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Teaching in Schools: National Curriculum Safeguarding Learning Styles CRB checks

Teaching in Schools:

National Curriculum Safeguarding Learning StylesEmma Fieldhouse, Environment Teamwww.le.ac.ukThe National Curriculum To develop an understanding of the structure and purpose of the National Curriculum Key TerminologySEN Special Educational NeedsG&T (not Gin and Tonic!) Gifted and TalentedUnderstanding the National CurriculumThe 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. National Curriculum what it sets outThe 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 subjectNational Curriculum what it sets out II standards or attainment targets in each subject teachers can use these to measure a childs progress and plan the next steps in their learninghow a childs 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

National Curriculum key stagesThe 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)AgeStageYearAssessment3 4Early Years Foundation Stage (EYFS)4 5EYFSReception5 6Key Stage 1 Year 16 7Year 2Teacher assessments (TA) in English, Maths and Science7 8 Key Stage 2Year 38 9 Year 49 10 Year 510 11Year 6National tests & TA in English, Maths and Science11 12Key Stage 3Year 7Ongoing teacher assessment12 13Year 8Ongoing teacher assessment13 14Year 9TA in English, Maths and Science & other foundation subjects14 15Key Stage 4Year 10Some children take GCSEs15 - 16Year 11Most children take GCSEs or other national qualificationsFoundation 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 developmentCompulsory NC subjects are the same for Key Stages 1 and 2EnglishMathsScienceInformation and Communication Technology (ICT)History

GeographyArt and DesignMusicPhysical Education

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 childrens 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.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

Essentials for Learning & LifeThese 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

Six Areas of Learning Understanding the artsUnderstanding English, communications and languagesHistorical, geographical and social understandingMathematical understandingUnderstanding physical development, health and wellbeingScientific and technological understanding

Safeguarding for Volunteers

www.le.ac.uk/environmentTraining outlineWhat do we mean by safeguarding?Legal background and the University duty of care Principles of safeguarding and who is responsibleAbuse and recognising it when you meet itMinimising risksReportingWhat do we mean by safeguarding?Who or what are we safeguarding?Young people or vulnerable adultsYouThe UniversityLegal backgroundComplex 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

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

Duty of Care University PerspectiveThe 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 adultsPrinciples of SafeguardingYoung 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

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)Who is responsible for protecting children and vulnerable adults?We all areBroader 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. Dont worry about being wrong. Tell someone.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 issueGolden 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

Minimising the risks to allTreat 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 constructive Ensure that physical contact (games, sports, ice-breakers) is in the open and is appropriate

Minimising the risks to YOUNever reveal your personal contact details either phone or emailDont 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.Minimising the risks personal behaviourBe an excellent role model at all timesNever do things of a personal nature for a young person. If they cant do it for themselves, they will have a professional helperNever take responsibility for tasks for which you have not been trained or have specific responsibility31Data 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 Universitys DP policy: http://www2.le.ac.uk/offices/ias/dp?searchterm=data protection policy

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 jb74@le.ac.ukMisconductWe take these issues seriously and we expect the highest standards of professionalism from you allInappropriate behaviour would be subject to university disciplinary procedures

Group ExerciseGroup Exercise signs and indicatorsPhysical AbuseSexual AbuseEmotional AbuseNeglectBullying 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

Learning StylesEmma FieldhouseEnvironment Teamwww.le.ac.ukComplete the surveyUnderstanding Learning StylesThis 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.Understanding Learning Styles IIIt 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. Th