CTLLS / DTLLS Assignment:
Assignment number T1
This rational outlines the process of initial assessment for pupils undertaking the subject of Sexual Health and Relationships Education (SHRE). It also aims to outline the justification for the individual adaption and delivery of the topic and the importance of the integration of functional skills, especially communication and possible barriers that ineffective communication may present.
In order to have an understanding of the methodology and approach taken in the delivery of this topic, it would first be essential to describe the way in which this topic fits into the school in terms of a whole school context.
The setting in which I work is an Independent Learning Centre for boys with learning and/or emotional, social and behavioural difficulties (ESBD’s); all boys are aged between 8-16 years of age. The centre provides a blend between therapeutic education and care for its pupils, all of which have experienced difficulties within mainstream and possibly also within other special educational provision. The curriculum is based upon the National Curriculum, however it has been adapted and tailored to meet the individual needs of the pupils. This inclusive, child-centred approach encourages pupils to develop as active, independent learners, who want to investigate, explore and discover and who can become willing life-long learners.
Negotiating with learners is an essential part of the way in which the school runs. Our learners/pupils have to feel consulted and empowered in order to realise and reach their academic and social potentials.
When delivering SHRE to learners the first thing to find out is what the learners are capable of achieving and what they want to achieve. Before this can be done initial lessons are used to build trust and confidence. Many of the learners within my setting have suffered significant abuse, and a topic that covers effective relationships and issues of a sexual nature can be daunting. Add to this learning difficulties, behavioural problems and attachment disorders and you’ll understand the importance of the need to develop an effective working relationship built on a foundation of trust. Equally as important is the learning environment (Lave and Wenger, 1991); The Reggio Emilia educational approach and philosophy insists that children learn readily from their environment, and therefor the environment is the ‘third’ teacher. Learners need to feel safe and secure so that they feel able to take sensible risks to further their learning and development. Negotiation is key for establishing a starting point from which to begin work with learners. Learners are told what the course aims and objectives are, also what they will be expected to learn. It is important that the learners have ownership over their own learning journey and feel comfortable and confident in what is expected of them. Feedback from learners at this point is vital in order to inform me about what the learners already know (existing topic knowledge) and areas where the learner is in need of support (areas for development). Learners are encouraged to work with myself in order to set personal goals. These goals are learner specific and inform the way in which the course is to be run. The goals are negotiated and agreed and from this outcomes can be established in order to monitor and assess learner progress and achievement.
SHRE covers a variety of topics and themes. Initial assessment not only allows pupils to choose the topics/themes they feel ready to tackle at that point in time, but it can also inform me of what might be beneficial for that particular learner at that point in their life. This flexibility allows for differentiated learning opportunities that are tailored to the social, mental, behavioural and academic needs of the learner. Although SHRE as a course covers many topics/themes these do not have to be...
Bibliography: Wilson, L. (2009)
Practical Teaching: A Guide to PTLLS & DTLLS (pp
Self-efficacy in V.S. Ramachaudran (ed) (1998)
Encyclopaedia Of Human Behaviour (Vol 4, pp
Petty, G. (2004)
Teaching Today: A Practical Guide, 3rd edition
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