Northampton Centre for Learning Behaviour
  • Email
  • Twitter
  • Vimeo
  • Rss
  • Home
  • About us
    • What does the NCfLB do?
      • Short, Medium and Long-term Consultancy
      • Research
      • Teaching and Training
      • Resource Development
      • International Work with governments and NGOs
    • What is Learning Behaviour?
    • Importance of improving Learning Behaviour
    • Upholding the rights of children
    • Whole school approach to violence reduction
    • Profiles
      • Chris Gittins
      • Philip Garner
      • Associates
  • Activities
    • Current Activities
    • Completed Activities
      • Including Children Affected by Migration (ICAM)
        • The issues addressed by ICAM
        • The ICAM partnership
        • The outcomes of the ICAM approach
        • Upscaling the ICAM project
      • The Refining and Developing SEL in Chinese schools
  • Programmes
    • Early Years Learning Behaviour
    • Primary Learning Behaviour
    • Secondary Learning Behaviour
    • Parent / Carer Education
    • Violence Reduction in Schools (ViRIS)
    • Leadership of Learning Behaviour
    • electronic Violence Reduction in Schools (e-ViRIS)
    • Resources
  • Contact us

The outcomes of the ICAM approach

Home» Including Children Affected by Migration (ICAM) » The outcomes of the ICAM approach

Consequently ICAM develops a child and family support programme for schools which:

  • Increases the awareness of CAM who are potential victims of exclusion and those who in contact with them, so that all understand and benefit from their rights under the UN Convention on the Rights of the Child and the European Convention on the Exercise of Children’s Rights embodied in the UNICEF Right Respecting Schools Programme
  • Applies lessons learned about the long term effects of displacement and bereavement on CAM who were evacuees during World War 2
  • Through training and support reinforces the capacities of educators and families to ensure the inclusion of CAM in mainstream schools
  • Develops the whole school formal and informal curriculum for Social and Emotional Learning (SEL) and wellbeing with additional support that meets the special SEL needs of CAM
  • Improves inclusion and safe learning in school by improving the whole school environment of convivencia concentrating on 10 areas of school organization which combine to create the climate of convivencia
  • Develops peer led initiatives for children / young people in schools that promotes their ownership and responsibility for including all students fully in the life of the school
  • Applies an on-line ICAM school review instrument of SEL and the school’s organisation for convivencia and inclusion, involving input by all stakeholders
  • Reinforces cooperation between schools, families, NGOs and other agencies/organisations that are in contact with CAM

(c) 2012 Northampton Centre for Learning Behaviour - Web Design by Blayney Partnership