What about when it goes wrong? Part seven of understanding and supporting children and young people who have experienced trauma.

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FREE Online CPD Opportunity - Part seven of understanding and supporting children and young people who have experienced trauma.

Now Available

Part 7 of a series of free online CPD sessions by the Sigma Teaching School Alliance on understanding and supporting children and young people who have experienced trauma.

Introduction

This is the seventh session of a free online staff CPD course re understanding and supporting children and young people who have experienced trauma. The previous sessions can be found on the tabs on the left side on our Online Training web page. Subsequent sessions will be added to the Sigma Teaching School website every Tuesday. 

Introduction

Unfortunately, it is likely that at this time of increased stress that, despite our best efforts, there will be an increase in the number of ruptures in relationships. As a result, this session of the course will focus on What about when it goes wrong?

In order to best support children and young people who have experienced trauma we need to have a plan as to both what we are going to do when things go wrong and how we are going to do this.

As with the other sessions in this course the aims are:

  1. To provide an overview of the key messages from research regarding what works for children and young people who have experienced trauma.

  2. Provide an opportunity to reflect on your own practice with regard to these key messages (reassurance and ideally identifying actions to further develop your practice).

  3. Signposting to other information.

And once again, as with other sessions, the approaches and interventions will be evidence-based; mostly from the fields of psychology and neuroscience. Some of the evidence-based approaches and interventions informed by the research are deceptively simple. They are, however, also enormously powerful in their impact.

What we’ll cover in this session:

  • The 4Rs

  • Regulate

  • Relate

  • Reason

  • Repair

Find a PDF version of this session here

TSC Podcast #7: Just Take the Doors off the Land Rover

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In this podcast Jim speaks with Mark Fuller. Mark is a previous secondary school principal and is now Head of Training Operations at The Defence School of Electronic and Mechanical Engineering (DSEME) which part for the Defence College of Technical Training and is located at MOD Lyneham in Wiltshire. Jim and Mark discuss the challenges and opportunities the C-19 pandemic has presented in terms of leadership and planning and delivering high-quality training. The discussion provides an interesting perspective with implications for all those in school and system leadership on the importance of visible leadership, inclusion, communication, celebrating succes43:03n and the ‘human element’.

Mark spent 24 years teaching in secondary schools in Swindon, Wiltshire and Bristol and twelve of those in various senior leadership positions including as Headteacher. Seeking a new challenge he made the decision to leave the school sector and took a role in trainer development for Babcock and was recently appointed Head of Training Operations at The Defence School of Electronic and Mechanical Engineering (DSEME) which part for the Defence College of Technical Training and is located at MOD Lyneham in Wiltshire. It is responsible for delivering technical training to soldiers, Royal Marines, airmen and officers from all three Services. DSEME has a mission to deliver flexible, affordable, modern and effective technical training in order to support equipment capability that meets the requirements of the nation’s Armed Forces and the needs of their trainees now and into the future. His role as head of Training Operations includes training delivery, training design, training planning & scheduling, media & graphics and equipment support to:

  • Over 1,050 courses
  • Over 166 types of course
  • Over 11,500 students per year
  • Over 2,050 students in training at any one time
  • Over 2,500 piece of equipment including weapons, tanks, helicopters, trucks, electrical and electronic training aids, high pressure systems and simulators

His first task in his new role was to pause training for over a thousand soldiers, his second task was to re-start it! Mark is a Fellow of the Society for Education and Training (SET) and has led a national best practice initiative on the use of Professional Standards for staff development and holds an MSc in professional Development in Education. He is passionate about learning in all forms and has taught in China and has a longstanding relationship with a school in Brikama, The Gambia, West Africa which he still returns to and teaches in on a regular basis. This appetite for learning has just seen him complete a Foundation Degree in Coaching and Mentoring in order to improve his own practice. He is married with three children all at different stages of the education system – University, FE College and Secondary School and his wife is a prison librarian with an interest in adult literacy. Mark has been an influential figure in Jim’s professional career and his leadership approach is based on the values and principles he lives by.


 

Timeline (mins):


04:15 So firstly Mark, tell us a bit about you, your background and current role and responsibilities.

09:00 The challenge of contextual-based learning

12:10 For you and those at MOD Lyneham what have been the implications of current situation and what has been the leadership/strategic response

29:13 What opportunities of new ways of working and legacy of current period are there?

43:03 What are the things you think we need to get right both as leaders and also leading teaching / training during this recovery phase?


Jim can be found on Twitter   @jimrogers72 

NCETM - Numberblocks Episodes

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Numberblocks: materials to support Early Years and Year 1 teachersMaths Generic

Numberblocks, first broadcast in January 2017, is a pre-school BBC television series aimed at introducing children to early number.

Snappy animation and loveable characters combine with engaging storylines to gently introduce concepts of number to support early mathematical understanding.

The NCETM materials use each episode as a launch pad. They are designed to assist Early Years (and also Year 1) practitioners to confidently move on from an episode, helping children to bring the numbers and ideas to life in the world around them.

The materials are designed to be used in conjunction with the Numberblocks episodes. They highlight and develop the key mathematical ideas that are embedded in the programmes.  Each set of materials comes in the form of a PowerPoint file which can be found here.

A list of all episodes and links to each episode is availbe here.

Communication to schools on the implementation of Relationships Education, Relationships and Sex Education and Health Education

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DFE Logo

The Department is committed to supporting all children to grow up happy, healthy and safe, and to provide them with the knowledge they need to manage the opportunities and challenges of modern Britain.  That is why, all primary age children will be taught Relationships Education and Health Education and all secondary age children will be taught Relationships and Sex Education and Health Education.

The new curriculum is due to begin in September 2020 but in light of school closures the Department has issued the attached letter with further details of how schools need to prepare.

  • Schools who assess that they are prepared to deliver teaching these subjects and have met the requirements set out in the statutory guidance are encouraged to begin delivering teaching from 1 September 2020, or whenever is practicable to do so within the first few weeks of the new school year.
  • Schools that assess that they have been unable to adequately meet the requirements because of the lost time and competing priorities should aim to start preparations to deliver the new curriculum and to commence teaching the new content no later than the start of the summer term 2021. The subjects will still become compulsory from 1 September 2020. However, schools have flexibility to decide how they discharge their duties effectively. If a school is unable to begin teaching until summer term 2021 they will need to decide how much of the content they will be able to cover and should still be able to demonstrate how they will cover the entirety of the curriculum in the future.

The first of a series of 14 modules to support schools to implement the new curriculum is now available here.

Further details can be found on the .gov website here.