EYE Induction Programme

2024-2025
Week 1 – Day 1
 Tic-tac-toe ‘Bingo’
• Each participant will receive a blank
tic-tac-toe sheet.
• Write one of your interests in each
square of the tic-tac-toe sheet. Introduction
• Walk around and talk to other of
participants. Participants
Introduction
• The first person to get three in a of
row wins! Trainers
1. Arrive on time and return on 2. During discussions, value
time after breaks. Keep phones other participants’
on silent or buzz mode. contributions.

3. Preserve your sense of 4. Go with the flow. Detach

humour. Be ready to laugh at yourself from preconceived
your mistakes. outcomes you want to achieve.

5. During group activities, avoid 6. Give constructive feedback to

defensive behaviour and other people’s ideas.
statements.

7. Keep an open mind. Maintain

intellectual humility & expect to
be surprised.
4 reasons why this training is important…
Why do we need Induction?
 Overview of TCS
Established in Karachi in 1978, The City School is today one of the
largest private school networks across the globe.

United Arab more than 500

Emirates Oman schools

over 150,000
students
Malaysia

Philippines
Saudi Arabia
Values, Attitudes and Beliefs
(VAB)
Learning Objectives
By the end of the session, participants should be able to:

 Explore their personal values and be sensitised about their

importance
 Explore values that are important for children to develop at
different stages of child development and reach a consensus for
stage-wise progression
 Familiarise themselves with the TCS Value Education Policy and
explain its relevance and significance
 ‘To thine own self be true’

• List 10 values (individually) that are extremely important to you

• Divide into groups of four to share why you chose these values
• Take your own list and eliminate any three values that are of
lesser importance to you and share with your group what you
eliminated
• Now further eliminate three more values that are of lesser
importance to you and write your top four values to share with
the group
• Post your top 4 values (group consensus) on 4 flashcards on a
wall and see if anyone else shares the same values
• Try one more round of elimination to select their highest two
value/s

Make sure you model them in true letter and spirit

 Values that you think are important for children in their
Formative Years…

Instructions:

• In pairs/trios/groups repeat the previous

exercise (To thine own self, Be True) where
the same elimination procedure will be
followed.
• Explore values that are important for
children to develop at different stages of
child development and reach a consensus
for stage-wise progression.
Value Education at TCS Integrating 12 Core Values

Integration of Values Peace Honesty Responsibility

Values Education and Respect Humility Simplicity

Students’ Needs

Guide for Teacher Love Cooperation Freedom

Behaviour

Tolerance Happiness Unity

 Integration of Values Education

• Values are already integrated into the curriculum.

• To promote values as core learning outcomes, celebrate important days and
festivals that allow students to explore their understanding of values.
• Values may also be endorsed during assembly time each month.
• At the start of the year, establish class rules with students, so they take full
ownership and responsibility of the values at the core of their thinking.
• All school staff models values through their behaviour.
 Values Education and Students’ Needs

For value education to be effective and meaningful, everyone should understand the
basic needs of students:
• To feel secure and know the expectations
• To be valued
• Being helped to develop relationships
• To develop self-awareness and knowledge of the world
• To have creative experiences, including external exploration and internal reflection
Principles & Characteristics Of EYFS
 Learning Objectives
By the end of the session, participants should be able to:

 Understand the four overarching principles of early childhood education.

 Explore how these principles guide the development of effective
learning environments and teaching practices that nurture children's
growth and creativity.
 Understand the key characteristics of effective teaching, including
fostering engagement through play, maintaining motivation through
active learning, and encouraging critical thinking through problem-
solving.
 Overarching Principles
Unique Child Enabling Environment
More power to the
child A place for children to 'be‘
Our role is that of a We value the innate potential of each
facilitator, equipping child. Our teachers facilitate young
children for life-long children's learning and thinking
learning in the best through a free-play approach, that
manner. encourages child-initiated learning
inside and outside the classroom.

Positive Relationship
Learning & Development
Quality Connections Problem - solving with fun
Our committed team of teachers Our holistic curriculum promotes
works closely with children and problem-solving by embedding
parents to create an inspiring and play-based activities that foster
nurturing environment where thinking and provides children with
every child is challenged as well as a variety of opportunities to be
supported. creatively involved.
 A Unique Child

What activities or
How is each child’s experiences in the
setting help children to How does the
individual development environment support
supported through all think about the things
that make them feel children’s choices to be
the experiences in the active or to rest?
setting? good about themselves?
 Positive Relationships

How do you open Do they know that you

How does the setting
opportunities for informal are genuinely pleased to
support mutual respect?
talk with parents? see them all each day?
 Enabling Environments

Is the
Is the environment Are there resources
environment stimulati
appropriate for the available to children
ng and does it reflect
age group being to self-select the
the learning that is
taught? learning through play?
taking place?

Is there a rich
environment of
Does the planning
continuous provision
that the children can reflect the children’s
self-select and use to interests to keep them
move learning forward? interested and
Is there differentiation to motivated?
use at own level?
 Learning & Development

Does the practitioner use

Are all areas, including different learning styles Are staff modelling key
the outdoor area, being so that the children can vocabulary to the
used? For example, does interact with the staff and children? Is it displayed
the outdoor environment each other? (For so that adults, children
have activities/resources example, visual aids, and parents can see it in
to stimulate numeracy? touch, sounds and the room?
movements)
Characteristics of effective teaching
and learning
 Playing and exploring-Engagement
Finding out and exploring
Playing with what they know
Being willing to ‘have a go’
 Active learning-Motivation
Being involved and concentrating
Keep trying
Enjoy achieving what they set out to
do
 Creating and thinking critically-Thinking
Having their own ideas
Making links
Choosing ways to do things
Self-Esteem in Students
Learning Objectives

By the end of the session, participants should be able to:

• Discuss the importance of student’s self-esteem

• Identify and implement strategies to effectively promote self-
esteem in students
Recall the activity we had
earlier wherein we discussed
What is self-esteem?
different values and their
impact. “Self-esteem is an individual’s belief and attitude towards
his or her abilities and values.
Respect, love, and care are the
provisions that are necessary Students with high levels of self-esteem tend to
for high self-esteem. Do you experience positive self-experiences, high-quality
agree? interpersonal relationships and better mental and physical
(share your thoughts with a health.”
brief example).
Cameron and Granger, 2019
Can you save someone’s self-
esteem by being empathetic?
 Boost It Provide Positive
Reinforcement
Encourage
Independence
Help Setting New
Goals
&
See the Impact Encourage Let them take
Encouraging
them to try
their efforts decisions new activities
or hobbies

Support to set
Praise their Let them solve goals and work
achievements problems towards
achieving them

This makes them feel

Acknowledge a sense of This helps them
their hard work accomplishment and develop new skills
pride and feel confident
in their abilities
This will boost
their
confidence
Encourage Peer Support Encourage Growth Embrace Their
Be a good role model:
and Collaboration: Mindset: Uniqueness:

Foster a culture of Children often look up Help them believe

to their parents and Don’t compare
peer support and that they can learn
teachers and model them with other
collaboration in the and improve in any
their behaviour kids
classroom area

This will make

Encourage students to Help them accept them feel inferior
work together, help each Show your children how
challenges and less talented
other, and celebrate each to be confident and
than others
other's successes positive by being a good
role model yourself

This will make

them resilient and
This will improve their This will make open-minded
Social Skills and them receptive and
optimistic

Emotional Quotient
Video Watch
Do you think a positive
relationship between
teacher-student
interaction and students’
academic achievement “A common finding of effective schools
with students’ self- research is that there can be quite
esteem can together
influence their academic substantial gains in effectiveness when the
achievement positively?
self-esteem of pupils is raised, when they
What makes you think have an active role in the life of the school,
so?
and when they are given a shared
responsibility for their own learning”.

(Ofsted, 1995)
Safeguarding and Child Protection
Learning Objectives
By the end of the session, participants should be able to:

 Identify the rights of children and key stakeholders involved in

child protection in schools and the community
 Identify various types of abuse
 Acquaint themselves with TCS Child Protection Policy and
mechanisms for child protection at TCS
 Recognise their role in promoting a safe and secure environment
for their learners
 I have rights!! But what do we mean by ‘rights’?

• Promises or guarantees given to

someone by another party (such as
the Government)
• Rights are entitlements that
everybody (including children)
should claim and hold
• States have the duty to respect,
protect, and fulfil rights
Video: What are the rights of children and why are
they important?
 Needs of a Child

Head: What does a child need mentally/cognitively?

Heart: What does a child need emotionally?

Hands: What does a child need physically?

Feet: What does a child need socially?

 Needs of a Child

EMOTIONAL SOCIAL
COGNITIVE PHYSICAL/MATERIAL • Meaningful peer relations and
• Access to opportunities • To feel loved and appreciated
• Physical security social competence
• Intellectual stimulation • Sense of identity • To feel listened to and
• Adaptability and creativity • Responsibility and empathy • Access to food, water, understood
• To feel competent and capable • Sense of self-worth and value, self- health care • Trust in others
value, self-esteem • Shelter, Clothes
• Sense of control • Sense of belonging
• Hopefulness about the future
 “…. safeguarding children from harm. Harm includes
violence, abuse, exploitation and neglect”.

Instructions: Child Protection is defined as when

• Use the provided post-its to write the a child is suffering or is likely to
words/phrases/sentences of Child suffer from significant harm.
Protection
• Please DO NOT use the words – Under TCS guidelines and policies,
protection or protecting in the action must be taken to safeguard
definition  and protect the child’s welfare.
 Four Categories of Child Abuse

Child abuse is generally defined

under four categories:

1. Physical abuse
2. Emotional abuse
3. Neglect
4. Sexual abuse
Rings of Responsibility
Who is responsible for
child protection?

Child

Family

Community

Institutions

National

International
Duty of Care
• The City-School (TCS) has an
institutional responsibility to protect
children.
• In this role, we need to ensure that all
children in our care are provided a
safe and secure environment in which
they grow and develop.
• As educators, we have the
opportunity to observe and interact
with children over time on a daily
basis and are in a unique position to
identify children who may be in need
of help and protection.
 TCS Commitment

Awareness Prevention Reporting Responding

TCS - Safeguarding and Child Protection Policy and Procedure
Let’s Reflect: Rose, Thorn, and Bud
Rose = It represents positive moments, accomplishments, or
valuable insights gained.

Thorn = This represents the challenges or difficulties

encountered. It could be an area where more support or
guidance is needed.

Bud = This signifies new ideas or concepts that have started

to blossom, or aspects of the workshop that sparked curiosity
and enthusiasm for further exploration.

Take 1 second and reflect on your rose, bud, and thorn. Take
5-10 minutes to jot down ideas on the graphic organiser.