• Horizons: Maintaining Wellbeing in a Digital World

  • Weekly DfE Publication

  • Modelling Better Reading

  • So what is Sensory Processing Disorder? (SPD)

  • Weekly DfE Publication

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Horizons: Maintaining Wellbeing in a Digital World
18 Feb
We are delighted to invite you to our new three-part series where we look at how schools can Maintain Wellbeing in a Digital World. Collaborating with external Mental Health and Wellbeing Experts we will be hosting these termly seminars in Birmingham and Stafford as we discuss: Coping with the pressures of an online life An ecological approach to mental health and behavior Mental Health and Special Educational Needs? To find out more and book your place, click here.
Weekly DfE Publication
18 Feb
To help you keep updated with the latest publications from the DfE - please find a summary attached for the previous two weeks, commencing 11/02/2019.
Modelling Better Reading
15 Feb
Stories and poems have memorable characters, exciting or surprising moments, and – often – a lot of fun. They need to be relayed to the listening children with enough enthusiasm and skill to make them meaningful and enjoyable. A good story, well read, will encourage better listening and help forge the bond between teacher and pupil. If you know the story – ditch the book and tell it directly to the children If using a book, ensure that it is a big one – large enough for every child to see every picture and key word Maintain eye contact with the children Use a range of facial expressions and vocal tones. We don’t have to be Oscar winners to read a story well – we just have to engage with it and bring it to life in a way that makes it a pleasure to read Insert surprising phrases into the story-reading – ones which aren’t necessarily in the book – to keep the children alert! “And the ghost said ‘SIT UP AT THE BACK’” is a good example of this! Don’t forget to stop and ask the children what they think will happen next, or why something has happened…but not so often that the story loses its flow Make connections with shared experiences as the story is related: if someone has had a tumble in the playground, bring that in to a reading of Humpty Dumpty! If you are holding a big book, make sure you lift it up and turn it so that every child can see each page Ask the less able children what they can see in the pictures, or to identify specific details Ask the more able children to suggest what characters might be saying or thinking in the pictures Pace your delivery! Don’t speak too quickly, or slowly, and leave regular pauses so that you maintain suspense, excitement…and can check the children’s attention levels If you enjoy reading the story, the children will enjoy listening to it and it will encourage them to become better readers in time