UNIVERSITY

OF

WOLVERHAMPTON

Student Associates
Scheme
2008 - 2009

Information for Students

CONTACTDETAILS
StudentAssociates
SchemeM.tnager- M ikeSp r a g g
Schoolof Education
Universityof Wolverhampton
Wals allCam p u s
GorwayRoad
Wals allW S 13 B D
T elephon e :( 0 1 9 0 2 )3 2 2 8 4 5
e-m ai l : m . s p r a g@
g w l v . a c.
uk
Fax : ( 0 1 9 0 2 )3 2 3 1 1 0

TDA Reoistration
All studentswho are enrolledon the Student Associates
Schemeare requiredto
register with the Trainingand DevelopmentAgency(TDA).
Please register soecificallv for SAS
even if you have previously registered with TDA.
Registeri ng is qu ite stra ightforward :
Go to - www.tda,oov.uklsasreoistration and follow the prompts,
Pleaseemail your TDARegistrationNumberto me: m.spraa-o@wlv.ac.uk

Student Associates Scheme 2OOa/9

@ Schoolot Fducatiary Univesity ot Wotverhanpton

STUDENTASSOCIATESSCHEME
2008-2009
Information Booklet
The Student Associate Scheme
Eligibility of students, Scheme OveNiew, CRB/Fitness to Teach,
Arrangements for the Current Year, 7DA Core Goals, Induction & Training
School Placements
School PlacementLog Book, PrcfessionalCode of Conduct

Roles and Responsibilities

UniveBity, PlacementSchoalt Stude t Associates

Quality Assurance

Evaluations,External Modetation,Annual Monitoring

Frequently Asked Questions

Students also rcceive the following hooklets:

SAS Induction Booklet

Providing students with background information and reinforcing the Induction
and Trainingprografttme,

School Log Book

Providing students with areas on which to focus during their School
Placementand containing the IJniversitySAS Forms.
. Mentor's AssessrnentOf Student Associate
. Mentorb Evaluation Of Scheme
. Student Associate'sEvaluation Of Scheme
. Attendance Record
(An electronic version ot the School Log Book is available on rcquest)

Student Associates Schene 2O0a/9

A Schoalof Educatian, Univetsity ofWotverhanpton

The Student Associafes Scheme is for students

interested in gaining classroom experience
while pursuing their studies
The Scheme is funded and organisedby the Training and DevelopmentAgency for Schools
(TDA) and aims to increase the number and quality of recruits going into teaching. It enables
undergraduatesto make better-informed decisionsabout career options in education by giving
them the opportunity to experiencea teacher's role within a school environment.
The Student AssociatesScheme gives students the chance to:
. discover what teaching is really like;
. work alongside experienced teachers; and
. develop new skills.

Who may take part?

The scheme is open to students registered on full-tirne or part-time programfies of study
Ieading to an undergraduate degree, an HND, a foundation degree or a postgraduate award,
including masters and doctorates,
Students must demonstrate a good level of commitment to the aims and objectives of the
Scheme and must have the potential to make an impact on young people in schools and to
help thern achieve their potential. They must be positive role models for pupits, be an
ambassador for Higher Education and champion their subject.
In awarding places on the scheme applicants'qualificationsare taken into account, The basic
requirement for a secondary ITT course is Grade C in English and mathematics. The basic
requirement for a primary ITT course is Grade C in Ehglish, mathematics and science.

Who may not take part?

Students who already have Qualified TeacherStatus (eTS) or who are, or have been, following
undergraduateor postgraduate progftmhes which include the award of eTS, or who are
trained as teachers abroad, are not eligible to join the Scheme.
Students who have already pafticipated in the schemeare also ineliqible,

What does the scheme entail?

All students participating in the scheme are given a training and induction programme to
prepare them for working with young people. You will then spend fifteen days in a school or
college working alongside experiencedteachersand assisting them in ctassroomteachinq. The
fifteen days of the scheme can be planned to fit your studies.

What are the benefits of the scheme?

Guided by experienced teachers you will gain experience of how to wo* with pupils in the
classroom.The scheme gives you the chance to develop new skills, contribute to helping raise
the attainment and aspirations of young people in school and gain firsthand experience of what
a career in teaching involves.
There is a tax-free bursary of f40 for every day spent in schoot or college during the scheme.

Criminal Record Bureau / Fitness to Teach

All Student Associatesare required to:
. declare their'Fitness to Teach';
. have an enhanced Criminal RecordsBureau (CRB) Certificate before they begin their
school placement, (This will be organisedby the Liniversityon payment of the t36 fee.
This sum being refundable on satisfactory completion of the scheme.)

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A Schoolaf Education, University of Wolverhampton

Overview of the Scheme

fhe Schene E managed i4 the toltowihg w.1y
. stuclents who wish to join the scheme conplete an appli::ation form;
. successful applicants are those who best suit the criteria of the TDA;
. Student Associates attend a university based induction programme;
. students are matched to schools appropriate to their phase/subject;
. schools receive infomEtion aboLtttheir designated students;
. placement dates ate negotiated between the school mentor and each student;
. 15 day school placements are undertaken;
. Student Associatesattend a debilefing session.

Arrangements for the Current Year

The University of Wolverhamptonhas been albcated 114 plac-eson the scherke for the current
year:
Prioritv 1 Subiects (SecondaN Schools) 4Q plEee?
Mathematics, Physics, Chemistry
Prioritv 2 Subjects (Secondarv Schools)2B oLaLeS
Other Sciences, Modern Foreign Languages, Music, Religious Educatioh,
Design & Technology, Information and Communication Technoloqy
PJlqitv 3 Subieds (Sec
English, Physical Education, Business Studies, History, Geogruphy, etc.
Prioritv 4 (Primarv and Early Years) 19 place!
FoundationStage, Key Stage 1, Key Stage 2

TDA Core Programme for Student Associates*

The core programme consistsof a set of 14 Core Goals, which are designed to:
. provide Student Associates with school experietre and training that wi| form a
prepafation for Initial Teacher Trcining (ITf) and encourage recruitment to the teaching
Drofession:
. ensure that Student Associatescontnburc b the Wideningpafticipation agenda,

Induction and Training*

Students undertake an induction programme provided by the LJniversitythat aims to underpin
the Core Goals. The goals reflect various QTS Standards with the addition of a widening
participation strand, and should ensure that Student Associatesmake the most of their school
placements.
The indudion and training programme is additional to the 15 school days on placement.

fntroduction

to the school

It is strongly recommended that students make a short preliminary school visit to meet staff
and to establisha clear framework for the placetnent.

*The'SAS Induction Booklet' contains Fut'therinformation regarding the

TDA Core Goalsand the Univetsity of WolverhamptonInduction programme

Student Associates Schene 2OO8/9

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School Placements
Student Associatesundertake a 15 day school placement. All placetnents must take place
within the current academiayear.
Each host school will provide a mentor who will help Student Associatesplan their programme
for the placement and introduce them to approp ate colleagueswho will be able to help them.

School Placement Log Book

Student Associates are required to record their obseNations and experiences whilst ot]
placement. The tasks, and your entries, should be shared with their School Mentor.
At the end of the placement the Log Book (or photocopy) should be given to the SASManager
in order that your 'Certificateof Achievement' and 'Schoolplacement Feedback'can be
DreDared.

The Log Book is divided into three parts 7. Observations

During the 15 Day placement some of your time will be spent observing, not only the class
that you are based in, but also in understanding the school as an institution. lJndertaking set
observation tasks that will help you to understand and reflect upon key issuesrelated to the
TDA 9oals.
. obseNing how teachers demonstrate positive professional values;
. observing how support staff support pupils'learning;
. observing how pupils interact and how they learn from each other;
. identifying the resources/materials that are available to support learning;
. identirying ways in which ICT is used to support leaming;
. understanding the school as an institution (whob who, school rules and routines):
. investigating issues of pupil diversity in the school;
. obseNing and reflecting upon how teachers promote equal opportunities;
. participating in the classroom in order to experience ways in which young people learn,
2. Getting It Right
Being an active participant in the classroorn and the school:
. reading aloud to a class;
. listening to individuals reading;
. helping with computer based activities;
. helping pupils who need individual support;
. working, under the teacher! direction, with srna groups of pupils;
. helping with extra-curricular and off-site activities;
. supportlng, where possible, pupils with English as an additional language;
. identif/ing and producing resources to support pupil leaming;
. planning, under the teacher's direction, a lessonto a classor group of children,

3, RaisingAspirations
Contributing to the Widening Participation agenda:
. discussingwith young people the advantagesof Higher Education;
. encouraging those pupils consideredto be underachievingto'aim higher, and reach
their tull Dotential:
. reflecting on your contribution to Widening Participation and the develoDment of your
own personal skills.

Student Assoctates Schene 2OO8/9

@ Schoolol tdDcdtion. Untversty o( Wotvehdmpton

Professional Code of Conduct

Stu d e nt Associates s h ou I d :
. become familiar with school policies and procedures, especially Health and Safety
protocol with regard to emergencies and accidents;
. be well organised,punctual and tidy;
. find out and adhere to policies for reward and punishment;
. develop good relationships with staff and pupils;
. act with courtesy and tact, remembering that whatever teachers and children do in
school is confidential;
. ask for assistance while remaining sensitive to how busy people are;
. show a willingnessto help;
. positively seek out opportunities to assist with duties and extra-curriculum activities;
. dress appropriately (different schools have different dress codes);
. ensure that allyoung people arc treated appropriately with regard to gender, ethnic
origin, religion, or disability;
. always be as positive as possible and ensure that good behaviour and hard work are
brought to the teacher's attention so the pupil can be rewarded;
. listen to advice given and ad upon it.

Student Associates must not:

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under any circutnstances,however much provoked, strike a child;

under any circumstanceinvite pupils back to your home, nor enter into any association
with them other than in your professionalcapacity as a member of school staff;
expose children to unnecessary temptation (for example, by leaving money, handbags
or other valuablesunattended)
make any unnecessaryphysical contad with pupils;
send pupils beyond the school premises;
make reference to the conduct, appearance,circumstanceor attainment of any pupil
(with the exception of conversationswith your school mentor);
discuss the school's policy, practice or personalities;
be alone with a pupil at anytime whether the pupil is the same or opposite sex as

Quality Assurance
The University of Wolverhafipton ensures that quality assuranceis at the heart of all provision.
The Student AssociatesScheme (SAS) is therefore based on this premise and alt aspectsof it
are planned and checked to ensure consistencyof quality provision.

Quality Assurance is secured at every stage of the Scheme:

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Recruitment of Student Associates;

Criminal Record Bureau checksand 'Fitnessto Teach' Drocedures:
indudion programmes for Student Associates;
briefing sessionsfor School Mentors;
students' prcfessional Code of Conduct;
selection of schools for placements;
school Dlacementevidence;
feedback report for each Student Associate;
posl placement de-briefing sessions.

The Graduateand RegisteredTeacherProgramme (GRTP)Advisory Board acts in an advisory

and monitoring capacity in relation to the Student AssociatesSchefie. Feedbackfrcm the Local
Authorities involved will be given through the GRTPBoard meetings,
The AssociateDean will have ultimate responsibilityfor quality assurance,
Student Associates schene 2OO8/9

@ Schaal of Educatian, Untversity of walverhamptan

Rolesand Responsibilities
The University of Wolverhampton will:
.
.
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.
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identify ellglble students in order to recruit to target numbers;

provide schools with relevant data regarding students;
ensure that the students have up-to-date CRBclearanceand have signed the,Fitness to
Teach' declaration form before they start their placement;
provide indudion for students before starting their placement;
provide bfiefings for school mentoB;
establish effective communication systems with students and school mentors;
offer support, advice and guidance to both students and schools;
complete all necessary documentation that is required by the TDA.

Placement
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will:

provide an appropriate mentor to support students in the school situation;

inform staff about the aims of the scheme and the role of the school;
establish a tinetable with the students for their placement dates;
inform the students of Health & Safety procedures, discipline & behaviour poticy and
other relevant school i nformation;
introduce students to the subject/phase depaftment, its policies & procedures;
ensure students are supeNised by school staff at all times when working with pupils
ensure that attendance records are maintained and that the SASl\4anageris informed
of any problems they may encounter;
assist the students by providing oppoftunities to carry out a range of school-based
tasks, thus enabling them to complete their School placement Log Book;
ensure that effective communication takes place between the mentor and student;
complete and return the school mentors' assessmentand evaluation forms;
refrain from leaving Student Associatesalone with the whole class at any time.

The Student
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Schools

Associates

will:

complete the applications process, CRB and Fitness to Teach declaration;

attend induction sessionsand de-briefings at University;
establish a tinetable with their mentor on Dlacementdates:
complete a PlacementCheck List;
wear their student identity badge when on placehent;
be aware of the professionalconduct that is required whilst on placement;
share with the School Mentor any problems with regards to the placement;
contad the SAS Manager if any difficulties at school are unresolved;
inform the School Mentor if they are unable to attend placement on any day;
colled relevant information towards meeting the requirements of the placement and
complete all tasks required for the School PlacernentLog Book.

Student Associates Scheme 20Oa/9

Q Schaalof Educatio\ UniveEity af Wotverhanptan

Frequently Asked Questions

Can students on Education or Childhood Studies degrees ioin the scheme?
Yes,students on any degree course not leading to QTS are eligible to join the scheme.
The key principle is that the students' e^perienceson the schene are additional to
provision currently available to them as part of their programme of study.
Can students do more than one placement on the scheme?
No, students are only allowed one placement,
What tevel of criminat record check witt students need?
An Enhanced Disclosure Certificate is required. fhis will be funded by the University,
The University's code of conduct requircs students to declare any criminal activity in
which they are engaged during any programme,
Witl a student's achievements on the scheme be taken into account by ITI providers?
The experiencegained from participating in the Student AssociateScheme will enhance
a student's chance of obtaining a place on an ITT course.
It does not guarantee a place,
How witl the bursary be paid to the students?
On satisfactory completion of theft participation on the Schefie a cheque will be Dosted
to the student's home address.
What should students do if they are late, or unwett for placement?
Students should inform the school if they are going to be late or are unable to attend.
When leaving messagesat the school, students should give their name, what placement
they are on (SAS) and the name of their mentoL so that the corrcct information will get
passed to the appropriatepercon. If students are incapacitatedand unable to fiake the
appropriatephone call, they should make arrangements for someone else to make it.
What should students do if they have an accident in school?
A accidentsinvolving students on placement in school must be reported at the sahool
and be logged in the school'sAccident Book. It is also necessaryto produce a report for
the University so that a record is maintained in their personal file.
Can students claim travel expenses?
No, students are allocated a training bursary of L40 per day while on placement. No
additional payments will be made.
What should a student do if a pupil is over familiar with them?
The student should move away from the situation and rcport the matter to the teacher
whose class they are in as soon as possible, and also inform their mentor.
Students should not attempt to handle such situations on their own.
Is the student attowed to participate in educational visits or sports days whilst on
ptacement?
Yes,the student can experienceall activities that are part of the school's timetable.
They must be infomed of all procedures and responsibilitiesthat may be additional to
the'in school'rules and protocol, Such pafticipation will enhance and broaden their
view of a teacherb role within the school.
What qualifications

are required

to enter an Initial

Teaching Education

Cource?

The basic requirement for a secondary ITT course is Grade C in English and
mathematics, The basic requirement for a primary ITT course is Grade C in English,
mathematics and science.

StudenL Asso.Etes scheme 2OO8/9

A School at Education, Univestty ot wolvehanpton

flWSiVfhrlnvnrolr
School of Education - Student Associate Scheme
G U ID E L I NE ST O S T UDE NT S
COMPLETINGYOUR CRIMINAL RECORDSBUREAU FORM

1. Pleasecompleteusing BLACK ink

2. SectionA (and D if required)- pleasemake sure that you supply
current/previous

addresses for at least the last five years - use an

additionalpieceof paper if neededdue to havinghad severaladdresses

3. SectionB - positionappliedfor is'TEACHERTRAINING STUDENT'andthe
addresscan be copiedfrom the top left of the front page of the application
form
4. SectionC - lines 2a/29/3j/31l32 MusT be completed- others in this section
to be completedas appropriate
5. SectionsE and F are optionalalthoughyou may completeif you wish
6. SectionG - leaveblank
7. SectionH - must be completed
8. Pleasebring your completedform and documentsto one of the CRBcheck
sessions.A checkusuallytakes about 10 minutes- if yoLrunableto make any
of these appointmentspleasecontactme to make alternativearrangements
9. Together with your completed form please bring one documentfrom
Group 1 plus two other documentsfrom either Group 1 or Group2,
One documentmust containa photographand one your currentaddress.
G R OUP1
Identity Card
G R OUP2
PaySlip
UtilityBill
TV Licence
NHSCard
Nl NumberCard

DrivingLicence
Firearms Licence

Birth Certificate(originaJ)

InsuranceDocument
Child BenefitBookiet
P45/P60Statement
MortgageStatement
ExaminationCertiflcate

MarriageCertificate
Birth Certificate(issuedlater)
Bank/BuildingSocietyStatement
Credit/StoreCard Statement
VehicleReqistrat'onDocument

THE CRS PROCESSCAN TAKE SEVERALWEEKSAND SO IT IS VITAL THAT

APPLICATIONIS MADE AS EARLYAS POSSIBLE. STUDENTSWILL NOT BE
WITHOUT A CRB CERTIFICATE.
ALLOWEDTO STARTTHEIR PLACEMENTS
If you already have a ICICI! CRB Cedificate that was completed through the
Universitypleasebring this with you for checking(a copy will not be acceptable)
Mike Spragg
Tel: 01902 322845

Student AssociatesManager
fax: 01902 322110

Room: WA22BWalsallCampus
email: m,soraoe@wlv,ac.uk

Criminal Records Bura! Code of Practice

The CriminalRecordsBureaucodeof practiceis availableat
www.disclosure.gov.uk.
School of Education Policy Statement on the Recruitment of Ex-offenders
It is a req!irement of the CRB'SCodeof Practicethat all RegistefedBodiesmust
trcat Disclosureapplicantswho have a criminalrecordfairly and do not
discriminatebecauseof a convictionor other informationrevealed.It also obliges
RegisteredBodiesto have a written policyon the recruitmentof ex-offenders;a
copy of whlch can be availableto Disclosureapplicants.Having a criminal
record will not necessarily bar you from working with us or being a
student of the School of Education. This will dependon the nature of the
positionand the circumstances
and backgroundof your offences.
School ot Education Policy statement
As an organisationusingthe CriminalRecordsBureau(CRB)Disclosure
for positionsof trust, the Schoolof
serviceto assessapplicants'suitability
fullv
with
CRB
Code
of Practiceand undertakesto
EducationcomDlies
the
positions
fairly. It undertakesnot to discriminate
treat all applicantsfor
unfairlyagainstany subjectof a Disclosureon the basisof a convictionor
other informationrevealed.
The Schoolof Educationis committedto the fair treatmentof its students.
potentialstudents,staff, potentialstaff or usersof its services,regardlessof
for dependants,age,
race,gender,religion,sexualorientation,responsibilities
physical/mentaldisabilityor offendingbackground.
We have a written policy on the recruitment of ex-offenders, which is
availableto all Disclosureaoolicants,
We activelypromoteequalityof opportunityfor all with the right mix of talent,
skillsand potentialand welcomeapplicationsfrom a wide rangeof candidates,
includingthose with criminalrecords, We selectall candidatesfor interview
and experience.
basedon their skills,qualifications
is
requested
A Disclosure only
after a thoroughrisk assessmenthas indicated
proportionate
and relevantto the positionconcerned.For
that one is both
positions
those
where a Disclosureis required,all applicationforms,job
advertsand recruitmentbriefswill containa statementthat a Disclosurewi
be requestedin the event of the individualbeingofferedthe position.
Wherea Disclosureis to form part of the recruitmentprocess,we encourage
all applicantscalledfor interviewto providedetailsof their criminalrecordat
an early stage in the applicationprocess.We requestthat this informationis
sent under sepalate,confidentialcover,to a designatedpersonwithin the
Schoolof Educationand we guaranteethat this informationwill only be seen
by those who need to see it as part of the recruiLmenlprocess.
Unlessthe natureof the positionallowsthe Schoolof Educationto ask
questionsabout your entire criminalrecord,we only ask about'unspent'
of OffendersAct 1974.
convictionsas definedin the Rehabilitation
We ensurethat all those in the Schoolof Educationwho are involvedin the
recruitmentprocesshave been suitablytrainedto identifyand assessthe
of offences. We also ensurethat they have
relevanceand circumstances
guidance
receivedappropriate
and training in the relevantlegislationrelating
of offendersAct
to the employmentof ex-offenders,e.9. the Rehabilitation
7974.
At interview,or in a separatediscussionfwe ensurethat an open and
measureddiscussiontakes placeon the subjectof any offencesor other
matter that might be relevantto the position. Failureto revealinformation
that is directlyrelevantto the positionsoughtcouldlead to withdrawalof an
offer of emolovment,
We make every subjectof a CRBDisclosureawareof the existenceof the CRB
Codeof Practiceand make a copy availableon request.
We undedaketo discussany matter revealedin a Disclosurewith the person
seekingthe positionbeforewithdrawinga conditionaloffer of employmentor
ofTerto join a course.

Core Programme
TDA StudentAssociatesScheme2008-2011:
Thecoreprogramme
has beendeveloped
fromelfeclivepracliceand experiences
ol providersof lhe StudentAssociates
1.
Schemein previousyears.All
organisalions
awardedlundinglo be providersol the SludentAssociates
Schemeirom2008/09will usethe coreprogramme
as the minimumreq!kementfor their
provision.
Thecoreprogramme
is intendedto achieveconsistency
acrossthe scheme,butalsoto allowsome{lexibility
and variaiion.Providers
maydo morethanis set
are alsolikelytobuilduponil in orderto improvethe outcomesand impactof theirschemeson youngpeopleandtheirschoolsandcolleges.
out here.I\,{osl
2.
Thecoreprogramme
is designedlo havea positiveimpacton youngpeopleandtheirschoolsandon StudenlAssociales
themselves
by:
.
.
3.

providingStudeniAssociaies
withschoolexperience
and Vainingthal willforma preparation
for lfi andencouragerecruilment
lo the leachingprofession;
and
personal
HE experience
and subjectknowledge
to contribute
to the WideningParticipation/Aim
ensuringthatStudentAssociates
usetheir
Higheragenda.
Thecomponents
of the coreprogramme
are presented
overleafin labularform:

. a setof 14coregoalslor all SiudentAssociates;

. the induction
andtrainingrequiredto underpinthesegoals;
. examplesof whatStudentAssociates
wouldachieveon lheir 1s-dayschoolplacements
in relationto the goals;
. the sourcesol evidenceol theseachievements;
and
.lorGoalsl-l0,thelinkwiththeQuali{iedTeacherStatus(QTS)trainingstandard(s)towhichthecoregoalrolates.
getlrainingand experience
4.
relatedlo specificaspeclsol QTSslandardsand theleachertralningaimof the scheme;
Goals1-10 ensurelhat StudentAssociates
gettrainingand experience
relatedto the aim of the schemeol encouraging
widerparticipalion
Goals11 13 ensurethatSludentAssociates
andlhe raisingof young
people'saspirations;
goal14 reflectsthe opportunilies
providedby participation
In the schemefor lhe developmenl
of personalqualiliesandtransferable
skills.
programme
goals
placements.
for
induction
training
is
focused
on
the
and
should
ensure
that
Associates
5.
The
and
Studenl
makethe mostol theirschool
For
guidance,this induciionandtrainingprogramme
is likelylorequirethe equivalenlof about15 hoursol lrainingsessions,whichwouldincludelime requiredwithStudenl
Associats
for dealingwithadminislrative
matters.Inductionandlrainingmuslbe addilionaltothe 15 schooldayson placement.
lt is recognized
thatindr.rction
and
trainingmaybe deliveredin differentways,includingdistance-learning,
school-based
kainingsessions,centre-based
sessionsor anycombination
of these.
The suggesledschoolplacement
achievements
are examplesof the kindol thingsthat SludentAssociates
shouldachievein schoolsto makeprogresstowards
6.
the goals.ll is expecledthal eachStudenlAssociatewillhavea school-based
mentorwhoove.seestheirprogramme
in the school.AIIactivitiesundertaken
withyoung
peoplein schoolsshouldbe underthe guidanceand superuision
of the menloror anolherexperienced
teacher.
(a) confirmalion
7.
Thereare twomainsourcesof evidenceof the achievements
o{ StudentAssociates:
bythe school-based
mentor;and (b) the Sludeni
(Seenole2). In the fourthcolumnin the core
Associale's
writtenrecords01lheirschoolexperience.
A studenlportfoliois an important
outcomeof the placemenl.
programme
therearesuggesiions
as 10whicho1thesesources01evidencemightbe applicable
for eachachievement.
8.
The enlriesin the finalcolumnheadedRelatedQTSStandardsindicatehowthe experience
and achievements
of StudentAssociates
related10eachcoregoal
can be alignedmoslclearlytoaspecisof particular
Manymorelinksthanthoseindicatedare possble,bul the entfiesarethosewherelhe contribution
ol
QTSstandards.
the coregoalto the particular
standard(s)
is likelyto be mostsignilicani.
Theenlriesin thiscolumnwillassistSludentAssociatesin summarsngthe r personal
programme.
to an InitialTeacher
Training
A separate,
experience
ontheschemeforan applicaton
butclosely
aligned,
document.lhe
SASTraining
EntryProfile
(SASTEP)
s to be usedforihis.
to refer10chidrenand youngpeopleof any age in any of lhe kindsot schoolsused
9.
Wherethe lerm'youngpeople'is used n thiscoreprogrammoit is rntended
l o r olac el. , ler s wil u i _ ' " a s .fa n e .

Paqe 1

Core Programmefor StudentAssociatestor 2008-2011

Core Goals'l - 10: Goals relatedto OTSStandards
CoreGoal 1 Professlonal
Behaviour

Inductionandlraining

are
StudentAssociates
lo learnhowlo behave
professionally
in a
andto
schoolselling,

. Acode ol practiceforlheirschool
placernenl,
makingclearhowlhey
shouldbehaveas a prolessional
in a
schoolandclassroom
context;

StudentAssociateswil be introducedb:

promotein youngpeopls . lhe posilivevalues,atlitudesand

behaviourthat
schoolsseekto fosterin
positivevalues,allitudes
youngpeople;
. howtheymightdemonslrale
and
promotethesein schoolplacemenls.

Corc Goal2 - Rolaling Inductionand lraining

lo young people
StudentAssociateswillbe introducedto:
SludenlAssociales
are
to leamhowlheycan
establish
fair.lrusting,

. ways of promolingetfecliveand
produclive
adullpupilrelationships
in
andoul of theclassroom;

.elalionships
withyoung

. how1orespondconslructively
and
appropriately
wheninteracling
individuals
or groups.

Examplesof achlvements
during school
placemenlexperience

Sourcesof evidenceof

. Theyhavebehavedprofessionally
in the
schoolandclassrcom
andprovideda
positiverolemodeltoyoungpeople,
showingqualiliessuchas punctualily,
commitmenl,
willingness
lo learn,reliability
and initiative;

Confifmalionby lhe schoolbased mentor-(Nols 1)

. theyhavesatisfied
consislently
lhe
requiremenls
ofthe codeof praclicefor
theirschoolplacement.

TheStudenlAssociate's
rcco'ds. (Note2)

Examplesof achlevements
durlng school
placementexperience
. Thoy have leamt lrom observationsof how
eperienced membersof lhe school
workforce establishconstruclive
felationshipswith young people;
. lhey have lrealed younSpeople
consistenlly,wilh respecland

Page2

Sourcesof evldenceot

TheStudenlAssociate's

Confimalionby the schoolbasedmenlor.(Note1)

Belated
oTs standard(s)

02 Demonstrale
lhe positive
valugs,attiludsandbehaviour
lheyexpeclflom childrenand
youngpeople.

Related
oTs standard(s)

fair,respeclful,
Ql eslablishing
lrusting,supporlive
and
conslruclive
relationships
wilh
andyoungpeoplel.
lchildren

Cor6Goal 3 Engagingwilh young

people'3learning

Inductionand training
StudentAssociateswill be intoduced to:

Examplesot achievemenlsduring school

placementexperience

. Diflerentwaysin whichtheycanassist . Theyhavecooperated

SludentAssociates
are
wilhmembersof the
lo leamto communicate
membefsof theschoolworkforce
by
schoolworHorceby engagingsupportively
eff6ctivlyin engaging
engaging
withyoungpeoplesleaming
withindividuals
or groupsofyoungpeople
leaming,when
. they have communicaledetfeclivelywith
etfeclively
wilh
supporling
individuals
of . howlo communicate
groupsof youngpeople,
individualand
individuals
groupsoJyoungpeople
or gfoupsolyoungpeople,
providing
andprovidetimely,accuraleand
ljmely,accurateandconstruclive
in theclassroom,
andlo
constructive
feedbackon their
feedbackon theirclassroom
givetimely,accuraleand
work.
conslructiv6
feedback,

CoreGoal4Managingbehaviour
SludenlsAssociales
are
underclanding
ol the
waysin which efleclive
teacherspromotegood
andto begin
behaviour,
slralegies
for managing
youngpeopres
behaviourwhen
working
wilh individuals
or
groupsor youngpeopre.

Inductlonand lraining
StudentAssociateswillbe inttoducadto:
Theimponance
ol a purposelul
leafiingenvironment
andthe leachels
responsibility
for esrablishing
this;
keyslralegiesusedby effective
leachefsandothermembersofthe
schoolworHorcefor managing

Examplesof achievements
during school
placementexperience
Theyhavediscussed
wilhexpedenced
membersol theschoolworKorcekey
youngpeoples
stategislor managing
behaviour
andrecorded
observalions
ol
lhesein lhe classroom;
in theirinleraclions
wilhyoungpeoplethey
haveshownawareness
of classroom
rules

Sources of evidence of
achievement

etleclively
Confirmalion
by lhe school- Q4 Communicale
wilhchildren[and]young
basedmenlor.(Nole1)
people
.,,
The SludenlAssociate's
records.{Nole2)

Sourcesol evidenceol

O27Providelimely,accufale
andconstruclive
feedbackon
learners'
altainment
[and]
prcgrcss,..

Related
oTs standard(s)

TheStudentAssocial's
records.(Note2)
Q10Havea knowledge
and
underslanding
of a rangeof
management
] behaviour
Conlimationby the school- [...
stfategies,..
basedmentor.(Note1)

howStudentAssociales
should
espondto incidenlsof inappropriale
behaviour
in lhe schoolandclassroom;

lhey haveidenlified
instances
wherelhe
policyhasbeenused;
school'sbehaviour

TheStudentAssociate's
records.(Note2)

someslralegiestheymighlemploylor
keepingindividuals
andsmallgroupsof
youngpeopleon task.

lhey havenotedanysystemsot rewards

andsanctions
in placeandidenlified
inslancesof thesebeingused.

TheStudentAssociate's
records.(Note2)

Page3

RelatedOTS Stan.lard(s)

CoreGoal5 - Planning Inductionand training

and deliveringpart or
StudentAssociateswil be introducedto:
all of a lesson
aro
StudentAssociates
to learnhowto Planand
slructurepartor allof a
lesson,andto beginto
and
developknowledge
ol some
und66tanding
teaching
effeclive
stralegies
andditferenl
lor
kindsol resources
promoting
leaming
withinlheif subjector
phase.

In theirsubjeclor phase,howlessons
andsequenced;
are slructured
howlo planfof parlor allof a lesson
(y/ilha gfoupof a class)toassista
teacherin thoclassroom;
how10restructureand use pelsonal
for teaching
subjeclknowledge
puQosesandto supponyoung
peoples learning;
that
someeftecliveieachingslrategies
mightbe employedin variousstagesof
for
ditferentkindsof resources
promoling
leaming.

Examplesof achievements
duing school
olacementexoerience
Withthe guidanceofa leacher,lheyhave
plannedanddelivered
oneor morelessons
or parlsof lessons(wilhgroupso.awhole
class)intheirsubject
or phaseand
reflected
andleaching;
on theirplanning
theyhaveshownawareness
of appropdate
teachingslralegiesi
in thenplanninganddeliverythey
havo
shownsecurosubiocvcurriculum
undrlhguidanceofa leacher,lheyhave
preparedappropnate
resources
andused
themin theclassroom.

Core Goal 6 underslandingthe

Inductionand iralnlng

are
StudentAssociales
to gaina basic

. Howlheschoolcurriculum
is slruclud . They have linkedthe objectivesand content
of lessonsorteachingepisodesin which
in t6rmsoflhe Ea y YearsFoundation
theyhavepadicipaled
to relevanlslatulory
Slageandlhe variousKeyStages;
lrameworks;
andnon-slalutory
curriculum
. lhe mainfeaturesol slalutoryandnon. lheyhaverefeffedto relevantslatuloryand
statulorycuiiiculumframewo*sfor
non-statutory
curriculaandfrarnewolks
theirsubjectandphase,including
thoseprovided
lhroughlhe National
accurately,
usingcorrectlerminology.
Slralegies.

of the
understanding
relevanlsialutoryand

Sudent Associateswill be intoduced to:

Examples ol achievements during school

placemenl expdence

Page4

Sourcesol evidenceof

The SludentAssociate's

The SludenlAssociate's
rccotds.(Note2)
Confirmation
by lhe schoolbasedmenlor.(Nols1)

RelatedOTSStanclard{s)

etfoctive
Q22designing
learningsequences
wilhin
lessons[...] anddemonslraling
securesubjecvcurriculum
and
010 Havea knowledge
underslanding
of a fangeof
teaching[and]leaming[...]
slralegies...

TheStudentAssociate's

Sourcesof evldenceol

The SludenlAssociate's

TheStudentAssociale's

Belaled OTS Standard(s)

the
O15 Knowandundersland
relevanlslaluloryandnonstalutory
curriculaand
lrameworks,
including
those
provided
throughlhe National
lheir
Strategies,lof
areas...
subjects/curriculum

CoreGoalT- The
rangeof young people

Induclionand |.aining

SludenlAssociates
are
lo becorneawareol lhe

. Someexamples
. Thoyhaveassasled
oflhe rangeol
teachersin lessonsby
youngpeopleof small
thattheymighlencounler supporting
compelences
andividual
groupswho havebeenidenlified
In a grvenyargroupi
bythe
teacheras needingaddilional
helpof
. someofthe waysin whichsocial,
greaterchallenge;
religious,
ethnic,culturalandlinguistic
influences
migh!be takeninloaccounl . theyhaveshownawareness
oflho
in teaching;
dislincliveneedsol theseyoungpeople;

providefor the rangeof

youngpeoplewithina
classandsomeof the
waystheymanageihis.

StudentAssociateswill be introducedto:

. howleache6planlor differentiation
providefor the needsol moreable
youngpopleandotherswhohave
specialeducational
needs,

Examplesol achievements
during school
placementexperience

Inducllonand lraining

arc
StudentAssociales
to developawareness
of

. Someof lhe key differencesbelween

. Theyhaveadheredto lhe school'sequal
youngpeoplethatprovidethecontexl
policyi
opponunities
lor consideralion
of issuesofdiversily,
. theyhaveshownawareness
ol issuesof
equalilyandinclusion
in t6achingand
diversity,
equalityandinclusion
in their
rearnrng;
intefactions
wilhyoungpeople.
. someof ihe waysleacheGlake
accounlof ihesein lheirplanningand
leaching.

divelsityandpromote
equalityandinclusionin
lhirteachin9,

RelatedQTs standard(s)

howchildren
Confimationby the school- 018 Understand
andyoungpeopledevelopand
basedmentor.( /ote1)
lhatlhe progressandwellbeingot leamersareatlecled
by a rangeof devolopmenlal,
social,feligious,
ethnic,cultural
and
linguislic
inf
luences.
. The SludenlAssociale's
019 Knowhowlo mako
. theyhavebeenableto idenlifywaysin
provision
etleciivepersonalised
. The SludenlAssociale's
whichihey havesoughtlofespondto lhese
for thosetheyleach,including
lhose[...]whohavespecial
educational
needs...

CoreGoalS- Equal
opporlunities

StudentAssociateswil be intoduced to:

Sourcesof evidenceof
achievemenl

Eramplesof achievemenlsduring school

placementexperience

Page 5

Sources of evidence of

Related
oTs standard(s)

019 Know[...]howlo take

praclicalaccountof diversity
andpromoleequalilyand
inclusion
in theifleaching.

Confirmalionbythe school
based mentor. (ruole t)

. The SludenlAssociale's

CorGoal9 - The welF Induclionand lralning

beingof young people
StudentAssociatesMll be introducedto:

Examplesol achiovoments
durlng school
placemenlexperience

are
SludentAssociales
to beginlo developan
awareness
oI curenr
legalrequifements,
nalionalpoliciesand
guidance
on the
and
saleguarding
promolion
of lhe well
beingof childrenand
youngpeople.

. Sourcesof infomationregarding
curonl legalrequirefienls,nalional
policiesandguidanceon the
sateguarding
andpromolionof the
well-being
of youngpeople.

. Theyhavcooperaled
wilhschoolslallin
lhe implemontalion
of policiesrelatinglo lhe
sateguarding
andpromolion
ollhe wellbeingof youngpeoplin schoolsand
behavedin a wayconsislenl
withlhesei

. exampleso{schoolpolicystalemenls
rclalinglo lhe saleguarding
and
promolion
of lhe well-being
ol young
peoplein schools.

. lhy havreflecled
on anyexamples
obseruod
ol thoapplication
oflho school's
policies,lorexample,
in relalionto bullying-

CoreGosl 10 Reflectivepractice

Inductionand training

Examplesol achievemenlsduring school

placementexpe ence

are
SludenlAssociates
to learn howlo refleclon
theirowncontributions
to teachingandlhe
adviceandleedback
lrommentors,andlo
lakeincreasing
for their
responsibilily

StudentAssociateswill be introducedto:
Howto refleclon schoolplacomenl
bxperience
andlo recordtheir
relleclionsi
examplesof howto usepersonal
rellclionandfeedbackfrommenlors
lo impfovethei.ownpraclice;

in ITT)Theyhave
{Forlhoseinteresled
summarized
in lhe SASTEPtheirpersonal
achievements
anderperience
on the
schemein relationto Goalsl-9 andthe
aspeclsof lhe QTSstandards
indicaledin
the righlhandcolumntorlhesegoals(Not

Sourcesof evidenceol

BelaleclOTSStandard(s)

Confirmalion
by lhe school- Q2l {a) Beawareofthe
currentlegalrequiremenis,
basedmenlor.(Note1)
nationalpoliciesandguidance
on the safeguarding
and
promotion
of lhe well-being
of
childrenandyoungpeople.
TheSludenlAssociate
s

Sources ol evidence of
achievement
TheStudentAssociale
s
entriesforlhen SASTEP.
(Notes)

RelatedQTs siandard(s)

07 (a) Bellecton andimprove

lheirpractice,
andlake
responsibility
for idenlifyingand
meetinglheirdeveloping

s).

Og Act uponadviceand
feedback
andbe opento
coachingandmento ng.

howa StudentAssociale's
experience
in schoolcanbe alignedlo aspeclsof
the OTSstafldards
andrecordedin lhe
SASTEP:(NoIe3)
diflerentroutesinlolTT,enlry
requiremenls
andteachingas a careeri
howto evalualeandenhanceiheirown
subjectknowledge
to strcnglhen
lor lTT.
applicallons

Page 6

and RaisingAspirations
CoreGoals11 - 13:Goalsrelatedto WideningParticipation

CoreGoal11- Raising Inducllonand training

aspirationslor HE
StuclentAssociateswill be introducedto:
StudentAssocialesare

The Widening Panicipationagenda;

personalaspiralionsof
youngpeoplefor Higher
padiculay
Education,
lhoselromgroupslhai
aretypicallyunderrepresenled
in HE,

the HigherEducalionsystem in
Englandand roules inlo HEi
the range ot HE provisionlocallyand
the kinds ol coursesavailable.
the advantagesand benefilsavailable
to those who have a Higher Education
qualificationin contrastlo those who do
the challengeto schoolslo raisethe
aspiralionsof groupslypicallyunder
repfesenledin HE.

Examplesof achievementsduring school

placementexperience

Sourcesof evidenceof
achievement

The StudentAssociate
haspresented
hisor
youngpeoplein schools
herselfpositivelyto
as an enlhusiaslic
andcommilledsludenlin
HigherEducation;

Conlirmation
by lhe school
basedm6nlor.f/vole t)

theyhaveplannedandtakenopporlunities
in lomaland inlormalsellingslo sharewilh
youngpeopletheirowne4erienceol
HigherEducation;

ThStudentAssociale's

theyhavesharodwilhyoungpeoplethe
advantages
andbenetiisof oblaininga
qualificationi
HigherEducalion

TheStudentAssociale's

theyhavesoughlin specificwaysto raise

the aspiralions
ofyoungpeoplelor HE,
paniculaiythosefromgroupslypically
undeFrepresenled
in HE.

TheStudentAssociale's
rcco'ds. (Note2)

CoreGoal 12 - Raislng Induclionand trainlng

Inlerestin learning
StudentAssociateswil be introducedto:

Examplesol achievemenlsduring school

placementexprience

.
are
SludenlAssociates
to helplo raisthe
inlereslandenlhusiasm
ol youngpeoplefor
.
leamingin general,
drawingon theirown
and
subjeclknowledge
skillsin theirinteraclions .
wilhyoungpeople10
promoleintereslin their

. Theyhavelakenopporlunilies
to explainlo
youngpeoplein schoolshowa positive
allilude10leamingin schoolhasbeneliled
thempersonally;

The SiudenlAssociate's

. theyhavedemonstated
thenowninleresl
andenthusiasm
lor leaningin the

Confirmalionby lhe schoolbased menrof.(Note 1)

The needlo raiselhe aspiraiions

of
padicularyoungpeoplein relationlo
|eanrng;
lhe conceptof undeFachievemenl
and
lhe issuesassociated
withil;

waysoi sharingwithyoungpeopletheir
ownenlhusiasm
lor leamingandlor
. theyhavegol alongside
theirownsubiecl.
oneor more
peoplewhomightbe
indivldualyounq
in schoolandencouraged
under-achieving
lhernto almhigher.

Page7

Sourcesol evidenceol

The SludentAssociale's

CoreGoal 13 Evaluatlonof WPand

raisingaspirations
StudenlAssociatos
are
to evaluatetheirimpact
on youngpeoplein
schoolsin rclationto
Goals11-12.

Inductionand lraining
Stu.lentAssociateswill be intoduced to:

Examplesof achievements
during school
placementexperience

. Theyare ablelo identifyyoungpeoplethey

Howthe SASRaisingAspiralions
Profoma(SASRAP)
lor the evalualion
haveworkedwilhwho,Jorvariousreasons,
of Goals11and 12 is slructured
and
needto havethekaspkations
for Higher
howto gatherevidence
lo complete
Educaiion
or learningfaased;
this.
. theyhaverecordedevidencerelatedlo lhe
impaclol theirconl butionin l6rmsol
Goals11and12.

Sources of evidence ol

The SA'scomplelion
oi the

Core Goal 14: PersonalDevelopmentand TransferableSkills

Inductionand training
CoreGoal14 Personaldevelopmenl
StudentAssociatesMI be introducedto:
SludentAssociaiesafe
parlicipationin the
schemeto iheirown
personaldevelopment
and transfrableskills.

Notes
Note1r
Note2:

Howa StudentAssociale's
experience
in schoolcancontribute
to their
perconalskillsdevelopment
profile;

Examplesof achievemenlsduring school

placemenlexperience
They have demonsiraredand developed
usefultransferable
skills,suchas planning
andorganizalional
skills,communication
skills,andworkingwilholhers.

Sourcesol evidenceof

Conlfibulions
lo lhe Studenl
perconalskills
Associale's
profile.fNole
development
5)

Confirmation
bythe school-based
mentorcan be by signalureagainsla simplechecklist.
portfolioof writtenrecordsmaytakevariousformsandcouldincludesuchthingsas: a diaryof activities,
Tho StudontAssociale's
observations
of leachersand
youngpeople,refloctions
plans,resources
produced,noteson speciticissues,evaluations,
on theirexperiences
and interactions
withyoungpeople,leaching
and a recordol theirachievements
in relationto variousgoals.

Note3:

The StudentAssocialesSchemeTrainingEntryProfile(SASTEP)is a downloadable

documentthatenablesStudentAssociates
to recordlheirexperiences
and achievements
on the schemein relationto the aspectsof OTSstandardslistedin the righlhandcolumnlor Goals1-10.

Note4:

The StudentAssociales
SchemeRaisingAspirations
Proforma(SASRAP)is a downloadable
documentthal enablesStudenlAssociates
lo recordlheir
experiences
andachievements
on the schemein relalionto the WideningParticipalion
and RaisingAspirations
aim of the schemein Goals11-12.

Note5:

profie(PDP).
Moststudentsin HE ar expecledby lheir universities
or collegesto malnlaina personaldevelopmenl

PageI

What da Teachersdo?

WOLVERHAMPTON

Student
Assoclafes
Scheme

. pur up/nanalPcttsran di#ays

. do playsrcund/.onldor
duty
. h.lp pupilsimptuv.lh.ir krbwl.dgeard skills

Whatdo Teachersdo?

Whatdo Teachersdo?

. rnanagepupils' b.haviour
. manag. pupils' lea.ning
. met pa.enb, car3

. @ptet
papeMork
. m.hagE epport st fl
. m4? *pport a9enci6
. evaluat th.i. t.a.hing
. .!iaSn6. Ieahing diffi@lties
, identity qiftcd and tal.rted pupils

. dcal *ith pupils' prcbtems

. ensue th. heaLhand afety of pupils

Conclusion
TeehinE E e cdnplex and sphistiated

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6L

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. c@oreni
. Th. d.

n6ded lhnlldve lo hcp EiE th.

loc6 is th. ihFffiflt

of Gechhg att

. Th. *2n6d6 otrd srpllrt to .I &n .h blt

p.dcularly lh6c h<Lr pr.s$ lo i*9r@ r6di.
. Thy * b*.d l4d th. Nrtion.l cqdcd.m

SttoRf-rEt', PL NNER(L.sw

Pt&n..)

sHoRf.fEfti

PLANIIEi (L.tn

Pnor lt!w|.dq./rt
R.nt

{qmbs ol prFils .xpc<r.d ro btrisl* :

Proglener

sHORf-tERU PLANNER&6w

H*h.,

,.lditional plafrlng na.l.'d for ideatif.<l

plplls,grdp (including SEN, EAr) :
Preparation ld nE 6t

ot orns a<iqlt5:

Speci:l r..Mce.

forrnb br.o:

qrt of (&5. hri

{it .elevitt) :

nhgd.xFqLrF!

@ ro prdia.

SF.cifi. .{bi.ct

Ptdaq)

h$6

lodNLdg.

otrh. Fupn. :

.v.[:tion:
r.bv.nt to thi. l..3on:

ot Study d E.rly Laftir

eod! :

Taching Resoqrces
L@
PLn
Tqching Ata
Pr.i4tq. L.Ptop,
Ptudt4itt l4a*t.ti@
(Mm6f StEk)
lat.''Ll Lint Fqningqcy plql)
Pore.s,m.ps, dc
Ie$b@*
Ex@is boots
Wdtsh..ts
P.pe. pe6. p.rdib. d/.fs sisds. .a..

Lesson Delivery

iTelirllf
}wkh;dp'fudF']dd

Frce

l'lldir

'pachlhg

ic,!h erdi

dr M rds|!

resouces

n &f,troiBtrda4 si, trfu

dllrur rdvdu r difttrditd dnd*i

-6

eFftii'0ah@a'bfotf'dh|F,o|o44r..idE(b

!n!o!a
14!ql9

EggryLesson

Partslo a Lesson
. Rdblor ol pt6vi@ Ldnng
'

sharedLmino
'*je

EVALUATIo*

I-?
\\

. Irs* (s,Ea.9t6,br teAiJg puAb or iskT

i ShaGd aFr.alsl
{6uglt14e2

ol 16fl

- Ldn*\g

cbldj

,f)
I (

*
'-J DELIVERY

E@cM|ifu

Every Ch|Ll Mata's

A N apqo&h to the weFba,{ or cltit<ha tnd
young papl. ltun bith to ag. 19.
h 2003,tha co@hnan NhlEh..l t ge,
ct .d enry ChiA M$*.

Pr.trvl{lm6

flt

coffifs
.th it ld cvqy child.
to h.ve ,lE spPott rhey h*d to:

ptp6

Ihib ws pubGhld .b,g$d. /tt6 rbrtrl 6po@ to

th. repoailno tb .t .th ol vldqi. clinbi<t. th. ydng
gin who w8 h@ifrc.lly .ture.l aN tuarQd. ahd
eEntutlfr kl@ by h.r g6t aunt .bd tl4 Nn wth

Mak. . pcrb
Achiet @fric

@rFbutd
w.lLb.hg

Chlldri's Phn
th. Chld@t PLn wll:
, 96ngihn suppodta all tunl[6 dunng tne ldmalive
edly ye.6 oatlln childFn 3 liks
. tak th. nxt d.ps in a.hiding wrd.l ch$ $h@ls .nd
d
an cxcsilettedu.{ionidcverycr
. hElv F.er'ts nit in th.ir chilrld . h.mih9
. help1orFle eF lhd )q.g p6oFl. h.v6 lhtrGltng
ed x.idng tl ngs to do drtsido o, *bo.l
. ed providemore plrc6 lor childrgnto doy sataly.

chlld Prot cton

Ttu .dot and elt re.t onidrco.or
proidcriis chtite lrs phFimr enorids
ngrd - chrrd Ro{.cim t5 ryb.d/6 busiFs.
vdimdnesle.t.hsdtul9.cotutd$ho.l
chaER6c!4
ofir

D@t*tutur)

l,lrnat|s lncluslve Edtxauon?

Chlld Abus
h.no.V

hry $F d nedrr:!. .lf,d ty firr.rE .rm

.r !y r*ir r. .crr. Dr.v.rt h-'

,bl*
d Itu
ChildBn can *pdire
*h@|.inch||d.6nlhoM'id'acl.n}!viF

Fdimc{..dh|o.'|dld.m'ful
o,tsfunnybhsth|tfl
6|Eio

rhab{*ENB|lyausedbytr4
i6l.|ybya3{8.!l

dt

?rdch.b

,t}e*-*fudg9lkh

|li',|soihDqlarti!,e.ogiFalnlld

wfy rqli-r

rr:..d'56

cy.bdp6ni@'E,iJrg'6gt'd
-.ddfu*14ddfrq4lji6

Howdo vou leam to teach lnclusivM?

hd{&lrc

lncludlnd mo,e able p{plls

try6.|d

!h..r'16

rndr.d!.

dhq

o{

n*

nrqt+

6.

'

.io0ry-dtusi.ryubon

hqddiiglobrkd.Ffrrd{

].dlt6D4d!$dryid6.twt.FDh@lgtdg
fu*l.nd-fr1|6'4hc|lfu
rt.fuh6fr

. dekro.xpdruppdG4*qG

d(r9-tuhffitr*)

s*o)

ch.*fd

dry

plrft

i6dd.tuhr.qd]

6c4d4dd'*I|h.nddrddd|.tnn'{

l'llfunrrci_'rfu.t.atroF5d

Includlnoouplls with Dvslexla

Includlm puolls wllh Dvspaaria

ker.l'.ntdddbrl.!.|d.fr

!.tfuFl.'b,4nY,i.l.efubdlop
,*fl*|th.locol4'afr

,hen6.dFdfrfuNifulle
krFdfr

br4c.fqr{hhd

mFtu,

3.d6fu1&dbqi'h|gfllghm.F{ff'dlfi.tk
bM[Fpn.qd[-dy

o'dqnffi'hn.bdfrl
Eid6g9Pldn&9d(kwo*
hdhld|d:lhff.olcd',erd&Yfrq.goF'|.*

lncludlnd p{rpll5wtth
Bcfiavioural.Emo0o.r.l. and Soclal Dlflk{ltles

lNCLt Stoll - Suhmarv

u.'dtn'

rdili

nd.

d tu .!Fa

Red.rF.r.h.fuhh.A.iyd|dldftdydh.d6

3..*6ft@i'ditdfu}|4nB{Ets'r|h|y.m.s

ePuli'gnlFfu6fud.!.4ld

limkMlohdPplg!P&
l*rco..dhq6'dhgobffidf..{'6|

snt&d.FPlldl[.r|.@d.',4cneohj,!nk
rrb

.k

tu Fdr tsu rl.tb

^b$
6iddoierM'Yb.{'rY.ffi.e

fuoae16fu

hi'do

o{*ni.!t.6

d{'.ns !4.d