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DfEE Health and Safety of Pupils on Educational Visits
When pupils are on visits out of school there are a number of things to take into consideration such as: safety, how will the visit support their learning, how will pupils be engaged in the topic, are there any possibilities for interaction etc.
The first issue on any visit is safety. The group leader, the venue and the pupils can do much to minimise risks.
DfEE Health and Safety of Pupils on Educational Visits. This is a useful source of information. It provides comprehensive guidance on planning visits, risk assessment, supervision, preparation, transport, insurance and legal liability, visits abroad and emergency procedures. Includes sample forms that should be completed before a visit. This publication is suitable for staff in schools, FE colleges and youth organisations. The focus is on outdoor and adventure activities although the same procedures would need to be followed for a visit to the local built environment.
There are three supplements to the document, which were published in 2002. Part 1, Standards for LEAS in overseeing Educational Visits, Part 2 Standards for Adventure, and Part 3 A Handbook for Group Leaders. Other useful publications that can be downloaded from DfES website at www.teachernet.gov.uk/visits Standards for Adventure; A handbook for group leaders; Group safety at water margins. Every LEA will have its own documentation and risk assessments.
This quotation is taken from the the publication:
"The group leader should make it clear to pupils that they must:
- Not take unnecessary risks;
- Follow the instructions of the leader and other supervisors including those at the venue of the visit;
- Dress and behave sensibly and responsibly
- Look out for anything that might hurt or threaten themselves or anyone in the group and tell the group leader or supervisor about it.
Any pupils whose behaviour may be considered to be a danger to themselves or to the group may be stopped from going on the visit. The curricular aims of the visit for these pupils should be fulfilled in other ways wherever possible."
First impressions
For any education visit it is important to set the tone from the start. It will help if teachers have visited the venue before to help plan the visit and to help the staff at the venue to prepare as best they can for the visit.
Issues to think about
- Safe arrival and departure arrangements
- Welcoming - having a presence at the Centre
- Achieving a controlled entrance and exit to the centre
- Room appearance and seating arrangements
- Establishing 'ground rules' for pupil contact
- Using pupils' names wherever possible (some become quickly apparent!)
Establishing Ground Rules
Essential areas that ground rules are likely to cover
- Classroom entry and exit
- Settling down at the start of the activity
- Asking questions and responding to an adult's questions
- Movement around the classroom
- Health and safety issues (using equipment / conduct at the centre)
- Respect for property and equipment
- Presentation of work
- Making a positive effort
- Verbal communication with other pupils and with adults
- Accepting an adult's authority
- How pupils are seated or grouped
- Not interfering with the work of others
- Punctuality
Wragg (1984), Capel et al 1997
- 'Get them in' (greeting, seating, starting)
- 'Get them out' (concluding, dismissing)
- 'Get on with it' (content, manner)
- 'Get on with them' (who's who, what's going on)!
Smith and Laslett (1993)
Establishing Routines
For staff who are not used to working with pupils it can be a daunting experience, but preparation will help to ensure that the visit goes smoothly. It is important that the pupils know who is leading the session and that that person has authority. Here are some techniques for gaining and maintaining attention.
Routines for gaining attention
- Think about your physical position in the room
Welcoming at door to gain control
Front centre of room to command attention
- Verbal clues
Key phrases such as 'right then'
OK, stop talking and look this way
Put your pens down now...
- Non-verbal clues
Gestures, eyes, face, arms, hands
What does the group leader do?
Routines for responding to pupils
- Hands ... no shouting out
( Activity)
Avoiding common problems (LTTITSSpg82)
What would you do in these situations?
- One or more pupils won't settle to the work
- You are asked a question and you don't know the answer
- You are asked personal questions
- A pupil swears
Communicating with pupils/students
Use of voice
Non verbal communication
General Housekeeping Issues
- Bags and Coats - Where will they go?
- Break / Lunch arrangements
- Toilet arrangements
Resources
- Access to TV, OHP (and IT facilities if appropriate)
- there is an adequate supply of pens, pencils, necessary equipment for activities
- the storage of resources makes it possible for easy access/ quick retrieval
Seating arrangements
- The layout of furniture gives students flexilbilty to complete any tasks
Managing difficult behaviour NQSTH pg22
Kyriacou (1991) suggests several ways of preventing misbehaviour
- Scan the classroom
- Circulate
- Make eye contact
- Target your questions
- Use proximity
- Give academic help
- Change activities or pace
- Notice misbehaviour
- Notice disrespect
- Move pupils
The use of reprimands
- Correct targeting
- Firmness
- Express concern
- Avoid anger
- Emphasise what is required
- Psychological impact
- Avoid confrontations
- Criticise the behaviour, not the pupil
- Use private not public reprimands
- Pre-emptive
- State rules and rationale
- Avoid making hostile remarks
- Do not make empty threats
Organising groups for activities
Questioning skills
From closed questions to open questions
(Activity)
How could you change the following closed questions to make them more open-ended and extend learning? (Make a quick note of your ideas)
Getting started with an activity
Do you know how to tackle this?
Do you have the right information?
Have you collected your equipment?
Have you any questions?
Pupils/students who are stuck
What is the problem?
Has anyone helped you?
Have you copied anyone?
At the end of the activity/task
Did you learn anything today?
Did you enjoy the activity/task?
Are there any more open-ended questions you can think of? Perhaps some that you could use to make positive interventions while children are on the visit?
(Suggestions/Answers)
Ask pupils/students who are getting started with an activity:
How are you going to tackle this?
What information do you have?
What information do you need?
What equipment do you need?
What questions do you need to ask?
Ask pupils/students who are stuck:
Can you describe your problem to me?
Is there something you can do or use to help you?
What do you need to know to do this activity/task?
Make positive interventions to check progress while pupils/students are working:
What would happen if?
Can you explain what is happening so far?
What do you mean by?
Why do you think that?
How could you improve?
How do you know?
Tell me about?How could you rephrase that?
At the end of the activity/task
How did you do that? Tell me.
Can you think of another way to do that? Tell me.
How / can you check your work?
What have you learned today?
What is the best thing about your work today?
Can you prove that you are correct?
How would you help someone who found this activity/task difficult?
How could you make this harder for someone who finds it easy?
Timing
It is important plan your time. Make sure you can see a clock and have some contingency plans in case some activities go more quickly or slowly than anticipated.
