i) School / Teacher Checklist for External Agencies, Groups or Speakers who want to work with Schools

Aims: to ensure that:

  • the visit is valuable experience for everyone concerned
  • the visit is relevant to the particular programme currently being delivered and to the curriculum
  • the visitor’s contribution meets your needs for the programme and most importantly, the needs of the pupils
  • there is good evaluation of the visitor’s contribution.

Checklist Criteria

The criteria for this checklist are not in a specific order:

  • Ensure the organisation/agency/group/individual has evidence of a police check on the individual attending the school.
  • Which session of the programme would benefit from the contribution from an outside agency or specialist service?
  • What aspect of the particular issue/topic do you want the visitor to deliver?
  • Do you know the viewpoint/agenda of the agency or individual on the topic? (eg who is their parent body? Do they exist to promote a particular viewpoint?­)
  • Is there opportunity in the sessions prior to the visit for pupils to write questions/concerns etc anonymously for the visitor to address?
  • Can the pupils be involved in the organising/planning of the visit and its content?
  • Has the visitor’s contribution been properly negotiated between you, the pupils and the visitor?
  • Can a preliminary meeting or discussion with the visitor prior to the session be arranged? (particularly if this is the first visit by the visitor)
  • Is the visitor aware of the number and age of the pupils, and how much time will be available?
  • Is the format of the session, as well as the activities and the resources that the visitor is planning to, use appropriate?
  • As the class teacher will be present during the session, what role will the teacher have?
  • What class work, both before and after the visit, can support, make relevant and reinforce the visitor’s contribution?
  • Have you checked what practical requirements the visitor will need? (eg working space for groups, AV equipment, and flipcharts)
  • Has an evaluation been organised to get feedback from the visitor, pupils and class teacher?
  • Does the visit have support implications (eg if sensitive material is being raised, or there is likely to be a demand for information following the session) and if so, how will these needs be met?
  • Could the visitor be used in other ways to support the teaching of the topic? (eg staff training, consultation, service provision)

Keep a record of any visiting external agencies, including names, with copies of the programme used, comments and evaluation from the pupils.

ii) Checklist for External Agencies, Groups or Speakers who want to work with Schools

Aims:

  • To ensure that the contribution is as valuable as possible
  • To make sure that the needs of the pupils/school are being met
  • To provide input which is relevant to, and supported by the curriculum
  • To ensure that there is good evaluation of the session

Checklist Criteria

The criteria for this checklist are not in a specific order.

  • What content has been requested?
  • In what context does the visit take place? (What class work takes place in the sessions before and after the visit?)
  • How long will your input last?
  • What is the age of the pupils, and how many will be in the class/es?
  • Have the pupils identified what they want, or will they have an opportunity to do so?
  • How will this be handled? (e.g. questions/concerns forwarded to you prior to the visit/question time in class.)
  • Can a preliminary meeting or discussion prior to the visit be arranged?
  • What methods will be used? (e.g. group work, whole class talk or workshops?)
  • As the class teacher will be present during the session, has the teacher’s role been agreed?
  • Is the school aware of your practical requirements? (e.g. working space for groups, AV equipment and flipcharts.)
  • Has an appropriate evaluation been organised to get feedback from the pupils, class teacher and visitor?
(“Effective Sexual Health and Relationships Education in Schools: Policy and Support Materials” Fife Council, 2004)
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