To help you keep updated with the latest publications from the DfE - please find a summary attached for week commencing 08/01/2018
To help keep you updated with the latest news, please find a round-up attached.
Your Voice, Your Values - The Prevent Agenda
The Prevent agenda has once more come to the fore with events this year. As part of wider safeguarding procedures, schools will be aware of individuals or groups who maybe radicalised.
However, The Prevent duty - Departmental advice for schools and childcare providers (June 2015) also makes it clear that “Schools and childcare providers can also build pupils’ resilience to radicalisation by promoting fundamental British values and enabling them to challenge extremist views”. It goes on to say “it is important to emphasise that the Prevent duty is not intended to stop pupils debating controversial issues. On the contrary, schools should provide a safe space in which children, young people and staff can understand the risks associated with terrorism and develop the knowledge and skills to be able to challenge extremist arguments”.
Being able to address such controversial issues in the classroom can be challenging, therefore to support schools to achieve this, Entrust were commissioned by Staffordshire County Council and District and Borough Councils (using Home Office Prevent funding) to produce a teaching resource pack.
This innovative Prevent project started with the voices of young people who identified the themes that they wanted to talk about. This was achieved by Entrust Consultants delivering workshops with groups of pupils from eight schools, one from each district of Staffordshire, including Secondary, Primary and Special schools.
In these informal workshops, we explored questions and ideas around the themes of radicalisation and extremism. Young people were encouraged to highlight the issues around the topic as they saw it, the questions they wanted to ask and be answered, and the skills and knowledge they felt they required to stay safe.
From the initial workshops, it became clear that the topics that young people wanted to discuss were
1. Terrorists and Terrorism
2. Freedom of Speech
3. Laws, Rules and Responsibilities
4. Safety/Being Safe
5. Grooming, Persuasion and Brainwashing
6. Identity/Being British?
Following this initial research, we held a second workshop day where two pupils from each of the settings were invited to come and talk about what they thought about these themes. Pupils were filmed explaining their views and ideas, from these interviews, video clips were created to be used as the stimulus for the lessons. Further work was also done with the young people to explore their ideas and views on the topics.
Following the second workshop Entrust consultants created a comprehensive resource pack based on the ideas of all the young people involved in the project.
This includes a DVD of the film clips as well as lesson plans and guidance. Also, included in the pack is key vocabulary, an assembly outline for responding to terrorist incidents and a parent workshop. The resource pack enables school staff to deliver these sensitive and controversial issues in a confident and supported way.
Listening to other views
In terms of young people’s learning the video clips enable them to consider views of young people in other schools and to use these as a starting point for their own discussions. They also have opportunities to consider their own strategies to develop resilience and for managing these challenging issues in their day to day lives. Through the lessons, they will consider question such as ‘How can we resist uncomfortable pressure from others?’ ‘How can we make our voices heard? ‘How can we make a difference?’
Find out more
The resource has been sent to every school with upper Key Stage 2, 3 and 4 in Staffordshire. For schools outside Staffordshire it is available to purchase. If your setting would like additional support or workshops for staff or parents regarding extremism and radicalisation, please email us at: email@example.com
Observing Behaviour in The Early Years
Every child is unique and they all have their own ways in responding to different situations but what might be behind some of the behaviours we observe in setting?
On recent reading I found a lovely analogy to a child’s unique behaviour being compared to a dandelion.
‘There’s a dandelion growing in your garden. What will your response to it be? A) The quick fix – remove the flower head, B) The long-term solution – get a spade and dig up its roots, C) Acceptance – learn to love dandelions. Dandelions will not stick to neat flowerbeds. They spring up in the middle of the grass. To green-fingered neighbours they stand out, making us look like we are not caring for our gardens properly.’
Our SEN children often stand out too. They may present unusual or disruptive behaviours. They might not be motivated by the usual rewards or bothered by reprimands. So, what do we do?
To find out what children achieve through their behaviour, we need to observe their actions. Are they:
Wanting a reaction;
Trying to play;
Experiencing sensory discomfort;
Making an association;
Trying to communicate
By understanding this, we can work out how to respond appropriately.
Through observing a child’s behaviour we can learn so much. Whether this be done though written or recorded observation or a STAR/ABC chart, it is important to look for a pattern and begin to put ourselves in their place, to understand the motivation behind the behaviour.
Let us take the example of a child playing at the sand tray. You observe the child repeatedly lifting sand and watching it pour through his fingers. They do this again and again. They do not play or move on as other children do. When the other children transition to the carpet for story-time this child stays put.
Use this sand tray play as an opportunity to develop communication by using techniques based on ‘Intensive Interaction’. Get alongside the child and mirror how they play, including the sounds they make. In time, the child may start to interact, which is the start of communication and cooperative play.
Maybe the child shows disruptive behaviour at the sandpit such as throwing sand in other children’s eyes. Provide visuals showing the right way to play with sand. Praise children getting it right. Work with the child to teach them an alternative, acceptable way to interact with other children and get good ‘reactions’. Remember that children who seek reactions may not distinguish between positive and negative reactions. A “Stop!” could seem as rewarding to them as a “Well done!” Perhaps the child tries to control the sandpit, showing distress when others join him. Set another sand tray, nearby allowing other children to play and providing opportunities to praise those behaviours you want to see.
Above all, take time to get to know the children in your care, see through their eyes, love what they love and learn together. Set the child up to succeed and help raise their self-esteem. Remember, “The difference between a flower and a weed is a judgement.” (Anonymous)
For more support and advice please sign up for:
Understanding and Managing Behaviour in the Early Years 15th February 2018 9:30-12:30 Entrust, Riverway SENIS-0218-T001 £59
Understanding and Managing Behaviour in the Early Years 26 March 2018,09:30 - 12:30 Coton Centre, Comberford Road, Tamworth, B79 9AA SENIS-0318-T026 £59
The Link2ICT - Innovation in Schools Award 2018
Does your school use ICT creatively?
Do you have teachers that are forward thinking in the use of ICT?
Are your school's teaching and learning methods new and original?
Does your school provide a learning experience that is different and more effective?
If you have answered yes to any of these questions, you should enter your school for the Innovation in Schools Award 2018.
The award offers schools the opportunity to showcase their innovative and inventive use of ICT. We want schools to share their ideas and inspire colleagues with the many benefits that ICT can bring to education.
If you would like to nominate your school for this award please tell us in no more than 1000 words, why you deserve to win. Your school will receive a trophy, £500 from Link2ICT and bragging rights for your unique approach to teaching and learning!
Please tell us:
What ICT resources, services, or solutions you use that are new, original or different
How ICT has enabled teachers and learners to work and learn in a more effective way
How ICT has added value to your curriculum
Any other supporting evidence you may have to prove this
If you would like to be acknowledged for your innovative contribution to ICT in education, please submit your entry by emailing firstname.lastname@example.org.
All entries must be completed and submitted by close of play on Friday 23 March 2018. The winning school will be notified personally, presented with an award, receive a winner's badge for your own digital use, and featured in the Link2ICT School newsletter and website.
We look forward to receiving your entries - Good Luck!