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ED
Journal - Issue Three |
November 2013 |
 Welcome to the third
issue of ED Journal. Last month we evaluated the Pupil
Premium and discussed ideas for raising A-C attainment
in your school. Remember that if you have missed any
of the previous issues, you can access them, along
with future issues, by visiting the online archive.In this month's edition, we will be looking at factors to consider when setting up an Alternative Curriculum, along with advice for managing low-level behaviour issues in the classroom. If you would like to share any of your ideas about either of these topics, or would like to see a particular area of alternative provision covered in our journal, please contact me and I will try to cover these suggestions in future editions. ED Journal is part of EDLounge, an online resource offering distance learning, lessons plans, accredited qualifications, personal pathways, monitoring and evaluation, and marking services for pupils on the Alternative Curriculum. As always, I hope that you enjoy reading ED Journal and recommend it to your colleagues. If they haven't already done so, please encourage them to sign up for their own free subscription. Kind regards, Sam Email me In this edition: |
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| Setting Up An Ideal Alternative
Curriculum |
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 In 2003, the lack of vocational
education had been an "historic weakness" of the
English education system, said the then School
Standards Minister, David Miliband. Indeed, teachers
of disengaged or disinterested pupils have long argued
the need for a suitable Alternative Curriculum that
serves to educate and prepare young people for life in
the real world.A BBC News article, also in 2003, discussed the effectiveness of an Alternative Curriculum and stated, ‘A three-year experiment with the RSA (Royal Society for the Encouragement of Arts, Manufactures and Commerce) "Opening Minds" curriculum is claimed to have shown improved student performance across all national curriculum areas.’ The study involved a number of schools and improved behaviour was also cited as a welcome result of the Alternative Curriculum approach. In particular, The Philip Morant School in Colchester, Essex, saw better behaviour with a 90% fall in exclusions, no permanent exclusions and fewer detentions, with the average attendance up from 83% to 92%. These are amazing results that any teacher involved with pupils at risk of becoming NEETs would welcome. Keeping in mind that the aim of the Alternative Curriculum is to improve personal development at Key Stage 4 by:
Take a practical approach – think skills-based rather than subject-based If a pupil has become disengaged with learning, seating them at desk with a pen and textbook is not going to work. You would only be offering them the same structure that have already rejected. Think kinaesthetically and get the pupils active – for some subjects this is easier than others (e.g. design subjects, cookery and woodwork) but try to change your teaching style to cater for your pupils' learning preferences for traditional subject areas too. For subjects such as English, capturing a pupil’s imagination or interest through acting out a role or visiting the theatre means they are more likely to engage with the reading of the required texts for GCSE and understand the plot better. Use of audio files also helps pupils who struggle to retain information as they can replay them whenever they need to. Re-focus literacy and numeric skills by planning menus, shopping for ingredients and working out budgets. |
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The curriculum must be individual  A flexible approach to setting up
an alternative curriculum is essential. Not every
pupil is the same and if a pupil is disengaged they
learn in a different way to the majority of other
pupils and maybe have different or unusual interests.
In a 2012 Government paper Improving Alternative Provision, Charlie Taylor, the Government’s Expert Advisor on Behaviour stated, ‘Some providers have a specialism such as music or boxing that is used as a hook to engage children back into education.’ Find the hook that will work with your pupils. You have to get to know your pupils and to find out what enthuses them and makes them want to learn. This differentiated approach could include:
Offer extra-curricular activities, homework clubs and revision provision to support pupils with their learning. You may need to establish a smaller group for your learners so that they feel safe discussing their ideas and difficulties without fear of peer humiliation. If a pupil is struggling with home/school pressures, this may be a way of keeping them in the education while allowing them the space they need to be able to focus. Consider utilising ‘Roll-on, roll-off’ programmes, where pupils can ‘jump off’ the course if they are struggling and return when things improve. This is an excellent way to target pupils who may be experiencing difficulties outside of school that are impacting on their education. Ensure that accreditation is linked to the time spent on the course so that the pupil can feel positive about their work – even for small achievements. Focus on the positives Build and maintain a supportive and nurturing environment that recognises the importance of vocational learning and does not see it as inferior to the traditional curriculum. Secure support from peers within school, teaching staff, parents and business and community mentors. Help the pupil believe that what they are learning is worthwhile and considered valuable by society. Above all, build staff and pupil relationships and spend time getting to know one another as individuals. Feedback |
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| 5 Simple Strategies...To Manage
Low-level Behaviour Issues |
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 Low-level
behaviour issues are a daily occurrence in schools,
with pupils causing disruptions through chair rocking,
talking out of turn, note passing and pen tapping. One
reason this behaviour should be taken seriously and
intercepted is that ‘low-level disruption is what
pupils do instead of learning’ (Bennett, 2009). In the
Continental Research Survey 2004, 71% of teachers and
62% of support staff identified constant low-level
behaviour, such as chatting and leaving seats without
permission, to be a factor that is most detrimental to
a child’s learning. Here are our simple tips for
managing this type of behaviour in the classroom:1. Adopt a proactive attitude Instead of reacting to a situation that is taking place, ensure strategies for dealing with low behaviour levels are established and consequences for pupils displaying such behaviour are communicated clearly. Set expectations and ensure all pupils are aware of the type of behaviour that will not be accepted within the classroom; draw up a chart with class rules and display it in a prominent area. Ensure all staff members are aware of pupils with behavioural difficulties and are thus prepared to deal with any issues that are likely to arise. 2. Preparation Low-level behaviour is often a result of boredom; preparation is the best tool for solving this problem before it even arises. ‘The teacher’s ability to manage the classroom group through planned activities is a key element in developing constructive behaviour patterns’ (Watkins & Wagner, 2000). It is evident then that most disruption will take place when a class lacks in structure. Ensure lessons promote the involvement of all students so that they are more engaged, thus less likely to cause disruption. A good strategy for this is to have several short activities within each lesson, rather than one activity drawn out over the entire session that may not engage all students, such as reading out of a textbook. |
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3. Balancing negative and positive As bad behaviour should be punished, good behaviour should be rewarded. An incentive that encourages good behaviour is often a good strategy. These should be in the form of spirit lifters which serve to ‘boost interest levels, focus positive attention and lift the atmosphere’ (Mathieson & Price, 2001). These rewards could take many different forms, from a simple verbal praise to merits, certificates and prizes. The punishment should be fair and appropriate to the offense that has been committed. Ideally it would also offer a means of self-reflection and incite the desire for the pupil to improve their behaviour, for example through a loss of privileges. Ensure the privileges taken away are not counter-productive however; if a child enjoys a particular subject or is engaged in sport, taking this away could be detrimental to their learning.  4.
Stay calmRemember to stay calm, as overreacting to low-level behaviour is counter-productive. Try to remember that your pupils will have off-days just as anybody else may. Using humour or distraction tactics can work well, although some caution should be used in this approach so the pupil does not feel that they are being treated disrespectfully, which could only serve to escalate the situation. 5. Consistency Charlie Taylor’s 2012 behaviour checklist 'Getting the Simple Things Right' identifies that the most important element in dealing with behaviour issues is consistency; 'where there is inconsistency in schools, children are more likely to push boundaries.' The rules that have been set up and the consequences for breaking those rules should be reiterated so that all pupils are aware of appropriate and inappropriate behaviour. Implement a warning system, perhaps with a three strikes structure; ensure that each verbal warning states exactly what behaviour they are being punished for and what the consequence will be if the behaviour does not cease. Make sure threats are carried out or there will be no incentive for the student’s behaviour to change as they believe they are able to 'get away with it'. Your Views Are there any techniques you have found to be the most successful at managing low-level behaviour? Is there anything you have tried that hasn't worked? Let us know your views... Feedback |
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