The health education programme at Thornden University is lead by Mrs S. Braithwaite; she is also the one of the institutions deputy head teachers and is also the SENCO for the school too. In addition to Mrs Braithwaite, there are two other older members of personnel who, each co-ordinate a substantial aspect of the PSHEE programmes. They are Mrs L. Welch, and Mrs G. Heron who educate the 'Gender and Romance' and 'Citizenship' modules within the PSHEE programme.
How is health education organised within the curriculum?
In key stage 3 the health curriculum is organised through the tutorial periods with the PSHE related items being talked about during Wednesday mornings prolonged tutorial intervals. Key level 4 pupils have one PSHE session each week, where they cover a specific product within the specification.
How is it taught/ shipped?
Health education is trained through the teacher system in years 7, 8 and the majority of year 9 by the pupils tutor, usually on a Wednesday when teacher period is extended to 30 minutes when personal health, subject affecting culture and other topical issues are reviewed. Apart from these issues each year group have their own models more related to their era as well;
Year 7: models on puberty
Year 8: keeping safe
Year 9: alcohol and drugs.
The program of research is overseen by the entire year head who meets with the tutors before the Wednesday tutorial to go over what will be protected in this week's time.
However, for years 10 and 11 this content is trained by senior people of personnel and through a double lesson every week. At key stage 4 the content is more focused on informing and discussing issues that pupils may face during this time period of these lives and steps to make a good choice. The material is spilt up into three sections which are trained throughout the year; Sex and Romantic relationship, Citizenship and Personal health.
Who teaches health education?
Heath education is trained by the pupils teacher in years 7, 8 and 9. The minds of year inform the tutors at their regular meeting the duties which the pupils should complete as part of the PSHE time.
Mrs Braithwaite thinks health education should be trained by experts. Therefore, more delicate matters like 'intimacy and romance' to 12 months 10 and 11 pupils are usually educated by experienced educators. These modules are educated by Mrs Braithwaite, Mrs L. Welch and Mrs G. Heron who co-ordinate the PSHE programme at Thornden.
What agencies does the school liaise with to market the health of pupils?
The college usually liaise with the neighborhood law enforcement officials service and fire brigade when having sessions on drugs, alcohol, and fire safeness for key stage 3 and key level 4 pupils. The institution also invites a representative of the being pregnant advice council who works together with teenage mothers and give advice and help to the pupils about intimacy and relationships. There is a babysitting and unplanned motherhood course for key level 4 pupils as well.
How does the institution use these organizations to provide and support health education?
By inviting these agencies to come to school and speak to the pupils about their field of experience the pupils gain a valuable experience of some of these really big issues. For instance, when a police officer comes in and discusses alcohol and drugs to the pupils, the pupils should ask questions where they are assured that there is no judgement on individuals.
Unit 2: How Health education can be developed within teaching Science?
There are extensive ways in which links can be produced between work in personal well being and other subjects and regions of the curriculum. Health and well being ideas of education are the materials that are trained through knowledge lessons as well as PSHE lessons. Examples include linking works on nutrition, sex and interactions, drugs, liquor and cigarette with work in science which help pupils to make dependable choices.
Under national curriculum in any way secondary school, through science lessons pupils learn about how to make healthy food alternatives and live a long, healthy life. Technology modules are made to notify pupils the clinical ramifications of different type of food on health, the value of regular exercise to remain healthy and the diseases induced by living detrimental. In addition they learn the facts about the liquor, cigarette and drugs use and misuse and the results of misuse on body.
By instructing the reproductive system to key level 3 pupils, some parts of PSHE items are sent to pupils. The machine covers the male and feminine reproductive system, the menstrual period, puberty and fertilisation where within each subject matter pupils gain acknowledgment of natural information about love-making and their body. This part of science education makes pupils aware of the physical and psychological changes in the body and also points out the sexually sent diseases.
To develop health education within knowledge, I believe more pupils cantered, research founded lessons should be run to maximise the training outcome and knowledge of pupils. Additionally it is important that links between research and PSHE are prepared and coordinated and instructors are well aware of the prior knowledge of pupils to improve their proposal with the concept and process of the topic.
In my first position I did not get the opportunity to teach any health related biology lessons as I mainly educated physics and chemistry to key level 3 and 4 pupils. However, in my own future experience I am sure that I will get the opportunity to teach certain areas of knowledge that cover more of PSHE details.
Unit 3: SEN
The subject of 'special Educational Needs' was initially unveiled in 1978 to any child requiring extra support (Soan, ed 2004). "Special Educational Needs (SEN) is a legal term. It identifies the needs of a kid who has a problem or disability which makes learning harder for them than for other children how old they are" (BBC Website, Parents).
All instructors should expect to show children with special educational needs and all colleges should play their part in educating children from their local community, whatever their backdrop or ability (teachernet website, universities and households). It is important to note the National Curriculum Addition Statement [QCA/99/458] expresses: 'all educators are educators of SEN' (Soan, ed 2004). Even though, education is the key to a far more fulfilling future for children, but also for people that have special educational needs, many obstacles can stand in the way of the right education. However, there has been more legislation in the last few decades to ensure the barriers to integration are removed.
Thornden University is judged by Ofsted as an 'spectacular' school in every single category. Throughout my time in Thornden I came across SEN department very well organised and offering support and help to an array of pupils with special needs. It really is both SENCO and the SEN administrators who develop the institutions SEN plan. The SEN team coordinates the 12 LSA/HLTA and their engagement with the SEN pupils. Pupils learn in different ways and also can have different varieties of SEN. In Thornden, pupils with special educational needs such as dyslexia, cultural development problems or sensory problems are diagnosed and added to SEN register for more support and help. The support is provided by specialist expertise and in steps that happen to be set out in special Educational Needs Code of Practice. The 'Every Child Matters' policy has an important role in Thonden Institution and the SEN team seeks to help every child with different needs and skills to do something as effectively as others.
Unit 4: QTS Standards
The two specifications that I think I've made the most advancements in are; Q14 "have a secure knowledge and understanding of their subject matter/curriculum areas and related pedagogy to permit these to tech effectively across the age and ability range that they can be trained" and Q2 "demonstrate the positive beliefs, attitudes and behaviour they expect from children and young people. "
Standard Q14 is a typical that Personally i think I've done perfectly as I made sure to truly have a good knowledge and knowledge of each subject matter I taught. For every lesson, in conditions of planning, I tried to get the common misconceptions as well as how to dissolve them for pupils. Through discussions with my mentor and other educators, I set the learning objectives predicated on pupils capabilities and evaluated pupils' improvement towards those goals.
Standard Q2 was the first standard that was observed by my mentor in my first day of teaching while i was recognised as a 'good role model'. In my opinion, pupils only behave well if they have been cured well. I also believe praising and motivating good behavior give it more ideals and make it more significant. Therefore, in each lesson I showed appropriate beliefs and emphasised on good behavior and the value of esteem to others. I promised that each individual in the school felt appreciated and confident i and other pupils will support him/her throughout the lessons. For instance, I insisted on silence when one pupils was asking or responding to a question by reminding other pupils the rule of value for other people which I acquired set within my first lesson.
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