Building on Victoria Wells concept of ‘Sports Sanctuaries’ (the paper published previously on this website:(https://barrycarpentereducation.files.wordpress.com/2020/11/sport-sanctuaries_.pdf).
A school in Northern Ireland, Riverside, has developed the concept of Sensory Sanctuaries, and are now developing these alongside their Sports Sanctuary.
“Our sensory sanctuary is in a space positioned in the centre of our school, which is easily accessible for all. It is filled with natural light and has both outdoor and indoor elements. It will be filled with restorative sensory experiences that aim to promote inner peace and calm in our young people, enabling emotional self-regulation. For those learners who find it more difficult to transition to the area, the sanctuary will be accessible to them in their classrooms through sensory boxes replicating activities in the sensory sanctuary.”
An outline paper, by Shona McCann is below, but the key message is think about this concept for the children in your school. How would it aid their readjustment back to the busy school environment? How would it help process excessive sensory stimulation after a quieter life in Lockdown, and avoid sensory overload?
The work builds on the principles and values of the Recovery Curriculum. We need to emotionally regulate to educate, and this concept is ideal for bringing that to child centred reality.
It is my pleasure to supervise this Project, and as the work developed updates will be posted. So watch this space!
Professor Barry Carpenter
26th April 2021.
A new Active Recovery Hub is launching to provide schools, local authorities, and families with easy access to free resources to get children moving before, during and after the school day , co-ordinated by the Youth Sport Trust and Sport England.
The hub has hundreds of free resources available on it to help all children of all ages and abilities achieve the Chief Medical Officer’s recommendation of an average of 60 active minutes a day.
Supporting the launch Professor Barry Carpenter CBE, said: “The pandemic has had such a devastating impact on the social and emotional wellbeing of our children, causing high levels of mental distress. Active Recovery offers a positive and proactive route to recovery which builds physical fitness, stamina and social skills.”
The Active Recovery Hub is available by visiting www.yourschoolgames.com/active-recovery
Read the full press release below:
Contributed by Sarah Crowther – email@example.com
Professor Barry Carpenter, Bev Cockbill, and and expert panel, discuss the use and application of Engagement as pedagogy, formative, and summative assessment.
All three podcasts have now been released.
The links are below:Episode 17: Engagement (Part 1) Lecture Presentation – What you really need to know about Engagement
Episode 18: Engagement (Part 2) A Panel Discussion – Reflections on Engagement
Episode 19: Engagement (Part 3) A Panel Discussion – Innovations around Engagement
Here’s the videos for each
EfL Networking & Development Virtual Event 25th Mar 2021: Engagement in Action
Here’s the video for the event:
The episode explores the genesis of Engagement, its relevance and application to vulnerable children with a whole range of learning needs. In a lecture presentation entitled “What you really need to know about Engagement”, Prof. Barry Carpenter CBE OBE FCCT and Beverley Cockbill ask the question, of all children, of all ages and abilities, “how does this child learn?”
Discussion is given to how Engagement illuminates the learning pathway; how the lens of Engagement can refine the focus of the learning process, leading to the capture of attainment and achievement.
They look at the research evidence for Engagement, and its contribution as a fundamental building block in child development. A multi – dimensional perspective is adopted – to pedagogy. to the processes of teaching and learning, to its use for formative assessment, through to the existing initiative for the Engagement Model, (DfE 2019), as statutory summative assessment for children ’ not engaged in subject specific learning ” – a recommendation from the Rochford Review (2016).
The message of the podcast is timely, not only for the statutory implementation from September 2021, but for the consequences for children’s learning and well being arising from the Coronavirus Pandemic. Many children will return to school, post Lockdown, with a ‘spikey profile‘ of learning , and are disengaged from the curriculum. Monitoring the ways the child can be re engaged, identifying the ‘hooks’ that can draw the child back to authentic engagement in the curriculum, is key. On this journey of re-engagement, the Engagement Profile is an invaluable tool, for baseline assessment, observation and formative assessment.
Through case studies which define and clarify the 5 Areas of Engagement, the podcast illustrates how the Engagement approach can ‘wrap around’ each child, and illuminate their learning pathways. This will be a much wider group than originally conceived, but the capacity of Engagement to be a bedrock upon which teachers can rebuild the child as a learner is unequivocal, and its potential for change and transformation in learning, undeniable.