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Module 3

Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know. Module 3 | Session 1. By the end of the session, you will: be able to identify nine ways in which learning outside the classroom can benefit your young people

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Module 3

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  1. Module 3 Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  2. Module 3 | Session 1 By the end of the session, you will: • be able to identify nine ways in which learning outside the classroom can benefit your young people • understand the range and scope of learning outside the classroom opportunities. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  3. Module 3 | Session 1 You will do this by: • considering your own experience of learning outside the classroom • analysing how learning outside the classroom can help meet other agendas. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  4. Module 3 | Session 1 Venn diagram • Skills • Knowledge • Attributes Skills Knowledge Attributes Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  5. Module 3 | Session 1 Assertive Adrian is representing a parent who thinks that learning should be classroom based and that fun doesn’t have a place in education Questioning Quentin ‘I want my child to be able to read and write. Learning isn’t about fun.’ Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  6. Module 3 | Session 1 Diamond 9 grid Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  7. Module 3 | Session 1 Tired Tabatha, teacher ‘I work hard enough as it is. I haven’t got time to be organising trips and visits.’ Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  8. Module 3 | Session 1 Ease versus Impact matrix High Impact Low Low High Ease Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  9. Module 3 | Session 1 Concerned Colin, governor ‘What about all the other initiatives we’re trying to embed in the school? Do we put them to one side?’ Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  10. Module 3 | Session 1 • Every Child Matters agenda • Be Healthy • Stay Safe • Enjoy and Achieve • Make a Positive Contribution • Achieve Economic Wellbeing Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  11. Module 3 | Session 1 Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  12. Module 3 | Session 1 • By the end of the session, you will: • be able to identify nine ways in which learning outside the classroom can benefit your young people • understand the range and scope of learning outside the classroom opportunities. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  13. Module 3 | Session 2 By the end of the session, you will: • know where you currently stand regarding learning outside the classroom provision • have begun to develop a school learning outside the classroom policy. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  14. Module 3 | Session 2 You will do this by: • carrying out a quick audit on your current learning outside the classroom provision • considering three models of how to develop learning outside the classroom provision • reflecting upon the Manifesto pledges • considering which of your current learning outside the classroom activities are entitlement and which are enrichment activities. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  15. Module 3 | Session 2 ‘All young people should have regular and meaningful learning experiences, which are focused and enjoyable. They should have well-planned activities, which provide a continuing and progressive programme from 0 to19 and allow them to participate in ways that are appropriate to their needs.’ Learning Outside the Classroom Manifesto Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  16. Module 3 | Session 2 • Activities in the school grounds • Activities in the local environment • Day or half-day activities further afield • Residential experiences. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  17. Module 3 | Session 2 • Pledge 1: We will provide all young people with a wide range of experiences outside the classroom, including extended school activities and one or more residential visits. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  18. Module 3 | Session 2 • Pledge 2: We will make a strong case for learning outside the classroom so there is widespread appreciation of the unique contribution these experiences make to young people’s lives. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  19. Module 3 | Session 2 • Pledge 3: We will offer learning experiences of agreed high quality. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  20. Module 3 | Session 2 How does learning outside the classroom: • complement school ethos? • enhance community perception? • complement our curriculum strengths? • affect other policies? • meet our young people’s specific needs? Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  21. Module 3 | Session 2 • Entitlement: Activities that are available to every young person and are largely funded by the school. Things that every young person can expect as part of their school experience. • Enrichment: Activities that form part of a range of learning experiences that young people could choose to take part in. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  22. Module 3 | Session 2 Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  23. Module 3 | Session 2 By the end of the session, you will: • know where you currently stand regarding learning outside the classroom provision • have begun to develop a school learning outside the classroom policy. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  24. Module 3 | Session 3 ‘Learning outside the classroom is fine when it’s sunny. How can schools be expected to provide rainproofs and wellies for our young people when it rains?’ Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  25. Module 3 | Session 3 By the end of the session, you will: • understand how the charging regulations apply to educational visits organised by schools • understand the legal position in relation to voluntary parental contributions • understand the legal position with regard to inclusion of young people with disabilities • know how best to involve all school staff in learning outside the classroom. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  26. Module 3 | Session 3 You will do this by: • considering a variety of charging scenarios and case studies • discussing and sharing good practice • completing a staffing and charging quiz. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  27. Module 3 | Session 3 • Is the visit designed to fill a statutory requirement? • Is the visit residential? • Is the 50% or more of the visit (including travelling) during school hours? (School hours do not include the normal midday break.) Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  28. Module 3 | Session 3 • Low-cost activities funded by the school • Low-cost activities funded fully or partly by parents/carers • Low-cost activities involving a small parental contribution • Medium-cost activities with a parental contribution • High-cost activities where parents/carers bear the full cost Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  29. Module 3 | Session 3 What is a school’s most valuable learning outside the classroom resource? Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  30. Module 3 | Session 3 ...its staff. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  31. Module 3 | Session 3 • Make the case for learning outside the classroom • Identify staff willing to lead learning outside the classroom activities • Identify any CPD requirements • Create management processes to lighten the workload. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  32. Module 3 | Session 3 Staffing quiz • One teacher has refused to lead the annual residential this year unless Jeremy, who has ADHD, is excluded. Is the teacher within his rights to refuse to take him? If so, can we legally exclude Jeremy from the visit? • Yes, the teacher is within his rights and you can legally exclude Jeremy. • No, the teacher is not within his rights because legally you cannot exclude Jeremy. • Yes, the teacher is within his rights but you cannot legally exclude Jeremy. • The teacher is only within his rights if leading such activities is not within his job specification. Jeremy cannot be legally excluded without justification. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  33. Module 3 | Session 3 Staffing quiz • Under the new contract, can risk assessments be delegated to support staff? • Yes, support staff can carry out risk assessments, but only if they are fully trained to do so. • No, but support staff can assist with the writing up and maintenance of risk assessments. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  34. Module 3 | Session 3 Staffing quiz • Should all time spent on learning outside the classroom activities be directed time or repaid as time off? • Yes, learning outside the classroom activities should be counted either as directed time or repaid either financially or as time in lieu. • No, if a learning outside the classroom activity is clearly defined as a purely voluntary activity undertaken by an individual teacher, then the above does not apply. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  35. Module 3 | Session 3 Staffing quiz • Is it ever OK for an activity to be led by someone who isn’t a teacher? • No, not for visits. Leaders must always have QTS, but it is OK if helpers do not. • Yes, so long as the staff leading the activity have had appropriate training. • Yes, but a qualified teacher should lead all educational activities. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  36. Module 3 | Session 3 Staffing quiz • Do parents/carers and volunteers have to be CRB-checked before they can accompany an activity? • No, it is not necessary to CRB check volunteers. • It is sometimes necessary to CRB check volunteers. • It is always necessary to CRB check volunteers. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  37. Module 3 | Session 3 Staffing quiz • Is it ever acceptable for a teacher to lead a visit off the school site on his/her own? • Yes, under some circumstances. • No, this is never acceptable. What would happen if, say, the teacher were taken ill? Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  38. Module 3 | Session 3 Revisiting charging • Do schools have to tell parents/carers that a contribution is voluntary? • No, you can keep this quiet. • Yes, you have to inform parents and carers. • Yes, but only if they ask. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  39. Module 3 | Session 3 Revisiting charging • Can schools use funds from our delegated budget to support hard-up families? • No, this is not acceptable. • Yes, but there are restrictions on using delegated budgets to benefit individual young people in this way. • Yes, provided that it is agreed by the school governing body. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  40. Module 3 | Session 3 Revisiting charging • Should schools cancel expensive trips (like ski trips) which take place out of term time because only a small proportion of young people can afford to go? • Yes. Even though this is an enrichment activity, it should not go ahead. • No. It is a valuable activity for those that can go. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  41. Module 3 | Session 3 Staffing quiz • One teacher has refused to lead the annual residential this year unless Jeremy, who has ADHD, is excluded. Is the teacher within his rights to refuse to take him? If so, can we legally exclude Jeremy from the visit? • Yes, the teacher is within his rights and you can legally exclude Jeremy. • No, the teacher is not within his rights because legally you cannot exclude Jeremy. • Yes, the teacher is within his rights but you cannot legally exclude Jeremy. • The teacher is only within his rights if leading such activities is not within his job specification. Jeremy cannot be legally excluded without justification. The answer is D. It is not legal to discriminate against Jeremy for reasons that are associated with his disability (ADHD) ‘without justification’. The findings of a risk assessment could constitute justification for exclusion, but only provided the school has considered adjustments, at all stages of planning, that would enable Jeremy to safely participate and come to the conclusion that such adjustments would be ineffective, unreasonably expensive, or unreasonably detrimental to the learning outcomes for the remainder of the group. (See DCR code of practice for more information.) Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  42. Module 3 | Session 3 Staffing quiz • Under the new contract, can risk assessments be delegated to support staff? • Yes, support staff can carry out risk assessments, but only if they are fully trained to do so. • No, but support staff can assist with the writing up and maintenance of risk assessments. The answer is b. Risk assessments should be carried out by the person who will be leading the group or activity with the support of the school’s EVC. Risk assessments cannot be carried out by someone with no knowledge of the activity or venue. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  43. Module 3 | Session 3 Staffing quiz • Should all time spent on learning outside the classroom activities be directed time or repaid as time off? • Yes, learning outside the classroom activities should be counted either as directed time or repaid either financially or as time in lieu. • No, if a learning outside the classroom activity is clearly defined as a purely voluntary activity undertaken by an individual teacher, then the above does not apply. The answer is b. If members of support staff are asked to accompany a visit beyond their normal working hours, they should either be paid for the additional time, given time in lieu or they should be clearly identified as undertaking a purely voluntary activity. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  44. Module 3 | Session 3 Staffing Quiz • Is it ever OK for an activity to be led by someone who isn’t a teacher? • No, not for visits. Leaders must always have QTS, but it is OK if helpers do not. • Yes, so long as the staff leading the activity have had appropriate training. • Yes, but a qualified teacher should lead all educational activities. Both answers b and c are correct. QTS does not in itself prepare a teacher to lead a group off site. However, any staff leading an activity should have been given appropriate training. It is not unusual, for example, to have instructors at outdoor centres lead an activity with teachers in the vicinity. An on-site educational task may have had the aims set by a teacher and be led by a classroom assistant. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  45. Module 3 | Session 3 Staffing quiz • Do parents/carers and volunteers have to be CRB-checked before they can accompany an activity? • No, it is not necessary to CRB check volunteers. • It is sometimes necessary to CRB check volunteers. • It is always necessary to CRB check volunteers. The answer is b. It is normally not considered necessary to request CRB checks unless a volunteer will have opportunities for one-to-one contact with young people (always a possibility on a residential visit) or they will be the sole supervisor of a group of young people in an isolated place (e.g. a forest, but not a museum). It is advisable for a governing body to adopt a policy to state which staff and volunteers should be checked. For more info see the FAQ sheet. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  46. Module 3 | Session 3 Staffing quiz • Is it ever acceptable for a teacher to lead a visit off the school site on his/her own? • Yes, under some circumstances. • No, this is never acceptable. What would happen if, say, the teacher were taken ill? The answer is a. Single teachers can lead visits or accompany young people on short journeys, or in cases where the group is semi-independent (such as DoE gold expedition).However, the point that a teacher may be ill/injured is valid and single teachers should not take a small trip in the minibus to, say, London. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  47. Module 3 | Session 3 Revisiting charging • Do schools have to tell parents/carers that a contribution is voluntary? • No, you can keep this quiet. • Yes, you have to inform parents and carers. • Yes, but only if they ask. The answer is c. It is not a legal requirement to include the word ‘voluntary’. Normal practice is for the letter to parents/carers to state that a parental contribution of £X is requested and that the activity may/will not be able to take place if parents/carers choose not to support it. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  48. Module 3 | Session 3 Revisiting charging • Can schools use funds from our delegated budget to support hard-up families? • No, this is not acceptable. • Yes, but there are restrictions on using delegated budgets to benefit individual young people in this way. • Yes, provided that it is agreed by the school governing body. The answer is c. Module 3: Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  49. Module 3 | Session 3 Revisiting charging • Should schools cancel expensive trips (like ski trips) which take place out of term time because only a small proportion of young people can afford to go? • Yes. Even though this is an enrichment activity, it should not go ahead. • No. It is a valuable activity for those that can go. The answer is that it is up to schools to decide. Schools should look at skiing alongside other adventure activities that may be less expensive and more inclusive. The learning outcomes of these are likely to be equally beneficial. Perhaps consultation with staff and parents/carers is the best way forward? Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know

  50. Module 3 | Session 3 By the end of the session, you will: understand how the charging regulations apply to educational visits organised by schools understand the legal position in relation to voluntary parental contributions understand the legal position with regard to inclusion of young people with disabilities know how best to involve all school staff in learning outside the classroom. Module 3. Governors, HTs, SMTs: Learning Outside the Classroom – What You Need to Know 50

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