This question deserves at answer at this time of crisis. We have witnessed some incredible acts of kindness in our communities and in Society as a whole.
Now is the time to re evaluate what kindness can give to our own sense of well being, as well as in acts of kindness towards others. It is an essential component of the compassion that will be so essential to our school communities in the processor reconnection and recovery.
This new report from the Mental Health Foundation is timely, and worthy of consideration and implementation.
Click here, or the cover image below to open & view the related pdf.
Here is a how to make a Happiness Box, with a sound rationale for doing so. Written by Barry Carpenter and Bev Cockbill this step by step guide is perfect for welcoming children back to school, or for home learning. In either contexts it enables the child to build their emotional resilience, and self regulate their emotional well being.
Forest Oak School in Solihull have developed SMILE, and ethos based approach to prompting positive Mental Health and emotional well being in children and young people. It is built on the NHS 5 ways to well being.
The approach is currently nearing the completion of a two year research evaluation with 10 other schools being led by Professor Barry Carpenter (Oxford Brookes University), Jo Egerton (Schools Research Consultant) in conjunction with Isabel Gerrard, (Well Being Lead, Forest Oak School), and Amanda Mordey, (Headteacher)
In the current climate we need to be mindful of the support our CYP will need as the gradually return to school . This approach is the perfect example of the Recovery Curriculum in action, and will be the subject of a future podcast with Amanda Mordey, OBE, Executive Headteacher , Forest Oak and Merstone School, Solihull, which will be posted on www.recoverycurriculum.org
The Transition Toolkit at nurtureuk.org by Dr Tina Rae, is a perfect resource for supporting the year 6 to year 7 transition process. At a time when this is likely to be more compressed than planned, the sound evidence base, theoretical underpinning, and brilliant activity cards in the Transition Toolkit are a must for schools.
The design and range of activities would also support many pupils when then come to transition back to schools, and will help teachers support children’s emotional well being, through meaningful and purposeful learning. It can be a dynamic tool, alongside the other Boxes in this series from Nurture UK, in the Recovery Curriculum.
This is an ideal resource at this time of crisis. Highly recommended.
Click the cover image below to download and view attached file below (.docx) file type.
To explore and develop what a Recovery Curriculum might look like in the context of a school’s existing curricula, we’ll be hosting a series of conversations with school leaders, practitioners and researchers over the coming weeks. We’ll be releasing and sharing these discussions as episodes on the new LearningShared podcast.
The first of these episodes is available below.
Episode 1 includes a lecture with visual slides from Professor Carpenter, that delves deeper into some of the ideas, concepts and research behind the Recovery Curriculum Think Piece and begins to think about questions that leaders and practitioners can ask of each other as they prepare to lead the recovery.
Below is an audio-only podcast feed for LearningShared with Episode 1, as well as the video version with presentation slides to accompany the lecture.
Please feel free to share with colleagues and on social media.
LearningShared: Episode 1 – A Recovery Curriculum Part 1 (Loss and Life for our children and schools post pandemic) [AUDIO ONLY]
Teacher Toolkit Podcast: Ross Morrison McGill interviews Professor Barry Carpenter about his career in Special Educational Needs.
This interview carries a particular focus on the education of children born prematurely, and interest shared by Ross McGill, as a Father to a pre term son, and Professor Carpenter, as an Educator and Researcher in this area.
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
Matthew Carpenter Principal, Baxter College, Kidderminster