A Toolbox of Well Being – Dr Tina Rae
Highly recommended, as schools plan their Recovery Curriculum. Rooted in a secure evidence base, this book offers lots of practical suggestions for teachers as they support children’s return to school, and life after lockdown. There is a strong rationale and educational model for the activities, and I recommend it over some of the spurious materials being put out for commercial interest currently.
As lockdown measures ease, testing is more important than ever for controlling the spread of coronavirus. We felt, however, that more was needed to support people with learning disabilities and autism to understand what testing involves, how it feels and subsequently to prepare and give informed consent.
Working with Lucy Bergonzi who illustrated Beating the Virus, we’ve published: Having a Test for Coronavirus. The new story illustrates both a drive through testing centre and a home test, so that a person can decide which option is right for them and prepare. We’ve also published a shorter version of the story which shows just the home test option, as well as an A4 picture sheet illustrating just the drive through testing process. On the reverse of the picture sheet there is information for health professionals/ testers on how to make the test accessible.
As with all our coronavirus support resources, these are all completely free to download from our website:
Please spread the word about these new resources and pass them on to anyone who may find them helpful.
These guides have been designed to help practitioners to use the materials in the BBW series, that deal with so many emotional issues, to use the books quickly, purposefully and effectively.
To find out more go to https://booksbeyondwords.co.uk/shop
Latest Newsletter from Books Beyond Words, with information about more free downloads relating to the coronavirus pandemic
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In conversation, Barry and Matthew reflected on the origins of the Think Piece, and Matthew, who is Principal at Baxter College, a mainstream secondary school, shares his thinking behind the 5 levers and how he and his team are applying them to plan the recovery process at Baxter College.
Reflecting on each of the 5 levers, Mat talks about the importance of ‘nimble leadership’ and being responsive to the individual needs of the whole school community in co-constructing the post pandemic curriculum, ensuring transparency throughout the journey.
Full post – please click here or the below link
How will it be for children when they return to school? It would be naive to think that they will pick up where they left off on the day their school went into lock down.
We have been analysing the loss children have suffered during this time, and the potential anxiety and trauma it may cause, with significant impact on their ability to learn effectively.
We have built the construct of a Recovery Curriculum, enabling schools to consider the processes they will need to put in place to successfully transition children back to school. As the word ‘construct’ suggests, this is a process of building, of co -constructing, a curriculum that is responsive to the needs of children, that harvests their experience and makes sense of it emotionally as well as cognitively.
In the coming weeks six school leaders will discuss their responses to the implications of a Recovery Curriculum in their school setting ( Primary, Secondary, and Special) In particular the pedagogy, resources and also the mental health of the children, will be considered. This podcast series will be available on: https://www.evidenceforlearning.net/recoverycurriculum
More details will be posted in the coming days.
We hope you find this thought provoking and insightful.
Stay well – stay strong.
Professor of Mental Health in Education,
Oxford Brookes University
Principal, Baxter College, Kidderminster
Click below or here to download & view.
These journals, are perfect for home schooling. There are 4 journals – one for each key stage.
Being Me: KS1/2 (Yr 1-6)
Understanding Me: KS2/3 (Yr 3-9)
Live Out Loud: KS3/4 (Yr 7-11)
It’s All in the Mind: KS 4/5 (Yr10-13)
It is important at this challenging time that we look after our children’s’ emotional well being too. I have used these journals many times with children in all types of schools , and across the ability range, ( including those with Special Needs/ Autism). They allow children, in engaging ways, to explore and deepen there understanding of complex emotions.
In support of the Coronavirus campaign the publisher, Butterfly Print , and its kind MD, Neil Walsh, are allowing single copy purchase by parents, and the delivery charge has been removed.
These are a perfect way of building a child’s emotional resilience in these turbulent times.
At this present time , when teachers and teaching assistants are home based, and looking for worthwhile on line professional learning , you may like to visit http://www.complexneeds.org.uk
16 modules of teacher training , at 4 levels . Level A is specifically designed for Teaching Assistants. Level D , for example , is for those in Leadership roles, whether as SENCO, Assistant, Deputy or Headteacher/Principal.
The attached article details what the modules are , and their aims and purpose.
When first launched the user friendly nature of each module and the accessibility were highly praised.
The guidance describes the formative and summative assessment of children as “not engaged in subject specific learning”. It will be statutory assessment in schools for those children and young people.
From this solid evidence based, a pedagogy evolved through systematic research across UK schools, and a series of International trials , which created the Engagement Framework for Learning, ( www,engagement4learning.com) This includes the ‘Engagement Profile’ which aids baseline assessment, and gives insight into the learning pathways of the child with Complex Needs. The Engagement Profile is a classroom based planning tool which links to formative assessment . Both are compatible, and indeed inform , the summative assessment opportunities of the new Engagement Model.