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"A lot of our learning is organised into MISSIONS. There are different types of mission:\n- Mini Missions\n- Mission Training\n- Mission: Impossible?\nAll types of missions are ‘launched’ with a ‘can we?’ question.\nMission Training Week – Year 2 - 6\nWhen it comes to undertaking a mission there are certain skills and/or knowledge that it is helpful to already have a good command of. Before the main missions begin teachers identify the aspects the children need time to explore and practice and then plan this into the week.\nFor example, if a mission requires the children to use clay, there will be a session in training week for exploring and investigating clay – what does it feel like? How do we shape it? What happens if it gets hot? cold? wet?\nA mission may require the use of a specific piece of technology like garage band or movie maker. Again training week will include time for the learners to explore the programme to find out how it works and what it can do, before they have to use it to complete a specific mission.\nMission Training – R and Y1\nFor our youngest learners we spread out the mission training across the term, so that the new learning/experiences are happening nearer to the time of the specific mission they will be used for. This is part of the development of our learners, ready for the full training week in Y2 and up.\nThe weekly mission is most often linked to thematic/topic learning and the new learning concentrates on the development of a specific curriculum area, although skills and knowledge from other subject areas may be used in order to complete the mission. For example, the mission might have a musical or geographical focus, but may require the use of graphs/charts and/or writing to record the learning.\nOccasionally a mission lasts for 2 weeks because the learning journey required needs the extra time for completion, or perhaps the learning has 2 parts.\nLearning from missions of this type is recorded in the mission log. Each mission has an introductory page (prepared by the teacher), a double page spread (completed by the learner), and an evaluation page (completed by the teacher and the learner).\nThese are short learning missions, usually taking place within the space of 1 lesson and is mainly how Carousel subject learning is organised. (Computing/RE/Sikhi/PD/Spanish)\nEach learning theme ends with a ‘M; I?’ This is where a much larger mission is given to the class to complete using all of the learning they have acquired over the term. Whilst adults can be consulted, questioned and support can be requested from them, the aim is for the learners to decide how to complete the mission, and for the adults to take a step back and be able to assess how deep the learning has been. The children are encouraged to think innovatively and creatively and to take risks as they try to prove that the mission they have been set isn’t impossible.\nFamilies come to see the final product and share the achievements and success of their children.\nAcross the 21 ‘Mission; Impossible?’ challenges the children will encounter during their time at Akaal, we have planned to ensure the is a range of expected outcomes and a good balance of expectations so that each and every child can shine."

"Children love to work on a routine and they perform better if they know what comes next. In fact, they love routine work so much, that if the class teacher forgets something, the children will clamor loudly in an effort to remind them. So, making use of a common core lesson plan template is good way to get children to work a fixed schedule. It gives them an easy to follow routine, which they can follow on a daily basis. The children will be at ease with a fixed schedule to work within and it increases the child’s learning ability.\nMost schools and learning institutions do have their fixed schedules and opt to make use of a Common Core Lesson Plan Template for creating the right environment in which children can learn their lessons well. Although, the use of these templates varies from one place to another, they can be customized to meet the needs of your school to ensure your children feel a sense of comfort with a regular flow of activity.\nThe day is divided into different parts\nA common routine present in most common core lesson plan template is the setting up of a welcome break as children enter a classroom. The children get ready to keep their things in place and are greeted by their class teacher. Once that is done, they enter the respective area where they can play with various things as part of the play routine. This then becomes a part of their daily habit and teaches them to be punctual.\nOnce that activity is over, they are to then proceed according to the lesson template to the circle time zone. This is the time when the children sit around in a large circle in a predefined place, possibly on a rug. Here, the teacher will ask them various questions on things done, which could also relate to things done outside school hours and about the month, day, etc. Often they also talk about weather here and then proceed to the next teaching aspect scheduled.\nChildren find the idea of a schedule appealing\nIn the next segment of the schedule, that teacher is asked to place various topics before the children. These are usually based on predetermined topics and themes that are set for different parts of the week. Children are given a lot of encouragement to talk about motor skills, explorations, arts& crafts etc. Once this segment is over, the teacher will move over to the next step in the routine. Basically this a structured list of activities that ought to be followed by all concerned. The duration of these sessions can be long or short as is thought fit by the institution authorities. The intent of introducing the lesson plan template is to give the children a sense of discipline and get them to work on it with regularity.\nEveryone learns to the habit of being organized as a part of daily routine and is one of the key ingredients that teach children its benefits and form an early habit. Every good school is one that introduces this and stands by the given schedules with regularity. Being regularly inculcated at a young age always goes a long way in showing kids the idea of forming a habit."

"We took part in ‘Odd Socks Day’ during Anti-Bullying Week to celebrate what makes us all unique!\nWe made pledges to do what we can to put an end to bullying!\nHere is some of the art work we created during Anti-Bullying Week!\nWe all took part in a Yoga Day recently.\nPersonal, social, health and economic (PSHE) education is essential to help children develop the knowledge, skills and attributes they need to manage their lives, now and in the future. By following the Safety, caring, achievement, resilience, friendship (SCARF) programme, we aim to develop the characteristics our pupils need to thrive as individuals, as part of a family and as a confident member of the wider community.\nPSHE education helps pupils to stay healthy, safe and prepared for life – and work – in modern Britain. Pupils are given opportunities to consider and clarify their values and beliefs. We aim for our children to be able to express their views whilst remaining tolerant and understanding of others.\nWe want to equip our children with the information they need to make the right choices and know how to deal with issues such as bullying, their changing bodies and peer pressure. From making responsible decisions about alcohol, to succeeding in their first job, PSHE education helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up. Our pupils will learn where to go for help and will foster healthy relationships, know their rights and responsibilities, contribute to the community and be ‘the best that we can be.’\nWe use SCARF to teach our PSHE within school and the statutory RSHE requirements are taught within these lessons. The same topics are taught each year, building on what the children have already learnt and introducing new, age-appropriate themes. At the start of each half term, each child receives a knowledge organiser with the key points for that topic. They also complete a pre-unit assessment so the class teacher is aware of what the children already know and what areas might need more work. The same assessment is completed at the end so the children can reflect on all their new learning.\n|Autumn 1||Me and My Relationships|\n|Autumn 2||Valuing Difference|\n|Spring 1||Keeping Safe|\n|Spring 2||Rights and Respect|\n|Summer 1||Being my Best|\n|Summer 2||Growing and Changing|\n- Are respectful and tolerant\n- See beyond stereotypes\n- Understand prejudice and know how to deal with it\n- Understand how to be healthy\n- Understand medicines can be helpful or harmful\n- Understand we have emotional needs that need to be met\n- Understand we change as we grow up and can explain these changes\n- Use appropriate vocabulary for parts of the body\n- Know that online images and what our peers tell us is not always acurate\n- Can overcome problems and set goals\n- Have high aspirations for their future\nDevonshire children know how to:\n- Agree and disagree\n- Deal with bullying\n- Explain their feelings\n- Follow rules\n- Give examples of their rights and responsibilities\n- Help look after their school and community"

"Personal, Social, Health and Economic Education (PSHE) is a subject taught in our school through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepare for life and work in modern Britain. Although PSHE remains a non-statutory subject, section 2.5 of the National Curriculum states that; ‘all schools should make provision for personal, social, health and economic education (PSHE) drawing on good practice’ (DfE Guidance for PSHE education, SEP 2013).\nAt our school our aim is to enable every child to make a positive contribution to the world both now and in the future. PSHE (Personal, Social, Health and Economic Education) together with SMSC (Spiritual, Moral, Cultural and Social education) and British Values, ensures pupils’ current learning helps prepare them for their life ahead. By teaching pupils to stay safe and healthy, and by building self-esteem, resilience and empathy, an effective PSHE programme can tackle barriers to learning and raise aspirations.\nPSHE is taking place all the time in our school. It is reflected in the aims of the school and in our school environment. However, time is also given for PSHE to be taught as a discrete subject in every year group. We use the Leeds Scheme of Work for PSHE ‘You, Me and PSHE’ as a basis for our teaching.\nPSHE Celebration Day - January 23rd 2019\nThe whole school participated in our PSHE day today from Nursery through to Year Six. It was an opportunity to share with parents the fantastic work that goes on in school and for parents to be able to participate in a PSHE session in their child's classroom. Sessions included Keeping Healthy, Friendships and Circle time sessions. It was amazing to see all of the fantastic work that takes place. Parents were then invited to participate in a session on the importance of PSHE with particular reference to Relationship and Sex Education. Thank you to all those parents who were able to attend.\nPSHE Celebration Day\nOn Friday 17th March a Personal, Social and Health Education (PSHE) celebration morning was held, where parents were given the opportunity to see all of the fantastic work the children do within this area of learning.\nPSHE lessons were held in every classroom and parents were invited to actively join in. This was followed by a 'marketplace' where the PSHE curriculum, examples of children's work, policies and lesson plans were available to view.\nThe morning was finished with a workshop run by the Leeds Health and Wellbeing Team took place to explain the importance of teaching Relationship and Sex Education and what is included in our curriculum.\nIt was a fantastic morning which was enjoyed by both pupils and parents!"

"Tutoring Today was created by two teachers who have each been working for over 12 years as subject leaders, curriculum developers and senior members of their respective schools.\nAfter setting up a small study session at home, both teachers realised that there was a growing demand for private tuition and a real need for a quality service that reaches both children who want to achieve more and those who need to achieve a higher attainment level at school.\nTutoring Today was established in 2013 and was set out to give everyone the opportunity to learn and achieve their goals. Our aim is to create an engaging, motivating and inspiring learning environment. With the help of parents and a professionally designed curriculum, we believe Tutoring Today can help all children with different needs and abilities. Our breadth of professionalism, experience and expertise, makes our learning second to none, invaluable, with a vision of building mastery within education.\nWe pride ourselves on how we teach. After teaching collectively for well over two decades, with countless training throughout the years and degrees in the field of Psychology and Education & Leadership management, we have developed a method of teaching that makes learning fun, inspiring, creating independence and resilience in young people.\nWe use a four-part lesson structure:\n1. Entrance activity –\nPupils are settled in immediately, with a vocabulary, spelling or arithmetic activity, based on the topic of the lesson and the national curriculum.\n2. Starter activity –\nPupils will be asked to complete a short task in pairs or groups and give feedback on their findings. This builds a great start to the lesson; helps to develop confidence, creates an inspiring lesson; leads the pupils onto the main activity, helps pupils to correct mistakes and allows those who have done well to assert their learning to help others.\n3. Main activity –\nTeachers will deliver a short 10 to 15-minute presentation and lecture to the pupils, reflecting on the previous activities and the delivery of the lesson topic with helpful subject modelling. If pupils progress and complete work quickly, the class teacher will provide a more challenging activity.\n4. Plenary activity –\nThe plenary is the final activity, where the pupils will get the chance to assess their work and identify what went well and where they can possibly improve. This will be done by self-assessment, peer-assessment and, of course, a teacher assessment. The plenary is extremely important, as at this stage, pupils can learn from their mistakes and reinforce their knowledge to help build, what we in education call “Mastery”."

"Personal, Social, Health and Economic Education (PSHE)\nSubject leader: Miss Crane\nContact email: email@example.com\n— Aristotle —\nPersonal, Social, Health and Economic Education (PSHE) enables our children to become healthy, independent and responsible members of a society. Our teaching is designed to tackle many of the moral, social and cultural issues that are a part of growing up. Children are given opportunities to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society.\nPSHE Education is a vital part of children’s education and has a significant and valuable role in the taught curriculum at Pennoweth. Our curriculum, taken from Lifewise UK, develops children’s understanding and appreciation of the role they play within school and the wider community. Through effective teaching and considered sequences of lessons and experiences, children develop their understanding of how they can grow personally and socially.\nAt Pennoweth, PSHE Education is taught explicitly at least once a week, although there may be occasions when teachers feel it necessary to teach PSHE as a result of an issue that has arisen in the news, in the wider community, within the school community or within individual classrooms. PSHE is integral to the development of children’s values to becoming positive citizens in a forever changing community.\nAt Pennoweth, the culture of our DNA also aids and supports the teaching of PSHE. The familiar format of the Lifewise lesson presentations and the Culture of the Heart symbols and vocabulary throughout the year groups ensure that our children feel safe and able to engage in the challenge and enjoyment of learning. They are encouraged to make mistakes and are helped to learn from them, not see them as failures. The small steps of progression mean that every child is carefully considered in every lesson, and the guidance and support they receive from their adults and peers through rich social relationships helps them to feel loved. They are able to be responsible for their own learning by following established learning routines to work independently and to seek support when they need it to help them to progress further. The self-choice of the Lifewise challenge activities encourage the children to extend their learning further and provides opportunities for them to apply it in a variety of ways. The children are engaged, motivated and purposeful in their learning. This is fostered through educational visits, visitor assemblies and workshops, sporting activities and events, and wider curriculum experiences such as Forest School, school camps and local community and Crofty MAT events. They can absorb new knowledge in small steps and the familiar format of the quizzes in the Lifewise presentations encourages them to regularly engage with low stakes testing. The range of greater depth thinking tasks ensures that all children are sufficiently challenged. Finally, our children are ready; ready to be responsible, healthy, independent, lifelong learners who are able to make calm, focused choices to promote their own health and wellbeing. They are able to develop safe, positive relationships, and to apply their knowledge confidently in different situations and contexts in diverse, ever changing communities. Our PSHE curriculum ensures that Pennoweth children are ready to be healthy, safe and prepared for life in modern Britain.\nOur PSHE education curriculum works within the framework created by the guiding principles of our ‘Pennoweth DNA’. We firmly believe that to be in the best place to progress, children need to feel safe, loved and able to take responsibility for their own learning. This underpins our everyday working practices, therefore making PSHE core to the culture and ethos of our school. PSHE is delivered primarily through the Lifewise PSHE and Activity Scheme which is reviewed regularly to ensure that it follows the latest guidance. To ensure that it meets the needs of our pupils, our PSHE education programme fully covers, but is not limited to, statutory requirements. As vocabulary is the key to unlocking communication, we work to ensure that children know the importance and power of their words through our ‘Culture of the Heart’ programme.\nPSHE is delivered across the school through weekly timetabled lessons as well as through integrated project work, discrete mini-projects, educational visits (including residential camps for Years 2-6), assemblies, visitor workshops and activities such as Circle Time and Forest School. Each pupil is a member of a ‘Pennoweth Tribe’ and participates in a range of activities throughout the year, such as sports events and curriculum quizzes. Pupils also participate in local, national and international community events such as Crofty MAT inter-school events, Murdoch Day Parade, St Piran’s Day Parade, Redruth Learning Group Dance Event, International Pasty Festival, National Road Safety Week, Remembrance Day, Children in Need and Sport Relief.\nIn KS1, PSHE focuses on areas within the pupil’s own personal experience, for example, family life, sense of safety and immediate relationships such as friends and family. In KS2, PSHE builds on KS1 learning, and further develops pupils’ knowledge and understanding of personal experiences, helping them to apply this learning to situations in every-day life, the wider world and their future health and well-being."

"PSHE & Citizenship\nSMSC, PSHE and British Values\nLea Forest Academy is passionate about teaching the ‘whole child’ and we believe that this will lead to better outcomes for pupils. Therefore the SMSC, PSHE and British Values curriculum runs through every aspect of our school, from our School Values to the displays in our rooms, from the way the staff speak to the children to the way the Office staff speak to parents, from Assemblies to PSHE lessons, from celebrating every achievement to supporting every loss. It is embedded in everything we do. We work hard to support the children to identify, CELEBRATE and explain differences and similarities between people, cultures and religions. Our curriculum is closely linked to the Unicef Rights of the Child, including but not exclusively;\n- Article 2-The Convention applies to every child without discrimination, whatever their ethnicity, gender, religion, language, abilities or any other status, whatever they think or say, whatever their family background.\n- Article 13-Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within the law.\n- Article 14-Every child has the right to think and believe what they choose and also to practise their religion, as long as they are not stopping other people from enjoying their rights.\n- Article 28-Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights.\n- Article 29-Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.\nA huge part of our PSHE and SMSC is taught through a systematic scheme of work called PATHS (Promoting alternative thinking strategies). The PATHS scheme is designed to facilitate the development of self-control, peer relations and self-esteem, emotional awareness and interpersonal problem-solving skills. Each day a VSP (very special person) is picked to receive compliments from their friends, their teachers and themselves.\nAdditionally, each class have a theme book which includes all their work on SMSC, PSHE, RE and British Values, e.g. Anti-bullying week; Y4 trips to safeside; Y6 Workshop on modern slavery; Diwali Dance workshops. All theme work is linked to the Unicef Rights of the Child.\nVotes for Schools\nA huge part of our work on British Values is taught through a programme called ‘Votes for Schools’. Each week pupils will have the chance to discuss debatable news-related questions in a considered and respectful way. At the end of the discussion, pupils get the chance to vote ‘yes’ or ‘no’. These results are collected digitally, and the national results are shared with pupils the following week.\nManifestos are written and councillors are democratically elected in September. School Council meetings are linked to the Unicef Rights of the Child. Councillors are encouraged to express their thoughts and opinions to make the school; their community; the country and the world a safer and happier place.\nPSHE, SMSC and British Values are not only important to raise attainment and progress, but they are essential to equip pupils with knowledge, understanding, attitudes and practical skills to live healthy, safe, productive, fulfilled, capable and responsible lives. At Lea Forest Academy we believe each pupil is unique and individual, and they need to be respected, understood and valued in order to achieve their full potential.\nUpdated November 2019"

"Introduction to assessment arrangements at Hinderton School\nAt Hinderton School we have very high aspirations for all of our pupils, meaning that we want each child to flourish and develop to the very best of their ability during their time with us. To do that, it is important that we assess what they can and cannot yet do regularly and accurately, so that we can plan and deliver the most meaningful and appropriate learning opportunities at each stage of their school career.\nWhat are P levels?\nUnder the old National Curriculum, P Levels were introduced to enable teachers to identify small steps of progress for pupils working below the start of the curriculum (called Level 1). Until summer 2018 schools had a duty to report end of Key Stage outcomes for pupils (using P Levels) to the Local Authority (and in turn the Department for Education). However, as of summer 2019 P Levels will no longer be used for end of key stage reporting, and their use throughout the year is currently under review.\nWhat are End of Year Expectations?\nUsing a combination of P Levels, and Rising Stars End of Year Expectations (in line with the requirements of the New National Curriculum), pupils are routinely assessed in all strands of English and Maths. Pupils who have achieved all aspects of P8 (the highest P Level) move on to being measured against the national expectations for pupils in Year 1, as outlined in the National Curriculum. Some pupils move to work within the year 2 curriculum. Pupils likely to be working consistently at or above Year 3 outcomes will be discussed with Local Authority colleagues regarding the possibility of increased participation in mainstream settings. To assess Year 1, 2 and 3 progress we use a commercial product called Rising Stars.\nHow will I be kept informed of my child's progress?\nOur Annual Review process and termly parents' evenings provide regular opportunities for parents and teachers to discuss progress. In line with the requirements of the New National Curriculum), pupils are routinely assessed in all strands of English and Maths. Teachers keep their own, finely-graded record of progress, and update the school-wide system for the benefit of the school’s leadership team on a half-termly basis (about every 6 weeks). Targets are set in these two subjects in September, and Pupil Progress Meetings with the Assessment coordinator throughout the year keep everyone informed about how well each child is performing against those targets. Pupils working with the Rising Stars programmes are also assessed annually using the standardised tests within that system.\nWe formally assess an individual’s awareness of phonics using the Read, Write, Inc. system and, where appropriate, also track their chronological reading and spelling age using the computer-based IDL system.\nFor science we annually track ‘working scientifically’ and in all other National Curriculum subjects, we record detailed evidence of an individual’s learning using the Tapestry electronic learning journal.\nHow does school measure other important types of progress?\nFor all of our pupils, progress in areas other than the National Curriculum is vitally important, and we recognise that by giving our ‘Essential Skills’ curriculum the highest priority in school. Twice a year we set ‘Personal Learning Plan’ (PLP) targets, and we grade outcomes against those using a traffic light system, where green is above the predicted level of progress, amber is at or around the predicted level of progress, and red is below the predicted level of progress. Pupil Progress Meetings are used to discuss target-setting and outcomes with teachers, and to pinpoint situations where outcomes are likely to be ‘red’, with curriculum delivery changes made or additional support provided accordingly. PLP targets reflect the desired outcomes agreed in Statements or Education Health & Care Plans, and incorporate elements of SCERTS (see below) and the Cheshire Essential Skills Syllabus (CHESS).\nWhat is SCERTS?\nUsing the autism-specific SCERTS model (Prizant et al, 2005), we also track each pupil’s progress in the areas of Social Communication (SC) and Emotional Regulation (ER), providing a detailed breakdown of their specific skills and challenges within those areas. Find out more about SCERTS at Hinderton here\nHow is progress measured in the Early Years Foundation Stage?\nPupils in Reception (generally Blue Class and sometimes Yellow Class) at Hinderton follow the the Early Years Foundation Stage (EYFS) guidance and requirements, as used in mainstream early years settings. These include:\n- Early Learning Goals (ELG)\n- Development Matters\n- EYFS framework\nOur Early Years team have worked hard to develop an assessment system that allows us to measure the small but important steps our pupils make. This system links with the one that is used further up the school.\nWhat is The Hinderton Progression Map?\nBased on the Continuum of Skill Development devised by the Dales School in Yorkshire, our Progression Map provides a framework for teachers and senior leaders to assess and break down both academic and essential skills progress, into fifths of ‘mastery’ of any skill, under the headings of Prompting, Fluency, Maintenance and Generalisation. When we discuss steps of progress with you as parents, we will use this system.\nHow can parents support progress and assessment?\nCommunication and partnership between home and school are crucial if pupils are to develop new skills, and keep hold of them into adult life. In addition to Annual Reviews and termly Parents’ Evenings, parents and carers are welcome in school at any other point to discuss progress. We also post regular updates on each pupil’s Tapestry account, and welcome your feedback (and of course Tapestry posts) from home.\nPlease get in touch with Ben or your child’s class teacher at any time if you have any questions.\nDepartment for Education (DfE) Data\nThe DfE produces data for all schools which includes school performance, characteristics and spend per pupil data;\nProgress Tracking Summary 2017-18\n68% of pupils made expected, or above expected progress in english; outcomes for girls and for pupils in receipt of pupil premium were were in line with those of their peers. In maths the outcomes were even stronger , with 72% of pupils making expected or above expected progress. Pupil premium pupils made progress in line with their peers; girls (though the cohort size is small) made better progress than boys as a group (100% making progress at or above the level\nIn Essential Skills last year, of 441 Personal Learning Plan objectives evaluated during 2017-18, progress in 94% of these was at or above expected progress (a significant increase on last year's figure of 88%). In SCERTS, we had 19 Social Partners, 15 Language Partners and 9 Conversation Partners (a similar picture to last year, though with an increase in social partners). 5 pupils were assessed as being above the threshold required to move to the next partner stage."

"Our children receive an hour PSHE (personal, social, health education) or SEAL (social, emotional aspects of learning) lesson per week. These are planned programmes of learning through which the children acquire the knowledge, understanding and skills they need to manage their lives, emotions and friendships.\nAs part of a whole school approach, PSHE and SEAL develop the qualities and attributes pupils need to thrive as individuals, class members and members of society.\nWith aspects of the curriculum that cover Safety, Citizenship, Anti-bullying, Finance, Living and growing, healthy lifestyles and British Values, we help to equip the children with the positive attitudes they need to become self-assured and reflective learners ready for life beyond primary school.\nPlease click on the documents below to view our SEAL/PSHE Overviews for each year:\nAt 3.00pm each day the whole school stops for 10 minutes of Reflection Time.\nDuring this time music is played into each classroom, from our radio station, while children share positive experiences from their day. Staff also have the opportunity to share successes and reward pupils verbally and/or with a MarvellousMe.\nThis is also a time for staff and children to reflect on any concerns that have arisen during the day, for instance if a child has ended the day on a yellow or red card. Children are actively encouraged to consider what went wrong and how this should have been addressed. They offer peer advice and talk about the impact of actions on the individual and the class. Often teachers will link this to our school ethos and British Values (where appropriate). Every opportunity is taken to develop the children's spiritual, moral, social and cultural understanding.\nWhen something significant has happened in national news, a teacher make take this time to talk to their children, clarify understanding, offer reassure or open debate on the subject.\nFinally, the children may want to discuss their 'Thunk' of the week during reflection time. This is a simple looking question about everyday things that stops you in your tracks and helps you start to look at the world in a whole new light, for instance 'If I steal a million pounds does that make me a millionaire?' . Through discussion of the thunk, children are encouraged to appreciate alternative viewpoints and give reasoned answers.\nWe find that this precious time at the end of our day helps to safeguard our pupils. It sends children home calm and happy and reinforces the family ethos of our school where any issue, no matter how tricky, can be discussed with a trusted adult and each day is a new day where everyone has the chance to make different choices and achieve different outcomes."

"A Special Education Needs teacher typically works with students who have behavioural problems, learning difficulties and lack of physical and sensory abilities. Special Education Needs teachers specialise in areas such as:\n- behavioural disorders\n- visual or hearing impairments\n- mental and physical disabilities\n- learning difficulties\nOur teachers believe differentiation (especially for Special Needs Students) is incredibly important. The National Curriculum is fast-paced and can be challenging for any child, especially true for children with language and learning issues.\nThis is where differentiation is needed; we know that Special needs students benefit greatly from having the information presented at a slower pace, fewer time constraints, and repetitive visual stimuli.\nDifferentiation is essentially the modification of a subject or environment that helps a child’s ability to retain information. For example, the intentional placement of a student at the front of class or a visual, more image-focused approach to lesson presentation. Differentiation isn’t always 1:1 sessions or the removal of the child from a mainstream class.\nIn the past, there was an expectation that all children should achieve the same level if put in the same classroom. We now know some children require target based support and a greater level of differentiation.\nThe same can be said for children exceeding expectations. Differentiation is needed to keep them appropriately stretched and challenged.\nAt Cassidy Education, we have had the privilege of working with some fantastic teachers over the years, and we asked them to share with us some tips for differentiation. Below are their suggestions:\nSpecial needs students can often read and write well but often (depending on their strengths) show a deeper retention of knowledge with say a poster design, drawings or performance.\nWhen testing students there are ways to demonstrate mastery by means other than multiple choice. Rubrics can create great assessment tools, so can a portfolio, or allowing them to answer questions orally.\nEducational software programs, like speaking word processors and voice recognition, can help improve spelling, reading, writing, note taking and testing.\nBe More Visual\nImages and symbols can help with reading; special needs students find flash cards and pictures easier to understand.\nStudents with special needs often learn more when working with academically-capable students. Collaboration is a skill that provides a clear idea of their role, helps to focus and an equal chance to speak and contribute.\nWorking together exposes them to a variety of peer learning strategies, a small group setting with support.\nTaking notes, asking questions, planning, and time-management often have to be a learned behaviour, requiring the explanation of step by step procedures.\nUse Levelled Readers\nProviding students with reading disabilities with the differentiated reading material will allow a student to study the same topic as the rest of the class.\nUse a Peer Helper\nThis is beneficial as the special needs student receives one-on-one support and assistance with study tools, assignments and teamwork activities."

"Developments in technology have led to a paradigm shift in the education sector. Many learners have joined online courses for various reasons. While online learning has provided learners a chance to continue education, students with learning differences face various difficulties.\nIdentifying Learning Differences In Digital Classrooms\nLearning differences refer to the different ways in which students learn and analyze concepts. These differences exist both in traditional learning settings and in digital classrooms. Teachers must identify these differences as they influence a learner’s ability to excel in learning. Online educators encounter learning differences brought about by various factors, including:\n- Learning disabilities: These occur from birth and include disorders like autism, dyslexia, hearing impairment, etc., which slow down the learning process.\n- English as a second language: Non-native speakers may have a harder time learning content in English.\n- Social-economic background: Learners from poor backgrounds may not complete courses for various reasons like lack of school fees.\n- Limited resources: Factors like poor internet connection and limited access to modern learning gadgets may slow down students’ academic progress.\nThese groups of learners need special attention, and teachers can make some provisions to make their learning easier. While there is no single solution, these considerations can address learning differences and make learning more rewarding, both for teachers and their students.\nSet Goals for the Lessons\nOne reliable way to set the ball rolling is to introduce the learning goals at the beginning of every lesson. Checkboxes are one way to achieve this. When learners know what the teacher expects for each lesson, they can focus on the specifics and gauge their progress. Based on these goals, teachers can create assignments to establish their learner’s weak points and work at addressing them.\nPresentation is a crucial element of the learning process and can make a big difference, especially where learning differences exist. There are various ways to address learning differences using the presentation, and some are as highlighted below:\nGood text spacing prevents course material from appearing as monotonous blocks of notes, affecting learners’ concentration span. Well-spaced notes are also easier to comprehend.\n- Font size\nThe font used in the coursework needs to be large enough for all learners to see without straining their eyes.\n- Font Color\nColor affects learning due to its powerful role in the audiovisual process that learning relies on. Colors such as green are friendly to the eyes and good complementation to the font.\n- Visual Aids\nVisual aids like images help learners understand learning material better and help address learning differences.\nProvide Clear Notes Before Lessons\nIn the absence of notes, many learners are tempted to take notes during the lesson. Writing may distract them, and one way to ensure concentration is by availing notes before the online class session. Learners who can access notes before the lessons can try to understand the material for a better chance at retention during class. Besides, they identify complex ideas and get a chance to ask their teachers questions, allowing them to better understand the concepts.\nIncorporate Transcripts or Video Captions\nNowadays, there are tons of useful online learning resources, including provisions for transcripts and video captions. These tools are friendly and allow students with learning problems to get an accurate presentation of the material. They help bridge differences in accents between learners and their teachers. Also, they allow learners with a hearing impairment to achieve their learning ambitions without discrimination.\nUse Interaction Tools\nVarious online interaction tools improve the learning process by providing a communication channel. For example, live widgets allow teachers to check how their students work on activities and provide an opportunity for real-time communication. When a particular student is not paying attention or cannot proceed, their activities are blank, allowing their teachers to establish the problem and fix it.\nAllow Blended Learning\nWhile digital classrooms have taken the world by storm, learners need some physical encounters for better learning. When students attend a physical class, they learn from their peers and get first-hand information from their teachers. It is much easier for teachers to solve a learning problem when they meet their learners face to face than across a computer screen.\nAllow Enough Time for Assignments\nAssignments help teachers establish problem areas in the course material. However, students need adequate time to prepare and submit assignments. Rushed assignments may not offer an accurate presentation of learners’ progress. Also, learners with learning differences may need more time to complete assignments. Teachers can also encourage learners to compare papers provided by writing companies like DoMyEssay.\nProvide Flexible Lessons\nAs a result of the various learning differences, teachers need to create flexible lessons to ensure all willing learners can excel. For instance, learners who have full-time jobs but are willing to study over the weekend can have a special weekend program.\nAll learners deserve a fair chance at education, and there is a need for learning institutions to make learning easier on online platforms. These measures can help ensure students get the most out of their digital learning experience."

"Teachers who consistently use differentiated instruction produce students with greater academic gains. These 4 differentiation strategies work because one size does not fit all.\nUsing a variety of instructional strategies is nothing new. Great\nteachers have always done this (that's part of why they are so good).\nNow that Value Added scores are being utilized by many states as one measure of growth, using differentiation in the classroom is even more important, especially for our gifted learners.\nDifferentiation is responsive teaching. It is\nproactively planning for success for all students, while keeping 3 areas\nThat means teaching to the direct needs\nof the child and not always using a one-size-fits-all approach.\nthree areas are actually the foundation of any lesson that is\ndifferentiated according to students' needs. You also need your students to buy into it from\nthe beginning so they understand why there are different assignments and\nParents need to understand what differentiated\ninstruction means as well so they can support my efforts and provide\nA variety of activities allow children to work\non skills that are appropriate to their level of readiness and extend\nIt truly is not that difficult to do, but it\ndoes take time to prepare. First you must assess your students, then\ncreate a variety of teaching \"tools\" and strategies to use with meeting\nthe variety of needs you will find.\n1. Tiered Assignments\nWhen assignments are tiered, that means they are designed to provide different levels of complexity. Assignments can range from the knowledge aspect of Blooms Taxonomy\nall the way up to synthesis and evaluation.\nFor example, at the comprehension level a student might illustrate the main idea\n, but at the evaluative level a student would conduct a debate with another over the possible solutions presented to the problem in the story.\n2. Interest Centers/Groups\nAllow students to choose their own sub-topic within a framework the teacher provides. A center is usually geared towards primary students, while an interest group is generally for intermediate.\nAn example would be in math a center could focus on multiplication and showing it through designing arrays with tiles, drawing pictures, and creating word problems with objects. A group would have activities that could research how multiplication applies to statistics, art or engineering.\nThis is an excellent application of brain research and learning\n3. Compacting the Curriculum\nThis is when a teacher adjusts the amount of instruction a student receives based on assessments of prior knowledge. After assessing the student's needs, a plan is created for what needs to be studied and mastered, as well as enrichment plans for accelerated study.\nI apply this differentiated instruction strategy on a regular basis in my own room through pre-assessing every math chapter. Students who show they do not need my instruction for most of the chapter (if any!) are then given an individual compact that states explicitly what they need to work on, what lessons I expect them to join the class with, and what activities will replace the regular classroom criteria.\n4. Choice Boards\nA choice board is an organizing tool that can be as simple as a tic-tac-toe board. It has a variety of activities on it that are geared towards different levels of Blooms Taxonomy.\nStudents are to choose a set number of activities to complete that are in the differentiated instruction framework.\nMore About Differentiated Instruction\nI prefer to put meeting the needs of a wide variety of learners into the category of differentiation. Generally educators use this word when talking about meeting the needs of higher learners, but at the heart of the matter is that we need to differentiate for students at both ends of the spectrum.\nSo on this site, topics like DIBELS and RTI are filed under differentiated learning.\nMotivation Problems for All Learners? Solved!\nReading Karate makes it easy to differentiate your reading instruction.\nIt doesn't matter if you have students who read at a level D and a level P in the same classroom - everyone experiences success with Reading Karate!\nLike what you Read? Share."

"Differentiation in the Classroom.\nWhat is Differentiation?\nSo what does differentiation in the classroom look like?\nDifferentiating in the High School Classroom\nWhile there are many differences within our classroom, differentiation works in 3 main areas:\n- Readiness to Learn\n- Learning Needs\nBasically, to provide a differentiated curriculum you need to look at whether your students are ready to learn, and if they’re not how can you get them to be. What learning needs do they have. How you can accommodate these in your teaching and learning? Finally, what are their areas of interest, and how can you incorporate these into your teaching and learning to engage and motivate your students? Using some of the following methods of differentiation in the classroom will help you cater to the varied learning needs in your class.\nThis is one of the core methods of differentiation. It involves setting a task that the majority of your students will be able to complete with a level of independence and then changing this task to meet the needs of those that require extension or support.\nCollaborative learning is huge at the moment. It has well-documented benefits and is an essential skill that employers are looking for when hiring graduates. In a classroom, having mixed ability groups working on a task means that lower ability students are being supported by their peers, and those high achievers develop skills in organising and developing their leadership skills. Grouping also allows roles to be allocated within the team which cater to each member’s skill set and learning needs.\nIt is important to remember that the children we are working with have grown up not knowing life without technology. Some students need identified devices or tools to access learning. An example of utilising technology is having the student download the English text onto their device and read it using a modified version. Or it could be used just to enlarge the text, highlight words etc. There are some great online programs and downloadable apps that can be used across all KLAs, for all ages and for all skill levels.\nDifferentiated Dialogue & Support:\nDifferentiation by dialogue is the most regularly used type of differentiation in the classroom. The emphasis in this method is on the role of the teacher. They become a facilitator in problem-solving by identifying which students need detailed explanations in simple language and which students can engage in dialogue at a more sophisticated level. The teacher may also employ targeted questioning to produce a range of responses and to challenge the more able students. Verbal support and encouragement also play a crucial part in this technique. This is also a form of Formative Assessment, as it allows the teacher to change the lesson as they go to meet the needs of the students – does a section need to be revisited to ensure students have fully grasped the concept? Skip the next section as it’s irrelevant at this stage of their learning.\nDifferentiation by outcome is where all students undertake the same task but a variety of results are expected and acceptable. Some teachers have reservations about the risk that the less able students will fall below an acceptable level of understanding. However, this can be mitigated somewhat by establishing a clear set of success criteria. Simply by using “I Can” statements allows students to identify what it is they have learnt. Teachers can then identify what has been missed or needs revision. It also offers one clear advantage – no prior grouping is necessary.\nRather than relying just on a post-topic assessment, the differentiated classroom assesses students on an on-going basis. This ensures that the teaching, and indeed the other methods of differentiation, can be continuously adjusted according to the learners’ needs. Teachers also need to provide opportunities for students to be assessed in ways that engage their interest areas. I often use the ‘menu’ assessment style. This method asks students to complete the same task but has them doing it in a way that suits their learning style."

"How to Organize a Classroom for Diverse Learners\nConsidering the various different multiple intelligences, learning styles, special needs, exceptions and degrees of English-language proficiency students are likely to bring to the classroom, the average urban public school teacher may find herself faced with numerous diverse learners. With so many different kinds of learners whose individual needs must be met, one of a teacher's biggest challenges will be organizing the classroom around meeting students' diverse needs.\nGet to know your students as learners. Administer surveys, complete learning inventories and develop learning profiles for each of your students. Briefly interview each student and spend time getting to know who he is, what he likes, what he needs and what motivates him as a learner. Review all Individualized Education Programs (IEP), 504 Plans, case studies, cumulative folders, standardized test score reports and other available student data to help you gain insight into your students.\nDesign your classroom environment around the needs of your diverse learners. Once you know what kinds of learners you are working with, you can plan a classroom design around their needs. Design a learning space that addresses and honors the needs of every learner. For example, visual learners require a visually appealing learning space that contains colorful, high-contrast charts and other visual aids, as they find this helpful when scanning charts for information. You will need to make these types of strategic, purposeful classroom design choices to address the needs of each type of learner.\nCreate differentiated learning centers. Learning centers present an opportunity for teachers to design learning experiences that address the needs of diverse learners. Stock each learning center with a variety of activities that appeal to students with different learning styles, needs and intelligences.\nDifferentiate lessons to address the needs of your diverse learners. The three elements of instruction can be differentiated: content, process and product. For some students you may need to differentiate one of those elements while for others, you may need to differentiate all three. Remember, differentiation is not just done for students who have learning difficulties, but to also challenge accelerated learners.\nModify learning objectives based on students' needs. For example, for a lesson on acid rain, learning objectives for diverse learners may be structured as follows: All students will learn that acid rain can harm the environment. Most students will learn how acid rain adversely affects specific materials and structures in the environment. Most students will learn steps they can take to reduce the incidence of acid rainfall. Some students will create and implement advocacy campaigns, targeting local media and polticians, focused on reducing acid rainfall in the area.\n- Organizing a classroom for diverse learners is labor-intensive, with steps that may have to be revisited as new learners join your classroom and as the needs of continuing learners change. If you become overwhelmed by the amount of work, break it up into manageable chunks and remind yourself that you are doing the right thing for your learners.\n- You may find it helpful to create charts or spreadsheets that list all of your students and their various learning characteristics, preferences and needs. Use the chart to categorize students with similar learning styles and profiles. Check off students' names--along with the modifications you are making in order to accommodate their needs--to ensure that you are structuring your classroom to meet the needs of all of your diverse learners.\n- 1 \"Fulfilling the Promise of the Differentiated Classroom\"; Carol Ann Tomilinson; 2003."

"Differentiation is vital to tap individual potential\nAuthored by Mrs. Navyata Goenka – Advisor, Mount Litera School International\nDifferentiation is a must-have tool for any teacher who interacts with groups of children. It essentially equips a teacher to cater to the developmental needs of each child under his/her care and enables them to progress at their own pace.\nDifferentiation also plays an important role in engaging all learners in the learning process at the same time. A good example of this is working in stations while engaging in Language and Math program, where children work on their individual learning bins. The tasks set out are to encourage their personal language and math learning goals. As and when the learner accomplishes a task the level is made more challenging. This way the child achieves his set targets at his pace and works alongside his peers.\nIt is not necessary for the teacher to plan multiple tasks each time if the task is open-ended and has scope for each learner to tackle it at his level of understanding. Planning open-ended tasks enables children to exhibit their understanding to the best of their individual ability. For example, to assess the conceptual understanding of the types of plants and their characteristics, children could be asked to illustrate or write out their reflections after a visit to a botanical garden. This flexibility helps the learner to focus on their own strengths, and it offers them mediums that are conducive to enabling each individual to display his or her understanding.\nWhile differentiating, it is pertinent for a teacher to understand the different learning styles of individuals in a class. In a Primary Years Program (PYP) music class with varied learners, the teacher would most likely need to use different mediums to explain the counts of a quaver. He/she would probably need to illustrate, graph it out, count it, clap it or use flash cards. Also, the children may need to be grouped or work individually depending on their styles.\nDifferentiation most often demands the use of teaching strategies compatible with the varied learning styles in a classroom. These techniques help to reach out to the learner making teaching instruction value added and beneficial for everyone. Teaching art to PYP learners can be tricky at times because not all individuals are “artistic” in the conventional sense. While researching an artist, one could enable the use of technology for those who would like to research and depict the artists work using his/her creativity through different applications. Others could pursue their research by replicating impressions using creative mediums of their choice. Making learning flexible and setting common goals is vital to drive the community of learners in the same direction keeping in mind their unique styles.\nVery often teachers add an extended task for individuals who exhibit readiness for it. This enables enhanced learning for those who are ready to go an extra mile. In an early years classroom during a summative task, the children were asked to create a lifecycle of any creature. They were given a variety of materials to choose from. The children used different things to depict the lifecycle. Some of them illustrated, some of them crafted it out and some used play dough to sculpt. Each of them explained their understanding in a way that encouraged their unique presentation skills. The task being open ended enabled the teacher to assess the concepts and skills keeping in mind the individual learner.\nTo conclude, a classroom devoid of differentiation is one that expects an elephant, a penguin and a monkey to do the same task. It is vital for teachers to tap individual potential, only then we can raise a community of confident individuals with a zeal to learn and grow."

"The Department for Education states that there is a need ...\n\"to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs\".\nThe Department for Education defines British Values as follows:\n- Respect for democracy and support or participation in the democratic process\n- Respect for the basis on which the law is made and applies in England\n- Support for equality of opportunity for all\n- Support and respect for the liberties of all within the law\n- Respect for and tolerance of different faiths and religious and other beliefs\nAt St Edmund's ensure that the fundamental British Values are introduced, discussed, and lived out through the school's ethos and work. All curriculum areas provide a vehicle for furthering understanding of these concepts and, in particular, RE, PSHE and Assemblies provide opportunities to deepen and develop understanding. We encourage our children to be creative, unique, open-minded and independent individuals, respectful of themselves and others in our school, our local community and the wider world. We aim to nurture our children on their journey through life to grow into safe, caring, democratic, responsible and tolerant adults who make a positive difference to British society and the world."

"The Ofsted guidance 2014, requires schools to: ‘ensure that the school promotes tolerance of and respect for people of all faiths (or those of no faith), cultures and lifestyles; and support and help, through their words, actions and influence within the school and more widely in the community, to prepare children and young people positively for life in modern Britain’.\nThe government defines these values as:\n- Rule of law\n- Individual liberty\n- Mutual respect\n- Tolerance of those of different faiths\nWe aim to nurture our children on their journey through life so they can grow into safe, democratic, tolerant, responsible and respectful individuals who make a positive difference to British society and to the world. We encourage our children to be creative and open-minded, respectful of themselves and of others in our school, our local community and the wider world.\nAt Oak Lodge we take our responsibility seriously to prepare children for life in modern Britain. Embedded within school life are our School Values (Respect, Morality, Enquiry, Adaptability, Communication, Resilience, Thoughtfulness, Cooperation) and these, together with our school ethos, agreed rules and our International Primary Curriculum (IPC) all serve to thread the British Values throughout all that we do."

"The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” The promotion of ‘British values’ is central to Catholic education because British values have their origin in the Christian values of our nation.\nAt St Bede’s these values are reinforced regularly and in the following ways:\nOur children at St Bede’s are involved in democratic processes. Children have the opportunity to have their voices heard through our School Council, Mini Vinnies and Pupil questionnaires. The elections of House Captains and School Council representatives are based solely on pupil votes. All children are listened to by adults and their thoughts and suggestions are considered and respected by every adult in school. Children help to decide which charities they would like to fundraise for, particularly children in our Mini Vinnies and School Council groups.\n- The Rule of Law:\nThe importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. In Religious Education lessons and in the daily Catholic life of our school, the rules of the church are highlighted. Children learn about the 10 commandments and the Precepts of the Church. At St Bede’s children help to develop fair rules to use in classrooms and around the school including the playground. Visits from authorities such as the Police and the Fire Service, are regular parts of our calendar and help reinforce this message.\n- Individual Liberty:\nWithin school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through the provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety, Thinking Skills and PSHE lessons. Children know that they have the freedom to make choices about choosing the level of challenge in some lessons, particularly Numeracy lessons. Whether it be through choice of challenge or participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.\n- Mutual Respect:\nOur school ethos; ‘A happy and holy place of learning and the centre of a thriving community’ is an ethos based on love and acted out in daily school life. Our school ethos and behaviour policy revolves around Christian Values such as ‘Respect’, ‘Love’, ‘Forgiveness’ and ‘Peace’. In RE and PSHE lessons, we promote that every person is unique and created in the image of God. Posters and display boards around school illustrate our ethos and mission here at St Bede’s. We promote respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour and anti-bullying policies. We support numerous charities at different times of the year; eg: CAFOD World Gifts during Advent, MacMillan Cancer Care, St Cuthbert’s Hospice throughout the year, North East Air Ambulance and many more. Assemblies, collective worships and discussions about such charities allow our children to consider and pray for our brothers and sisters all over the world. Children make all visitors feel very welcome here at St Bede’s, a point often commented on, and we work together to help one another.\n- Tolerance of those of Different Faiths and Beliefs:\nOur core subject, Religious Education, provides pupils with a deep understanding of their own faith as well as an awareness of other religious communities. We illustrate how Jesus encouraged tolerance with others in stories such as The Good Samaritan and The Women at the Well, spreading the message that everyone is equal in the eyes of God. We learn about ‘Other Faiths’, where our RE lessons are centred on a faith different to Christianity, eg: Sikhism, Islam, Buddhism, Hinduism. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. The aim of this is to enable our children to understand these communities and to respect them. Children visit places of worship belonging to other faiths, eg; synagogues and mosques and we celebrate festivals such as Diwali and Chinese New Year. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE, Thinking Skills and PSHE."

"The Department for Education state that there is a need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs”\nThe government set out its definition of British values in the 2011 Prevent Strategy and these values were reiterated by the Prime Minister in 2014. At OBA these values are reinforced regularly and in a range of ways.\nThese values are taught explicitly as part of the curriculum through both Personal Development and Philosophy and Ethics. We also teach British Values through our planned programme of tutor activities and the programme of assemblies over the year supports students developing an understanding of what it means to be British via a range of house and year assemblies.\nThe school takes opportunities to actively promote British Values through our whole school systems and structures such as electing and running a successful House and Academy Council. We also actively promote the British Values through ensuring our curriculum planning and delivery includes real opportunities for exploring these values. Actively promoting British Values also means challenging students, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views.\nAt OBA we uphold and teach students about British Values which are defined as:\n- Rule of Law\n- Individual Liberty\n- Mutual Respect\n- Tolerance of those with different faiths and beliefs\nDemocracy is an important value at our school. Students have the opportunity to have their voices heard through our House/ Academy council. The elections of members of the School Council are based on student votes. The students worked together with SLT to generate and agree a set of expectations which we all at OBA actively work and live by. These expectations are available in each the building and each classroom and are actively used by students and adults to influence others’ behaviour.\nThe Rule of Law\nThe importance of laws and rules, whether they are those that govern the class, the school or the country, are consistently reinforced throughout regular school days. Students are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the police and PCSO’s are regular and help reinforce this message.\nWithin school, students are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for our students to make choices safely, through the provision of a safe environment, a planned curriculum and an empowering education. Students are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our e-safety teaching and PD lessons. Students are given the freedom to make choices , e.g. signing up for extra-curricular clubs and choose the level of challenge in some lessons.\nRespect is one of the core values of our school. This can be seen and felt in our pervading ethos in school. The students know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have and to everything, however big or small. Values are highly visible around the school and can be seen in posters, certificates and as part of our agreed expectations in terms of student behaviour.\nTolerance of Those with Different Faiths and Beliefs\nThis is achieved through enhancing students’ understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity in our local community. Assemblies and discussions involving prejudices and prejudiced-based bullying have been followed and supported by learning in philosophy and ethics and PD. We are very proud to be linked to ‘College Andree Recipon’ in France.\nWe celebrate ‘European Day of Languages’ as a whole school encouraging children to research and discover differences and similarities between us and our European neighbours. We employ teachers, teaching assistants and support staff who have English as an Additional Language and bring a varied cultural experience to Ormiston Bushfield Academy."

"During a special assembly the children wrote an acrostic poem about what school means to them.\nC Care and kindness\nH Hardworking and helpful\nO Our school is responsible\nO Our school is respectful\nL Learn new things and listen\nFundamental British Values\nThe Department for Education have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThe government set out its definition of British values in the 2011 Prevent Strategy. These values are part of our whole school ethos and vision. They are reinforced and developed regularly in the following ways:\nAll children in Church Aston Infant School have been given the book ‘We Are All Born Free’ which represents the Universal Declaration of Human Rights in pictures for children and has been funded by Amnesty International. Each week in an assembly one of the human rights is discussed in detail with the whole school and children are asked to reflect on what it means for them.\nRepresented by Article 21 of the Universal Declaration of Human Rights “We all have the right to take part in the government of our country. Every grown up should be allowed to choose their own leaders.”\nDemocracy is central to the life within the school. Children have the opportunity to have their voices heard through our School Council, Pupil questionnaires and interviews. The curriculum promotes opportunities for learning about democracy in a number of different contexts. Our school Behaviour Policy involves rewards and consequences which the children fully support and understand. Children are encouraged to approach the Head teacher to share their views and opinions and this has led to changes within the school.\nThe Rule of Law:\nRepresented by Article 8 of the Universal Declaration of Human Rights “We can all ask for the law to help us when we are not treated fairly.”\nChildren are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. At the start of the school year the children in each class decide the rules for their classroom, playground and school. Visits from authorities such as the Police are regular parts of our calendar and help reinforce this message. During sporting activities and group activities, the importance of rules and laws is reinforced to enable children to work together effectively and safely.\nRepresented by Article 3 of the Universal Declaration of Human Rights “We all have the right to life, to live in freedom and safety”\nWithin school, children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young children to make choices safely, through the provision of a safe environment and an inspiring education. Children are encouraged to know, understand and exercise their rights and personal freedoms and to do this safely through PSHE lessons. Whether it be through choice of challenge, or participation in extra-curricular clubs and opportunities, pupils are given the freedom to make choices. They are also encouraged to reflect on their choices and consider the impact they have on others.\nRepresented by Article 25 of the Universal Declaration of Human Rights “We all have the right a good life. Mothers and children and people who are old, unemployed or disabled have a right to be cared for.”\nChurch Aston Infant School promotes respect for others and this is reiterated through the activities we provide for the children as well as our Behaviour Policy. Older children in the school support younger children and Playground Friends help children who are in need of a friend. Year 2 children are given responsibilities which help them to understand their responsibility to the school. There is a policy in school for caring, sharing and listening to others.\nTolerance of those of Different Faiths and Beliefs:\nRepresented by Article 18 of the Universal Declaration of Human Rights “We all have the right to believe in whatever we like, to have a religion, and to change it if we wish.”\nThe opportunities and experiences that we offer children help them to understand the culturally diverse society that they are growing up in. Children have opportunity to visit multicultural places of worship as well as celebrating festivals from other cultures. Children have the opportunity to dress up in clothes and try different foods from other cultures. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE. Our R.E. curriculum ensures that a wide range of different faiths and beliefs are taught. Cultures represented by the children that we have in our school are explored in depth enabling all children to feel valued and respected.\nWe had a special remembrance assembly in school and in the classes we created beautiful poppies.\nChildren in Class 2 listened to the story 'One Boy's War' by Lynn Huggins-Cooper and thought about how they might feel and the surroundings they would have, they then went on to write letters home to a loved one."

"Fundamental British Values\nThe government set out its definition of ‘British values’ in the ‘Prevent Strategy’ (2011), which was designed to prevent the extremism and religious radicalisation of young people. British values are considered by the current government to be:\n- Rule of law\n- Individual liberty\n- Mutual respect and tolerance of those of different faiths and beliefs.\nAll pupils take part in PSHE lessons on British Values as well as delivering training to other schools and professionals. It is covered in RE and assemblies and the pupils really own the issue and drive it forward at St Ambrose Barlow. The promotion of ‘British values’ is not only central to Catholic education because British values have their origin in Christian values but also to our nation. At St Ambrose Barlow High School we recognise, not only the importance of helping pupils to flourish academically but also spiritually, morally, socially and culturally, so they are fully prepared for life in British society and for their role as citizens, able to make the strongest possible contribution to society. We provide an education which focuses on the formation of the whole person and on our vocation and purpose in life. Our students are encouraged to be the best version of themselves which they can possibly be.\nAs part of our daily life in school we promote the importance of democracy across the school and the importance of making decisions together. The Leadership team and staff encourage young people to see their role in their community, encouraging students to know that their views count, value each other’s views and values and talk about their feelings. This can be evidenced via regular Student Voice opportunities-the heads 5-a-day, the School Council, and in discussions with students as part of IAG events. We have many visitors who work with our pupils including local councillors, local unions and GMP.\nThe Rule of Law:\nThe importance of laws, whether they are those that govern the class, the school, or the country are consistently reinforced every day, through assemblies and our behaviour policy. The curriculum is designed to ensure pupils are taught the values and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Opportunities for this can be found as part of specific topics in certain subject areas or as topics covered as part of the PSHE/Careers programme. Visits from public services and our local PCSOs also support the reinforcement of this message.\nAt St Ambrose Barlow RC High School pupils are actively encouraged to make independent choices knowing that they are in a safe, secure and supportive environment. As a school we educate and provide boundaries for students to make choices safely, through the provision of a safe environment and an empowering education.We encourage students to see themselves as unique individuals, able to make an individual contribution to building community both within school and the local community where they live. Students are encouraged to know, understand and exercise their rights, responsibilities and personal freedoms and receive advice about how to exercise these safely, for example through our exploration of E-Safety in computing, the PSHE programme and school assembly presentations.\nRespect is one of our core school values and a key element of our daily life in school, which is modelled by pupils, parents and staff alike. The school promotes respect for others and this is reiterated through our classroom and learning environments as well as extra-curricular activities. In line with our commitment to democracy, students are always able to voice their opinions as we foster an environment where students can debate ideas and are safe to disagree with each other.Our elected Student Council represents the views of the school community and work hard to ensure that ‘Student Voice’ is integral to the life of the school. We encourage students to substantiate opinions and to realise the value of co-operation and consensus as well as decision making through voting. Our emphasis on accepting responsibility means that we ask our students to ensure that they care for those who might be marginalised and disadvantaged and ensure that they are made to feel valued members of our school community. We have a wonderful prefect team led by deputy and head boys and girls who are a credit to our communities.\nTolerance of those of different faiths and beliefs:\nThis is achieved through equipping students with the ability to develop positive values, understand their own beliefs and their place in a culturally diverse society both locally and globally. We give our students opportunities to experience such diversity within the school community and the wider community. All students experience a connection with other cultures and beliefs through our RE curriculum, aspects of the PSHE and Citizenship programme, assembly presentations. The emphasis on enterprise, working with others, and learning other languages directly contributes to the appreciation of others’ perspectives on life. Our Religious Studies curriculum follows the teaching of the Church in providing a broad and balanced education, which includes an understanding of and respect for people of other faiths or none and other religions, cultures and lifestyles."

"Fundamental British Values\nThe DfE have reinforced the need; “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” The government set out its definition of British values in the 2011 Prevent Strategy.\nArticle 12: Children have the right to say what they think should happen, when adults are making decisions that affect them, and to have their opinions taken into account.\nDemocracy is a core value within our school. Pupils at Eastlands have the opportunity to have their voices heard through our Student Council, Pupil questionnaires and maths meetings and Pupil SES. We teach children to voice their opinions in a respectful way and we foster an environment where children are safe to offer challenge.\nThe Rule of Law:\nArticle 19; Government should ensure that children are properly cared for, and protect them from violence, abuse and neglect by their parents, or anyone else who looks after them.\nThe importance of rules and laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, and learning walks. Pupils are taught the value and reasons behind rules and laws, that they govern and protect us and the responsibilities that this involves. Visits from authorities such as the Police; Fire Service. are regular parts of our calendar and help reinforce this message.\nArticle 15: Children have the right to meet together and to join groups and organisations, as long as this does not stop other people from enjoying their rights.\nArticle 31: All children have a right to relax and play, and to join in a wide range of activities.\nWithin school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through the provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and accompanying responsibilities and advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of challenge, participation in our Enrichment Programme or other opportunities, pupils are given the freedom to make choices.\nArticle 2: The convention applies to everyone whatever their race, religion, abilities, whatever they think or say and whatever type of family they come from.\nArticle 30: Children have a right to learn and use the language and customs of their families, whether these are shared by the majority of people in the country or not.\nPart of our school ethos and behaviour policy has revolved around our Values, one of which is ‘Respect’. Our PSHE and Personal Development Curriculum forms part of our core curriculum and this promotes respect for others. This is reiterated through our classroom and learning rules, as well as our behaviour policy.\nTolerance of those of Different Faiths and Beliefs:\nArticle 14: Children have the right to think and believe what they want, and to practise their religion, as long as they are not stopping other people from enjoying their rights. Parents should guide their children on these matters.\nThis is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions supported by learning in RE and PSHE supports this. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school."

"British values are defined as:\nRule of law\nTolerance of those of different faiths and beliefs\nAs directed by the Department for Education (DfE), schools have a duty to actively promote fundamental British values.\nThese values were first set out by the government in the ‘Prevent’ Strategy in 2011. In November 2014, schools were required to have a strategy for embedding these values and showing how their work with pupils has been effective in doing so.\nThese values are taught explicitly through Personal, Social, Health and Emotional (PSHE), and Religious Education (RE). We also teach British Values through our broad and balanced curriculum, and ensure they are a key driver in the Spiritual, Moral, Social and Cultural aims for our children.\nThe school takes opportunities to actively promote British values through whole-school and class-based collective worship, and whole school systems and structures such as electing and running a successful School Council.\nWe also actively promote British values through ensuring that our curriculum includes real opportunities for exploring these values.\nEach year the children decide upon our school charter (Respect Policy) and the rights associated with these. All the children contribute to the drawing up of the charter and sign it.\nChildren have many opportunities for their voices to be heard. We have a School Council which meets regularly to discuss issues raised. The Council has its own budget and is able to genuinely effect change within the school. The council members are voted in by their class.\nChildren have an annual questionnaire with which they are able to put forward their views about the school.\nThe Rule of Law\nThe importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school and class assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the police and fire service help reinforce this message.\nWithin school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE lessons.\nMutual respect is at the heart of our values. Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect and empathy.\nTolerance of those of Different Faiths and Beliefs\nEarl Sterndale Primary School is situated in an area which is not greatly culturally diverse, therefore we place a great emphasis on promoting diversity with the children. Assemblies are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Our Religious Education and PSHE teaching reinforce this. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within the school. Children visit places of worship that are important to different faiths, our most recent was a visit to the Hindu temple in Derby (Summer 23).\nAt Earl Sterndale Primary School we will actively challenge pupils, staff or parents who express opinions contrary to fundamental British values, including ‘extremist’ views.\nPlease refer to our document below to see how we promote British Values in school:"

"PROMOTING BRITISH VALUES AT ST. JOSEPH’S\nPlease click here for the British Values policy\nThe DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThe government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister this year. At St. Joseph’s these values are reinforced regularly and in the following ways:\nDemocracy runs throughout the whole school. Pupils have the opportunity to have their voice\nheard through our School Council and Pupil questionnaires. The elections of the School Council,\nand Prefects are based on pupil votes.\nThe Rule of Law\nThe importance of Laws, whether they be those that govern the class, the school, or the country,\nare consistently reinforced throughout regular school days, as well as when dealing with\nbehaviour and through school assemblies. Pupils are taught the value and reasons behind laws,\nthat they govern and protect us, the responsibilities that this involves and the consequences\nwhen laws are broken. Visits from authorities such as the Police, Fire Service, Lifeguards etc. are\nregular parts of our calendar and help reinforce this message.\nWithin school pupils are actively encouraged to make choices, knowing that they are in a safe and\nsupportive environment. As a school we educate and provide boundaries for young pupils to\nmake choices safety, through the provision of a safe environment and empowering education.\nPupils are encouraged to know, understand and exercise their rights and personal freedoms and\nadvised how to exercise these safely, for example through our E-Safety and PSHE lessons.\nWhether it be through choice of challenge, of how they record, of participation in our numerous\nextra-curricular clubs and opportunities, pupils are given the freedom to make choices.\nPart of our school ethos and behaviour policy has revolved around Core Values such as ‘Respect’,\nand pupils have been part of discussions and assemblies related to what this means and how it is\nshown. Posters around the school promote our Values for others and this is reiterated through\nour classroom and learning rules, religious education as well as our behaviour policy.\nBritish Values through the Curriculum\nInterwoven within the curriculum in a range of curriculum areas are planned opportunities to teach the values of our society. Some examples are;\n- History: How we influence democracy is explored though the curriculum and assemblies. This includes looking at historical figures such as Nelson Mandela and Gandhi and exploring the effectiveness of different approaches. The Rule of Law and the importance of laws, whether they be those that govern the class, the school, or the country is consistently reinforced at St Joseph’s. Britain and its influence in modern times are aspects woven into our imaginative learning projects. Pupils are encouraged to know, understand and exercise their rights, whilst understanding that with exercising their rights comes responsibility.\n- Geography: We ensure that pupils have a better understanding of what Britain is; learning more about its capital cities and counties, its rivers and mountains, and where Britain is in relation to the rest of Europe and other countries in the world.\n- Music: We are reviewing the music curriculum to include the study of British composers and their global influence.\n- Art: The study of how British artists influence others around the world.\n- Religious Education: Gaining a greater understanding of religious diversity and practices which covers key religions represented in the UK. All pupils have the opportunity to visits places of worship that are important to different to faiths. St Joseph’s Catholic Primary School actively promotes diversity through celebrations of different faiths and cultures.\n- Physical Education: Promotion of the concept of “fair play”, following and developing rules, inclusion, celebrating and rewarding success, being magnanimous in defeat and participation in activities that promote kinship and affiliation with others.\n- Computing: Pupils are also taught about respect and bullying in the online world through our learning platform and though regular e-safety lessons.\n- School Council: Promotion of democratic processes, fostering the concept and application of freedom of speech and group action to address needs and concerns. Key to this is the concept of holding others to account, including those in positions of influence and authority.\n- Educational visits: Our broad range of educational visits and experiences outside of the classroom equips our pupils with the skills to make a positive contribution to their community as equal citizens, as well as being able to look at British heritage in more depth. Recent visits have included a visit to the Museum of Childhood, the Natural History Museum, the Jewish museum and the Imperial War Museum.\n- Community Events: We work closely with charities and organisations such as ‘The British Legion’, CAFOD, the Catholic Children’s Society and the Barnet Mayor’s chosen charities. We encourage our pupils to interact with pupils from other schools, both locally and further afield, though organised activities.\nTolerance of those of Different Faiths and Beliefs\nTolerance of those of Different Faiths and Beliefs\nThis is achieved through enhancing pupils’ understanding of their place in a culturally diverse\nsociety and by giving them opportunities to experience such diversity. Assemblies and\ndiscussions involving prejudices and prejudice-based bullying have been followed and supported\nby the learning in RE and PSHE.\nThe school has a foreign language teacher and all pupils learn a foreign language, beginning in\nNursery. We acknowledge and celebrate the many languages within the school community\nthrough displays and celebrations such as International Day.\nMembers of different faiths or religions are invited in to share their knowledge to enhance\nthe learning within classes and the school. Pupils also learn about other faiths as part of the R.E.\ncurriculum. Annual trips to mosques, temples, synagogues as well as churches are woven into the"

"TEACHING BRITISH VALUES\nWe also focus on both Mary Seacole and Florence Nightingale in History and use other cultural references and texts in our learning. As we move through the year there will also be whole school events to celebrate different cultures within our community, for example, taking part in the World Day for Cultural Diversity organised by the UN. During this day the children will learn about different cultures and may learn about traditional celebrations, cook traditional foods or play a sport linked to a different culture.\nPromoting British Values at Featherstone Wood\nThe DfE have recently reinforced the need \"to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.\"\nThe government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister this year. At Featherstone Wood these values are reinforced regularly and in the following ways:\nDemocracy is rife within the school. Pupils have the opportunity to have their voices heard through our School Council, pupil voice meetings and Pupil questionnaires. The elections of Job monitors, as well as pupils from each class selecting the two classes most ready to learn each week and awarding in assembly. Our school behaviour policy was designed and refined by the children. We listen to children’s and parent’s voice.\nThe Rule of Law:\nThe importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police; Fire Service; etc. are regular parts of our calendar and help reinforce this message.\nWithin school, pupils are actively encouraged to make choices and develop their independence, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through of provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our skills square, E-Safety and PSHE lessons. Whether it be through choice of challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.\nPart of our school ethos and behaviour policy has revolved around our core skills such as ‘Respect’, and pupils have been part of discussions and assemblies related to what this means and how it is shown. Posters around the school promote respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour policy.\nTolerance of those of Different Faiths and Beliefs:\nThis is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE. The school promotes the languages spoken by our EAL pupils. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school."

"British Values at Norham First School\nThe DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” The government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated regularly in the following ways:\nWe promote Democratic rule throughout the school curriculum. Pupils have the opportunity to have their voices heard through our very active Student Council, through Pupil questionnaires, and talking to school staff about aspects of their learning and life in school. The election of student council representatives takes place using pupil votes. Children also have the opportunity to take part in discussions during weekly assemblies where, due to the nature of a small school, all voices are heard and all contributions valued by all adults within the school. Children are also encouraged to share and discuss matters of concern to them, within classes.\nThe Rule of Law:\nThe importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police; Fire Service; etc. are regular parts of our calendar and help reinforce this message.\nWithin school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through our provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHCE lessons. Whether it is through choice of challenge, of how they record, or participate in extra-curricular clubs and opportunities, pupils are given the freedom to make choices.\nOur school ethos and behavior policy has been built around the core value of ‘Respect’, and pupils are part of discussions and assemblies related to what this means and how it is shown. Our School Agreements raise the profile of respect for others and this provides a common language throughout the school.\nTolerance of those of Different Faiths and Beliefs:\nThis is achieved through enhancing understanding of pupils’ place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE, E-Safety and PSHCE. We encourage visitors to support our pupils understanding on how to live peacefully together. Visits to places of worship support pupils to understand cultural differences. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school.\nCookies are small data files that are placed on your computer or mobile device when you visit a website. 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"What are the 5 British Values?\n- The rule of law.\n- Individual liberty.\n- Mutual respect.\n- Tolerance of those of different faiths and beliefs.\nOur School Promotes British Values Every Day in All We Do\nWe learn about what it means to be British and how to be proud of being British.\nBeing British is about being democratic……. we voted for our school councillors who will represent us on the school council board; our Governors are elected members too.\nBeing British is about following the British rule of Law……. we discover what the law is all about in assemblies and through our PSHE curriculum; our school rules are our school’s rules of law\nBeing British is about people’s freedom to live how they choose within the law……… we learn a lot about other cultures and about how, in Britain, we can have our own opinion\nBeing British is about respect………… our school’s key values and ethos are all about respect and how we teat one another\nBeing British is about tolerance and respecting others……….. our learning allows us to think about the life others have chosen and how this might differ from ours"

"What are British values?\nAccording to Ofsted, British values are:\nThe rule of law\nDemocracy is very important in our school. Pupils have the opportunity to have their voices heard through our School Council and regular pupil surveys. The elections of the members of our School Parliament are based solely on pupil votes.\nThe rule of law\nThe importance of laws, whether they are those that govern the class, the school or the country, are consistently reinforced throughout the school day, as well as when dealing with behaviour issues and through school assemblies. Our pupils had an important role in deciding and agreeing School Rules.\nPupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the fire service are part of our provision and help reinforce these messages.\nAll of our pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries for our pupils to make choices safely, through our provision of a safe environment and empowering education.\nPupils learn about their rights and personal freedoms and are encouraged to know, understand and exercise these through, for example, our e-safeguarding provision and values lessons.\nOur school vision and aims – which underpin everything we do as a school – focus on the importance of all pupils and staff living our values, one of which is respect. Pupils are regularly involved in discussions related to what this means and how it is shown through our values lessons and assemblies. Posters around our school promote respect for others and this is reiterated through our classroom and school rules, as well as our behaviour policy and guidelines."

"Promoting British Values\nThe DfE have recently reinforced the need \"to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs.\"\nThe government sets out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister this year. At Billesdon School these values are reinforced regularly and in the following ways:\nDemocracy is promoted within the school. Pupils have the opportunity to have their voices heard through our School Council and pupil quesionnaires. The elections of House Captains and Prefects are based solely on pupil votes. Each teacher has different ways in which the pupils make their voices heard in their classroom e.g. through Circle Time, R Time including quesionnaires and discussions, decisions over classroom rules and consequences for behaviour. We try to challenge injustice through our curriculum and Collective Worship themes which are based on the Christian values. We are involved in The Global Learning Partnership and through this we look at people such as Martin Luther King and Rosa Parks.\nThe Rule of Law:\nThe importance of rules, whether they be those that govern the class, the school or the country, are consistently reinforced throughout regular school days and through Collective Worship. The children are taught right from wrong. Pupils are taught the value and reasons behind laws; that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police; Fire and Rescue Service; Road Safety Officers etc. are a regular part of our calendar and help reinforce this message. There is a clear code of conduct for all pupils. Each family signs the home school agreement which includes the code of conduct as well as other linking themes. Work in RE on codes for living in different religions and the significance of the Golden rule for religious and non-religious people allow pupils to discuss the importance of this value.\nWithin school, pupils are actively encouraged to make choices, knowing they are in a safe, supportive environment. As a school we educate and provide boundaries for pupils to make choices safely, through the provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices. All classes work towards incentives where their choices affect outcomes for themselves personally as well as the whole class. We also try to give ownership of learning to the children, through the use of the VLE, and promote a personal investigative approach. At break and lunchtimes the children are allowed to use the outdoor spaces according to their personal choices. Our shared values in the school promote both staff and children as good role models and we take opportunities to challenge stereotypes whenever the opportunity arises. Opportunities are also taken to explore that with individual liberty and freedom comes responsibilities to the local community and the wider world.\nPart of our school ethos and behaviour policy has revolved around Core Values such as 'Respect', and pupils have been part of discussions and Collective Worship related to what this means and how it is shown. Displays around the school promote Christian Values and these are reiterated through our classroom and learning rules, as well as rewards and sanctions. The children themselves are peer mentors and have friendship benches which promote respect and friendships. Our equality and SEND policies reflect our core values. We support Anti-Bullying weeks and Dyslexia weeks in school.\nWe promote respect through R Time and circle time. Opportunities are provided for children to learn to respect others through visits to and from people from other cultures. Charities are supported in school which promote respect and tolerance to others.\nTolerance of those of Different Faiths and Beliefs:\nThis is achieved through enhancing pupils understanding of their place in a culturally diverse society and giving them opportunities to experience such diversity. Collective Worship themes involve prejudices and are supported by learning in RE and PSHE. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. We celebrate festivals throughout the year from all the world religions. Visitors to school and visits to our link school in Leicester enhance our understanding. As part of our RE curriculum we visit places of worship. As a school we have the foundation level of the International School Award and have links with a school in India, through the Diocese of Leicester. We are also in the early stages of being part of The Global Learning Partnership."

"British Values at Herne Bay Junior School\nTEACHING BRITISH VALUES\nPromoting British Values at Herne Bay Junior School.\nThe DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThe government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister this year. At Herne Bay Juniors these values are reinforced regularly and in the following ways:\nDemocracy is widespread across our school. Pupils have the opportunity to have their voices heard through our School Council who meet at least once a month. Every child on the School Council is voted in by their class and have the opportunity to put forward their views and opinions at the meetings. We promote our own school values on a daily basis and these are rewarded with ‘Value Tokens’ that are drawn out in assembly on a weekly basis. Our school behaviour policy involves rewards which the pupils vote on as a class group.\n· The Rule of Law:\nThe importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced at Herne Bay Juniors. This happens throughout the school day when dealing with behaviour issues and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service help to reinforce this message.\n· Individual Liberty:\nAt Herne Bay Junior School, pupils are actively encouraged to make the right choices, following our school values. As a school we educate and provide boundaries for young pupils to make wise choices, through a provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of challenge or of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.\n· Mutual Respect:\nOne of our Core School Values is ‘Respect’. Pupils have discussions both in class and assemblies relating to what this means and how it is shown. Displays around the school promote our school values and this is reiterated through our classroom rules, as well as our behaviour policy. Tiger Troop (a military based group) work with groups of children at Herne Bay Juniors to enhance their self esteem, work together as a team and build self confidence. We also have strong sporting values that are demonstrated through our team games against local schools and competitive sporting events that are regularly attended. All children are taught to show good sportsmanship whether they win, lose or draw.\n· Tolerance of those of Different Faiths and Beliefs:\nHerne Bay Juniors is a diverse school. We actively promote diversity through our teaching and celebration of different faiths and cultures. Assemblies and discussions involving prejudices and prejudice-based bullying have been held and are supported by learning in RE and PSHE. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school."

"Promoting British Values at Aston Manor Academy\nThe DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThe government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister. At Aston Manor Academy these values are reinforced regularly and in the following ways:\nDemocracy is rife within the school and features in PSHE lessons in year 7, 9 and 10. Pupils have the opportunity to have their voices heard through our School Council and regular pupil questionnaires. The elections of House Captains and school council representatives are based solely on pupil votes.\nThe Rule of Law:\nThe rule of law features in PSHE lessons in year 7, 8, 9 and 10. The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken.\nIndividual liberty features in PSHE lessons in year 7, 8, 9, 10 and 11. Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safety, through of provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety workshops and PSHE lessons. Whether it be through choice of challenge or participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.\nMutual respect features in PSHE lessons in year 7, 8, 9, 10 and 11. In addition, part of our school ethos and behaviour policy has revolved around Core Values such as ‘Respect’, and pupils have been part of discussions and assemblies related to what this means and how it is shown. Posters around the school promote respect for others and this is reiterated through display of our expectations for learning in every classroom as well as our behaviour policy.\nTolerance of those of Different Faiths and Beliefs:\nTolerance of those of different faiths and beliefs features in PSHE lessons in year 7, 8, 9, 10 and 11.This is also achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school."

"Promoting British Values at Lambourn C of E Primary School\nThe DfE have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThe government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister. At Lambourn C of E Primary School these values are reinforced regularly and in the following ways:\nDemocracy is part of our everyday life within the school. Pupils have the opportunity to have their voices heard through our ‘School Council’ program where pupils are voted to represent their class. Class discussions are facilitated around topics and an agenda that children themselves set. In addition to this we regularly survey our pupils and ask them to share their opinions and thoughts. Through pupil voice and school council we have improved many aspects of our school. Children are always able to voice their opinions and we foster an environment where children are safe to disagree with each other.\nThe Rule of Law:\nThe importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws; that they govern and protect us - the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as local PCSO’s, Police; Fire Service, Local Councillors, MP’s, etc. are regular parts of our calendar and help reinforce this message.\nWithin school pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. Choices are taught alongside rights and responsibilities. As a school we educate and provide boundaries for young pupils to make choices safely; through the provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely; for example through our E-Safety and PSHE lessons. Whether it be through choice of challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.\nOur school ethos and behaviour policy revolves around our key value of ‘Respect’. Pupils have been part of discussions and assemblies related to what this means and how it is shown. The school promotes respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour policy. The word respect and all it encompasses is reiterated at every opportunity.\nTolerance of those of Different Faiths and Beliefs:\nAt Lambourn we are fortunate enough to have a mix of cultures, races and languages. Tolerance is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school as are trips to a variety of religious institutions and participating in culturally diverse activities."

"Promoting British Values and SMSC\nThe DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThe Marlborough Science Academy is committed to serving its community, recognising the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. Staff understand the vital role they have in ensuring that groups or individuals within the school are not subjected to intimidation by those wishing to unduly or illegally influence them.\nThis follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Marlborough is dedicated to preparing our students for their adult life beyond the formal, examined curriculum and ensuring that we promote British values to all of our students.\nThe government defined British values in the 2011 Prevent Strategy.\nThe five key British values are:\n- The rule of law\n- Individual liberty\n- Mutual respect\n- Tolerance of those of different faiths and beliefs\nThese values are reinforced regularly in the following ways:\nDemocracy underpins everything we do within the school and our students play a central role in all of our systems; their voices heard through our Student Council, questionnaires and This Week It’s Me weekly meetings. Furthermore the elections of House and Form Captains are based solely on student votes.\n- The Rule of Law\nThe importance of laws, by the enforcement of rules, is present in our everyday school life, whether they be those that govern the class, the school, or the country. They are consistently reinforced throughout the school day, as well as when dealing with behaviour and through school assemblies. Students are taught the value and reasons behind laws: that they govern and protect us, the responsibilities that this involves and the consequences when rules are broken. Visits from authorities (all DBS checked) form a regular part of our calendar and help reinforce this message.\n- Individual Liberty\nWithin school, students are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young students to make choices safely, through the provision of a safe environment and empowering education. Students are encouraged to know, understand and exercise their rights and personal freedoms and given advice on how to exercise these safely, for example through our E-Safety and PSHCEE lessons. Whether it is through choice of challenge, of how they record information or of participation in our numerous extra-curricular clubs and opportunities, students are given the freedom to make choices.\n- Mutual Respect\nPart of our school ethos and behaviour policy has revolved around core values such as ‘Respect’, and students have been part of these discussions and assemblies related to what this means and how it is shown. Posters around the school promote respect for others and this is reiterated through our behaviour charter, as well as our behaviour policy.\n- Tolerance of those of Different Faiths and Beliefs\nThis is achieved through enhancing students understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHCEE. All students are regularly asked if they feel safe at school.\nFor more information about how the school seeks to promote key British values, contact a member of the School Leadership Team who will be happy to provide further information."

"Statement of British Values\nThe Department of Education states that there is a need to: “create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nAt Paulerspury Primary School, we actively promote these fundamental British values in the following ways:\nDemocracy is fully embedded within the ethos of our school, and it is of paramount importance that the children’s voices are heard. Both children and parents have the opportunity to express their views and opinions through questionnaires. Children have the opportunity to vote in elections within school; for the School Council members and House Captains . This provides the children with a good understanding that they have the ability to influence the democratic process.\nThe school council members meet regularly to discuss ideas and issues put forward by their class members, in order to continually improve the school through the eyes of the children.\nin addition, to coincide with the recent general Election, we held a headteacher for the day election. One child was selected by each class as a candidate and then spoke to the whole school at a hustings. We then held a full ballot with voting papers, ballot boxes and returning officers in the school hall. A Year 1 child one and really enjoyed their day as headteacher.\nThe Rule of Law:\nThe Rule of Law is continually reinforced throughout life at school. Children are governed by rules within both the classroom and the school. Further to this, children have regular contact with the local PCSO who gives talks on a range of issues. Children are taught about laws and why they are necessary to protect us, their own responsibility to abide by them, and the consequences of breaking them.\nWithin school individual liberty is championed, and the children are consistently encouraged to make individual choices in a safe and supportive environment. Children are able to make choices about their own learning within the classroom, through the use of fluid groupings and tasks. This is empowering for the children and provides them with the tools they need to tackle challenges effectively and independently. Children have a choice over a variety of extra-curricular clubs and activities during the school day and after school.\nAs a school, we have a strong community ethos and promote the importance of valuing everybody around us. Children are instilled with the importance of respecting all other human beings; both adults and children. Within school we actively celebrate the diversity of skills and talents of individuals. Adults within school consistently model mutual respect, and the older children take on responsibilities through which they also demonstrate this respect for others. Children in upper KS2 act as Young Leaders,leading sporting activities at lunchtime for younger children, in order to form strong relationships and model good values.\nTolerance of those with Different Faiths and Beliefs:\nWithin school, we actively demonstrate respect and tolerance of those with different faiths and beliefs. Christianity bears a strong weighting in our RE curriculum, and the children also explore a range of other religions. Children are taught the importance of valuing the faiths and beliefs of others, even if they are different to their own. Visitors from a number of churches and other religious groups are warmly welcomed within the school."

"Fundamental British Values\nPromoting British Values\nThe DfE state that there is a need to: “create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.\"\nAt Crick Primary School, we actively promote these fundamental British values in the following ways:\nDemocracy is fully embedded within the ethos of Crick Primary School, and it is of paramount importance that the children’s voices are heard. Both children and parents have the opportunity to express their views and opinions through regular questionnaires. Children have the opportunity to vote in elections within school; for the School Council members (Years 2-6), House Captains (Year 6) and for the May Queen and Herald. This provides the children with a good understanding that they have the ability to influence the democratic process. The school council members meet each term to discuss ideas and issues put forward by their class members, in order to continually improve the school through the eyes of the children. House Captains are actively involved in ensuring teams are available for the inter-house sports competitions and more cultural inter-house competitions such as art and music.\nOur House Captains for this academic year are:\nThe Rule of Law:\nThe Rule of Law is continually reinforced throughout life at Crick Primary School. Children are governed by rules within both the classroom and the school. Further to this, children have regular contact with the local PCSO who is regularly present within school and the wider community. Children are taught about laws and why they are necessary to protect us, their own responsibility to abide by them, and the consequences of breaking them. In Year 6, the children take part in the 'Magistrates in the Community' project where teams of magistrates attend primary schools, give a presentation and discuss:\nHow magistrates are appointed\nWhat kind of cases they deal with\nHow guilt or innocence is decided\nHow magistrates decide to sentence\nWithin school individual liberty is championed, and the children are consistently encouraged to make individual choices in a safe and supportive environment. Children are able to make choices about their own learning within the classroom, through the use of fluid groupings and tasks. This is empowering for the children and provides them with the tools they need to tackle challenges effectively and independently. Children have a choice over a variety of extra-curricular clubs and activities during the school day and after school.\nAs a school, we have a strong community ethos and promote the importance of valuing everybody around us. Children are instilled with the importance of respecting all other human beings; both adults and children. Within school we actively celebrate the diversity of skills and talents of individuals. Adults within school consistently model mutual respect, and the older children take on responsibilities through which they also demonstrate this respect for others. Children in upper KS2 run lunchtime clubs for younger children, in order to form strong relationships and model good values.\nTolerance of those with Different Faiths and Beliefs:\nWithin school, we actively demonstrate respect and tolerance of those with different faiths and beliefs. Christianity bears a strong weighting in our RE curriculum, and the children also explore a range of other religions. Children are taught the importance of valuing the faiths and beliefs of others, even if they are different to their own. Members of St Margaret's Church visit weekly for assemblies and visitors from other faiths are warmly welcomed within the school."

"The Department for Education has published guidance on promoting British values in schools to ensure young people leave school prepared for life in modern Britain.\nAll schools have a duty to ‘actively promote’ the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.\nAt Avanti Park School, we ensure all pupils within the school have a voice that is listened to. We do this through: communication boxes, pupil surveys, through circle time and through having school Ambassadors. We demonstrate how democracy works by actively promoting democratic processes such as holding elections for our school ambassadors each year. Members are voted for by the pupils. During this time, and during English lessons, children have the opportunity to learn how to argue and defend points of view. Manifestos are displayed to inform the school community of pupil’s points of view in a prominent place within the school.\nThe Rule of Law\nThe importance of laws whether they are those that govern the class, the school or the country, are consistently reinforced at Avanti Park School. Our school has ‘Golden Expectations’, which are deeply embedded in our work every day. Our pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken.\nOur children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we provide boundaries for our pupils to make choices safely, through the provision of a safe environment and empowering learning. Our children are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely; examples of this can be clearly seen in our e-safety and P.S.H.E. lessons. Whether it is through choice of challenge; of how they record; of participation in our numerous extra- curricular activities – our pupils are given the freedom to make choices. Choice brings future happiness.\nRespect is one of the core values of our school and it is deeply embedded in all that we do at the school. The pupils know and understand that it is expected and imperative that respect is shown to everyone – old and young, whatever differences we may have and to everything, however big or small. The core value of respect underpins our work every day both in and out of the classroom and in and out of the school.\nTolerance of Those With Different Faiths And Beliefs\n‘The highest result of education is tolerance.’\nAvanti Park School enhances pupils understanding of different faiths and beliefs through religious education studies; PSHE work; visits to other schools in different settings to participate in celebrations such as Diwali and Easter, welcoming visitors from other schools and communities and enjoying a depth of study during themed weeks. Beliefs, traditions and customs are studied in depth, with visitors being invited in to our school to enrich and extend our children’s and our community’s understanding. Through this our pupils gain a deep understanding of their place in a culturally diverse society and of their place in our global community."

"The Department for Education has published guidance on promoting British values in schools to ensure young people leave school prepared for life in modern Britain.\nAll schools have a duty to ‘actively promote’ the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.\nAt Avanti House Primary School, we ensure all pupils within the school have a voice that is listened to. We do this through: communication boxes, pupil surveys, through circle time and through having school Ambassadors. We demonstrate how democracy works by actively promoting democratic processes such as holding elections for our school ambassadors each year. Members are voted for by the pupils. During this time, and during English lessons, children have the opportunity to learn how to argue and defend points of view. Manifestos are displayed to inform the school community of pupil’s points of view in a prominent place within the school.\nThe Rule of Law\nThe importance of laws whether they are those that govern the class, the school or the country, are consistently reinforced at Avanti House Primary School. Our school has ‘Golden Expectations’, which are deeply embedded in our work every day. Our pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken.\nOur children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we provide boundaries for our pupils to make choices safely, through the provision of a safe environment and empowering learning. Our children are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely; examples of this can be clearly seen in our e-safety and P.S.H.E. lessons. Whether it is through choice of challenge; of how they record; of participation in our numerous extra- curricular activities – our pupils are given the freedom to make choices. Choice brings future happiness.\nRespect is one of the core values of our school and it is deeply embedded in all that we do at the school. The pupils know and understand that it is expected and imperative that respect is shown to everyone – old and young, whatever differences we may have and to everything, however big or small. The core value of respect underpins our work every day both in and out of the classroom and in and out of the school.\nTolerance of Those With Different Faiths And Beliefs\n‘The highest result of education is tolerance.’\nAvanti House Primary School enhances pupils understanding of different faiths and beliefs through religious education studies; PSHE work; visits to other schools in different settings to participate in celebrations such as Diwali and Easter, welcoming visitors from other schools and communities and enjoying a depth of study during themed weeks. Beliefs, traditions and customs are studied in depth, with visitors being invited in to our school to enrich and extend our children’s and our community’s understanding. Through this our pupils gain a deep understanding of their place in a culturally diverse society and of their place in our global community."

"Our vision and values are at the core of everything we do. They underpin our teaching and learning, and provide an environment which prepares our pupils as confident, happy citizens.\nWe belong to the loving family of St James’.\nAt St James’ Catholic Primary School we uphold and teach pupils about British Values as directed under new Ofsted guidance, September 2014:\n‘ensure that they and the school promote tolerance of and respect for people of all faiths (or those of no faith), cultures and lifestyles; and support and help, through their words, actions and influence within the school and more widely in the community, to prepare children and young people positively for life in modern Britain’\nWe ensure that through our school vision, ethos, agreed rules, curriculum and teaching we promote respect and tolerance for all cultures, faiths and lifestyles. As educators we have a duty to prepare our children for life in modern Britain and to keep them safe. We value the importance of and support the current Ofsted guidance.\nThe promotion of modern British values and democracy is clearly evident within our school through the following:\nDemocracy is an essential part of our school. Pupils have the opportunity to have their voices heard at all levels. These include:\n· Assemblies and collective worship where we teach respect for all, right and wrong, tolerance and differences and respecting and following the law.\n· R.E. lessons which teach the children about other faiths as well as their own.\n· The School Council, SHARES Pupil Parliament, WLSSP School Sports Council provides a democratic system of voting and providing a \"voice\" for all pupils.\n· Our School Mission Statement which outlines our commitment to tolerance, respect, celebration of differences.\n· Our School Rules, Whole Behaviour & Anti-Bullying Policies.\n· Personal, Health and Social Education (PSHE) in our school.\n· Close links within our parish, community and charity work.\n· Pupil questionnaires.\n· Our Buddy System.\nOur History lessons which show how our British history has also helped to shape the modern Britain of today and the modern British values of our society.\nThe Rule of Law\nThe importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws from the earliest age, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police; Fire Service; Ambulance etc. are parts of our calendar and help reinforce this message.\nWithin school, pupils are actively encouraged to make choices, knowing that they are in a safe and secure environment. As a school community we educate and provide boundaries for young learners to make choices safely, through of provision of a safe environment and empowering education. We actively use the curriculum and extra-curricular activities to promote this. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.\nPart of our school ethos and mission statement is centred around values such as ‘Respect’, and pupils have been part of discussions related to what this means and how it is shown. We have a cycle of themes within PSHE. Respect for others is reiterated through our classroom rules, as well as our whole school behaviour policy.\nAcceptance of those of Different Faiths and Beliefs\nThis is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such other faiths weeks. Assemblies and discussions involving prejudices and prejudice-based bullying is supported by learning in RE and PSHE. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school."

"PROMOTING BRITISH VALUES\nThe government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister this year. The DfE have recently reinforced the need for schools to ensure that the curriculum:\n“Actively promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.\"\nAt St Cuthbert's we are committed to upholding these values. We ensure that they are reinforced regularly through teaching and learning which has a clear focus on enabling pupil’s spiritual, moral, social and cultural development (SMSC). The Christian character of the school is evident in the teaching of Christian values and the place of prayer, both of which make a significant contribution to the spiritual development of pupils and staff. When asking pupils what they enjoy about school they say, ‘Sport, music and art.’ They like visits and visitors and enjoy showcasing their talents to the local community in events such as, ‘singing in the local residential homes and taking part in Panto. These activities promote effectively pupils’ spiritual, moral, social and cultural development.\nWe promote British values in the following ways:\nRespect for democracy, democratic participation and active involvement of all pupils is evident across the school. We aim to provide pupils with a broad general knowledge of, and promote respect for, public institutions and services. Our aim is to teach pupils how they can influence decision-making through the democratic process. For example: Pupils have the opportunity to have their voices heard and are able to express their views freely through our Pupil questionnaires, pupil teacher conferencing and School Council who have set up their own committee. Our pupils value the opportunity to help those less fortunate than themselves and raise considerable funds for charities. The elections of School Council representatives each year are based solely on pupil votes (which helps to highlight some of the advantages and disadvantages of democracy and how it works in Britain). This effective involvement of pupils in democratic procedures enables them to influence and make decisions in matters which affect their lives within school.\nOur school behaviour policy involves rewards and sanctions which the pupils vote on and so can facilitate understanding of wider issues within the context of learning about the values on which our society is founded and our system of democratic government. Pupils are involved in deciding class rules and pupil charters linked to SMSC outcomes.\nTHE RULE OF LAW\nThe importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school worships. Pupils are taught to have respect for the basis on which the law is made and how the law is applied in England. We aim to teach children the value and reasons behind laws, that they govern and protect all of us, the responsibilities that this involves and the consequences when laws are broken. Throughout the year we welcome visits from members of the wider community and from public institutions such as the Police, the Fire Service and the Mayor’s office to help reinforce the importance of the Rule of Law for our pupils. We ensure that school rules and expectations are clear and fair and our pupils understand that rules are there to protect us just as living under the rule of law protects all individuals.\nWe support pupils to develop their self-knowledge, self-esteem and self-confidence. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and how to exercise these safely, for example through our E-Safety, Life Education sessions, RE lessons and worships, and menu choices. Pupils are taught to respect the rights of others and to consider their responsibilities toward other people including taking responsibility for their behaviour. Within school, pupils are actively encouraged to make choices. As a school we educate and provide boundaries for pupils to make choices safely through provision of a safe and secure environment and empowering education. Whether it is through choice of challenge, or of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices. We welcome freedom of speech through pupil participation, while ensuring protection of vulnerable pupils and challenging stereotyping of others. We implement and actively promote a strong dignity and respect culture and invite visitors into school to support our policy.\nPart of our school ethos and behaviour policy revolves around our Christian Values and are used as themes for worship (courage, peace, forgiveness, humility, respect, hope, love etc.). In our recent SIAM’s inspection it was stated that ‘Collective worship is central to the life of the school. It is rooted in Christian values and biblical teaching and impacts positively on the behaviour, attitudes and relationships of the whole school community.’ Pupils are expected to show mutual respect towards everything and everyone, regardless of individual differences, at all times. Ofsted said of our pupils ‘In lessons most behave well and give close attention to teachers. They appreciate opportunities to talk to a partner and show respect for the opinions of others.’\nAll children, adults and visitors are expected to behave respectfully and we will challenge anybody who displays prejudicial or discriminatory behaviour. Pupils take part in worships and class discussions related to what this means and how it is shown.\nTOLERANCE OF THOSE OF DIFFERENT FAITHS AND BELIEFS\nWe help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life. This is achieved through enhancing pupils understanding, through the curriculum, of their place in a culturally diverse society and by giving pupils opportunities to experience such diversity, for example through exploring stories and celebrations from a variety of faiths and cultures. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Children visit places of worship that are important to different faiths. Worships and discussions involving identifying and combating discrimination, prejudices and prejudice-based bullying have been followed and supported by learning in RE and Life Education. Our school is part of a local network of schools which enables children of different faiths, cultures and backgrounds to meet and socialise through a range of different learning opportunities such as sports, music and enterprise events. We encourage children to participate in a wide range of events and provide opportunities for pupils to serve the wider community in order to nurture tolerance and harmony, understanding and respect between all members of our society.\nWe promote British Values in a variety of ways; we hold elections for our school council representatives, remember the heroes who have fought for our country, raise money for a variety of charities, hold special theme days/weeks for example, ‘Lancashire Day’ and many more events..."

"TEACHING BRITISH VALUES\nPromoting British Values at St Swithun's Church of England Primary Academy\nThe DfE consistently identify the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThe Government set out its definition of British values in the 2011 Prevent Strategy, and these values were reiterated by the Prime Minister in 2014.\nThese values are taught explicitly through Personal, Social, Health and Emotional (PSHE) and Religious Education (RE). We also teach British Values through our curriculum underpinned by our Christian Values.\nAt St Swithun's, British values are reinforced regularly and in the following ways:\nDemocracy is firmly embedded within the life of the school. Pupils have the opportunity to have their voices heard through the School Council, Eco - Council and the Wellbeing Committee.\nChildren have the opportunity to see democracy in practice, voting for their committee representatives on an annual basis. Children who wish to consider leadership roles in school are encouraged to reflect on the skills and attitudes needed and the responsibilities that they will be taking on.The School councillors vote for the Chair, Vice-Chair and Secretary. The School Council also contribute to the appointment of new members of staff and they are involved in decisions about charity fundraising.\nWe openly encourage pupils to share their views respectfully about different matters, whether this is during a discussion in curriculum time (subjects like P4C, RE and PSHE develop children's ability to reflect on the views of others), in debates or more informally when holding pupil dialogue discussions or through an annual student survey.\nThe Rule of Law:\nThe importance of laws, whether they be those within the class, the school, or the country, are consistently reinforced. Pupils are taught the value and rationale underpinning laws. They are given opportunities to reflect on the protective value of laws, the rindivdual responsibilities that follwoing the law involves and the consequences when laws are broken.\nPupils follow rules on a daily basis, for example following our Pupil Code of Conduct, which was written by the children, or playing by the rules when representing the school at a sporting event. They are taught about the need for fairness in giving praise if it is to be used effectively to motivate all.\nHigh standards are an expectation and modelled by all.\nOur weekly Friday Celebration Worship highlights those who are upholding the school’s rules and values, whilst regular reminders are given in the classroom, during worship or at any point during the school, should there be any issues that need to be brought to children's attention. The pupils, themselves, are constantly reminding each other about making ‘good choices’ and behaving in an appropriate manner. Consequences, in line with the school’s Behaviour Policy, remind the children that breaking the rules may impact on themselves and others.\nAt St Swithun's we acknowledge that mistakes are an essential part of our learning and enable us to make progress both personally and academically. We want children to know that they are in a a safe and supportive place. We are keen for pupils to know that refection on mistakes can make us wiser and we facilitate this process in class and in a restorative justice approach to conflict.\nOur children are actively encouraged to make personal choices, knowing that they are in a safe and supportive environment. We provide boundaries and support the reflection by which our children can make choices safely and wth confidence. Children are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through the E-Safety, PSHE, RE and P4C curriculum. Children are given freedoms and encouraged to make choices in a range of aspects of school life. For example: challenge levels, methods of recording, participation in extra-curricular opportunities and application for additional leadership responsibilities.\nThe Christian Value of respect underpins all that we do. It is threaded through our curriculum, ethos and values. Respect is consistently and frequently discussed with pupils through whole school worship, PSHE, circle time, P4C and School responsibility groups' Committee meetings.\nOur positive behaviour philosophy is based around ensuring that all members of our community care for and respect one another and that they value everyone as individuals.\nTolerance of those of Different Faiths and Beliefs:\nWe teach tolerance through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. As a Church of England Academy within SNMAT, we welcome children of all faiths.\nDuring whole school worship and through our curriculum, we explore Christian values, for example, Hope, Friendship, Courage and Compassion, Trust, Justice and Service. These apply equally to all faiths and beliefs. Different faiths, beliefs and festivals are explored in R.E lessons - all major faiths are studied over the different key stages.\nWe welcome visitors from other faiths into our school and encourage links with representatives from other faith grous, thereby increasing chilldren's understanding and respect for other beliefs and religious customs to develop and to hear speakers discuss what their faith means to them. Our partnership with Gamston C of E Aided School allows our children to engage in joint schools inter-faith days. A number of charities are supported by the school and the School Council, Eco-Council and Ethos Group contribute to discussions about fundraising to support a range of international charities. Any incident of prejudice – which could be based on faith or belief – would be treated with utmost urgency in accordance with the school’s Behaviour and Anti-Bullying policies."

"Countess Anne School\nA Church of England Academy\nPromoting British Values:\nThe Dfe have recently reinforced the need ‘to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.’\nThe Government set out its definition of British Values in the 2011 Prevent Strategy, and these value shave been reiterated this year (2014).\nAt Countess Anne Academy these values are regularly promoted through high quality teaching, a value based programme of assemblies and a positive behaviour policy which allows pupils to develop and demonstrate skills and attributes that will allow them to participate in and contribute positively to life in Modern Britain.\nEach year starts with the democratic election of our Head Boy and Head Girl. The whole school participates in listening to the candidates’ electoral promotions, the process of questioning them and finally casting their votes.\nIn turn our Head Girl and Boy lead a pupil body within the school called the ‘Make Believers’. Inspired by the volunteers of the London 2012 Olympics – the Game Makers; this group is made up of elected volunteers from each class. They are charged with bringing ideas from the each class and making them happen within the school. The result is that many of our pupils attend lunchtime clubs lead by the Make Believers and that some of their ideas are included in our termly development plans.\nAt Countess Anne each year within each the children draw up their class rules, the rights and responsibilities associated with these rules. All children are encouraged to contribute to the running of their classrooms and the school. Pupil voice surveys (Snapshot and P2P) are conducted regularly with their outcomes feeding into school developments. Previous impact of pupil voice has been the development of the playground, improved transition from EYFS onto year 1 & 2.\nOur school educates the children about democracy through visits to the school by the local magistrates and through engaging in debates and discussions about topics through our curriculum.\nThe Rule of Law:\nThe importance of laws, as part of living and working together as a school community, permeates much of the structures and expectations that we have at Countess Anne. They are referred to by children and staff throughout the day and our underpinned by our School Values of Kindness, Responsibility and Respect.\nPupils are taught the value and reasons behind the rules and law, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from local magistrates and working alongside the police, school nurse and fire service all help to reinforce this message.\nAt Countess Anne we encourage pupils to make informed choices. From the earliest stages of their education in EYP where the children have the opportunity to choose a learning activity pupils have opportunity to influence their learning experience throughout the school. Whether this be through the choice of challenge, how they record their work, choosing books for the library or by choosing to participate in our Enrichment programme and residential opportunities. Moreover through our Circle Time programme and PSHCE activities all children are taught protective behaviours, where they learn to take appropriate risk and how to protect themselves in a safe way.\nPart of our school ethos and behaviour policy has its foundation in our school value of ‘Respect’ and ‘Achievement For All’ approach to all abilities and peoples.\nThe first half-term of each school year begins with assemblies focused on what it means to respect. Pupils partake in discussions about Respecting God, Respecting Others and Respecting Ourselves.\nThis foundation of mutual respect is reiterated annually during National Anti-Bullying Week where guest speakers and workshops help to broaden our children’s appreciation of different peoples’ lives.\nOpportunities in both dance and music give our children the chance to learn different cultural songs and dance. Our children are encouraged to take on a wider role in our community and as a church school we offer hope and joy to the local community through contributing to many seasonal festivals and community events.\nTolerance for different Faiths and Beliefs:\nAs a Church School, Countess Anne is a diverse community with many Christian families coming from many cultures/countries. However although founded on the Christian faith the school recognises the importance of teaching our pupils mutual respect for those of different or of no faith.\nOur Religious Education Programme of study includes the opportunity for pupils to ask the ‘Big Questions’ as well as learning about other major faiths such as Islam and Judaism.\nVisits to local places of worship happen regularly and both visitors and parents are welcome to talk about their faith and culture within the classroom setting.\nThe school recognises its duty to prepare its pupils for life in modern Britain – that living in community will require them to both understand and appreciate difference, whilst maintaining a shared sense of the structures that are needed to keep individuals and community safe."

"Our school values are at the core of everything we do. They underpin our teaching and learning, and provide an environment which prepares our pupils as confident, happy citizens. Our six values are:\nAmbition, Kindness, Teamwork,\nCuriosity, Creativity, Resilience,\nPromoting Fundamental British Values.\nIn accordance with The Department for Education we aim to actively promote British values in school to ensure our young people leave school prepared for life in modern Britain. We promote Democracy, the Rule of Law, Individual Liberty, Mutual Respect and Tolerance of those with different faiths and beliefs.\nPupils are encouraged to regard people of all faiths, races and cultures with respect and tolerance and understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law.\nDemocracy is common within the school and can be seen, for example, through our work with our pupil leaders, pupil conferencing and in assemblies. Also key to this is the concept of holding others to account, including those in positions of authority of influence.\nThe Rule of Law\nThe importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken, and given opportunities to experience these in ‘real life’ school situations. We adopt a positive approach to managing behaviour, using a system based on the principles of restorative justice.\nWithin school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms) and are advised how to exercise these safely; for example through E-Safety and PD (PSHE) and SRE lessons.\nRespect underpins all that we do at Westover and is seen between children, staff, parents, visitors and governors. Additional support is provided for individual pupils, through pastoral care work. This support helps to develop self-esteem and to practise strategies pupils can employ to help improve their respect of others.\nTolerance of Those of Different Faiths and Beliefs\nThis is achieved through enhancing pupils’ understanding of their place in a culturally diverse society and by providing opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based are supported by learning in RE and PD (PSHE.) Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Through a wide range of activities, the school secures such standards and uses strategies within the National Curriculum and beyond to secure such outcomes for children.\nOur curriculum develops the skills required to access/share information, make/express decisions and helps children apply them to society and the world. These include the understanding and use of money, effective writing and reading skills, collaborative work, discussion and research of ideas and concepts, and gaining a broad and balanced understanding of the society in which they live. Aspects of study beyond core skills include historical and geographical context of the United Kingdom, incorporating local and national evolution, as well as international comparisons.\nOur school makes the best use of opportunities as they arise, for children to learn about events in the past which have shaped the future. Every year, all children are involved in classroom activities that focus their thinking on Remembrance. Throughout our taught curriculum, children undertake a range of history topics about the development of Britain through different periods.\nThe sharing of stories, images, events, music and expectations that, with clarity and precision, promote the values expressed. Such proceedings vary in the methodology of delivery in order to secure interest and understanding and are designed to impact on children regardless of knowledge, experience or cognitive maturity. Our assemblies recognise that our children may have a wide range of faiths, or none. They are however, in line with regulation and “wholly or mainly of a broadly Christian character”.\nAt Westover we encourage children to take an active role in making our school a better place and to take responsibility for how our school is led.\nWe encourage our children to take on responsibilities around the school, showing their values of Responsibility, Stewardship, Unity and Democracy.\nWe have different leadership roles for different year groups:\nY2 Year R Leaders\nY3/4 Playtime Leaders\nY5 & 6 Pupil leaders: Library Leaders, Sports Leaders, Eco Leaders, Assembly/Values Leaders, Fundraising Leaders, SLT Helpers\nThe children apply for their posts and are selected for their roles on merit. We focus on which values will be most useful in the roles applied for and how individuals will represent the whole student body.\nAfter an inauguration ceremony, the children spend time with the Headteacher or Deputy Headteacher, to agree what their priorities for the year will be and how they will go about achieving them. This may involve support from other members of staff, from parents or from members of the wider community."

"Fundamental British Values\nWhat are the Fundamental British Values?\nThe DfE has recently reinforced the need ‘to create and enforce a clear and rigorous expectation for all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.’\nSo that's the official answer: Democracy, Individual Liberty, Rule of Law, Tolerance (remember them with the acronym DIRT). Most reasonable people would ask exactly what is distinctively British about those - but the DfE are not looking for philosophical debates.\nNor is it much of a rallying cry, when compared to the French \"Liberty, Equality, and Fraternity\"or the USA's Equality, Liberty and the Pursuit of Happiness. Anyhow, we have to promote them and that is that.\nHow does Wotton House School promote Fundamental British Values?\nWe promote values which ensure our pupils develop a strong sense of social and moral responsibility which will prepare them for life in modern Britain. Here are some of the ways we promote these values.\nThe School values pupil voice and the role pupils have in bringing about improvements. We ask the pupils about their learning, their concerns and ideas about how we can make things better. We do this by using pupil questionnaires and through our School Council. At the start of each year, children vote for their nominated House Captains through an election process. Through their class representatives children have the opportunity to have their voices heard and through pupil conferencing with staff at different points within the year\nAlongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive and nurturing environment, we provide boundaries for our children to make choices safely. Here are some ways in which we do this;\nChoices about what learning challenge or activity to do.\nChoices around the participation in extra-curricular activities.\nChoices about lunchtime options.\nOur Behaviour Policy is built on the principle that children are responsible for their own actions and choices and that these have consequences. The school provides reflection time where pupils are able to think about the impact of their choices. During PSHE, E-Safety lessons and Assemblies, pupils are taught how to keep themselves safe whilst they exercise their rights and personal freedoms. Safeguarding is embedded in every aspect of life at the school.\nThe Rule of Law\nThe school has a comprehensive Behaviour Policy which sets out clear expectations and outlines the School Rules. Children understand the school rules and what happens if these rules are broken. At the start of each year classes discuss class rules and agree a charter to abide by. During PSHE lessons and Assemblies, children learn about the importance of having rules and how these relate to laws. We use a range of PSHE resources to promote moral, spiritual, social and cultural awareness among our pupils. Our children have a well-developed sense of justice and are able to discuss why there needs to be consequences for those who break the rules or laws.\nMutual Respect and Tolerance\nOur School promotes the values of respect, compassion and friendship. Adults actively model respect with one another and with the children. This is shown through how we speak to and treat one another. Through our curriculum, we promote an awareness of different faiths and we encourage our pupils to recognise and understand these faiths. Our pupils naturally show tolerance for others and have a curiosity to find out and understand cultures and faiths that are different from their own.\nBritish Values through the Curriculum\nPlanned opportunities to teach the values of our society are interwoven into the curriculum. Some examples are:\nPSHE: How we influence democracy is explored though PSHE and Assemblies. This includes looking at historical figures and exploring the effectiveness of different approaches. The importance of laws, whether they are those that govern the class, the school, or the country, is consistently reinforced. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely.\nGeography: We ensure that children have a better understanding of Britain through learning more about its capital cities and counties, its rivers and mountains, where Britain is in relation to the rest of Europe and other countries in the world.\nHistory: We ensure that children develop a chronologically secure knowledge and understanding of British and local history. They should know how Britain has influenced and been influenced by the wider world, whilst recognizing the lives of significant individuals and specific events.\nMusic: The study of British composers and their influence worldwide.\nArt: The study of how British artists influence others around the world.\nReligious, Moral & Spiritual Education: Gaining a greater understanding of religious diversity and practice. We actively promote diversity through celebrations of different faiths and cultures.\nPhysical Education: Promotion of the concept of “fair play” through following and developing rules, inclusion, celebrating and rewarding success, being magnanimous in defeat and participation in activities that promote kinship and affiliation with others.\nComputing: Children are taught about respect and bullying in the online world though online safety lessons interwoven into the curriculum.\nPupil Leadership: This is taught through the promotion of democratic processes, fostering the concept and application of freedom of speech and group action to address needs and concerns. Key to this is the concept of holding others to account, including those in positions of influence and authority.\nEducational visits: Our broad range of educational visits and experiences outside of the classroom, equip our children with the skills to make a positive contribution to their community.\nCommunity Events: We work closely with a variety of charities and we encourage our children to interact with children from other schools though organised activities and events.\n“Keep your thoughts positive because your thoughts become your words. Keep your words positive because your words become your behavior. Keep your behavior positive because your behavior becomes your habits. Keep your habits positive because your habits become your values. Keep your values positive because your values become your destiny.”"

"In November 2014 the DfE produced guidance for schools on actively promoting British values as part of the requirement to provide for the spiritual, moral, social and cultural (SMSC) development of their pupils.\nThe guidance says on page 5:\nSchools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.\nIt says that, through their provision of SMSC, schools should:\nPROMOTING BRITISH VALUES\nAt Hertford St Andrew Primary School these values are reinforced regularly and in the following ways:\nDemocracy is richly embedded within the school. Pupils have the opportunity to have their voices heard through our School Council, pupil voice, meeting with the Headteacher and Senior Leadership Team. Our school behaviour and values policies involve rewards and sanctions; this is shared through all aspects of school life and also shared with parents, carers and children from Reception to Year 6.\nThe Rule of Law:\nThe importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school collective worship time. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken.\nWithin school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for all pupils to make choices safely, through provision of a safe environment and an empowering approach through the education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our E-Safety lessons. Pupils are further empowered through being part of a school council and being able to take part in pupil forums which link directly to the senior leadership team or governors. Pupils are given the freedom to make a wide range of choices from attending extra-curricular clubs to supporting fund raising events.\nAs a school which holds values at the core of its ethos, our school Behaviour policy has evolved around Core Values such as ‘Respect’, and pupils have been part of discussions and collective worship related to what this means and how it is shown. Respect is one of our values taught explicitly within lessons, collective worship and within the ethos of being a school that respects the rights of all others. It is shared with home through newsletters and website information. Adults throughout the school model, demonstrate and promote respect for others as do older children who have suitable, age related, tasks and responsibilities and this is reiterated through our classroom and learning rules, as well as our behaviour.\nTolerance of those of Different Faiths and Beliefs:\nAt Hertford St Andrew Primary School we deliver a broad and balanced RE curriculum that supports the understanding and therefore tolerance towards those of different faiths and beliefs. Collective worship and discussions involving prejudices are supported by learning in RE and SMSC lessons. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school.\nJigsaw contributes, as a good PSHE programme should, to the British Values agenda very significantly, both through the direct teaching of information and through the experiential learning children will enjoy.\nThe 5 strands of the British Values agenda have been mapped across every Puzzle and every Piece (lesson)."

"Promoting British Values at Princess May\nAt Princess May Primary we promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.\nThe DfE have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThe Government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated this year (2014). At Princess May these values are reinforced regularly and in the following ways:\nDemocracy is embedded at the school. Children are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. Pupils also have the opportunity to air their opinions and ideas through our School Council and regular questionnaires. The elections of the School Council members are based solely on pupil votes, reflecting our British electoral system and demonstrating democracy in action. (The new school council will be responsible for displaying our British Values around the school in child friendly speak.) We actively promote British values through ensuring that our broad and balanced curriculum planning and delivery includes real opportunities for exploring universal values. Princess May is currently applying for the International School Award, as a means of providing our pupils with an insight into different cultures and countries, preparing them for life in a global society.\nThe Rule of Law\nThe importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. We have recently updated our behaviour system ‘Stay on Green’. This now includes a parent text messaging service, which assists the school in keeping parents informed about both positive and negative behaviours. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service help reinforce this message. Our UKS2 pupils have the opportunity to become a Junior Police Cadet. Junior Police Cadets is a national scheme, of which we are part of a pilot programme working with primary schools.\nWithin school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of learning challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.\nMutual respect is at the heart of our values. Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect. The children know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have and to everything, however big or small.\nTolerance of Different Faiths and Beliefs\nPrincess May is situated in an area of great cultural diverse, therefore we place a great emphasis on promoting diversity with the children. Assemblies at Princess May are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Our RE and PSHE teaching reinforce this. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Children visit places of worship that are important to different faiths. Through this our children gain an enhanced understanding of their place in a culturally diverse society.\nEvery year, at Princess May, we proudly celebrate our schools cultural diversity through our Carnival and International evening. Parent community groups are encouraged to work with the school to showcase the many different cultures that make up our school community, through food tasting, fashion shows, music and dance."

"All schools have a responsibility to “promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nPart of our vision at St. Mark’s is to prepare the adults of the future to become valued members of society. Promoting British Values enables children to develop a sense of community and begin to understand their responsibilities and role within it.\nWe promote these values in the following ways:\nOur School Council pupils are democratically voted in by class members at the start of each year. The school council gives every child a voice and supports the organisation of pupil surveys and questionnaires.\nThroughout the curriculum, children are given opportunities to debate their ideas and thoughts and to use voting when making class decisions. This teaches pupils how they can influence decision-making through a democratic process.\nWe encourage children to become involved in decision-making processes and ensure they are listened to in school.\nAt the end of half term, children vote for two children from each class who have shown the greatest effort to meet these standards.\nRule of Law\nWe reinforce morals, values, rules and laws as an integral part of our learning, ensuring our children become law abiding citizens.\nClass contracts are created at the start of each academic year and we celebrate the adhering to these rules, therefore developing the children’s understanding of right from wrong.\nWe help the children to respect the law and the basis on which it is made and to understand that living under the rule of law protects individuals. This includes visits from the police across the year.\nAll staff are role models for our children and the expected behaviour is always visible.\nWe ensure that the children have a very clear understanding that they are responsible for the choices they make and if a rule or value isn’t followed, there are sanctions in place. Every staff member follows the same procedure when dealing with any incidents that may occur so that children feel they have been treated fairly and respectfully.\nE- Safety is taught in every year group.\nIn addition, our school values of Hope, Honesty, Forgiveness, Friendship and Perseverance are referred to and discussed in whole school assemblies and in class.\nWe actively encourage children to make learning choices, knowing that they are in a safe and supportive environment. The pupils are encouraged to take responsibility for their behaviour, as well as knowing their rights. E-Safety is taught throughout our school so that children are given the knowledge to exercise their rights and personal freedoms safely.\nChildren are given the freedom to make choices, e.g. signing up for extra-curricular clubs, and what to do in Golden Time.\nMutual respect and Tolerance\nRespect is a value that all staff communicate to the pupils. There is an expectation that adults and children demonstrate respect to each other both in and outside of the school.\nPeer Mediators monitor the behaviour of children and help sort out any problems in a respectful way ensuring everyone is treated fairly.\nBeliefs, traditions and customs are studied and celebrated through our RE curriculum and the sharing of individual’s experiences.\nWe use opportunities such as the Olympics and news events to study and learn about life and culture in different countries.\nChildren visit different places of worship throughout their learning journey.\nEach year group supports a charity of their choice, which gives opportunities to study other cultures."

"Weald Rise Primary School is committed to serving its community. We recognise the multi-cultural, multi-faith and ever-changing nature of the United Kingdom and our local area, Harrow. The Department for Education has recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nUsing strategies within the National Curriculum, and supported by our strong community ethos, we will work to support and develop these values in our children throughout their time in our school.\nDemocracy: The school promotes the understanding of democratic processes by encouraging pupil feedback to staff, in the writing of the Class Charter, and through the election of school councillors to represent each class. The School Council fosters the concepts of freedom of speech and of group action to address the needs and concerns of the children.\nThe Rule of Law: The importance of laws and rules, whether they are those that govern the class, the school, or the country, is consistently reinforced throughout the school day. Pupils are taught the values and reasons behind the laws that govern and protect us: that they include both rights and responsibilities and that there are consequences when laws and rules are broken.\nOur school assemblies are themed around the articles of the United Nations Convention on the Rights of the Child, and the school is actively working towards gaining UNICEF’s ‘Rights Respecting School Award’.\nThe concepts of fair play (following and developing rules, celebrating and rewarding success, accepting defeat, participating in activities that promote cooperation with others, and inclusion for all) form an integral part of our PE curriculum.\nIndividual Liberty: Pupils are actively encouraged to make choices with the knowledge that they are in a safe and supportive environment. Whether it be through a choice of challenge or how they record their work, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices. They are encouraged to know, understand and safely exercise their rights and personal freedoms through, for example, E-Safety and PSHE lessons.\nMutual Respect: Mutual respect is taught within formal PSHE and RE lessons and on an informal nature throughout each day. Children show respect for other cultures and are encouraged to respond to the register in their home languages or any other language. In addition, some of our displays around the school are interpreted to other languages. Our school rules and aims promote respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour policy.\nOur annual International Event celebrates our unity as a tolerant and inclusive school; this is celebrated through dance, music, art and visiting speakers.\nTolerance of those of Different Faiths and Beliefs: Tolerance of those of different faiths and beliefs is promoted in RE as children gain a greater understanding of religious diversity and practices for those religions represented in the UK. Children show respect for each other’s faiths and beliefs through marking traditional calendar festival days with class assemblies. Local places of worship are also visited as part of the RE curriculum in order that children may gain a better understanding of the faiths and traditions in this, one of the UK’s most religiously diverse boroughs."

"Promoting Fundamental British Values.\nThe DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThe Government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister.\nAt Nyewood Church of England Junior School these values are reinforced regularly and in the following ways:\nThe promotion of democracy is extensive within the school. Pupils have the opportunity to have their voices heard through our School Council and our Ambassadors. Children in each class vote for the children they want to represent them on the School Council. Our school Ambassadors are voted for by the whole school community. Children are consulted and contribute to the development of school policies that are brought to them in the School Council meetings. Each year the children in each class work collaboratively to decide a set of expectations in the form of ‘Class Rules’. These are written and signed by the children and displayed in class. These children meet regularly with staff and governors to express the views of all of the children. Our children are given the opportunity to discuss the content of the curriculum in order to ensure they are fully engaged and feel an important part of what we do at Nyewood CE Junior School.\nThe Rule of Law:\nFrom day one the importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school worship times. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Our Christian Values are discussed and permeate through the curriculum and school life. They are our expectations of everyone in the school community. The children shape the roles and responsibilities they have around the school and apply for positions of responsibility in the school ranging from Sports Leaders and classroom monitors to House Captains. Visits from authorities such as the Police and Fire Service are regular parts of our calendar and help reinforce this message.\nWithin school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices, through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHE lessons. Pupils are given the freedom to make choices, for example signing up for extra-curricular clubs, choosing the level of challenge in some lessons and deciding what to present at class assemblies to parents.\nMutual Respect and acceptance of those with Different Faiths and Beliefs\nAs a Church of England school, our ethos is based around core Christian values, including respect. Our aims ‘Moving Forward… Learning together… Growing in God’s love…” are firmly based on the value of love and respect, which permeates all aspects of school life, including our school improvement plan and behaviour policy. This is supported by our values led worship which encourages the children to contribute their own reflections and questions. Through the School Council we help the children choose where their support is needed most and take into account both local charities and global issues when fundraising. We have been extremely successful in raising money for charities such as Children in Need, Sport Relief and Chestnut Tree House, a local charity chosen by our school community."

"Christian Character and British Values\nPromoting British values at St. Clement’s\nHistorically, Christian values have formed the foundation of the British values of democracy, the rule of law, individual liberty, mutual respect, and tolerance of those of different faiths and beliefs.\nThe Department of Education has a clear expectation that school and academies should:\n“promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs” Prevent Strategy, 2011\nOpportunities to rehearse and exercise democratic processes are presented to pupils within the Academy. They have the opportunity to have their voices heard through the 'Children's Champions' and pupil questionnaires. We have elections for Children's Champions' representatives and for Head Prefects. Visits to the Houses of Parliament and Birmingham Council feature in our curriculum, allowing the children to see how democracy works in practice in a democratic society.\nThe Academy is also working to become a UNICEF Rights Respecting School. This programme:\n“…gives children a powerful language to use to express themselves and to challenge the way they are treated. They are also able to challenge injustices for other children. Children and young people are empowered to access information that enables them to make informed decisions about their learning, health and wellbeing.”\nThe Rule of Law\nThe importance of laws - whether they be those that govern the class, the Academy, or the country - are consistently reinforced throughout regular school days, in part through our structured teaching of PSHE, as well as when dealing with behaviour and through collective worship. Pupils are taught the value and reasons behind laws; that they govern and protect us; the responsibilities that this involves; and the consequences when the laws are broken. Visits and visitors from the police and the fire service are regular parts of our school year and help reinforce this message. The Academy also works closely with external agencies, such as Women’s Aid and Childline, in order to educate our pupils and the wider community about the legal, as well as personal, consequences of Domestic Violence (DV), Sexual Exploitation (SE), Female Genital Mutilation (FGM) and Forced Marriage.\nWithin the Academy, pupils are actively encouraged to make choices, knowing that they do so in a safe and supportive environment. As an Academy we provide boundaries for young pupils to make choices safely, through the provision of a safe environment and an empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHE lessons, through Stonewall School Champions and through the Academy’s work to become UNICEF Rights Respecting School.\nThis is a core value and key part of our school ethos and behaviour policy. It is embedded within our behaviour policy and is celebrated through the reward system in place within each classroom. It is also reflected in the relationships and interactions between all members of our community - whatever their position or relationship within or with the school.\nWorking towards being a UNICEF Rights Respecting School, we teach our pupils about the Convention on the Rights of the Child. Article 29 of this Convention states:\n“Children’s education should develop each child’s personality, talents and abilities to the fullest. It should encourage children to respect others, human rights and their own and other cultures. It should also help them learn to live peacefully, protect the environment and respect other people...”\nTolerance of those of different faiths, faith traditions and beliefs\nOur community is culturally diverse. We have children and families from different faiths and none. Respect for one another’s beliefs is encouraged through enhancing pupils' understanding of their place in a culturally diverse society and by giving them opportunities to experience and celebrate such diversity. This includes visits to the places of worship of the major world faiths. Visits to the local church and Birmingham Cathedral are part of our life as a C. of E. Academy, but also, as part of R.E. curriculum, Year 2 visit a mosque; Year 3, a Hindu temple; Year 4, a synagogue; Year 5, a gurdwara; and Y6, a Buddhist temple. Wherever possible, we invite members of our community who represent different faiths and faith traditions to talk about their beliefs in a supervised and structured manner in assemblies or R.E. lessons. This has included, though is not limited to: a Muslim artist talking about her faith and work; a parent from the Ethiopian Orthodox Church talking about their faith tradition; a parent talking about their Rastafarian beliefs.\nWorking towards being a UNICEF Rights Respecting School, we teach our pupils about the Convention on the Rights of the Child. Article 14 of this Convention states:\n“Children have the right to think and believe what they want and to practise their religion, as long as they are not stopping other people from enjoying their rights. Parents should help guide their children in these matters. The Convention respects the rights and duties of parents in providing religious and moral guidance to their children. Religious groups around the world have expressed support for the Convention, which indicates that it in no way prevents parents from bringing their children up within a religious tradition. At the same time, the Convention recognizes that as children mature and are able to form their own views, some may question certain religious practices or cultural traditions. The Convention supports children's right to examine their beliefs, but it also states that their right to express their beliefs implies respect for the rights and freedoms of others.”"

"Christian Character and British Values\nPromoting British values at St. Clement’s\nHistorically, Christian values have formed the foundation of the British values of democracy, the rule of law, individual liberty, mutual respect, and tolerance of those of different faiths and beliefs.\nThe Department of Education has a clear expectation that school and academies should:\n“promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs” Prevent Strategy, 2011\nOpportunities to rehearse and exercise democratic processes are presented to pupils within the Academy. They have the opportunity to have their voices heard through the Student Council and pupil questionnaires. We have elections for Student Council representatives and for Head Boy and Head Girl. Visits to the Houses of Parliament and Birmingham Council feature in our curriculum, allowing the children to see how democracy works in practice in a democratic society.\nThe Academy is also a UNICEF Rights Respecting School. This programme:\n“…gives children a powerful language to use to express themselves and to challenge the way they are treated. They are also able to challenge injustices for other children. Children and young people are empowered to access information that enables them to make informed decisions about their learning, health and wellbeing.”\nThe Rule of Law\nThe importance of laws - whether they be those that govern the class, the Academy, or the country - are consistently reinforced throughout regular school days, in part through our structured teaching of PSHE, as well as when dealing with behaviour and through collective worship. Pupils are taught the value and reasons behind laws; that they govern and protect us; the responsibilities that this involves; and the consequences when the laws are broken. Visits and visitors from the police and the fire service are regular parts of our school year and help reinforce this message. The Academy also works closely with external agencies, such as Women’s Aid and Childline, in order to educate our pupils and the wider community about the legal, as well as personal, consequences of Domestic Violence (DV), Sexual Exploitation (SE), Female Genital Mutilation (FGM) and Forced Marriage.\nWithin the Academy, pupils are actively encouraged to make choices, knowing that they do so in a safe and supportive environment. As an Academy we provide boundaries for young pupils to make choices safely, through the provision of a safe environment and an empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHE lessons and through the Academy’s position as a UNICEF Rights Respecting School.\nThis is a core value and key part of our school ethos and behaviour policy. It is embedded within our behaviour policy and is celebrated through the reward system in place within each classroom. It is also reflected in the relationships and interactions between all members of our community - whatever their position or relationship within or with the school.\nAs a UNICEF Rights Respecting School, we teach our pupils about the Convention on the Rights of the Child. Article 29 of this Convention states:\n“Children’s education should develop each child’s personality, talents and abilities to the fullest. It should encourage children to respect others, human rights and their own and other cultures. It should also help them learn to live peacefully, protect the environment and respect other people...”\nTolerance of those of different faiths, faith traditions and beliefs\nOur community is culturally diverse. We have children and families from different faiths and none. Respect for one another’s beliefs is encouraged through enhancing pupils' understanding of their place in a culturally diverse society and by giving them opportunities to experience and celebrate such diversity. This includes visits to the places of worship of the major world faiths. Visits to the local church and Birmingham Cathedral are part of our life as a C. of E. Academy, but also, as part of R.E. curriculum, Year 2 visit a mosque; Year 3, a Hindu temple; Year 4, a synagogue; Year 5, a gurdwara; and Y6, a Buddhist temple. Wherever possible, we invite members of our community who represent different faiths and faith traditions to talk about their beliefs in a supervised and structured manner in assemblies or R.E. lessons. This has included, though is not limited to: a Muslim artist talking about her faith and work; a parent from the Ethiopian Orthodox Church talking about their faith tradition; a parent talking about their Rastafarian beliefs.\nAs a UNICEF Rights Respecting School, we teach our pupils about the Convention on the Rights of the Child. Article 14 of this Convention states:\n“Children have the right to think and believe what they want and to practise their religion, as long as they are not stopping other people from enjoying their rights. Parents should help guide their children in these matters. The Convention respects the rights and duties of parents in providing religious and moral guidance to their children. Religious groups around the world have expressed support for the Convention, which indicates that it in no way prevents parents from bringing their children up within a religious tradition. At the same time, the Convention recognizes that as children mature and are able to form their own views, some may question certain religious practices or cultural traditions. The Convention supports children's right to examine their beliefs, but it also states that their right to express their beliefs implies respect for the rights and freedoms of others.”"

"Outcomes based education \"…starts with a clear specification of what students are to know, what they are to be able to do, and what attitudes or values they should be able to demonstrate at the end of the program\" (Killen, 2005, p. 77).\nThe outcomes based approach works best for tasks or knowledge that are easily measured, such as whether someone can drive a forklift, rather than other topics where it's more speculative or subjective and therefore harder to measure, such as whether someone is able to write good music. The obvious issue in this example is defining 'good'.\nThe focus with the outcomes based approach is on the trainee and on them successfully achieving a specified and (preferably) well-defined outcome. Therefore it is important for a systematic process to be followed, starting with a planning or analysis phase. What does the trainee need to learn? What knowledge, skills, or attitudes (KSA) are required? And depending on the education organisation developing the materials, who are the intended trainees? What knowledge or experience do they already have? Once these and other details are established, the learning outcomes can be written, or NZQA Unit Standards (US) selected that will meet the desired outcomes.\nNZQA US is a prime example of learning outcomes from which to develop a training programme. Although, while aligning training to NZQA units or qualifications is advantageous to help ensure consistency of training nationally, individual trainee's prior knowledge and skills aren't taken into account. In an ideal world, training and assessment would be tailored to each individual to take into account each trainee's experience, knowledge, skills, and cognitive abilities, but unfortunately that's not practical, especially on a national scale. Training packages must be developed carefully and delivered in such a way to prevent the effect of any weaknesses in the outcomes based approach.\nOne other aspect of NZQA US is that although the learning outcomes are specified, how the trainee is to achieve the outcomes (such as suggested course duration or attendance numbers) is not. So it is up to training providers to determine what is appropriate, and include those considerations in the planning, design and development phases.\nA limitation to the outcomes based approach is that a substantial amount of work is required for the planning, design and development of a training programme. However, if a training package is produced well and includes important components such as a Training Management Plan (TMP), lesson plans, assessments etc, it can be delivered time and time again by many trainers to many trainees, therefore justifying the original investment.\nWhile utilising an outcomes based approach to education such as NZQA US provides well-defined outcomes or KSA for the trainees to achieve, the development of a training programme must be approached systematically in order to overcome a number of the weaknesses of this approach, allowing trainees the best opportunity to successfully achieve the desired learning outcomes.\nKillen, R. (2005) Programming and Assessment for Quality Teaching and Learning. (pp. 65-100). Southbank Australia: Thomson."

"In Section 6 of the Code of Practice for the Assurance of Academic Quality in Higher Education, the QAA defines assessment as:\n'a generic term for a set of processes that measure the outcomes of a student’s learning, in terms of knowledge acquired, understanding developed, and skills gained.'\n- Provides the means by which students are graded, passed or fail;\n- Provides the basis for decisions on whether a student is ready to proceed, to qualify for an award or to demonstrate competence to practise;\n- Enables students to obtain feedback on their learning and helps them improve their performance;\n- Enables staff to evaluate the effectiveness of their teaching.\nThe three main forms of assessment are diagnostic, formative and summative assessment, and are defined by the QAA as follows:\nDiagnostic Assessment – indicates a learner’s aptitude and preparedness for a programme of study and identifies potential learning problems;\nFormative Assessment – designed to provide learners with feedback on progress and development but does not contribute towards the overall\nSummative Assessment – measures achievement or failure in respect of a learner’s performance in relation to the learning outcomes of the programme\nThese definitions encompass many types of assessment at Warwick. Providing students with feedback on these different types of assessment requires a measure of flexibility of approach combined with a shared commitment to the development of student learning. This guidance draws on precept 12 of the Code on the Assessment of Students, which states:\n‘Institutions should ensure that appropriate feedback is provided to students on assessed work in a way that promotes learning and\nIn meeting the needs of students for feedback on their progress and attainment, institutions will need to consider:\n- the timeliness of the feedback;\n- specifying the nature and extent of feedback that students can expectin relation to particular types and units of assessment, and whether this is to be accompanied by the return of assessed work;\n- the effective use of comments on returned work, including relating feedback to assessment criteria, in order to help students identify areas for improvement as well as commending them for evident achievement.\n- the role of oral feedback, either on a group or individual basis as a means of supplementing written feedback;\n- when feedback may not be appropriate.’"

"“Oh no sir. I said that I’d taught him to talk, I didn’t say that he’d learnt.”\nProgramme Specification Describes important features of a programme of study for the purposes of quality assurance and provision of information to students and employers. Likely to be written in relationship to subject benchmarks and requirements of professional bodies.\nTeaching and learning are not synonymous: we can teach–and teach well–without having the students learn George Bodner (1986)\nA working definition Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a specified period of learning.\nProgramme A period of study leading to an award, normally made up of a number of modules.\nModule A separately assessed block of learning which earns credit when successfully completed.\nAdvantages of Learning Outcomes Increase transparency Facilitate comparability Enhance employability and mobility\nAn Outcomes-Based Approach can increase the flexibility of course provision. Widen Access Accredit Prior Learning Accredit Work-Based Learning Facilitate variety of progression routes\nModule Design Traditional ApproachLearning Outcomes Write SyllabusWrite LO’s Plan TeachingSelect Assessment Select AssessmentPlan Teaching\nTeacher and student perspectives regarding assessment\nLearning outcomes should: - be written in the future tense; - identify important learning requirements; - be achievable and assessable; - use clear language easily understandable to students.\nWriting Learning Outcomes A learning outcome should contain a STEM, such as ‘A successful student should be able to’, and an ACTION VERB, such as, identify, select, critically evaluate etc’.\nLevel Descriptors Generic statements describing the characteristics and context of the learning expected at each level, thus enabling learning outcomes, assessment criteria and credit to be assigned at the appropriate level.\nThe level of a module is indicative of the relative demand, complexity, depth of study and learner autonomy.\nLearning outcomes should be set at the level of learning that students are at and must be achievable by students within the time available.\nLEVELKNOWLEDGE BASE 1given factual and conceptual base with emphasis on the nature and terminology of the field of study 3comprehensive knowledge of discipline with areas of in-depth specialisation and an awareness of the provisional nature of knowledge.\nAs learning outcomes are statements of essential learning they indicate threshold or pass/fail standards. Grading students performance is a separate operation.\nAssessment Learning outcomes describe minimum standard required to pass a module or course. Thus all required learning outcomes must be assessed and the assessment must facilitate grading of passes.\nAssessment Action verbs that are not readily assessed such as, KNOW, ADOPT, APPRECIATE and UNDERSTAND should be avoided and replaced by verbs such as STATE, EXPLAIN, DESCRIBE, DISTINGUISH, DESIGN, DEMONSTRATE or CALCULATE.\nAssessment Criteria Describe what the learner is required to do in order to demonstrate that a learning outcome has been achieved. Identify the evidence that will be used to show that the required standard has been met.\nDescribe the arrangement of the elements in the periodic table and identify and explain the various relationships that can be found between them.\nSketch the five ‘3d’ orbitals, predict how these will be split in compounds of various geometries, and hence explain the spectroscopic and magnetic properties of transition metal complexes.\nSolve unfamiliar qualitative, quantitative and open-ended problems by developing a strategy and identifying relevant data.\nIdentify and articulate his/her own professional strengths weaknesses, preferences, aspirations and goals, and devise strategies to achieve these stated goals\nHierarchy of Contexts for Programme Design Level descriptors Learning outcomes Assessment criteria Assessment procedures Teaching strategies\nPlan for developing a module based on learning outcomes\nInsanity: doing the same thing over and over again and expecting different results. Albert Einstein"

"Support efforts to define learning outcomes at the degree and certificate level\nAs states work to improve postsecondary attainment rates, leaders are supporting efforts to ensure that the credentials earned are of high quality and convey value to students and employers. By creating and using common frameworks that describe what a student should know and be able to do, institutions and employers can identify the learning represented by credentials. This transparency allows student learning towards these outcomes to be assessed, regardless of where the learning takes place—on or off campus. As institutions assess student learning, improvements in teaching can be made to ensure each student is achieving. This type of assessment has students working on projects with real world applications, which students can then share with employers to demonstrate their knowledge and skills. Additionally, by promoting a focus on learning outcomes rather than course numbers or credit hours, some states are seeking to improve transfer between institutions.\nThere are a number of national and multi-state efforts underway aimed at ensuring quality in different ways. Some of these efforts may be more appropriate for state-level leadership and others for institutional or system leadership. Systems and institutions are using learning outcomes and defined competencies in various ways. For example, some statewide systems and institutions are using learning outcomes to develop competency-based degree programs and to award credit through prior learning assessment. Others are using the outcomes to validate the quality of statewide transfer agreements and develop new assessments of student learning.\nDegree Qualifications Profile\nThe Degree Qualifications Profile (DQP) is a framework that describes what students should know and be able to do once they earn a degree—associate, bachelor’s or master’s—regardless of the field of study. By defining the competencies that should be learned, the DQP emphasizes the integration of learning from various sources and the application of learning in different settings. The competencies are arranged within five areas of learning: broad and integrative knowledge; specialized knowledge; intellectual skills; applied and collaborative learning; and civic and global learning. Since first released in 2011, more than 500 colleges and universities have used the DQP, creating a wealth of resources to support implementation of clear learning outcomes, improved teaching, and assessment of student learning. This includes a newly developed assignment library where faculty can find student assignments and projects that are aligned with degree outcomes. The DQP has not only helped institutions improve student learning, but has also given students and their advisors a clearer understanding of learning pathways and has increased transparency for accreditors and state leaders.\nEssential Learning Outcomes and VALUE\nIn its efforts to promote the benefits of a liberal arts education in the 21st century, the Association of American Colleges & Universities (AAC&U) developed a set of Essential Learning Outcomes that the organization and its members believe all students should understand, prepare for and achieve. Further, AAC&U has developed the Valid Assessment of Learning in Undergraduate Education (VALUE), a system of direct assessment of student learning that does not rely on standardized tests. Instead it focuses on ways to collect evidence of student learning that include a set of rubrics, expert judgment, student work and electronic portfolios. The Essential Learning Outcomes fit within the Degree Qualifications Profile and are often used as a starting place for institutions and systems to create shared understanding of degree outcomes.\nIn another effort to define learning outcomes, the U.S. Department of Labor Employment and Training Administration is working with business leaders and educators to create competency models that identify foundational and technical skills and competencies required for workplace success in a variety of critical industries. The competency models can be a resource for developing curriculum, certifications and assessments. The department has created a Competency Model Clearinghouse on its careeronestop.org website that provides a variety of resources related to competency models as well as the career ladders and lattices, which describe vertical and horizontal career pathways in various industries.\nThe growing number and variety of postsecondary credentials—including degrees, education certificates, occupational licenses, industry certifications, digital badges, and enhanced transcripts—present both opportunities and challenges. They offer students and workers different pathways to postsecondary education and job training, but there are questions about what many of them signify. Some represent acquisition of a clear and well-defined set of knowledge and skills. Others represent completion of programs that may not be well defined, and there is little clarity about their value or quality or how they connect to other programs and credentials.\nConnecting Credentials is a collaborative effort spearheaded by Lumina Foundation with more than 80 co-sponsoring organizations working to improve the quality, transparency and connectivity of postsecondary credentials in the United States. As part of that effort, the Corporation for a Skilled Workforce and the Center for Law and Social Policy led an effort to develop a credentials framework that would provide a common set of competencies that would clarify the value of and relationship between the various types of credentials, including degrees as well as certificates, industry certifications, licenses, apprenticeships, badges, and other credentials. The Connecting Credentials framework builds off the Degree Qualifications Profile and other ongoing efforts to define student learning outcomes. It is also meant to support related efforts to reimagine the postsecondary credentialing system in the U.S.\nA 2015 Connecting Credentials report from Lumina Foundation discusses these concerns as well as a reimagined system of connected and clearly defined credentials. The report indicates that there is widespread agreement that a new credential system should:\n- Be easily understandable and based on competencies;\n- Assure quality and represent the acquisition of competencies;\n- Be updated and relevant to employer needs;\n- Interconnect in ways that show clear pathways to careers and to additional credentials; and\n- Enable comparisons as to the value of different credentials for different interests and needs.\nIn 2013, the National Institute for Learning Outcomes Assessment (NILOA) conducted a national survey about institutions’ current assessment activities and how the institutions were using evidence of student learning outcomes. Provosts or their designees at 1,202 regionally accredited, undergraduate-degree-granting, two- and four-year, public, private, and for-profit institutions in the U.S. provided responses. The survey found that by 2013, about 84 percent of all colleges and universities had adopted stated learning outcomes for all their undergraduates, an increase of 10 percent since 2009. In addition, there is significantly more assessment activity. Much of the impetus for the increase in assessment activity comes from postsecondary accrediting bodies and their changing expectations. However, institutions are increasingly interested in using assessments for internal program review and process improvement. Institutions more frequently report assessment results internally than to external audiences. In 2013, only about a third (35 percent) of campuses made assessment results publically available on their websites or in publications.\nIn September 2015, the Multi-State Collaborative to Advance Learning Outcomes Assessment (MSC)—led by the Association of American Colleges and Universities (AAC&U) and the State Higher Education Executive Officers (SHEEO)—released results of its pilot study, which gathered data from 59 institutions in nine public state systems. The study demonstrated that rubric-based assessment can be taken to scale and can produce valid findings with credible and actionable information about student learning. As part of the pilot study, researchers gathered more than 7,000 samples of student work produced for course assignments in students’ regular courses. Faculty members received training and then independently scored students’ work using common scoring rubrics—VALUE rubrics—that were developed and validated by faculty as part of AAC&U’s Liberal Education and America’s Promise (LEAP) initiative. The nine states participating in the Pilot Year of the MSC were Connecticut, Indiana, Kentucky, Massachusetts, Minnesota, Missouri, Oregon, Rhode Island, and Utah. The released results also include selected findings about students’ critical thinking, written communication, and quantitative reasoning skills.\nTwelve states—Connecticut, Indiana, Hawaii, Kentucky, Maine, Massachusetts, Minnesota, Missouri, Oregon, Rhode Island, Texas, and Utah—will participate in the Demonstration Year phase of the project from September 2015 through August 2016. The work during the demonstration year will build on the efforts and assessments completed during the pilot year and will seek to provide additional information about the feasibility and sustainability of a common statewide model of assessment using actual student work.\nEach of the following state examples is a policy solution crafted in response to the unique circumstances of the state in which it was formed. As a private foundation, Lumina does not support or oppose any legislation. Lumina provides educational information, nonpartisan research and analysis to advance Goal 2025.\nThe University System of Georgia (USG) was one of three universities and systems working with the American Association of State College and Universities (AASCU) to test the feasibility of using the DQP to help transform campuses into learning-centered institutions. More specifically, AASCU sought to support system and institution efforts to use the DQP to strengthen learning outcomes, develop assessments of learning outcomes in program areas, and facilitate transfer between two-year and four-year institutions. Two institutions within USG—Georgia State University (GSU) and Georgia Perimeter College (GPC)—wanted to explore the DQP competencies for associate and bachelor’s degrees to help facilitate transfer between their two institutions and support student success. The DQP effort built on an existing system wide initiative to create a common core curriculum. Specifically, leaders at the two institutions focused on competencies and assessment in three fields that are among the most common for students transferring between the two institutions—biology, psychology and criminal justice. They established a process for building a framework, developing protocols for assessment, testing to assess performance, and evaluating the process. The National Institute for Learning Outcomes Assessment produced a case study of the GSU and GPC effort. The main findings of the case study were that the DQP project helped increase faculty collaboration, expanded emphasis on learning outcomes, and offered opportunities to examine and improve supports for transfer student success.\nLEAP States Initiative\nThe LEAP States Initiative is a multi-state collaborative that works with the LEAP Framework to raise the quality of college learning within and across states by advancing essential learning outcomes, high-impact practices and authentic assessment. AAC&U offers practical assistance, encourages innovation, and provides a national voice for the participating consortia, systems, states, and regions. There are currently 11 participating states: California, Indiana, Kentucky, Massachusetts, North Dakota, Oregon, Texas, Utah, Virginia, Washington, and Wisconsin. Each LEAP state forms its own collaborative at the state or system level, including representatives from two- and four-year and public and private institutions as well as P-16, civic and business leaders. In most of the participating states, a public higher education system or coordinating council provides leadership. Information about the participating entities in each state is available on the AAC&U LEAP States website.\nThe Indiana Commission for Higher Education’s Strategic Plan—Reaching Higher, Achieving More—was adopted in 2012 and calls for a student-centered, mission-differentiated and workforce-aligned higher education system in Indiana. The plan calls on the higher education community to focus on three key factors—completion, productivity, and quality. More specifically, under quality, the plan calls for institutions to work toward increased public transparency, innovative approaches to education with defined learning outcomes, and quality assessments.\nAlso in 2012, Indiana lawmakers enacted Senate Enrolled Act 182 (SEA 182), which called for the development of a competency-based Statewide Transfer General Education Core (STGEC) of at least 30 credit hours. A statewide leadership team, with representatives from public two- and four-year institutions, developed a framework and agreed upon six competencies, for which student learning outcomes would be developed. Faculty representatives from each institution met to agree upon the learning outcomes for each competency. Each state educational institution is required to offer a general education program of at least 30 credit hours, which addresses these statewide competencies and the associated learning outcomes. As of May 2013, any student who satisfactorily completes the STGEC at one Indiana institution and transfers to another Indiana institution will not have to repeat any of the core courses.\nSince the adoption of the strategic plan and SEA 182, the commission has passed resolutions further demonstrating a commitment to learning outcomes and assessments. Through a resolution adopted in June 2013, Indiana joined the LEAP States initiative, a project led by the Association of American Colleges and Universities—that offers established learning outcomes and degree profiles that show what students should be mastering in higher education. The commission adopted another resolution in 2014 that endorsed recognition of competencies and prior learning.\nThe Massachusetts Department of Higher Education’s Vision Project provides the state’s public agenda for higher education and includes seven outcomes: college participation, college completion, student learning, workforce alignment, prepared citizens, elimination of disparities, and research. The student learning component includes achieving higher levels of student learning through better assessment and more extensive use of assessment results. The work is focused on strengthening campus-level assessment and finding ways to compare student learning among states. Massachusetts is participating in several initiatives as part of their efforts, including Advancing a Massachusetts Culture of Assessment (AMCOA), the AAC&U LEAP Initiative, and the AAC&U and State Higher Executive Officers-led Multi-State Collaborative to Advance Learning Outcomes Assessment.\nAMCOA is a three-part initiative developed by 28 public institutions to help strengthen campus-level assessment, develop a system for statewide learning outcomes assessment, and form partnerships with other states to work together on a statewide assessment of student learning. The AMCOA team consists of faculty members and assessment professionals from each participating institution and has been meeting since 2011. Representatives from 22 public institutions worked together to develop an assessment model using the LEAP VALUE Rubrics for written communication, quantitative literacy, and critical thinking.\nAs a result of these various efforts within the state, Massachusetts led the effort to establish the Multi-State Collaborative, an effort among nine states, now led by SHEEO, to develop assessments of student learning that do not involve state-mandated standardized tests. The participating institutions—including 14 in Massachusetts—are using AAC&U’s LEAP Essential Learning Outcomes and VALUE rubrics to develop rubrics-based assessments that will allow for the collection of student performance data that can be compared across states and that help faculty assess and improve student learning. Fifty-nine institutions in the nine states completed a pilot study in 2015. Institutions in 12 states, including Massachusetts, have committed to continuing the initiative through a Demonstration Year from September 2015 through August 2016.\nSouthern New Hampshire University\nSouthern New Hampshire University (SNHU), a private, nonprofit institution, developed competency-based programs that have required it to define and assess learning outcomes. SNHU Business Administration faculty created a three-year bachelor’s degree program that integrates a competency-based curriculum composed of business and liberal arts requirements. The prescriptive program is divided into modules. Each semester culminates with a weeklong group project through which students demonstrate mastery of concepts and skills. The program has a 79 percent on-time graduation rate, and it saves students 25 percent on tuition and living expenses and saves the university 25 percent on educational delivery expenses.\nSNHU also created College for America, an online, competency-based associate degree program in general studies with a business emphasis. The program is based on 120 competencies in nine clusters. To earn a degree, students must demonstrate mastery through a series of task-based assessments. Trained evaluators provide feedback within 48 hours, and students can revise and resubmit the tasks until they achieve mastery. The program costs students $2,500 per year and is self-paced and self-directed. Employer partners provide some tuition assistance, and the program is approved for Title IV federal financial aid.\n- The Degree Qualifications Profile, Lumina Foundation\n- The Degree Qualifications Profile: A Learning-Centered Framework for What College Graduates Should Know and Be Able to Do to Earn the Associate, Bachelor’s or Master’s Degree, Lumina Foundation, 2014\n- The Degree Qualifications Profile: Case Studies of Institutions Using DQP and/or Tuning, National Institute for Learning Outcomes Assessment\n- Examples of Good Assessment Practice, National Institute for Learning Outcomes Assessment\n- Excellence in Assessment Designation, National Institute for Learning Outcomes Assessment\n- Jamie P. Merisotis, President/CEO, Lumina Foundation, Opening keynote, CIC/DQP Consortium meeting, Indianapolis, August 1, 2013\n- Leaders & Laggards: A State-by-State Report Card on Public Postsecondary Education, Transparency & Accountability (including measures of student learning outcomes), U.S. Chamber of Commerce, 2012\n- The Lumina Degree Qualifications Profile: Implications for Assessment, National Institute for Learning Outcomes Assessment, 2013\n- Scaling “Stackable Credentials”: Implications for Policy and Assessment, Center for Postsecondary and Academic Success at the Center for Law and Social Policy, March 2014\n- Southern New Hampshire University: Integrated Competency-Based 3-Year Business Administration Degree, HCM Strategists\n- Transparency Framework, National Institute for Learning Outcomes Assessment\n- Voluntary Framework of Accountability\n- Voluntary System of Accountability"

"The program outcomes are the skills and knowledge which the students have gained at each exit level / at the time of graduationn or post graduation. The outcomes are generic and are common to all exit levels and trades specified earlier -\n- Candidates can find employment several state and Central Government Organizations , non-profit groups, academic institutions and private sectors.\n- This program prepares students for specific types of occupations and frequently, for direct entry into employment market.\n- Candidates with strong academic proficiency can opt for teaching profession in polytechnic/ engineering colleges and vocational training institutes that math government job scales.\n- This program will enable students to update their knowledge and professional skills for entering workforce with innovative income generating activities and self entrepreneurship.\nOutcome Based Education Syllabus"

"Students in every program at Mohawk College have specific academic and vocational needs. We describe these needs as Learning Outcomes (LOs).\nA learning outcome is a statement about what a student will learn while completing a particular program or course. The key here is in the focus of the statement; it puts the emphasis on what the student will learn, rather than on what the teacher will teach.\nA good outcome also provides a method of assessment. Most simply defined, learning outcomes describe what learners are supposed to know, be able to do, or value at the end of a program, course or lesson.\nWhen you’re designing your course, the first thing to consider is learning outcomes, as this will inform your content, teaching and learning activities, and assessments!\nTypes of Learning Outcomes\nThere are several different types of academic learning outcomes we use at Mohawk:\n\"Learning outcomes in the Ontario College System\" by Mohawk College (c) Mohawk College\nVocational Program Standards/Provincial Vocational Learning Outcomes\nThese are set by the Ministry of Colleges and Universities. They define program standard outcomes for college programs, including programs leading to certificates, diplomas, and advanced diplomas. More details about published college program standards.\nProgram Vocational Learning Outcomes\nThese are developed by the college and validated by the Credential Validation Service, an arm’s-length organization that supports the work of the MAESD. More details about the Credentials Validation Service.\nCourse Learning Outcomes\nThese are developed by faculty and program areas for individual courses. They define the course-specific outcomes students will achieve in individual courses. More details about writing course learning outcomes.\nLesson Plan Outcomes\nThese are developed by faculty teaching a specific course. They identify the learning outcomes for a specific lesson, helping faculty to focus their content and giving students a clear understanding of how each lesson connects to the overall course learning outcomes. More details about learning plans and lesson plans.\nWe also prepare students to develop specific employability skills. All Ontario Colleges, including Mohawk, use 11 Essential Employability Skills (EESs) to measure student progress toward these outcomes.\nLearning Outcomes at Mohawk\nEvery program has a list of Vocational Learning Outcomes (VLOs) developed by either the Ministry or the College. Additionally, every program must also develop students’ Essential Employability Skills.\nStudents in a program must achieve all of the outcomes on both of these lists before they complete their programs. All of our programs have developed maps that outline which courses contribute to these program-level outcomes. To learn more about how these outcomes are developed, see New Program Development.\nCourse Learning Outcomes contribute to these program outcomes and follow similar principles. See Writing Course Learning Outcomes for more information."

"Describing Learning Outcomes\nHow learning outcomes for topics, courses and programs in public policy and management can be described\nIn describing learning outcomes on the Atlas, we aim to use a formulation that draws on those recommended in Developing Learning Outcomes: A Guide for Faculty, published by the University of Toronto Centre for Teaching Support and Innovation (CTSI). This document is included as a pdf at the bottom of this page and some of it has been reproduced in the Tips section below.\nWe will combine skills and content by using the phrase: \"On successful completion of this [topic, course, program] students will have the skills and knowledge to be able to\" and follow this by a bulleted list of abilities. The following sample phrases are drawn from ANU Crawford Learning Outcomes and Melbourne MPPM Learning Outcomes.\nOn successful completion of this [topic, course, program] students will have the skills and knowledge to be able to:\n- Demonstrate a critical understanding of xxx\n- Demonstrate a capacity to think independently about xxx\n- Conduct independent research on xxx\n- Contribute to the design and implementation of xxx\n- Analyze the relative advantages and disadvantages of xxx\n- Analyze and assess alternative approaches to xxx\n- Assess stakeholder needs and interests through an analysis of xxx\n- Critically apply concepts of xxx to\n- Critically appraise xxx in terms of their effectiveness and identify which xxx\n- Make convincing explanations of xxx\n- Take appropriate account of xxx in xxx\n- Make convincing recommendations for xxx\n- Present in written form arguments using xxx\n- Contribute to informed discussion on xxx\n- Develop, refine and present xxx\n- Effectively review and evaluate xxx\n- Evaluate xxx and recommend xxx\n- Appreciate the strengths and weaknesses of xxx\n- Understand the drivers of, and successes and failures in, attempts to reform xxx\n- Define and explain xxx\n- Formulate research questions, develop arguments, and choose proper research design to xxx\n- Plan and implement a xxx\nTips for Describing Learning Outcomes from U of T's CTSI (At http://www.teaching.utoronto.ca/topics/coursedesign/learning-outcomes.htm, accessed 7 June 2015.)\nGood learning outcomes focus on the application and integration of the knowledge and skills acquired in a particular unit of instruction (e.g. activity, course program, etc.), and emerge from a process of reflection on the essential contents of a course. More specifically, good learning outcomes:\nAre very specific, and use active language – and verbs in particular – that make expectations clear. This informs students of the standards by which they will be assessed, and ensures that student and instructor goals in the course are aligned. Where possible, avoid terms like understand, demonstrate, or discuss that can be interpreted in many ways. (See tables below for examples of specific outcomes and active verbs.)\nShould be flexible: while individual outcomes should be specific, instructors should feel comfortable adding, removing, or adjusting learning outcomes over the length of a course if initial outcomes prove to be inadequate.\nAre focused on the learner: rather than explaining what the instructor will do in the course, good learning outcomes describe knowledge or skills that the student will employ, and help the learner understand why that knowledge and those skills are useful and valuable to their personal, professional, and academic future.\nAre realistic, not aspirational: all passing students should be able to demonstrate the knowledge or skill described by the learning outcome at the conclusion of the course. In this way, learning outcomes establish standards for the course.\nFocus on the application and integration of acquired knowledge and skills: good learning outcomes reflect and indicate the ways in which the described knowledge and skills may be used by the learner now and in the future.\nIndicate useful modes of assessment and the specific elements that will be assessed: good learning outcomes prepare students for assessment and help them feel engaged in and empowered by the assessment and evaluation process.\nOffer a timeline for completion of the desired learning.\nMore precise outcome\nBy the end of the course, I expect students to increase their organization, writing, and presentation skills.\nBy the end of the course, students will be able to:\n• produce professional quality writing\n• effectively communicate the results of their research findings and analyses to fellow classmates in an oral presentation\nBy the end of this course, students will be able to use secondary critical material effectively and to think independently.\nBy the end of this course, students will be able to evaluate the theoretical and methodological foundations of secondary critical material and employ this evaluation to defend their position on the topic.\nEach assignment, activity, or course might usefully employ between approximately five and ten learning outcomes; this number allows the learning outcomes to cover a variety of knowledge and skills while retaining a focus on essential elements of the course.\nUSEFUL VERBS FOR DEVELOPING LEARNING OUTCOMES\nThis list of useful verbs for creating learning outcomes is arranged according to Bloom’s Taxonomy of Educational Objectives, which identifies different cognitive domains associated with levels of learning. Bloom’s taxonomy was developed in 1956, and was revised in 2001 by Bloom’s colleagues, Lorin Anderson and David Krathwahl.\nREMEMBERING: recall of information\nUNDERSTANDING: demonstration of comprehension\nAPPLYING: applying knowledge in a new context\nANALYZING: supporting assertions through the use of evidence and arguments identifying causes and patterns\nEVALUATING: coming to a judgment on the value of information or the validity of arguments\nCREATING: combining or grouping knowledge to come to new conclusions\n• give examples\n• break down\nPage Created by: Ian Clark, last updated 6 June 2015."

"TRANSPARENT; RIGOUR; MULTIPLE; QUALITY\nAccountability means demonstrating results communities, partners, funders and policy makers. R,M&E that is rigorous, transparent and relevant will produce evidence for accountability. In C4D our primary responsibility is to be listening to, learning from and reporting to community groups and partners. Achieving accountability depends on having clear and shared expectations about what is to be evaluated, what the evaluation questions are, and how you will go about answering them. Understanding who you are accountable to also requires clarity.\nWhere do we start?\nDeciding on the purpose, and more specifically how the primary intended users of the RM&E intend to use the findings and what their expectations are, and how this balances with Learning-based purposes. Being clear about the purpose helps to guide decisions about quality standards, rigour, and reporting.\nIncorporating and implementing accountability approaches in practice\nManage (and commission) an evaluation or evaluation system\nUnderstand and engage stakeholders: As part of understanding and engaging stakeholders it can be useful think about accountability in a multi-dimensional sense, including accountability to donors (upward accountability and reporting), and accountability to colleagues, partners and collaborators and communities (horizontal accountability).\nDefine ethical and quality evaluation standards: The quality and ethical standards for C4D R,M&E should reflect the expectations of all the people and groups we are accountable to (donors and managers, partners and community groups). Defining and following quality and ethical standards is important for maintaining accountability and integrity in RM&E. Ensuring ethical practices in RM&E is a responsibility of everyone involved in the R,M&E.\nDocument management processes and agreements: Transparent and thorough record-keeping of management processes and agreements is supports accountability to all stakeholders in RM&E processes.\nIdentify potential unintended results: Unintended results can be both positive and negative. As part of being accountable it is important to minimise any harm from unintended results from C4D. We need to use tools to help us predict (as far as possible) unintended outcomes, together with monitoring processes to identify and respond to unpredictable and negative unintended impacts as quickly as possible.\nIdentify primary intended users: We often assume that the primary intended users of RM&E are the manager and donors. In C4D we to think more broadly about who might use the RM&E. Key users in C4D usually include community groups, partners and others with roles in planning and implementation. The C4D and the R,M&E should be accountable to all of these groups.\nDeciding on the purpose: R,M&E can be useful for accountability purposes, because it can be used to report back to all people and groups connected to the C4D initiative (including donors, managers, partners, community groups, ‘beneficiaries’ and others).\nDetermine what 'success' looks like: Working with community groups, partners and others to find agreement about what success might look like means that everybody knows and understands what values are used to make judgements about a program. In other words, the criteria and values to judge success are shared and transparent.\n|Describe (to answer descriptive questions)\nSample: Thoughtful and thorough sampling helps to make the R,M&E design more rigourous. In quantitative (numbers based) methods sampling the sample size and the sample selection are key to making credible claims about the findings. In qualitative (words, stories,visual) methods, sharing details about the sample and selection process increases credibility and trustworthiness.\nUse measures, indicators or metrics: We usually think about indicators as being useful for reporting and accountability to managers and donors. Indicators should also be used for providing partners, communication groups and others participating in the intervention with information about what was achieved/not achieved, and the importance of the indicators for their community. When using the data from indicators in this way, it is important to acknowledge that the information is simplified and partial, and that other types of information are usually needed to make informed decisions about the intervention.\nCombine qualitative and quantitative data: A key part of being accountable is rigour. Combining data from different data collection methods boosts the rigour by providing different perspectives and ways to understand a problem.\nAnalyse data: Those involved in data analysis are in a powerful position of meaning making. It is important that the processes used to analyse data are rigorous, systematic and transparent.\nManage Data: C4D emphasises good data management and ownership processes that are respectful, ethical, and responsible. It is important to agree to policies and processes that prevent or minimise harm (especially for vulnerable groups). These discussions should take place before, during and after the data collection.\n|Understand causes (to answer questions about causes and contributions)\nInvestigate Causal Attribution and Contribution: A central question in RM&E from an accountability perspective is 'what has been the impact (or contribution) of C4D to observed changes'. Answering this question rigorously requires selecting carefully from three causal analysis strategies (Compare results to a counterfactual; Check the results support causal attribution; Investigate possible alternative explanations).\nSynthesise Data from a Single Study/Evaluation: By undertaking data synthesis processes we can make findings based on different sources of evidence and voices. This is useful tool for accountability to partners and community groups, and to donors and managers.\n|Report and support use||\nIdentifying Reporting Requirements: Reports from R,M&E are usually focused on satisfying the needs of donor and managers. These are important users, but it is also important to think about the reporting needs of other groups we are accountable to. This includes partners, community groups, local institutions and other stakeholders.\nDeveloping recommendations: How can social accountability principles be used to ensure that recommendations from stakeholders are heard and meaningfully considered?\nSupporting use: To achieve social accountability it is critical that recommendations from different stakeholders are heard and meaningfully considered by decision makers. Committed and transparent processes to ensure that the findings (both positive and negative) from R,M&E are used is an important part of accountability.\nChallenges and strategies\n|Systems like Results Based Management tend to prioritise reporting to managers and donors, rather than accountability to partners and community groups.||C4D can lead the charge in advocating for a multi-dimensional understanding accountability, as set out in the SDGs.|\nIn Results Based Management accountability is usually judged based on how well the initiative followed planned processes. This is not as suitable in complex situations or where experimentation and adaptability are key.\nThe following tasks and approaches can be useful to thinking about alternatives:\n|Too much focus on ‘accountability’ for ‘results’ can make people fear failure. In C4D where outcomes are less controllable and predictable, teams might start limiting the objectives they set. This can also lead to less collaboration, where sections or organisations (in a joint project) only work on areas that they are accountable/responsible for.||The Theory of Change is a useful way to create a holistic overview of how we think different parts of the project contributions to change (see Develop program theory or logic model). Concepts like the sphere of control, sphere of influence, and sphere of concern, borrowed from Outcome Mapping (see Better Evaluation page about Outcome Mapping), can be useful for identifying the degree to which teams should be expected to be accountable for changes.|\n|A common perception within some organisations is that high quality and credible evaluations require quantitative data.||\nThere are certainly ways to ensure rigour and quality in mixed-methods and qualitative designs. The following tasks can be useful:\nA Toolkit for Monitoring and Evaluating Children's Participation\nThis toolkit provides guidance on how to monitor and evaluate (using participatory and inclusive methods) children's participation in programmes, communities, and in wider society. The quality and outcomes of participation is a notoriously difficult thing to evaluate. Booklet 3 is particularly useful from an accountability perspective, since it includes tools to measure the quality and outcomes of children's participation. Click here to read a summary of this resource, including an overview of the ways in which it is consistent with the C4D Evaluation Framework.\nMeasuring Empowerment? Ask Them - Quantifying qualitative outcomes from people's own analysis by Jupp, D. & Ali, S. I. (with contribution from C. Barahona). This case offers an alternative model for creating indicators. Participatory process were used to develop and measure progress against indicators of community empowerment. Accountability in this case is primarily maintained at the community level, but the data generated was repurposed for upward reporting requirements.\n- Read more about it here, including the ways in which is is consistent with the C4D Evaluation Framework.\nU-Report is an SMS-based, user-centered social monitoring tool which supports social accountability. U-Report supports social accountability by providing a platform on which citizens can voice concerns and priorities and provide feedback to governments, development agencies and other decision makers. Read more about U-Report and how it is consistent with the C4D Evaluation Framework."

"Why and How to Write Learning Outcomes\nWriting learning outcomes is among the most crucial aspects of learning. It gives a clear picture of what participants need to learn from a course they take. Teaching or training is a complex activity, and so is measuring learning.\nHowever, it becomes easy if you have learning outcomes ready. You can compare the actual learning with these pre-defined take-aways to gain insights into learners’ performance. Not only this, it is also an opportunity for learners to measure their own learning and spot the areas for improvement.\nSo, before we talk about how to write learning outcomes, let’s first understand what these are.\nWhat Are Learning Outcomes?\nSimply put, learning outcomes are the take-aways of a course. These indicate what learners should be capable of on completion of a lesson or a course. These outcomes can also involve the knowledge that a learner is expected to have. The five most common ways these outcomes are measured are through:\n- Change expected in learner behavior\n- Change in learner’s capabilities\nAnd the gaps between the expected and actual indicate that the\n- learning outcomes were not carefully written and/or\n- learning is not delivered in a right way and/or\n- learners are not receptive\nThis means that either the learning outcomes need to be re-written or teaching methodology needs to be changed to suit different learning styles.\nHow to Write Learning Outcomes\nKnowing where instructors and learners are in the learning process is the key to successful learning outcome creation. Writing learning outcomes is a focused activity. And an instructor or administrator doing so should be clear on the direction. Setting goals for learners is also important.\n1. Consider These When Writing Learning Outcomes\nCreation of learning outcomes should include:\n- Changing behaviors or attitudes based on accurate knowledge\n- The ability to apply knowledge correctly through the result of learning\n- A skill that can be completed due to knowledge and information\n- Testing to determine how learners are using the information\n- The value the learners have gained through their learning\nWhen writing these, the instructors should carefully focus on what learners will gain and how they will put the knowledge to use. The exact type and number of outcomes is up to the instructor.\n2. Apply Information When Writing Learning Outcomes\nWriting learning outcomes is not a simple process. Instructors need to apply different permutations and combinations. In simple words, they need their human understanding and intuition to create learning outcomes that will work for the courses they teach.\nHere your eLearning platform plays a crucial role. Your learning software may or may not support insights or analytics to look into learner behavior. Without a strong understanding of the capabilities and limitations of the learners and the LMS, these learning outcomes may not be created correctly. If available, put it to good use. How? This way:\n- Understand and comprehend information\n- Analyze and synthesize information\n- Get new insights from data churning\n- Apply available information to write learning outcomes\n3. Keep in Mind the Characteristics of Learning Outcomes\nUnderstanding the value of learning outcomes comes partially through being aware of the characteristics that are offered by these outcomes. These include:\n- Broad conceptual knowledge\n- Reflecting essential knowledge\n- Skills and attitude\n- Representing minimum performances\n- Exit behavior\nAssign characteristics to each learning outcome. This will allow the proper information to be implemented, so the learners can receive what they need to be successful.\n4. Measure Quality Of Learning Outcomes\nAn instructor who is creating learning outcomes must be mindful of the quality those outcomes reflect. For example, the learning outcomes that are far too easy will mean that all the learners meet their goals. Similarly, when these are complex, majority of learners wouldn’t be able to meet them – which ultimately leads to drop in motivation.\nHow’s this possible? The only real way to determine this is instructor’s\n- Understanding of what learners need to know\n- Focus on providing true value for the learner.\n- Vision for what needs to be achieved\n- Ability to apply direct methods, such as testing, that can truly indicate the knowledge gained\n- Ability to apply indirect methods, such as asking learners about their perceptions of their educational experience.\n- Ability to apply performance-based methods that allow students to use what they have learned.\nLearning outcomes that are high quality give instructors and learners the chance to enjoy and appreciate their educational and training experiences. And those creating learning outcomes must think carefully about the difficulty learners may have when meeting those outcomes.\nWriting Learning Outcomes for Online Environments\nWriting learning outcomes is important in either of the cases – online or offline. Here, the question is not which of the two methods of learning deliver is more impactful. Rather, it’s about getting the maximum out of a session, and which depends on writing a clear-cut take-away.\nNo matter which option learners choose, they still expect to get a good quality education. They want to be taught what they need to know. If they are not given this knowledge, they will not have the skills and abilities they expect to have from pursuing their education. Because online learning is much more affordable, quick and convenient, majority of adult learners prefer it.\nThe Learning Management System and Learning Outcomes\nA learning management system can help track and follow what learners are doing. It can show whether learners:\n- access and engage with the material\n- grasp information in a timely manner\n- can apply that information correctly\n- need help in specific areas that may be complex\nLearners’ interactions with the LMS provide a statistical view of their engagement. However, they also have shortcomings. Unfortunately, most learning management systems do not provide a detailed idea of the learning outcomes themselves. The data has to be coupled and analyzed by the instructors. Therefore, a lot depends on analytical skills of instructors.\nConclusion: The bottom line remains that writing learning outcomes – whether the medium of instruction is online or offline – whether you use technology or not – is crucial aspect of learning process. The instructors must create learning outcomes for each of their lesson and courses."

"“The Undergraduate Degree Level Expectations (UDLEs) and Graduate University Degree Level Expectations (GDLEs) represent the threshold level skills and knowledge Ontario students must demonstrate in order to successfully complete their programs. The Degree Level Expectations form an integral part of Ontario’s Quality Assurance Framework , which establishes the protocols for the approval of new undergraduate and graduate programs and the review of existing programs at publicly assisted universities”. (Excerpt from the Official Degree Level Expectations Website hosted by McMaster University, funded by the Council of Ontario Universities).\nWhat are the Brock DLES?\nBrock University has adopted the six DLES as established by Ontario Council of Academic Vice-Presidents (OCAV). See the UDLES and GDLES at http://www.brocku.ca/vp-academic/quality-assurance\nFaculties may also identify Faculty specific DLES as an opportunity to articulate outcomes and learning experiences specific to particular disciplines.\nWhat are the benefits of thinking about our curriculum in terms of DLES?\n- Describes the outcomes of the degree\n- Provides an overall framework that guides curriculum planning\n- Provides a framework for evaluating program effectiveness\n- Provides documentation for assessing transferability\n- Provides a framework for developing appropriate assessments of student learning\n- Assists with quality assurance\n- Fosters intentional teaching aligned with program/degree goals\n- Provides a context for student self-evaluation\n- Informs students of the expectations and standards of the degree\n- Helps students engage with the course, program and degree\nHow do we align program outcomes to the DLES?\nCurriculum committees might come together to identify program outcomes. In these discussions, it is helpful to ask…\n- What are the attributes of an ideal graduate from this program? What knowledge, skills, and values should they have? What do we want a graduate of this program to know or be able to do at the end of the degree?\n- How do the knowledge, skills and values align or map onto the six DLES? What abilities (knowledge and skills) are not covered by the six, if any? (This is an opportunity to identify discipline-specific outcomes).\n- Where in the curriculum does a student get an opportunity to acquire these attributes or develop these skills? (This then becomes a curriculum mapping opportunity where program outcomes are mapped at the course level).\n- What learning /assessment experiences are used to ensure the student has achieved the outcomes?\nMapping the curriculum\nCurriculum mapping provides an opportunity to align our course learning outcomes to our program outcomes and to our degree level expectations (DLEs). The image above represents how different levels of outcomes can nest or embed within each other. By looking for alignment between these various levels of outcomes, we can get a sense of what outcomes are being met, where they are being met, and at what level of sophistication. Some outcomes are ‘introduced’ in foundational courses, ‘reinforced’ mid way through the degree, and ‘mastered’ at a senior level. Mapping the curriculum can provide the “big picture” of the student experience and ensure that students are getting the activities and assessments that allow them to be successful in the program.\nFor additional resources, visit the Centre for Pedagogical Innovation or the Curriculum Resource Page and the Brock University’s Guide to Curriculum Mapping."

"If you are in a water company doing any form of outcome work for OFWAT, you must beware (and read) the accompanying Outcome thinking White Paper on the principles that underly proper outcome thinking.\nI think it is great that OFWAT are planning to use Outcome thinking in their price determinations but, for goodness sake, their examples of outcomes show a complete mis-understanding of outcome thinking and what it means!\nAs a result I have ended up writing a Outcome thinking White Paper for some clients in the water industry on the subject of outcome thinking, the logic model and its underlying principles. (I do this when I get angry, and boy did this make me angry).\n[Update: Mar 2014: Since originally writing this article in Oct 2012, I have helped two companies develop their outcomes. That Outcome thinking paper became the basis of one of those company’s outcome statements to OFWAT. The other handed over copies of my book, Strategy Mapping for Learning Organizations, to the regulator when they submitted their submission to OFWAT.]\nWhat goes wrong with OFWAT’s approach to outcome thinking?\nLet us look at just one OFWAT paper. “Inputs, outputs and outcomes – what should price limits deliver? A discussion paper”.\n- On page 7 they define inputs, outputs and outcomes as a hierarchy.\nHere is the first problem. The input output outcome model is NOT a hierarchical model – it is a rich cause and effect model. But at least the say Outcomes are what customers value.\n- Page 8 they say “Outcomes are the higher-level objectives that company actions, activities and achievements are intended to help deliver.” Umm. Confused message. Outcomes are not “the higher level company objectives”. Outcomes are explicitly outcomes for customers. They say examples might include:\n- providing safe drinking water;\n- providing sewerage services consistent with maintaining public health;\n- reducing carbon emissions;\n- fair, transparent and acceptable bills for end-customers;\n- compliance with legal requirements; and\n- sustainable use of water resources\nThe outcome should include the thought, how does this change the life or well-being, of the consumer, now or in the future?\n- On page 9 they cite a collection of so-called “Outcomes” from the “Strategic statements of companies”.\nLet us be clear. All these examples, without exception, are statements of outputs from the companies and the company’s objectives. They are NOT outcomes! They are strategic objectives, for the company.\n- On page 11 they refer to outputs. They say, “Outputs are the observable and measurable activities, actions or achievements that a company needs to deliver to bring about the outcomes that customers and broader society value.”\nWhy so few good examples in the UK public sector? They omit the underlying methodology – the study of the method.\nUnfortunately there are many such mistakes in outcome thinking in the UK public sector. So, I investigated why I knew of so few examples of good practice in the UK public sector – and found out why! The reason there are so few UK examples is that, in all the UK central government examples and references, the original underlying approach is completely discarded and there is almost no reference to the solid theory, thinking and experience base that sits behind it. They have not studied the method and its origins. They have taken a rich model and discarded all the useful bits, just keeping the empty skeleton – the inputs, outputs and outcomes (and ignored some of them).\nLet me explain. Read my Outcome thinking White Paper and you will see what I mean. Every UK public sector reference I found to the approach, is superficial and simplistic: an approach that won’t help anyone.\nOFWAT examples of outcomes are simply wrong and misleading\nIt is worse. Many have basic mistakes, even in these simple descriptions. For instance I looked at some of the OFWAT examples and their papers show a complete mis-understanding of the model, and especially what outcomes are and how to define them. They variously describe outcomes as “Strategic objectives” and “Higher-level objectives that company actions, activities and achievements are intended to help deliver”. Both are completely incorrect and misleading. If what I have found is their best attempt, and you or any other Water Company)follow their guidance, you all will be up a gum tree, in the poo, and down a rabbit hole, without a paddle, all at the same time! Seriously.\n[Update Mar 2014: This outcome thinking regulatory approach is now being applied by OFGEN to electricity companies – I hope their thinking is clearer.]\nIt is clear that OFWAT (in these papers anyway) do not understand this outcome based method, its deeper approach and the implications. That has severe consequences for the Water Companies.\nPut another way, you have the chance to leap ahead and demonstrate best practice to them.\nConsistent with the underlying thinking we apply with our clients.\nWhat I did find, is that the approach I use so often to map how an organisation will influence its customers, or a public sector organisation will benefit its beneficiaries, and the principles behind it, are perfectly in line with the underlying methodology.\nIt will produce useful inputs, outputs and outcomes: it will also help you with programme design and untangling the complex integrated strategies you talked about. It will all help you here.\nThe origins of outcome thinking: the Logic model\nGetting technical, the I-O-O approach originates in “The Logic Model” which comes from the External Evaluation of programmes of social change. It did not originate in programme design. So, trying to use it for programme design could be a mistake (unless you knew the tricks deeper in the approach – known as “Theory of change” which is useful for programme design).\nFortunately, deep in the various guidelines I found, there are clues as to how to do design that produces meaningful inputs, outputs and outcomes. Curiously, this is all very analogous to the strategy map design in its thinking and principles, so I was feeling more and more comfortable the more I went into this. It is comfortable familiar home ground to me.\nSocial change, evaluators and outcome thinking\nThe Outcome thinking White Paper provides loads of references that you could follow-up. It refers to three manuals published by US “Program evaluators” who are looking at the impact of social change programmes on societies and people. They have many good examples.\nSo, I hope this is helpful.\nHave a read of the Outcome thinking White Paper. If you are in the water industry (or even in OFWAT) I think it is mandatory reading. It will help you understand how outcomes should be developed and will help you develop outcomes and strategies that can be tracked and usable for the price determination process.\nGo to the outcome thinking page, and download the paper. I am sure you’ll appreciate that it was worth it.\nAnd if you want help developing outcomes PROPERLY, you should talk to someone who has done it properly.\nWe have a track record of helping organisations develop outcome thinking and action. Outcome thinking and Outcome models originally come from the evaluation of social change in the charitable sector in the United States. They found their way into the UK public sector (where they are again poorly understood). We have worked with organisations that use outcome thinking precisely for this purpose, such as Fund providers. We have helped public sector organisations (such as the NHS and City Councils) develop their outcomes and models of change. We have also helped commercial organisations develop their strategy for changing and improving customer outcomes, because the customer perspective of Excitant’s fourth generation balanced scorecard approach uses a very similar model. We also have water industry experience at a couple of Water companies.\nSince originally writing this paper we have now worked with three major water companies and the Water Industryresearch organisation.\nIf you have any doubts that you are developing appropriate outcomes that can be delivered, then I would welcome the opportunity to explore the issues and how we might help ensure you develop meaningful, achievable outcomes. To arrange a short discussion, simply give me a call. My number is at the top of the page."

"learning environments often change yet clearly-defined learning outcomes are easily transferred\nIn this section of the WBL Toolkit, different tools and products are provided with a view to:\n- exemplifying curriculum and learning outcomes development;\n- confirming mechanisms for managing and delivering learning in the workplace;\n- promoting enhanced quality and standards among those involved in the development of learning programmes and courses.\nIndustry is evolving with many vocational sectors looking to work based learning to provide a solution to changing and evolving skills within a particular vocational sector, company or workplace.\nArguably one of the most important aspects of work based learning is that tied to the design and development of courses, programmes and curricula for delivery across different learning environments and with different learner cohorts.\nIn developing a programme of work based learning, the starting point for many is the definition of learning outcomes - statements confirming “what a learner knows, understands and is able to do on completion of a learning process”. There is also a need to consider learning delivery, monitoring and assessment, aligning the latter with existing (national, European) frameworks and tools for learning recognition.\nIn terms of involved actors, programme development equally requires input from the targeted sector or industry and from those involved in the development and delivery of education and training.\nUsing Learning Outcomes: European Qualifications Framework Series – Note 4 (European Commission, 2011):\nDownload (pdf; 6,2 MB)\nA Review of Case Study Findings form the WBLIC Project (2011-2013)\nDownload (pdf; 1,2 MB)"

"As an ADQE Officer I support course validations, both internally and externally, and attend Curriculum Development Approval Sub-committee (CDASC). At these events a significant amount of time is spent ensuring the course and module learning outcomes are aligned to FHEQ qualification descriptors (2014). Typically, requests for amendments to the learning outcomes are made and course teams update learning outcomes accordingly.\nFor some, learning outcomes are challenging, perplexing and difficult to understand…some even see learning outcomes as an administrative device. However, this is certainly not the case. Learning outcomes support and guide good learning and teaching. They clarify the course or module team’s thinking about what they are aiming to achieve, outlining what is taught and how.\nSo what is a learning outcome?\nThe QAA UK Quality Code for HE Part A: Setting and Maintaining Academic Standards (2014) defines learning outcomes as a:\n‘Statement of what a learner is expected to know, understand and/or be able to demonstrate after completion of a designated programme of study (which leads to a qualification).’\nIn non-quality assurance terms, learning outcomes describe what a student should be able to do to successfully complete a course of study. For example:\n‘By the end of the course you should be able to… analyse risks to computers and computer systems, and recommend, develop, implement and review effectiveness of appropriate safeguards in a variety of contexts.’\nModule learning outcomes are more specific, offering a short guide for students on where the module will take them. For example:\n‘By the end of the module you should be able to… advise parties to a case involving the sale of land of their rights and obligations, and justify your advice by reference to relevant statutes and cases.’\nWhat is the purpose of learning outcomes?\nLearning outcomes are incredibly important as they make it clear to both students and staff the expectations for the learner’s development and how the outcomes will be assessed.\nLearning outcomes are also vital as they:\n- tell students what is important;\n- enable good assessment development;\n- encourage reflection and good course design and development; and\n- drive learning.\nHow can I devise effective learning outcomes?\nPhil Race, Making Learning Outcomes Work, argues that effective learning outcomes should answer the following eight questions:\n- Who do these outcomes belong to? Not just ‘students’, please! It’s me we’re talking about. Please refer to me as ‘you’ when explaining the learning outcomes.\n- What am I supposed to become able to do? (i.e. what evidence am I working towards providing?).\n- How is my evidence of achievement going to be assessed?\n- Why is this important? Why is it worth me putting time, energy and intellect into working on this?\n- When am I going to need to produce the necessary evidence? Along the journey of my learning, or just at the end of the journey?\n- Where is my evidence going to be assessed? In the lab? In the classroom? In the field? In the seminar? In the exam room? In the work placement?\n- So what? What happens if I don’t provide evidence of my achievement of the outcomes? What happens if I don’t achieve them? Does it matter? If it’s important enough, it should matter. Is it?\n- Wow! What’s the ‘wow’ factor about this course? Why am I doing it instead of some other course? What’s the ‘wow’ factor about how this subject is taught here? Why am I here and not somewhere else? What’s the ‘wow’ factor that this course has that isn’t anywhere else?\nDo your learning outcomes answer these questions?\nIt would be unrealistic for every learning outcome to address all eight questions, but, at a minimum, learning outcomes should answer the ‘what’s’ and ‘how?’ in each outcome and the rest of the questions should be clear to students.\nUltimately learning outcomes should be:\n- Active – it describes what students can do.\n- Attractive – students want to achieve it.\n- Comprehensible – students know what it means.\n- Appropriate – to the student’s current goals and career plans.\n- Attainable – most students will mostly meet it, with due effort.\n- Assessable – we can see if it has been achieved.\n- Visible – in the course booklet and on the VLE.\nResources on Learning Outcomes:\n- Learning Outcome Generator, ADQE Curriculum\n- The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (August, 2008)\n- UK Quality Code for HE Part A: Setting and Maintaining Academic Standards (2014)\n- Making Learning Outcomes Work, Phil Race\n- Learning Outcomes and Their Assessment: Putting Open University Pedagogical Practices Under the Microscope\n- Writing and using good learning outcomes, David Baume\n- Why learning objects are so important? (2017)"

"This article will help you decide what to study, and at which university. We provide practical tips on how to compare universities, how to prepare for open days and who to talk to at these events.\nWhen choosing a course, it is important that you are interested in the subject. Although not vital, it also helps to think of what career or further study you intend to pursue in order to give you the best possible chance of success in that area.\nCourses are taught via a variety of different methods including lectures, seminars, and practical sessions. Your course may include placement, field trips and residentials which will take place off campus in a wide variety of locations.\nMost courses are assessed by a variety of methods which could include exams, written work, presentations, projects, practical assessments. It is likely that your course will include some group work.\nYou will usually study 6 modules every academic year, these are subtopics of your overall course. Some of these you will be able to choose and some will be compulsory. By passing your modules you will collect credits which will enable you to progress on your course. It is common that all students enjoy and excel in some areas above others, however each module is as important as another and all will contribute to your progression.\nHow could this affect me?\nChoosing the right course for you is the most important choice you make when deciding whether or not to go to University. Being informed about the content of the course, how it is taught and the methods of assessment may help you to decide which course is right for you.\nAnd if you do start a course and you find it is not the one for you, there are options to change or start an alternative course.\nOnce you have decided on a course of study, you then have the often tricky task of finding a suitable university at which to study it! There are many factors to take into account when deciding on a university; probably the first question you need to ask yourself is, ‘Do I want to live away from home?’ This is a major consideration for any student, and autistic students can find it particularly challenging.\nTake up opportunities to visit the different universities, look around the campuses, visit the accommodation, and try and speak to the tutors… really try and get a feel for what life there would be like.\nWhat to do next?\nFind out more about the courses you are interested in\nIt is really important that you find out more about the university and the course, how it is taught and assessed before deciding if it is for you.\nFind out what is important to you\nIf you are visiting several different universities, it can become confusing, and easy to lose track of what was on offer at each; take a camera and note pad, and jot down important details. Some students have found it useful to have a spreadsheet to compare the facilities and courses on offer; you may want to consider things like:\n- distance to travel between accommodation and campus,\n- fees (tuition and any other costs you would be expected to pay for equipment etc.),\n- cost of accommodation and living expenses,\n- how many hours tuition you will have a week,\n- autism awareness of tutors\n- autism support by the disability services team\n- how inclusive the course material is, i.e. does it cater for a variety of student preferences?\n- reasonable adjustments typically available,\n- library facilities,\n- availability of quiet study areas,\n- extracurricular activities.\nEach student will have their own priorities when it comes to what is important for them!\nUnderstand the entire course structure\nAutistic students have told us that they often struggle with understanding how the different modules or units in a course relate to each other, and why they are all required. When you go to an open day, ask the relevant course leader to explain this. Often the names of modules within a course do not reveal much about the content – again ask the course leader or module tutor to give you more information.\nSpeak to students\nOften, open days are hosted by current students, sometimes called ‘Student Ambassadors’. Have a chat with them if possible, to get their first-hand impressions of how it is to study there. Our advice is to be open about your autism, and explain what you like, what you don’t like, and what you’re good at.\nIt is also helpful to contact the Disability Support team before visiting, to arrange for an appointment with them on the day, so that they can explain their support policies. They may also be able to provide you with particular support for the open day, should you require it. They may even be able to arrange for you to meet another autistic student who can tell you about his/her personal experiences.\nUse our Best Practice Guides to prepare\nWe have put together a set of Best Practice Guides for academics and disability staff to help them support autistic students better. They are full of practical tips and you can use these guides as references when talking to professionals – to find out what the university already does in terms of support, and what they could do better in the future. You can download the guides at www.autism-uni.org/bestpractice.\nQuestions to think about\nSome points to consider when choosing where and what to study:\n- What are you interested in? Is this an area of study that can lead to a career at the end of the course?\n- Do you want to live at home and commute to the university?\n- Would you be happy living independently away from home?\n- Are you aware of the workload that is required for your course? (Remember that much of your time will be spent in independent study.)\n- How is the course assessed?\n- Does the course require you to make additional purchases of equipment? (Some courses require the purchase of high spec computer equipment, for example, which can prove to be very expensive if you are not prepared for it!)\n- Have you researched what support the university can offer autistic students?\n- What is the social life like? (Not all students enjoy the livelier aspects of university life! Check with the Student Union to see what clubs and societies are on offer.)"

"You may have not heard the terms 'quality assurance', 'academic quality', 'academic standards' before and now you have you may think they have nothing to do with you, however this page is here to explain what these terms mean and how they relate to you and your course.\n'Quality' – This refers to how well Middlesex supports you in your learning and covers the following areas:\n'Standards' refer to the level of achievement you need to succeed on your course and get your qualification. Standards should not vary from one higher education provider to another.\nHaving both quality and standards means that you and everyone else can have confidence in your degree and your education.\nQuality assurance is therefore mainly about maintaining standards and ensuring students have the best possible experience at University or College. The University has a range of quality assurance processes and procedures which include the following:\nYou will mainly be familiar with Boards of study and with Student reps but getting involved means that your voice can be heard and the views of students are made central to the process.\nEvery year, students are elected to a role where they can represent the views of their fellow students to staff on their programme and to the university as a whole. Called Student Voice Leaders, these representatives play a crucial role in ensuring the views of students form a core part of the development of programmes and of the university. With support from the university, the Students' Union runs elections for Student Voice Leaders every year, and provides them with the knowledge and skills they need to carry out their role. You can find out more about the training and support given here.\nStudent Voice Leaders sit on Boards of Study – twice yearly meetings with staff from the programme (and others from the university) to discuss data from the programme and ways in which it can be improved. Minutes and Actions from Boards of Study are uploaded on MyLearning programme pages so you can see what is being discussed, what actions are being taken and when they are completed. You can find out who the Student Voice Leader is for your programme here:\nQuality enhancement refers to how universities seek to continually review and improve quality and standards. By getting involved in quality assurance you can help to enhance the programmes we run and also the experience of students.\nThere is a national body called the QAA (Quality Assurance Agency) which has devised a national set of expectations around Quality and Standards which all Universities and Colleges must adhere to. They also review institutions to ensure that they are meeting these expectations."

"Under the Professional Standards Framework (PSF), the Areas of Activity, Otherwise known as the “As”, constitute the educational activities undertaken by university teachers and supporters of learning. You will use them to structure your application. There are five Areas of Activity: Associate Fellows of the HEA (AFHEA) need to write to at least two of these Areas of Activity in their reflective narrative, while Fellows (FHEA), Senior Fellows (SFHEA) and Principal Fellows (PFHEA) need to write to all five.\nA1 Design and plan learning activities and/or programs of study\nIt is rare that you can take the ideal teaching design for your teaching “off the rack”. Your students differ in many ways (undergraduate/postgraduate, year level, background knowledge, gender, culture and linguistic diversity, employment focus, etc). Perhaps your learners are actually your peers: staff or students. A1 is about the way in which you plan, develop and prepare learning activities, courses and curricula, whether face to face or in a virtual learning environment.\nEducators have different approaches to learning design, based on factors such as the level at which you are teaching, the nature of your learning audience, the learning outcomes for a course or individual teaching activity. Don’t forget that your “learners” may be undergraduate, postgraduate, research students or even academics.\nYou may have a great deal of autonomy in the design process (e.g. as a course convenor) or you may have minimal opportunity (e.g. as a tutor). Your reflection could include discussion of the way you have designed or overhauled curriculum or individual learning activities for your learners. You could include examples of learning activities you have designed for a wider group, or even supplementary activities you have designed for individual learners who require additional support. Think about why you designed these things the way you did, what the impact was on your learners, and any lessons you learned along the way.\nA1 encompasses the following aspects you could reflect on:\n||Who are your learners?\n|What’s your approach?\n||What’s your design?\n|What interactions are facilitated?\n||What are you using?\nDescribe and reflect on the What? How? Why? And So What?\nA2 Teach and/or support learning\nFor many university educators, teaching and supporting learners is a key activity. The nature of that teaching may be very different: some teach in labs or hospitals, many teach in large or small classrooms, and some teach on the beach. Some teach hundreds while some teach one at a time. A2 is about your direct engagement and interaction with learners, whether in groups or individually, remotely or face to face. This may consist of formal, timetabled approaches or teaching contexts outside scheduled classes and more informal in nature, but nevertheless essential to student learning and taking place in a wide range of contexts. Your “teaching” activities might include a variety of things (see examples in the table below).\nYou need to describe and reflect on your current and ongoing use of discipline-appropriate and effective approaches and methods of teaching and supporting learning, as well as show how you are developing your skills and Core Knowledge (K1–K6, with K1 and K2 for AFHEA) and how that has helped you choose the most appropriate approach for the achievement of the learning/curriculum aims.\nThis is where you talk about the nuts and bolts of what you actually do as an educator. What teaching strategies do you implement? What is your teaching style? How do you structure your classes, workshops or labs? How do you support learners who need additional support and guidance?\nExamples of how you may be teaching and/or supporting learning:\n||Where are you teaching?\n| What is your teaching activity?\n|What interactions are facilitated?\n||How is the teaching carried out?\nAgain, describe and reflect on the What? How? Why? And So What?\nA3 Assess and give feedback to learners\nHow do you access the work of your learners? Learning is more effective and faster when a knowledgeable person (a “teacher”) gives expert, timely feedback (“formative assessment”). In universities, assessment is also part of the certification that society requires of professionals, innovators, thinkers and leaders. A3 gives you the opportunity to reflect on why, how and when you assess and how you give useful feedback.\nWhat kind of assessment methods do you use, and why? What is the literature that undermines these methods? How do you provide feedback to learners? What kind of feedback strategies do you use, and have these strategies evolved over time? How do you adapt your assessment and feedback to fit in with different learning styles and class structures? For example, providing feedback in a lab will likely have different requirements to providing feedback in a traditional classroom.\nYou need to describe and reflect on your experience of:\n- the nature and importance of assessment and feedback in the context of your work with students;\n- how you make informed, formative judgements about students’ work;\n- how you develop and/or use assessment criteria;\n- the role that assessment and feedback plays in the work you do to support learners;\n- the appropriateness of the assessment approaches and feedback techniques that you use in a specific context.\n|What was the context of your feedback?\n|What type of feedback did you give?\n|How did you give feedback?\nA4 Develop effective learning environments and approaches to student support and guidance\nUniversity teaching may be face to face or online, and may occur in a physical or virtual space. In every case, the learning environment is what the educator makes it. Do you do anything in particular to create an inclusive, safe and productive environment within your classroom? Do you set up the room/lecture theatre/lab in a specific way? This can also translate to online learning, and the type of learning environments you create via your wattle page, or use of social media.\nA4 is about how you effectively use both formal and informal learning environments to facilitate student learning, and how you meet the needs of your learners for educational support and guidance. The examples you might use will vary greatly depending on the physical and virtual environments in which you teach or support learners, the nature of the subject or discipline and the nature of the students. You need to evidence how you:\n- Design, use and manage the range of physical or virtual learning environments available to you so that they are appropriate to your learners’ needs\n- Work with learners, service providers and/or teaching staff to ensure that your learners can access and use a broad range of learning and support opportunities (including health, counselling and skills services)\nYou need to describe, and reflect on, your rationale and experiences in developing and using learning environments. The emphasis should be on your understanding of the importance of the learning environment/s, acknowledging the different styles of learning that take place in them. You are asked to reflect on how you create effective learning environments, and how you put in place, use and fine tune strong support mechanisms, academic, practical, pastoral, personal – to enhance learning. What strategies do you implement to help students who need additional support? Your examples can be for individual students, or groups of students.\nYou might describe physical or virtual learning spaces, and visual, written and practice-based learning. Learning support activities might refer to learning through tutoring, one-to-one advice, counselling, developing practice to meet the learning implications of widening access, or supporting learners with disabilities etc. You might particularly want to refer to the Professional Values (Vs) in connection with this Area of Activity.\nYou might find yourself reflecting on some of the following:\n|What is the learning space?\n||What did you consider in the design of the learning environment?\n|Have you changed how students use the space?\n||What services do you support?\nA5 Engage in continuous professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship, and the evaluation of professional practices\nWhat do you do to improve yourself as a teacher? Trial and error can only get you so far as an educator! Engaging with professional development and adopting evidence-based approaches can be much more effective. A5 asks you to think about the kind of formal and informal professional development and educational research that has influenced your practice as an educator. Have you attended workshops at CHELT? Workshops within your College or at other institutions? You need to be able to talk about what you learned from your Professional Development activities, and how you then applied these learnings to your teaching.\nYou do not need to be directly involved in research on teaching but A5 should include your experience of scholarly and/or professional activity that contributes to your teaching and support of learners. Think about how Kreber describes this kind of work:\nThe scholarship of teaching is the intellectual, practical and critical work done by college and university teachers; that is, aimed at pursuing significant educational goals (Kreber 2005, p. 393)\nScholarship is enacted when we engage in purposeful and critical reflection on our own teaching (Kreber 2013, p. 81)\nScholarship of teaching and learning is evidenced differently for each level of application but even an AFHEA application should include a focus on pedagogy and your subject knowledge. Think about how you find out about teaching and engage with your peers operating at a variety of levels – this might be informal dialogue, conversations and classroom experiments; action research; conferences and seminars; exchanges; or the scholarly literature. All of these activities potentially provide evidence of good scholarly practice through critique and reflection.\nEven if you are an early career educator, your experience described in A5 should relate to your work as a ‘scholarly’ educator, that is, an educator who uses evidence-based practice. Explain how you use other people’s work to inform your practice for teaching or student support, and give examples of activities which have resulted in the development of your understanding and practice, such as:\n- Annual personal/professional development review discussion about your teaching development;\n- Participating in staff development relating to teaching and learning, generally and/or in your discipline (such as Principals or Tutoring or Demonstrating or Foundations modules, College teaching & learning events, education-related conferences in your discipline), and how you have used the learning from those opportunities;\n- Studying for a degree in higher education;\n- Use of academic and/or professional practice resources;\n- Oservation of teaching/student support in ways that have allowed you to improve your own practice;\n- Inviting observation and feedback on your own practice;\n- Making use of published educational research to inform your practice.\nKreber, C. (2005). Charting a critical course on the scholarship of university teaching movement. Studies in Higher Education Vol. 30, No. 4, August 2005, pp. 389–405.\nKreber, C. (2013). Authenticity in and through teaching in higher education: The transformative potential of the scholarship of teaching. Routledge."

"aims2 introduce the UK PSF the concept of reflective practice and continuing professional development within HE peer observation\nintended learning outcomes3 By the end of the session, you will have had the opportunity to: • discuss experiential learning and learning through reflection to enhance practice • recognise the importance of peer observation and discuss key characteristics of how to conduct effective peer observations • examine the UK Professional Standards Framework (PSF) and recognise its importance for own professional development • explain the importance of reflective practice, including reflection on- and in-action • explore the use of portfolios and different media to record reflection • develop a strategy to embed reflection in own practice\nWho are we?4 Let‟s play and test each other on the content of the module guide!\n5UK PSFPGCAP, core module, week 1\nGood practice6 What does good practice look like for teaching in HE? Discuss and create a poster in your learning sets. (10min)\nUK Professional Standards Framework7 (UK PSF) • A framework for standards! • for teaching and supporting learning in HE • proposed in the White Paper The Future of Higher Education (2003) • areas of activity, core knowledge and professional values derived from the Higher Education Academy‟s existing Accreditation Scheme • professionalisation of teaching and supporting learning in HE\nUK Professional Standards Framework8 (UK PSF) The standards framework aims to act as: • an enabling mechanism to support the professional development of staff engaged in supporting learning • a means by which professional approaches to supporting student learning can be fostered through creativity, innovation and continuous development • a means of demonstrating to students and other stakeholders the professionalism that staff bring to the support of the student learning experience • a means to support consistency and quality of the student learning experience.\nUK PSF9 • 6 areas of activity • 6 core knowledge • 5 professional values • for Fellowship of HEA & PGCert need to engage with all of these. • http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewar dandrecog/ProfessionalStandardsFramework.pdf • http://tinyurl.com/ukpsf\nGood practice and UK PSF10 What does good practice look like for teaching in HE? Compare your posters against the the UK PSF (5min)\naction plan11 Where am I now? What are my strengths? On what am I going to work on? ...\n12REFLECTIONPGCAP, core module, week 1\nWhat is reflection?14 “Reflection is a form of mental processing – like a form of thinking – that we may use to fulfil a purpose or to achieve some anticipated outcome or we may simply „be reflective‟ and then an outcome can be unexpected. Reflection is applied to relatively complicated, ill-structured ideas for which there is not an obvious solution and is largely based on the further processing of knowledge and understanding that we already possess.” Moon (2004, p. 82) What 3 words in this quote stand out as most important to you?\nWhat is reflection?15 “Reflection is a form of mental processing – like a form of thinking – that we may use to fulfil a purpose or to achieve some anticipated outcome or we may simply „be reflective‟ and then an outcome can be unexpected. Reflection is applied to relatively complicated, ill-structured ideas for which there is not an obvious solution and is largely based on the further processing of knowledge and understanding that we already possess.” Moon (2004, p. 82) What 3 words in this quote stand out as most important to you?\nWhy Reflect?16 What will you get out of reflection? What‟s in it for me?\nHow? Reflective Cycle (Gibbs, 1988)17 Turning experience into learning! 6. Action plan If it arose 1. Description again, what What would you happened? do? •The role of emotions •Emotional reactions 5. Conclusion 2. Feelings •Emotions can distort events What else What were could you you thinking have done? and feeling? (Moon, 2004) http://www.youtube.com/ watch?v=leIPj3SIbNU music and 4. Analysis 3. Evaluation emotions What sense What was can you make good and bad of the about the situation? experience? http://www.hcc.uce.ac.uk/dpl/nursing/Placement %20Support/Model%20of%20Reflection.htm\nSo What? deepening reflection18 describing feeling analysing reasoning stepping back challenging own ideas being self-critical linking to theory exploring options linking to action Kolb (1984), Gibbs (1988); Moon (2004)\nWho?19 “Sharing your professional and personal skills and experiences with another promotes growth and development that might not otherwise be possible. It is based upon encouragement, constructive comments, openness, mutual trust, respect and the willingness to learn and share”. (Schulte, 2008, p. 1) Moran & Dallat (1995) see a danger in practising monopolised self-reflection and recommend the use of reflection as a collegial activity.\nWhen?20 Schön D A (1987) reflection reflection in on action action\nreflection and positionality What am I bringing to the situation? What is my view of the students? Of myself?(Schön, 1983)Reflective practice has something confessional(McFarlane and Gourlay, 2009)\nreflection-on-action22 This reflection takes place later. It’s usually a more mature process in which we can consider different aspects of the situation and possibilities.\nListen!23 The time-factor, former PgCert participant shares her thoughts\nreflection-in-action24 Is about ‘thinking on your feet’. Quick reflection whilst your are interacting with others is almost automatic – you act on the basis of your experience and intuition to deal with situations which arise.\n1 picture is worth 1000 words25 Direct link: http://www .youtube.c om/watch ?v=R7aL WbSv0Dg\nHow else? different media26\na comparison 27 Essay/report Reflective writingMoon, J (2004) A Handbook of Reflective and Experiential Learning. Theory The subject matter is likely to be clearly defined. The subject matter may be diffuse and ill-structured. The subject matter is not likely to be personal. The subject matter may be personal. The subject matter is likely to be given. The subject matter may be determined by the writer. The purpose of this kind of writing is set in advance, usually fairly precisely in a There may be purpose, but it is more of the nature of a „container‟ or direction, title/topic. not a precise title that predicts the outcome. Most of the ideas drawn into an essay/report will be predictable and will be Ideas will be drawn into reflective writing from anywhere that the writer determined by the subject matter. believes to be relevant. What is drawn in will be determined by the sense beingand Practice, Oxon: Routledge, pp. 190-191. forged by the writer. There will be a conclusion. There may be a conclusion in that something has been learnt, or there may be a recognition of further areas for reflection. Essays/reports are more likely to be „one off‟ – finished and handed in. Reflective writing may be a part of a process that takes place over a period of time. There is likely to be a clear structure of introduction, discussion and conclusion. There is not necessarily a clear structure other than some description at the beginning and some identification of process made. Structures, such as questions to prompt reflective activity may be given. The writing style is likely to be relatively objective – probably without use of the The writing style is likely to be relatively subjective, using the first person. first person. An essay or report is usually intended to be a representation of learning. The intention underlying reflective writing is likely to be for the purpose of learning. An essay/a report is likely to be the product of a thinking process, tidily Reflective writing usually involved the process of thinking and learning, and it is ordered. therefore not necessarily „tidy‟ in its ordering.\nPGCAP Assessment criteria28 Competence and engagement within an area(s) of relevance to the module (and, as appropriate, to the UK Professional Standards Framework) Engagement with, and application of, relevant research literature and theory Reflection on your learning and the development of your practice\nClassification, a model for29 assessment abbreviation/title characteristics 3 CritR Critical exploration and reasoning of practice in a wider Critical Reflection context, link to theory and thinking about the effects upon others of ones actions. 2 DialR Stepping back, practice analysed, reasoning well developed, Dialogic Reflection linking own viewpoints with these of other, exploring problem solving. 1 DescR Own practice is analysed, some reasoning for decisions and Descriptive Reflection actions, limited to own viewpoints and perspective. 0 RepoR0 Accounts limited to reporting events sporadic evidence of Reporting, no reflection reflection. criteria based on Hatton‟s and Smith‟s (1995), also adapted by Moon (2004)\nCriteria 3: Reflection30 Pass (excellent) - There is rich evidence of deep and appropriate reflection including critical exploration and reasoning about your practice within the wider HE context. Your work provides a clear picture of the impact of your learning on your practice. Your self-analysis is good. You provided a clear and precise action plan for further development. Your plan is completely informed by the reflection. You indicate how your ongoing actions will be assessed for impact. Pass (good) - Your reflections are a mix of surface (tending towards descriptive) and deep levels of critical reflection. There is evidence of self-analysis and your learning during the module. You provide an action plan with some specific details. Some clear linkage between your ongoing plan and your reflections is evident. Pass - Your reflections are mainly surface or descriptive reflections, rather than analytical. You have started to make sense of your learning during the module and there is some self-analysis. You have put an action plan together but this lacks specific detail and is not always linked to the reflection. Fail - There is limited reflection and primarily a descriptive reporting of events, or no reflection. There is no or only limited self-analysis and your action plan is not linked to reflections or there is no action plan.\nDance Lesson 231 I want to consider a situation that arose in a potentially unsettled mixed ability class where I was teaching dance. The focus of the situation was Ben, one of two statemented pupils. The situation left me feeling guilty and inadequate as a teacher. I began the lesson with slightly uneasy feelings. I noticed that there were several absences. The pupils had been creating their dance in pairs with some of the partners absent, they would have to co-operate in new pairings. Co-operation was a problem for some. The children are mixed in their abilities and I had already been thinking that I need to develop strategies both to help individuals when they work outside their friendship groups and also where they need to create new material quickly. I began the lesson with these concerns and thoughts in mind. I started the warm-up when the learning support assistant came in to work with Jade, the other statemented pupil. It might have been helpful if she had come in just a few minutes before. Generally, however, things went well in the warm-up. I felt that I had got that right with simple and fun activities and because the skill level was low, everyone could join in and enjoy it. It really engaged them and this good start probably helped later when things got distracting…. (incomplete slide, see handout)\nGiving Feedback32 Write feedback on the reflection. Use the classification model to help determine the „depth‟ of reflection. Share and compare your feedback\nreflections, sharing with others33 www.pebblepad.co.uk/salford www.wordpress.com critical friend personal module tutor tutor My eportfolio peers mentor\nUsing reflection for action research34 A learning activity based on reflection on experience to enhance/change an element of own practice 6. Action plan If it arose 1. Description again, what What would you happened? do? 5. Conclusion 2. Feelings What else What were could you you thinking have done? and feeling? 4. Analysis 3. Evaluation What sense What was can you good and bad make of the about the situation? experience? http://www.hcc.uce.ac.uk/dpl/nursing/Placement %20Support/Model%20of%20Reflection.htm\n35ACTION RESEARCHPGCAP, core module, week 1\naction research A learning activity based on reflection on experience to enhance/change an element of own practice series of spirals (planning, acting, observing, reflecting, revising, implementing) Lewin, Moreno, Gasset, Herron & Reason McNiff, Carr & Kemmis, Koshy, Gray, Cohen, Mannion & Morrison\nLewin‟s action research spiral evaluate Identifying a general/initial idea evaluate amend planfirst action step Reconaissance or fact-finding planning second action step\n38OBSERVATIONSPGCAP, core module, week 1\nWho - Peer observations:40 5 in total\nEmpowering (being observed)42 Be prepared! Make a session plan Establish a focus for the session. What does the observer want to see? Prepare the rationale/narrative for the session Engage with relevant literature before the session to link theory and practice around your focus. Forward the completed pre-observation proforma to the observer in advance Check your plan. Remember! Tutor support available if needed.\npeer observation checklist (observing)43 What went well Achievement of the aims and learning outcomes The observer comments on these! Effectiveness of teaching methods used Meeting of learner needs You might want to record the Use of resources conversation Assessment/feedback considerations Opportunities for student interaction Adherence to the timed session plan Comment on focus/aspect given Reflection on observation should include reflection on feedback conversation with observer\nObservations – the process44 • Pre-observation form (in e-portfolio/Blackboard – Need to share with observer • Observation • Feedback from observer • Reflective Account (including links to literature) • What is assessed? – The reflective account based on the 3 assessment criteria\nrevisiting your learning statement46 What personal learning experiences have influenced my thoughts about teaching? How do I learn? How do my students learn? What does university teaching and learning mean to me? What do I want my students to learn? What strategies and techniques do I employ in helping students to learn? What are my strengths as a teacher? What areas do I need to develop further and why? What do I want to know more about? What are my options? Make learning What will I do and by when? statement available to peers and tutor!\nintended learning outcomes47 By the end of the session, you will have had the opportunity to: • Discuss experiential learning and learning through reflection to enhance practice • understand the concept of peer observation and key characteristics of how to conduct effective peer observations • be aware of the UK Professional Standards Framework (PSF) and understand its importance for own professional development • develop an understanding of reflective practice, including reflection on- and in-action • explore the use of portfolios and different media to record reflection • develop a strategy to embed reflection in own practice\nreferences Brown M, Fry H & Marshall S (2006) Reflective Practice, in: Fry H, Ketteridge S & Marshall S (2006) A Handbook for Teaching & Learning in Higher Education. Enhancing Academic Practice, Oxon: RoutledgeFalmer, pp. 215-225. Ghaye T & Lillyman S (1997) Learning Journals and Critical Incidents: Reflective Practice for Health Care Professionals, London: Mark Allan Publishing. Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods, Further Education Unit, Oxford: Oxford Brookes University. Hatton, N & Smith, D (1995) Reflection in teacher education – towards definition and implementation, Teaching and Teacher Education,11 (1), pp 33-49. Imel, S (1992) Reflective Practice in Adult Education, Columbus OH: ERIC Clearinghouse on Adult Career and Vocational Education, ERIC Digest No. 122 Kolb D A (1984) Experiential Learning, Prentice Hall, New Jersey: Englewood Cliffs. Lisewski, B & Cove, G (2007) Peer Observation for Teaching Code of Conduct University of Salford. McFarlane, B & Gourlay, L (2009) The reflection game: enacting the penitent self, Teaching in Higher Education 14/4, pp. 455-459. Moon, J (2005) Learning through Reflection, available at http://www.heacademy.ac.uk/resources/detail/resource_database/id69_guide_for_busy_academics_no4_moon [accessed 15 September 2010] Moon, J (2004) A Handbook of Reflective and Experiential Learning. Theory and Practice, Oxon: Routledge. Moon, J (2004a) Reflection and employability, available at http://www.heacademy.ac.uk/resources/detail/resource_database/id331_Reflection_and_employability [accessed 15 September 2010] Moran A & Dallat J (1995) Promoting reflective practice in initial teacher training, International Journal of Educational Management, MCB University Press Limited, Vol. 9 No. 5, pp. 20-26. Peel, D (2005) Peer Observation as a Transformatory Tool? Teaching in Higher Education, 10 (4) 489-504 Ramsden, P (1992) Learning to Teach in Higher Education London: Routledge. Schön D A (1987) „Educating the Reflective Practitioner‟ , San Francisco: Jossey Bass. Schön, D A )1983= The Reflective Practitioner: How professionals think in action, Ashgate. Schulte, J (2008) Give Back – Be a Mentor!, www.ezinearticles.com [accessed 10 September 2010] UK Professional Standards Framework, HEA available at http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdf [accessed 9 Sep 2010]\nHow? Reflective Cycle (Gibbs, 1988)49 6. Action plan If it arose 1. Description again, what What would you happened? do? 5. Conclusion 2. Feelings What else What were could you you thinking have done? and feeling? 4. Analysis 3. Evaluation What sense What was can you make good and bad of the about the situation? experience?"

"Designing a new course module is no mean feat, but it will all seem worthwhile once you've got it right and the students start rolling in, Harriet Swain argues.\nYour subject needs a revamp. Your teaching year has been rearranged. You have persuaded the department head that your specific research area would make an ideal teaching topic. Whatever the reason, it is likely that at some time in your academic career you will be asked to design, or help to design, a module.\nHow do you start? The best way is to think about the ends. \"Think 'what do I want the learning outcomes to be?' and fill the content into it,\" suggests Tina Overton, director of the Higher Education Academy Physical Sciences Centre. For this you need to take into account who the students are, how much they already know about the subject, their level of competence and the other modules they are taking. This means liaising with others in your department.\nOverton says it is always sensible to design a new module as a team, especially if your colleagues are going to be involved in delivering it. \"You want everyone to buy into it,\" she says. \"The people teaching it should be involved in designing it.\"\nEstablishing learning outcomes is not as easy as it sounds. Jenny Moon, author of The Module and Programme Development Handbook , stresses that \"learning is slippery. Most of the time, whether a learning outcome has been achieved is uncertain\". To make clear to lecturers and to students what a particular module is trying to achieve in terms of learning, she suggests restricting learning outcomes to no more than eight. \"Beyond eight you are starting to divide them too finely,\" she says.\nMoon is particularly against splitting learning outcomes into groups, such as subject-specific knowledge and cognitive knowledge. \"That's nonsense,\" she says. You need subject-specific and cognitive knowledge to relate together to learning outcomes. \"For example, you cannot logically split analysis and what is being analysed.\"\nConsidering how to communicate the material will depend largely on the different teaching styles of those delivering it, but you also need to take students into account. For example, Overton says she recently designed a module delivered entirely by independent learning because that was the only way the group of students concerned could take it.\nKnights says that while the lecturer's enthusiasm is important, particularly in special topics, you also need to know what it is on a subject that sparks enthusiasm in the students. \"You have to think about your potential audience.\"\nHe says that while achieving variety is important, you should not get too hung up about it. \"You have to remember that students will be doing this option alongside other modules,\" he says. \"The experience of different teaching styles and assessment will be across the whole programme. They can't expect to experience them all in a given unit.\"\nCertain teaching techniques can be built into the module, however. Chris Rust, head of the Oxford Centre for Staff and Learning Development, recommends building in a task, or set of tasks, in the first few weeks that will spark students' enthusiasm quickly and give them early feedback. It may also be a good idea to make it a group task so that they can get to know each other. He points out that unlike traditional courses, where students would be together for the whole of their degree, a modular system means that they have less time as a group. You also have less time to get to know them and to capture their interest.\nThis timescale means it is a good idea to build in some kind of early assessment. Moon says that many of the ways in which people assess in higher education are not appropriate. Assessment often takes place at the end of a course when people are ready to move on, rather than at some mid-point when there is still time to rectify gaps in their knowledge.\nInstead, Moon advises using the time to provide feedback to students and staff on how successful the teaching has been and whether students are ready to progress.\nStudents also need to learn why they are being assessed and how assessment and learning outcomes work together.\nFinally, you need to consider a number of practical aspects to designing a module. For example, if you are setting texts, you need to think about how accessible they will be to students. Are they available only in hardback? Are they out of print? You may need to think about whether the module fits in with the requirements of professional bodies and with subject benchmarks. And you need to know about university regulations, templates and the way units are approved. If you are new to it all, it is worth asking a colleague to make sure you get the paperwork right.\nOnce you have done all that, you just need to sit back and watch students sign up. Of course, it may be worth bearing in mind that the more successful you have been in designing something they want to take, the more students you will have to teach.\nFurther information: Jennifer Moon, The Module and Programme Development Handbook (Kogan Page, 2002).\nDavid Turner, Designing and Delivering Modules (Oxford Centre for Staff and Learning Development, 2004).\n- Think about what you want the learning outcomes to be\n- Work with a team of colleagues\n- Consider what will spark students' enthusiasm\n- Build in assessment early on\n- Get the paperwork right\nRegister to continue\nGet a month's unlimited access to THE content online. Just register and complete your career summary.\nRegistration is free and only takes a moment. Once registered you can read a total of 3 articles each month, plus:\n- Sign up for the editor's highlights\n- Receive World University Rankings news first\n- Get job alerts, shortlist jobs and save job searches\n- Participate in reader discussions and post comments\nOr subscribe for unlimited access to:\n- Unlimited access to news, views, insights & reviews\n- Digital editions\n- Digital access to THE’s university and college rankings analysis\nAlready registered or a current subscriber? Sign in now"

"4. Designing a Module\nLet’s suppose that you have the opportunity to design and launch a module, or that you want to make major changes to a module that you have inherited from someone else. Where do you start?\nYou might think that you can start by focusing on what you would like to teach…but in today’s climate it pays to begin by thinking about what your students need to achieve by attending your module. To put it into education-speak, you need to consider the learning outcomes that the module will deliver. You will need to express things in this way in order to comply with the bureaucracy (which we will discuss soon). If you prefer it, you can think about this in terms of how students will benefit from the things you would like to teach them.\nApproaching the task in this way, you will need to consider not only the content that you intend to provide, but also the skills and attributes that students will acquire by attending your module. You can then tailor the design of the module in order to be able to deliver these learning outcomes. This process is known as ‘constructive alignment’, and this entails three key elements: syllabus content, teaching methods and assessment strategy.\n- 4.1 Syllabus\n- 4.2 Teaching methods\n- 4.3 Assessment strategy\n- 4.4 Information\n- 4.5 Using the VLE\n- 4.6 After the module is approved…\n- 4.7 Summary on module design\nIn identifying the intended content of the syllabus, a first consideration is how the module will fit into the programme (or programmes) of which it will be part. If the module is an optional component of the programme, you are likely to have more discretion over the content than if it is a core or compulsory module. The content of a compulsory module is likely to be more circumscribed, as other colleagues will be relying on you to deliver some key concepts or topics.\nYou also need to consider your likely audience. Will the students taking the module be specialist economists, joint honours students, or perhaps students from unrelated programmes who happen to be interested in the topic? This is important because you need to know what prior knowledge they are bringing. It may be that you need to set prerequisites for the module, if you will be assuming familiarity with certain parts of economic theory. Otherwise, you will find yourself having to explain concepts or impart knowledge that you did not expect to have to include, taking time away from your real intended content.\nMake sure that you are familiar with the overall structure of the overall programme, so you know what topics are likely to have been covered by the students you expect to take your module. Liaise with colleagues.\nThe syllabus for your module will also have to take into account the amount of contact time available for your teaching. This will be determined by the Department or the University. Remember that there is a trade-off between syllabus coverage and depth of learning. You may be tempted to cram in lots of interesting stuff, only to find that you do not have enough time to cover everything to the level of detail that you wish.\nDon’t be too ambitious in the quantity of material you set out to cover. Students may benefit more from deep learning of a limited number of topics than from skimming through lots of issues at a superficial level.\n4.2 Teaching methods\nSo you have chosen the topics you will cover in the syllabus. The next step is to consider how you will deliver the learning outcomes through your choice of learning and teaching methods.\nThere is plenty of advice on the range of learning and teaching methods available in the Network’s Handbook, so make sure you make good use of the guidance provided there. For our purposes, when designing a module, the key decisions concern the balance between different styles of learning and teaching delivery.\nFor example, how do you envisage the balance between passive and interactive learning? Will you rely on the traditional ‘chalk and talk’ approach, or will you try to engage the students in active and interactive learning? Lectures allow you to cover lots of material by transferring some knowledge from your brain to your students’ short-term memory, but this does not encourage deep learning.\nYou may prefer to use flipped classroom techniques, experiments or teaching technologies. These methods encourage deeper learning, and will engage students more actively in your module, as they need to become active participants in the learning process.\nBefore you spend time planning lots of exciting ways of engaging students, make sure that the facilities you need are available. Will the rooms in your university be suitable for the innovations you want to introduce? Is the required technology supported?\n4.3 Assessment strategy\nHaving decided what to teach and how to deliver it, you also need to think about how to assess your students.\nAn important decision in designing a module concerns the balance between formative and summative assessment. Formative assessment aims to help students by providing feedback on their work and to motivate them by developing their awareness of their strengths and weaknesses. It also allows you to diagnose those strengths and weaknesses. Formative assessment does not necessarily contribute to their formal performance measure on the module. Summative assessment, on the other hand, does contribute to the judgement of student performance on the module.[note 1]\nBoth types of assessment are important. Formative assessment is especially important as a way of improving student learning, and providing feedback. An issue here is that although students routinely complain in the National Student Survey about the lack of feedback provided to them, there are always some students who will only submit work if it counts towards their mark. Providing motivation for them to attempt formative assessment is important, but tricky. Summative assessment is of course essential for determining pass/fail, grading students, enabling them to signal their performance and so on.\nYou will also need to decide on the form that assessment will take. It may be that your Department insists on an unseen written examination for each module, or that a certain portion of the summative assessment should be based on some form of coursework.\nIf you decide on setting coursework (or a combination of coursework and exam) as the summative assessment, you will need to think about the timing of the coursework. Too early, and the students may not have covered enough material to make it possible to assess their performance. Too late, and they get embroiled in exam preparation. Where the assessment is wholly on coursework, attendance at lecture and seminars may be affected if the topics relevant to the work have been covered too soon in the module.\nRemember that it is important to coordinate the timing of coursework assessments across modules, otherwise students may find themselves with multiple pieces of work with the same deadline. They will then complain about the workload and pester you for extensions. Talk to colleagues to check this.\nWhen designing a module, you will inevitably need to produce documentation. This will be needed for the module approval process, but also you will need to provide information to students who are considering taking the module, or who enrol on it.\nEarly in the process, contact your administration or University website to find out what documents need to be submitted to get approval to run the module. This is likely to include the items already discussed — learning outcomes, teaching methods and assessment strategy. There will no doubt be a template in which this needs to be presented.\nFind the template at the outset to avoid duplication of effort, and check the timescale in which the documents need to be submitted.\nThe template will no doubt demand other information as well, including credit weighting, teaching and study hours, not to mention the learning outcomes.\nAs you prepare this documentation, be aware that you will also need to provide information to the students who will take your module — and notice that some of this will be the same information that is needed to go through the approval process. It thus makes sense to think about this at the same time. Students will need to know about content, teaching methods and assessment methods. They will also be interested in the prior knowledge they will need to tackle the module successfully and the technical level expected. They may also be interested in the likely reading and references involved. They may even refer to the intended learning outcomes.\n4.5 Using the VLE\nAn important part of planning and launching a module concerns the way in which you will make use of the Virtual Learning Environment (VLE). This could be Moodle, Blackboard or some other software used by your university.\nMost (if not all) universities set minimum requirements for the information provided to students via the VLE. This will include such things as the module profile setting out details of the things that we have already discussed, such as content, teaching methods and assessment. You may want to provide a rough schedule for the expected timings of syllabus content, or other information that students will find useful (some of these are discussed in the next section).\nYou might want to use the VLE more imaginatively, providing video links, setting up blogs or discussion boards. You may wish to tailor the way the site looks to students to set your module aside from the crowd. All these things need to be planned in advance.\n4.6 After the module is approved…\nOnce the module is approved, you need to start planning ready for the launch. There are some obvious things you need to do (such as planning your lectures and seminars etc.). There are also some crucial ‘little’ things that can easily be missed, but which can have a big impact on how the module turns out.\n4.6.1 Who needs to know?\nThink about who else needs to know about your new module. The library needs to know what you will expect students to access, so a reference list is important. If there is a core text, does the library have enough copies for the number of students likely to take the module? The bookshop will need to know what books to stock (even if most students may rely on Amazon or the library). The computing service will need to know if there is particular software that students will need to use, or if you need to book computer rooms for workshops.\n4.6.2 Room bookings\nThen there are issues around timetabling and room bookings. Do you need particular facilities that are only available in some rooms? If you are running a combination of large and small groups, what does this mean for the timing of small group sessions? For example, do they run every week? If in alternate weeks, when do you want them to start and finish? You might have a preference for ‘odd’ or ‘even’ weeks. If you are running experiments or games, do you need a larger room than the number of students would justify, in order to allow them to move around the room or interact with each other? If you want to run sessions where the students discuss in groups, you may wish to avoid a room with fixed seating. If you intend to record your lectures, you need to check that your room has the facility for this. There are many aspects to room booking, so think about how you want to operate.\nThink about handouts. Will you be providing handouts to support your students at the beginning of the module? Will they get weekly updates or copies of lecture slides? How will these be provided? How will you inform them about assessment tasks (both formative and summative)? Will the VLE be the prime way in which you provide your handouts? Does you institution insist that handouts are provided in advance of the lectures?\nWhen handouts are distributed before the sessions, you may observe that students may think that they do not need to take notes. You could try leaving gaps in the handouts so that students have to write something. They may even take extra notes when they realise that you are not just reading out the handouts.\n4.6.4 Liaison with teaching assistants\nYou might be in a situation where you will have graduate teaching assistants (GTAs) to run seminars or classes for you, or to undertake marking of formative assessment. You will need to provide tutorial or seminar work to your GTAs in good time for them to prepare their sessions. You may well wish to give them worked answers and explain what you want the students to gain from the tutorials or seminars.\nYou will need to be clear about the logistics of the assessment. If you are setting formative assessment tasks or summative coursework, you need to plan how students will submit their work. Will you use electronic submission? Or will they hand in hard copy through an office?\nElectronic submission is becoming increasingly common, although this may pose challenges for some maths assignments. You may be able to accept submission through the VLE, and perhaps mark it online. Indeed, this may be an institutional requirement.\nRemember that for summative coursework, you may need to provide a sample of work for scrutiny by the external examiner, although this may not apply to work that carries a small weighting in the overall module assessment. You may also need to have the coursework approved by the external examiner if it does carry a high weighting. For written work such as project reports, you will want to check for potential plagiarism, probably using the TurnitinUK software (which may be invoked automatically if you accept work through your VLE).\nWhen running a module for the first time, it is helpful (perhaps essential) to provide sample assessment materials (e.g. a sample exam paper). This helps students to know what you expect from them.\nYou may want to use mid-term exams or tests as part of the assessment. You may well intend to allocate normal lecture time for this to take place – but be careful. There are likely to be students following your module who are eligible for special exam arrangements, such as extra time (because of dyslexia), or other accommodations for medical conditions. Or there may be students who are ill, or for other good reason unable to take the test at the time you plan. All these will need to be accommodated somehow.\n4.6.6 Feedback and communicating with students\nProviding feedback to students on their work is important because this is the way in which students can learn from the work that they undertake — and because they will be answering questions about it in the NSS, although, of course, this is not why we do it.\nFeedback can be provided in a variety of ways, although all too often it seems that students have a narrow view of feedback as comments given in writing on their work. This is far from the case, but it is important to make students aware when they are receiving feedback. There is a chapter on giving feedback in the Network’s Handbook. You may find that you will have to provide details about how you will give feedback when preparing document for module approval.\nWhen designing the module, it is good to think about how you will communicate with students. Your Department may insist that you have office hours (or even ‘feedback and office hours’), or you may be able to use an online booking system for appointments. You may choose to use the VLE to send emails, or set up a discussion board. However, be aware that students may see these as old-fashioned and clunky ways of communicating, being more accustomed to texting and social media.\n4.7 Summary on module design\nPlease don’t be put off by the range of issues that need to be considered in designing a new module. Much of the hassle comes up-front, and once running the module should be good for a while!\nWhen the module runs for the first time, take notes of what goes well, and what could be improved in the future. It is all too easy to forget both good and bad aspects unless you keep a record. No doubt your institution runs an annual module questionnaire of some sort, so make sure you check out the comments made by students to see whether they view the module’s successes (and areas for improvement) the same way that you do.\n See Nigel Miller’s chapter, \"Alternative Forms of Formative and Summative Assessment\""

"Importance of Theme “Helping students make choices”\nThe theme “helping students make choices” is important as it encourages a dialogue between staff and students on students’ educational development at university. It also provides an opportunity for staff and students to get to know one another and form a professional relationship. As a result students will be more willing to discuss any academic or personal concerns with staff and it will improve the staff and student relationship.\nDr Phil Race, Addressing Student Satisfaction – adopted from material published in Making Teaching Work by Phil Race and Ruth Pickford, London: Sage, 2007).\nHow to help students make choices?\n- Make the intended learning outcomes of your modules as transparent as possible, so that students know in advance exactly what is covered, and gain a good idea of the depth and levels concerned.\n- Spell out prerequisites clearly, so that students who need to do some further learning before embarking on your particular module are alerted accordingly.\n- Consider bringing in a few students who have already succeeded with your module, to advise potential recruits to the module exactly what it takes to succeed.\n- Organise a “module fair” where potential students can find out from staff and past students quite a lot of useful “between the lines” information about particular choices they may make.\n- Ask your existing students to write on post-its “things I wished I’d known before starting on this module” and gather together their responses into a short, sharp guide to the module.\nThe theme is also significant in relation to the National Student Survey and the Higher Education Academy Fellowship.\nNational Student Survey\nThe theme has been taken from the National Student Survey question “good advice was available when I needed to make study choices” under the category Academic Support.\nIn the recent 2014 NSS results 79% of students at Swansea University agreed that “good advice was available when I needed to make study choices”.\nHigher Education Academy\nThe theme is also important in regards to the United Kingdom Professional Standards Framework (UKPSF) as “helping students make choices” contributes to Areas of Activity A4 develop effective learning environments and approaches to student support and guidance.\nFor more information on the UKPSF follow the link https://www.heacademy.ac.uk/professional-recognition/uk-professional-standards-framework-ukpsf"

"National Curriculum (England, Wales and Northern Ireland)\n|This article is outdated. (November 2013)|\nThe National Curriculum was introduced into England, Wales and Northern Ireland as a nationwide curriculum for primary and secondary state schools following the Education Reform Act. Notwithstanding its name, it does not apply to independent schools, which may set their own curricula, but it ensures that state schools of all local education authorities have a common curriculum. Academies, while publicly funded, have a significant degree of autonomy in deviating from the National Curriculum.\nThe Education Reform Act requires that all state students be taught a basic curriculum of religious education and the National Curriculum.\nThe purpose of the National Curriculum was to standardise the content taught across schools to enable assessment, which in turn enabled the compilation of league tables detailing the assessment statistics for each school. These league tables, together with the provision to parents of some degree of choice in assignment of the school for their child (also legislated in the same act) were intended to encourage a 'free market' by allowing parents to choose schools based on their measured ability to teach the National Curriculum.\nWhilst only certain subjects were included at first in subsequent years the curriculum grew to fill the entire teaching time of most state schools.\n- 1 Principal aims and purposes\n- 2 Statutory subjects\n- 3 National Curriculum assessment\n- 4 Criticism\n- 5 Review of the National Curriculum\n- 6 See also\n- 7 References\n- 8 External links\nPrincipal aims and purposes\nThere are two principal aims and four main purposes set out in the National Curriculum documentation:\n- Aim 1: The school curriculum should aim to provide opportunities for all pupils to learn and to achieve.\n- The school curriculum should develop enjoyment of, and commitment to, learning as a means of encouraging and stimulating the best possible progress and the highest attainment for all pupils.\n- It should build on pupils' strengths, interests and experiences and develop their confidence in their capacity to learn and work independently and collaboratively.\n- It should equip them with the essential learning skills of literacy, numeracy, and information and communication technology, and promote an enquiring mind and capacity to think rationally.\n- The school curriculum should contribute to the development of pupils' sense of identity through knowledge and understanding of the spiritual, moral, social and cultural heritages of Britain's diverse society and of the local, national, European, Commonwealth and global dimensions of their lives.\n- It should encourage pupils to appreciate human aspirations and achievements in aesthetic, scientific, technological and social fields, and prompt a personal response to a range of experiences and ideas.\n- By providing rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills, the curriculum should enable pupils to think creatively and critically, to solve problems and to make a difference for the better.\n- It should give them the opportunity to become creative, innovative, enterprising and capable of leadership to equip them for their future lives as workers and citizens.\n- It should also develop their physical skills and encourage them to recognise the importance of pursuing a healthy lifestyle and keeping themselves and others safe.\n- Aim 2: The school curriculum will aim to promote pupils' spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.\n- The school curriculum should promote pupils' spiritual, moral, social and cultural development and, in particular, develop principles for distinguishing between right and wrong.\n- It should develop their knowledge, understanding and appreciation of their own and different beliefs and cultures, and how these influence individuals and societies.\n- The school curriculum should pass on enduring values, develop pupils' integrity and autonomy and help them to be responsible and caring citizens capable of contributing to the development of a just society.\n- It should promote equal opportunities and enable pupils to challenge discrimination and stereotyping.\n- It should develop their awareness and understanding of, and respect for, the environments in which they live, and secure their commitment to sustainable development at a personal, local, national and global level.\n- It should also equip pupils as consumers to make informed judgements and independent decisions and to understand their responsibilities and rights.\n- The school curriculum should promote pupils' self-esteem and emotional wellbeing and help them to form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, school, work and in the community.\n- It should develop their ability to relate to others and work for the common good.\n- It should enable pupils to respond positively to opportunities, challenges and responsibilities, to manage risk and to cope with change and adversity.\n- It should prepare pupils for the next steps in their education, training and employment and equip them to make informed choices at school and throughout their lives, enabling them to appreciate the relevance of their achievements to life and society outside school, including leisure, community engagement and employment.\n- Purpose 1: To establish an entitlement\n- Purpose 2: To establish standards\n- Purpose 3: To promote continuity and coherence\n- Purpose 4: To promote public understanding\nIt should be noted that even though the national curriculum sets compulsory scholastic and educational national standards; parents who decide for their children to follow home-schooling may opt for alternative curricula.\nCore and foundation subjects\n|Subject||Key Stage 1\n|Key Stage 2\n|Key Stage 3\n|Key Stage 4\n|Art & Design|\n|Design & Technology|\n|Modern Foreign Languages4|\n|Welsh (Wales only)|\n1 English is not statutory in Key Stage 1 in Welsh-medium schools in Wales\n2 New Computing curriculum replaced ICT in schools (computing is now counted as a science in EBACC).\n3 ICT is not statutory at KS4 in Wales or Northern Ireland.\n4 Simply \"Foreign Languages\" at KS2.\nIn all maintained schools, provision is made for the requirement to offer a course in Religious Education under the Education Act. Parents have the right to withdraw pupils from this if they wish. In addition, at all Key Stages, the Department for Children, Schools and Families suggests that pupils are offered provision in Personal, Social and Health Education, although this is not statutory.\nThe National Curriculum in the Primary Phase provides a broad and balanced curriculum which is relevant to children. Incorporating the subject areas listed above the curriculum design ensures:\n- the curriculum meets the needs and interests of all learners\n- a broad and balanced curriculum is an entitlement for all learners\n- the curriculum is integrated with effective teaching, learning and assessment\n- the curriculum is at the heart of schools' strategies to raise achievement and improve outcomes for all their learners\nThe Education Act requires that all pupils in secondary education are provided with a programme of Sex education, including education about AIDS, HIV and other sexually-transmitted diseases. While a statutory provision, this does not form part of the National Curriculum, and parents have a right to remove their children from this provision.\nThe Education Act (as amended) requires that all pupils in Key Stages 3 and 4 be provided with a programme of Careers education. This does not form part of the National Curriculum but is a statutory entitlement for all pupils.\nSchools are required, under the amendments to the Education Act, to provide at least one course for those pupils who wish to study it, in each of the entitlement areas at Key Stage 4. These are: the Arts; Design and Technology; the Humanities; and a Modern Foreign Language.\nNational Curriculum assessment\nAssessments are carried out at three ages: seven (school year 2, at the end of Key Stage 1), eleven (Year 6, the end of Key Stage 2) and fourteen (Year 9, the end of Key Stage 3). Some aspects of subjects are teacher-assessed, whilst others involve sitting an examination paper. The results are considered when school and LEA performance league tables are being compiled, but they do not lead to any formal qualification for the candidates taking them.\nThe study of most subjects under the National Curriculum would usually culminate in the sitting of a GCSE at the end of Key Stage 4. Although the GCSE examinations replaced the earlier, separate GCE O-level and CSE examinations, the syllabuses were still initially devised entirely by the examination boards, whereas since the implementation of the National Curriculum the syllabus outline is determined by law. Thus much of the attention surrounding the claimed dumbing down of GCSEs is, indirectly, a criticism of the National Curriculum.\nPublic schools are free to choose their own curriculum and examinations and many have opted for the more demanding IGCSEs which are not tied to the National Curriculum. It is claimed that this is creating a two-tier system with state school pupils losing out. From time to time ministers have suggested that state schools may be given funding to enter pupils for IGCSE examinations but a study was undertaken by QCA, which concluded that IGCSEs do not follow the programmes of study required by the Key Stage 4 of the National Curriculum and therefore could not be offered as a state-funded alternative.\nFailure and adverse effects of the 'free market' objective\nAlthough the primary purpose for the National Curriculum was to enable league tables and inform parental choice, many parents or guardians still fail to get the school of their choice and there is concern that the league tables have a detrimental effect on pupils:\n\"The focus on league tables had resulted in pupils being pressured to attain high grades and so opt for subjects that are seen as easier to get good marks in such as art, drama and history.\"\nThe result has been for the more difficult mathematics in subjects such as chemistry and physics being dropped.\nBut not only the drop of mathematics as a subject has been a major issue; according to the BBC, Scotland's Education Secretary Angela Constance has also expressed her concern over \"poor pupil literacy\" within the education system and the National Curriculum of England, Wales and Northern Ireland.\nReview of the National Curriculum\nThe Secretary of State for Education has announced a major review of the National Curriculum. Led by the Department for Education (DfE), it will be supported by an advisory committee and an expert panel, and will, (in the government's own words):\n- replace the current substandard curriculum with one based on the best school systems in the world, providing a world-class resource for teachers and children;\n- consider what subjects should be compulsory at what age;\n- consider what children should be taught in the main subjects at what age.\nThis Summary is based on the press notice released on the review's launch on 20 January 2011, and subsequently published material.\nJanuary 2011 • Review launched. • Call for Evidence (phase 1) begins.\nApril 2011 • Call for Evidence (phase 1) ends.\nEarly 2012 • Consultation on phase 1 recommendations (including new Programmes of Study (PoS) for English, mathematics, science and physical education). • Call for Evidence (phase 2) begins.\nSpring 2012 • Ministers announce decisions on 1) PoS for English, mathematics, science and physical education; 2) the other subjects to be included in the new National Curriculum (NC). • Call for Evidence (phase 2) ends.\nSeptember 2012 • New PoS for English, mathematics, science and physical education made available to schools.\nEarly 2013 • Consultation on new PoS for all other subjects to be included in the NC.\nSpring 2013 • Ministers announce decisions about the PoS for all other subjects to be included in the NC.\nSeptember 2013 • Teaching of the new PoS for English, mathematics, science and physical education becomes statutory. • New PoS for all other subjects included in the new NC are made available to schools.\nSeptember 2014 • Teaching of the new PoS for all other subjects to be included in the NC becomes statutory.\nThe later stages have now been changed by the UK government, which has stated that the revised National Curriculum in its entirety will be statutory from September 2014, with the PoS for all subjects available to schools between September 2013 and Spring 2014.\nThe review's launch notice says that the National Curriculum should have the following aims at heart:\n- to embody rigour and high standards and create coherence in what is taught in schools;\n- to ensure all children have the opportunity to acquire a core of essential knowledge in the key subject disciplines;\n- beyond that core, to allow teachers the freedom to use their professionalism and expertise to help all children realise their potential.\nA Call for Evidence has been launched, inviting all interested parties to contribute to the review and the development of the new National Curriculum. A further Call for Evidence will be issued in early 2012 for phase 2 of the review. The DfE will organise a series of consultation events for key stakeholders and work to ensure headteachers, classroom teachers, parents and others are able to contribute to the work of developing the new National Curriculum. Regular updates on the progress of the review will be provided via the Department’s website.\n3. PHASE 1 CALL FOR EVIDENCE\nThe deadline for responses in the phase 1 consultation was 14 April 2011.\nFull details, and downloadable consultation documents, are at: http://www.education.gov.uk/consultations/ > clicking on National Curriculum Review – Call for Evidence under ‘All live consultations’.\n- \"National Curriculum: Values, aims and purposes\". National Curriculum website - no longer active. Qualifications & Curriculum Authority. Retrieved 22 December 2008.\n- \"National curriculum\". Teachernet website. Department for Children, Schools and Families. 2007. Retrieved 19 February 2008.\n- Secretary of State for Education and Skills (2003). \"Education (Amendment of the Curriculum Requirements for Fourth Key Stage) (England) Order 2003\". Statutory Instruments. Her Majesty's Government. Retrieved 19 February 2008.\n- \"Statutory requirements for the key stage 4 curriculum\". Secondary Curriculum website. Qualifications & Curriculum Authority. 2008. Retrieved 19 February 2008.\n- \"The Education Act 1996\". Statute Law. Her Majesty's Government. 1996. Retrieved 19 February 2008.\n- \"Education Act 1997\". UK Statute Law Database. Her Majesty's Government. 1997. Retrieved 19 February 2008.\n- Secretary of State for Education and Skills (2003). \"The Education (Extension of Careers Education) (England) Regulations 2003\". Statutory Instrument 2003/2645. Her Majesty's Government. Retrieved 19 February 2008.\n- The Telegraph: GCSEs fail to stretch brightest pupils\n- The Guardian: Private schools seek recognition for tougher GCSE exam\n- The Guardian: Government urged to follow Sweden in adopting international GCSEs\n- BBC: 'Give schools freedom of choice', 2006\n- GCSEs and IGCSEs compared, Qualifications and Curriculum Authority 2006\n- The Telegraph: Turned away at the school gates\n- The Telegraph: Science lessons are failing to produce next generation of top British scientists\n- \"Curriculum changes pushed back to 2014\". BBC News. 19 December 2011."

"The school’s curriculum has been developed to both help the students overcome the challenges they have experienced in the past and also to focus on their educational, social and personal development.\nThe aim is to equip them so that when they leave school, either to return to mainstream education or to take up employment, training or further education, they are able to function independently, happily and successfully.\nAs a school we offer the full range of National Curriculum subjects, taught at the appropriate levels and with regard for the needs of each student. The curriculum of the school encompasses all the opportunities for learning whether these are formal or informal, timetabled or not.\nIn planning the curriculum the following factors have been taken into consideration:\n- The needs of students who may return to mainstream school as well as those who will stay until they leave at 16 or even 18.\n- The need to cater for a group of students who have a wide range of ability and attainment.\n- The need for students to learn through the experience of doing and being thoroughly involved in the activities of the school.\n- To ensure that the requirements and guidelines set down by the National Curriculum documents are adhered to and presented in a meaningful way to all the students what-ever their ability or aptitude.\nBritish values - where are they in our school?\nSchools have a duty to teach British values including democracy, the rule of law, individual liberty, mutual respect and tolerance of those of other faiths and beliefs. Teachers are required, in Conduct section of their Standards, to uphold public trust in the profession by not undermining fundamental British values. The Gateway School expects all staff to model and teach these values. If students believe that anyone at the school is undermining these values, they are to report this to the Headteacher.\nPlease see how we promote British Values across the curriculum.\nEqual Opportunities in the Curriculum\nThe school aims to promote racial harmony and to provide equal opportunity for all regardless of race, gender, religion, social or economic standing.\nElements of the Curriculum\nNational Curriculum Subjects:\n- Information and Communication Technology (Computing)\n- Art and Design\n- Craft, Design and Technology\n- Food Technology\n- Personal, Social and Health Education and Citizenship\n- Personal Development\n- Global Studies – History, Geography, Religious Education and Modern Foreign Languages\n- Physical Education\n- Motor Vehicle Studies\n- Hair and Beauty\nAll of these are enhanced by a range of additional activities/subjects both in and out of the classroom and often outside of the school, these include:\n- Links with and placements at F E Colleges\n- Community Project Placements\n- Personal and Social Education\n- Residential Activities\n- Social Sporting Links\n- Work Experience\nWe endeavour to give all our pupils the necessary skills in speaking and listening, reading and writing, within the requirements of the National Curriculum. Over the past six years we have developed a bespoke curriculum that is tailored to the individual needs of our students. Our unique curriculum uses no text books, only resources designed by us based on ‘vehicles of learning’ – the concept that separates objectives and outcomes from the ‘vehicle’ used to stimulate interest. This process has taught creative writing techniques using computer games; narrative perspectives via car chases and adjectives via The A-Team.\nFor those whose reading causes them (or us) concern, we provide extra help on a one-to-one basis. This Reading Intervention Programme has developed over the years into a three tier system that ensures pupils move forward with reading. All pupils are tested annually (and students receiving Intervention twice a year) as this allows us to check the effectiveness of our programme as well as to monitor all our pupils’ progress in this vital area of the curriculum. In addition, the school has an embedded literacy system and all subject teachers are trained in using active reading methods to help our pupils break down texts into sizeable ‘chunks’. An invaluable skill for exams.\nIn Key Stage 3 (years 7-9) pupils experience a range of literature and writing styles. We study extended class readers (at least one every year) as well as encountering Shakespeare, Chaucer, various short stories, films, adverts and a range of non-fiction. Everything we do centres on three things: reading, writing and thinking. By year 9 students will encounter external accreditations via Entry Level English and, for some pupils, Functional Skills English Level 1. Pupils will also have an introductory course on Expressive Arts at Key Stage 3 to help them acquire some of the skills needed for them to be successful at GCSE level.\nAt Key Stage 4 pupils continue taking Functional Skills (some pupils will take it 4 times during years 10 and 11). The main focus of KS4 is, of course, GCSE English and GCSE Expressive Arts. Both courses have a real focus on our three areas: reading, writing and thinking (Expressive Arts has specific marks for written expression) and both courses promote communication. Expressive Arts requires the completion of three projects (one of them an exam piece that is assessed externally).\nFor GCSE English pupils spend year 10 (and some of year 11) writing coursework: 2 pieces of creative writing as well as responses to William Blake’s poetry, Shakespeare’s ‘Macbeth’ and Steinbeck’s ‘Of Mice and Men’. We encourage pupils to use ‘micro-structures’ (for example ‘PEE’ – Point, Evidence, Explain) to help them focus on details in both coursework and exams. We want to encourage pupils to use their working memory on thinking about language, imagery and writing techniques rather than worrying about structuring the whole response. Such methods will be vital when we start teaching the new GCSE syllabus that is assessed via exam only.\nThe Gateway School has updated its key stage 3 and 4 mathematics curriculums to come in line with the Governments recently published GCSE learning aims and outcomes.\nTo achieve this the schools endeavours to make transition from key stage 3 to 4 as seamless as possible.\nThe new GCSE specifications in mathematics should enable students to:\n1. Develop fluent knowledge, skills and understanding of mathematical methods and concepts.\n2. Acquire, select and apply mathematical techniques to solve problems.\n3. Reason mathematically, make deductions and inferences and draw conclusions.\n4. Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.\nKS 3 is taught by Mrs Elder and Mr Mills and they lay the foundations for KS 4 by ensuring pupils are secure in fundamental mathematical operations and encourage pupils to start exploring how to apply them in everyday situations. Pupils in year 7 complete the Entry Level Maths qualification at either level 1,2 or 3, as appropriate.\nIn key stage 4, taught by Mr Avil, as well as completing the GCSE curriculum, all pupils have the opportunity to obtain awards and certificates in functional maths with help secure entry onto post 16 college course and apprenticeships. Cross curriculum links to literacy, global and computing are used to make maths relevant and interesting for pupils.\nFor those pupils who are gifted and talented in maths they are given the opportunity to develop their ability through additional maths lessons which are designed to stretch them.\nShould pupils struggle with maths then targeted intervention is provided by the teaching team to ensure students develop key numeracy skills.\nIn Science at Key stage 3 pupils are provided with a balanced curriculum in line with the National Curriculum in:\n- Life Processes and Living Things\n- Materials and their Properties\n- Physical Processes\nPupils study these aspects through “Science at Work” which provides practical activities that develop skills and understanding of experimental and investigative science. The pupils are taught through a more practical, “hands on” experience, understanding the responsibility this requires and having respect for health and safety guidelines. They are encouraged to develop their self-confidence and self-discipline.\nPupils are given the opportunity to extend their knowledge and enthusiasm for Science by working in different group sizes for discussion and development of ideas, investigations, projects and computer based activities.\nProgress is monitored by series of SAT style tests and pupil evaluation sheets with the aim of directing each pupil towards personal targets for self-improvement.\nIn Key Stage 4, pupils are offered the opportunity to gain accreditation at GCSE. We currently follow the Gateway Science B for OCR.\nAt Key stage 4 we are continually striving to give our pupils the best chance of success.\nIn the autumn of 2012 the British Computer Society and the Royal Academy of Engineering coordinated the development of a draft ICT Programme of Study at the invitation of the Department for Education (DfE). BCS and CAS submitted their joint response to the DfE's draft national curriculum consultation.\nThe government has confirmed that it intends to proceed to replace the existing ICT curriculum with a new computing curriculum beginning in September 2014. In order to comply with the new DfE policy on computing, students are taught basic coding skills, using Scratch and Python, in Key Stage 3. In addition, Students in year 9 will be given the opportunity to complete a vocational qualification taster course - BTEC Entry Level 3 in ITQ.\nIn Key Stage 4, Students complete a vocational computing qualification, BTEC Certificate in ITQ, in order to gain maximum employability skills.\nAreas covered are Microsoft Office, various design software and Internet Safety.\nThis is an integral part of the curriculum at The Gateway School developing life skills, social skills and promoting independence. In KS3 we follow programmes such as Licence to cook and ‘Active Kids Get Cooking’.\nWe also explore and make a wide range of dishes following cross curricular links with the Humanities department in our historical and cultural cooking which is proving very popular with our students.\nIn KS4 we offer BTEC qualifications (Home Cooking Skills Level 1 and Level 2). They are hands-on courses that help our students develop the essential skills they need to cook simple, nutritious, affordable food.\nThe Level 1 qualification focuses on giving our students the skills to prepare delicious and nutritious home-cooked food, using fresh ingredients as well as an understanding of where the ingredients they use comes from and the value of passing on cooking knowledge.\nThe level 2 qualification expands on this and develops our students’ ability to plan and prepare a series of nutritious home cooked meals for breakfast, snacks, lunch and dinner and helps them understand how to cook economically.\nWe also do Friday projects which we link in to our termly themes such as enterprise projects in which we have made a considerable contribution to charity events with our cake sales. The students have also used the skills they have learnt to plan, prepare and make the food for parent events which has been a credit to them and a real success.\nIt is established that through engaging in Art lessons, pupils benefit and develop in a whole range of academic and personal development areas. At The Gateway School pupils are able to enjoy a broad range of activities and topics using a range of technical equipment. The National Curriculum is used as a basis for the development of programmes of study and assessment with pupils achieving a BTEC in Art and Design within Key Stage 4.\nIn Key Stage 3, pupils work on teacher directed projects within the first half of each term to specifically build and develop independent working skills along with confidence and ability. This is designed to prepare and enable pupils to successfully participate in the BTEC qualification.\nUnits of work are specifically designed to engage, enthuse and inspire pupils, with individual schemes of work being tailored around pupils’ personal interests. For example, the Art department has recently purchased a number of airbrushing sets to allow pupils to develop real life skills in vehicle redesign and modification.\nIn addition to the individualised curriculum on offer pupils take part in competitions to raise awareness of particular personal issues such as the ‘Anti-Bullying’ and ‘One Punch’ campaigns.\nPupils are also engaged in BTEC units to organise fundraising events for particular charities, such as the British Heart Foundation and ‘’Jeans for Genes’ to name but a few. In the past year pupils have successfully raise approximately £200 through the sale of their hand made products.\nThe Art department is a vibrant energetic environment valuing and celebrating all pupils‘ successes through displays and awards, whilst welcoming and developing pupils’ project ideas to enable all to achieve and enjoy within the subject.\nHelping our learners to prepare for life in the working world is important. Therefore we have built a scheme of work for our Key Stage 4 learners in the BTEC Work Skills qualification.We currently offer our learners BTEC Award and Certificate level qualifications from an expanding suite of assignments.\nWork Skills helps our learners gain essential skills to function in employment and in life. Providing recognition for our learners’ abilities and evidence of the skills required for success in the workplace.\nThis subject involves pupils working on a variety of practical projects: They are exposed to working with different types of resistant materials such as wood, metals and acrylic and pupils are taught to use a number of tools and machines in order to develop their skills while carrying out practical tasks.\nPupils are afforded the opportunity to carry out research using various means to design a product in line with a given brief. Some excellent ideas have been produced. Year 7 pupils have been introduced to CAD designs while the rest of the year groups use this programme on a regular basis.\nAt the end of a completed project pupils are encouraged to take their work home in order that parents and carers can appreciate the kind of work being produced.\nStudents show great pride and joy and a sense of achievement at the end of a completed project.\nYear 11 pupils engage in designing and making a pendulum clock while year 10 pupils have worked on a bedside table or garden bench made from pine. Year 7, 8 and 9 pupils engage in making a variety of smaller projects such as clocks, toys, money boxes, hand held games, coat hangers and cup holders. The enthusiasm shown during these lessons is very encouraging.\nPupils in Year 10 and 11 also participate in the Level 1 BTEC Award/Certificate in construction. Pupils have shown a keen interest in using this programme and some excellent work has been produced thus far.\nAs a school which actively promotes working for the maximum success of each of our individuals, we greatly value the importance and relevance of our CPPD curriculum. Our pupils often join us having had a negative experience of education and/or having difficulties in learning ways to strategize and cope with the rigours of school life.\nMany do not see the relevance of being good citizens and by ‘good’ I mean playing an active role in the national as well as the local communities which make up our country, our continent and the World in general.\nThe Citizenship curriculum at The Gateway School includes all planned learning experiences in the school and the learning outside of the classroom. Every opportunity is taken to gain knowledge and understanding about becoming informed citizens, develop skills of enquiry and communication and develop skills of participation and responsible action.\nWe reflect the three principles of citizenship education by helping learners:\n- to develop social and moral responsibility\n- to have opportunities for involvement in community activities\n- to develop political literacy\nOur PSHEE and Personal Development curricula dovetail with these principles by focusing on personal wellbeing, economic wellbeing and financial capability. Within the Personal Development curriculum we run a ‘Key Steps’ programme in which our pupils are accredited for considering and completing challenges linked to a whole range of interpersonal and pastoral aspects.\nWe want all of our pupils to leave The Gateway School and Technology College with knowledge of the curriculum, the World and an emotional literacy which optimises their chance of success in their work and personal lives.\nWith our outstanding facilities we provide access to the full breadth of activities outlined in the National Curriculum. The ‘whole-part-whole’ method of teaching is used to initially engage the pupils because they thrive on the competitiveness offered by the game scenario. Once engagement is achieved, skill development is introduced.\nThe pupils are offered accreditation through Entry Level Physical Education. The primary focus here is on the practical aspects of Physical Education, but there is an element whereby the pupils are assessed on their ability evaluate their own and others‘ performance and suggest ways in which the performance can be improved.\nThe pupils are taught swimming in Years 7&8 at the school’s own pool.\nWe also have a weights room on site where the pupils learn how to develop their technique safely and develop an understanding of how to work out in a gym.\nInter-school sporting events are organised through the School Sports Partnership and the Project Ability Scheme. They offer a wide range of opportunities through leagues in football and basketball, mini tournaments plus a variety of coaching sessions in a variety of new and different sports, for example, Goal Ball.\nWe have good links with Northampton Town Football Club through their Football in the Community programme and we have coaching sessions delivered by Northampton Saints Rugby Club.\nWe are at present in the initial stages of developing a working relationship with the MK Dons Sport and Education Trust.\nOutdoor Education experiences continue to be organised through the annual trip to the coast in conjunction with Fairfields School. In addition, we take groups each year to the Northamptonshire Water Sports Centre at Pitsford Water where groups attend a 4 week course as an introduction to dinghy sailing.\nWe also have good links with the Marines who invite us on days out to put the pupils through their paces.\n‘Global’ is the name given to the group of subjects found within the humanities curriculum at the Gateway school. It encompasses History, Geography, Religious Education and Modern Foreign Languages.\nIn order to harness the depth of the topics and ideas explored within the humanities, we have decided to structure the curriculum in 2 week blocks twice every term, providing plenty of time to allow our pupils to independently explore the ideas and skills throughout a variety of programs (see table below for details). The ethos that we are trying to create in Global is to analyse information, knowledge and our environments by constantly asking questions. We differentiate for our pupils by following the notion of ‘low access, high challenge’. For example a source in history will be accessible to all pupils, regardless of ability.\nThe key is to encourage pupils to explore and use information in a way that pushes the boundaries of their skills and understanding. We believe that learning does not need to take place only in the classroom, therefore trips are organised so that every year group has a trip at least every term, ranging from the imperial war museum to Orienteering in Salsey forest.\n43 AD. The Romans: Who were the Romans?\n- Roman influence on Northampton/Britain\n- What are the basic skills needed in for historical enquiry?\n*Trip to Roman museum - Towcester\nWhat is Geography?\n- A broad overview of the skills and content covered in Geography.\n- Includes Baseline assessment, atlas work and a look at Geography in the media.\nWhere the Wild Things are:\n- Introduction to philosophy & Ethics\n- Creative writing\n- How do we create rules? What is right and wrong?\n- Desert island – Authority.\nOnce pupils reach Year 10 we continue the historical narrative, now we introduce entry level GCSE in order to provide an accreditation. As well as this added value, pupils have the opportunity to explore and harness the skills and knowledge learnt throughout KS3. The year is broken down as follows:\nTopic 8: Britain at war: World War II, 1940–1945\nTopic 13: The USA: civil rights, 1955–1968\nGandhi, Nelson Mandela, Christopher Columbus\nYear 11 global at present is an entirely different entity to lower year groups; religious education is the sole subject and therefore lends itself to in depth analysis and coverage of distinct themes. For example we work alongside English in order to build strong cross-curricular links, where ideas and skills are taught in order to enhance both value and embed knowledge. E.g. ‘Of mice and men’ is read in English, whilst key themes of the novel such as racism, sexism and ageism are investigated and analysed in Global."

"In September 2014 the Ofsted Inspection Framework and Handbook were revised and significantly new emphasis was placed on the Spiritual, Moral, Social and Cultural aspects of the curriculum which has been described by the politicians as a need to actively promote “British Values”. Born out of recognition that the UK is far from a cohesive society in which people from different backgrounds get along, the British Values agenda attempts to translate previous legislation into real, meaningful practice which results in positive outcomes for young people.\nThese have were defined by government in 2011 Prevent Strategy as:\n- mutual respect between those of different faiths and beliefs\n- the rule of law\n- individual liberty\nThe expectation is that from early years right through to post-16, schools will be actively preparing pupils for life in modern Britain.\nIn meeting our duty to promote “British Values” we are focussing on: developing tolerance and respect and understanding of those who are different from us.\nThis is a key area for all of our students who by definition of their diagnosis can find it very difficult to tolerate others and to understand that their own points of view are not the only point of view. We work on developing this and all aspects of “British Values” through both targeted and more generic aspects of the curriculum. Students are supported to challenge their own preconceptions and those of others and to set high expectations for themselves.\nIn supporting “British Values” staff are expected to set positive examples for the students and address negative comments or actions promptly, supporting students to support each other and report any unpleasantness to staff or parents so that we can work positively to reduce negative behaviours and increase tolerance of differences including: gender, age, intellectual ability, disability, sexuality, race, religious belief, physical size or physical features.\nIn addition we actively seek ways to ensure that all of our students are supported to achieve the best they can and are able to put back into society something of value through either voluntary work, employment or continuing their own personal skills development. We actively work with students and their families to identify pathways to learning and success for adult life including; understanding and respecting rules, laws and restrictions that we are all required to adhere to for the benefit on our society as a whole."

"Academic excellence is a trait that is desired by students, teachers and parents alike. It is the utmost goal for every student. It is the dream of parents for their children. It is the objective every teacher seeks to meet in their teaching career. It is a road map to leading a successful life.\nAcademic excellence is the ability to perform with self-confidence and good effort in order to achieve top grades in all academic activities. It is a collaborated effort from parents, teacher, mentors and councillors.\nHowever, teachers shoulder more of this responsibility than any other group of people involved in the academic development of a child. Therefore, they must do all they can to ensure that students meet this goal. But what ways can teachers contribute to a student’s academic excellence?\nTeachers can help their students to achieve academic excellence by first inspiring them to aim higher. Consistent encouragement on being good at a subject could go a long way in whipping up inspiration in students. This strategy should be targeted at struggling students who have learning difficulties.\nYour effort and enthusiasm as a teacher directly influence students’ commitment to your course and interest in your field. Great teachers inspire students by demonstrating belief in their students’ abilities and by providing the supports students need to meet challenging academic demands\nFurthermore, they can also help students achieve academic excellence by developing effective teaching methods geared towards enhancing learning experience for all students. An effective teaching method can make a lot of difference in a student’s academic life. There are many tried and tested teaching methods available for every level that teachers can apply best enhance learning experience for their students.\nTeachers can also institute a reward system to encourage students to take their studies seriously. Reward systems could help build healthy competition among students. This could also help create excitement around a particular subject."

"A learning community\nThe school is a learning community in which everyone, including the principals, teachers, students and parents, makes progress together. Only when teachers embrace the concept of life-long learning can we expect students to do the same.\nA good role model\nA good teacher is not necessarily one with high qualifications. A good teacher is one who sets a good role model by cooperating with others, and who is committed to students and listens to them. A good teacher monitors his students’ progress closely and is always in search of a breakthrough in new teaching methodology.\nEach individual teacher must first share the education philosophy of the school before we can build a united team where members learn from and support each other. To be successful, we need to be united. We adopt a co-tutor system, with our overseas teachers coming from many countries and backgrounds. Our lessons resemble a global village, in which teachers team-teach in a cooperative manner, respecting each other’s skills and methods, and creating a harmonious learning atmosphere. About 50 % of the lessons taught by two teachers. This is done so that students’ needs can be met and teachers can learn to cooperate with one another."

"Professional Growth and Responsibilities\nIndicator 60 – Reflection and Continuous Growth\nUETS 8 – The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.\nEffective teachers continually improve their teaching skills by keeping up to date with the latest research in order to implement new ideas, methods and materials in their curriculum. Effective teachers show evidence of data collection measuring the effectiveness of new strategies, and use data and feedback to refine personal practices. Effective teachers identify and share learning experiences, provide and structure feedback that moves the learning forward, and act as instructional resources for one another.\n- Be prepared to show participation in a professional learning activity during the past year. Examples may include:\n- A degree you earned\n- A book or article you have read\n- A record of a formal or informal inservice activity (informal inservice involves instructing other team members about something new at a team or department meeting)\n- A record of a university class you have attended\n- A record of a district workshop you attended\n- Be prepared to present evidence of the application in your classroom of professional learning (techniques, methods or materials based upon what you learned in the professional learning activity). Examples may include:\n- A lesson plan showing a new strategy or technique\n- A student project\n- Added technology components in instruction\n- A new management system being implemented\n- Be prepared to show data collected measuring the effectiveness of new strategies such as:\n- Scores from pre/post tests, benchmarks, student assignments, projects, surveys, or quizzes\n- A behavior log showing changes in student behavior with the use of new management techniques\n- Increase in student engagement/work completion rates after use of new technology components\n- Be prepared to present evidence of collaborating with colleagues on new instructional practices.\n- PLC minutes showing discussion of new strategies\n- Comparing common assessment results and analyzing results of new strategies"

"Our belief is that students learn best when -\n- They are physically, socially and emotionally healthy.\n- They are in a safe, secure, nuturing environment with supportive boundries.\n- They are in a positive, relevant, stimulating environment\n- They are provided with the opportunity to interact and access the broader community environment\n- They attend school regularly\n- Teachers, parents and community member work together to benefit the child\n- The teaching program reflects the individual’s learning style and curriculum\nOur beliefs about teaching and learning -\n- Students learn in different ways and their learning programs reflect this.\n- Teaching needs to foster students taking responsibility for their own learning and setting challenging yet realistic goals for improvement.\n- Effective pedagogy is purposeful, challenging and connected to a student’s experience, stage of development and background.\n- Learning programs need to acknowledge and build on where students are at with their learning. They need to be culturally and developmentally appropriate and have real life application.\n- The mental, physical health and well being of students and staff is a priority.\n- Learning occurs wher student, home and school have a common goal, interact positively and are mutually supportive."

"All children and young people are capable of learning, achieving and extending themselves. We can all learn.\nStudents learn in different ways, at different times and rates, for different reasons, and in supportive environments.\nThe teacher is a facilitator, role model, coach, manager, umpire, mentor, guide, friend, carer and an imparter of knowledge. A teacher is a critical person in a child’s life and is the creator of future generations\nTeaching needs to foster students taking responsibility for their own learning by setting challenging and yet realistic goals that value high standards, promote self-esteem and lead to improvement.\nEffective teaching is purposeful, challenging and connects with a student’s interests, needs, cultural background, abilities, beliefs, goals, prior knowledge and stage of development\nLearning programs need to acknowledge and build on prior and existing knowledge, abilities/interests, cultural backgrounds, level of development and real life applications.\nStudents should have the opportunity to observe, practise and teach other students the skills, values and processes that are expected of them.\nThe mental and physical needs, wellbeing and health of students and staff is a priority to us.\nThe core values should be in practice daily. They are the foundation of all activities, experiences and learning.\nLearning happens best when student-teacher relationships are based on trust, respect, values, cooperation, partnerships, teamwork, positive interactions and a safe environment.\nLearning occurs where students, home and school work together towards a common goal, collaborate, communicate, develop a partnership and support each other"

"Professional ethics and values are critical for school teachers as they play a significant role in shaping the lives and minds of young students.\nHere are some of the reasons why professional ethics and values are important for school teachers:\nMs T is a confidante for students and colleagues alike. They share their problems with her without a speck of hesitation. This allows her to resolve issues and to ensure the holistic development of her learners.\nTeachers are responsible for educating and guiding students, and they must be trustworthy and credible in their actions and decisions. Adhering to professional ethics and values helps teachers establish trust with students, parents, colleagues, and the community.\nMr F is known for being fair. He never favours ‘intelligent’ students and provides equal opportunity to all students, irrespective of their learning levels or their backgrounds. As a result, all his students work really hard, individually and as a group to achieve their learning goals.\nTeachers must avoid discrimination and bias in their teaching practices. Professional ethics and values help teachers treat all students fairly and equally, regardless of their race, gender, religion, or socioeconomic status.\nMs S comes across as a strict teacher but, somehow, her learners love and respect her more than any other teacher. She makes them realise the importance of following rules and sticking to them. She is also sensitive to the individual needs of her learners and ensures that she offers them support whenever they need it.\nTeachers must create a safe and supportive learning environment that fosters learning and growth. Professional ethics and values help teachers establish boundaries, respect privacy, and maintain a positive and respectful classroom atmosphere.\nMr P is a lifelong learner. He constantly engages in professional development activities to hone his teaching skills. He has subscribed to journals and magazines that keep him up-to-date with the latest developments in his field.\nTeachers must continue to learn and grow throughout their careers. Professional ethics and values encourage teachers to seek professional development opportunities and stay up-to-date with new teaching methodologies and technologies.\nMs E is a by-the-book teacher. She is a living example of how legal and ethical standards are followed. As a result, she has become a role model for every student, teacher and staff member. By upholding the standards, she does justice to the goal of teaching and learning, i.e., to impart knowledge and develop skills in learners to help them achieve their full potential in the real world.\nTeachers must abide by legal and ethical standards, such as maintaining student confidentiality, respecting copyright laws, and avoiding conflicts of interest. Professional ethics and values provide a framework for teachers to make sound decisions and act with integrity.\nIn summary, professional ethics and values are essential for educators to establish trust, ensure fairness, create a safe learning environment, promote personal and professional growth, and uphold legal and ethical standards. By understanding the importance of professional ethics and values, educators can make a positive impact on their students' lives and society as a whole.\nIf you want to dive deeper into this area of teaching and learning, please feel free to check out our course on Ethics and Values."

"- Teachers are career-long learners.\n- Teachers engage in ongoing professional development to enhance their: understanding of and ability to analyze the context of teaching; ability to make reasoned judgments and decisions; and, pedagogical knowledge and abilities. They recognize their own professional needs and work with others to meet those needs. They share their professional expertise to the benefit of others in their schools, communities and profession.\n- Teachers guide their actions by their overall vision of the purpose of teaching.\n- They actively refine and redefine their vision in light of the ever-changing context, new knowledge and understandings, and their experiences. While these visions are dynamic and grow in depth and breadth over the teachers’ careers, the visions maintain at their core a commitment to teaching practices through which students can achieve optimum learning.\nEvidence in Practice"

"Effective teaching is the single biggest determinant of student improvement in the school. Teachers not only have a direct impact on student achievement but also student engagement and motivation for learning. What teachers do in the classroom and how they interact with students is vital.\nThe Excellence in teaching and learning priority focuses on four dimensions of the\nWhat is excellence in teaching and learning?\nExcellence in teaching and learning means teachers:\n- have a deep knowledge of the Victorian Curriculum\n- are prepared with strong content knowledge in key learning areas\n- have the skills to utilise high-impact pedagogical strategies to improve student learning.\nTeachers' role in student learning\nTeachers maximise student learning when they create a classroom environment that is, supportive, well-controlled and characterised by a clear focus on learning growth.\nGreat teachers are aware that their own learning journey is never complete. They actively seek feedback and collaborate with others in an effort to improve student outcomes.\nCollectively, teachers are more effective when they work together on:\n- problem-solving and planning\n- learning assessment\n- providing feedback to help students monitor their own learning."

"Lead teachers are recognised and respected by colleagues, parents/carers and the industry as exemplary teachers. They have demonstrated consistent and innovative teaching practice over time. Inside and outside the industry they initiate and lead activities that focus on improving educational opportunities for all students. They establish inclusive learning environments that meet the needs of students from different linguistic, cultural, religious and socioeconomic backgrounds. They seek to improve their own practice and to share their experience with colleagues.\nThey are skilled in mentoring teachers and pre-service teachers, using activities that develop knowledge, practice and professional engagement in others. They promote creative, innovative thinking among colleagues. They apply skills and in-depth knowledge and understanding to deliver effective lessons and learning opportunities and share this information with colleagues and pre- service teachers. They describe the relationship between highly effective teaching and learning in ways that inspire colleagues to improve their own professional practice.\nThey lead processes to improve student performance by evaluating and revising programs, analysing student assessment data and taking account of feedback from parents/carers. This is combined with a synthesis of current research on effective teaching and learning.\nThey represent the industry and the teaching profession in the community. They are professional, ethical and respected individuals inside and outside the industry."

"It affects student learning\nIt’s obvious that good teachers are better at teaching students effectively. When teachers have access to continuous learning opportunities and professional development resources, they’re better equipped to become good teachers — especially if their students have learning needs or are performing below or above grade level.\nStudent achievement should be the ultimate goal of any teacher professional development activities.\nIt encourages the success of new teachers\nAccording to one study, a third of teachers leave the profession within three years, and half of teachers leave within five years.\nWhile there are a number of explanations for this statistic, there is no substitute for hands-on experience when it comes to effective classroom teaching. Teachers spend their whole careers developing new skills in response to the challenges they encounter, but new teachers haven’t had a chance to build their own resources.\nProfessional development can help new and experienced teachers develop the skills they need to feel confident in the classroom. Effective professional development helps teachers shape career-long learning.\nIt promotes a growth mindset\nThoughtful, targeted teacher professional development opportunities boost student outcomes and promote a growth mindset.\nTeacher professional development encourages teachers to be active participants in their own learning, and ensures that students and teachers alike are eager to learn. When you provide learning and support for your teachers, you communicate that the school community values the work they do and wants them to grow.\nA lack of professional development resources for teachers can be discouraging. It communicates that you don’t want to invest in the quality of teaching and puts more stress on teachers to develop their skills alone."

"- Good teachers are also Good learners; for example, they learn through their own reading, by participating in a variety of professional-development\nactivities, by listening to their students, by sharing ideas with their colleagues, and by reflecting on classroom interactions and students’\n- Good teaching is therefore dynamic, reflective, and constantly evolving.\n- Good teachers display enthusiasm for their subject and a desire to share it with their students.\n- Good teachers know how to modify their teaching strategies according to the particular students, subject matter, and learning\n- Good teachers encourage learning for understanding and are concerned with developing their students’ critical-thinking\nskills, problem-solving skills, and problem-approach behaviors.\n- Good teachers demonstrate an ability to transform and extend knowledge, rather than merely transmitting it; they draw on\ntheir knowledge of their subject, their knowledge of their learners, and their general pedagogical knowledge to transform the\nconcepts of the discipline into terms that are understandable to their students.\n- Good teachers set clear goals, use valid and appropriate assessment methods, and provide high-quality feedback to their students.\n- Good teachers show respect for their students; they are interested in both their professional and their personal growth, encourage their\nindependence, and sustain high expectations of them.\nThe description sets the bar high. But it so ably captures the essence of what we should aspire to be and do for our students."

"As a parent or student, you want to feel confident that the teachers you interact with are committed to providing the best possible education. Teachers play an essential role in shaping students, and they must demonstrate values and attributes to foster a positive learning environment. Let us explore professional teacher values and attributes and what they mean for you.\nHigh expectations and commitment to learning\nProfessional teachers have high expectations of all students and are committed to their learning, personal growth, and well-being. Teachers strive to create a classroom environment that encourages students to achieve their full potential. They provide opportunities for students to explore their interests, challenge themselves, and develop the skills they need to succeed.\nHigh standards of professional behaviour\nTeachers also adopt high standards of behaviour in their professional role and maintain up-to-date knowledge and understanding of the professional duties of teachers and the statutory framework they work within. It means that teachers adhere to ethical and legal standards and are committed to ensuring the safety and well-being of their students. They continually educate themselves to stay informed of best practices and emerging trends in education.\nContribution to workplace policies and practice\nProfessional teachers contribute to the development, implementation, and evaluation of policies and practices in the workplace, including those designed to promote equality of opportunity. Therefore, teachers are proactive in identifying ways to improve the learning environment ensuring all students have access to the resources they need to succeed.\nTeachers demonstrate ethical conduct marked by personal integrity, respect for others, and fairness in their interactions with students, colleagues, parents, and those in the wider community. Teachers treat all individuals with dignity and respect, communicate effectively and honestly, and maintain appropriate boundaries in all relationships.\nEstablishing professional relationships\nProfessional teachers establish fair, trusting, supportive, and constructive working relationships with students to progress their learning and achievement. They work effectively with colleagues to develop the curriculum and enhance the learning and well-being of students. Teachers collaborate with colleagues to share new ideas about teaching and learning to improve subject and professional knowledge and practice. They also establish professional relationships with colleagues in other institutions, professional bodies, and educational organizations, including Cambridge International, to develop professional practice.\nAt the heart of an exceptional education system are teachers who embody professional values and attributes that inspire and motivate their students. The commitment of teachers to personal growth and learning, as well as the well-being of their students, creates a culture of excellence that enables students to achieve their full potential. By contributing to the development, implementation, and evaluation of policies and practices, teachers help to create a safe and equitable environment for all students. Teachers also establish fair, trusting, and supportive relationships with their students, which are critical to progressing student learning and achievement. Collaboration with colleagues to develop the curriculum, enhance the learning and well-being of students, and share new ideas about teaching and learning are other crucial aspects of professional relationships that teachers must establish.\nThe values and attributes of professional teachers are fundamental to shaping the future of our society. By providing quality education, teachers inspire and motivate the next generation to excel. As a community, let us continue to support and recognise the hard work and dedication of our teachers, who have the power to shape the minds and lives of our children for the better. Let us never forget that a great teacher can change everything."

"The Department for Education states that there is a need\n“to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs”.\nThe Department for Education defines British Values as follows:\n- Respect for democracy and support or participation in the democratic process\n- Respect for the basis on which the law is made and applies in England\n- Support for equality of opportunity for all\n- Support and respect for the liberties of all within the law\n- Respect for and tolerance of different faiths and religious and other belief\nBritish Values Statement\nAt Christ the King RC Primary School, we cover British values in all aspects of school life - it is part of the ethos of the school. As a Catholic school, we are fully committed to the values contained within the Gospels, these values encourage children to love everyone as they are made in the image and likeness of God. That is, every person is a child of God and therefore we must treat them with respect, love, and tolerance. We aim to prepare children for life in modern Britain by ensuring that the fundamental British Values are introduced, discussed, and lived out through the ethos and work of the school. Our curriculum provides opportunities to deepen and strengthen understanding of these by developing the spiritual, moral, social and cultural education.\nDemocracy is covered by the elections of school councillors to the School Council. The children then represent their class for a whole year. They meet with the Headteacher at least once a month to discuss issues arising from the children, staff, parents and the wider community.\nThe children are encouraged to take a leading role in important decisions to improve school life and learning.\nRule of Law\nOur children are taught the value and reasons behind school rules. We use restorative approaches following any incidents when people have been hurt either verbally or physically. Our positive behaviour policy is reviewed annually by staff, children, and governors. We have a very clear Mission statement,\n'Christ at the Heart of All We Do'\nThis encourages children to live their life as Jesus Christ would have done and follow Gospel values.\nPupils are taught to make individual choices following the teachings of Jesus Christ. We have a very clear code of conduct and mission statement and a very strong emotional well-being programme which encourages children to keep them themselves safe both online and in the community. We have high expectations of good behaviour and any issues which arise are dealt with through PHSE sessions, circle time or whole school/ class assemblies.\nChildren are encouraged through our school mission statement, circle time, whole school/class Mass and class assemblies to have mutual respect for each other.\nThrough our comprehensive Religious Education, we learn about other religions and faiths.\nTolerance of those of different faiths\nIn RE lessons/class assemblies’ children are taught about different faiths and cultures. Children are taught to be respectful towards all others who have different faiths."

"In November 2014, the DfE reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nActively promoting these values means challenging pupils, staff or parents/carers who express opinions contrary to fundamental British values, including ‘extremist’ views. Wetheringsett Primary School is committed to promoting these fundamental British values. This is done by instilling a core set of values and positive identity through both planned curriculum opportunities and through our day to day interactions and ethos as part of children’s spiritual, moral, social and cultural development. This is a key part of the way in which we ‘build skills for life'.\nWe appreciate that British values are very much linked to Christian values, and have adopted the document written by the diocese to explore this. The document can be found below.\nPupil voice, as well as parent/carer voice, plays an active part in developing school improvement priorities. The school is clear in demonstrating how pupils should contribute and co-operate and consider the views and needs of others. The School Council meets regularly and takes part in decision making on a range of topics and democratic decisions are often made and discussed within classes. Our MP has visited the school and met with the School Council and our older children visited the Houses of Parliament as part of a residential visit to London.\nThe Rule of Law:\nStaff consistently reinforce high expectations of pupils through reference to our school rules. Pupils are taught the value and reasons behind these, that they are there to protect us and to promote fairness, and there may be consequences when rules are disregarded. Opportunities for more in-depth consideration of rules and laws arise through discussions within Philosophy for Children sessions.\nWithin school, everyone is actively encouraged to make choices, knowing that they are in a safe and supportive environment. The school provides pupils with opportunities to learn about what makes a good choice. Pupils are encouraged to express their views and teaching and learning incorporates their preferences and interests. Again, Philosophy for Children sessions play a key part in this, supporting children to form and express their own opinions and challenge those of others.\nWe help pupils to set high standards for themselves and be positive about others.. By doing so, we aim for children to become comfortable and confident in their own identity but able to understand and respect others people’s views. An ethos of respect and tolerance permeate all areas of school life. This supports a climate within which pupils feel safe, secure and valued. Staff consistently model and promote the behaviours and attitudes that are the foundation of positive relationships. Opportunities within a range curriculum subjects also actively used to promote respect and understanding of others.\nTolerance of those of Different Faiths and Beliefs:\nThe school’s curriculum aims to develop understanding of the world. The RE and PSHE curriculum provides opportunities from the time children, start school, to be introduced to the idea of difference, to respect differences and value diversity, developing tolerance of and empathy towards those from different faiths, beliefs and cultures.\nAs a Church of England primary school, our Christian values form the basis of our ethos and relationships with others. However, we do not seek to indoctrinate our children and believe that our Christian values actually serve to promote understanding and tolerance of others."

"What is Model U.N.\nModel United Nations is an authentic simulation of the U.N. General Assembly and other multilateral bodies. The popularity of Model U.N. continues to grow, and today more than 400,000 middle school, high school and college/university student worldwide participate every year.\nA Model U.N. delegate is a student who assumes the role of an ambassador to the United Nations at a Model U.N. event. A Model U.N. delegate does not have to have experience in international relations. Anyone can participate in Model U.N., so long as they have the ambition to learn something new, and to work with people to try and make a difference in the world.\nThe delegates are the core of any Model United Nations conference. These are the envoys of each country, International Organization or NGO (nongovernmental organization) to a particular committee. They are there to defend their interests, and promote the ideas that would be most beneficial for themselves - all in a spirit of mutual respect and diplomacy. Delegates have the difficult role of juggling between their personal convictions, their home State's needs and restrictions, and their heavy task of convincing other states of the pertinence of their position.\nThe purpose of a Model United Nations conference is to pass resolutions -- the documents containing key policy recommendations. These resolutions must be efficient, effective, holistic in their approach to each issue, comprehensive of different cultures and points of view, and realistic enough to be implementable.\nWhy Do Model U.N?\nMUN not only involves young people in the study and discussion of global issues, it also encourages the development of skills useful throughout their lives, such as research, writing, public speaking, problem solving, consensus building, conflict resolution and compromise and cooperation. Many of today/s leaders in law, government, business and the arts participated in Model U.N. during their academic careers - from U.S. Supreme Court Justice Stephen Breyer to actor Samuel L. Jackson to former first daughter Chelsea Clinton.\nModel United Nations develops leadership skills and the ability to compromise and negotiate. MUNers educate themselves on current events and issues of import because they want to be knowledgeable and effective in the simulations. Another wonderful benefit of MUN is that students greatly increase their knowledge of geography in a personal way. Once you represent a country in a simulation, you forever feel close to it."

"The United Nations was produced in 1945 as an online forum for going over worldwide problems and promoting world peace. The UN has actually been the plan for other companies worldwide that have actually embraced its design, such as MUNs (Model United Nations). These programs are created to provide trainees with a chance to talk about worldwide disputes and establish abilities in diplomacy, settlement, and consensus-building.\nThe MUN is necessary due to the fact that it teaches trainees about dispute resolution and how they can make a distinction on a worldwide level. It likewise cultivates tolerance amongst youths from various backgrounds who may not otherwise satisfy or comprehend each other’s viewpoints.\nMUN in every school curriculum!\nOur company believe this program must belong of every school curriculum due to the fact that it is not just beneficial to trainees however likewise to our worldwide neighbourhood. The MUN teaches youths how they can interact, no matter cultural distinctions, in order to attain universal objectives that are essential to everyone which’s something everybody requires to understand. It is not practically finding out how to negotiate-it’s likewise about getting associated with the international neighbourhood and making a distinction.\nThe model united nations of unified countries works as a vital tool for promoting unity on the planet since it assists youths to acknowledge that there are lots of intricate issues on our world and all of us require to interact to discover services, no matter ideological distinctions. The program likewise supplies training on crucial management abilities such as public speaking and dispute so these trainees can assist produce modification and end up being leaders on their schools back house.\nThe MUN program is essential for all schools since it offers lessons on dispute resolution and how we can collaborate in order to make our world a better place. The MUN program likewise teaches important abilities such as public speaking and research study that will be useful in every trainee’s future profession. Without these abilities, nobody can be effective and they’re needed if we desire our future generations to alter the world and do their part in constructing a more serene and tolerant society.\nMUN is incredible since: It teaches individuals about the UN and international problems, Cross-cultural understanding and awareness, Networking chances, Leadership abilities and Helps to produce options for world issues.\nThis company is created to develop an online forum for dispute in which worldwide problems can be gone over. Although this design UN was not the very first produced, it is still the most popular and extensively acknowledged. It has actually functioned as a plan for other programs all over the world. The United Nations likewise promotes tolerance, cooperation, and civility amongst its members in order to attain objectives that are widely preferable– an end to hardship, illness, cravings, strife, and war.\nModel United Nations came from 1950 as a method for trainees from various schools around the nation to immerse themselves in a worldwide environment, with just very little expense to their own school districts. It has actually been effectively utilized by lots of high school instructors throughout America as a mentoring tool. In spite of its fairly current origin, it can be argued that MUN is an efficient curriculum since through role-playing delegates are exposed to real-life situations and they find out how to much better technique diplomacy.\nMUN has actually likewise ended up being popular overseas, it is now a fundamental part of numerous schools’ curriculum. More than 20 nations have actually begun their own nationwide argument programs imitating the American example, consisting of Japan, Canada, Israel, Indonesia and Germany.\nUnique than other programs!\nThe design UN is an online forum for the argument that has designs of nationwide federal governments or parts of the federal government. The design joined countries include individuals from various nations and cultures that learn more about each other. This develops bridges and produces comprehending where there was frequently none previously. Seeing how their culture is seen modifications how they see themselves and others which can result in services for worldwide issues.\nThe MUN experience assists individuals discover how to interact to resolve issues. It likewise teaches them about the Model United Nations and worldwide problems. The exchange of concepts motivates good understanding, increases tolerance, and makes individuals familiar with other cultures. Whether they end up being associated with politics or not after the program has actually ended, it is a chance for knowledgeable management abilities which will help them achieve success in any professional course they select.\nAmong the very best parts about Model United Nations is that it teaches trainees how to believe seriously and analytically. When they are at their school’s MUN club, or when representing a nation in the real UN General Assembly Hall, they will have the ability to make decisions based upon what has actually occurred prior to them. If you are trying to find an interesting activity for your class where kids have a good time while discovering at the same time call us today. We would like absolutely nothing more than to provide our services."

"Programs | Model United Nations Assembly\nThis international youth program simulates the workings of the United Nations Assembly by having two senior students from a number of schools represent a particular UN country in debates on matters of world political and social concern.\nThe assembly is about building bridges of goodwill for world peace and understanding through a personal involvement in the acceptance of situations that reflect the opinion of ‘adopted’ countries.\nStudents are challenged by the opportunities of extended research, debating and public speaking skills by addressing a wide range of contemporary and world-focussed issues.\nTopics are debated on matters of world political and social concern. It is held over a week-end to give sufficient time for all participants to become involved. The main aim is to develop an awareness of the United Nations in students as well as international situations of other countries and to encourage students to study topics from another country’s perspective.\nThe objective is to encourage young people to learn respect and tolerance for people of all races, religions and nationalities. They do this by debating U.N. topics from their given countries perspectives.\nMUNA as a concept arose in North America from the desire of young people to simulate the great debates of the United Nations Assembly. MUNA was first conducted in Rotary by Rotary at Winnipeg in Canada, and introduced to Australia by the Lake Cargelligo Rotary Club in 1980.\nIn Tasmania it is an annual project of the Rotary Club of Deloraine. Clubs sponsor grade 10 students who are allocated a country to represent for the weekend.\nStudents are encouraged to wear national dress and debate topical issues. MUNA simulates the workings of the United Assembly by having teams of two or three senior students represent a particular U.N. country in debates on matters of world political and social concern.\nThe Assembly is about building bridges of goodwill for world peace and understanding through a personal involvement in the acceptance of situations that reflect the opinion of \"adopted\" countries. Students are challenged by the opportunities to extend research, debating and public speaking skills by addressing a wide range of contemporary, world focussed issues.\nUsually, the assembly is held over a weekend with delegates being billeted by the host Rotary club. A school auditorium is used to recreate the U.N. Assembly Chamber with name plates, flags and national costumes being encouraged.\nA social program is arranged for the Saturday evening.\nThe Assembly is chaired and judged by Rotarians with prizes being awarded for the best overall representation, the best contribution to a world peace solution and the best national costume.\nRotary clubs, in conjunction with the local high school, sponsor teams to attend MUNA. There is a nomination fee, usually paid by the club.\nFor more information please contact: Rotary Club of South Launceston"

"The focus of the weekly devotions are called THREADS. The word 'thread' has a variety of meanings. A thread is a part of a pattern woven into a whole; a thread is part of a story that 'leads' somewhere; a thread is a topic or train of thought in a digital forum.\nStudents have a weekly THREAD to consider. These threads are the building blocks of good life. They are the elements of strong character. Each week, students will consider how these threads weave together the good story of their lives and to help them to bless others with all that they are. The THREADS are specifically relevant to the healthy development of young people.\nIn the devotion resource, students encounter the weekly THREAD and a Bible passage that addresses some aspect of the thread. Staff have a suggested template to work through the weekly thread.\nStaff are encouraged to vary the content that they draw on for devotions, and to draw on other resources that they know or discover. Not all resources are helpful and a good rule of thumb is Sir Winston's \"V\"."

"Spiritual, Moral, Social and Cultural Education (SMSC) - September 2020\nSMSC is a very important part of every child’s education. It is taught all through their school day, from the moment they are greeted at the school door, through their lessons, during playtime and lunchtimes to the moment they leave us at the end of the school day. All members of staff support children with SMSC.\nPlease click here for examples of the opportunities we provide to help to support and develop SMSC within our school. Some of these happen once a year, or maybe once every two years, others happen more regularly.\nEach class contributes to an enrichment book. This shows lots of ways in which we demonstrate SMSC taking place in class. Photos, drawings, writing, quotes from children and staff are included which show events / activities the children have been doing. Children talk enthusiastically about these books and will always be to recall the learning which has been taking place."

"SMSC - SPIRITUAL, MORAL, SOCIAL, CULTURAL\nSpiritual, Moral, Social, Cultural\nIn every lesson, every day, every week and every term students are exposed to countless opportunities for SMSC development and we see this as an integral part in a student’s experiences in order to develop into a well-rounded, active citizen; ready for the globalised world they are soon to enter.At The Hazeley Academy we have a duty to promote the spiritual moral, social and cultural development of our students. A vital part of the work we do includes helping our students to develop an appreciation of, and a respect for, their own and others’ beliefs, culture and identity. When students feel secure about their own beliefs, culture and identity they are less likely to feel threatened by difference and less likely to mistrust or fear others. Skills of empathy and understanding are crucial to lifelong learning and the holistic development of our students.\nSMSC and the How the Academy promotes SMSC and British Values through the 3Cs of Character, Confidence and Creativity\nSMSC Themes for the Week\nThese are the focus for our weekly Lead Lessons – often run by external guests or the Senior Leadership team."

"Our monthly lesson for June focuses on the Fifa World Cup in Brazil and uses activities from the British Council's Premier Skills English website to look at the theme of motivation. Motivation is an essential part of learning a skill. This lesson combines traditional approaches to motivation with the role of a self-concept in motivation. In professional sports psychology, athletes and coaches recognise the value of a positive self-concept and practise visualising success. In this lesson, learners are encouraged to compare themselves to professional footballers who have moved to the UK to play. They will be asked to visualise a successful future-self living and prospering in the UK or another English speaking country.\nFootball is probably the most popular sport in the world so the subject matter is motivating.\nTo help students develop a positive self-concept / improve student motivation\n- The tasks - the activities are designed to offer variety which should maintain the strength of the learners’ desire throughout the lesson and the final activity focuses on fluency which can give learners a sense of progress.\n- Student worksheet 1: Quotes\n- Student worksheet 2: Role-play\n- Premier Skills website"

"English and Life Skills Online Summer Camp for 12-17 year olds\nAvailable 21 June – 13 August 2021\nOur online English summer camp is designed to help 12 – 17 year olds develop the English language skills and life skills they need as they go on to become young adults.\nThe aim of this course is to develop language, teamwork, cultural understanding, internationalism, social confidence and leadership skills. It’s a fun course and students are encouraged to unlock their potential and aim high in the future.\nClasses are dynamic and interactive with a focus on improving aural and oral skills. They are snappy, smart and active and designed to keep students engaged for short bursts of language learning each weekday.\nStudents can join us for just one lesson, or all of them!\nLessons consist of English language tuition plus life skills. The English language part of the course focuses on vocabulary & grammar including idioms, word building, expressions, modal verbs, second conditionals, past tenses, prepositions, future forms, question forms, phrasal verbs, adjectives, phrases, future continuous, conditionals and more!\nSummer schedule (Monday to Friday)\n|W/C||Week||09:00 – 10:30||11:00 – 12:30|\n|21 June||1||How to be a successful teenager||How to survive modern life|\n|5 July||3||Global Issues||Technology & business|\n|12 July||4||People from around the world||Solving problems & teamwork|\n|19 July||5||How to survive modern life||How to be a successful teenager|\n|2 August||7||Technology & business||Global Issues|\n|9 August||8||Solving problems & teamwork||People from around the world|\nDaily timetable by topic\nHow to be a successful teenager\n- Monday Topic: Sleeping | Life skills: How to develop good sleeping habits\n- Tuesday Topic: Emotional Intelligence | Life skills: Developing self-awareness\n- Wednesday Topic: Socialising | Life skills: How to make small talk\n- Thursday Topic: Choosing a university | Life skills: Making good decisions\n- Friday Topic: Jobs and careers | Life skills: How to be organised\n- Monday Topic: Leaders | Life skills: identify leadership qualities\n- Tuesday Topic: Environmental campaigners | Life skills: Debating – how to get your point across\n- Wednesday Topic: Social media influencers | Life skills: Evaluating your leadership skills\n- Thursday Topic: Fake news | Life skills: How to influence people\n- Friday Topic: Politics | Life skills: Student election – use your leadership skills\n- Monday Topic: The Environment | Life skills: Debate on climate change\n- Tuesday Topic: Conservation | Life skills: How to respect the views of others\n- Wednesday Topic: Gender equality | Life skills: Debate on gender equality\n- Thursday Topic: Civil liberties | Life skills: How to stand up for yourself\n- Friday: Topic: Multiculturalism and immigration | Life skills: Debate on multiculturalism\nPeople from around the world\n- Monday Topic: Life in other countries |Life skills: Cultural awareness – differences in other countries\n- Tuesday Topic: Stereotypes | Life Skills: How to avoid stereotyping people\n- Wednesday Topic: Celebrations around the world | Life skills: Public speaking 1\n- Thursday Topic: Spring festival | Life skills: Public speaking 2\n- Friday Topic: Countries around the world | Life skills: Practise your public speaking skills\nHow to survive modern life\n- Monday Topic: Modern day problems | Life skills: How to be resilient\n- Tuesday Topic: Sports | Life skills: Secrets from sports psychologists for modern life\n- Wednesday Topic: Films, TV and social media | Life skills: How to regulate your screen time\n- Thursday Topic: Video games | Life skills: How to regulate game time\n- Friday Topic: Youthspeak | Life skills: How to talk to other teenagers\n- Monday Topic: Parents | Life skills: Teenagers’ advice for parents\n- Tuesday Topic: Making friends | Life skills: How to meet new people\n- Wednesday Topic: Friendship problems | Life skills: Dealing with arguments\n- Thursday Topic: Love and relationships | Life skills: How to know someone likes you\n- Friday Topic: Rejection | Life skills: Coping with rejection\nTechnology & business\n- Monday Topic: Future technology | Life skills: Creative thinking\n- Tuesday Topic: Raspberry Pi – a case study | Life skills: How to think positively\n- Wednesday Topic: Persuasion and negotiation | Life skills: How to persuade and negotiate\n- Thursday Topic: Investment pitches | Life skills: Teamwork\n- Friday Topic: Money and spending | Life skills: Persuading and negotiating\nSolving problems & teamwork\n- Monday Topic: Detectives | Life skills: Teamwork and problem solving\n- Tuesday Topic: Mysteries | Life skills: Teamwork and problem solving\n- Wednesday Topic: Dilemmas | Life skills: Learning through failure\n- Thursday Topic: Survival team challenge | Life skills: Creative thinking and teamwork\n- Friday Topic: Picture puzzle | Life skills: Teamwork\nWhat level do I need to be?\nThe classes are taught at different levels – all students are tested online in advance and placed in the right class for them.\nWhat time are the lessons?\nThere are 2 time slots available: 09:00 – 10:30 and 11:00 – 12:30 (UK time, Monday to Friday). Students can join any slot, on any day – lessons are not repeated!\nHow are classes accessed?\nLessons are accessed using Zoom. Students will need a computer with a camera and microphone enabled, somewhere quiet to watch and that’s it!\nWhat is the price?\nThe price is £15.90 per class. Students can book just one lesson, or all of them! The price also includes an end of course certificate."

"Once a week, each year group joins together for a morning assembly. These are delivered by members of staff as well as external representatives. During assemblies, pupils learn about and celebrate different religions, cultures and global events which encourages them to develop spiritually, socially, morally and culturally.\nThis gives them the opportunity to recognise:\n- the negative effects of prejudice and discrimination, in all its forms\n- the positive effects of different groups co-operating and working together\n- that respect for other people is an integral part of their development as a citizen in any society."

"Subscribe to our almost monthly newsletter\nStay up to date with stories about what our One World clubs are doing around the world, new programs and events!\nOur educational adventure seeks to help individuals put their lives, and our lives, into perspective.\nConsider definitions of diversity and their own unique identity Explore the concept of assumptions based upon appearance\nHelp students understand the ideas of community and cosmopolitanism. Explore various meanings of the word community.\nGroup members will create a group agreement based on the principles of creating a physically emotionally safe environment for all learners.\nEncourage learners to perform Random Acts of Kindness in their daily lives.\nService learning combines learning goals and community service in ways that can enhance both student growth and the common good.\nSupplementary activities are available for additional costs and new resources are continually being developed and shared.\nThe Starter Club kit is an easy and affordable way to get started with the One World community. It was developed with a workshop model approach in mind. A facilitator or group leader introduces the theme and teaches important points to the group, then engages in an activity that aids in group and individual learning.\nThe Starter Club Kit’s activities are easily adaptable to any age group and any number of participants. Kids around the world have had transformative experiences from their Club experiences.\n“Character is a dimension of life that helps us persevere during challenges, treat others with dignity, and advance our community.”"

"This curriculum area is split into two parts – Spiritual, Moral, Social & Cultural Development (SMSC) and Well being. These lessons aim to encourage the students to develop their self-esteem and self-confidence, helping them to identify their personal values and to aim high. A weekly assembly for each year group as well as off timetable ‘dynamic days’ also contribute to this provision. Central to the learning in this areas is the development of Wren Skills.\n|This is Me||This is Us||Genius of the Past|\n|Inventions of the Future||Power of Humans||Power of the Earth|\n|My Values||Family Values||Clashes of Culture|\n|Celebration of Culture||The Power of Technology||The Power of My Voice|\nExtra Curricular Activities\nA weekly ‘Interact’ club contributes to students’ personal development. This club is arranged by a local Rotary International Club; its purpose is to provide opportunities for young people to work together, dedicated to service and understanding. The club develops leadership skills and confidence through team work and doing things for others. Each year, the group chooses a local and an international project and identifies how The Wren School may be able to offer support."

"The government set out its definition of British values in the 2011 Prevent Strategy. These were reinforced in September 2014. The new regulations will sit alongside the requirements of the Equalities Act, which also applies to all schools/academies in the UK.\nThe Department for Education’s five-part definition of British values includes:\n2. The rule of law\n3. Individual liberty\n4. Mutual respect\n5. Tolerance of those with different faiths and beliefs\nAt Lord Lawson, pupils will encounter these principles throughout everyday Academy life. The academic and pastoral curriculum is mapped in detail across the sixth form to teach our pupils about the British Values. This allows them to be able to work together as a team, to learn the history of Britain, to see Britain in its true multicultural form, gives us a common identity. pupils have been on trips to enhance their knowledge of the world around them.\nIt also covers a large part of our SMSC within The Academy. The Sixth Form team have been tasked with developing the Sixth Form pupils’ spiritual, moral, social and cultural (SMSC) development. The Sixth Form experience has helped to develop pupils’ social skills and also addressed many moral issues. Our assemblies have also enhanced our cultural understanding of the country we live in. As part of our PSHE programme (delivered outside of the classroom), pupils must learn how to be resilient and cope in unfamiliar circumstances.\nOur goal is to make each Lord Lawson Sixth Former a well-rounded, employable individual who have experienced different circumstances so that they can be adaptable. We work hard helping the Sixth Formers to build positive relations with staff both inside and outside of the classroom.\nHere are some examples of how we promote these values in our Sixth Form community:\nOur Sixth Form pupil Council has elected representatives from tutor groups throughout the year. We also host an election, by both staff and pupils, for the positions of Head Boy and Head Girl. pupils have to write a letter of application and go through am interview process. Once elected, the Sixth Form pupil Council and the Head Boy and Girl work with staff to help make the Academy a better place to learn.\nWe also encourage the Sixth Formers to take an interest in giving their own opinions on our work in the Sixth Form and beyond, by encouraging them to take part in pupil questionnaires/surveys/interviews throughout the year. We know that the active participation of our Sixth Formers will sow the seeds for a more sophisticated understanding of democracy in the future; this is also encouraged by our focus on ‘young people issues’ and British democracy in our assemblies in the hope that we can encourage more of our pupils to register to vote and have opinions on the subjects that matter to them.\nAssembly focus: A Short History of British Politics and Why Vote? The London Mayoral Elections etc.\nOther: Sixth Form Council Vote, Head Boy and Head Girl Selection Process, whole school National election and referendum etc.\nThe Rule of Law\nOur pupils will encounter rules and laws throughout their entire lives. We want our pupils to understand that whether these laws govern the class, The Academy, the neighbourhood or the country, they are set for good reasons and must be adhered to.\nThis understanding of the importance of rules will be consistently reinforced through assemblies and our curriculum. Throughout the year we welcome visits from members of the wider community including police, asylum seekers, charity workers including Project Trust and Anthony Nolan. We believe that clear explanations and contextualising learning emphasise the importance of the rule of law for our pupils.\nAssembly focus: The Rule of Law\nOther: E-Safety considered in Sixth Form Studies, Human Trafficking to be considered in tutorial activities etc.\nWe invest a great deal of time in creating a positive culture in our Academy, so that pupils are in a safe environment where choice and freedom are encouraged. Through our assemblies and Sixth From Study Programme, we educate Sixth Formers on their rights and personal freedoms as well as supporting them in recognising how to exercise these freedoms safely. At Lord Lawson we believe that valuing choice and freedom in daily Academy life will foster values of individual liberty as the pupils embark upon their adult lives.\nAssembly focus: Why Vote? Head Boy and Girl Selection Process etc\nOther: Sixth Form Council Representative Class Elections, Sixth Form surveys, Volunteering, Why Go to University? Gap Years? Star Futures – studying abroad? FGM to be covered in tutor time etc.\nMutual respect is at the core of our Academy life. pupils learn to treat each other and staff with respect. This is evident when walking around The Academy. We actively promote respect and this is seen throughout the various relationships between pupils and staff. It also part of the Academy’s 5Rs+1.\nAssembly focus: Tolerance and Respect, Human Trafficking, Black History Month etc.\nEvents: OAP Christmas Party, Life After Lord Lawson including Blood and Organ Donation, ASDAN reading programme, Classroom Support etc.\nTolerance of Those with Different Faiths and Beliefs\nThrough both our curriculum and the routines of our daily Academy life we strive to demonstrate tolerance, helping pupils to become knowledgeable and understanding citizens who can build a better society for the future.\nAssembly focus: Lessons from Auschwitz (following trip), Holocaust Memorial Day, Remembrance, Tolerance and Respect, Volunteering etc.\nOther: Lessons from Auschwitz trip, Holocaust Memorial Day trip, Remembrance, Life After Lord Lawson including Blood and Organ Donation etc."

"The word democracy means “rule by the people.” It comes from the Ancient Greek words demos (“people”) and kratos (“rule”). It is a fundamental British value, through which we acknowledge that everyone is entitled to contribute to how our country is run.\nThe principles of democracy are embedded in our school’s three core values:\nC1 We respect our children’s individuality, encourage creativity and support every child to make to the most of their abilities.\nAt Barrowby Church of England Primary School, Pupil Leadership is actively encouraged. During their time at school, all our children have the opportunity to stand for a wide range of leadership opportunities, including School Council, Sport's Committee and as House Captains and Vice Captains. Through these roles they learn to listen to, and respect, the views of others, and that leadership is both a privilege, and a responsibility.\nC2 We want our pupils to leave our school as a well educated, self confident and caring member of society.\nAt Barrowby Church of England Primary School, all pupils vote to elect representatives to pupil leadership positions within school. In this way children are able to learn about, and value, the democratic process, and come to understand that this is the way our country is governed. They know that their voice is heard, but also that everyone’s views count equally. This helps them to become active members of a democratic society.\nC3 We promote equality of opportunity for all, irrespective of gender, race, creed, ability or disability.\nThe democratic processes within school ensure that all pupils have the opportunity to contribute to school development. All members of our school community, including pupils, staff, governors, and parents have the opportunity to play a role in making decisions in our school – for example, as part of the committee that designed our new library."