Gateway Adventure Activity Days!
Gateway Adventure’s activity days are all about having fun and a good time, but there is an important element to all the enjoyable activities we deliver to participants. Our aim is for all of our participants is, primarily, to facilitate the development of life skills which are applicable in adult life, for example leadership, cooperation, motivational and teamwork skills. All our activities are tailored to the relevant year group involving an agreed programme. Usually, our activities are delivered on-site at the school, however, if this is not possible we can always deliver the same activities at another suitable venue such as a local park or Scout camp. After a booking has been made and prior to the delivery of a course, Gateway Adventure will appoint a Course Leader who will oversee a group of Team Leaders for the day. This Course Leader will liaise with the school or organisation to discuss the needs of the students and school/college so that we ensure specific learning outcomes are incorporated throughout the day and that all participants enjoy a rewarding and exciting experience. WHAT IS INVOLVED? We offer different programmes and packages to suit your budget and objectives. These include On-Site School Activity Days, 2 & 3 Day On-Site Residentials, 2, 3 & 5 Day Residentials, Prefect Training Days, assisting GCSE & BTEC course work, School INSET and enrichment days. We can also assist or provide activities and venues for end of year school adventure weeks and DofE residentials. ON-SITE SCHOOL ACTIVITY DAYS The programme we deliver will help bring out the individual’s strengths and indicate areas for development. We encourage our participants to rotate leadership roles within their team. On completion of a task our Team Leaders will carry out a review of the groups performance through plenary discussion. Our on-site activity days are ideal for developing friendships at the beginning of the school year. It can also help the Teacher see their students outside the classroom and observe class dynamics and individual personalities that may not be apparent in a classroom environment. Gateway Adventure has experienced Team Leaders who are able to pinpoint areas for development. The participant is advised how to develop their leadership and personal skills. TEAM BUILDING ACTIVITIES The team building activities that Gateway Adventure use are designed specifically for different year groups to avoid repetition of tasks each year. Depending on prevailing weather conditions some of the tasks can be run indoors and we have a number of paper tasks as well. 2 & 3 DAY ON-SITE RESIDENTIALS Gateway Adventure offer on-site residentials for the younger age groups ranging from Year 4 to Year 6 pupils. They may be experiencing camping for the first time and therefore prefer to camp in a familiar environment such their school grounds. Depending on the activities, some may be able to be organised off-site in a local park or woodland area This could include bushcraft, wide games (which is an outdoor activity, usually between two or more teams) and basic camp craft. The 2-3 day on-site residential is to offer the younger pupils the activities of the 2, 3 and 5 day residentials for older students. They will experience the same activities but simplified and less challenging to ensure they are not discouraged or excluded. THE GATEWAY ADVENTURE DIFFERENCE Gateway Adventure’s aim is to ensure all participants develop potential and have fun at the same time! Whatever activities we do, they are all designed primarily to enhance the learning of life skills. Lifeskills All our experienced instructors are skilled in developing and promoting a variety of life skills such as: Communication and leadership skills, environmental awareness, self reliance and team bonding. Another element is time management, which is essential, as several of our activities use time management in order to make students aware of the consequences of poor time keeping. Under the supervision of our exprerienced instructors, the teams could be responsible for a food budget for the duration of their residential and will have to learn to negotiate with other individual’s dietry requirements. Planning Under supervision, the team will be responsible for planning and allocating roles within the team such as team leader, a time keeper to accountant and menu planner. This list is not exhaustive, there may be more roles the teams think they may need depending on team size, age and environment. We provide itineraries for students of all age groups, 2-Day to 5-Day camping and residential programmes usually around the Peak District area because of it’s central geographical location and it’s ability to host a wide range of activities. However, other venues are available and will be dependant on your location and your planned itinerary and requirements. TYPES OF TEAM-BUILDING ACTIVITIES Dependant on the overall goal you are trying to achieve, team building takes the form of a planned activities designed to teach specific skills. However, sometimes it’s a less structured activity that is more fun but still ‘stretches’ the individual so they are still learning and gaining valuable life skills. Activities Available Depending on the venue and location Gateway Adventure’s experienced Instructors and Leaders will introduce students to a range of new skills and activities including: • Hill Walking and Mountaineering • Map Reading and Navigation techniques • Orienteering • Rock Climbing and Abseiling • Gorge Walking (Site specific) • Kayaking, Canoeing and Improvised Raft Building • Caving • Off Road Cycling • Camp Craft • Ground Leadership Tasks/Team Tasks (Exercises in order to improve/assess teamwork and communication skills) • High and Low Rope Courses • Bushcraft • Archery • Mountain Rescue Scenarios • The Country Code FIND OUT MORE To find out more about Gateway Adventure, please go to: http://gatewayadventure.co.uk
Is there any value spending time making parent-friendly communication?
Winston Poyton, education, charities & commercial product director at IRIS Software Group discusses the best way for schools to engage parents of children with SEN. Fear of the unknown can make points in the education journey such as a new teacher or starting a new school an anxious time for pupils with SEN and their parents. At these times, a school’s natural response is to provide parents with plenty of information so they can help their children adjust to the new environment. In these ‘technologically rich’ days, parental communication can happen at the click of a button. This means that schools can often be competing with a plethora of other social media and marketing messages to get important, specific information through to families. When working with children and young people who have special needs, how can you establish clear communication lines and ensure parents get the information they need to support their children through each stage of their education? Back to basics Flooding parents with information can lead to confusion and disengagement. Pare it down too much and you risk the same outcome. Pupils with SEN tend to be more settled in school and make more progress when their families are informed and engaged. At the start of the academic year, for example, Year 7 parents want to know how to pay for school trips or who will help their child choose a healthy meal at lunch time. Assessment dates might not be important to them just yet so make sure your communications are targeted. Keeping communications relevant helps ensure parents remain connected and able to help the school meet their child’s needs. Reduce your communication channels It’s not just a matter of getting the right information to parents at the right time. In a survey conducted by IRIS Education, 62% of schools believed using two or more systems to communicate with parents can lead to reduced communication effectiveness. And yet, 45% admitted to operating more than one. Mobile devices offer a great opportunity for schools to put communication into parents’ hands. By simplifying your systems, parents can manage all school information in one convenient place and can check on school messages as easily as they can keep up to date with what’s happening with their friends on Facebook. Engaged families Implementing the right communication processes establishes and strengthens the important home school links. Whether you want to help a child adjust to a new learning environment or encourage a little extra help outside of school, informed and engaged parents are critical to success. To find out more about improving home/school communications, please visit https://www.iris.co.uk/suite/parentmail/
Teacher training: how to use the apprenticeship levy
Apprenticeships are a form of study where candidates aged 16 and upwards combine working ‘on the job’ and studying to gain the relevant skills and knowledge base for a particular sector-focused job. Since 2017, the government has been promoting this as a great option for young people, being significantly less expensive than university (candidates can earn while they learn rather than pay fees) while also equipping young people with the practical skills required for the workforce. The teacher recruitment and retention crisis has been well documented, with the Department for Education reporting that the ratio of qualified teachers to pupils has increased from 17.8 in 2011 to 18.9 in 2018. Many ideas have been put forward as the best solution to meet this challenge: increasingly, using the apprenticeship route to train teachers is perceived as the best way to grow the UK’s teaching workforce for both schools and teacher trainees. What is the apprenticeship levy? Employers looking to train and assess an apprentice are eligible for government funding. The apprenticeship levy is a UK tax on employers used to fund apprenticeship training, announced in the July 2015 budget, applicable to all employers with a payroll exceeding £3 million. Employers that pay into the apprenticeship levy and who set up an apprenticeship service account will be able to use up to £9,000 of funding from this account to cover the cost of training and assessing the apprentice. Accessing the apprenticeship levy is a budget-friendly opportunity for schools to ‘grow their own’ teachers and school staff in the midst of a severe recruitment and retention crisis: just 84.7% of those teachers who qualified in 2017 were still working in the sector after twelve months. Using the levy to fund apprenticeships is also an invaluable solution to the high costs associated with teacher recruitment, with the average cost of recruiting a teacher £3,000 and some agency’ ‘finder’s fees’ costing as much as £10,000. With these persistent education workforce recruitment and retention issues, it is vital that new routes into teaching are explored and funding is fully utilised. Robyn Johnstone, CEO of teacher recruitment and retention specialist Education Placement Group, strongly believes more schools should consider signing up for teaching apprenticeship programmes. She says that “when schools have to count every penny, growing teachers organically through a funded programme makes a lot of sense. Growing your own teachers is a step change for Headteachers nationwide who are looking to fulfil their staffing requirements in a climate where numbers of NQTs are falling and qualified teachers are leaving the profession.” The Teaching Apprenticeship Programme (TAP) • Graduates are employed by the school for a minimum of 12 months during their Initial Teacher Training (ITT) • After nine months, they achieve Qualified Teacher Status and complete End-Point Assessment to pass the apprenticeship • Graduates have the option to integrate the PGCE with TAP • Apprenticeship Training is delivered by a Department for Education approved ITT trainer • Trainee teachers are paid in line with the unqualified teacher salary scale starting at £21,641 in Inner London and £17,208 across the rest of the country For more information on TAP, visit https://www.teachingapprenticeships.com/schools/ The apprentice Gemma Longhurst is currently studying to be a music teacher at Carshalton Boys Sports College, London Borough of Sutton, through the Teaching Apprenticeship Programme delivered by teacher training provider e-Qualitas. She discusses the benefits of pursuing this route for schools and trainees, and how senior leaders can maximise the opportunities offered by the apprenticeship levy. From a very young age I knew I wanted to be a teacher and by the age of 12 I was in serious discussions with my teacher regarding the steps I needed to take to ensure my musical skills were advanced enough for me to study the subject at university, with the ultimate aim of becoming a music teacher. Part of the reason I am so inspired by teaching is the incredible impact that education has had in my own life. I come from a single parent family with a fairly low income so it would have been difficult to pay for music lessons. However, my teachers recognised my potential, offering me subsidised tuition so that my mum could afford flute, singing and piano lessons at school. Without this support I would have been unable to follow my dream of teaching music – so I know firsthand the transformative role a good teacher can play in a child’s life. Upon completing my degree, my route into teaching was less straightforward. In my final year of university I applied for the Teach First Leadership Development Programme to complete my PGDE and teacher training. I was successful in this process, and was placed at a school in South London. Due to a number of complex and difficult reasons, I withdrew from the Teach First programme, deciding to take some time out and apply for a PGCE, which I planned to embark on in the following September. During this interim period I was still eager to work in education so I found a job as an SEN support assistant – this is where I heard about an opportunity to train as a teacher apprentice with teacher training providers e-Qualitas at a school I thought very highly of and with which I had previous experience. The Teaching Apprenticeship Programme (TAP) is a fee-free, salaried route for graduates to enter the teaching profession and gain Qualified Teacher Status (QTS) by the end of the year – this is required to teach in government maintained schools in the UK. Graduates also have the option to integrate a PGCE with the Teaching Apprenticeship with some providers like TAP. This is an additional academic qualification. A PGCE is not necessary to teach in the UK, but as many teachers have one and it is recognised internationally it is definitely something to consider. When I learnt that the scheme comprised work-based training and that I would be solely based in a school I really liked, I knew
Raising child self-esteem takes patience
Andrea Chatten, the founder of mental health service Unravel, is the Lead Children’s Emotional & Behavioural Psychologist and author of The Blinks novels. Here, she discusses raising child self-esteem and its effect on behaviour… I have always been fascinated in children’s emotional and behavioural difficulties. Starting out as a teacher, I recognised that, although it was my role to educate them in maths, English and the ten plus subjects that they needed to be taught, but these children needed more. I felt passionate and committed to help these children understand some of the difficult and complex feelings that they were experiencing, and which hugely affected their well-being. No matter how clever they had the potential to be, unless they received lots of emotional understanding and different ways of doing things, these kids could miss out on the most important thing we want for children – happiness. When I became a parent I found myself challenged with the level of responsibility and pressure to ensure that my children did not become as emotionally vulnerable as some of the children who I had worked with for many years. Parenting was by far the most difficult job that I had done as it was the most important. Don’t get me wrong the love and commitment I had for my class really wasn’t much different to what I felt for my own children but this role was about me helping my children evolve from the blank canvas that they were born as. As parents, carers and teachers, we are fundamental in how our child’s canvas develops. How much colour is present? How much grey? How the colours are dispersed, how bright those colours are and more importantly how appealing the final product is within our culture. Raising children with good self-esteem takes patience, huge, regular bundles of patience, as children translate patience into love. Patience means being gentle. Patience makes us listen more actively. Patience means we find time in this crazy fast world to stop and just be in the moment with our children. This love then becomes locked away inside of children and activates a core message that runs through them like a stick of rock. In order for children to develop a good level of self-esteem the message needs to be positive – “I am ok. I’m not perfect, I have faults but I am ok. I am worthy of love.” Reading this may make you feel pressured as it is your job and you, like every champion of the children in your care has made mistakes. You too just need to be ok, not perfect, you have flaws and bad days too. I had to have a serious word with myself when both my children were small. Coping day to day with sleep deprivation, a hungry breastfeeding baby and a toddler was tough. Some days I was not the best Mum. As I had only ever worked with children with emotional and behavioural difficulties, it seemed so easy to mess up children and damage their self-esteem. Please let me reassure you now it isn’t that easy. Long term damage to self-esteem develops over time. Not from a bad day here and there, though how we re-engage with our child afterwards is essential. Apologies and explanations mean we take responsibility for negative actions and don’t leave them with the child. It also means that we model real emotions and make mistakes a normal part of being human. If we don’t re-connect emotionally afterwards, that can make children feel like it is their fault and they aren’t good enough. It is this internal dialogue that can begin the spiral of low self-esteem. Children’s self-esteem starts with us. We have to find as many ways to show children that we not only love them but like them. Also, it is essential that if our children have pushed us into going off them, that this stage is only ever temporary and we the adults get back on them as soon as possible. Children are highly sensitive to this emotional withdrawal and that too fosters low self-esteem. Raising children with good self-esteem is not difficult if we practise positive interactions and keep reflecting throughout the process. None us are perfect but with love, patience, and emotional warmth our children’s canvases can be bright, colourful and most of all happy. Top tips to help support your child’s emotional well-being 1. Get in sync – emotional connection is key. It is normal to disconnect with our children, life is demanding. However, when children don’t feel positively connected to us, it impacts on their well-being which is often communicated by negative behaviours 2. Communicate as much as possible from as early as possible. Talking with each other is how we learn, and problem solve, and it starts younger than we once thought. If you want to be having meaningful conversations with your teenager’s start being open and honest when they are two or three. 3. Listen to what your children tell you – they will teach us. It can be difficult hearing hurtful things from our children, but they are telling us what they need. Don’t hear what they say actively listen. 4. Avoid general praise – be specific. Avoid using words like good and bad with kids. This can negatively impact on identity and well-being. Instead reward and praise the action, progress or value. They are less likely to reject this kind of praise and it fosters healthier self-esteem 5. Keep reflecting. The only difference between a positive parent and a negative parent is reflection. It certainly won’t stop us making mistakes, but we might make fewer mistakes and certainly not keep making the same ones! 6. Help children to name and claim emotions. Our emotions are designed to keep us alive. We must acknowledge them otherwise the brain will turn the volume up on them meaning we feel emotions much more intensely. Once we name them our brain relaxes in the hope, we will then do
How can we equip trainee teachers to support Looked After Children?
As a teacher I was always frustrated with how to support Looked After Children (LAC) better than I was. I felt as though I lacked information and that I needed to have a greater understanding of how to support them, but at the time I did not know how to gain this. After working as a primary classroom teacher and then across many schools within behaviour support, I looked at increasing my own knowledge and understanding in this area which led to my EdD research which looked at perceptions and experiences of trainee teachers working with Looked After Children: https://bura.brunel.ac.uk/handle/2438/11028. LAC continue to underperform academically in comparison to their peers, and for decades have been let down by systems and support, with many entering the criminal justice system at an early age. My study examined trainee teachers’ and mentors’ perspectives and experiences to conclude how specific training could potentially support teachers and, in turn, impact on Looked After Children. There are currently approximately 70,000 children of school age in the UK that have been ‘looked after’ for 12 months or more. We also need to remember that in addition to the Looked After Children, there are also many more children that are placed with family members or under guardianship orders that may not be included within these statistics, but may present with similar challenges. While these numbers represent a small fraction of the 11.5 million children in the UK, more than a third of Looked After Children will end up Not in Education, Employment, or Training (NEET) on leaving school with only 6% of care leavers progressing to university (university participation rate of 38% of the general population). The long-term impact on these children can be seen in the criminal justice system. Although there are many factors contributing to these outcomes, those that achieve higher educational outcomes are less likely to become part of the criminal justice system. These children are more likely to go on to succeed by establishing a family, work lives and careers. As we all very well know, the training of teachers compresses a large number of important issues into the generally short course-time available. So, for example, a detailed consideration of the needs of LAC competes with phonics and reading, behaviour management, SEND, subject knowledge, skill development and much, much more in the list of priorities. However, there must be some place for LAC awareness, and therefore this research considered a five-year professional development strategy. The research gathered information on the experiences and issues trainee teachers and mentors faced when working with LAC, creating a model of development for training and CPD. The research highlighted the need to provide: · Training for awareness and understanding on policy and administrative knowledge – such as review and implementation of the Pupil Education Plans (PEPs), Individual Education Plans (IEPs) and funding support and application. · Challenge to perceptions – challenge trainee perceptions in relation to achievement, expectations and behaviour of LAC. · Training on supportive strategies for LAC – such as specific behaviour management support and attachment disorder. · Training for collaborative working – with carers, other teachers, social workers and healthcare professionals. There will always be a balancing act in teacher training: what is prioritised within the training curriculum, and what centre-based and school-based training includes. However, statistics show that outcomes for LAC are poor, and I think we would all agree that we need to question what we can do further as educational professionals. Dr Sarah Alix is Programme Director at North Essex Teacher Training. Her latest book, ‘The Foster Carer’s Handbook on Education’, has recently been published with CoramBAAF: : https://corambaaf.org.uk/books/foster-carers-handbook-education
Literature, LEGO and learning to meet at national maths conference
Winnie the Pooh, Harry Potter, ‘maths dancing’ and LEGO will be among the wide variety of subjects introduced during the 80 original talks and workshops, at an annual national maths conference. 2020 Association of Teachers of Mathematics’ Annual Conference. Around 200 delegates – including subject teachers and lecturers, national educational policy makers, mathematics consultant organisations, businesses and others – are due to attend the Association of Teachers of Mathematics (ATM) Conference; to be held from April 6 to 9 (Monday to Thursday), at the Four Star De Vere Staverton Estate hotel in Daventry, Northamptonshire. With the theme of ‘2020 Visualising’, the 80 sessions and key speakers will see delegates explore new ideas and the latest developments in mathematics education, and make social and professional connections in a stimulating environment. Talks will explore how mathematics links to a very wide variety of other topics and subjects, and will include: · Defence against the dark arts (by speaker Anne Watson) – Drawing on JK Rowling’s book Harry Potter and the Order of the Phoenix, to show how the popular series can be used to develop children’s interest in mathematics. · The biggest Woozle in a Wizzle (by Derek Ball) – Using this Winnie the Pooh and Piglet story to explore geometry. · Maths in the ‘real world’ – learning with Lego (with Evelyn Hardy) and The mechanics of children’s toys (by Ian Hibbert) – Looking at how children’s toys can be used to teach even quite advanced mathematical ideas. · Dancing maths (with Rebecca Hart) – A physically active workshop where delegates will be active; ‘stomping out’ the times-tables, making number digits with their bodies, moving bar charts, etc. Other sessions will look at tackling people’s ‘maths anxiety’, how to reach students with ADHD (Attention Deficit Hyperactivity Disorder) and Dyscalculia (a persistent difficulty in understanding numbers), and helping young people understand maths and statistics as used in media stories. Delegates will also get involved in hands on activities such as using crafts to build geometrical solids. For full information on Conference speakers and sessions, and to book a place, go online to ATM website link www.atm.org.uk/2020-Conference OR contact the ATM office on 01332 977891 or email: admin@atm.org.uk Heather Davis, Chair of the Association of Teachers of Mathematics’ General Council, said: “There are a wealth of subjects being tackled, mathematically, at our 2020 ATM Annual Conference; showing how the world of numbers intersects with lots of other topics. “Our annual event is always a great opportunity for those involved in mathematics to hear from celebrated speakers and on the latest developments in the subject area. “I look forward to a great turnout at the Conference and a lively exchange of ideas, as usual.” There are a limited number of £100 bursaries available to offset the cost of attending Conference. These are open to all but priority will be given to student and newly qualified teachers, and first time Conference attendees, on a ‘first come, first served’ basis. Information, again, on the above 2020 Conference website page link. The Association of Teachers of Mathematics (ATM) was founded in 1952 by educators Dr Caleb Gattegno and Roland Collins. At a time when mathematics was generally taught in a fixed and traditional way, ATM’s founders believed young people should learn the subject through lively and interesting experiences. The educational charity now has almost 4,000 individual, schools, university, institution and business members; including at 13 active branches across the UK, with further branches in Singapore and Hong Kong. ATM’s Executive Officer is Samantha Walters. The Chair of its General Council of Trustees is Heather Davis. For more information on the Association of Teachers of Mathematics (ATM) see its website at www.atm.org.uk/
We must get children moving more to boost mental wellbeing
For too long, the system has treated physical and mental health as separate entities. This Children’s Mental Health Week, Imogen Buxton-Pickles, Co-Founder of ‘Netflix-style’ schools active learning and PE resource imoves, says activity needs to be a key part of the resilience toolbox we equip students with to improve their daily and life-long wellbeing. Mental health is a complex issue, and even more so when we’re talking about the emotional wellbeing of children and young people. There are many people who have a part to play in tackling problems when they arise – including parents, health professionals and of course teachers too. With teachers spending large amounts of time with their pupils, and helping shape their futures in so many ways, it can feel as though a large proportion of the burden when it comes to identifying and then solving mental health and wellbeing problems is placed on them. Building resilience, teaching young people to effectively deal with stress, maximising their mental wellbeing, and minimising the potential impact of any current or future diagnosable mental health problem requires equipping them with a toolbox of coping mechanisms. But how do we do this when time is already so stretched with everything else which is required of schools? And what should be in that toolbox? A key element which is often overlooked when we talk about children’s mental health is the amount of physical exercise they’re getting, with the two often treated as separate topics. We all know there are Government guidelines to aspire to when it comes to daily activity levels (60 minutes a day, half of which should be achieved during school time), and equally we know getting active has a wholly positive impact on anyone’s wellbeing. The direct benefits linked to activity (which I have seen first-hand within the 600 schools in the imoves family) include better concentration, enhanced motivation, and a boost in emotional resilience, social skills and confidence. The impact of improving all these simply cannot be underestimated when it comes to mental health. Of course, it’s not a magic solution and won’t always cure diagnosable conditions. But it can build the inherent coping skills needed for pupils to face the stresses of school and later life in the most positive way possible. And it can help to minimise the symptoms of depression, anxiety and other illnesses such as poor sleep, poor motivation, and a lack of self-esteem. And yet with so many demands on the time available at school and so many aspects of children’s lives which teachers are tasked with positively impacting, physical activity can easily slide down the scale of importance, relegated to a session or two within the week rather than being fully incorporated into every aspect of the timetable. But physically active children will see both short- and long-term benefits. In the short term, they will see an immediate boost to their mental wellbeing and feeling of happiness in the classroom – this goes for teachers who join in with being active in the classroom as well! Activity increases levels of the ‘happiness hormone’ serotonin, as well as increased levels of dopamine and noradrenaline which improves motivation, perception and focus. As a result, the children will immediately feel more motivated, focused on learning and behave better even after just a few minutes of activity. In addition, the activity also provides an opportunity to develop the supporting tools required for mental wellbeing; be they communication, teamwork, resilience, confidence and social wellness as the children work with each other. In the long-term, inspiring a passion for physical activity – whether that be dance, Pilates, football, anything which they might enjoy and keep up with during later life – is a vital component for that wellbeing and resilience toolbox. Working with schools to incorporate movement into every lesson – perhaps a few stretches when a class is struggling to focus during the afternoon lull, an active game when students are answering maths questions, or a five-minute warm-up to start the day off in assembly – has a huge impact not only on their physical health, but every other aspect of their holistic wellbeing too. It’s such a simple concept – albeit that teachers need the confidence and support materials to be able to implement the programme into the school day – but it has the ability to transform the way pupils approach school, how they think about exercise, and the way they feel about themselves. In short, it adds a lifelong skill to their toolbox. Opening the doors of possibility by making activity a key part of pupils’ lives early on means they will hopefully use going for a walk, dancing, or visiting the gym as respite from the pressures of life throughout their adult years too. So, rather than seeing exercise as a chore, it’s seen as a positive outlet for stress. It’s estimated an overwhelming 50 per cent of mental health problems are established by the time a child is 14, and ten per cent of children aged between five and 16 have a diagnosable mental health problem. Sadly, these numbers are on the increase – and we know from the Children’s Society that 70% of children experiencing poor mental health have not had appropriate interventions from an early age. To begin reversing the growing numbers of young people impacted, we need to ensure their wellbeing toolbox is full to the brim of useful coping mechanisms – to coincide with any professional support which may be needed. Reaping the emotional benefits of physical activity is a huge part of that toolbox and incorporating regular movement into every classroom schedule goes a long way towards helping them understand the link between their physical and mental health. It’s our duty to equip pupils with coping mechanisms, and the importance and impact of activity simply must not be overlooked,” Imogen Buxton-Pickles. Webinar For more information about how to support mental wellbeing in your classroom, please visit imoves to access a 45-minute webinar which will
A third of education professionals suffer from Sunday night fear
A third of education professionals suffer from Sunday night fear, with a further one in three calling in sick because of it but nearly three-quarters feel better once they’re ‘over the hump’ The latest survey from the UK’s leading independent job board, CV-Library, reveals that over a third (34%) of education professionals suffer from Sunday night fear; with 33.9% admitting that they’ve called in sick because they were too worried to go to work. The study, which surveyed 2,000 British professionals, finds that education professionals think that Mondays and Tuesdays are the worst days of the working week; with only 10.2% of respondents choosing either as their favourite day. Unsurprisingly, Friday emerged as the industry’s favourite day of the working week, with 51% voting it number one. In fact, nearly three-quarters (72%) of education professionals regularly get that ‘Friday feeling’ as the week draws to a close. Lee Biggins, CEO and founder of CV-Library commented: “If your employees suffer from Sunday night fear on a regular basis then it’s time to evaluate your company culture. Employees that feel stressed are often less productive, less efficient and, as the data shows, are far more likely to ‘pull a sickie’. In addition to this, 72% of education workers said they feel better about the week once Wednesday is done and they’re ‘over the hump’. Biggins continues: “It’s important to encourage managers to discuss workloads with any staff members that appear to be struggling; and offer support where possible. By encouraging employees to foster a healthy work-life balance, you’ll be future-proofing your business by attracting and retaining the best professionals in your industry. However, if you neglect to look after your staff, you may find it difficult to expand your operations and reach your company goals.”
How WiFi is Transforming the Student Experience
The generation that has never lived life without the internet and easy access to a computer, Gen Z-ers grew up during the ultimate period of digital transformation. They’re now students and pupils and whether it’s school, college or university, WiFi has changed the game of education for them like no other generation has experienced. From home-learning being more accessible than ever before to research being easy to do without even leaving their bed, education has been accelerated into overdrive with the handiness that is WiFi. It doesn’t just relate to learning either, but their mental health, their unique needs and ultimately their happiness. After all, they often spend the majority of their waking hours in the learning environment. Sharing is Caring The word to “share” has become just as much a verb – to do something – as it has an adjective. Sharing is fundamental to the way we learn – sharing ideas, sharing files and even sharing mobile hotspots. At university for example, one presentation can be sent to a group who are working on a project, and everyone can edit, comment and share inputs into the document in real-time with full visibility from everyone else. Say goodbye to the person who always bails on meeting for group projects! Mental Health One in ten children aged between five and 16 have mental health problems. Social media has been flagged up for contributing to mental health problems, but the internet is also one of the main parties helping to tackle the stigma and encourage conversation. Mental health apps in general have exploded in the past few years as the mindfulness conversation goes into full swing. From DreamyKid, which helps children to meditate, to Kids Yoga Deck and Breathing Bubbles which helps them with releasing their worries, there is an app for everything. With so many pupils using iPads at school, it is worth teachers setting aside an hour a week for these important apps. Concentration We all know that kids can get distracted easily – we all can. The internet can, of course, be one of the main culprits of distraction and procrastination, but that doesn’t mean it should be banished. It can also bring opportunity to help people to focus. Apps like Forest encourage you to focus, and if they don’t touch their phone while doing their homework they grow tree after tree. The Luxury of Choice There are now far more opportunities for geographically isolated or underprivileged students, ones which can help them to thrive. If they have access to WiFi at home, they can take advantage of Skype language lessons, online training courses, or simply classes being posted online for free. The internet can help more students than ever before to get an education, no matter where they are. If you want to learn about something but can’t afford the hefty tuition fee, the internet can give you a crash course in it through forums, search engines and an abundance of free resources. Self-education is thriving, and universities are taking advantage of this through the online courses. It means that there is still the importance of going to university for careers guidance, networking and life skills, but you also have the freedom to learn no matter where. Virtual Reality & Personalised Learning We are built to socialise and talk to people, learn from our peers and collaborate. So where does online learning and the luxury of choice come in there? Step forward, virtual reality. By being co-located in a classroom with their peers, once it is in place it will be one step ahead of the normal “online schools” and will take online learning into overdrive. It also means that younger children will be able to access personalised learning through a virtual reality setting, with AI teachers catered to their specific skills. Who knows, maybe one day information will be uploaded directly into our brains… Special Needs are Better Catered for Approximately 15% of the world’s population – or one billion people – have some form of disability. For teachers, having a one-size-fits-all approach to learning is not, and has never been possible, but they have had to make do with limited resources. With new developments, people with special needs can thrive in a way that they never previously have. Assistive technologies like electronic worksheets for dyslexics, phonetic spelling software and virtual social interaction learning for autistic students, technology has helped them to overcome many learning difficulties. Learning websites like BBC Bitesize have helped students learn for more than a decade, but education now has a new meaning. WiFi and digital mean students can work on the other side of the world from each other and be connected, and a good WiFi solution should never be compromised. If an education institution has poor or underperforming WiFi, it no longer means that people can’t just access websites. WiFi within education truly enables students to reach a wealth of up to the minute information, share information and collaborate. Most importantly, it allows the institutions to adapt to learner needs and embrace the latest educational resources. By Will Evans, Director at Performance Networks