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Guidance and toolkits

This section provides links to key guidance and toolkits related to creating learning environments that encourage positive behaviour.


Cumbria County Council (2002) Positive Behaviour Curriculum Cumbria County Council Behaviour Curriculum (primary)

Written by educationalists working in Cumbria to support whole school developments. The Positive Behaviour Curriculum (secondary) and the Behaviour Curriculum (primary) were designed to help schools create learning environments that promote social and emotional development in children and young people and improve behaviour. They are based on the same basic principles: that schools need to plan to meet the social and emotional needs of their pupils systematically. The successful teaching of these skills and abilities will require schools to consider social and emotional development within whole school policy, class and behaviour management and through direct 'teaching'.

 


National Strategies (2003) Developing children's social, emotional and behavioural skills: guidance, DfES

Aims to provide schools and settings with an explicit, structured whole-curriculum framework and resources for teaching social, emotional and behavioural skills to all children. Such an approach makes a significant contribution to the provision for personal, social and emotional development in the Foundation Stage, and personal, social and health education in the primary phase. The site includes CPD materials, curriculum resources

 


UNESCO (2006) Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators

Gives an international perspective to promoting the use of positive discipline approaches as a means of combating the use of corporal punishment. Part of the UNESCO Creating Inclusive, Learning-Friendly Environments programme.

 


Foster, S.; Brennan, P; Biglan, A; Wang, L; Al-Ghaith, S (2002) Preventing behaviour problems: what works. UNESCO Educational practices series

This booklet provides a syntheses of research-based evidence of international importance on principles for preventing a large variety of youth problems ranging from discourtesy to serious life-threatening behaviour such as smoking, alcohol abuse and violence. It is the eighth in a series on educational practices that improve learning, however, unlike the others in the series the focus is on behaviour rather than academic learning.

 


Framework for Intervention

Framework for Intervention was one product of an enquiry into provision and practice for dealing with concerns about behaviour in Birmingham Schools in the late 1990s.It concentrates on prevention at the earliest opportunity- avoiding behaviour escalating into impossible and time consuming problems. The key to this is the way it helps staff and students in developing the best possible 'behavioural environment'. It is based on 3 general principles:

  1. Children's behaviour is central to the learning process and is an intrinsic element of education
  2. Problems in behaviour in educational settings are usually a product of a complex interaction between the individual, school, family, community and wider society
  3. Social interaction based on mutual respect is a fundamental basis of an optimal educational environment

 


National Strategy for School Improvement (Secondary): Behaviour and Attendance Strand Toolkit:

These toolkit units aim to provide consultants and schools with a comprehensive resource to support development and share good practice.

 


National Strategy for School Improvement (Primary): Behaviour and Attendance Strand publications on school self improvement and staff development:

The Behaviour and Attendance programme is designed to develop teaching strategies which promote positive behaviour for learning, and enhance the quality of relationships between staff, children and other members of the school community. A major part of this programme is Social and Emotional Aspects of Learning (SEAL): a comprehensive approach to promoting social and emotional skills.

 


DCSF (September 2008) Improving Behaviour and Attendance Guidance on Exclusion from Schools and Pupil Referral Units,

Guidance for Headteachers, teachers in charge of a Pupil Referral Unit (PRU), governing bodies, local authorities (LAs) and Independent Appeal Panels (IAPs) when making decisions on exclusions and administering the exclusion procedure.


Scottish Executive (2006) Positive about pupil participation.

This publication is one in a series of brief introductions to good practice, exploring what teachers, school communities and education authorities are doing to promote positive behaviour in Scottish schools.

 

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