Roles and Responsibilities ……

Identify needs

Plan and

design

DeliverAssess

Evaluate

Teaching/Training Cycle

◦ Special needs/requirements

◦ Preferred learning styles

◦ Learners’ motivations

◦ Learners’ previous experiences

◦ Organisation’s needs

Identify Needs

Identify needs

◦ Course length

◦ Session length

◦ Syllabus

◦ Teaching methods

◦ Resources

◦ Assessment

Plan & Design

Plan and

design

◦ Do it!

◦ Adapt sessions, teaching methods, resources etc while class progresses

◦ Formative assessment

Deliver

Deliver

◦ Have the students learned what you intended them to learn?

◦ Formal and/or informal assessment

◦ Assessment for learning

◦ Assessment of learning

Assess

Assess

◦ Reflect upon outcomes

◦ What are your learners’ opinions of the course

◦ How could it be made better next time?

Evaluate

Evaluate

See Kim’s Helpful Hints for writing the essay

Safeguarding

 ‘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

Introduction and context

  ‘means those aged between 0-19, those who are over 19 and receiving services as care leavers under section 23C –24D of the

Children Act 1989 and those over 19 but under 25 years with learning difficulties

within the meaning of section 13 Learning and Skills Act 000 and who are receiving

services under that Act’. (Children Act 2004) 

By definition ‘Children and young people’:

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 children's 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

Every Child Matters (ECM)

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

Every Learner Matters?

Be healthy Stay safe Enjoying and achieving Making a positive contribution Achieving economic well being

These are now incorporated into the Common Inspection Framework

The 5 outcomes of ECM

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 points

I shall time you and move you on!

Activity

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.

Being Healthy

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.

Staying Safe

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.

Enjoying and achieving

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.

Making a positive contribution

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.

Achieving Economic Well-being

Identified on lesson plans Review recordings Policy and procedures Units Tutorials

How do we evidence the outcomes?

•Health promotion campaigns•Information regarding advice and guidance services•Anti drug, alcohol and smoking policies•Regular breaks and access to drinking water•Staff training on issues such as mental health awareness•Links with other agencies•health related topics covered during induction or as part of the programme

Examples of evidence - Being Healthy

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

Examples of evidence - Staying safe

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

Examples of evidence – Enjoying and achieving

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

Examples of evidence – making a positive contribution

Examples of evidence – Economic Well being

Careers advice and guidanceNo. of learners who progressWork placement opportunities for unemployed traineesIntegration of Skills for Life within trainingDevelopment of wider key skillsProgression into employment

Safe

Healthy

Enjoy and achieve

Economic well being

Positive contribution

The Sheep – all is revealed!

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

Further reading

Legal aspects and codes of conduct

Summarise key aspects of legislation, regulatory requirements and codes of conduct relating to your own professional role

Learning outcomes

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

Codes of Practice

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

Think of your vocational area

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 Care Practice Disclosure Responsibility

Code of conduct for Lifelong learning

IFL code of practice

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

Link to assignment