people learn,

2. Getting It

Right

Being

an active

participant

in the classroorn

and the school:

.

reading

aloud to

a class;

.

listening

to

individuals

reading;

.

helping

with computer

based activities;

.

helping

pupils

who need individual

support;

.

working,

under the teacher

direction, with srna

groups

of

pupils;

.

helping

with extra-curricular

and off-site activities;

.

supportlng, where

possible, pupils

with English

as an additional

language;

.

identif/ing

and

producing

resources

to support

pupil

leaming;

. planning, under the teacher'sdirection, a lesson o a classor group of children,

3, RaisingAspirations

Contributing to

the Widening Participation

agenda:

.

discussingwith

young people

the advantages

of Higher

Education;

.

encouraging

hose

pupils

considered

o be underachieving

o'aim

higher, and reach

their

tull Dotential:

.

reflecting

on

your

contribution to Widening

Participation

and the

develoDment of

your

own

personal

skills.

Student Assoctates

Schene 2OO8/9

@

Schoolol tdDcdtion.

Untversty

o(

Wotvehdmpton


7/26

Professional

Code of Conduct

Stu d e nt Associates s h ou I d :

.

become familiar with

school

policies

and

procedures,

especially Health

and Safety

protocol

with regard to emergencies

and accidents;

.

be well organised,

punctual

and tidy;

.

find

out and adhere to

policies

for reward

and

punishment;

.

develop

good

relationships with

staff and

pupils;

.

act with courtesy and

tact,

remembering

that whatever

teachers and children do in

school s

confidential;

.

ask for assistance while remaining

sensitive to how busy

people

are;

.

show a wil lingness

o

help;

.

positively

seek out opportunities

to assist with duties and

extra-curriculum

activities;

.

dress appropriately

(different

schools have different

dress codes);

.

ensure that

allyoung

people

arc treated appropriately

with regard

to

gender,

ethnic

origin, religion,

or disability;

.

always be as

positive

as

possible

and ensure that

good

behaviour and hard work

are

brought to the

teacher's attention so the

pupil

can

be rewarded;

.

listen

to advice

given

and ad upon it.

Student Associates must

not:

. under any circutnstances,however much provoked, strike a child;

.

under any circumstance nvite

pupils

back to

your

home,

nor enter into

any association

with

them other than in

your professional

capacity as a member

of school staff;

.

expose children to unnecessary

temptation

(for

example,

by leaving money, handbags

or other valuables

unattended)

.

make any unnecessary

physical

contad with

pupils;

.

send

pupils

beyond

the school

premises;

.

make reference

o the conduct, appearance,

circumstanceor attainment

of any

pupil

(with

the exception of conversationswith

your

school mentor);

.

discuss the school's

policy,

practice

or

personalities;

.

be alone with a

pupil

at anytime whether the

pupil

is

the same or opposite

sex as

Quality

Assurance

The

University of Wolverhafipton

ensures hat

quality

assurance s

at the heart of

all

provision.

The Student Associates

Scheme

(SAS)

is therefore based

on this

premise

and

alt aspectsof it

are

planned

and checked o ensure consistencyof

quality provision.

Quality

Assurance is

secured at every stage

of the Scheme:

.

Recruitment

of Student Associates;

.

Criminal RecordBureau

checksand 'Fitness o Teach'

Drocedures:

.

indudion

programmes

for Student Associates;

. briefing sessions or SchoolMentors;

.

students'

prcfessional

Code of

Conduct;

.

selection

of schools for

placements;

.

school

Dlacementevidence;

.

feedback

eport for each Student Associate;

.

posl placement

de-briefing

sessions.

The

Graduateand RegisteredTeacherProgramme

(GRTP)

Advisory

Board acts in an

advisory

and monitoring

capacity n relation to the Student Associates

Schefie. Feedback

rcm the Local

Authorities

nvolved will be

given

through the GRTPBoard meetings,

The AssociateDean will have ultimate responsibili ty or quality assurance,

Student Associates

schene 2OO8/9

@

Schaal

of

Educatian,

Untversity

of

walverhamptan


8/26

Rolesand Responsibilities

The

University of Wolverhampton

will:

.

identify

ellglble students in

order to recruit to

target numbers;

.

provide

schools with

relevant data regarding

students;

.

ensure that the students have

up-to-date

CRBclearance

and have signed

the,Fitness

to

Teach'

declaration form

before they start their

placement;

.

provide

indudion

for students

before starting their

placement;

.

provide

bfiefings for

school mentoB;

.

establish

effective communication

systems with

students

and school mentors;

.

offer support,

advice and

guidance

o both students

and schools;

.

complete all necessary

documentation that is

required by

the TDA.

Placement

Schools

will:

.

provide

an appropriate

mentor to support

students in

the school situation;

.

inform

staff about the aims

of the scheme and

the role of the

school;

. establish a tinetable with the students for their placement dates;

.

inform

the students of Health

& Safety

procedures,

discipline

& behaviour

poticy

and

other releva

nt school nformatio

n

.

introduce students

to the subject/phase

depaftment, its

policies

&

procedures;

.

ensure students are supeNised

by school

staff at all times when

working with

pupils

.

ensure

that attendance records

are maintained

and that the

SAS \4anagers informed

of

any

problems

they may

encounter;

.

assist he

students by

providing

oppoftunities to

carry out a range

of school-based

tasks, thus

enabling them to complete

their School

placement

Log

Book;

.

ensure that effective

communication akes

place

between

the mentor and

student;

.

complete

and return the school

mentors' assessment

and evaluation

forms;

.

refrain from leaving

Student Associates

alone with the whole

class at any time.

The

Student Associates will:

.

complete the applications

process,

CRB

and Fitness to Teach

declaration;

.

attend induction

sessions nd

de-briefings at

University;

.

establish a tinetable

with their mentor

on

Dlacementdates:

.

complete a Placement

Check List;

.

wear their

student identity badge when

on

placehent;

.

be aware of the

professional

conduct that is required

whilst

on

placement;

.

share with

the School Mentor any

problems

with regards

to the

placement;

.

contad the SAS Manager if any difficulties at school are unresolved;

.

inform the

School Mentor if they

are unable to attend

placement

on any day;

.

colled relevant

information towards meeting

the requirements

of

the

placement

and

complete

all tasks required for

the School Placernent

Log Book.

Student Associates

Scheme 20Oa/9

Q

Schaalof Educatio\

UniveEity

af Wotverhanptan


9/26


10/26

1. Please omplete singBLACK nk

2. Section

A

(and

D if required)

please

makesure hat

you

supply

current/previous

addresses or at least the last

f ive

years

- use an

addit ional

iece

of

paper

f needed ue to havinghad severaladdresses

3. Section

B -

posit ion

pplied

or is'TEACHER RAINING STUDENT'and he

address an be copied

rom the top left of the front

page

of the application

form

4. SectionC - l ines2a/29/3j/31l32

MusT be completed others n this section

to be completed s appropriate

5. Sections

E and F are optionalalthough

ou

may complete f

you

wish

6. SectionG

- leaveblank

7. SectionH - must be completed

8.

Please ring

your

completed orm and

documents o one of the CRBcheck

sessions.A checkusually akesabout

10 minutes if

yoLr

nable o make any

of these

appointments

lease

ontactme to

makealternative rrangements

9. Together with your completed form please bring one document rom

Group1

plus

wo other documents

rom eitherGroup1 or Group2,

Onedocumentmust containa

photograph

nd one

your

currentaddress.

GROUP

t

flWSiVfhrlnvnrolr

Identity Card

GROUP

GUIDELINESTO STUDENTS

COMPLETINGYOUR CRIMINAL

RECORDSBUREAUFORM

School of Education Student AssociateScheme

PaySlip InsuranceDocument

MarriageCert if icate

Uti l i ty

Bil l

Child

BenefitBookiet

Birth

Cert if icate

issued

ater)

TV Licence P45/P60 tatement

Bank/Building ocietyStatement

NHSCard

Mortgage tatement Credit/Store ardStatement

Nl NumberCard Examination ert i f lcate

VehicleReqistrat 'on ocument

THE CRS

PROCESS AN TAKE SEVERAL

WEEKSAND SO IT IS VI TAL THAT

APPLICATION

S MADEAS EARLYAS POSSI BLE. STUDENTS

WILL NOT BE

ALLOWED

TO STARTTHEIR PLACEMENTS

ITHOUT A CR B CERTIFICATE.

If

you

already have a

ICICI

CRB Cedificate that

was completed hrough the

University

lease

ring

his with

you

for checking

a

copy wil l not be acceptable)

Mike Spragg

Student Associates

Manager

Tel: 01902 322845 fax:

01902322110

DrivingLicence

Firearms Licence

BirthCert if icate

originaJ)

Room: WA22BWalsallCampus

email m,soraoe@wlv,ac.uk


11/26

Criminal Records Bura Code of Practice

The CriminalRecords ureau

odeof

practice

s available t

www.disclosure.gov.uk.

School of Education Policy Statement on the Recruitment of Ex-offenders

It is a req irement

of the CRB'S odeof

Practice

hat

all Registefed odiesmust

trcat Disclosure pplicants ho havea criminal ecord airly and do no t

discriminate ecause f a convict ion r other nformation

evealed.

t alsoobliges

Registered odies o havea writ ten

policy

on the recruitment f ex-offenders;

copy of whlchcan be available o Disclosure pplicants.Having a criminal

record wil l not necessari ly bar

you

from working with us or being a

student of the School of Education.

Thiswil l dependon the natureof

the

posit ion

and the circumstancesnd background f

your

offences.

School ot

Education Policy statement

As an organisation sing he CriminalRecords

ureau

CRB)

Disclosure

service o assess pplicants'suitabil i ty

or

posit ions

f trust, the

Schoolof

Education omDlies

ullv with

the

CRBCodeof Practice nd undertakeso

treat

all applicantsor

posit ions

airly. t undertakes

ot

to discriminate

unfairlyagainstany subjectof a Disclosure

n the basisof a convict ion

r

other nformation evealed.

The Schoolof Educations committed o the

fair treatmentof i ts students.

potential

tudents, taff ,

potential

taff or usersof

its

services, egardless f

race,

gender,

el igion, exualorientation,

esponsibil i t iesor dependants, ge,

physical/mental

isabil i ty r offending ackground.

We have a

written

policy

on the

recruitment of ex-offenders, which is

available o all Disclosure oolicants,

We actively

promote

equalityof opportunity

or al l with the right mix of talent,

skil lsand

potential

nd

welcomeapplicationsrom a wide rangeof candidates,

including hosewith criminal ecords, We select

all candidatesor interview

basedon their ski l ls,

qualif icat ions

nd experience.

A Disclosure

s

only

requested

fter

a thorough isk assessment as ndicated

that

one is both

proport ionate

nd relevant o the

posit ion

oncerned.For

thoseposit ionswherea Disclosures required, l l applicationorms, ob

adverts

and recruitment

riefs

wil l containa statement hat a

Disclosure i

be requested n the eventof the

individual eingoffered he

posit ion.

Wherea Disclosures to form

part

of the

recruitment

rocess,

we encourage

all applicants

alled or interview o

provide

detailsof their criminal

ecord

at

an

early stage n the application

rocess.

We

request hat

this

information s

sent undersepalate, onfidential over,

o a designated

erson

within the

School f

Education

nd

we

guarantee

hat this nformation

wil l

only be seen

by

thosewho need o see t as

part

of the

recruiLmenl

rocess.

Unless he natureof the

posit ion

allows he School f Educationo ask

questions

bout

your

entirecriminal

ecord,we only ask about'unspent'

convict ions

s defined n the Rehabil i tat ionf

Offenders ct 1974.

We ensure ha t al l those n the School f Education ho are involved n the

recruitment

rocess

ave beensuitably rained

o identifyand assess he

relevance nd circumstances

f offences.We alsoensure hat they

have

received ppropriate

uidance

nd training

n the relevant egislat ion elat ing

to the employment f ex-offenders,

.9. the Rehabil i tat ionf offendersAct

7974.

At interview,

r in a separate iscussionf e ensure hat

an open

and

measured

iscussionakes

place

on the subject

of any offences r

other

matter hat might be relevant o the

posit ion.

Failureto eveal nformation

that

is

directly

elevant

o the

posit ion

oughtcould

ead o withdrawal

of an

offer of emolovment,

We make everysubjectof a

CRBDisclosure wareof the existence f the CRB

Codeof Practice nd make a copyavailable

n request.

We undedake o discuss ny matter revealed n a Disclosure ith the person

seeking he

posit ion

beforewithdrawing

condit ional f fer of employment r

ofTer

o

join

a course.


12/26

TDAStudent

Associates cheme 008-2011: oreProgramme

1.

The

core

programme

asbeendevelopedromelfeclive

raclice

ndexperiencesl

providers

f he

Student

ssociates

chemen

previous

ears.

All

organisalionswarded

undingo be

providers

l the SludentAssociates

cheme

rom2008/09will

use

he

core

programme

s he minimumeq kementor heir

provision.

he

core

programme

s ntendedo achieve onsistencycross hescheme, utalso o

allow ome

lexibility

ndvariaiion. roviders aydo more han s set

out

here. \,{osl realso ikelytobuildupon l in order o mprovehe outcomes nd mpact f heirschemes n

young

people

nd

heir

schools ndcolleges.

2. Thecore

programme

s designedo havea

positive

mpact n

youngpeople

nd heirschools ndon StudenlAssocialeshemselvesy:

. providing

tudeni ssociaies ithschool xperiencendVaininghal

will

orma

preparation

or fi andencourageecruilmento the eaching

rofession;

nd

.

ensuring

hat

Student

ssociates

se

heir

personal

E experiencendsubject nowledgeo

contribute

o

heWidening articipation/Aimigher genda.

3. Thecomponentsf

he

core

programme

re

presented

verleaf

n abular orm:

.

a setof 14core

goals

or all Siudent ssociates;

. the nduction nd rain ing equiredo underpinhesegoals;

.

examples f whatStudent ssociates ould chieve n heir1s-day chool

lacements

n relationo the

goals;

.

thesources l evidence l

these

achievements;

nd

.lorGoalsl- l0,thelinkwiththeQuali{ iedTeacherStatus(QTS)trainingstandard(s)towhichthecoregoalrolates.

4.

Goals

1-10 ensurehat

Student

ssociates

et

raining ndexperienceelatedo specific specls

l QTS

slandards

nd

he eacher ralning

imof he scheme;

Goals

11 13 ensure hat

Sludent

ssociates

et

raining ndexperienceelatedo heaimof hescheme l encouraging ider

participalion

nd

he raising

f

young

people's

spirations;

oal

14 eflectsheopportunilies

rovided

y

participation

n he schemeor he developmenlf

personal ualilies

nd

ransferable

kills.

5. The

programme

or nduction

nd

rainings ocused n he

goals

andshould nsure hat

Studenl

ssociates

ake he mostol theirschool

lacements.

or

guidance,

his nduciion nd raining

rogramme

s ikelylo equirehe equivalenl f about15 hoursol raining essions, hichwould ncludeime required ith

Studenl

Associatsor dealingwithadminislrative atters.nduction nd rainingmuslbe addilionaltohe 15 school ayson

placement.

t is recognizedhat ndr.rction

nd

trainingmaybe deliveredn different ays, ncluding istance-learning,chool-basedaining essions, entre-basedessions

r anycombinationf

hese.

6.

The suggesledchool

lacement

chievementsreexamples f he kindol things hatSludent ssociateshould chieven schoolso make

progress

owards

the

goals.

l is expecledhaleachStudenl ssociate illhavea school-based entorwhoove.seesheir

programme

n he school. IIactivities ndertaken ith

young

people

n schools hould e under he

guidance

ndsuperuisionf he menlor r anolher xperiencedeacher.

7. Thereare womainsources f evidence f heachievements{ Student ssociates:a)confirmalionythe school-based entor; nd b) heSludeni

Associale's r itten ecords 1 heirschool xperience. studenl

ortfolio

s an mportant utcome f he

placemenl.See

nole2). n he ourth olumnn he core

programme

herearesuggesiionss 10which 1 hese ources 1evidencemightbe applicableor eachachievement.

8. The enlries n he inalcolumn eadedRelated

QTS

Standards

ndicate ow he

experiencendachievementsf Student ssociateselated 0eachcore

goal

canbe alignedmoslclearlyto specis f

particular

TS

standards. anymore

inks

han hose ndicated re

poss

ble,bul heentfies re hosewhere he contributionl

thecore

goal

o he

particular

tandard(s)s ikely

o

be mostsignilicani. heenlries n hiscolumnwillassistSludent ssociatesn summars g he

personal

experiencen

he

scheme

or

an applicaton

o

an

nit ialTeacherraining

rogramme.

separate,ut loselyligned,ocument. lheAS raining ntry rof i le

(SASTEP)

o be usedorihis.

9. Where he

erm young

eople'

s

used

n thiscore

programmo

t s rntendedo refer10

hidrenand

young eople

f any age

n

anyof he kinds t schools sed

lor o lacel . , le

s wi lu i_ '"a s.fane.

Paqe 1


13/26

Core

Programme

or

Student

Associates

or 2008-2011

Core Goals'l

-

10:

Goals

related o

OTSStandards

CoreGoal1

-

Professlonal

Behaviour

Inductionandlraining

Student Associateswil be ntroduced :

Examples f achlvements uring school

placemenl

xperience

Sources f evidence f

Belated Ts standard(s)

Student

ssociatesre

lo learn ow o behave

professionally

n a

schoolselling,

nd o

promote

n

young eopls

positive

alues, llitudes

.

Acodeol

practice

orlheirschool

placernenl,

aking lear ow hey

should ehave

s a

prolessional

n

a

school ndclassroomontext;

. lhe posilive

alues, tlitudes nd

behaviourthatchools eek o oster n

young eople;

.

how heymight emonslralend

promote

hese n school

lacemenls.

.

Theyhavebehaved

rofessionally

n he

school ndclassrcom nd

provided

positive

olemodelto

oung eople,

showing

ualilies

uchas

punctualily,

commitmenl, illingnesso learn, eliability

and

nitiative;

.

theyhave atisfiedonsislentlyhe

requiremenls

fthecodeof

praclice

or

their chool

lacement.

Confifmalion

by

he

school-

based mentor-

Nols

1)

TheStudenl ssociate's

rcco'ds.

(Note

2)

02 Demonstralehe

positive

valugs, ttiluds ndbehaviour

lheyexpecl lomchildren nd

young eople.

CorcGoal2

-

Rolaling

lo

youngpeople

Inductionand raining

StudentAssociateswillbe introduced o:

Examples f achlevements urlng school

placement

xperience

Sourcesof evldence t

RelatedTs standard(s)

Sludenl ssocialesre

to

eamhow heycan

establishair. rusting,

.elalionships ith

oung

.

ways of

promoling

etfecliveand

produclive

dullpupil elationshipsn

andoul of heclassroom;

.

how1o espond

onslructivelynd

appropriatelyhen nteracling

individualsrgroups.

.

Thoy have eamt rom observations f how

eperienced members

of

he

school

workf rce establish onstruclive

felationshipswith

young

people;

.

lhey have realed

younSpeople

consistenlly,wilh respecland

TheStudenl ssociate's

Confimalion y heschool-

basedmenlor.

Note

1)

Ql

eslablishingair, especlful,

lrusting, upporlivend

conslrucliveelationshipsilh

lchildren

nd

young eoplel.

Page2


14/26

Cor6Goal3

-

Engagingwilh

young

people'3learning

Induction

nd raining

StudentAssociateswill be ntoduced to:

Examples

t achievemenls uringschool

placement

xperience

Sources of evidence

of

achievement

Related

OTS Stan.lard(s)

Sludent ssociatesre

lo leam

o

communicate

eff ctivlyn engaging

leaming, hen

supporlingndividualsf

groups J oung eople

in heclassroom,nd o

give

imely, ccurale nd

conslructiv6eedback,

.

Diflerent ays n which heycanassist

membefs

f heschoolworkforcey

engaging ith

young eoples

eaming

.

how o communicate

tfeclively ilh

individualandroups fyoung eople,

and

provide

imely, ccurale nd

constructiveeedback n heir

.

Theyhave

ooperated ilhmembers f he

schoolworHorce

yengaging upportively

with ndividualsr

groups

fyoung

people

.

they have communicaled tfeclivelywith

individualsrgfoups lyoungpeople,

providing

jmely,

ccurate ndconstruclive

feedback

n heirclassroomork.

Confirmalion

y

he

school-

basedmenlor.

Nole

1)

TheSludenl ssociate's

records.

Nole2)

Q4

Communicaletleclively

wilhchildren

and]young

people

,,

O27

Provideimely,

ccufale

andconstrucliveeedback n

learners' ltainmentand]

prcgrcss,. .

CoreGoal4

Managing ehaviour

Inductlon nd raining

Student

Associates

willbe inttoducad o:

Examples

f achievements uringschool

placement

xperience

Sources l

evidence l

RelatedTs standard(s)

Sludenls ssocialesre

underclandingl

the

ways n which efleclive

teachers

romote ood

behaviour,

nd o begin

slralegiesor managing

young eopre

behaviourwhenorking

wilh ndividualsr

groups

r

young eopre.

The mponancel

a

purposelul

leafiingenvironmentnd he eachels

responsibilityor

esrablishinghis;

keyslralegies sedbyeffective

leachefs nd

other

members

fthe

schoolworHorceor managing

howStudent ssociales

hould

espond o ncide nls f nappropr iale

behaviourn heschooland lassroom;

some

lralegies

hey

mighlemployor

keepingndividuals

ndsmallgroups f

young

eople

n ask.

Theyhavediscussed ilhexpedenced

members

l

the

schoolworKorce ey

stategis or managing

oung eoples

behaviour

nd ecorded bservalionsl

lhese n he classroom;

in heir nleraclions

ilh

young

eople

hey

haveshown

warenessf classroomules

lheyhave denlifiednstances herehe

school's

ehaviour

olicy

asbeenused;

lheyhavenoted nysystems

t

rewards

andsanctionsn

place

nd denlified

inslances

f

hese

eing sed.

TheStudent ssocial's

records.

Note

2)

Conlimation y heschool-

based

mentor.

Note

)

TheStudent ssociate's

records.

Note

)

TheStudent ssociate's

records.

Note

)

Q10

Have knowledge

nd

underslanding

f a

range

f

[...

behaviour anagement

stfategies,. .

Page


15/26

CoreGoal5

-

Planning

anddelivering

art

or

all

of a lesson

Induction nd

raining

StudentAssociateswil be introduced o:

Examples f achievements uing school

olacement xoerience

Sources l evidence

f RelatedOTSStanclard{s)

Student

ssociatesro

to

earn ow o

Plan

nd

slructure

art

or allof

a

lesson, nd

o begin o

develop

nowledge

nd

und66tanding

l some

effeclive

eaching

stralegiesnd

ditf renl

kinds l

resourcesor

promotingeaming

withinheifsubject

r

phase.

In

heir

ubjecl r

phase,

ow essons

areslructured

ndsequenced;

howlo

plan

of

parl

or allof a

lesson

(y/ilh gfoup

f

a

class)to

assist

teachern hoclassroom;

how10

estructure

nd use

pelsonal

subjecl

nowledgeor eaching

puQoses nd o suppon oung

people

learning;

some fteclive

eaching

lrategies

hat

might e employed

n various

tages

f

ditferent

inds f resourcesor

promoling

eaming.

With he

guidance

fa leacher,lhey ave

planned

nddeliveredneor more

essons

or

parls

of essons

wilhgroups

.awhole

class)in heirsubj ect r

phase

nd

reflected

n

heirplanningnd eaching;

theyhave hown warenessf appropdate

teaching lralegiesi

in henplanningnddeliverythey avo

shown ecuro ubiocvcurriculum

undrlh

uidance

fa leacher,lhey ave

prepared

ppropnateesourcesndused

them n heclassroom.

The Sludent

ssociate's

The

Sludenl

ssociate's

rccotds.

Note

2)

Confirmationy

he school-

basedmenlor.

Nols

1)

The

Student

ssociate's

Q22

designingtf ctive

learning equences ilhin

lessons

...]

anddemonslraling

secure ubjecvcurriculum

010

Have knowledgend

underslandingf a

fange

f

teaching

and]

eaming

...]

slralegies..

Core

Goal 6

-

underslanding

he

Induction nd ralnlng

Sudent

Associateswill be intoduced to:

Examples ol achievements during school

placemenl

expdence

Sources f evldence l

Belaled

OTS

Standard(s)

Student

ssocialesre

to

gain

a basic

understanding

f

he

relevanl ialutory nd

.

Howlheschool urriculums slruclud

in 6rms flhe Ea

y

YearsFoundation

Slage nd

he various eyStages;

. lhe main eatures l slalutory ndnon-

statulory uiiiculumramewo*s or

their ubject nd

phase,

ncluding

those

rovided

hroughhe National

Slralegies.

.

They have

inked he

objectives nd

content

of es sons rteaching pisodesn which

theyhave

padicipaled

o relevanl latulory

and

non-slalutory

urriculum

rameworks;

.

lheyhave efeffedo relevant latulory nd

non-statutoryurricula nd arnewolks

accurately,sing orrect

erminology.

TheSludenl ssociate's

TheStudent ssociale's

O15

Know ndundersland

he

relevanl lalulory ndnon-

stalutoryurricula nd

lrameworks,ncludinghose

providedhroughhe National

Strategies,lof

heir

subjects/curriculum

reas ..

Page4


16/26

Core

GoalT The

rangeof

young people

Induclionand .aining

StudentAssociateswill be introduced o:

Examples l achievements uringschool

placement

xperience

Sourcesof evidence f

achievemenl

RelatedQTs standard(s)

Sludenl ssociatesre

lo becorne ware l

he

provide

or he range f

young eople

ithin

class

ndsomeof he

ways heymanage

his.

.

Some xamples flhe range l

compelences

hat heymighl

encounler

In a

grven argroupi

.

someofthe ways n which ocial,

religious,thnic, ultural nd inguistic

influences igh e aken nloaccounl

in eaching;

.

how eache6

plan

or differentiatio n

provide

or heneeds

l moreable

young ople

ndotherswhohave

special ducationaleeds,

.

Thoyhaveassasledeachersn essons y

supportingndividual

oung eople

f small

groups

whohavebeen denlified ythe

teacher

s needing ddilional elpof

greater

hallenge;

.

theyhave hown warenessflho

dislinclive eeds l these

oung eople;

.

theyhavebeenable o denlify ays n

which

hey

have oughtlo espondo hese

Confimation y heschool-

based

mentor. /ote1)

.

TheSludenl ssociale's

.

TheSludenl ssociale's

018

Understandowchildren

and

young eople

evelop

nd

lhat he

progress

ndwell-

being t

eamers

reatlecled

by a range f devolopmenlal,

social,eligious, thnic, ultural

and inguislicnf uences.

019 Know ow o mako

etleciive

ersonalisedrovision

for

hose hey each,

ncluding

lhose

...]who

have pecial

educationaleeds ..

CoreGoalS

Equal

opporlunities

Inducllonand raining

StudentAssociateswil be intoduced to:

Eramplesof achievemenls uringschool

placement

xperience

Sources of evidence of RelatedTs standard(s)

Student

ssocialesrc

to develop warenessf

divelsity nd

promote

equality nd nclusionn

lhirteachin9,

.

Someof he key differences elween

young eople

hat

provide

hecontexl

lor consideralionf ssues fdiversily,

equalily nd nclusionn 6ac hing nd

rearnrng;

.

some f

he ways

eacheGake

accounl f

hese

n heir

planning

nd

leaching.

.

Theyhaveadheredo he school's qual

opponunities

olicyi

.

theyhave hown warenessl issues f

diversity,quality nd nclusionn heir

intefactions ilh

young eople.

.

Confirmalion ythe school

based

mentor.

(ruole

t)

.

The SludenlAssociale's

019

Know

... ]

ow o ake

praclical

ccount

f diversity

and

promole

qualily nd

inclusion

n

heif eaching.

Page5


17/26

CorGoal9

-

ThewelF

beingof

young

people

Induclionand ralning

StudentAssociatesMll be ntroduced o:

Examples l achiovo ments urlng school

placemenl

xperience

Sourcesof evidence l

Belalecl

TSStandard(s)

Sludent ssociales

re

to begin

o develop n

awarenessI curenr

legal equifements,

nalional

olicies

nd

guidance

n

he

saleguarding

nd

promolion

f he

well

being f children nd

young eople.

.

Sources f

nfomation

egarding

curonl egal equirefi nls,nalional

policies

nd

guidance

n he

sateguardingnd

promolion

f he

well-beingf

young eople.

.

examples {school

olicy

talemenls

rclalingo he saleguardingnd

promolion f he well-beingl young

people

n schools.

.

Theyhav ooperaled ilhschoolslalln

lhe mplemontalionf

policies

elatingo he

sateguarding

nd

promolion

llhe

well-

being f

young eopl

n schools nd

behavedn a wayconsislenl ith hesei

.

lhyhav eflecled n anyexamples

obseruod l thoapplicationflho school's

policies,lor xample,n relaliono bullying-

Confirmaliony he school-

based

menlor.

Note

1)

TheSludenl

ssociate

Q2l

{a)

Beaware fthe

currentegal equiremenis,

national

olicies

nd

guidance

on hesafeguardingnd

promotion

f he well-beingf

children nd

young eople.

CoreGosl

10

Reflective

ractice

Induction nd

raining

StudentAssociateswill be introduced o:

Examples

l achievemenls uringschool

placement

xpe ence

Sources

ol evidence of

achievement

Related

QTs

siandard(s)

Sludenl

ssociatesre

to learn how o reflecl

on

theirowncontributions

to eaching nd he

advice nd

eedback

lrommentors, nd o

lake ncreasing

responsibilily

or heir

How o reflecl n schoolplacomenl

bxperiencend o recordheir

relleclionsi

examples f how o use

personal

rellclion nd eedbackrommenlors

lo impfovehei.own

praclice;

howa Student ssociale'sxperience

in school anbe alignedo aspecls f

theOTSstafldards nd ecordedn he

SASTEP:

NoIe

)

diflerentoutesnlo TT,enlry

requiremenlsnd

eaching

s a careeri

howto evaluale ndenhanceheirown

subject nowledgeo strcnglhen

applicallons

or TT.

{For

hose nteresledn TT)Theyhave

summarizedn he SASTEPheirpersonal

achievementsnderperience n

he

schemen relationo

Goals

-9 and he

aspecls f he

QTS

tandardsndicaledn

the righlhand olumnorlhese

goals Not

s).

TheStudent

ssociale

entriesor henSASTEP.

(Note

s)

07

(a)

Bellect

n and

mprove

lheir

practice,

nd

ake

responsibilityor denlif

ing

and

meetingheirdeveloping

Og

Act

uponadvice nd

feedback ndbe open o

coaching ndmento ng.

Page6


18/26

Core

Goals11 13:Goals elated o Widening articipationnd RaisingAspirations

CoreGoal11

Raising

aspirations

or HE

Inducllonand raining

Stuclent

Associates

will be introduced o:

Examples f achievements uringschool

placement

xperience

Sources f evidence f

achievement

Student

Associalesare

personal

aspiralionsof

young eople

or Higher

Education,adicula

lhose rom

groups

hai

are

ypically nder-

represenledn

HE,

The WideningPanicipation genda;

the HigherEducalion ystem n

Englandand roules nlo HEi

the rangeot HE

provision

ocallyand

the kinds ol cours esavailable.

the advantages n d benefilsavailable

to those who have a HigherEducation

qualification

n

contrast

o thos e who

do

the challenge o schools o raise he

aspiralions f

groups

ypicallyunder

repfesenled n HE.

TheStudent ssociate as

presented

is

or

herself

ositivelytooung eople

n schools

as an enlhusiaslicndcommilled ludenl n

HigherEducation;

theyhave

planned

nd aken pporlunities

in omal and inlormal ellingso sharewilh

youngpeople

heirowne4erienceol

Higher

Education;

theyhave harod ilh

young

eople

he

advantagesndbenetiis f oblaining

HigherEducalion

ualif

cationi

theyhave

oughl

n

specific

ays o raise

theaspiralionsfyoung

eople

or HE,

paniculaiy

hose

rom

groups

ypically

undeFrepresenledn HE.

Conlirmationy he school

based m6nlor.

/vole

t)

ThStudent ssociale's



rcco'ds.

(Note

2)

Core

Goal12 Raislng

Inlerest n learning

Induclionand rainlng

StudentAssociateswil be ntroduced o:

Examples l achievemenls uringschool

placement

xprience

Sources l evidence l

Sludenl ssociatesre

to help o rais he

inleresl ndenlhusiasm

ol

young eople

or

leamingn

general,

drawing n heirown

subjecl

nowledgend

skills n heir nteraclions

wilh

young eople

0

promole

nteresln heir

. Theneed o raise heaspiraiionsf

padicular oung eople

n relationo

|eanrng;

.

lhe concept f

undeFachievemenl

nd

lhe ss ues ssociated ith l;

.

ways

oi sharingwith

oung eople

heir

ownenlhusiasmor ea ming nd or

theirown

ubiecl.

. Theyhave akenopporlunilieso explaino

youngpeople

n schools owa

positive

allilude 0 eamingn school asbeneliled

them

personally;

.

theyhavedemonstatedhenown nleresl

andenthusiasmor eaning n he

.

they

have

gol

alongsideneor

more

indivldualyounq

eople

whomight e

under-achieving

n

school ndencouraged

lhern o almhigher.

The SiudenlAssociate's

Confirmalion y he school-

based

menrof.

Note

1)

The SludentAssociale's

Page7


19/26

CoreGoal13

Evaluatlon f WPand

raisingaspirations

Induction nd raining

Stu.lentAssociateswill

be

ntoduced

to:

Examples

f achievements uringschool

placement

xperience

Sources of evidence ol

Studenl ssociatosre

to

evaluate

heir mpact

on

young eople

n

schoolsn rclationo

Goals

1-12.

How he SASRaising spiralions

Profoma

SASRAP)

or heevalualion

of Goals

11

and12

s

slructurednd

how o

gatherevidence

o complete

this.

.

They

areable o identify

oung eople

hey

haveworkedwilhwho, orvariouseasons,

need o have hekaspkationsor Higher

Educaiion

r

earning

aased;

.

theyhave eco rded videnceelatedo he

impacl

l theirconl butionn 6rms l

Goals 1and12 .

The

SA's omplelioni the

Core

Goal 14: PersonalDevelopment nd Transferable

Skills

CoreGoal14

Personal evelopmenl

Induction

nd raining

StudentAssociatesMI be ntroduced o:

Examples f achievemenls uringschool

placemenl

xperience

Sources l evidence f

SludentAssociaiesafe

parlicipation

n the

scheme o iheirown

personal

development

and ransfrable kills.

Howa Student ssociale'sxperience

in

schoolcan ontributeo heir

perconal

kills evelopment

rof

le;

They have demonsirared

nd developed

useful ransferablekills, uchas

planning

andorganizalional

kills, ommunication

skills, ndworking ilholhers.

Conlfibulionso he Studenl

Associale's

erconal

kills

development

rof

le.

Nole

5)

Notes

Note

1r

Confirmationythe school-based entor anbe by signalure gainsl simple hecklist.

Note

2: Tho

Studont

ssociale's

ortfolio

f written

ecordsmay akevariousormsandcould nclude uch hings s: a

diaryof activities,bservationsf

eachers

nd

youngpeople,

efloctions

n

heir

experiencesnd n teractions ith

young eople,leachinglans,

esources

roduced,

otes

n specitic

ssues,

valuations,

anda

record

l

their

achievementsn relationo various

oals.

Note

3:

The

Student

ssociales

cheme

raining ntry

Profile

SASTEP)

s a downloadableocumenthatenables tudent ssociateso recordheir

experiences

andachievementsn he schemen relationo he

aspects f OTSstandards

isted

n he righlhand olumnor Goals1-10.

Note4: The

Student

ssociales

cheme

Raising spirations

roforma

SASRAP)

s a downloadableocumenthal enables

tudenl

ssociateso recordheir

experiencesndachievementsn he schemen relaliono heWidening

articipalionnd Raising spirationsim of he schemen Goals11-12.

Note

5:

Moststudentsn HEarexpecled y heir

universitiesr collegeso malnlain

personal

evelopmenl

rofie

PDP).

Page


20/26

WOLVERHAMPTON

Student

Assoclafes

Scheme

What

da

Teachers

do?

. pur

up/nanalPcttsran

di#ays

.

do

playsrcund/.onldor

uty

.

h.lp

pupils

mptuv.lh.ir

krbwl.dgeard skills

What

do Teachers

o?

.

rnanage

pupils'

b.haviour

.

manag.

pupils'

lea.ning

.

met

pa.enb,

car3

.

dcal *ith

pupils' prcbtems

.

ensue th. heaLh

and afety of

pupils

What

do

Teachers

o?

.

@ptet

papeMork

.

m.hagE

epport st fl

.

m4? *pport a9enci6

.

evaluat

th.i. t.a.hing

.

. iaSn6.

Ieahing diffi@lties

,

identity

qiftcd

and tal.rted

pupils

Conclusion

TeehinE E e

cdnplex and sphistiated 6L

'

hiqh

tevel

sklk

and

tnowlcdge in

. anqe or fi.lds;

.

deteminatio4

hard Mrk and.ommitmedt;

.

P.tenat

and ldterPa@nal skils;

.

tha

abiliay to reflect @ onek own

pcrbrfiadcc

.

Raislng

Asplration ia'AtmHlgher'

AinHighr ii

. n.ii6al

prolram

wni:h .iB to

wi.l.

panidpdd

11hishe.

cdEatid

(HE)

v rd3lng

66 ,spt.riq3 ad d.vloFi rh. abirties ot youns

96opl.

lr@

undsr.Fr*ntd

groqp6.

Th3 6ovr.rHn

h6 .d o rlrdd tht by th.

y.r

2010,

so

per

6t ol lhe .sd

b3iwen 1A and 30 shodd

h.ve

tho oppon{niv

lo benqfit rm liolrd .d@dtion.

^qTj \ ' "

ol(L\- '

'


21/26

TheAim

Htgher Cha enge

.

To ovllom low.spnatons

. To ov*qn traiii.F 1o odnihg

.

To *lh. whd chld

.

To *in mbedded . nml .xp.dadiss

.

ro Eognise

y{

d only do 30 mkh...

The Nattonal

Cu

rlcul

um

National

Primary Strategy

and the

National

SecondaryStr&tegy

aMh*fu[l.yradiEdl.d:|4hEed

s,,9fud.dbp*elFdu,b

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8mIdfufuh4lldd44

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tu d*iNtu. tu6.t drcbaddd.y6dbd

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f..ching A$i{.n

/ NL|A / C/.sfuD A$d.rts

r.ctnici.N (sJi.ne.

rcn

clabrl

Stdl

(.ch@t

416a.

tupt


22/26

The

Nrlidal Curldlom K.v Ste.

rh

taronar c@u,rft n d Fn66d t

Ii*6 r,e rb@ky siale s

'*/

ds a

.hitdren dtN the ninitun

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curd.du r.rd. .xddn.d

eh Natbrat cnicuth s 4.d fat ad.iffint wge.

fhetug^ idzdbty e tawldtqz skk tu

ttusblditq

*hich

,upil3o'dr'.E.sla5'1n'ea'drolfi'saregrkdbhaEbytl

FqKe sbg.a124i3he|lat]ea]cufuU|lnEaffiBriedby

Fd*anple'oytira*clt


23/26

Kqs43l4 4ehjcrl'fud'*ci

SttoRf-rEt', PL

NNER

L.sw

Pt&n..)

{qmbs ol

prFils

.xpc


24/26

iTelirllf

}wkh;dp'fudF']dd

Frce

'pachlhg

resouces

eFftii '0ah@a'bfotf'dh|F,o|o44r..idE(b

n o a

14 ql9

Parts o a Lesson

.

Rdblor ol

pt6vi@

Ldnng

'

shared

mino

'*je

.

Irs*

(s,Ea.9t6,br

teAiJg

puAb

or

iskT

i

ShaGd

aFr.alsl ol 16fl

-

Ldn*\g cbldj

-

{6uglt14e2

Every Ch|Ll Mata's

A N apqo&h to the weFba,{ or

cltit


25/26

Chlldri's Phn

th. Chld@t PLn

wll:

,

96ngihn suppod a all tunl[6

dunng ne ldmalive

edly ye.6 oa lln childFn 3 liks

.

tak th. nxt d.ps in a.hiding wrd.l ch$ $h@ls

.nd

an cxcsilettedu.{ionidcverycr

d

.

hElv

F.er'ts

nit in th.ir chilrld . h.mih9

.

help 1o Fle eF lhd

)q.g

p6oFl.

h.v6 lhtrGltng

ed

x.idng

tl ngs to

do

drtsido o, *bo.l

.

ed

provide

more

plrc6

lor childrgn o

doy

sataly.

D@t*tutur)

Chlld Abus

h.no.V

hry $F d nedrr: . .lf,d ty firr.rE .rm

.r y r*ir r. .crr.

Dr.v.rt

h-'

ChildBn

can *pdire ,bl* d Itu

*h@|.inch||d.6nlhoM'id'acl.n} viF

rhab{*ENB|lyausedbytr4

i6l.|ybya3{8. l

|li ',|soihDqlarti ,e.ogiFalnlld

How do vou leam to teach nclusivM?

hd{&lrc .io0ry-dtusi.ryubon

].dlt6D4d $dryid6.twt.FDh@lgtdg

fu*l.nd-fr1|6'4hc|lfu

rt.fuh6fr . dekro.xpdruppdG4*qG s*o)

l'llfunrrci_'rfu.t.atroF5d

chlld Prot cton

Ttu .dot and

elt

re.t onidrco.

or

proidcriis chtite lrs phFimr enorids

ngrd

-

chrrd Ro{.cim t5 ryb.d/6 busiFs.

vdimdnesle.t.hsdtul9.cotutd$ho.l s

chaER6c 4 ofir

l,lrnat s

lncluslve Edtxauon?

Fdimc{..dh|o.'|dld.m'ful

o,tsfunnybhsth|tfl

6|Eio

?rdch.b

dt

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lncludlnd

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6


26/26

Includlno ouplls with

Dvslexla

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,*f l*| th.locol4'afr

krFdfr br4c.fqr{hhd

mFtu,

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Includlm

puolls

wllh Dvspaaria

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limkMlohdPplg P&

l*rco..dhq6'dhgobffidf..{'6|

lncludlnd

p{rpll5

wtth

Bcfiavioural.

Emo0o.r.l. and Soclal Dlflk{ltles

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rl.tb

6iddoierM'Yb.{'rY.ffi.e

fuoae16fu

hi'do

o{*ni. t.6 d{'.ns

4.d

Student Associates Scheme

Documents

Transcript of Student Associates Scheme