Please ensure you sign into the course 15 minutes before the course starts.

Morning

Course start time | 9:30am

Course end time | 12:00pm

Children learn better when they know the boundaries and what is expected from them. They also learn better when they are happy and feel safe. This has driven the DfE to produce guidance asking schools to have a ‘behaviour curriculum.’

It is not enough to just specify how the children will walk around schools and when they will put their hands up. We need to spend time improving children’s sense of responsibility and community so they feel their education has purpose and they are able to express themselves and ask for what they need.

This has led to the development of the ‘Responsible Behaviour Curriculum.’ This approach allows you to consider four key elements:

• Self-Regulation – developing each of the eight executive functions leads to better self-regulation

• Safety – Maslow recognises the importance of boundaries and expectations to ensure children feel happy and safe and, therefore, able to learn

• Communication – teaching children how to communicate lessens frustration and allows children to consider theirs, and others, feelings

• Adult role - the emotional environment is key – enabling children to learn from key adults by providing the most positive and secure emotional environment possible.

1. We will look at how these aspects develop over time linked to the cognitive development of children in primary schools.

2. We will consider children’s contexts – their strengths, gaps and barriers to learning.

3. We will use this information to help you to build a step by step approach to develop children’s responsibility and sense of community and, therefore, their behaviour.

4. We will spend the morning considering each of the key components. We will then use what we know to start to build a bespoke approach for the children in your school.

Standards for Teachers’ Professional Development Statement

This course is underpinned by rigorous scholarship and supported by continual development and support. It meets the DfE’s Standards for Teachers’ Professional Development in the following ways:

• This professional development course has a focus on improving and evaluating pupil outcomes;

• It is underpinned by robust evidence and expertise, and is clear on intended outcomes and objectives;

• There is an expectation of collaboration and there will be expert challenge;

• The course is part of a CPD programme designed to equip staff with the knowledge and skills required to effectively implement within their school, and sustain improvements over time.