Upload
katherine-phillips
View
215
Download
0
Tags:
Embed Size (px)
Citation preview
supported by
supported by
welcome backto the
National NetworkPersonal Support in
Schools
29 November 2007
Personal Support in Schools:
Implementation of Happy Safe and Achieving Their Potential
supported by
supported by
upgrading to first class
Terry AshtonAdviser (Guidance and Careers)
Aberdeen City Council
Personal Support in Schools:
Implementation of Happy Safe and Achieving Their Potential
supported by
supported by
what I’ll speak aboutwhat I’ll speak about• relationship of HSAP with
Curriculum for Excellence and Journey to Excellence
• what we can all do now in our own authorities
Personal Support in Schools:
Implementation of Happy Safe and Achieving Their Potential
supported by
supported by
……….IT’S THE LATESTADVICE ON MANAGING PAPERWORK
supported by
supported by
outcomes: 4
capacities
learning process
supported by
supported by
outcomes: 4
capacities
learning process
PERSONAL
SUPPORT
supported by
supported by
outcomes: 4
capacities
learning process
PERSONAL
SUPPORT
supported by
supported by
outcomes: 4
capacities
learning process
PERSONAL
SUPPORT
supported by
supported by
outcomes: 4
capacities
learning process
PERSONAL
SUPPORT
supported by
supported by
outcomes: 4
capacities
learning process
PERSONAL
SUPPORT
supported by
supported by
the 10 standardsthe 10 standards
review of individual progress
access to support
learning for life
supported by
supported by
review of individual progress
access to support
learning for life
supported by
supported by
learning for life
supported by
supported by
learning for life
1. PSE
2. information for decision-making
3. participation & citizenship
supported by
supported by
review of individual progress
access to support
learning for life
supported by
supported by
review of individual progress
4. regular review of progress
5. transitions
6. planning for the future
supported by
supported by
review of individual progress
access to support
learning for life
supported by
supported by
access to support
7. support role of all staff
8. coordination of partnership working
9. confidentiality10.time & space
supported by
supported by
the 10 standardsthe 10 standards
review of individual progress
access to support
learning for life
supported by
supported by
outcomes: 4
capacities
learning process
staff
10 dimension
s ofexcellence
supported by
supported by
supported by
supported by
1 PSE
3 citizenship &
participation
4 reviewing progress
5/6 transitions & future planning
7/8 provision of support
9 confidentialit
y 10 time & space
2 decision-making
supported by
supported by
outcomes: 4
capacities
learning process
staff
10 dimension
s ofexcellence
supported by
supported by
outcomes: 4
capacities
learning process
staff
10 dimension
s ofexcellence
courses & programm
es
•build emotional, social and personal issues into all curricular areas
•integrated courses
supported by
supported by
outcomes: 4
capacities
learning process
staff
10 dimension
s ofexcellence
courses & programm
es
personal support
role of all• relationships and teaching
approach• noticing• knowing how to seek further help
If we taught children to speak like we teach them “subjects”, what
would happen?
supported by
supported by
outcomes: 4
capacities
learning process
staff
10 dimension
s ofexcellence
courses & programm
es
PERSONAL SUPPORT
personal support
role of all
specialist
personal
support
supported by
supported by
outcomes: 4
capacities
learning process
staff
10 dimension
s ofexcellence
courses & programm
es
PERSONAL SUPPORT
personal support
role of all
specialist
personal
support
barriers to learning
poor experiences of school
relationship difficulties
truancy
bullying
peer pressure
supported by
supported by
outcomes: 4
capacities
learning process
staff
10 dimension
s ofexcellence
courses & programm
es
PERSONAL SUPPORT
personal support
role of all
specialist
personal
support
barriers to learning
missing a significant amount of schoolcan’t catch up so give up
can’t figure out what’s going on
parenting problems
moved home often
supported by
supported by
outcomes: 4
capacities
learning process
staff
10 dimension
s ofexcellence
courses & programm
es
PERSONAL SUPPORT
personal support
role of all
specialist
personal
support
barriers to learning
difficult personal circumstances
family circumstances
looked after
parenting problems
moved home often
supported by
supported by
outcomes: 4
capacities
learning process
staff
10 dimension
s ofexcellence
courses & programm
es
PERSONAL SUPPORT
personal support
role of all
specialist
personal
support
barriers to learning
particular learning needs & difficultiesnot recognised
not dealt with
supported by
supported by
outcomes: 4
capacities
learning process
staff
10 dimension
s ofexcellence
courses & programm
es
PERSONAL SUPPORT
personal support
role of all
specialist
personal
support
supported by
supported by
supported by
supported by
supported by
supported by
supported by
supported by
supported by
supported by
why personal why personal support?support?• to help youngsters get the
most out of the school curriculum
• to help youngsters to learn how to support themselves (personal development)
supported by
supported by
learning how to learn
the main business of school
supported by
supported by
make sure people know they’re doing a good job
so now what?so now what?
how can you move things forward?
supported by
supported by
lots of good practice around – so
• tell us so we can share it
• encourage others to use it
so now what?so now what?
how can you move things forward?
supported by
supported by
• speak to everyone about personal support
• get personal support into teaching and learning policies in schools
• initiate discussion of personal support in any CfE forum
so now what?so now what?
how can you move things forward?
supported by
supported by
• get personal support regularly onto agendas of departmental & other meetings
• invite teachers to work with you
• tell everyone about our website
so now what?so now what?
how can you move things forward?
supported by
supported by
• keep mentioning the centrality of personal support to CfE
• demonstrate the connections between personal support, CfE, JtE, enterprise, citizenship etc
so now what?so now what?
how can you move things forward?
supported by
supported by
• speak at authority meetings and CPD about personal support
• remember …. you are the
“champion” in your authority
so now what?so now what?
how can you move things forward?
supported by
supported by
download download presentationpresentation
www.aberdeen-education.org.uk/guidance/downloads
supported by
supported by
www.aberdeen-education.org.uk/guidance/downloads
supported by
supported by
supported by
supported by
supported by
supported by
websitewebsite
www.ltscotland.org.uk/personalsupportinschools
supported by
supported by
thank you for
listening
supported by
supported by
www.aberdeen-education.org.uk/guidance/downloads