IOM Risk Assessments

risk assessments

As we are going on a small trip on Monday, the teachers and myself have had to carry out a risk assessment. The trip involves walking around the local area identifying different types of homes and the materials they are made out of. This is linking to our Geography topic and science. The risk assessment involved the teachers and I walking around the area the children would be following on the day. When the risk assessment was physically complete it was then formally completed. In the IOM all schools use ‘evolve’ to record their risk assessments and notify the department.

The sections that had to be filled in for the risk assessment were: purpose of the trip and the learning outcomes, emergency contact, dates, travel arrangements, leaders name, other staff attending, checking the ration is correct and specific risk assessments.

This an easier, quicker way to formally complete risk assessments for trips – especially as it takes you through step by step ensuring the correct data is there. As it is also sent to the department this ensures that they know about this quicker than sending it via post.

This experience has taught me how to carry our a risk assessment prior to a trip including how the schools on the IOM record their information – this is meeting Part two of the Teachers’ Standards.

Advertisements

Safeguarding

Attendance issues with children may indicate safeguarding issues.

A child who may seem as the ‘golden child’, who does not misbehave or is quiet, may be a child who is being abused. Talking to the child and knowing their personality traits will support educators ability to identify whether abuse is occurring or not.

safeguarding im

It is important to know the important policies to support the children and yourself during a safeguarding incident.

When children disclose to an adult, they should stay calm and not show emotion or shock to ensure the child can confidently speak.

There is an increase in child abuse and neglect, England and Wales have a greater increase in neglect. Aspects of this could be due to the cut backs in social services and CAMS. 

An overall increase of abuse is online abuse and this is due to the technology rise. Teachers and Parents need to be aware what children are on and who they are talking to.

When a child discloses to a school member or it is suspected: 

  • Listen to the child – have the rest of the class covered by another teacher if possible to focus on the child
  • multi-agency working is paramount as well as training
  • cannot keep the information a secret
  • no matter the concern it should be voiced

It is important to make children aware of safeguarding so they are aware and this can support them in feeling comfortable in disclosing. 

 

 

 

Fundamental British Values

Throughout our Academic and Professional Development sessions, we have looked Fundamental British values and ways this can be taught and discussed in a class room. 

british-values2

 

Values are – attitude/belief regarding what you think is intrinsically good and contributes to our own/others well being.

 

 

 

TS 2012 – not to undermine fundamental British values’

FUNDAMENTAL BRITISH VALUES 

  1. Democracy
  2. The rule of law
  3. Individual Liberty
  4. Mutual respect and tolerance of those with different faiths or beliefs.

british-values

Why is Britain multicultural?

  • Britain had a lot of power in the past owning many countries in the world
  • Many faiths and beliefs are in Britain due to this ^

Children gain their ideas from media and appearance – children need to be taught that regardless of their beliefs and appearance this does not distinguish someone is not British.

Britishness

What will make an individual British, children can explore this and this would be a starting point regarding children’s ideas towards being British and the values.

  • Loss and nostalgia
  • vulnerability
  • shared values of Britishness are synonymous with a strong society

Boundaries to this:

  • racial
  • historical
  • civic
  • instrumental
  • lifestyle
  • multicultural

Children are able to discuss what they believe regarding diversity and Britishness and convey their ideas about this. Teachers need to elicit this to then provide fundamental British values and discuss the aspects around this.

  • Britain = multicultural society 

  • Difference seen as a threat 

  • INCLUSIVE NOTIONS AND IMAGES OF BRITISHNESS 

  • Society come together via identifying British values which all should adhere to 

 

How am I going to use this on placement?

History and debates can support children in learning about British values. Debates can show children how the laws and ideas regarding British values come about.

Schools will have values and ethos and this is a beginning of informing children of values which should be embedded through out the school.

Equality, diversity and bullying policies should be embedded throughout the school and this will be breaching and learning of British values.

Information regarding Rue of Law Value

  • Discuss the importance of school, class and country laws, as well as rules when dealing with behaviour.
  • Invite visitors from local police to explore pupils’ understanding of the responsibilities held by various professions.
  • Ensure a consistently applied Behaviour Policy is shared with the children and visible in all areas of the school.
  • Create trained buddies, who operate on the playground to support children and help them.
  • Recognise pupils who are modelling behaviour consistent with the school’s high expectations and ensure that they are seen as role models to others.
  • Ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong.
  • Collaborate with the children to create the rules and codes of behaviour and ensure that all young people understand that rules apply to everyone.
  • Visit local law courts to learn how they work, or arrange a visit from a magistrate.
  • Use Crown Prosecution Service resources to enable pupils to learn about the criminal justice system.

During this seminar we created a block of sessions around FBV.

FBV 3 Session Plan format- The Rule of Law

Race, Ethnicity and Education

Deficit theory argues that students who differ from the norm in a significant way should be considered different

BME (Black Minority Ethnic) – non-white communities in UK 

David Harewood Documentary – “Will Britain ever have a black President?”

  • 45% of Afro-Caribbean children grow up in poverty – 25% white children.
  • By the age of 5 those children identified above will be one year behind their wealthy counterparts in terms of their vocabulary – position of deficit.
  • Children who are Black will work twice as hard because education is seen as an escape route – away from poverty and not in a disadvantages (Burgees, 2013) 
  • Black children are underachieving in primary school and there is a decline in KS2 (statistics from documentary)

 

race

Positionality 

How we respond to our opinions and discussions regarding race, ethnicity and cultural diversity we show our own position. Position determined by our own race. Our positionality can be influenced by others. 

Firstly acknowledge out own race to then determine how we express our views and actions regarding this area. 

Unconscious bias – stereotypes can influence this and we can have an opinion unknowingly due to believing this information. This can then influence racism and could be highly resistant to change. 

We can gravitate to people who are like ourselves and this forms opinions.

Racism 

…is Manifestation of hatred towards someone who has different characteristics to our own (Todorow, 2009)

  • Institutional racism failure of an organisation to provide appropriate and professional service for people who are deemed different due to their characteristics – BME 
  • We have to acknowledge racism and institutional racism to change the procedures around this for example practice/policy. 

What can you do as a teacher/educator?

  • Cannot assess through looking at a collection of people because you cannot identify if someone is from a BME background. 
  • get to know children on a personal basis – meeting their individual needs 
  • talk about families with pupils 
  • Deal with incidents because we have a duty to acknowledge and deal with this 
  • acknowledge children’s awareness of racism in the community – PSHE/ the news 
  • Follow ‘race equality policy’ all schools should have one 
  • Behaviour policy to also be followed in regards to bullying as this policy and the above work collaboratively. 
  • recognise when yours or other comments are racist or not

 

Pyramid of hate 

pyramid-2

 

Criminal – first 2

 

 

Civil – middle 

 

 

Non-criminal incident – bottom 2 

 

 

 

 

Dealing with Racism in Schools 

  • SRTRC (2011) say…
  • some teacher struggle to do this as they are unaware of how to do this 
  • reporting criminal offences was seen as unintentional 
  • alternative measures and opinions regarding the definition and classification of levels of racism

Racism incident is… 

any incident which is perceived to be racist by the victim or any other person.’

When a racism incident is seen the following should be done…

  • Record the incident using forms which should be within the educational setting – linking to policies and procedures. 
  • the reporting forms are sent to the local authority and collated 

 

All schools will be different in the policies and approaches when dealing and teaching race, ethnicity. Become knowledgeable of these procedures so if incidents occur you are aware of what is to be done. 

Everyday Practice:

  • Challenge the discriminatory attitudes or behaviour, rather than the person.
  • Expect tension and conflict and learn to manage it
  • Be aware of your own attitudes, stereotypes and expectations
  • Actively listen to and learn from others’ experiences
  • Use language and behaviour that is non-biased and inclusive
  • Provide accurate information to challenge stereotypes and biases
  • Acknowledge diversity and avoid stereotypical thinking
  • Be aware of your own hesitancies – be awarre of what makes you feel uncomfortable and challenge this 
  • Project a feeling of understanding, respect and support
  • Establish standards of responsibility and behaviour working collectively with others

Reflection 

I have learnt through this session and lecture how to deal with racism in a school setting and how there are many levels of racism as well as areas which influence people views.

I believe, from reflection, that children of a young age may be influenced through external sources or their environment regarding behaviour and racism. A link to this would be Bandura and Bobo Doll experiment and theory, this being where children behave in a particular way as they see others, adults, acting in this way and they deem to believe this is appropriate. Therefore, if a child experiences racism they may not have the knowledge or understanding to classify if this is correct or not.

Lander and Knowles (2015) indicate from research that children should be taught throughout the curriculum the impact and information regarding racism, diversity and stereotypes. I also believe this is beneficial so children can then identify what their beliefs are. However, the educator who leads these sessions needs to ensure it is an unbiased session and they acknowledge their opinions beforehand so they can then be dealt with accordingly.

Following this I would like to develop my practice in relation to race and ethnicity by looking at appropriate policies in my next setting. This is because I believe children should have an equal knowledge about this area to form their own opinion and also acknowledge their own race.  

 

 

 

Race, Ethnicity and Education

Race – dividing people into groups on the basis of their genetic physical features – socially constructed notion.

Ethnicity – A group of people who share cultural traditions

Nationality – Belonging into a particular notion

race

Race and Ethnicity depend on your own position, which are: gender, age, class, upbringing, relationships.It is important not to stereotype and also be aware of perception. This can be seen as difficult because the media and newspapers influence peoples ideas. In schools teachers have a great influence, power and responsibility in relation to this. Therefore, teachers need to assess what they think before their voice their opinions, incorporate resources from all cultures, promote race, ethnicity and culture and finally to respect all pupils. In relation to Law, The Equality Act 2012 is the Law which is followed in relation to race, ethnicity and culture.

The duty of teachers is to show moral and professional behaviour, follow code of conducts and adhere to Teacher standards at all times even outside of the school.

REFLECTION 

Through a seminar and lecture I have learnt various information regarding race, ethnicity and nationality and also how this comes across in schools. Firstly, I developed my understanding of race, ethnicity and nationality. Before this knowledge development I thought race and ethnicity where the same thing where in fact they are not. Race is the physical features and ethnicity is who you are and where you come from.

I feel that a person needs to understand what their ethnicity is because it creates awareness and also a persona about yourself.

I also learnt that when around certain people a person may change the way the view things. This may affect race and ethnicity and also how they perceive this. it is important to not make children feel as though they are a minority and ensure that all pupils feel they are a majority but their individual needs are also taking into consideration.

Also, stereotypes should not be used or implied in schools as this may affect a race or ethnicity. The area that surprised me ids the good practice. One section in an activity stated that a child was asked to speak about their culture this was seen as inappropriate. When this was spoken about I agreed but this surprised me because I believed it would offer children pride in where they have come from and also teach their peers about their cultures.

Therefore, from this I would like to develop my practice in relation to race and ethnicity. This is because I would like be able to encourage children to be happy and proud and confident about where they come from and also their appearance

 

 

Science Family Day

sci

 

Today I had the opportunity to attend a school who were having a science family afternoon. My role on this day was to help and engage in the activities and investigations the children were doing. It was based with a reception class and the “science ambassadors” from Year 6 were helping the children and running their activities. As this day was a family day, the children’s parents or carers where welcome to come and see what the children were doing, as well as work alongside them in accomplishing the activities.

bubbles

The activities I observed and carried out are as follows.

Bubble activity – are bubbles always round? This was an activity were child had to use different shaped utensils to blow bubbles and see if they were still round.

Plant headband – The children had to explore the Field for different plants and flowers on a list then stick them to their head band.

Bug scavenger hunt – The children had a piece of paper and had to search the Field and environment for particular insect and create a tally of how many they found.

Leaf and Tree hunt – The children had a piece of paper and had to find the leaves and tress on their sheet and say where they were in the school.

Paper clips – do paper clips sink? This activity the children had to put a paper clip in different amounts of water and identify beforehand if they would sink or not.

Fairy cakes – What happens if we remove an ingredient? A teacher was creating fairy cakes and each time she would change or remove and ingredient. The children had to predict what would happen and then identify the different of a normal cake and one that has been altered. The teacher explained about the chemical reactions that took place such as the bicarbonate soda reacting with the bubbles to make the cake rise.

Pond – The children were given fishing nets and searched the pond for insects or plants. The children would put their finding in s bucket which would be put back in the pond at the end. There was an identifying sheet where the children could identify what they had found.

download

Due to the afternoon being busy there was not an opportunity to take images ourselves. However, a teacher was able take some images of the other trainees and myself engaging in the afternoon.

The afternoon was fun and engaging and offered children a vast amount of opportunities to be hands on with science. The skills the children used where: observing, predicting, choice, experiment, questioning, creativity, social and communication skills.

The benefits of having the family day, instead of a simple experiments afternoon, is it offers time for the children to work with their families and also offers parents time to identify if their children are having fun and learning. The afternoon would have had a lot of planning and organisation to ensure the day is a success for example, resources, risk assessments and safeguarding.

From this experience I have developed a tool kit of activities for science as well as incorporating the outdoor environment. It has also shown me how the early year’s foundation (EYFS) incorporates science/understanding the world, into their lessons. As I am a science and EYFS specialist, this afternoon has given me ideas and an opportunity to observe how science can be used in an EYFS setting. I enjoyed the experience and feel that it has supported me in my professional development as well as subject knowledge.

(Images from the teacher will be added to this post when received).