It’s nearly the end of the holidays and hopefully you’ve had a well-earned break from lesson planning, classroom skills and marking for a few weeks. However, with the start of term is looming, you're probably thinking back to this time last year and how busy it was.
If you’re a trainee teacher starting in September, you have probably heard horror stories about how busy you will be. Try not to let these get to you - the reality will probably be different, especially if you do some preparation beforehand.
The summer holidays are in full swing and you will (hopefully) be starting to unwind. Teachers are often told how important it is to relax over the summer, but what does this actually mean? While a few days of doing absolutely nothing can help recharge your brain, to do nothing for the whole summer break can feel like a waste. This can then make ‘relaxing’ feel paradoxically stressful, as you don’t get a sense of achievement and time well-spent.
The daily challenges of teaching and caring for children and young people can wear staff down over time.
David Grumball, author of Being Resilient, writes:
“Making snap-decisions about behaviour, moving the learning on in the moment or assessing a piece of work all come with challenges to our resilience”.
This year the Scottish Government became the first government in the world to fly the Autistic Pride flag on Monday 18th June. While many people are now aware of autism, they often lack the understanding that #AutisticPride tries to generate, an understanding that would lead to the creation of a more inclusive society and an openness to the innovative thinking and creativity of autistic people. This distinction between awareness and understanding is highlighted by Manar Matusiak, Managing Director of Living Autism and author of our introductory CPD course, Understanding Autism.
As part of a recent blog post on PSHE and Citizenship provision in schools, we discussed some troubling findings about the state of financial education.
This Foster Care Fortnight, we are delighted to announce that we have started work on a new course for foster carers looking after children with special educational needs.
‘Resilience’ has become something of a buzzword for education policy-makers in the past few years. But the focus has very much been on supporting children and young people to become more resilient, rather than the mental health needs of the adults who work with them. Paradoxically, helping pupils develop their ‘resilience’, in inverted commas, risks becoming another source of stress – another responsibility to add to ever-increasing workloads.
It has been said so many times that to repeat it borders on cliché – yet PSHE remains a Cinderella subject lost amidst the race for improved results in jam-packed school timetables.
Personal, Social, Health and Economic education (PSHE) remains a non-statutory subject but elements of PSHE are compulsory (confused yet?), as part of schools’ responsibility to support students’ spiritual, moral, social and cultural development, always high on the agenda of Ofsted inspectors.
Is your school GDPR compliant yet?
Many organisations are still considering the implications of the General Data Protection Regulation (GDPR) due to be implemented by 25 May 2018.
The GDPR is a major new piece of legislation that is understandably is a source of worry for many, particularly with the media attention it has gained. For schools there are a number of significant changes which need to be addressed, and let’s face it, the timing couldn’t be worse, with SATs, GCSEs and other summer term challenges looming on the horizon.
We are delighted to announce the launch of MyLife, a new library of life skills resources for children and young people.
MyLife brings together engaging PSHE (personal, social, health and economic) education, citizenship and life skills resources, designed to support all children to develop resilience and prepare for the future.
We’ve teamed up with national charity Coram Voice for the second year running to produce Creative Voices, an interactive anthology of writing by children in care. Creative Voices has now been updated to include the 2018 winners and runners up after they were announced at the Voices 18 awards ceremony on Monday 9 April.
Do your pupils have fixed mindsets or growth mindsets? Encouraging growth mindsets in children is vital for creating resilient learners, and helps lay strong foundations for their relationship with learning, success and failure.
We're delighted to announce that there are now 100 Virtual Schools across the country whose children in care are using nimbl to access high-quality education resources! For dislocated children and young people, this suport is crucial.
'Invisible' pupils are pupils that are largely overlooked by teachers and by school data systems. They are often midle-ability pupils; they don’t have special educational needs but are not high achievers either. They are often quiet, well-behaved and have a high attendance rate. These pupils can easily slip under the radar.