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- Learning Support: Information and Guidance for Staff
Learning Support: Information and Guidance for Staff
Each of the sections below contain key information for College staff on both the services offered by our central Learning Support Team and advice, guidance and 'top ten tips' for a range of conditions. We hope you find the contents of this page useful to you in your teaching and support of students. If you have any questions that aren't answered by the information in this section, please don't hesitate to ask us. Please feel free to contact any member of the Learning Support Team. Click here to meet the team.
This document provides an overview of the College's ethos and values on equality and diversity and goes on to provide advice to teachers on effective ways to bring these values into teaching, learning and assessment.
Top Ten Tips for a Range of Conditions
Top ten tips for staff supporting learners who have mental health needs.
Exam Access Arrangements
Who to go to for more help and advice
- Topic 137
Topic 137
Exam Access Arrangements
Exam Access Arrangements are granted by the Examining/Awarding Body (not the College) on the basis of a learning difficulty and/or disability or medical condition and after careful consideration and assessment. Sufficient time must be given to collect the evidence for submission to the Examining/Awarding Body and for them to inform the College of their decision to allow an arrangement.
This is the procedure for requesting special examination access arrangements (EAA) for all college courses at Level 1 or above for the forthcoming academic year (for students only taking Entry Level exams, please see relevant section below).
Referral Procedure
Lecturing staff - particularly English and Maths lecturers - must find out as early as possible what their students' 'normal way of working' is, both in the classroom and especially for mock test/exams. For example, do they require a reader, scribe, extra time etc.? If students have had EAA at school but don’t wish to have them at college, for whatever reason, it might be useful to record this in your records for future reference. If the student was at college in previous years, tutors should also check Pro-Monitor and/or Pro-Solutions to see if EAA are already in place – the student’s photo will have an ‘E’ icon displayed and the details of the arrangements will be in the Learning Support Plan section (you may have to check the 2016/17 or 2017/18 records from the drop-down menu for the details). The details on Pro-Monitor will also give the expiry date for any existing EAA. If students are doing any exams after this date then, in line with JCQ regulations, they will need to be referred for an updated assessment.
Completion of Referral Forms
In order to comply with JCQ regulations, any arrangements being requested for exams must reflect the support given to the candidate whilst they are at college – this is referred to as “normal way of working”. It is therefore vitally important that lecturers complete a copy of the form EAA2 - “Request for Exam Access Arrangements” (attached) and provide as much background information as they can to help facilitate appropriate assessment and inform decision making. This may require liaison with colleagues to obtain a full picture of the student’s “normal way of working”. Please note, without this evidence it will not be possible to process any request for EAA for that student. For example, unless evidence can be provided that the student needs help with reading in class, then a reader cannot be awarded for their exams!
If the student is under 18, the student must sign to give their permission for Specialist Support Lecturers (SSLs) to inform their parent/guardian about the appointment. Once the EAA2 has been fully completed, lecturers should scan and send to: Bill Wildish (Washington); Deb Barker (Bede); Lesley Ramsey (City); Elaine Pilcher (Hartlepool). Please make sure you send all of the sheets. If any important information is omitted from the forms they will be returned to the lecturer to be completed and resubmitted.
An appointment for assessment will be made as soon as possible – please bear in mind that this may take some time during busy referral periods. The student will be notified by letter of the day and time of their appointment (this will normally be addressed to their parent/carer if they are under 18). The referring lecturer will also be informed of the appointment by email and asked to remind the student to attend their assessment. Once the assessment has been completed, lecturers will be informed of the agreed arrangement(s) for the student by use of an EAA3 form. Details will also be added to the comments section of their Pro-Monitor profile. The student will be informed by email. A copy of the assessment report will be sent directly to Exams and details of the EAA and their expiry date will be uploaded onto Pro-Monitor. If a student does not attend their appointment (and hasn’t contacted the assessor) they will be offered another appointment; failure to attend this second appointment will result in them not being offered another one of that academic year.Entry Level Students
For students taking Entry Level exams who require EAA, an assessment is not required. In these cases, their lecturers can put in place whatever EAA they feel are appropriate but evidence of need must still be provided and the arrangements recorded on JCQ Form 11 (attached). The evidence can be provided by lecturers completing form EAA2 and/or using any other evidence of need such as information from a student’s Education and Health Care Plan, SEN plan etc. – this must be stored and made available if requested by the exam board, external verifiers etc.
Medical/Mental Health Difficulty Requests for Exam Arrangements
If the student has a particular medical condition/disability/mental health difficulty e.g. visual impairment, anxiety etc. they will need to provide relevant evidence. Please note, if the request is for a reader, scribe or extra time then GP evidence will not be acceptable; it must be from a consultant or suitably qualified person of a similar status. The college will accept GP evidence for arrangements such as separate/small group invigilation and rest breaks – it will also accept written evidence from the student’s previous school confirming these arrangements. This evidence must then be sent to Bill Wildish (Washington); Deb Barker (Bede); Lesley Ramsey (City); Elaine Pilcher (Hartlepool) along with the EAA2 form mentioned above. It is very important that this evidence clearly supports the arrangements being requested (e.g. if a scribe is being requested, the medical evidence from the consultant should clearly state that this is an appropriate arrangement). If the medical evidence does not fully support the request for arrangements then an appointment for assessment will have to be made for the student to see if the arrangement is appropriate.
Deadlines for Referrals
The absolute deadline for all student referrals for GCE/GCSE exams is 31st January 2019. No referrals after this date will be accepted unless there are suitable mitigating circumstances or it is for a temporary condition e.g. student has injured their hand and needs to use a lap-top for their exams etc.
- Topic 138
Topic 138
Exam Arrangements – Frequently Asked Questions (FAQs)
During the course of the year we find that staff have questions for us on very similar issues regarding examination access procedures. We hope that this page will be useful to you in getting a good understanding of the systems and procedures we have in place. If your question is not answered here, please don't hesitate to contact the Learning Support Coordinator at your campus.
“What paperwork do I need to complete to refer someone for exam arrangements?”
You will need to complete an EP1 form (which needs to be signed by the student’s parent/guardian if they are under 18) and an EAA2 form. The EAA2 form must be fully completed, providing details about the student’s normal way of working and the types of difficulties they have – make sure you use the updated form for 2017-18 please.
“Why do I have to fill all of this paperwork in?”
The EP1 form is required to make sure that the student (and their parent/guardian if they are under 18) is aware they are being referred for an assessment. The EAA2 form is required to meet JCQ regulations that any exam arrangements reflect the student’s “normal way of working” at the centre where they are studying – without this, exam arrangements cannot be put in place.
“My student’s been at college a couple of years – has s/he already got exam arrangements in place?”
You can check this by finding the student on ProMonitor and any the details of arrangements already in place will be in the Learning Support Plan section (you may have to check the 2015/16 or 2016/17 records from the drop-down menu for the details) This will also tell you the approximate date of expiry of any arrangements so you will know if they need to be re-referred for an updated assessment.
“I’ve sent in a referral – how will I know what’s happening?”
You will receive an email once an appointment has been arranged for the student tell you the day and time and asking you to remind them – the student will also receive a letter (addressed to their parent/guardian if under 18) informing them of the appointment.
“I haven’t heard anything back from the assessor about any appointments – what should I do?”
Please bear in mind that appointments may take some time to arrange during busy referral periods – it would be suggested that if you haven’t heard anything within 3 – 4 weeks that you contact the assessor and check on the progress of the referral. Once an assessment has taken place you will receive an email informing you of the arrangements put in place.
“Several of my students have asked for separate rooms for their exams because of anxiety – what should I do?”
To grant this arrangement, the students will need to provide some evidence of their anxiety – this can be a GP’s letter, a letter from their counsellor or written confirmation from their previous school that they received this arrangement.
“I don’t think this student’s going to pass their exams because their attendance is poor and they just mess about in the class on their phone etc. Can I apply for exam arrangements to help them pass?”
No! Exam arrangements are put in place because a student has an underlying learning difficulty, disability or medical/mental health condition – they cannot be put in place solely because the student isn’t trying or is perhaps on the wrong level of course!“My student’s just brought in a letter from their doctor requesting a reader, a scribe and extra time – is that ok?”
No! JCQ regulations state that this would not be sufficient evidence for these arrangements. The student would need to produce evidence from a consultant to have these arrangements considered – even then, evidence would need to be provided that these arrangements were in line with their “normal way of working” so the completed EAA2 form would still need to be submitted as well.
“My student hates writing with a pen and wants to do their exam using a keyboard – is that ok?”
Not necessarily- if the expectation is that an exam is handwritten, there needs to be a reason for allowing them to use a keyboard as an alternative; this could be because their handwriting is illegible, they are very slow at writing, they have a medical problem which makes it difficult to write etc. Unless the student can produce some medical evidence confirming this, they will need to be referred in the normal way. If they are doing Functional Skills exams, the tutor could consider the option of allowing them to do it on-line where they can use a keyboard.
“One of my students doesn’t speak English as their first language – can they have a reader and extra time for their exam?”
No – the expectation from JCQ is that students are entered for examinations that they are capable of doing and that their levels of English are suitable for this. If the student has some history of learning difficulties then they can be referred for an assessment to see if they might qualify for EAAs. If they are doing Functional Skills exams they can also use a bilingual dictionary, if this is their “normal way of working” – depending on how long they have lived in the UK they may be able to have an additional 10% extra time, but this is very rare.
“My student has missed two appointments with you – can you arrange another one for them please?”
The College’s procedures state that each student will be allowed two appointments – each appointment letter sent out states that, if they are unable to attend the appointment for some reason, they need to contact the assessor so that another can be arranged. If the student/parent/guardian/tutor has not done this for either of the two appointments offered then no further appointments will be arranged for that academic year.
“My student wanted a reader for their exams but you haven’t awarded one – why not?”
This could be for one of two reasons; firstly, their reading has been assessed and they don’t qualify for a reader as their reading skills are above the level required. Secondly, the EAA2 form does not suggest that having help with reading is their “normal way of working” in class – all exam arrangements must reflect support the student receives during their course.
“I’ve missed the college’s deadline for submitting a referral for a GCSE student – can I still put it in?”
JCQ regulations clearly stipulate that deadlines are non-negotiable and the College has to abide by this as putting in late applications could subject us to an inspection of our examination procedures. Tutors are given advanced warning of deadlines for submitting referrals and the expectation is that this will be adhered to. The only exception JCQ would consider would be for temporary arrangements due to an accident e.g. a hand injury requiring the student to have extra time, rest breaks or use a keyboard for their exam etc.
“One of my students had a reader and extra time at school but they’ve said they didn’t use them and they don’t want them at college – what should I do?”
If they didn’t use them at school then it could be considered that it is not their “normal way of working” in exams anyway! In this situation, it would be advised that some record is kept by the tutor, and signed by the student, that an opportunity for a referral for an assessment was offered but that the student didn’t wish to take up the offer. It has been known for students to change their minds a week before the exams so it is useful to have a record confirming that the referral process was properly carried out!“I’ve got a student who is finding this level of maths very difficult – can I refer them for extra time to help them pass?”
No – exam arrangements can’t be awarded just to make it easier for students to pass their exams! In this case, it might be appropriate to consider transferring the student onto a course which they are better suited to.
- Topic 139
Topic 139
Dyslexia: Top 10 Tips
Dyslexia and related specific learning difficulties
Top Ten Tips for people supporting learners who have dyslexia and other related specific learning difficulties
Ask the learner what they have found useful in the past and don’t make assumptions about their difficulties. Also, be aware of past negative learning experiences and avoid repeating the same approaches.
Use strategies which suit their learning style and allow for success. Many learners
with dyslexia may find certain strategies e.g. personalised - hands on - explicit - contextualised - problem solving - working from the 'big picture' to the specific - helping them to make connections – effective for their learning.
Use the results of any diagnostic assessment, when available, to inform the support plan. This may highlight weaknesses and areas that need to be worked on.
Use a range of multi-sensory approaches - such as pattern, colour, images, mind maps, mnemonics, rhyming words, stories and role play - to aid learning and memory.
Manipulate written materials with highlighters and be aware of accessible font styles. For some learners, coloured paper, a coloured overlay or changing the background colour of their computer screen may help with their reading if they experience visual problems such as words appearing to move around or becoming blurred.
Provide strategies to help with poor time management, organisation of notes and folders etc.
Be aware of the problems of the specialist language of maths and the difficulty of sequential calculations and symbols. Encourage neatness in setting out their calculations to avoid confusion over place value etc.
Use a Dictaphone for recording important information verbally to help learners formulate what they are going to say in their answers. It might also be helpful to provide the learner with an outline plan of what they need to do (including key words they need to use) to help structure their work.
Use technology to help - especially in cases of poor handwriting, spelling, word prediction etc. Read and Write Gold software is networked to all college computers and may be useful for some learners.
Avoid the temptation to do the learner’s work for them! Always be careful about making them do something you know they “can’t do” but never be afraid to make reasonable requests when they “won’t do” something.
- Topic 140
Topic 140
Hearing Impairment: Top 10 Tips
Top Ten Tips for people supporting learners who are Deaf or Hearing Impaired
Attract the student’s attention before you start talking, so that they catch everything that is said, not just the ending.
Ask the student what help they would like (addressing the student and not the communication worker) and be clear about roles and responsibilities.
Face the student when communicating, with your head fairly still. Keep your face, and particularly your mouth, visible at all times.
Make sure the room is well lit and avoid sitting or standing in front of a light or a bright window. Keep background noise to a minimum.
Check regularly for understanding. If the student still does not understand something after repetition try rephrasing the information, as some words are harder to lipread.
Build in regular breaks – for both student and communication worker, where applicable.
Speak normally but not too quickly. Avoid shouting, over-mouthing words or speaking too slowly, as these can all be harder to lipread. Use full sentences rather than phrases.
Use clear visual cues, body language, eye contact and hand gestures to get a point across but avoid exaggerated gestures as these can be distracting. Write down important points.
Aim to have prior knowledge/copies of the session plan, notes, hand-outs etc (note the need for subtitled resources where relevant e.g. film). Prepare notes well in advance if possible.
In group work, indicate learners who are speaking and repeat the question when giving an answer. Avoid having too many speaking at the same time.
For sign language users, language functions, colloquialisms and grammar may need to be taught explicitly (ESOL techniques may be appropriate).
Useful links:
http://www.actiononhearingloss.org.uk/
http://www.hearinglink.org/home
- Topic 141
- Topic 142
Topic 142
Top Ten Tips for people supporting learners who have Autism Spectrum Disorders (ASD)
Autism is a lifelong condition which affects how a person communicates and relates to other people. People with an Autistic Spectrum Disorder will experience difficulties in three main areas:
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Social and emotional understanding
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Communication
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Flexibility of thought and behaviour
Treat each person as a unique individual; recognise the wide range of intellectual and cognitive skills encompassed by this disorder.
Individual’s behaviours can range from obsessive to the eccentric with learners becoming agitated with sudden changes.
Encourage a supportive environment; learners who have ASD can fail to recognize social cues, facial expression, body language or tone of voice. They may have no idea they might be talking too much, use of a firm, fair, respectful and consistent approach.
Aim to support with social interaction, behaviours are often taken as a sign of rudeness, avoiding eye contact, unaware of personal space, showing no interest in other people’s opinions or interest.
Be sensitive to the fact that group work may be very stressful; learners who have ASD find it difficult to see from someone else’s perspective and to understand that other people may have different thoughts and feelings from their own.
Aim for consistency and routine whenever possible. In order to make the world less confusing people with ASD rely on routine, changes can cause anxiety.
When changes to routine are inevitable, discuss these with the learner and help them to accept/adjust to the change. Wherever possible use visual aids to reinforce changes, copies of timetables or written instruction/information of changes.
Keep sentences and or instruction concise, outwardly learners with ASD may have very good verbal skills however may only be able to follow one instruction at a time.
Use literal language and be as precise as possible – avoid metaphors, irony etc. (e.g. “pull your socks up!”).
Use simple and concise worded question to elicit and check learning – remembering that eye contact may be a problem.
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- Topic 143
Topic 143
Equality and Diversity and Teaching and Learning
What do we mean by 'embedding equality and diversity'?
- Meeting the needs of individual students by being sensitive to their culture and abilities
- Promoting equality by providing positive messages and challenging all forms of prejudice and discrimination
- Promoting diversity by getting different groups to work together, encouraging respect, being inclusive and valuing differences.
Why focus on equality and diversity in the curriculum?
- It is part of understanding the needs of others and about social justice.
- Including equality and diversity issues within the curriculum helps to prepare students for the community in which they live, work and It prepares them for the “real world”.
How?: Choose the right resources:
- Check resources for bias.
- Aim to choose resources that do not stereotype, disadvantage or poke fun at anyone based on their race, sexual orientation, religion or belief, age, disability, gender, where they live or any other personal characteristic.
- Use materials that promote good equality practice and community cohesion.
How?: Challenge racist, sexist and homophobic assumptions and attitudes:
- These assumptions and attitudes denigrate individuals and have serious consequences for all of us. Such assumptions and attitudes will have consequences when students progress to the “real world”.
How?: Promote respect for diversity:
- Set clear ground rules
- Signpost students to the college’s equality policies.
- Encourage students to share information about themselves by using ice breakers to build good relationships, listening and learning from each other.
- Ensure that people from different groups are able to work together and that issues of inequality in the learning environment are challenged.
How?: In your lessons:
- Provide a range of learning opportunities.
- Challenge and avoid the use of negative or potentially offensive stereotypes or assumptions.
- Encourage students to value similarities as well as differences.
- Challenge and actively discourage any language or behaviour which is racist, sexist and homophobic or which demeans people with disabilities from particular neighbourhoods, areas and so on.
EMBEDDING EQUALITY AND DIVERSITY INTO THE CURRICULUM: MAKING THE IMPLICIT EXPLICIT
Promoting equality and diversity should be, and can be a feature of every lesson. This means equality and diversity in its broadest sense: treating people fairly and with respect, enabling them to achieve their full potential. Promoting equality and diversity doesn’t mean having to do anything differently – it simply means being conscious of these issues in lesson planning and lesson delivery. Consideration of broad equality and diversity issues is a feature of good teaching because it is about meeting the needs of the individual student.
GOOD PRACTICE
The following are features of good practice drawn from lesson observations.
- “Evidence that consideration has been given to the diverse needs of students in the class (including ability, ethnicity, gender etc) in planning the lesson and resources.”
- “Teacher challenges inappropriate language and banter.”
- “A variety of teaching methods are used to suit the learning styles and (dis)abilities of the class.”
- “Assessment is fair and delivered in a range of ways to take into account language, disabilities etc.”
- “Language used by the teacher is non-discriminatory, appropriate and relevant.”
- “Discussion and comments within the class are managed to ensure student attitudes, behaviour, banter and language are appropriate, inclusive and non-discriminatory.”
- “Materials and topics are presented in a way that is sensitive to the diverse needs, backgrounds and experiences of students. Examples used take into account the diversity of the College community and this class.”
- “Resources are adapted to ensure that students can access information and to meet individual needs (e.g. large print).”
STARTING POINT FOR MANAGING EQUALITY AND DIVERSITY IN THE LEARNING ENVIRONMENT
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As equality and diversity have a much higher profile in the new Ofsted inspection framework we need to consider our next step in how we promote these issues both as a College and as individual teachers and tutors.
- It is worth bearing in mind that equality and diversity is a much broader subject than many people think: fundamentally it is about treating all community members with fairness and respect. But don’t be threatened by terminology, these are things we all do well.
A personal audit of your skills, experiences and qualities will help you to recognise where you are doing well and where there might be room for development. The audit below provides a useful starting point.
SKILLS USED WITH COLLEAGUES Doing well Recognise that I am competent and can support colleagues Recognise that there is more I might be able to
doI encourage open discussion about equality and diversity
I express my own
views openlyI seek more information when I need it
I handle sensitive discussions within team meetings to avoid conflict
I express feelings
about my colleagues’ attitudes, language and behaviourI directly challenge jokes and derogatory comments about disability, sexuality, race, gender, religion or belief, age and other areas of discrimination
SKILLS USED WITH STUDENTS Doing well Recognise that I am competent and can support colleagues Recognise that there is more I might be able to do I listen when students make complaints about discrimination and their experience of it
I openly discuss issues of inequality when they arise in my subject/tutor group
I ensure that all students have opportunities to contribute and to be listened to respectfully
I set ground rules to prevent racist, sexist or other discriminatory attitudes and behaviour in the classroom
I manage the group and group discussions when prejudiced views and stereotypes are introduced
I manage the group and group discussions when prejudiced views and stereotypes are introduced
I utilise students’ experiences, cultures, background and knowledge where possible
I am aware of my own prejudices and use of stereotypes
I challenge discrimination, harassment and victimisation with competence
I induct students into equality and diversity issues and explain the consequences of unacceptable behaviour
I am aware of my own assumptions about difference, cultures, customs and abilities
Things I would like to develop in relation to equality and diversity:
SUGGESTIONS FOR PROMOTING EQUALITY AND DIVERSITY IN CLASSROOM PRACTICE
PLANNING
Consider:
- The individual students in the class.
- The students’ background, experiences and prior learning.
- The learning environment (the need for it to be inclusive, fit for purpose and reflecting the needs of individual learners, such as layout, accessibility, visual features, auditory needs etc).
- Lesson planning and delivery takes into account the need to break learning into “digestible chunks” and ensure differentiation.
Examples of good practice:
- Use of examples that reflect the diversity of the College/class.
- Images that reflect diversity
- Classroom layout enabling all the class to participate and learn.
- Activities that enable students of different groups to work together.
- Tasks that match the abilities of the students in the class.
DELIVERY
Consider:
- Allocation of time to explore and debate equality and diversity issues during subject’s induction (rights and responsibilities, appropriate language etc). Setting appropriate equality and diversity ground rules with the class.
- Rules on use of inappropriate, offensive and discriminatory language, attitudes, behaviour etc and challenging inequality where and when it occurs.
- Use of appropriate learning objectives and assessment methods for all students (differentiation).
Examples of good practice:
- Establishing ground rules about appropriate language through whole class discussion.
- Different forms of assessment to suit the individual needs/abilities of students.
- Including elements of diversity into teaching and learning – making reference and using examples from a variety of cultures, religion, traditions. Exploring stereotyping and other topics around equality (lesson plan, resources etc).
- Challenging prejudice and stereotyping in the classroom.
- Using diversity as an educational resource. Using the experiences of students as teaching and learning resources.
RESOURCES
Consider:
- Ensuring teaching resources are accessible to all students.
- Ensuring that images of a diverse range of people are visible in course materials and displays and that named examples reflect diversity.
Examples of good practice include:
- Posters/displays celebrating achievements of students.
- Displays for themed weeks such as E & D week, World Mental Health Day etc.
- Diverse images in handouts, booklets and displays.
LEARNING SUPPORT
Consider:
- Allowing students the opportunity to discuss learning support needs at the beginning and throughout the course. Providing support that students like/need.
Examples of good practice include:
- Individual discussion leading to teacher providing learning support in the form most appreciated by the student(s).
PRACTICAL SUGGESTIONS FOR HELPING YOU TO FURTHER EMBED EQUALITY AND DIVERSITY INTO LESSONS OR TUTORIALS
The following are practical suggestions that may help you to develop your confidence and competence in how you further embed equality and diversity into what is most important in our college – teaching and learning.
CREATING A SAFE LEARNING ENVIRONMENT
However clear our messages about equality and diversity are, they will be competing with:
- attitudes of friends and family members
- strong media influences and views which are expressed every day.
- the developing views of young people about equality and diversity.
Tips for creating a safe and encouraging environment:
- Always set clear ground rules.
- Encourage students to identify their own ground rules.
- Agree how you and students will tackle the breaking of ground rules.
- Encourage students to take responsibility for reminding one another about the ground rules.
- Discuss with students what they think is not acceptable language, behaviour, attitudes and viewpoints.
- You may want to consider making a list of unacceptable language, behaviour, attitudes and viewpoints but this can be highly sensitive.
SELECTING LEARNING ACTIVITIES
Issues relating to equality and diversity crop up in some subjects more than other. However in class discussions, interactions or activities, equality and diversity issues will crop up in every subject at some stage.
Equality and diversity are dynamic issues meaning that the cultural, political, social context and language we use to discuss them is constantly changing. The activities you select will be influenced by:
- students’ backgrounds, cultures and identities
- students’ ages
- students’ needs
- students’ interests
- local issues
- national issues
- how best to reflect the realities, priorities and issues of today’s world
- length of the session
- number of sessions
- starting point of the students
- desired learning outcomes.
Make use of local incidents, TV dramas and soaps, human interest stories, news events and whatever is happening in the world to raise and encourage on-going discussion, debate and personal reflection.
SETTING GROUND RULES
We all use ground rules in our teaching. They provide a framework to ensure open, respectful dialogue, and maximum participation. Using ground rules to build a safe and learning environment is especially important in the fields of equality where many themes are strongly linked to personal values and experiences. A completely safe learning environment provides support for the shifts in thinking and practice that new knowledge and skills often require:
Therefore, ground rules should be developed in order to:
- assist the teacher to explore and develop a framework within which to discuss equality and diversity themes.
- help students to understand what is expected of them in terms of attitudes, behaviour, language and so on.
- clarify the rights and responsibilities of all concerned.
- encourage discussion to define clear parameters for discussion and classroom interaction.
- assist in making the learning environment safe for all to learn and express themselves.
Ground rules should be drawn to the attention of students before and during the course by:
- including in induction packs and materials.
- displaying them as a wall chart.
- displaying them as part of the subject induction.
- disseminating them to everyone participating in the course and asking students if they wish to add anything to the list.
- referring to them throughout lessons.
Learning always involves some risk. Creating a safe learning climate for exploring sensitive issues is essential.
TIPS FOR INCLUSIVE LESSON/TUTORIAL DELIVERY
Inclusive practices include:
- meeting the individual requirements of all students
- using inclusive language that does not cause offence
- respecting differences
- making every effort to be aware of culture, customs, religious differences and special and specific needs as well as individuals’ backgrounds.
Practical approaches to fostering inclusion include:
- familiarising yourself with equality and diversity policies
- producing resources and information in formats to meet the needs of all students equally
- developing resources to raise awareness of discriminatory behaviour and demonstrate how to challenge and avoid it
- raising awareness of equality issues
- tackling inequality and discrimination and actively promoting understanding and respect for all
- respecting and providing for practices which support religious beliefs
- creating learning environments which welcome all groups
- providing students with guidelines on acceptable behaviour for equality
- sharing information on employment law and equality legislation when they crop up in a lesson (these explain the consequences of not taking equality and diversity seriously).
Tips for the successful delivery of inclusive learning include:
- creating a learning environment that is ‘safe’ and encourages students to share their thoughts, feelings and concerns
- develop clear and common ground rules
- using everyday news to raise awareness and encourage ongoing discussion, debate and self reflection
- challenging with respect.
CHALLENGING WITH CONFIDENCE: HANDLING STRONG VIEWS AND EMOTIONS
Equality and diversity issues arise in some subjects more than others but in every subject or tutor group there will be times when they crop up. People’s feelings and views about equality and diversity can be difficult to explore, particularly in a classroom situation. You will face students dealing with issues such as:
- embarrassment
- boredom
- defensiveness
- lack of confidence
- lack of understanding
- inability to make up their own minds or form their own opinions
- ‘nothing to do with me’ attitudes/behaviour
- strong racist/sexist/homophobic views and opinions
- variable attitudes towards difference
- learned behaviour
- entrenched family views
- past experiences of bullying, discrimination, exclusion etc
The teacher/tutor’s role in any of these sorts of scenarios is to remain calm, encourage students not to make personal comments or to take comments personally, and focus on the task in hand. Many such challenges can be turned to good use in a lesson. The power of the group should never be underestimated and learning points can be extracted from the most difficult situations.
IDENTIFYING PREJUDICED ATTITUDES AND DISCRIMINATION
Racism, homophobia and similar behaviour against other groups may take the form of:
- incitement of others to behave in a similarly discriminatory way
- physical assault against a person or group because of their differences
- derogatory name-calling, insults, jokes and language (eg “that’s so gay”)
- pro-discrimination graffiti
- provocative behaviour such as wearing pro-discrimination badges or insignia
- bringing pro-discrimination materials such as leaflets, comics, magazines or computer software into the organisation
- verbal abuse and threats
- discriminatory comments during discussions
- ridiculing individuals because of their differences.
- refusal to co-operate with others because of their differences
HOW TO DEAL WITH PREJUDICE AND DISCRIMINATION
Your option for dealing with such behaviour can include any combination of the following:
- challenging it immediately in front of the class
- challenging it in private at the earliest opportunity
- concentrating on supporting the person targeted or victimised
- encouraging a spontaneous group discussion about the incident
- referring to the organisation’s equality and race policies/code of conduct
- building an appropriate anti-discrimination activity into future sessions
- raising the issue at a departmental meeting with a view to agreeing a collective or long term response.
FINAL TIPS
When challenging language or behaviour, aim to:
- avoid direct confrontation and aggression
- respect the student’s personal space however much you disagree with their views
- challenge the idea not the person
- repeat the comment to check your understanding of it
- ask the student to repeat themselves or what they mean
- ALWAYS TAKE ACTION
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Topic 144
ADHD: Top Ten Tips
Dealing with ADHD
Top Ten Tips for people supporting learners who have dyslexia and other related specific learning difficulties
Live in the here and now. Deal with the current situation or issue. Rehashing prior problems aggravates everyone and accomplishes nothing. Skip the lectures and "I told you so."
Show compassionate about your learner’s condition. Teenagers (like everyone) dislike being blamed or criticized for their behaviour. Disorganization and forgetfulness are not purposeful behaviour’s for Learners with ADHD Better to collaborate with your Student to lessen such experiences. Impulsivity is a basic feature of ADHD; shoplifting or purposefully damaging an item is not.
Keep calm. Shouting matches rarely accomplish the desired goal. Better to adhere to a rational reminder of expected behaviour and enforcement of a reasonable (and already agreed upon) penalty. When in doubt, make your point and move on.
Anticipate pitfalls. A good Teacher / Mentor never enter’s a battle they know they are going to lose. Teachers / Mentor’s should be one step ahead of their ADHD Learners anticipate problems and either proactively attempt to resolve the issue or realize that mistakes will happen and work out as a team how you will handle such events in a constructive and calm manner. Focus on the positive! Don't just focus on the negative aspects of your Learners behaviour; remember to praise him or her when they do well.
Set appropriate boundaries and stick to them. Much to your Learners frustration, a meeting with parents to discuss acceptable options and the consequences for failure to meet these expectations is reasonable. Enforcement of such consequences should be non-negotiable whatever you do don't enforce an unenforceable penalty.
Ditch power struggles. Students do better with concrete information that has a limited option for misinterpretation. Write down basic rules and the consequences for failure to follow through.
Help your Learner develop social skills. Teenagers that have ADHD may have difficulty interacting with others. Help your Learner develop social skills such as listening, not interrupting when others are speaking, and maintaining a conversation.
Listen to your Learner. Teach your ADHD student how to explain their feelings. Instead of hurling insults back and forth, let your student rant and rave without any interruptions. The only rule: no profanity, name-calling, or insults. When your learner is done, announce that you are glad you had this conversation and listened to their ideas but need to think about them for a couple of days and would like to talk to them again about the issue. The only "must" -- you have to have the follow-up conversation you promised.
Stand your ground on important topics. Your learner will understand the concept that big offenses should warrant big consequences. Fairness and justice require this trade-off. Since students with ADHD are more likely to engage in high-risk behaviours (especially if they are not taking ADHD-directed medication), there should be a zero tolerance for illegal or dangerous behaviour’s. These high-risk behaviours (for example, driving, use of alcohol/drugs, truancy, etc.) should be addressed in a contract between parent and teen. Demonstrated infraction = non-negotiable penalty. Case closed.
Give your Learner choices. Allowing your student to choose between options promotes confidence and autonomy while helping your student to feel more like an adult.
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Topic 145
Top ten tips for teachers working with blind or partially sighted students
Visual Impairment
Top Ten Tips for people supporting learners who are Blind or Partially Sighted
Ask the student what support, if any, they require.
Address the student by name so that they understand you are speaking to them. This is particularly important if you are inviting them to answer a question in class.
Remember that the student may not be able to see non-verbal cues such as gestures, nods or facial expression, so give clear verbal instructions. Tell the student if you are walking away from them after a conversation.
Don’t be afraid to use everyday expressions such as “nice to see you” or “see you later” – visually impaired people use these expressions too.
Avoid background noise, which may be distracting for learners concentrating on auditory cues.
Read out what is written on whiteboards, flipcharts, Powerpoint etc.
Explore the use of appropriate technology, for example: speech or magnification software (SuperNova; Jaws). Students may also want to use their phones to capture information from boards or screens or to receive documents via email.
Prepare materials in advance. For print readers use the preferred font, size and/or text colour on appropriately coloured paper. For students using screenreaders, supply in advance, electronic files of classroom materials.
Be aware that blind and partially-sighted people may need exam access arrangements which need to be applied for in good time.
Useful links:
- Learning Support: Staff Profiles
Learning Support: Staff Profiles
The Learning Support Team bring a wide range of expertise and experience to support our students through the course of their studies. On this page you'll find where each team member is based, their contact details and specific areas of expertise.
Head of Learning Support
Name : Michael Hall
Campus Base : Bede Campus: Headways Building: Room ?
email : michael.hall@sunderlandcollege.ac.uk
Extension : 02443
Administration Officer
Name : Alyson Simpson
Campus Base : Bede Campus: Headways Building: Room ?
email : alyson.simpson@sunderlandcollege.ac.uk
Extension : 03404
Bede Campus
Name : Kevin Lynch
Campus Base : Bede Campus: Headways Building: Room ?
email : kevin.lynch@sunderlandcollege.ac.uk
Extension : 02718
Specialist Area : Mental Health / Qualified MHFA Instructor
City Campus
Name : Kay Bowes
Campus Base : City Campus: Room 3.09
email : kay.bowes@sunderlandcollege.ac.uk
Extension : 05788
Specialist Area : Specific Learning Difficulties: Autism, Dyslexia.
Washington Campus
Name : Bill Wildish
Campus Base : Washington Campus: Room 23
email : bill.wildish@sunderlandcollege.ac.uk
Extension : 00717
Specialist Area : Dyslexia (AMBDA, SpLD APC)Learning Support Coordinators
Name : Elaine Pilcher
Campus Base : Hartlepool Sixth Form
email : elaine.pilcher@sunderlandcollege.ac.uk
Extension : tbc
Specialist Area : tbc
Name : Deborah Barker
Campus Base : Bede Campus: Headways: Building Room?
email : deborah.barker@sunderlandcollege.ac.uk
Extension : 03590
Specialist Area : Autistic Spectrum Conditions (ASC)
Name : Lesley Ramsey
Campus Base : City Campus: 30?
email : lesley.ramsey@sunderlandcollege.ac.uk
Extension : 03569
Specialist Area : Social, Emotional Behaviour Difficulties (SEBD)
Name : Angela Adamson
Campus Base : Bede Campus: Headways: Building Room ?
email : angela.adamson@sunderlandcollege.ac.uk
Extension : 02938
Specialist Area : Foundation Learning
Special Educational Needs (SEN) Transition Officer
Name : Judith Taylor
Campus Base : Bede Campus: Headways: Building Room ?
email : judith.taylor@sunderlandcollege.ac.uk
Extension : 03573
Specialist Area : Education Health Care Plans
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- Topic 152
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Topic 153
Individual consultation meetings are currently being arranged.
Thank you in advance for your patience during this time.
- Business Case, PowerPoint & Job Descriptions
- Business Case, PowerPoint & Job Descriptions
- Business Case & PowerPoint
- College Reorganisation - March 2018
- Toolkits
Toolkits
Toolkits - Homepage
Learning Support
Marketing
Procurement
Information, Advice and Guidance
ICT Essentials
- Misc / Shared
- Topic 170
- Department of Work & Pensions (DWP) Information
- Reward and Recognition
Reward and Recognition
Welcome to our Reward and Recognition page!
This new section of the Staff Channel will be a focal point for thanking staff for their contribution to the College and recognising how much their efforts are valued. Every day, members of staff are making a huge difference, both to the experience of our students and in working with colleagues to make us a supportive institution of academic excellence. We hope to capture and share some of this tremendous work here so that it doesn't go unnoticed. We thank everyone for their positive contribution!
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- BKSB
BKSB
Refresh your knowledge about our online English & Maths skills system
bksb® is the UK’s most popular eLearning solution for Functional Skills and GCSE. Learners will take the initial assessment to determine their level and then diagnostic assessment to determine their strengths and areas to improve.
12 Quick and Useful BKSB Facts
- Staff and students can access BKSB via the BKSB link on the drop-down menu under Student Life on Moodle’s top menu bar.
STUDENT LIFE > Maths and English > BKSB - A data bridge synchronises our enrolled learners on ProSolution with the BKSB system. This is set to allow every student who is enrolled on a Maths or English programme (Functional Skills and GCSE) to access the system. Also, all students on our Access to HE and Pre- Access programmes can also access the system as can all students in Curriculum area T15 (Education & Care).
- Student accounts are generated at their first login to the BKSB system. Students are welcome to log in and start using BKSB for initial/diagnostic assessments at any time.
- Students log in with their College Student ID Number as their BKSB Username. Their initial BKSB Password is set to the word password (all in lower case.) They are prompted to change this to something more secure. Staff can reset their students’ passwords at any time if they forget them.
- Students can access the system from both inside and outside College and on tablets and smartphones via a browser.
- Staff can create their own groups in BKSB and add their students to them.
- When students log in for the first time they will see their student dashboard with the courses on it that they’ve been allocated. They should select an option (a level) (eg. GCSE Achieve – which includes both English and Maths).
- At every stage, students will see a Next button followed by a link to what the system recommends them to do next. (At first this will take them to an Overview Assessment.)
- After students have done their initial assessments and diagnostic assessments they’ll be given an ILP of practice material to work through. This is based on all the things they didn’t do well on in the diagnostic assessments.
- Their ILP’s (consisting of interactive resources and skills checks) will subsequently appear on their BKSB homepage after they’ve done their initial diagnostic tests and they can begin to work through them each time they log in.
- English and Maths staff can see their students’ progress in both BKSB and in the new sections of ProMonitor.
- Subject teachers can see how their learners are progressing in their English and Maths via both the ProMonitor markbook (where marks for formative assessments are recorded) and by the English & Maths Diagnostic / Progress pages in ProMonitor (in every learner’s Miscellaneous menu).
- Staff and students can access BKSB via the BKSB link on the drop-down menu under Student Life on Moodle’s top menu bar.
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Topic 179
Welcome to the Staff Channel
Find links to all your key resources by selecting the Staff Resources button below.
- Northumberland College Merger Updates
- Topic 181
Topic 181
JavaScript mailto Attribute STUDENT PRESIDENT
ELECTIONS 2019
Thank you for votes
_
Zainab Nadeem has been duly
elected Student President
- Mental Health and Well-being Support
Mental Health and Well-being Support
The College welcomes learners with disabilities including those with mental health difficulties and aims to provide the appropriate support, resources, facilities, and services to enable all students to be successful in their chosen programme of study. We recognise that everyone is unique and we will work with learners to identify any barriers that exist and what can be done to overcome them. In this section you'll find links to resources selected for you by our Specialist Support Lecturer, Kevin Lynch, who advises on support for mental health issues.
This is the award-winning and internationally renowned video on the subject of depression.
Millions of people around the world live with depression. “Living with a black dog” is a guide for partners, carers and sufferers of depression. It advises those living with and caring for people with depression on what to do, what not to do, and where to go for help.
Counselling, support and financial assistance from the Education Support Partnership.
An excellent set of self help leaflets from the NHS. Click on any of the covers on the shelves, choose PDF Leaflet then click on PDF A4.
- Thank You: Send a note of thanks to your coworkers
Thank You: Send a note of thanks to your coworkers
The Shoutouts powerapp allows you to send a note of appreciation to your coworkers whether it is for a job well done or for saying thanks. This fun app encourages coworkers to share job-related compliments, personalize them with custom pictures, and includes automated email notifications sent to recipients’ managers. By leveraging the power of Microsoft Graph APIs and a single excel table, the Shoutouts experience includes a rich social feed – a first for a PowerApps template!
- Long Service Staff Celebration
Long Service Staff Celebration
City Campus, April 2018
On Wednesday 16th April 2018, Sunderland College held its first Long Service Celebration Dinner at the City Bistro. It was the first of what will be an annual event and was thoroughly enjoyed by all who attended.
(To view the gallery full screen, hover your cursor over the panel above and click the Full Screen (square) icon at the top . The down-arrow icons allow you to download high resolution versions of the photos.)
The celebratory event was hosted by our Principal, Ellen Thinnesen and Rob Lawson, our Chair of Governors. It was held in recognition of and to celebrate all those staff who had achieved their 20, 30 and 40 years' service with the college.Managers across the College gave thoughtful, entertaining and interesting speeches about their staff and their time here at the College.
You can see from the selection of photographs above that the evening was a great success!
- Apprenticeship and Partnership Job Descriptions
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- Topic 187
- Topic 188
Topic 188
About these videos
On this page you’ll find all the Level 2 maths videos created within College as part of the Video Learning for Education Project, funded by Erasmus+. They were created by a small team of College staff with contributions of animated sequences from our Digital & Computing students and of voice narrations from our Creative Arts students. Our Level 2 Maths students gave us lots of guidance and feedback throughout the project on what they wanted to see in a suite of videos for their programmes so what you see here are very much student-led resources.
Whatever your own curriculum area, we want all staff to be aware of these videos as they can be used by anyone. They can be embedded in your course sites or presentations and links can be shared with students on any courses.
As well as being available to everyone in College on Moodle, they can also be found on the project’s YouTube channel, Tutoriale-video.
Video Gallery
Filter by type of Maths:
