Book - Departmental Policies

1. Policies

This is an ongoing document in which we record the policies, both general and specific we have for our Society and Environment classes. Where possible too we refer to those whole school policies and those Learning areas relevant to certain aspects of our own curriculum policies. All members of staff teaching in this area should ensure they are familiar with the latest versions of our policies.

2. Homework

1. Aim
To ensure that homework consistently makes the strongest possible contribution to the 
promotion of high quality learning and progress
2. Objectives
2.1 To ensure that all pupils receive their full entitlement to homework 
2.2 To ensure that homework contributes to the development of sound study habits 
2.3 To foster the development of a partnership in learning between pupil, parent and 
teacher 
3. Rationale
3.1 Homework is set for the following reasons:
3.11 To help pupils make more rapid progress in their learning
3.12 To develop the skill of learning independently
3.13 To develop and extend skills learned in the classroom
3.14 To provide opportunities to extend learning through long term research or 
investigation 
3.15 To allow pupils to use materials and other sources not always available in the 
classroom
3.16 To involve parents and others in the pupils’ learning
3.17 To provide valuable experience of managing time and working to deadlines
3.2 The implementation of this policy is the responsibility of all teachers.

3. Behaviour

1. We will try to prevent misbehaviour by:

• defining what behaviour is and is not acceptable
• modelling good behaviour
• recognising and rewarding good behaviour
• applying consistent sanctions for misbehaviour
• effective delivery of the curriculum
• adequate levels of supervision
• punctuality
• good levels of communication
• careful monitoring

2. All staff will follow the school’s published Behaviour Management System. This will include

• referral systems being followed, a graduated level of appropriate sanctions being applied, effective 
• communication and parental contact and involvement.

3. Matters of classroom discipline are the direct responsibility of the class teacher. Their line-manager for classroom issues is Jeffrey Sanders.

4. Anti-bullying

Procedures for Recording and Reporting Bullying Behaviour:

It is the duty of any individual who witnesses or is told about bullying behaviour to ensure that the incident is reported to the appropriate persons. The appropriate person in this Learning Area is Jeffrey Sanders. Jeffrey will then then undertake an investigation and complete a ‘Bullying Concern Form . A copy of this form must be stored by relevant class teachers of both victims and perpetrators. 

Each term, every pupil will be given the opportunity to complete a confidential bullying survey. Jeffrey Sanders will evaluate responses, interview and offer support and advice to pupils identified as victims or responsible for bullying behaviour. Where there is a cause for concern, parents will be notified in writing and invited to come into school. As part of the induction programme all teachers new to the school will be instructed how to manage the completion of the survey to ensure complete confidentiality.

When incidents of bullying behaviour have been dealt with, Jeffrey Sanders will write to the parents of those involved, summarising actions taken and asking for a response.

5. Special Educational Needs

There is a whole school approach to children with special educational needs. The children are included and supported for both their educational and emotional needs. There are high 
expectations for all pupils. The children are supported in line with the Code of Practice (2002) with regard to early identification and working in partnership with the child, parent and outside agencies.

Children may have special educational needs either throughout or at any time during their school career. This policy ensures that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the childThe Disability Discrimination Act identifies the fact that some children with disabilities may have learning difficulties that call for special educational provision. A child with asthma or diabetes, for example, may not have special educational needs, but may still have rights under the Disability Discrimination Act.

We will assess each child as required, and make the appropriate provision, based on their identified needs.