By Anita Walton, Gillian Goddard
This can be a path booklet for origin measure scholars who're aid employees operating predominantly in more than a few academic settings. It makes a speciality of specialist, educational and vocational matters which are universal to aid staff around the college sectors and gives appropriate counsel that responds to fresh group advancements. half 1: each baby issues creation - context of ECM and it is relevance to aid employees help employees as execs operating with different pros aiding the entire baby Inclusion Behaviour for studying half 2: helping innovation and alter educating and studying dealing with switch instructing and assisting reading/synthetic phonics Curriculum enrichment via Excellence and pleasure enforcing the 14-19 curriculum schooling within the twenty-first century
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Additional info for Supporting every child : a course book for foundation degrees in teaching and supporting learning
8 • Psychological barriers – The way professionals in different services think about their 9 work with children may also serve as a barrier to working collaboratively. For example, a 20 teacher may be fully focused on ensuring a pupil attends school to keep up with their GCSE 1 work, whereas the social worker may feel that attendance at family meetings during school 2 time is paramount in terms of looking at the wider issues affecting the child’s situation. 3 Talking and working together in an open and holistic way with other professionals can help 4 to overcome some of these difficulties.
Suggestions for professional conduct in school • Make sure you are aware of the expected professional code of dress for the school. • Make sure you are always on time for lessons, duties or meetings. • Try to be positive in your language and your non-verbal communication. 24 | 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 20 1 2 3 4 5 6 7 8 9 30 1 2 3 4 5 6 7 8 9 40 1 2 3 4 5 6 7 81 2 S U P P O R T S TA F F A S P R O F E S S I O N A L S Involvement in the school Being a professional also means being involved in whole-school matters and staff meetings.
81 4 SUPPORTING THE WHOLE CHILD 42 | 4 S U P P O RT I N G T H E W H O L E C H I L D It is important to remember that the HLTA standards that address professional attributes link to the objectives in this chapter; however, for further understanding of these, you need to read Chapter 2, which addresses them in depth. Introduction This chapter will examine the demands of the Children Act 2004, enshrining the Every Child Matters agenda. It will explore aspects of pastoral support and personal, social and health education (PSHE) and citizenship, including social and emotional aspects of learning (SEAL).