This Progression Planner is to enable practitioners to identify an appropriate personal learning intention for an individual, which supports the development of skills for employability. To support practitioner thinking and planning, this Progression Planner splits the area of ‘Employability’ into four “strands”: ‘Skills for Work’ (green), ‘Functional Skills’ (blue), ‘Seeking Employment’ (light pink), ‘In the Workplace’ (dark pink).
Working in partnership
(This resource) responds to research into Global Learning for pupils who may not be “developmentally ready” to engage with many current Global issues ( Bell et al, (2015) Going Global in Early Childhood Education) It is also based on recent research into Global Learning in Special Schools commissioned by the Global Learning Programme itself ( Education Development Trust) The design of the resource reflects the current policy context of SEND / ALN in both England and Wales.
Outline for a professional learning session which interacts with the Rochford Review recommendations.
Raising the achievement of pupils with a visual impairment: Effective working with teaching assistants in schools
The purpose of this guidance is to help schools ensure there is effective support for pupils with a visual impairment from teaching assistants.
A review of studies of interventions aimed at supporting and improving parental engagement in the education of children aged 5-19, and which also offer evidence on educational outcomes.
What can parents, associations and practitioners do to get early support right?