Empowering Students with Improved Approaches to EdTech

According to leading analyst, Gartner, £19bn is expected to be spent globally on educational technology by 2019. But will our children be better prepared to succeed in the future? Will they possess the necessary skills to thrive in an even more digitalised world?

Two primary children looking at a map on their computer

Create an account to read this article

£5.83+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#44087"
  ["title"]=>
  string(54) "Public Libraries More Important Than You Might Imagine"
  ["categories"]=>
  array(3) {
    [0]=>
    string(6) "Family"
    [1]=>
    string(7) "Reading"
    [2]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(51) "https://www.teachingtimes.com/ecj63publiclibraries/"
  ["post_date_timestamp"]=>
  int(1523960437)
  ["objectID"]=>
  string(12) "post-44087-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(189) "Far from being just a repository for books, libraries play an important role in social learning and the health and well-being of children and society as a
 , argues Sue Williamson."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(290) "... service and they, therefore, have a picture in their mind of what the service is about. They talk about their not being relevant in the 21st Century or being nice but no longer affordable.They do not see the 60 children and parents who attend a read and rhyme time ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(54) "Public Libraries More Important Than You Might Imagine"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(14) "Sue Williamson"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(189) "Far from being just a repository for books, libraries play an important role in social learning and the health and well-being of children and society as a
 , argues Sue Williamson."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "social"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5640) "‘For me’, she says ‘public libraries matter because they help to give a focus and an identity to the community they serve’. And, what’s more she says, ‘reading is cool again’ thanks to the ‘headliners of the last decade that have made it so:  Harry Potter, 50 Shades of Grey, Pride and Prejudice, The Da Vinci Code and Paddington Bear.  Not necessarily all great literature, but they have encouraged complete strangers to talk to each other about books and their reading experience….. ‘.What is a library and why do libraries matter?  Well, if you ask 40 people, the chances are that you will get 40 different answers because libraries mean different things to different people and people use libraries for different things at different stages of their lives.For me, Public Libraries matter because they help to give a focus and an identity to the community they serve. Whether it is information about the local area, clubs and societies, and activities for lonely people, the opportunity to feed a reading habit with bang up to date material or the need to access information about the major events in your life, such as a new job, your legal position in a dispute, what exactly the facts are behind the media reporting: a library can provide all of this.  It can help make sense of the morass of information that we are bombarded with on a daily basis. The phenomenon of ‘fake news’ has made people once again value the skills of a trained librarian who can act as an interpreter through this minefield instead of feeling that they don’t need them because everyone can use a search engine!It can help you start your child or grandchild on a journey by providing one of their first cultural experiences at a Read and Rhyme time as they sit in an audience, sing along and react to a performance.  At the same time, it provides a wealth of free material to stimulate their imaginations and open up the world to them at a time when they are most receptive and enquiring. Increasingly, the public library service is opening people’s eyes to a wealth of opportunity in the digital age and supporting people who find the speed of technological change bewildering.  It is also opening the doors to an age where we appreciate the role that art and culture have in one’s health and well-being as well as supporting people to navigate the tricky paths of finding health information.Libraries are at the centre of strong, safe and sustainable communities, they help to give an identity to their community and they broker opportunity. They help to provide a future for children and young people and a community centre for older people.  It is a known fact that proximity to a library is often a positive selling point for Estate Agents.A public library can change people’s lives.  It is a universal service from the cradle to the grave which is free at the point of contact. A good library should be a welcoming place, giving unbiased and unparalleled access to the world’s knowledge through a qualified, professional interpreter. Libraries of all kinds stand for intellectual freedom, equality of opportunity and community cohesion and, the best bit: no–one is ever going to ask you to spend money or enquire why you are spending your time there. The great looming tragedy is that those who make policy do not themselves use the public library service and they, therefore, have a picture in their mind of what the service is about. They talk about their not being relevant in the 21st Century or being nice but no longer affordable.They do not see the 60 children and parents who attend a read and rhyme time, or the schemes such as Food in School Holidays that ensure that children who are latch key kids have somewhere safe to go where they are stimulated, occupied and fed. Activities such as the annual Summer Reading Challenge, which encourages children to read six books in the summer holidays, really help children progress at school because, by the time they return in September after the long summer break, they pick up where they left off in the previous term. We have such positive feedback from parents about this scheme, with its focus on reading for fun and pleasure.  If a child reads for pleasure by the time they reach the age of 11, then they are much more likely to be successful in all walks of life, not just academically and professionally, but also personally as well, because of the effect on their general well-being.And it is not just children.  The benefits of escapist fiction are huge.  They take the reader away from the stresses and strains and conflicts of everyday life, supporting relaxation and reducing stress levels.  Reading is and should be fun and whatever you enjoy is what you should read, whether it be a graphic novel, a Mills and Boon romance, a biography or something that scares you. Life is definitely too short and there is much too much great reading material out there to read something you don’t want to!  Publishing is the greatest contributor to the Arts economy and you only need to look at TV schedules, the films at your local cinema or even the Christmas adverts to be made aware of the role that books and literature have on our entertainment.Reading fiction is escapism and it is fun. Romantic fiction can raise endorphins; crime fiction, the most popular genre because it appeals to men and women, reaffirms our sense of the power of justice and raises our levels of problem solving ability; horror gives us the opportunity to"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(4) "21st"
        [1]=>
        string(7) "century"
        [2]=>
        string(6) "skills"
        [3]=>
        string(7) "problem"
        [4]=>
        string(7) "solving"
      }
    }
    ["categories"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(6) "Family"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(7) "Reading"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(9) {
      [0]=>
      array(3) {
        ["value"]=>
        string(11) "communities"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(16) "digital literacy"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(18) "discovery learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(21) "information gathering"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(9) "libraries"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(10) "Literature"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(4) {
        ["value"]=>
        string(26) "social background"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(6) "social"
        }
      }
      [7]=>
      array(4) {
        ["value"]=>
        string(24) "social learning"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(6) "social"
        }
      }
      [8]=>
      array(4) {
        ["value"]=>
        string(34) "Social Wellbeing"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(3) {
          [0]=>
          string(9) "wellbeing"
          [1]=>
          string(6) "social"
          [2]=>
          string(9) "wellbeing"
        }
      }
    }
  }
}

Family

Public Libraries More Important Than You Might Imagine

17 Apr 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#43651"
  ["title"]=>
  string(42) "Capabilities: The new currency for success"
  ["categories"]=>
  array(5) {
    [0]=>
    string(6) "Family"
    [1]=>
    string(9) "Inclusion"
    [2]=>
    string(10) "Resilience"
    [3]=>
    string(13) "Special Needs"
    [4]=>
    string(9) "Wellbeing"
  }
  ["url"]=>
  string(57) "https://www.teachingtimes.com/ecj56-currency-for-success/"
  ["post_date_timestamp"]=>
  int(1497957968)
  ["objectID"]=>
  string(12) "post-43651-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(127) "There is, sadly, no simple recipe for success in life. But every day we understand more about what the influencing factors are."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(333) "describing the ingredients of performance character thus far I have used the words ‘attributes’ and ‘capabilities’ interchangeably. There are many more words being used. Of them ‘twenty-first century skills’ is the least precise; it’s just lazy thinking not to say what they are but link them to a ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(42) "Capabilities: The new currency for success"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Bill Lucas"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(127) "There is, sadly, no simple recipe for success in life. But every day we understand more about what the influencing factors are."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5702) "describing the ingredients of performance character thus far I have used the words ‘attributes’ and ‘capabilities’ interchangeably. There are many more words being used. Of them ‘twenty-first century skills’ is the least precise; it’s just lazy thinking not to say what they are but link them to a moment in time! When employers reach for a phrase they tend to say ‘soft skills’. But this unhelpfully undervalues them. Some writers have taken to using the phrase ‘non-cognitive skills’ apparently and mistakenly to distinguish them from ‘cognitive skills’ by which they tend to mean the hard thinking called for by learning science or maths. (In fact you are only non-cognitive when you are dead; everything we do or make or learn calls on our cognitive resources!) Two other ways of describing them are ‘habits of mind’ and ‘dispositions’ which also indicate something about their distinctiveness. These last suggestions bring with them the idea that they do not exist in a vacuum but are skills which are routinely deployed when actually needed. Paul Tough has usefully suggested that, if we want to cultivate a child’s dispositions ‘the place to begin is not with the child himself. What we need to change first, is seems, is his environment’17. We need to create a culture for the child in which as many as possible of her daily interactions with adults are conducive to the development of these valuable capabilities.With Guy Claxton I have made the arguments for teaching capabilities accessible to parents in Educating Ruby: What our children really need to learn18. Across the world there are initiatives which demonstrate that capabilities can be both developed and assessed. These include Building Learning Power19, the Partnership for 21st Century Learning20 and New Pedagogies for Deeper Learning21. But capabilities are seldom explicitly mandated by education ministries or departments and almost never assessed. Cultivating capabilities in young peopleFrom work with teachers across the world and from the kinds of initiatives listed in the previous paragraph we know a considerable amount about how best to develop the kinds of capabilities at the core of performance character. Essentially it is a four step process as in Table 3: Table 3 – A Four Step Process to Cultivating Capability – Lucas, 2016 Step 1 Real understanding is just as important when teaching a capability as it is when teaching knowledge or skills. Schools will want to decide which capabilities they are going to focus on. In some cases these will be value judgements and in others it will require a careful study of the research. With Educating Ruby we settled on seven, each beginning with the letter ‘c’ for ease of memory – confidence, curiosity, collaboration, communication, creativity, commitment and craftsmanship.Step 2 Here is where Paul Tough’s point about the wider environment is important. The co-curriculum, family learning and the many opportunities available in the wider community matter as well as what is offered in an early years or school setting. Climate is another word for culture in effect, rewiring us to think about all of the messages we give out as to whether something is valued or not. Influential here will be the degree to which leaders of any institution model the capabilities espoused by their public pronouncements. So too will the existence of reward systems in place to celebrate their acquisition and the degree to which displays on the walls of the institution reflects its beliefs. So, for example, if perseverance is required we would expect to see many examples of work in progress, of first second and third drafts and of proto-typing rather than endless triple-mounted blemish-less pieces of work. Critical here will be a strongly developed and subtle approach to engaging parents.Step 3 Two messages are important here. Capabilities are not taught or learned in a vacuum. They happen in context – during science, while in football practice, during assemblies. Whether within the formal curriculum or outside it is it important to name the capability explicitly. ‘Today we’re going to learn how to pass into space and I’d like all of you to see how many times you can practise this; get your team mate to make it really tricky for you as you get better.’ In lessons we know that certain approaches to teaching and learning work better than others. These include, when rigorously done, problem-based, enquiry-led learning; philosophy for children approaches; the use of thinking routines, extended tasks, case studies; role play; peer teaching; coaching; self-managed projects. Step 4 Schools which really embed capabilities rapidly realise that, for it to be sustainable and authentic they need to be creative in engaging children and young people, giving them new roles, creating new co-curricular opportunities and partnering with a range of youth and community groups outside of the formal sector.The Education Endowment Foundation (EEF) has, through its research, gone a long way to giving us a better understanding about some of the mechanisms which are likely to be at work in these kinds of learning contexts. They include an explicit focus on the process of learning (meta-cognition) and self-regulation22 as well as on the processes by which children learn how to manage their emotions, set and achieve goals, show empathy for others and develop positive relationships with others (social and emotional learning)23.Why this matters to disadvantaged pupils especiallyA recent"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(6) {
        [0]=>
        string(4) "21st"
        [1]=>
        string(7) "century"
        [2]=>
        string(6) "skills"
        [3]=>
        string(9) "emotional"
        [4]=>
        string(7) "problem"
        [5]=>
        string(6) "social"
      }
    }
    ["categories"]=>
    array(5) {
      [0]=>
      array(3) {
        ["value"]=>
        string(6) "Family"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(9) "Inclusion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(10) "Resilience"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(4) {
        ["value"]=>
        string(18) "Wellbeing"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(9) "wellbeing"
          [1]=>
          string(9) "wellbeing"
        }
      }
    }
    ["tags"]=>
    array(7) {
      [0]=>
      array(3) {
        ["value"]=>
        string(3) "AfA"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(13) "Disadvantaged"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(18) "education outcomes"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(22) "Pedagogical strategies"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(4) {
        ["value"]=>
        string(26) "social background"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(6) "social"
        }
      }
      [5]=>
      array(4) {
        ["value"]=>
        string(24) "social mobility"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(6) "social"
        }
      }
      [6]=>
      array(3) {
        ["value"]=>
        string(23) "structured conversation"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Family

Capabilities: The new currency for success

20 Jun 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#39721"
  ["title"]=>
  string(21) "Storytelling websites"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(51) "https://www.teachingtimes.com/storytellingwebsites/"
  ["post_date_timestamp"]=>
  int(1335537629)
  ["objectID"]=>
  string(12) "post-39721-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(79) "Websites to support and promote story writing and storytelling in the classroom"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(365) "... the storyteller within and how dramacan naturally lead to an embellished plot. This ancient art form has proven resultsin aiding academic success and supporting the social and emotional wellbeing ofchildren. Here we look at a series of websites which maintain this tradition in a technologydominated age.With the rising popularity ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(21) "Storytelling websites"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(79) "Websites to support and promote story writing and storytelling in the classroom"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5641) "e-learning–Storytelling52Volume3.1nCreativeTeaching&LearningStorytellingWebsites to support and promote story writing andstorytelling in the classroomIn this issue we have explored how effective storytelling can create a healthy learningtension in the classroom, how visuals can invoke the storyteller within and how dramacan naturally lead to an embellished plot. This ancient art form has proven resultsin aiding academic success and supporting the social and emotional wellbeing ofchildren. Here we look at a series of websites which maintain this tradition in a technologydominated age.With the rising popularity of the e-book it’s important that schools evolve alongside thedemands of technology. In very recent years digital storytelling resources have advanced atan extraordinary rate. Below are several digital tools, each with their own unique twist, thatallow pupils across the Key Stages to write, design and share their own stories online.To balance tradition with technology we also look at more conventional teachingmethods such as storytelling through drama and websites that help students torecognise themselves as writers and inventive ways to incorporate oral storytelling inthe classroom.As well as those sites explored below, the Audacity website is certainly worth a visit– this online recording suite allows students to record a rather professional audio bookcomplete with narration, sound effects and soundtrack ideal for Key Stages 3 and 4. Thebenefits of Google Images and YouTube should never be overlooked and could be put togood use here as a story-starter activity, eg by projecting images or video clips of differentsettings or characters onto the interactive whiteboard.Whether you are a traditionalist or a technology advocate, it seems an undeniable factthat ICT can enrich a creative writing session and help to nurture a love of stories withthe wider aim of building a deep thinking classroom culture. Essentially this ancient artform helps pupils to develop creative and critical thinking skills, communication and asense of empathy and adapts comfortably to the technological demands of the 21stcentury classroom.Volume3.1nCreativeTeaching&Learning53e-learning–StorytellingWriting a good story is all about asking the right sortof questions, often before pen is anywhere near paper.Lightning Bug provides inspirational writing guidance foryoung people, plus a selection of teacher resources.Despite its simplicity the site takes story creating to adeeper level by asking the budding writer: ‘What sort ofwriter are you?’ with the intention of persuading the mostreluctant of authors that there is a style of story writing tosuit all personalities. A bit of self-exploration is the key towriting a good story here: are you an active person? Notnecessarily the type to sit quietly absorbed in a book? Trytime-restricted speed-writing! Are you more for sciencethan science fiction? Take a more logical approach bymapping ideas and considering structure. This is a usefulsite for breaking down the barriers to writing, especiallyfor teachers who know their students inside out and cantherefore pander to their personalities!To get students in the story writing mindset thereare some great practical ideas for lesson openers, suchas ‘automatic writing’; ‘snatching’ a conversation (todevelop as a narrative), or laying the foundations forthe tale to come by writing the blurb first.For teachers there are downloadable worksheetsavailable all of which are question focused: What dothe characters want? How will you lead to the climax?Is your ending what readers expected? Have you usedforeshadowing? This site really does build on the premisethat creative thinking skills and self exploration are keyto successful story writing.Seven steps to the perfect story and a published bookto boot. Storyjumper eradicates the fear of putting pento blank page when faced with the daunting task of storywriting. Users not only create their own online story, but‘build’ the book in which to house it.The website guides the user through the sevenprimary components of storytelling: character, challenge,motivation, setting, obstacles, climax and outcome.The level of support on offer at each stage, backed bysome marvellous examples, makes storytelling almostirresistible by injecting fun into an activity some childrenmay feel anxious about.Storyjumper is big on developing creative thinking and questioning skills as a means to developing a story.For example in the ‘Help’ section pupils are prompted to think of questions they would put to their character andempathise to reach their likely answers. Examples range from ‘What are you most proud of?’ to ‘Why do dogs run awayfrom you?’ and ‘Why does your front tooth wiggle?’! This could be effortlessly extended into a role play activity.Questioning continues at each of the seven stages to help the author to consider what’s important to their uniqueplot – what is the outcome your character hopes for? Is your character happy or gloomy? Polite or rude? Clever orarrogant? A ‘storystarter’ worksheet is downloadable for pupils to record their pre-writing notes.When the budding author feels confident, they can then progress to the ‘story creator’ stage. If a blank page isdaunting, get rid of it! Users can chose a setting from the visuals supplied or upload their own photographs as apage backdrop, prop or character. A familiar visual, or a personal photo with real experiences linked to it, couldbe an excellent story-starter.The ‘classroom"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(7) {
        [0]=>
        string(4) "21st"
        [1]=>
        string(7) "century"
        [2]=>
        string(6) "skills"
        [3]=>
        string(9) "emotional"
        [4]=>
        string(9) "wellbeing"
        [5]=>
        string(6) "social"
        [6]=>
        string(9) "wellbeing"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Storytelling websites

27 Apr 2012

array(8) {
  ["distinct_key"]=>
  string(10) "post#36129"
  ["title"]=>
  string(47) "Mental Wellbeing Of Children In Primary Schools"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(78) "https://www.teachingtimes.com/mental-wellbeing-of-children-in-primary-schools/"
  ["post_date_timestamp"]=>
  int(1197633158)
  ["objectID"]=>
  string(12) "post-36129-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(376) "The National Institute for Health and Clinical Excellence (NICE) has published draft guidance on the Mental Wellbeing Of Children In Primary Schools. The guidance makes four recommendations covering the overall approach to promoting mental wellbeing in primary schools, universal approaches and targeted approaches. The final version is expected early in ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(445) "... behaviour and improving relationships between children and adults.· A curriculum on emotional and social development, covering skills such as problem solving, coping, conflict management and emotional literacy.· Training and development to make sure teachers and non-teaching staff can deliver the curriculum.· Help to develop parenting skills.· Integrated activities to ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(56) "Mental Wellbeing Of Children In Primary Schools"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(9) "wellbeing"
        [1]=>
        string(9) "wellbeing"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(423) "The National Institute for Health and Clinical Excellence (NICE) has published draft guidance on the Mental Wellbeing Of Children In Primary Schools. The guidance makes four recommendations covering the overall approach to promoting mental wellbeing in primary schools, universal approaches and targeted approaches. The final version is expected early in 2008.
Folder: Leadership Briefings Issue 2.12 (24)"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(9) "wellbeing"
        [1]=>
        string(9) "wellbeing"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5909) "ResourceMENTAL WELLBEING OF CHILDREN IN PRIMARY SCHOOLSOriginal DocumentMental wellbeing of children in primary education. The National Institute for Health and Clinical Excellence (NICE) has published draft guidance on the Mental Wellbeing Of Children In Primary Schools. The guidance makes four recommendations covering the overall approach to promoting mental wellbeing in primary schools, universal approaches and targeted approaches. The final version is expected early in 2008.KeywordsMental wellbeing, emotional health, social health, psychological health, primary schools.SummaryThis guidance complements existing national guidance and programmes on the social and emotional aspects of learning. In particular, it should be considered within the context of the Social and Emotional Aspects of Learning (SEAL) programme (Department for Education and Skills 2005a; 2005b) and related community-based initiatives.Key Points:The guidance makes four recommendations covering the overall approach to promoting mental wellbeing in primary schools, universal approaches and targeted approaches. The final version is expected early in 2008.Comprehensive approachesProfessionals working with children in primary schools should:· Make sure primary schools promote the emotional and social wellbeing of children. All primary schools should provide a comprehensive programme that:· Is based on a ‘whole school’ approach that promotes positive behaviour and successful relationships. It should include support for all pupils and parents and specific help for those most at risk, or showing signs, of emotional and behavioural problems.· Is part of achieving the National Healthy Schools Standard and addressing the Every Child Matters outcomes.· Includes training and support for school staff provided by appropriately qualified people.· Make sure primary schools have access to the skills, advice and support needed to deliver the programme. This should include local protocols with a ‘stepped care’ approach to the prevention and management of mental health problems. These should cover assessment and referral and define the role of schools and other agencies in delivering different interventions.Universal approachesFor children in primary schools (aged 4–11) and their parents or carers, teachers, school and other children’s services staff should:· Provide a comprehensive programme to promote children’s emotional and social wellbeing based on an ethos of positive behaviour and successful relationships, including:· Staff development on managing behaviour and improving relationships between children and adults.· A curriculum on emotional and social development, covering skills such as problem solving, coping, conflict management and emotional literacy.· Training and development to make sure teachers and non-teaching staff can deliver the curriculum.· Help to develop parenting skills.· Integrated activities to promote emotional and social wellbeing in all areas of school life.Targeted approachesFor children in primary schools (aged 4–11) who are experiencing anxiety or emotional distress, and their parents or carers, primary school and children’s services staff should:· Make sure school staff is trained to identify and assess early signs of anxiety and emotional distress and make an appropriate referral for specialist assessment.· Identify and assess children who are experiencing early signs of anxiety or emotional distress using methods such as the common assessment framework (CAF). Normally, they should only refer them for specialist assessment if they have a combination of risk factors and/or the difficulties are recurring or persistent.· Discuss the options for tackling these problems with the child and their parents or carers and agree an action plan, as the first stage of a ‘stepped care’ approach.· Offer a range of interventions, depending on needs, provided in conjunction with other services. These may include:· Tailored group sessions delivered by appropriately trained specialists who are ‘in receipt of supervision’ and using a specific psychological intervention.· Group sessions to help the parents or carers of these children to develop their parenting skills. These should be run in parallel with the children’s sessions.· Make sure disadvantaged parents or carers get the support they need to take part in the sessions.For children in primary schools (aged 4–7) at risk of developing or already showing disruptive behaviour problems, and their parents or carers, primary school and children’s services staff should:· Make sure school staff is trained to identify and assess children at risk of developing, or who already display, disruptive behavioural problems and can make an appropriate referral for specialist assessment.· Identify and assess children who are at risk of developing, or who display, disruptive behavioural problems, using existing methods such as CAF. Normally, they should only refer them for specialist assessment if they have a combination of risk factors and/or the difficulties are recurring or persistent.· Discuss the options for tackling these problems with the child and their parents or carers and agree an action plan, as part of the first stage of a ‘stepped care’ approach.· Offer a range of interventions in conjunction with other services, depending on the child’s needs. Where appropriate, there should be tailored support to prevent or reduce disruptive behavioural problems. This extra support may include:· Group sessions delivered by appropriately"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(7) {
        [0]=>
        string(6) "skills"
        [1]=>
        string(9) "emotional"
        [2]=>
        string(9) "wellbeing"
        [3]=>
        string(7) "problem"
        [4]=>
        string(7) "solving"
        [5]=>
        string(6) "social"
        [6]=>
        string(9) "wellbeing"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Mental Wellbeing Of Children In Primary Schools

14 Dec 2007