Difficulty changing activities or handling disruptions to routines Perseveration i. Similarly, protective factors do not rule out the presence of a disability. However, the presence of risk indicators warrants substantial and serious efforts to facilitate early learning success, because many children at risk respond positively to high quality instruction and support. Observations may be informal or may follow a standard observation protocol; in either case, they should be conducted multiple times and in varying contexts e.
A training opportunity for teachers from all Sectors which ensures CEC schools can best tailor and target resources to the needs of individual children. Seconded teachers enhanced knowledge and understanding, skills and abilities in the areas of Literacy and Dyslexia also enable them to develop own school and cluster practice.
Training Successful candidates are Seconded to the Service for one full day per week from September to June. Sept-Nov - Intensive initial training period. October - Teachers begin collaborative practice in the school setting, working with individual children referred to the service, with relevant staff and parents.
May - Teachers have opportunities to evidence their professional learning by: Teachers are also asked to: Hilary Aitken Main Trainer Hilary. Participants will be offered the opportunity to gain accreditation which is essential to work in a Glasgow Nurture Group.
Manage a nurture group within the school. Plan to work within an existing nurture group setting. Consider the approach for their establishment.
Content During this course participants will: Learn about the origin of Nurture Groups and their relevance within the current context. Develop an understanding of the aim of Nurture Groups and the theories and principles on which their practice is based.
Be trained in administering the assessment necessary for identification of group, analysing the results for subsequent curriculum planning and monitoring of progress. Develop an understanding of best practice in setting up and maintaining a Nurture group environment.
Consider the value of and necessity for working with parents. Course Outline This is a 4 day course which is delivered in 2 blocks of 2 days.
All trainers are accredited and delivery takes the form of presentations, research, reflection and discussions. Notes The nurture training programme has been accredited with the award of Professional Recognition in Theory and Practice of Nurture. This course links to the standards for registration, in particular the standard for Career Long Professional Learning.
The completion of the assignment is a necessary part of undertaking the course. The programme matches teachers with a special place near their school and the people who know and love it e.
Over the course of the programme, participants work collaboratively on site, online and in person to develop pupil visits that make the best use of their place and meet their learning intentions for their pupils.
They integrate at least two visits to their special place with other indoor and outdoor class work, building outdoor learning into the way that they work across the Curriculum as appropriate.
Participants reflect on their professional journey with reference to related research on place-based learning and the GTC Scotland Standards. They collaborate with fellow participants and site staff to overcome challenges, share experiences, and extend their comfort zone.
The programme can take an academic year or longer and participants are expected to complete a Learning Log, which is submitted at various stages.
The programme has been running since and is based on research carried out in Previous participants have commented: I think this project has made me realise that Outdoor learning has much more scope than this and that any curricular area can be covered outdoors.
The children managed to co-operate much more outdoors and work together. In the future I will make sure I incorporate Outdoor Learning into my termly plans.
The Wood Foundation - Global Learning Partnerships Programme Accredited February in Global Learning "When I first got interested in teaching, I decided that I wanted to be a really inspirational teacher, someone that could motivate their students.The Inclusive Learning and Teaching (ILT) Project was launched in as one of the strategic learning and teaching priorities of the University of Sheffield.
Best practice involves meeting pupils’ SEN through implementing the graduated approach using the assess, plan, do, review cycle. SEN expert Natalie Packer considers the teacher’s role and offers some practical advice. Examples of Learning Activities The teacher's fundamental task is to get students to engage in learning activities that are likely to result in achieving [the intended learning] outcomes.
It is helpful to remember that what the student does is actually more important that what the teacher does. Understanding and Using Inclusive Learning and Teaching Approaches in Unit summary The purpose of the unit is to enable the learner to plan and deliver an inclusive learning and teaching session.
It requires the learner to deliver a micro-teaching session and to evaluate inclusive teaching and learning.
Review the effectiveness of. Instructional strategies, or teaching methods, depend on a number of factors such as the developmental level of students, goals, intent and objectives of the teacher, content, and environment including time, physical setting and resources.
Accredited Professional Recognition programmes. A broad range of professional learning programmes have been accredited with Professional Recognition by our Accreditation Panel.