◦ Course length◦ Session length◦ Syllabus◦ Teaching methods◦ Resources◦ Assessment Plan and design
◦ Do it!◦ Adapt sessions, teaching methods, resources etc while class progresses◦ Formative assessment Deliver
◦ Have the students learned what you intended them to learn?◦ Formal and/or informal assessment◦ Assessment for learning◦ Assessment of learning Assess
◦ Reflect upon outcomes◦ What are your learners’ opinions of the course◦ How could it be made better next time? Evaluate
See Kim’s Helpful Hints for writing the essay
‘Putting learners at the heart of what we do’ . (Success for All, 2002). The health and safety of learners has always been an important consideration The Green Paper: Every Child Matters, and the Children Act 2004
‘means those aged between 0-19, those who are over 19 and receiving services as careleavers under section 23C –24D of the ChildrenAct 1989 and those over 19 but under 25 yearswith learning difficulties within the meaning ofsection 13 Learning and Skills Act 000 and who are receiving services under that Act’. (Children Act 2004)
Every Child Matters (ECM) is a UK government initiative that was launched in 2003. It is one of the most important policy initiative and development programmes in relation to children and childrens services of the last decade It has been the title of three government papers, leading to the Children Act 2004. Every Child Matters covers children and young adults up to the age of 19, or 24 for those with disabilites. Its main aims are for every child and young adult, whatever their background or circumstances, to have the support they need to meet the 5 identified outcomes
The very use of the term ’child’ in the title makes it seem as if ECM is not relevant to the post 16 sector. The centre for excellence in teacher training has produced material called ‘Every Learner Matters’. This is to help and ensure all post 16 providers analyse how their provision meets the requirements of the ECM outcomes
Be healthy Stay safe Enjoying and achieving Making a positive contribution Achieving economic well being These are now incorporated into the Common Inspection Framework
In your groups draw a sheep (all will be revealed later) in the middle write down the ECM outcome you have been given In your groups go clockwise around each of the 5 outcomes and note down how you would meet these needs. You will have 5 mins at each to discuss and make bullet pointsI shall time you and move you on!
This outcome deals with all aspects of health and health promotion, such as encouraging learners to adopt healthy lifestyles and make healthy choices e.g. choosing not to take illegal drugs or smoke, actions that aim to promote good physical, mental, emotional and sexual health.
This outcome is primarily about keeping learners safe from harm, both physically and emotionally. Child protection issues play a large part in this outcome and providers should consider risks at the training centre and at any work place that a learner may access. For younger learners (14-16) issues around the length of working day and travel arrangements might also need to be considered.
This outcome relates to learner enjoyment and success. Much of the evidence will come from learner views about their training programme. It can also be assessed through attendance patterns and the rate of progress that learners make. How learners are supported, both with learning and personal development will impact on this outcome.
This outcome is linked to improving self- confidence in learners to enable them to participate in their local communities. It is about learners developing positive behaviour and choosing not to bully or discriminate. It is also linked to learners knowing and understanding their rights and responsibilities.
This outcome relates to how well learners are prepared for the working environment and independent living. The development of skills for work and life is key, including learners’ ability to manage their own finances. The availability of careers advice and guidance and opportunities for work experience and progression routes into employment also play a significant part in ensuring that this outcome is met.
Identified on lesson plans Review recordings Policy and procedures Units Tutorials
•Health promotion campaigns•Information regarding advice and guidanceservices•Anti drug, alcohol and smoking policies•Regular breaks and access to drinking water•Staff training on issues such as mental healthawareness•Links with other agencies•health related topics covered during induction oras part of the programme
Evidence of health and safety checks Health and safety checks on work placements Inclusion of health and safety training for learners during induction Staff training – formal leading to qualifications, informal such as awareness raising Range of policies and procedures CRB checks anti bullying, codes of conduct and behaviour policies and disciplinary procedures Information available regarding support agencies e.g. Victim Support Clear security procedures Links with relevant agencies such as social services, advocacy services, police
Learner satisfaction surveys focus groups Evidence of enrichment Support for learners who have poor attendance and punctuality. Evidence of learner support Referrals to other appropriate agencies, such as dyslexia support Good achievement Progression Outcomes from lesson observations that demonstrate that learners are engaged and actively participate Celebrations of success
Team building and group exercises Community and voluntary activities Learner understanding of equality and diversity issues Complaints and appeals procedures – with evidence of how they have been used Anti bullying and anti discriminatory policies with evidence of staff and learner understanding. Student mentoring schemes
Careers advice and guidanceNo. of learners who progressWork placement opportunities forunemployed traineesIntegration of Skills for Life withintrainingDevelopment of wider key skillsProgression into employment
Safe Healthy Enjoy and achieve Economic well being Positive contribution
www.s4s.org.uk follow the links: Publications and Resources/ Quality Improvement Packs/ Every Child Matters: What it means for Colleges Other useful sources: www.Dfes.gov.uk 14-19 Gateway www.ofsted.gov.uk Framework for the inspection of children’s services www.everychildmatters.gov.uk
Summarise key aspects of legislation, regulatory requirements and codes of conduct relating to your own professional role
code of practice is a set of written rules which explains how people working in a particular profession should behave. Written guidelines issued by an official body or a professional association to its members to help them comply with its ethical standards.www.businessdictionary.com
Do you have a code of practice? E.g European code of conduct agreed in hairdressing Nursing Code of Conduct If you are not sure, check on Google as you will need to know for the assigment
The Institute for Learning’s code of Professional Practice came into force on 1 April 2008. It outlines the behaviours expected of members – Integrity Respect IFL code of practice Care Practice Disclosure Responsibility
Evaluate own role and responsibilities in lifelong learning Review own role and responsibilities in identifying and meeting the needs of learners Analyse the boundaries between the teaching role and other professional roles Explain how to establish and maintain a safe and supportive learning environment