Preventing bullying. Department for Education - - supporting_bullied_children_advice.pdf. Preventing_and_tackling_bullying_march14.pdf. Department for Education. Special educational needs in England: January 2014. SEND_Code_of_Practice_approved_by_Parliament_29.07.14.pdf. Children and Families Act: the Concerns - Special Needs Jungle. Last week, I was fortunate enough to be a speaker at the Towards a Postive Future conference in London.
One of the other guest speakers was Elaine Maxwell. Elaine works at Maxwell Gillott Solicitors, who recently asked “Should the implementation of the Children and Families Bill be delayed? “. Today, I am sharing with you some of the concerns raised by Elaine when she spoke to parents and practitioners at the conference, together with some comments made by those attending the day. Any errors in possible interpretation are mine, not Elaine’s, but if there are any, it will just show the issues we face with individual interpretation of this new Act. As you will know from our post last week, the new Code of Practice was published recently – all 277 pages of it. Concerns: The Health and Care Elements of an Education, Health and Care Plan are not appealable.
Well, not via the same one route we were all initially promised. Care (and possibly Health) elements are not directly enforceable Wow. Schools and colleges: Behaviour and attendance. DCSF-Learning-Behaviour.pdf. DfE External Word template - 2012 April - TA-00079-2012.pdf. Behaviour and discipline in schools - A guide for head teachers and school staff.pdf. TA-00079-2012.pdf. National curriculum in England: design and technology programmes of study. National curriculum in England: design and technology programmes of study. Purpose of study Design and technology is an inspiring, rigorous and practical subject.
Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.
Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. Aims The national curriculum for design and technology aims to ensure that all pupils: Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Subject content Key stage 1 Design Make Evaluate Technical knowledge. National curriculum. Teachers' standards. EAL Guidance.pdf. A language in common assessing eal.pdf. Developing quality tuition: effective practice in schools - English as an additional language.
Search results. The Distinctiveness of EAL Pedagogy. EAL is not a subject specialism in teacher training.
The current conceptualisation of EAL in England is as an 'aspect' of compulsory education but as a 'subject' ( ESOL) in post compulsory provision. The new Teachers' Standards (DfE, 2011) which apply to all qualified teachers note that every teacher must: 'Adapt teaching to respond to the strengths and needs of all pupils' . They must 'have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them'. (Standard 5). To meet the new Teachers' Standards, all teachers and trainee teachers will benefit from an understanding and recognition of EAL as a significant field of teaching and learning. Teachers who have acquired expertise in EAL, whether they are specialists or class or subject teachers, will: EditorNicola Davies.
Teaching & Learning.