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Dev eloping
s ocial and
emo t ional
skills
E ducat ion
policy
and
pr act ice in
the
UK
home
nat ions
1
Intr oduct ion
6
2
E ducat ion
policy
on
s ocial
12
and
emo t ional
skills
K e y
points
12
Intr oduct ion
13
P olicy
domain
1:
P ast or al
policies
on
13
pers onal ,
s ocial
and
health
educat ion
P olicy
domain
2:
Behaviour
and
2 6
discipline
P olicy
domain
3: L abour
mark et
32
pr epar at ion
P olicy
domain
4:
E ducat ional
inclusion
4 0
3
Int erpr et at ions
o f
policy
b y
4 5
s chools
K e y
points
4 5
Intr oduct ion
4 5
T eacher
underst andings
o f
SES
in
46
go v ernment
policy
A w ar eness
o f
policy
addr essing
SES
4 7
E ff ect iv eness
o f
policy
at
inf orming
53
pr act ice
School
spaces
f or
the
enactment
o f
5 9
SES
policy
4
Enactment
o f
policy:
6 1
School
pro vision, r elat ionships
wi th
providers and
the
r ole
o f
e vidence
K e y
points
6 1
Intr oduct ion
6 2
School
spaces
and
approaches
f or
6 2
the
enactment
o f
SES
policy
A ct ivi t ies
us ed
t o
de v elop
SES
65
What
mak es
an
e ff ect iv e
r elat ionship
7 5
between
pr o viders
and
s chools ?
Sour ces
o f
inf ormat ion
and
e vidence
77
us ed
by
s chools
t o
de v elop
act ivi t ies
Measuring
the
impact
o f
SES
86
act ivi t ies
5
C onclusion
and
9 2
r ecommendat ions
K e y
findings
9 2
R ecommendat ions
9 5
98
98
99
Anne x
List
o f
policies
anal y s ed Endno t es
Ex ecutiv e
summary
4
Dev eloping
Social
and
Emo t ional
Skills:
E ducat ion
policy
and
pr act ice
in
the
UK
home
nat ions
E x ecut iv e
summary
•
P olicy
in
the
f our
UK
home
nat ions
(England,
Sco tland,
Wales
and
Northern
Ir eland) privileges
cert ain
s ocial
and
emo t ional
skills
(SES )
–
which
ar e
lar gely
s een
as
individual ‘ compet encies ’,
such
as
building
and
managing
r elat ionships,
r esilience ,
in fluencing
and nego t iat ing
skills,
t aking
the
ini t iat iv e ,
t eam w ork
and
leadership
abili t ies,
being
cr eat iv e , inno v at iv e ,
fle xible
and
r es our ce f ul .
•
Schools
acr oss
the
UK
als o
s aid
the y
interpr et
policy
on
SES
f r om
this
individual compet encies
perspectiv e ,
privileging
these
kinds
o f
individual
capaci t ies
such
as
s elf - r egulat ion
and
int er act ion
wi th
o thers .
•
Ther e
is
gener all y
a
high
le v el
o f
awar eness
about
SES
policy
acr oss
diff er ent
parts o f
the
UK
accor ding
t o
t eachers
sur v e y ed
her e ,
but
England
has
the
least
r eport ed awar eness .
English
s chools
als o
r eport ed
being
less
lik el y
t o
us e
policies
f r om
their
juris dict ion
and
wer e
less
lik el y
t o
s ay
the y
f ound
them
help f ul
in
de v eloping
and
guiding their
pr o vision.
•
Sco tland
and
Wales
hav e
de v eloped
inno v at iv e
curricula
that
t ak e
an
int egr at iv e appr oach
t o
embedding
SES
wi thin
their
st atut ory
curricula
–
wher eas
England
and Northern
Ir eland
r el y
more
on
a
dispar at e
s et
o f
‘ st and-alone ’
policies .
•
While
the
ne w
curricula
o f
Wales
and
Sco tland
pr o v ed
help f ul
in
guiding
t eachers, the
lar ge
number
o f
dispar at e
English
policies
could
be
causing
a
lack
o f
clari ty
and coher ence
in
England.
•
Schools
r eport ed
interpr et ing
policy
as
t aking
a
br oad
vie w
on
the
‘ spaces ’
wi thin
s chool wher e
skills
should
be
de v eloped,
spanning
all
aspects
o f
childr en ’s
dail y
liv es
–
wi thin
the curriculum;
outside
the
curriculum
but
wi thin
the
s chool
day;
and
outside
the
s chool
day .
•
In
deliv ering
act ivi t ies,
s chools
acr oss
the
UK
s aid
the y
t ook
a
‘whole-s chool
appr oach ’, but
slight
diff er ences
wer e
als o
e vident
between
home
nat ions .
Thos e
in
Sco tland deliv er ed
act ivi t ies
wi thin
the
curriculum;
Wales
bo th
outside
the
curriculum,
but
wi thin the
s chool
day
and
outside
the
s chool
day .
England
and
Northern
Ir eland
gener all y deliv er ed
act ivi t ies
outside
the
curriculum,
but
wi thin
the
s chool
day .
•
The
kinds
o f
act ivi t ies
s chools
acr oss
the
UK
per ceiv ed
t o
be
e ff ect iv e
included
s ocial and
emo t ional
learning
pr ogr ammes,
ment oring
pr ogr ammes,
behaviour
int er v ent ions, car eers
and
emplo yabili ty
pr ogr ammes,
and,
t o
an
e xt ent,
sport
part icipat ion
act ivi t ies .
•
Schools
s aid
the y
ei ther
design
act ivi t ies
thems elv es
or
de v elop
them
alongside
a partner ,
wi th
li ttle
deliv ery
o f
act ivi t ies
by
pr o viders
alone .
4
Dev eloping
Social
and
Emo t ional
Skills:
E ducat ion
policy
and
pr act ice
in
the
UK
home
nat ions
•
E ff ect iv e
pr o viders
wer e
felt
t o
be
thos e
able
t o
empathis e
and
communicat e
wi th childr en,
deliv er
inno v at iv e ,
cr eat iv e
and
original
act ivi t ies,
and
ensur e
act ivi t ies
ar e pr operl y
adap t ed
and
cont e xtualised
t o
the
needs
o f
pupils
in
their
s chool .
•
Schools
acr oss
all
nat ions
o f
the
UK
r eport ed
that
the y
hav e
good
access
t o
all
the inf ormat ion
the y
need
t o
de v elop
act ivi t ies .
•
In f ormal
inf ormat ion
s our ces
–
such
as
pers onal
e xperience ,
suggest ions
f r om
peers and
the
local
authori ty
–
wer e
thos e
most
o f t en
s aid
t o
be
us ed
by
t eachers
t o
de v elop act ivi t ies,
as
oppos ed
t o
more
‘har d’
s our ces
such
as
academic
r es ear ch
and
r eports f r om
chari t ies .
•
Schools
in
Northern
Ir eland,
Wales
and
Sco tland
r eport ed
being
more
con fident
in their
abili ty
t o
measur e
the
impact
o f
their
pr o vision
than
w as
the
cas e
f or
t eachers
in England,
who
s aid
the y
wer e
less
con fident
in
comparis on.
•
The
inf ormal
inf ormat ion
s our ces
–
such
as
t eacher
obs er v at ions
and
f eedback,
as
w ell as
student
s elf -r eport
sur v e y s
–
ar e
als o
thos e
t eachers
r eport ed
t o
r el y
on
the
most
t o
measur e
the
impact
o f
their
pr o vision,
but
s chools
ar e
als o
open
t o
more
v alidat ed f orms
o f
measur ement .
•
The
biggest
barrier
t o
measuring
the
impact
o f
act ivi t ies
w as
s aid
t o
be
a
lack
o f
t ime , wi th
a
high
pr oportion
o f
t eachers
als o
no t ing
a
lack
o f
e xpertis e
and
f unding
( especially in
Northern
Ir eland)
as
k e y
barriers .
T o
enhance
policy
and
pr o vision
f or
SES
in
the
UK,
w e
put
f orw ard
sev en
ke y r ecommendat ions
t arget ed
at
policy -mak ers,
pr ogr amme
pr o viders
and
f unders:
1.
Go v ernment
in
England
should
pro vide
gr eat er
coher ence
and
clari ty
in
the
ar ea
o f s ocial
and
emo t ional
skills
policy . 2.
Schools
should
be
a ffor ded
gr eat er
t ime ,
space
and
r es our ces
t o
de velop
their
s ocial and
emo t ional
skills
pro vision,
dr awing
on
the
lat est
e vidence . 3.
Ext ernal
providers
o f
act ivi t ies
should
w ork
in
partnership
wi th
s chools
t o
de vis e
and deliv er
adap t able
act ivi t ies . 4.
P olicy -mak ers,
f unders
o f
pr ogr ammes,
and
pr ogr amme
providers
should
cont inue
t o emphasis e
the
v alue
o f
a
‘whole-s chool
appr oach ’
in
de v eloping
s ocial
and
emo t ional skills . 5.
Pr ogr amme
providers
and
their
f unders
should
promo t e
the
v alue
o f
a
br oader
r ange o f
e vidence-bas ed
act ivi t ies
t o
de velop
s ocial
and
emo t ional
skills . 6.
F unders
and
go v ernment s
should
encour age
the
de v elopment
o f
longi tudinal r es ear ch
t o
gener at e
r obust
e vidence
on
what
pupils
need,
and
the
e ff ect iv eness
o f s chool-bas ed
provision.
7.
P olicy -mak ers
should
adop t
a
br oader
underst anding
o f
s ocial
and
emo t ional
skills; account ing
for
the
s ociall y
situat ed
nature
o f
these
skills
as
w ell
as
their
ethical
and identi ty -bas ed
dimensions .
5
1
Int r oduct ion
This
r eport
addr esses
the
r ole
educat ion
play s
in
de v eloping
childr en
and
y oung people ’s s ocial
and
emo t ional
skills
(SES )
acr oss
the
four
UK
home
nat ions (England,
W ales,
Sco tland
and
Northern
Ir eland).
It
pro vides
a
compar at iv e anal ysis
o f
s econdary
educat ion
policies
on
SES
acr oss
thes e
four
diff er ent educat ion
sy st ems,
as
w ell
as
e vidence
on
ho w
s chools
int erpr et
and
r espond
t o
thes e
policies,
including
ho w
the y
mak e
us e
o f
e vidence
in
det ermining pro vision.
The
issue
o f
childr en ’s
SES
is
at
the
f or e f r ont
o f
cont empor ary
debat es
wi thin
educat ion and
wider
s ociety .
Y oung
people
ar e
incr easingly
lamented
as
unable
t o
cope
wi th
what
ar e
consider ed
‘ e v ery day
r eali t ies
o f
lif e ’,
while
the
changing
natur e
o f
w ork
and
w orkplaces
incr easingly
place
an
emphasis
on
‘ s o f t
skills ’
alongside
academic qualificat ions .
It
is
an
issue
which
has
led
t o
successiv e
go v ernments
acr oss
the
UK
home nat ions
t o
dir ect
policy
att ent ion
t o
this
ar ea,
de vising
ne w
policy
ini t iat iv es .
Y et,
ther e
is a
lack
o f
kno wledge
on
diff er ences
in
policy
approaches
between
the
f our
UK
educat ion s y st ems
–
including
points
o f
conv er gence
and
div er gence
between
them
–
and
crucially , ho w
s chool-bas ed
pr o vision
diff ers
accor ding
t o
the
kinds
o f
educat ion
policy
the y
ar e subject
t o .
This
r es ear ch
s ought
t o
addr ess
this
gap
in
kno wledge .
R es ear ch
quest ions
1.
Ho w
do
s y st em-le v el
s econdary
educat ion
policies
on
S...
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