OU study links by Louise Hope https://padlet.com/louisejhope/uzn97smsnu2i Links included within study material en-us 2019-04-09 16:29:30 UTC 2023-05-16 16:02:18 UTC hello@padlet.com ICT -Wk25 S4.2 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/350745866 Computational thinking
key concepts within computational thinking, including logic, algorithms, decomposition, patterns, abstraction and evaluation. S5. ‘What the experts say’, of Charlton, P. and Luckin, R. (2012).
]]> 2019-04-11 12:59:42 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/350745866 ICT - Wk25 S4.2 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/350751870 Computational thinking
key concepts within computational thinking, including logic, algorithms, decomposition, patterns, abstraction and evaluation.
]]> 2019-04-11 13:12:44 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/350751870 ICT - WK25 S4.2 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/350757997 Programming
QuickStart Computing (2014b). This covers definitions of programming, how to program a computer, a basic robot, to move around a screen, and how to debug code.]]> 2019-04-11 13:24:37 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/350757997 ICT-WK25 S4.2 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/350766480 IT QuickStart Computing (2014c).]]> 2019-04-11 13:40:42 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/350766480 ICT - WK25 S4.2 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/350770713 IT QuickStart Computing (2014d).

]]> 2019-04-11 13:48:08 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/350770713 ICT - WK25 S4.2 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/350772388 Digital literacy Futurelab (2010). Read pp. 18–45 of Section 3, ‘Digital literacy in practice’. This includes creativity, critical thinking and evaluation, cultural and social understanding, collaboration, finding information, effective communication and e-safety.]]> 2019-04-11 13:51:18 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/350772388 ICT - OU other resources louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/350795325
  • Other resources
  • NFER and Nesta (2015) Flipped LearningFile
  • Selecting ICT tools (Harlen and Qualter, 2014)File
  • Teaching scientific concepts using a virtual world – Minecraft (Short, 2012)File
  • Computing and ICT lesson observation guidanceFile
  • Literature Review on the Impact of Digital Technology on Learning and Teaching (Scottish Government, 2015)File
  • Seven myths about young children and technology (Plowman and McPake, 2013)File
  • Multimodality presentation (UKLA)File
  • Block 5 Additional resourcesFile
  • Teachers making connections (Duncan-Howell, 2010)

    • ]]>     2019-04-11 14:35:28 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/350795325     ICT - WK26 S2 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/351585389 The impact of ICT in maths learning
     Literature Review on the Impact of Digital Technology on Learning and Teaching  (Scottish Government, 2015, pp. 18–21 and 23–4) 

    ]]>     2019-04-15 08:13:04 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/351585389     ICT - WK26.S2.2 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/351589424 Flipped learning and maths
    The NFER and Nesta (2015) report  is an interesting and useful read. However, we suggest you focus on reading the following areas:
    Part 1 Section 1.1, ‘Flipped learning’ (pp. 9–10), for a definition of flipped learning, Part 3, ‘The impacts of flipped learning’ (pp. 19–26), Part 4 Sections 4.1, ‘Enablers of success’, and 4.2, ‘Barriers to success’ (pp. 27-35).
    ]]>     2019-04-15 08:40:55 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/351589424     ICT - WK 26 S3 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/352222922 Effective integration of digital technologies
    Section 8 of the report, ‘Conditions to bring about effective use and integration of digital technologies’ (pp. 37–40).

    ]]>     2019-04-17 07:51:56 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/352222922     ICT - WK 26 S3.3 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/352223277 Online communities for professional development
    Teachers making connections


    ]]>     2019-04-17 07:54:50 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/352223277     ICT - WK 27 1.1 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/352509455 Seven myths about young children and technology
    (Plowman and McPake, 2013).

    ]]>     2019-04-18 08:31:54 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/352509455     ICT - WK 27 3.1 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/354348335
    This PowerPoint presentation on multimodality introduces you to the concepts of different forms of text.
     Note that Slide 6, ‘Key texts today’, presents a number of different types of text.
    Note: This activity and PowerPoint are adapted from a resource produced by the United Kingdom Literacy Association (UKLA) for modules in the Vitalcontinuing professional development programme, run by The Open University.

    ]]>     2019-04-26 04:56:09 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/354348335     ICT - WK 27 27.2 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/354535281 videos illustrating the use of ICT and other digital technologies across the curriculum]]> 2019-04-26 17:11:52 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/354535281 ICT - WK 28 S2 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/356966519 Selecting ICT resources
    Read ‘Selecting ICT tools’, an excerpt from Harlen and Qualter (2014),  paying particular attention to Figure 14.1 and Table 14.2.]]>     2019-05-05 18:37:32 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/356966519     ICT - WK 28 S4.1 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/357302432 connecting informal and formal learning


    ]]>     2019-05-06 17:29:22 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/357302432     1 Wellbeing in today’s society louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/380307111  ‘Why are British children so unhappy?’ (Henley, 2012),

    Discussion


    The newspaper article uses the terms ‘wellbeing’ and ‘happiness’ interchangeably to describe children and young people’s experiences in the UK during the twenty-first century – you will consider the differences between these two terms in a later activity. It draws on a range of reports to suggest that, relative to other countries, children and young people in the UK have a low sense of wellbeing. The different ways in which the article refers to wellbeing and how it might be measured will be discussed further in this course.


    Whether you felt this was a fair representation of the UK might depend on your own experiences. There are frequent media reports claiming the mental or physical health of children and young people today is getting worse and their wellbeing is in crisis but they are not always well-substantiated.


    The article refers to Unicef research in 2007 and 2011, but there is in fact a newer report (Unicef, 2013) that put the UK sixteenth out of twenty-one, rather than twenty-first. Does this change your views in this discussion?

    ]]>     2019-09-05 09:30:41 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/380307111     2 What do children and young people think? louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/380316093 The Good Childhood Report (Children’s Society, 2015) is an extensive survey of the wellbeing of children and young people in the UK. The survey has been developed and repeated, so has built up a detailed picture over time.

    Discussion

    1. Rather than use the term ‘wellbeing’, the researchers asked open-ended questions about what makes a ‘good life’ for young people and what the barriers to a good life are. The ideas were initially generated with eight thousand 14- and 15-year-olds, although the survey now covers the 8 to 17 age range.
    2. You will have seen from Table 3 of the report (p. 13) that a long list of key words was generated from these questions. The top 88 here include a wide range from ‘friends’ to ‘freedom’ to ‘football’. The research team argues that they can all be related to three areas of the lives of children and young people – relationships, self, and environment.
    3. There are many interesting features to these responses that might not be included in adult perspectives on young people’s lives. Below are some examples.
      • a.Surveys with younger children highlighted the importance of pets.
      • b.Family structures were less important than the substance of relationships in them.
      • c.The most common response to what prevents a good life is bullying.
      • d.Children describe the ingredients of relationships in slightly different terms, highlighting love, fairness, support and respect.
      • e.An emphasis on the importance of physical spaces that are safe, clean and pleasant.
    ]]>     2019-09-05 10:08:46 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/380316093     3 The concept of resilience louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/380813529  definition and explanation of resilience provided by Mind, which is a UK charity committed to improving the emotional wellbeing and mental health of children and young people

    Discussion


    In describing resilience, Mind suggests that avoiding life’s challenges completely isn’t possible, but developing the skills to deal with them effectively when they arise will help to guard against potentially catastrophic consequences. Mind suggests that ‘resilience is something that can change over time’ and furthermore, ‘can be taught, and learned’ (Mind, 2017). One might consider resilience as an important life skill linked to wellbeing. Resilient behaviours and qualities can act as buffers that protect children and young people from further stress and anxiety. Yet the concept of resilience is very broad and includes a number of skills, qualities and behaviours.


    Daniel and Wassell (2002) have proposed a wide range of factors from individual characteristics (such as empathy and problem solving skills) to family factors (such as a close bond to at least one person), through to those that are community wide (such as good a school experience and extended network of support).

    ]]>     2019-09-06 10:26:16 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/380813529     Activity 1.1 Is the wellbeing of children and young people in the UK in crisis? louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/386790832 e ‘Why are British children so unhappy?’ (Henley, 2012), 

    ]]>     2019-09-19 18:01:17 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/386790832     1.1 Wellbeing in today’s society louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/386793007 The article refers to Unicef research in 2007 and 2011, but there is a later report (Unicef, 2013) that put the UK 16th out of 21, rather than 21st. Does this change your views in this discussion?]]> 2019-09-19 18:04:06 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/386793007 1.2 What do children and young people think? louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/386793759 The Good Childhood Report (Children’s Society, 2015) is an extensive survey of the wellbeing of children and young people in the UK. The survey has been developed and repeated, so has built up a detailed picture over time. The whole of the report is relevant to this module, but here you just need to read from page 12 – from the heading ‘What does subjective wellbeing mean from children’s perspectives?’ – to page 15. We’ll ask you to answer a series of questions in the next task, so you might want to bear them in mind as you read.]]> 2019-09-19 18:05:11 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/386793759 1.4 Extended transitions to adulthood louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/386794584 Read ‘Why are more young people living with their parents?’ (ONS, 2016).]]> 2019-09-19 18:06:13 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/386794584 2 The concept of resilience louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/389668077  definition and explanation of resilience provided by Mind, which is a UK charity committed to improving the emotional wellbeing and mental health of children and young people.]]> 2019-09-25 18:24:40 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/389668077 4.1 school readiness louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/391023041 Statutory guidance

    Early years foundation stage statutory framework (EYFS)

    The standards that school and childcare providers must meet for the learning, development and care of children from birth to 5.

     
    ]]>     2019-09-29 15:23:28 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/391023041     Activity 1.15 Thinking about values and beliefs louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/391026279 Read the section from Key Capabilities in Child Care and Protection entitled ‘Values and Ethical Practice’ (Scottish Executive, 2006).]]> 2019-09-29 15:42:20 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/391026279 4.3 Standards and ways of working louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/391028529 Locate the standards that are most relevant to you, perhaps relating to a particular area of practice or a job role, and bookmark them or download them now. For example:

    ]]>     2019-09-29 15:52:59 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/391028529     2.1 Exploring family structure in the UK louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/395051496  Spend some time reviewing the table, which compares the situation in the UK for each year between 1996 and 2016. Note that the numbers are in thousands.]]> 2019-10-08 14:21:02 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/395051496 2.5 Family support: policy louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/395052588 New legislation to support family relationships was introduced in 2014. Read this summary of the main provisions of the Children and Families Act 2014.]]> 2019-10-08 14:22:30 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/395052588 2.6 Family support: practice louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/395232383 Action for Children is one of a number of national charities supporting disadvantaged children and their families, through a wide variety of services throughout the UK.]]> 2019-10-08 18:20:04 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/395232383 3.2 What about bullying? louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/396351166 The Diana Award (2016) is a charity legacy to Diana, Princess of Wales, and her belief that children and young people have the capacity to make positive contributions to society and to drive change. The charity’s mission is ‘to foster, develop and inspire positive change in the lives of young people’. A core aspect of its mission is to tackle bullying.]]> 2019-10-10 18:21:36 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/396351166 4 Relationships of support louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/397087268  look at an article that reports on a research study, exploring what young men value in relationships with social care workers.


    Read ‘“They are just good people…generally good people”: perspectives of young men on relationships with social care workers in the UK’ (Featherstone et al., 2016)

    ]]>     2019-10-13 09:44:43 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/397087268     1.2 Politics and Society 1 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/408286496 Conservative Prime Minister Margaret Thatcher’s comment to Woman’s Own in 1987: ‘There is no such thing as society’ is often quoted.


    Read an edited version of the interview in the Margaret Thatcher Foundation archive. See in particular pages 29, 30 and 45

    ]]>     2019-11-07 18:58:18 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/408286496     1.2 politics and Society 2 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/408304296 In office from 1997–2007, Labour Prime Minister Tony Blair also had clear views on society as a mechanism for ‘achieving together what we cannot achieve alone’ and he ascribes these values to ‘the vast majority of the British people’ (Blair, 1995). However, it is at the launch of the Respect agenda to tackle anti-social behaviour (10 January 2006) that Blair outlines the values he holds for an ‘open society’.]]> 2019-11-07 19:21:20 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/408304296 2 Social inequalities past and present louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/408313436 Charles Booth’s 1886–1903 survey of London. Booth, in many ways an early sociologist, was typical of a number of Victorian philanthropists in his concerns about the plight of the poor. His London survey was a vast undertaking and is now largely digitised – see the Charles Booth London archive collection on the London School of Economics (LSE) website (some students may not be able to see all the features of the map on this site).]]> 2019-11-07 19:33:16 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/408313436 Activity 3.5 Deprivation in your own backyard louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/408329651 iew the interactive maps of England, Scotland and Wales based on the official ‘Indices of Deprivation for UK countries’. This website also includes a link to material for Northern Ireland which is located on the NISRA website.]]> 2019-11-07 19:57:24 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/408329651 Activity 3.7 Environments worthy of children louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/408597725 In November 2014, the Bernard van Leer Foundation, a charitable organisation specialising in preventative work in early childhood, co-organised an international conference in New Delhi, India to look at ways that Indian cities could be made child-friendly.


    Read the conference report ‘Small children, big cities: impact through design intervention’ (Bernard van Leer Foundation and National Institute of Urban Affairs, 2015), looking particularly at the summary on page 2 and the key recommendations on page 43.

    ]]>     2019-11-08 12:40:57 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/408597725     Activity 3.8 Homelessness louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/408617720 The charity for the homeless, Shelter, offers a range of guidance documents for educational professionals]]> 2019-11-08 13:28:40 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/408617720 Activity 3.13 Danish Efterskole louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/411920678 To meet the needs of its adolescent population, Denmark, a nation known for its good practice, has developed a unique system of Efterskole. The term translates literally as ‘after-school’ but ‘beyond’ or ‘extended’ better capture the meaning. Efterskole should not be confused with the English-language tradition of clubs that provide care for primary-age children at the end of the school day.]]> 2019-11-15 17:10:13 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/411920678 Activity 3.14 Born in Bradford louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/411921628 Bradford, an ethnically diverse city in northern England, experiences very high rates of childhood illness and extreme poverty, and this prompted the NHS and local authority to set up the Born in Bradford (BiB) research project.]]> 2019-11-15 17:11:30 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/411921628 Activity 3.14 Born in Bradford louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/411922321 Importantly BiB is an ‘applied’ health project so the findings will be used to support improvements in the health and wellbeing of the local population. The main focus has been on health but as the children go to school it is following their educational attainment. There is now a link between this project and the early years Better Start Bradford project.]]> 2019-11-15 17:12:26 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/411922321 Activity 3.15 Good practice in the community louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/411922896 Good practice to support community cohesion can be found across the four nations of the UK and the projects frequently include children and young people as well as adults. Indeed, intergenerational interaction can be a significant aim.]]> 2019-11-15 17:13:17 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/411922896 Activity 3.15 Good practice in the community louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/411923414 Now find one other project that interests you from the Welsh, Irish and English sources given below (or you can search for your own example, perhaps one local to your area). Identify the proposed benefits of your chosen project and consider if there are elements that may be of use to your practice, current or future. These case studies might also provide material about the connections between society and practice that will be relevant to your TMAs.]]> 2019-11-15 17:13:58 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/411923414 Activity 3.16 Improving the social wellbeing of alienated youth louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/411924388 The DRUMBEAT programme used drumming as a way of engaging young people through musical expression in order to enhance their relationships and social wellbeing, and reduce anti-social behaviour.]]> 2019-11-15 17:14:53 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/411924388 Activity 4.3 Children and young people taking responsibility louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/411926259 Read the report Sky’s the Limit Phase 1 (Changing Our Lives and NHS Wolverhampton Clinical Commissioning Group, 2017). How are the young people described in the report involved in promoting their own health?]]> 2019-11-15 17:16:51 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/411926259 Activity 4.5 Infant mental health louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/413597956 post natal  depression and perinatal health]]> 2019-11-19 19:11:35 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/413597956 Activity 4.5 Infant mental health louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/413599405 post natal depression]]> 2019-11-19 19:13:43 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/413599405 Activity 4.7 Skills for supporting children and young people's mental health: self harm louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/415194049 Read ‘No harm done. Recognising and responding to self-harm: next steps for staff working with young people’ (Young Minds et al., 2016).]]> 2019-11-22 11:40:22 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/415194049 Activity 4.8 Skills for supporting children and young people’s mental health: eating disorders louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/415230281 Beth's story, what is like to be sectioned]]> 2019-11-22 13:25:38 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/415230281 Activity 4.9 Obesity and overweight louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/415274597 Interactive obesity atlas]]> 2019-11-22 14:35:06 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/415274597 Activity 4.10 The HENRY programme louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/430693069 HENRY (Health, Exercise, Nutrition for the Really Young) is a programme provided by a charity working with partners in England, Wales and Scotland. ]]> 2020-01-13 12:19:01 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/430693069 Activity 5.6 Making a difference louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/430694061
  • The early learning goals stated in the EYFS cover the following key areas of children’s development:

    • Communication and language – which includes how children listen, communicate and engage with others.


    • Physical development – which covers children’s coordination and body control, as well as their awareness of health and self-care (such as dressing and going to the toilet).


    • Personal, social and emotional development – which includes how children interact with others, make friends and manage their own emotions in different situations.

  • The EYFS profile must be completed for each child when they reach 5 years of age. The profile provides parents and carers, practitioners and teachers with a picture of a child’s knowledge, understanding and abilities, as well as their progress against expected levels.The profile must reflect relevant records held by the setting, and include careful observations of children and their learning and development, along with discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution. Each child’s level of development must be assessed against the early learning goals. This profile is passed on to teachers and the results are shared with parents.
  • The EYFS profile must be completed for all children, including those with special educational needs or disabilities. The EYFS statutory guidelines indicate that reasonable adjustments to the assessment process must be made for children with special educational needs and disabilities as appropriate. This raises implications for services and for practitioners to ensure that they can provide activities that recognise and support different learning needs.

    • ]]>     2020-01-13 12:22:52 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/430694061     Activity 5.9 Children and young people’s right to an education louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/430694700 2020-01-13 12:25:13 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/430694700 Activity 5.9 Children and young people’s right to an education louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/430695289 What does UNESCO assume that education can do to change children’s lives, as described in the Education 2030 Framework for Action (FFA) preamble (pages 6–9, points 1–11)?]]> 2020-01-13 12:27:01 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/430695289 Activity 5.11 Understanding educational inequality louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/430695814 For students who wish to understand more about Bourdieu’s work, and particularly his ideas about social and cultural capital, listen to Thinking Allowed: A special programme on Pierre Bourdieu (2016), where his work is discussed.]]> 2020-01-13 12:28:24 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/430695814 Activity 5.13 Learning disability louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/430721723 read the following journal article:


    Nind, M., Flewitt, R. and Payler, J. (2010) ‘The social experience of early childhood for children with learning disabilities: inclusion, competence and agency’, British Journal of Sociology of Education, vol. 31, no. 6, pp. 653–70.

    ]]>     2020-01-13 13:30:09 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/430721723     Activity 6.5 The protection dilemma louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/434050753
    The ambiguity around the requirement to protect children and young people was, to some extent, demonstrated by the debate in Scotland about the proposal to assign a ‘named person’ to every young person. As part of its ‘Getting it right for every child’ (GIRFEC) strategy, the Scottish government proposed giving every young person under 18 access to a named person under the Children and Young People (Scotland) Act 2014. That ‘named’ person would not only have some responsibility for their wellbeing, but would be a point of contact and advice for them and their family. The premise on which the proposal was based was that, while most young people do have someone to seek support from, there may be times when additional support is needed. It was envisaged that the named person would be a midwife, health visitor or head teacher, and that they would be able to access confidential information about the child or young person, when necessary.


    The introduction of the provision for a ‘named person’ was delayed due to the extensive debate that it generated. In the next activity you will read about some of the conflicting views.

    ]]>     2020-01-21 15:37:00 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/434050753     Activity 6.6 Dynamic risk–benefit assessment louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/434058799 https://playsafetyforum.wordpress.com/casestudies/]]> 2020-01-21 15:48:00 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/434058799 Activity 6.7 Safeguarding children and young people louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/434186173 The following assessment tool has been designed by social services personnel in Northern Ireland to meet the needs of practitioners working in a variety of settings with children and young people:


    UNOCINI Assessment Framework      (UNOCINI, n.d.).

    ]]>     2020-01-21 18:49:25 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/434186173     Activity 6.9 Signs of safety louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/434781426 Access the Signs of Safety website. Read the information and watch the two short videos, in which you will hear about a dynamic, strengths-based assessment tool developed in Western Australia.]]> 2020-01-22 19:58:12 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/434781426 Activity 6.9 Signs of safety louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/434794691 or a detailed discussion of Signs of Safety, see this NSPCC resource (Bunn, 2013).
    LINK DOES NOT WORK AS NOT MEMBER SO SO ALTERNATIVE LINK TO OTHER INFO ON SITE
    https://www.basw.co.uk/resources/signs-safety-findings-mixed-methods-systematic-review-focussed-reducing-need-children-be & https://www.basw.co.uk/resources/evaluation-signs-safety-10-pilots]]>     2020-01-22 20:20:55 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/434794691     Activity 6.10 Defining child abuse louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/434799484 read the Children’s Society guidance on Child protection and safeguarding (The Children’s Society, 2017).]]> 2020-01-22 20:29:39 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/434799484 Activity 6.11 Understanding intervention and procedure louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/435261602 Go to the following link to download and read the PDF report: How Safe Are Our Children? 2016: The Most Comprehensive Overview of Child Protection in the UK (Bentley et al., 2016). (For the purposes of this activity, you are using the 2016 edition of the report. However, it is published annually, so do also look at the most up-to-date version.)


    Read the overview section, and spend some time looking at the different categories of statistics in this report which, among other things, offers a snapshot of the scale of state intervention in the lives of children in the UK.

    ]]>     2020-01-23 17:51:30 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/435261602     Activity 6.11 Understanding intervention and procedure louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/435338380 If you do not currently have a policy, or if you are not currently in a practice setting, see this guidance on how to develop procedures: Writing a safeguarding policy (NSPCC, 2017).]]> 2020-01-23 19:35:57 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/435338380 Activity 6.12 What can we learn from serious case reviews? louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/435354221 Go to ‘Learning from case reviews’ (NSPCC, 2018a). Choose one of the ‘Types of abuse’ or ‘Children and families at risk’ summaries, and read the summaries of learning from serious case reviews relating to that topic.


    Then look at the topic ‘Disguised compliance’, under the ‘Issues for professionals’ section.

    ]]>     2020-01-23 19:59:09 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/435354221     Activity 6.14 Risky young people louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/437792168 the unique children’s hearings system in Scotland. Read the brief background information page on this approach to juvenile justice on the Children’s Hearings Scotland website.]]> 2020-01-29 19:18:31 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/437792168 Activity 6.15 Child sexual exploitation louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/437810053 Access the Narey report: Residential Care in England and read the recommendations on pp. 71–4.]]> 2020-01-29 19:43:16 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/437810053 Session 1.4 Step 2: Look at these images louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/748364114 Now look through this series of photographs of 25 classrooms around the world. You will recognise many of these scenes from the video, and there are additional classrooms in different countries.]]> 2020-09-15 15:42:07 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/748364114 Session 2.2 Getting started in comparative education louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/758821692 2020-09-18 14:14:34 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/758821692 Session 2.2 Getting started in comparative education louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/758825082 2020-09-18 14:15:16 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/758825082 Session 2.2 Getting started in comparative education louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/758826465 2020-09-18 14:15:33 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/758826465 session 3.1 Educating girls louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/764652669 2020-09-21 15:24:55 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/764652669 Session 4.1: The importance of Sustainable Development Goal 4 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/790567246 The UN’s online Sustainable Development Knowledge Platform has information on progress towards SDG4. Read the report now.]]> 2020-09-30 08:18:58 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/790567246 Session 4.1: The importance of Sustainable Development Goal 4 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/790569590 2020-09-30 08:20:20 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/790569590 Session 4.1: The importance of Sustainable Development Goal 4 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/790570313 2020-09-30 08:20:47 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/790570313 Session 4.1: The importance of Sustainable Development Goal 4 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/790571175 2020-09-30 08:21:19 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/790571175 Session 4.1: The importance of Sustainable Development Goal 4 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/790572733 The Young Lives project is an international study of childhood poverty following the lives of 12,000 children in Ethiopia, India, Peru and Vietnam over 15 years.]]> 2020-09-30 08:22:11 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/790572733 Session 4.1: The importance of Sustainable Development Goal 4 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/790574220 UNESCO research]]> 2020-09-30 08:23:02 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/790574220 Session 4.1: The importance of Sustainable Development Goal 4 louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/790577303 CARE International is an organisation that works around the globe to save lives, defeat poverty and achieve social justice.]]> 2020-09-30 08:24:54 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/790577303 Session 4.2: The concept of lifelong learning louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/790755488 2020-09-30 10:17:41 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/790755488 Session 4.2: The concept of lifelong learning louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/790755527 2020-09-30 10:17:43 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/790755527 Session 4.2: The concept of lifelong learning louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/790802663 2020-09-30 10:55:08 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/790802663 Session 4.2: The concept of lifelong learning louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/790820424 https://www.gov.uk/early-years-foundation-stage]]> 2020-09-30 11:10:02 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/790820424 Session 4.2: The concept of lifelong learning louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/790851459 UCEP Bangladesh has developed a programme that seeks to supply second-chance vocational skills training and job-placement support.]]> 2020-09-30 11:34:29 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/790851459 Session 4.2: The concept of lifelong learning louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/790851483 Asian Development Bank (ADB) has supported a project to promote a demand-driven, quality-assured, and flexible technical and vocational education and training (TVET) delivery system in Tajikistan. This project aimed to provide the labour force with more marketable skills, including returning migrants, rural residents, and women.]]> 2020-09-30 11:34:30 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/790851483 Session 4.2: The concept of lifelong learning louisejhope https://padlet.com/louisejhope/uzn97smsnu2i/wish/790875066 In England, there is a range of initiatives available to adults to support the further development of literacy, for example projects hosted by the National Literacy Trust. Such initiatives have drawn attention to the fact that adult literacy is not only a focus for initiatives in developing countries.]]> 2020-09-30 11:49:26 UTC https://padlet.com/louisejhope/uzn97smsnu2i/wish/790875066