Happy Holidays to all!!!

Wishing you all a Merry Christmas/Hannukah etc.. & Many Blessings for 2013. Best of Luck to those who are doing their Critical Review and Oral Presentations in the New Year.

Lots of Love xxxxx

Hello there all!

Here is a quick update on where I am at.

I have sent of my interviews to be answered. I have completed my observation and almost half of my Critical Review. Earlier this week I thought I would have to defer but it looks like I am right on track. I will post more when I have collected my interviews.

How is everyone getting along??

Lily

Razzamataz's Christmas Spectacular!

So the last day of term was the 30th November which gives me the whole of December to complete uni work. I did do an observation of the Inters & Seniors presentation then but because of the rules I can only put this in the final product to be marked not on here. All I can say is they worked really hard to come this far and we hope they continue working hard next term.

I have done some case studies as well which looks at some issues that have come up at work (again I cannot disclose this as I have to protect the rights of the teachers & students.) But they too will be in the final product.

However I am still questioning how writing a possible artefact has a link in with what I do at Razzamataz. As a teaching assistant I have no control over what is taught and I am not allowed to teach there until I have finished my degree. If any of you out there on the course have some advice for me I would be really grateful.

Hope you all have a wonderful week

Lily

Help!!!

I am very confused about the artefacts we have to gain for our inquiry. I would be able to gain them if I were a teacher but I am a teaching assistant so I have no rights to teach until after Jan when I finish my degree.


Any advice?

Sorry for not blogging enough

To be honest work does take over a little bit. However my faith is number 1 at the moment. So I am focussing on that and Razzamataz (but I am speaking to my boss this Friday in regards to my inquiry.) I have all the data on Razzamataz in my head but have no clue how to put it on paper. On Monday I am going to visit my chosen college to gain some course information in regards to A-Levels, and I have a friend who is the Vice Principal of a school in Friern Barnet and I am going to ask him if he can get me some information on the 3 core subjects I am looking at. I shall keep you all updated further, with another update on Friday evening. Until then I am commenting on other's blogs to keep in the know and to advise if necessary.

Good Luck with your inquiries everyone!

Campus Session 2- Module 3

In this campus session we talked about where we were at with our inquiry's and what our next steps are. Paula had made a power-point presentation to help us understand  the stages of our inquiry.

These stages are:

Thanks Paula Nottingham for writing this for us.


We then did a pair exercise in which we described our introductions in our inquiry to each other and write each other's down. I worked with Sarah P.

My introduction in my inquiry is:

"What Razzamataz offers to 12-18 year olds as opposed to GCSE/A-Levels/International Baccalaureate? Is Razzamataz's Arts Award better than the above? We want to succeed in training young people- I want to know what the company's competition is. With the International Baccalaureate being brought in was it right to start this company? Was the company worth creating?"

We then spoke about the final stages of module 3. The critical review, professional artefact, and the oral presentation. Paula said that she knew that we would be worried about the critical review (6,000 words) but personally I am worried about the oral presentation. I am terrified of public speaking.


Paula also told us some Key Things  that will help us along the way with our inquiries.

- Make time/save digital materials
- Keep in touch with advisers
- Blog and share practice as a way of feedback from peers and advisers

We found that it's also good to blog about conversations with work colleagues (obviously using fake names to protect both parties).

Previously to this session, those who came in the morning saw that Adesola had an idea of how you can identify what is still required in your inquiry.

                                                                      Data (findings)

< Literature            Experience >

But Adesola said that we shouldn't try to gain findings from our experiences, that all research has to connect, has to have meaning, a point of view. 

We should have support in our workplace and we should use that support in a good way and not take advantage of our colleagues. 

I hope the above is useful to all. Best of luck with everyone's inquiry.

Lily

New found hope to start working again on my inquiry!

Thanks very much to Sarah Pearson & Liam Conman for their interesting insights into yesterday's campus session and giving very detailed explanations into the work we need to do for our inquiry's. I am truly grateful.

I have realised that I can now answer my questions from my previous blog post. I will be posting shortly a review of the notes Paula gave me in my inquiry submission. If however you don't see another post from me today it's not because I can't be asked, it's because work is crazy. However I will be "Pumping Iron"- Starlight Express

Hope everyone is having a stress-free working environment.

Best of Luck to all!

L

Module 3

Hi all,

I hate to be behind but things have been really crazy lately. I still work for Razzamataz and I am still basing my inquiry on Razzamataz. I spoke with Paula a few weeks back and she suggested that because Razzamataz offer an Arts Award at Bronze, Silver, & Gold level that I should look at other forms of this type of education for my literature review. The Bronze award is equivalent to a E & above at GCSE Level, the Silver award is equivalent to a C & above at GCSE Level, and the Gold level is equivalent to 2 A-Levels. I then thought where should I start? Do I look at Colleges? National Curriculum Schools? But I have now begun to realise that I don't really understand what it means to review the literature. Is it like a report? Or how it links into what we offer at Razzamataz? I have researched Colleges but haven't really concluded this task. It seems that the websites of the Colleges and the course information centres can't give me the knowledge or literature I want to gain.

So I walked one step forward to go two steps back...... It's just confusing.

For my friends who work in Theatre/Performing Arts schools How did you conduct your literature reviews?

Any help is much appreciated. I do wish to catch up on work asap.

I won't be at the campus session tomorrow unfortunately, but I know that we all take notes and post them to our blogs. So thanks in advance.

Pilot Interview 3 (for new Inquiry Plan)

1. How did you come up with the vision for Razzamataz theatre schools?


2. What is it like being the founder of Razzamataz compared to a professional choreographer?


3. (As we are in partnership with First Choice Holidays and do summer Razz in Europe) Do you think that Razzamataz can have schools all over Europe? If yes How many years will it take?


4. Finally what do you think our curriculum? Is it very different compared to other theatre schools?

Pilot Interview 2 (re-structured for new inquiry plan)

1. How does working for Razzamataz compare to other teaching posts you have had?


2. What are 3 key things you like about working for Razzamataz?


3. What are your thoughts on the curriculum we run at Razzamataz?


4. Finally what is it like to be a teacher of a theatre school to being a professional in the Performing Arts industry?

Ok So get signing up! The most fabulous Summer Stage Academy Ever is coming to London! Razzamataz Hampstead is hosting 2 academy's this summer! One is The Jungle Book for ages 4-8 year olds at the good price of only £95! And the other is West End High!! better than High School Musical (if you ask me) for ages 9-18 year olds at the good price of only £115! And the dates are July 30th to August 3rd! 10am- 1pm (Jungle Book) & 10am-3pm (West End High) Don't delay sign up today! Contact Sam Bradshaw (The Principal for Razzamataz Hampstead) for more information and to reserve your place on 02081507198 / 07875331254 or email hampstead@razzamataz.co.uk 

1st day of term at Razzamataz (27th April 2012)

Last week was such an amazing session. All the children were excited and the parents were really impressed. I hope that we will have the same feelings with this weeks session. But who couldn't enjoy it? Having Anna Woodside from the cast of "Wizard Of Oz" doing a master class was so fun! The children loved it, I loved it, the staff loved it, and even the parents loved it. What more can we ask for? The excitement alone was overflowing. We learnt a routine to "Merry Old Land of Oz" from the production, and as I have two left feet I was embarrassing myself. But then again in order to have that connection with students and for them to be able to trust you you have to let them see you make mistakes in order for them to realise that you don't have to be perfect to be a dancer/actor/singer.

https://www.facebook.com/pages/Razzamataz-Hampstead/299287913467699 (scroll down to April 28th post)

Above is a link to the video that Luke* recorded of the routine that we did (see if you can spot me). 

ummmmm.....

So I know I haven't blogged about Razzamataz in a while so here are a few posts as a catch up.

Can I fully complete Module 2 part 6??

I am concerned as to how I can complete tasks 6B & 6C without actually doing my inquiry. I find both tasks confusing. Has anyone got advice for me??? 

6B

For my first tool I conducted a pilot survey and had 1 response but I realise now that I wasn’t talking in the right context. I was talking about drama in mainstream schools and in theatre schools but realised that once I got my job at Razzamataz that I wanted to see what the curriculum was like in a full-time theatre school and a part-time theatre school. Therefore I no longer needed to do a pilot survey (as I could do interviews with the principals and maybe the staff about their knowledge of the curriculum, and more on the ethics of the schools) 

With my second tool I have conducted 2 interviews and I have had an informal interview with Sam Bradshaw, and I will have a formal interview with the principal of Sylvia Young (provided she says yes).

My third tool is some literature reviews (Appendix 10) on the curriculum of the schools. I am yet to obtain these pieces of literature due to a lot of articles being either for or against the schools and they may not have all the facts right. But I have a downloaded copy of the Sylvia Young’s prospectus and I have been reading it. It lacks information on what the students do on a weekly or a monthly basis in both vocational studies and academic studies.

However I found something in regards to my last question in my pilot interview about what it’s like to work as a professional performer/director etc. and a teacher, I did find some interesting literature that links in with it. I have recently finished reading “Judi Dench and Furthermore”.  In this book she has interesting views on the way things work with curriculums of performance institutions and how she thinks being a professional actress is better than being a director/teacher. Because she has had more experience in theatre than in television, I can use her as a valuable source for information on the background of her when she was studying drama, dance and/or music.

Pilot Focus Group

My pilot focus group is linked into the interviews being done as I speak. I stated in my critical reflection that "...I will be speaking to my colleagues and to Sylvia Young for my focus group." Once those interviews have been completed, I will collate the information and use the important parts to become the centre of my focus group. Whether this will be needed for my inquiry (I don't think it's necessary) only the next week or so will tell me. I am also not sure whether the staff can fit it into their schedules. I don't want to just get a Razzamataz view on this (because they will gladly take part), as it won't balance out. I need the views from staff members or just Sylvia Young herself from Sylvia Young Theatre School to ensure I get a balance on both sides. 

I will report more on this when I complete this process. 

A Pilot Observation

At Razzamataz, we don't allow the parents to watch the children and young people in their classes. Therefore I cannot do a pilot observation (as it is unfair to parents and other staff and it could make the students uncomfortable). I did ask about this for blog purposes (I already knew that an observation would be against the rules). Below is the email sent by me to Luke* and the email Luke* sent me back.

• Observation week?‏

21/05/2012

Reply  ▼

 Lily Corrigan

• 
  

  

To Sam Razzamataz

From:	Lily Corrigan (lilycorrigan@hotmail.co.uk)
Sent:	21 May 2012 10:59:55
To:	Sam Razzamataz (hampstead@razzamataz.co.uk)

Hi Sam, 

As part of the inquiry I have stated that I will use observation to help back up the information found in the inquiry and the interviews conducted by me. Would it be ok if I observed the seniors classes this Friday? It's doesn't have to be Singing, Dancing and Acting. But the more broader I am with the observation the better for the inquiry. 

I'm sorry to spring this on you. It's been madness last week and it will be again this week. 

The things we need to do to become BA Graduates hey? (laughs)

I will send you the interviews for Cat, David and Casey by this afternoon. 

Thanks in advance

Lily

observing classes‏

21/05/2012

Reply  ▼

 Sam Razzamataz

To Lily Corrigan

From:	hampstead@razzamataz.co.uk
Sent:	21 May 2012 18:28:48
To:	Lily Corrigan (lilycorrigan@hotmail.co.uk)

Hi Lily 

I will forward your questions on to the teachers with your email address and leave it in their capable hands to get back to you. 

With regards to observing the senior class I am afraid I am unable to help. As we do not allow any parents or spectators into the classes I am not able to make exceptions, also with such a small group of seniors I don't want them feeling any more exposed than they already are. I hope you understand my reasoning and the importance of non exposure to increase their confidence at this stage. 

I am willing to help all I can with your studies and am happy for you to write about the Juniors from a spectators perspective or may I suggest you doing a piece about the seniors at the end of term presentation when parents will be allowed in to view the classes. I hope this helps. 

Kind regards

Sam Bradshaw

Principal - Hampstead
Razzamataz Theatre Schools
Mobile: 07875331254
Office: 02081507198
www.razzamataz.co.uk

A Razzamataz Theatre Schools business operated under franchise and
independently owned by Sam Bradshaw.

As a teaching assistant, I cannot go against the rules or I will risk losing my job. And if I lose my job then I fear I won't be able to finish the course.

Task 5C

Consult the reader on Professional Ethics. How does what you have learnt fit in to

the theoretical ethical framework. How does what you have discovered fit in with

the ethics of professional inquiry? Blog what you have learned about ethics in a

professional context.

What I have learnt fits into the theoretical ethical framework by encouraging me not to break the rules of ethics, and how to ensure the safety of those who are involved in my inquiry.

What I have discovered so far doesn’t fit in with the ethics of professional inquiry as I am not conducting research involving parents and children. However I must make sure that those who are involved in my inquiry know everything about my goals, what I will be researching, and that they can withdraw from the inquiry at any given point.

After I have finished my inquiry, the information gained and stored will remain private, and not be published anywhere (unless otherwise discussed). 

Critical Reflection on Professional Practitioner Inquiry

                                Critical reflection on Professional Practitioner Inquiry

In the last few months I have explored three areas (module 2) which will help me with module 3 (the actual inquiry). I have also explored these areas within my professional practice. 

Developing Lines of Professional Inquiry

In the developments of the lines of professional inquiry, I wrote out a set of questions that I thought related to what I wanted to inquire about. I wrote out 3 lots of questions and the third set of questions really spoke the beginning of my inquiry plan into motion (Appendix A). The inquiry I wanted to find out was ‘To study the performance teachings with Razzamataz & other performance schools for children’. I created an SIG (special interest group) on Facebook (Appendix B), but found that there no conversations. I then joined LinkedIn, but nothing arose from this (Appendix C). I found that speaking with those outside of my university network was more effective to my inquiry plan.

I found that reading the material in Dench, Judi 2010 ‘Judi Dench and Furthermore’ was helpful with the developments of my plan. It showed her experiences with her performance education, finding work, and how she feels about directing to being a professional. In order for me to be able to have a factual inquiry, I realised that I can’t do things on half measures. I have to look at both sides to the curriculum at Sylvia Young and I have to look at the different class groups at Razzamataz.

Having looked at both the business side and the curriculum, I realised that my inquiry would be too broad and I would need to be more specific. I chose to do the curricular side only because it was more important and I had more of a mystery to explore.

Professional Ethics

With the ethics of both schools I found that I knew more about the Razzamataz ethics and code of conduct than I did for Sylvia Young (Appendix D). The ethics were different for each school, and the ethics were what the principals or the founders of the schools wrote, so they could be right and/or wrong. After reading a friend’s critical reflection (Appendix E) I realised that I had to read the data protection act because I am going to interview people and such, so I needed to know what I can do and what I cannot do.

Tools of Inquiry

In order to figure out what tools I should use, I formulated a pilot survey, and a pilot interview. I found that in the tools above I would only need one, the interview. (See Appendix A) I did my first interview already (See Appendix A). The second is yet to be done. I used ‘Survey Monkey’ for my survey (which is not needed), and I will be speaking to my colleagues and to Sylvia Young for my focus group.

This inquiry will develop my knowledge in my professional practice and preparation for my future career in teaching.

Proposed Award Title and Rationale

Proposed Award Title and Rationale

The award title that I hope to achieve as a result of the programme is BA (Hons) Professional Practice in Children’s and Adolescence Performance Education. I am trained as a performer and director with a foundation degree in Drama and Theatre Production from Middlesex University. I have been performing from the age of 13 (having wanting to be a doctor first), and I have a broad knowledge of directing for theatre and acting for film, television and theatre.

I am currently working as a teaching assistant for Razzamataz Theatre Schools. I am based at Razzamataz Hampstead. I love my job and I get a great deal of experience and knowledge from this. I hope to open another Razzamataz franchise in London within 2 -4 years from now. I want to do this because I think that performing arts is the future investment for children and young people. Whilst at Razzamataz Hampstead I will be learning about teaching, being a principal, and hopefully taking a training course for franchising.

I thought a lot about my proposed award title and came up with a lot of ideas (due to the fact that I hadn’t found a job in my profession until just before Easter began). But I feel that this award title expresses exactly what I do at Razzamataz and what I hope to do in the future.

This is my first job in performance education, but I have worked extensively with children for more than 8 years.  I wanted my award title to state education because that’s what I want to do eventually (as stated above).

Over the course of the first two modules and talks with tutors and fellow students I have come to realise that Education is where I need to be. To use my working experience and my experiences of taking performance classes, to help children and young people learn. Talking to one specific student on the BA Professional Practice course has really helped me broaden (but still be specific) to come up with the above award title.

Pilot Interview 2

1. What are your views on Performing Arts teaching in schools and Drama schools?




2. In your opinion How has Sylvia Young beat most theatre schools in the last few years?



3. What rules and regulations are in place for Sylvia Young Staff and Children?


4. What is the curriculum like at Sylvia Young? Meaning How does it compare with Part-Time theatre education.


5. Finally what is it like to be a principal of a theatre school to being a professional in the Performing Arts industry?

Sorry my Inquiry Plan is running a little late

I will have it sent to Paula tomorrow and have it posted tomorrow on here.

Sorry for any inconvenience caused.

Lily 

Pilot Survey

Please those of you who are teachers or teaching assistants can you fill out my survey? I'd really appreciate it.



Click here to take survey



Thanks.

Pilot Interview 1 (Answers)

I had an interview with Luke* the Principal of Razzamataz using Hotmail emails. 

1. What are your views on Performing Arts Teaching in schools and Drama schools?

In main stream schools I have bad experiences and have found the students find it a lesson to play games and muck about and the teachers have little control. At specialist schools and Razzamataz the teachers are mostly working professionals that teach exactly what needs to be taught to develop the children's knowledge and skills.  

2. In your opinion How has Razzamataz beat most theatre schools in the last few years?

Razzamataz offer specialist workshops from industry professionals and I think it is vital. Our older students have seen a lot of west end shows and dream of one day being in them. What we can do by offering guest workshops like this is bring the real person along, this is not a character appearance but a hard working professional that once went to a children's theatre school like Razzamataz that worked her way up and believed in her own ability to become the success that she is. I think it is important for the children to hear from the professionals that they are doing exactly what they did, and that with hard work and determination they too can achieve their dreams. Also to be complemented by someone that they look up to and respect is a huge confidence boost and very important for their development. This is just one aspect of what we offer at Razz not to mention our Annual stage shows and summer schools. 

3. What rules and regulations are in place for Razzamataz Staff and Children? 

There are safety measures in place, fire checks and risk assessments on a regular basis and our teachers and class room assistants are all well aware of the things to look out for to ensure the children's safety. There are rules on uniform for equality and there is a manuel that every teacher has read about working effectively with children with special needs and learning difficulties. Bullying is absolutely not tolerated at any Razzamataz Theatre school. Our schools are a safe fun and creative environment at all times.  

4. How do these compare to say for example Italia Conti's rules and regulations? Meaning Do you find their rules/practices/regulations more stricter than that of Razzamataz? 

I am not familiar with the rules and regulations at Italia Conti and as that is a full time establishment it would be difficult to compare. What I can say is that we all fully insured, risk assessed and and all teachers have public liability insurance and CRB checks done. There is also always a first aider on site and safety is our number one priority. 

5. Finally What is it like to be a principal of a theatre school to being a professional in the Performing Arts industry?

In many respects it is very much the same but on a larger scale. You have to get along with everyone as if you were in a show cast, listen and respect, you have a responsibility to your students as you would to your audience and you are always on "show" the main difference is over seeing everyone else, you are a director to your staff, an entertainer to your clients, and a producer when it comes to putting on a show. The roles for me as an actor and as a principal are equally as challenging, exciting and varied but both give me a huge amount of satisfaction and with a great teaching team behind me at Razzamataz Hampstead things are looking very promising for our exciting Summer term ahead. 

*Name has been changed to protect identity

Pilot Interview 1

1. What are your views on Performing Arts teaching in schools and Drama schools?




2. In your opinion How has Razzamataz beat most theatre schools in the last few years?



3. What rules and regulations are in place for Razzamataz Staff and Children?


4. How do these compare to say for example Italia Conti's rules and regulations? Meaning Do you find their rules/practices/regulations more stricter than that of Razzamataz?


5. Finally what is it like to be a principal of a theatre school to being a professional in the Performing Arts industry?

Article on Professional Ethics

I found this interesting article on Case Study 1 in the reader on Professional Ethics. David Nicholson is no longer the Chief Executive of the NHS, and Cynthia Bower resigned in February this year due to years of trying to cover up the scandal of the Mid-Stafford Hospitals crisis. Nick Chapman is now Chief Executive of the NHS (as of April 1st 2009).

Why don't you take a read and let me know your thoughts?

http://www.guardian.co.uk/society/2012/feb/23/nhs-watchdog-cynthia-bower-resigns 

I finally gave in

I have now joined LinkedIn (after some further thought, and realising I can't have an SIG without it).

So if you want to join my SIG for Freelance Work/Teaching then click

 http://www.linkedin.com/groups?gid=4412178

If you would like to connect with me (if the above group doesn't apply to you) then click

http://www.linkedin.com/profile/edit?trk=hb_tab_pro_top

If you can't access the above please let me know below.

Thanks

The Razzamataz Hampstead, London Launch!!

So Friday 21st April is Taster Day! Come and try our classes for free..... Ok so we wouldn't start like that. We have to give it the Razz touch! (Laughs). So yesterday was our launch, and children and young people (4-18) could have Taster Sessions to see what the teachers, Luke* the Principal, the teaching assistants do and how Razzamataz works. Sally* our Head Office Manager was there and I was really nervous about her watching me work. So the Mini's session started at 4pm and finished at 5pm. This session was run by Lucy*. Lucy* done some dance first (which warmed up the children and got them energised) After this we did some singing in which we sung a song from Wicked. Then we played a game of getting things from the shop for Lucy* (which the children really liked doing). And then it was time to finish.

After which the Juniors, Interns and Seniors started their Taster Session at 5pm and finished at 6pm. (we had 20 minute sessions each for Acting, Singing and Dancing) so they all alternated with each teaching assistant. Dan* teaches Acting, Alexis* teaches Dancing and Lucy* teaches Singing. It's a great environment to be in, as I am learning a lot from my colleagues. I am the teaching assistant for the Juniors, and we started with Acting. With Dan* we got to know each other, chewed a big toffee (which was fun), and made the noise of a motorbike with our lips to warm up our voices. This gave the parents a chance to watch what we do (to ensure that their minds are at rest with the many questions they might have). Next was Singing with Lucy*. We sang a wonderful song from the musical Avenue Q. Now I know that you're thinking. "Are they mad? Allowing children to sing a song from a musical that has bad language in? It's absurd." Yes that theory is true but we sang the theme to Avenue Q. This has no bad language in it at all. Lucy* taught the juniors and I the first verse and the chorus of the Avenue Q theme. The children loved it. We had good fun! After this we had Dance with Alexis*. We warmed up, and done a little routine (which was a little tough for me I might add as I have two left feet.) We done the routine to "My Heart Skips A Beat" by Olly Murs. After this we did a quick cool down (which after the session finished Alexis* said to me "I have never done a cool down that quick before." I said "I agree, it can be dangerous.") But with Taster Sessions it's what you get to cram everything in 15 minutes.

A friend of mine signed up their child after the Taster Session (which was a big bonus for them). I think we signed up about 40-60 children yesterday. (which is a big bonus for the School). Tomorrow is the other London launch up in Barnet. I don't work for Razzamataz Barnet so I didn't have to attend. But I am sure they signed up a lot of children too.

Yeah Razzamataz.

More to come from Razzamataz on Friday.

Till then..

I'll get back to doing Uni tasks.

An Update

Today I had a meeting with Luke* (The Principal) to discuss things about our Taster Day for Razzamataz this Friday, and about the company etc. It is very exciting and I am loving the idea of working with the teachers.We have a lot coming up in the next few weeks, so I will be posting about my experiences. Obviously Names have to be changed for obvious reasons. I am working with children so privacy and data protection is key.

I will keep you all posted

X


*Name has been changed for privacy reasons. 

I'm back all!

So I'm back and raring to go. I am currently researching for my inquiry plan and putting in an hour or two to finish the tasks. Hopefully I will finish them by the 20th April. I just want to say thank-you to all of you that have been posting tasks and posting survey's for me to answer (as it has given me more thought on what I need to do).

I hope everyone is enjoying Easter!

L
X

Question Time!

You can post me your questions below in the comments section. Then I will post them to my Facebook & Twitter.

https://www.facebook.com/events/286213031456295/

I apologise I won't be commenting on blogs over the next few days. Or posting anything. I will be back raring to go on Saturday.


Happy Easter all!!

L
X

Something Interesting

I found this website by searching for 'Literature on Early Years Education' on Google.

The Early Years Foundation

I downloaded their Statutory Framework for the Early Years Foundation Stage. It has 3 key sections in it. These sections are:


Section 1 - The learning and development requirements
Section 2 - Assessment
Section 3 - The safeguarding and welfare requirements

I haven't read it fully yet, but I think it's a good start for my inquiry. I have listed the links above and below in case you wanted to take a read.


Statutory Framework for the Early Years Foundation Stage


Have a good weekend all.

L

Oh and PS. Thanks Paula for all your help in the last 48 hrs. :)

Task 4A Revisited

1. If I come up with an idea for a show, how do I propose the idea? Is there a process I have to follow?

2. What do I do in a situation where I see someone (one of the students I work with) (no where near school property) being bullied? Do I walk away or try to resolve the situation?

3. I fear of all my time being used again how can I be reassured?

4. What do you do if something in the class goes wrong and the teacher isn't there and you couldn't leave the class to get the principal?

5. With the ethics of both organisations what steps will I need to take to further my inquiry via research? Would I need to get the children involved?

6. How do I gain permission from both organisations to do this?
   A Contract?
   A Signed Agreement?
   Parental Permission?


I would really appreciate your thoughts on this as it can really help me with the basis of my inquiry. 

Task 4C Part 3

Interview with Marley* 23rd March 2012 2:34pm- 2:50pm

1.     What is it like to work for the Church?

It is good experience and a service to God. I enjoy it.

2.     What do you think the ethics of the Church are?

Anyone who wants to know about or believes in God can come to our church, without any obligations, and to not feel uncomfortable. We as leaders of the church do not pressurize new people into doing anything they don’t want to.

3.     What do you think are the rules and regulations of the Church are?

A: As a registered charity, our rules and regulations are part based on the laws in place by the government to enhance a safe and friendly environment to those present in the church and newcomers.

B: Those Legislations are respected by all leaders and elders by enhancing CRB checks and making sure the environment is safe for children, young people and adults. 

*Name has been changed to protect Identity

Task 4C Part 2

Interview with Sammie* 23rd March 2012 12:06pm-12:15pm

1.     What is it like to work for the Church?

It’s fun, I gain experience in Childcare looking after 0-4 year olds (Sunbeams) and 6-11 year olds (Flame)

2.     What do you think the ethics of the Church are?

We’re kind, loving people. We want to teach people about God.

3.     What do you think are the rules and regulations of the Church are?

A: After the meeting parents have to look after their children.

B: People working with children need to be CRB checked. 


*Name has been changed to protect Identity