Scottish Child Protection policy – 'It’s Everybody’s Job to See I’m All Right’ - says that we all have something that we can contribute. Traditionally, the call used to be for ‘experts’ to resolve or avoid the systemic problems and critical incidents that continue to afflict child protection and welfare. Latterly, thinking has begun to develop that suggests that we all have some experience that others might find useful. This complementary approach is underpinned by the widely-known ‘Community of Practice’ concept.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/developingascottishcommunityofpracticeforchildprotection.asp
Listening, then acting, is vital to the success of our work helping families at risk and children who have lost parental care.
In 2014, SOS Children's Villages International helped 83,500 families grow stronger and care for their children.
Our programmes provided care, health services and education for over 319,000 children and young people in 2014.
Our medical teams administered over 845,000 health services.
In this report, get the data on the top risk factors that lead to family breakdown and child abandonment, and how SOS care and family strengthening programmes are making an impact worldwide.
Also, here you will find the financial statistics, partners, research publications and more of SOS Children's Villages International in 2014.
The BRIS Report provides statistics and analysis on child contacts received by BRIS in 2005. Key findings include:
1) BRIS received a total of 19,237 calls and emails from children in 2005, with emails increasing and now comprising almost half of all contacts.
2) The most common topics in contacts were family conflicts, mental illness such as depression, bullying, violence and self-harm.
3) BRIS.se, the organization's website, saw 428,000 visits in 2005, a 24% increase over 2004. The site provides discussion forums, advice columns, and the ability for children to email BRIS for support.
Nature deficit has had profound impacts on our children’s mental and physical health. Over the past 20 years, time spent playing outdoors has been cut in half, but the childhood obesity rate has more than doubled and the adolescent obesity rate has tripled.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
The document provides an overview of a training on promoting children's social and emotional development. It discusses building relationships and creating supportive environments. The training covers identifying strategies to build positive relationships, design supportive schedules and environments, and structure activities to engage children and encourage positive behaviors. The objectives are to help participants support children's social and emotional competence.
Building positive relationships is important for teachers and students. A warm, trusting teacher-student relationship can foster cooperation, motivation, and better academic and behavioral outcomes. Similarly, positive relationships between teachers, parents, and other colleagues are also beneficial. Teachers can develop these relationships by showing care, respect, active listening, sharing knowledge, and offering support tailored to individual needs. Maintaining trust, understanding diversity, and resolving conflicts constructively are key aspects of positive relationships.
1) Physical activity provides many health benefits for children like strong muscles and bones, weight control, better sleep, and improved academic motivation and self-esteem.
2) While physical activity and physical education are related, they are not the same - physical activity is a behavior while physical education teaches skills for a lifetime of activity.
3) For children to engage in physical activity long-term, physical education is needed to teach skills and develop lifelong habits of activity.
Listening, then acting, is vital to the success of our work helping families at risk and children who have lost parental care.
In 2014, SOS Children's Villages International helped 83,500 families grow stronger and care for their children.
Our programmes provided care, health services and education for over 319,000 children and young people in 2014.
Our medical teams administered over 845,000 health services.
In this report, get the data on the top risk factors that lead to family breakdown and child abandonment, and how SOS care and family strengthening programmes are making an impact worldwide.
Also, here you will find the financial statistics, partners, research publications and more of SOS Children's Villages International in 2014.
The BRIS Report provides statistics and analysis on child contacts received by BRIS in 2005. Key findings include:
1) BRIS received a total of 19,237 calls and emails from children in 2005, with emails increasing and now comprising almost half of all contacts.
2) The most common topics in contacts were family conflicts, mental illness such as depression, bullying, violence and self-harm.
3) BRIS.se, the organization's website, saw 428,000 visits in 2005, a 24% increase over 2004. The site provides discussion forums, advice columns, and the ability for children to email BRIS for support.
Nature deficit has had profound impacts on our children’s mental and physical health. Over the past 20 years, time spent playing outdoors has been cut in half, but the childhood obesity rate has more than doubled and the adolescent obesity rate has tripled.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
The document provides an overview of a training on promoting children's social and emotional development. It discusses building relationships and creating supportive environments. The training covers identifying strategies to build positive relationships, design supportive schedules and environments, and structure activities to engage children and encourage positive behaviors. The objectives are to help participants support children's social and emotional competence.
Building positive relationships is important for teachers and students. A warm, trusting teacher-student relationship can foster cooperation, motivation, and better academic and behavioral outcomes. Similarly, positive relationships between teachers, parents, and other colleagues are also beneficial. Teachers can develop these relationships by showing care, respect, active listening, sharing knowledge, and offering support tailored to individual needs. Maintaining trust, understanding diversity, and resolving conflicts constructively are key aspects of positive relationships.
1) Physical activity provides many health benefits for children like strong muscles and bones, weight control, better sleep, and improved academic motivation and self-esteem.
2) While physical activity and physical education are related, they are not the same - physical activity is a behavior while physical education teaches skills for a lifetime of activity.
3) For children to engage in physical activity long-term, physical education is needed to teach skills and develop lifelong habits of activity.
A brief introduction to Teaching for Understanding Framework developed by Harvard Graduate School of Education. Presentation prepared by Su-Tuan Lulee for EDDE 801, Ed. D. in Distance Education at Athabasca University, Canada.
Developmentally Appropriate Programming for Babies & ToddlersAmy Koester
Brooke Newberry and I gave a webinar for Infopeople exploring the developmental milestones of the youngest library patrons and how best to support their development through programming.
Liven Up Baby and Toddler Storytimes with Sign LanguageALATechSource
This document discusses using sign language in baby and toddler storytimes. It recommends choosing a few signs to use consistently in programs to stimulate language development and communication. Tips are provided on learning signs from various resources and practicing their introduction and use within storytime activities. Expanding sign language use can engage more participants, including those with special needs.
Your Life Satisfaction Score (beta) is an indicator of how you thrive in your life: it reflects how well you shape your lifestyle, habits and behaviors to maximize your overall life satisfaction along the five following dimensions:
►1. Health & fitness, reflecting your physical well-being and healthy habits;
►2. Positive emotions & gratitude, indicating how well you embrace positive emotions;
►3. Skills & expertise, measuring the ability to grow your expertise and achieve something unique;
►4. Social skills & discovery, assessing the strength of your network and your inclination to discover the world;
►5. Leadership & meaning, gauging your compassion, generosity and how much 'you are living the life of your dream'.
Visit www.Authentic-Happiness.com to check your Life Satisfaction score. Free, no registration required.
This document discusses the concept of family and different types of families. It defines family as a group of people related by blood, marriage, or adoption living together. It then describes various family forms including nuclear families, blended families, extended families, single-parent families, and same-sex families. It also outlines the typical stages that families go through in their life cycle from marriage to retirement.
This document provides an overview of the Kindergarten curriculum framework established by the Department of Education in the Philippines. It outlines six developmental domains that Kindergarteners are expected to develop in, including physical, social-emotional, character, cognitive, language, and creative/aesthetic. It describes benchmarks and expectations for Kindergarteners in each of these domains based on typical development for 5-6 year olds. The framework is designed to be developmentally appropriate based on national early learning guidelines and supports a holistic approach to children's learning and growth.
Oregon and the National Context: Moving Toward EquityOregonFoster
This document discusses racial inequities in the US child welfare system. It notes that minority children make up 40% of US children but 50% of children in foster care, with Black and American Indian children overrepresented in foster care at twice their proportions in the general population. Older youth in foster care often face poor outcomes related to education, homelessness, employment and incarceration. The document discusses strategies for achieving racial justice in child welfare systems, including using a racial equity lens, engaging in community awareness efforts, reforming agency policies and caseworker practices, and addressing potential bias in the legal system.
1. The document discusses the problem of child labor in India, where many children under 14 work in hotels, factories, farms, shops, and workshops for low wages.
2. It identifies factors contributing to child labor, including family illiteracy, poverty, lack of access to education, social norms, and economic pressures.
3. The document outlines challenges faced by child laborers, including long work hours, low pay, health risks, lack of education, and addiction. It calls for stronger enforcement of laws against child labor and increased access to education and job training.
- The document provides information about student services available at Green Local Schools including special education, speech therapy, English as a second language support, school health services, psychology services, and elementary guidance counseling.
- It describes the roles of various student services professionals and how parents can make referrals or show support for student services programs.
- Contact information is provided for the director of special services, Daryl Witmer, to address any additional questions about student services.
This document describes a program to help parents of children ages 3-6 learn more effective discipline strategies to decrease externalizing behaviors. The program involves three in-home visits by a practitioner over 6 weeks to observe parent-child interactions, provide feedback and recommendations, and evaluate progress. Parents also receive a parenting manual and can access additional resources on a website. The goal is to improve the parent-child relationship and reduce behaviors like tantrums through reinforcement of positive behaviors. Evaluation involves comparing parent and child measures from the first and last visits to assess changes.
The document outlines The Nest, a proposed national plan for child and youth wellbeing in Australia. The plan would [1] establish key result areas and indicators to measure child wellbeing, [2] review evidence on effective interventions, and [3] draft a national action plan to improve outcomes. It would take a collaborative approach across sectors, use shared measurement, and involve continuous communication to achieve collective impact. The overall aim is for Australian children and youth to have the highest wellbeing levels in the OECD.
This document provides guidance for residential child care practitioners and managers on physically restraining children. It aims to ensure restraint is only used as a last resort to prevent harm, and is done properly to avoid traumatizing children or staff. The guidance can be used for staff training, supervision, developing good practices and policies, and quality assurance. The goal is to reduce situations requiring restraint by creating the right conditions for children's safety and well-being through a child-centered approach.
This document provides guidance for residential child care practitioners and managers on physically restraining children. It emphasizes that restraint should only be used as a last resort to prevent harm when no other options are available. The guidance aims to build confidence in staff around appropriately restraining children when necessary. It is intended to help practitioners and managers develop policies and practices, provide training, and ensure restraint is done safely and respects children's rights. The guidance can be used for staff training, supervision, developing good practices, and quality assurance regarding the restraint of children in residential care.
This document provides an agenda and information for a parent information meeting being held on May 13, 2009 at the Tupelo Music Hall. The agenda covers the school's vision, mission, curriculum, educational methodology, facility, hours, schedule, calendar, admission process, accreditation, school growth plan, Montessori benefits, and information technology. The meeting aims to introduce parents to the Southern NH Montessori Academy and its Montessori-based educational approach.
- A child with attachment difficulties may constantly scan their environment for threats due to early experiences of inconsistent caregiving which caused feelings of lack of safety and control.
- They may ignore instructions or have trouble concentrating in class because they are hypervigilant about potential dangers and monitoring their surroundings rather than focusing on learning.
- Difficulties with emotions like failure or mistakes may cause explosive behaviors in situations where errors are obvious, as the child works to avoid feelings of helplessness from early experiences.
Admissible and Relevant vs. Inadmissible “Red Herrings” by Larry Cohan, Esq. Philadelphia Lawyer at Anapol Schwartz Weiss Cohan Feldman & Smalley. 1710 Spruce Street, Philadelphia, PA 19103
Child abuse and neglect occurs when a child is harmed or likely to be harmed by a parent, caregiver, or person responsible for their care. It refers to situations where a child needs protection due to an inability or unwillingness of caregivers to protect them from abuse. Decision-making in child protection involves multi-disciplinary and multi-agency collaboration, with risk assessments weighing technical and moral factors. Most Australian states require certain professionals and members of the public to report suspected abuse via mandatory reporting systems. However, reports often outstrip available resources to adequately respond to families in need. Early intervention and population-level, strengths-based approaches aim to support families and prevent abuse by addressing underlying socio-economic stresses.
This document provides an overview of the Swagath Education and Community Action (SECA) organization, which aims to support education, health, and employment opportunities for children, families, and communities in South Bangalore. It discusses SECA's vision and programs, which include an English language program, extracurricular activities, health camps, computer training, and helping youth find employment. The document also previews SECA's plans to expand its educational scholarships, subject coaching classes, and health programs going forward.
The Community Learning Enhancement Institute (CLEI) Task Force aims to raise awareness of learning disabilities during Learning Disabilities Awareness Month in October. These disabilities include dyslexia, dyscalculia, dysgraphia, executive function disorders, and ADHD. While some services have improved with inclusion, specialized services remain low or nonexistent for many groups. The CLEI Task Force is forming a new nonprofit called the Community Learning Enhancement Institute to provide comprehensive lifelong services and opportunities to help those with learning disabilities and their families. This will include diagnostic, prescriptive, and therapeutic programs in a supportive environment to help clients reach their potential.
Providing Therapeutic Transition to Schools for Children who have Experienced Trauma.
Presented by:
Angela Kretz, Program Co-ordinator, Act for Kids Wooloowin
Marina Ringma-Mclaren, Early Intervention Teacher, Act for Kids Wooloowin
This document discusses types of child abuse including neglect, physical abuse, sexual abuse, and emotional abuse. It provides definitions and examples of each type. It also discusses who can abuse children, signs and symptoms of abuse, responding to suspicions of abuse, and organizations that can provide help or guidance.
A brief introduction to Teaching for Understanding Framework developed by Harvard Graduate School of Education. Presentation prepared by Su-Tuan Lulee for EDDE 801, Ed. D. in Distance Education at Athabasca University, Canada.
Developmentally Appropriate Programming for Babies & ToddlersAmy Koester
Brooke Newberry and I gave a webinar for Infopeople exploring the developmental milestones of the youngest library patrons and how best to support their development through programming.
Liven Up Baby and Toddler Storytimes with Sign LanguageALATechSource
This document discusses using sign language in baby and toddler storytimes. It recommends choosing a few signs to use consistently in programs to stimulate language development and communication. Tips are provided on learning signs from various resources and practicing their introduction and use within storytime activities. Expanding sign language use can engage more participants, including those with special needs.
Your Life Satisfaction Score (beta) is an indicator of how you thrive in your life: it reflects how well you shape your lifestyle, habits and behaviors to maximize your overall life satisfaction along the five following dimensions:
►1. Health & fitness, reflecting your physical well-being and healthy habits;
►2. Positive emotions & gratitude, indicating how well you embrace positive emotions;
►3. Skills & expertise, measuring the ability to grow your expertise and achieve something unique;
►4. Social skills & discovery, assessing the strength of your network and your inclination to discover the world;
►5. Leadership & meaning, gauging your compassion, generosity and how much 'you are living the life of your dream'.
Visit www.Authentic-Happiness.com to check your Life Satisfaction score. Free, no registration required.
This document discusses the concept of family and different types of families. It defines family as a group of people related by blood, marriage, or adoption living together. It then describes various family forms including nuclear families, blended families, extended families, single-parent families, and same-sex families. It also outlines the typical stages that families go through in their life cycle from marriage to retirement.
This document provides an overview of the Kindergarten curriculum framework established by the Department of Education in the Philippines. It outlines six developmental domains that Kindergarteners are expected to develop in, including physical, social-emotional, character, cognitive, language, and creative/aesthetic. It describes benchmarks and expectations for Kindergarteners in each of these domains based on typical development for 5-6 year olds. The framework is designed to be developmentally appropriate based on national early learning guidelines and supports a holistic approach to children's learning and growth.
Oregon and the National Context: Moving Toward EquityOregonFoster
This document discusses racial inequities in the US child welfare system. It notes that minority children make up 40% of US children but 50% of children in foster care, with Black and American Indian children overrepresented in foster care at twice their proportions in the general population. Older youth in foster care often face poor outcomes related to education, homelessness, employment and incarceration. The document discusses strategies for achieving racial justice in child welfare systems, including using a racial equity lens, engaging in community awareness efforts, reforming agency policies and caseworker practices, and addressing potential bias in the legal system.
1. The document discusses the problem of child labor in India, where many children under 14 work in hotels, factories, farms, shops, and workshops for low wages.
2. It identifies factors contributing to child labor, including family illiteracy, poverty, lack of access to education, social norms, and economic pressures.
3. The document outlines challenges faced by child laborers, including long work hours, low pay, health risks, lack of education, and addiction. It calls for stronger enforcement of laws against child labor and increased access to education and job training.
- The document provides information about student services available at Green Local Schools including special education, speech therapy, English as a second language support, school health services, psychology services, and elementary guidance counseling.
- It describes the roles of various student services professionals and how parents can make referrals or show support for student services programs.
- Contact information is provided for the director of special services, Daryl Witmer, to address any additional questions about student services.
This document describes a program to help parents of children ages 3-6 learn more effective discipline strategies to decrease externalizing behaviors. The program involves three in-home visits by a practitioner over 6 weeks to observe parent-child interactions, provide feedback and recommendations, and evaluate progress. Parents also receive a parenting manual and can access additional resources on a website. The goal is to improve the parent-child relationship and reduce behaviors like tantrums through reinforcement of positive behaviors. Evaluation involves comparing parent and child measures from the first and last visits to assess changes.
The document outlines The Nest, a proposed national plan for child and youth wellbeing in Australia. The plan would [1] establish key result areas and indicators to measure child wellbeing, [2] review evidence on effective interventions, and [3] draft a national action plan to improve outcomes. It would take a collaborative approach across sectors, use shared measurement, and involve continuous communication to achieve collective impact. The overall aim is for Australian children and youth to have the highest wellbeing levels in the OECD.
This document provides guidance for residential child care practitioners and managers on physically restraining children. It aims to ensure restraint is only used as a last resort to prevent harm, and is done properly to avoid traumatizing children or staff. The guidance can be used for staff training, supervision, developing good practices and policies, and quality assurance. The goal is to reduce situations requiring restraint by creating the right conditions for children's safety and well-being through a child-centered approach.
This document provides guidance for residential child care practitioners and managers on physically restraining children. It emphasizes that restraint should only be used as a last resort to prevent harm when no other options are available. The guidance aims to build confidence in staff around appropriately restraining children when necessary. It is intended to help practitioners and managers develop policies and practices, provide training, and ensure restraint is done safely and respects children's rights. The guidance can be used for staff training, supervision, developing good practices, and quality assurance regarding the restraint of children in residential care.
This document provides an agenda and information for a parent information meeting being held on May 13, 2009 at the Tupelo Music Hall. The agenda covers the school's vision, mission, curriculum, educational methodology, facility, hours, schedule, calendar, admission process, accreditation, school growth plan, Montessori benefits, and information technology. The meeting aims to introduce parents to the Southern NH Montessori Academy and its Montessori-based educational approach.
- A child with attachment difficulties may constantly scan their environment for threats due to early experiences of inconsistent caregiving which caused feelings of lack of safety and control.
- They may ignore instructions or have trouble concentrating in class because they are hypervigilant about potential dangers and monitoring their surroundings rather than focusing on learning.
- Difficulties with emotions like failure or mistakes may cause explosive behaviors in situations where errors are obvious, as the child works to avoid feelings of helplessness from early experiences.
Admissible and Relevant vs. Inadmissible “Red Herrings” by Larry Cohan, Esq. Philadelphia Lawyer at Anapol Schwartz Weiss Cohan Feldman & Smalley. 1710 Spruce Street, Philadelphia, PA 19103
Child abuse and neglect occurs when a child is harmed or likely to be harmed by a parent, caregiver, or person responsible for their care. It refers to situations where a child needs protection due to an inability or unwillingness of caregivers to protect them from abuse. Decision-making in child protection involves multi-disciplinary and multi-agency collaboration, with risk assessments weighing technical and moral factors. Most Australian states require certain professionals and members of the public to report suspected abuse via mandatory reporting systems. However, reports often outstrip available resources to adequately respond to families in need. Early intervention and population-level, strengths-based approaches aim to support families and prevent abuse by addressing underlying socio-economic stresses.
This document provides an overview of the Swagath Education and Community Action (SECA) organization, which aims to support education, health, and employment opportunities for children, families, and communities in South Bangalore. It discusses SECA's vision and programs, which include an English language program, extracurricular activities, health camps, computer training, and helping youth find employment. The document also previews SECA's plans to expand its educational scholarships, subject coaching classes, and health programs going forward.
The Community Learning Enhancement Institute (CLEI) Task Force aims to raise awareness of learning disabilities during Learning Disabilities Awareness Month in October. These disabilities include dyslexia, dyscalculia, dysgraphia, executive function disorders, and ADHD. While some services have improved with inclusion, specialized services remain low or nonexistent for many groups. The CLEI Task Force is forming a new nonprofit called the Community Learning Enhancement Institute to provide comprehensive lifelong services and opportunities to help those with learning disabilities and their families. This will include diagnostic, prescriptive, and therapeutic programs in a supportive environment to help clients reach their potential.
Providing Therapeutic Transition to Schools for Children who have Experienced Trauma.
Presented by:
Angela Kretz, Program Co-ordinator, Act for Kids Wooloowin
Marina Ringma-Mclaren, Early Intervention Teacher, Act for Kids Wooloowin
This document discusses types of child abuse including neglect, physical abuse, sexual abuse, and emotional abuse. It provides definitions and examples of each type. It also discusses who can abuse children, signs and symptoms of abuse, responding to suspicions of abuse, and organizations that can provide help or guidance.
"Prevention of abuse as experienced by children with disabilities: A U.S. mod...BASPCAN
Children with disabilities experience maltreatment at a significantly higher rate than their peers. The document proposes addressing this issue by including safety objectives in Individualized Education Plans (IEPs) to prevent maltreatment. It discusses gaining support for a "safety motion" that encourages professionals and parents to identify children's risk factors for maltreatment, like an inability to recognize unsafe situations, and create IEP goals to address these factors. Research found educators support discussing safety but need more training. Including safety in IEPs could help address the root causes of maltreatment.
The document outlines core principles for services for children and young people with cerebral palsy in Northern England. The principles state that the views of children and families should be listened to in all decisions about care. Goals of interventions should focus on quality of life and participation rather than just physical ability. All practitioners should work to provide high quality, holistic services according to individual needs. Children and families should expect competent practitioners across different specialties to provide holistic management and regular reviews tailored to individual needs.
CanChild is a research center focused on childhood disability and development located at McMaster University. It was founded in 1989 and currently has over 60 scientists, 30 staff members, and engages families and youth. CanChild conducts research to develop tools for assessing child development and functioning. It also creates knowledge translation materials for families and healthcare providers. CanChild aims to facilitate collaboration between researchers and involve families in all aspects of research.
This document discusses citizenship education and outlines various initiatives and programs at a school to promote citizenship. It describes the school's efforts to integrate citizenship across subjects and through cross-curricular projects, community service opportunities, an active student council, and programs focused on environmental sustainability and global issues. The school aims to empower students and recognize their contributions through continual development of citizenship education over the short and long-term.
This document discusses citizenship education and outlines various initiatives and programs at a school to promote citizenship. It describes the school's efforts to integrate citizenship across subjects and encourage participation in activities like the eco-school program, youth parliament, volunteering opportunities, and cross-curricular projects to develop students' skills, knowledge, and values around citizenship. The school aims to continuously improve and expand its citizenship education through curriculum audits, sharing best practices, and increasing collaborative projects.
The document summarizes the writing moderation process used by schools in Argyll, Scotland. Schools submit writing portfolios which are reviewed by a moderation team over two days to ensure consistency in writing standards and tasks. Feedback is provided to each participating school and a final report shares strengths and areas for improvement with all schools. The process has led to more consistent marking and improved writing attainment. Next steps include encouraging schools to conduct their own moderations to further share the writing standard.
The document outlines a framework for assessment presented in Building the Curriculum 5. It divides participants into groups to read sections of the framework and discuss in steps. Step 1 has individuals read their section and consider how it differs from the current framework. Step 2 has groups share summaries and responses. Step 3 has groups list up to 5 suggestions for differences from the current framework. Step 4 has groups record challenges and opportunities to implementing the assessment framework in their context.
The document discusses using animation in education to develop technological skills and support interdisciplinary learning. It recommends including animations from first through fourth levels, progressing from stop frame to 3D. Case studies show how schools used animation projects to reinforce learning in other subjects. Links provide resources for teachers to learn about pupil and staff experiences with animation.
The document discusses bridging the gap between educational research and practice in early childhood education. It notes that simply communicating research may not be enough to drive behavioral changes. The document outlines strategies for effective dissemination of research findings, including contextualizing research, identifying users, and providing mechanisms for sharing. It also discusses barriers to professional development that incorporates research, such as time constraints and lack of funding, and how online platforms like Glow can help facilitate bringing research into practice.
Young people aged 12-24 have changing relationships with technology as devices have become more integrated into their lives. They text and instant message friends even when physically together. While new technologies provide opportunities for engagement, barriers like a lack of access can exist. As learning landscapes evolve, different assessment methods may be needed, and good pedagogy focusing on interest and engagement remains important to support literacy and numeracy development for all children.
The document discusses emerging best practices for building curriculum in primary and secondary schools. It recommends that primary schools develop shorter planning cycles to be more responsive to student needs, consider design changes gradually, and find creative ways to develop curriculum. For secondary schools, it suggests using self-evaluation tools to design curriculum based on student needs, involving all stakeholders, planning curriculum across grades 5-3, maintaining high standards for all, and ensuring students are engaged with their learning. Schools should anticipate needing to modify plans as curriculum develops.
Development and progression in literacy and numeracy is complex and non-linear. In literacy, progression is not even or linear, but rather integrated across contexts and involves metacognition. Progression in mathematics is cumulative but not totally linear, combining both conceptual knowledge and skills development from specific to general concepts, and is enhanced through active participation and imagination.
The document outlines the Curriculum for Excellence personal support entitlement which includes reviewing learning progress, gaining access to activities that meet individual needs, planning for achievement opportunities, and preparing for and supporting changes and choices. It also mentions pre-school centers and schools working with partners to provide this entitlement. The questions ask about links to one's work, current strengths and challenges of personal support provision, and how Learning and Teaching Scotland can contribute to awareness of roles in providing universal and targeted support.
Every child is entitled to personal support through Curriculum for Excellence to gain opportunities. Personal support includes reviewing learning, planning next steps, accessing activities to meet needs, and planning for changes with support from pre-schools, schools, and partners. Current developments include a personal support policy group, network, pilot framework, and conference to share practice.
The document discusses exemplification, which is providing examples of student work to support teachers' understanding of learning standards and effective teaching practices. It provides examples of exemplification in modern languages and materials science. Exemplification materials could include case studies, student work, audio/video clips, and interactive online resources. Quality assurance and partnership with organizations will be important to develop high-quality exemplification. The document also prompts reflection on how exemplification might be implemented and supported through digital tools like GLOW.
The document discusses 3 things to focus on when giving a presentation: preparation, delivery, and design. It also lists 3 golden rules: restraint, simplicity, and naturalness. The document contains 5 image credits but no other text.
Moving into the new curriculum
Following a brief overview of the online support available for reflection and engagement, this workshop will consider specific aspects of the experiences and outcomes and principles and practice sections. It will then give delegates the opportunity to discuss how they might lead and support staff in engaging with the new curriculum
The document discusses ensuring progression within curriculum frameworks by exploring how progression is embedded, sharing suggestions on getting started, and considering implications for planning and recognizing progress. It defines progression as increasing breadth and depth of learning at each level and providing greater challenge as students move to the next level. The document asks how to see progression within the framework and discusses progression within, across, and between experiences and outcomes, as well as other forms of progression like action, knowledge, skills, context, and capacities. It also asks about evaluating progress from practitioner and learner perspectives and planning for progression.
The document summarizes a presentation about Scotland's new Curriculum for Excellence. It discusses why the curriculum is important given economic and societal changes. It outlines how the experiences and outcomes were developed through extensive engagement. It provides an example of experiences and outcomes and explains how they fit within the broader curriculum framework from ages 3 to 18. It also discusses early ideas from schools on implementing the new curriculum and themes emerging from the process of change.
Presentation on progression from the Learning and Teaching Scotlands 'Turning the new experiences and outcomes into action conference'
Aberdeen, April 2009