# data[].attributes.body
Thank you for taking part.

# data[].attributes.attachment_link.description
Interact with your audience using real-time voting. No installations or downloads required - and it's free!

# data[].attributes.body
Completing these evaluations allow us to develop future content much more quickly than the PTES

# data[].attributes.attachment_link.description
We want to know what you feel has gone well. But this survey is your chance to suggest changes and tell us what we need to develop. Tell us here, rather than in the national PTES survey which we will get you to complete with us on a CIE session on 12th March.

# data[].attributes.body
Please remember to pick three schools. This will open on Monday at 7pm.

# data[].attributes.attachment_link.description
The following are the schools who have offered to host students on our Immersion Days on 27th and 28th March. You will be attending a SEND school for both days. We ask you to have a look at their websites and consider which schools appeal to you.

# data[].attributes.body
Click below to access all content on Blackboard, relating to the CIE Assignment (non-maths)

# data[].attributes.body
Please take some time to look at the marking rubric. This includes the digital element (last page), which is essentially the wider content you include.

# data[].attributes.headline
Interview questions and other resources.

# data[].attributes.subject
Interview questions and other resources.

# data[].attributes.body
Click below to access resources, which are hosted on BB.

# data[].attributes.attachment_link.title
10 reasons why play is important | National Literacy Trust

# data[].attributes.attachment_link.description
Play teaches adults patience and understanding. If you do choose to join in your child's play make sure that you do not try to take it over and force incorporation of your ultimate learning objectives into their play. Structured adult-led activities have their time and place but remember to allow for time for children to control and decide their own play.

# data[].attributes.attachment_link.readable_text
Play is an essential part of every child's life and is vital for the enjoyment of childhood as well as social, emotional, intellectual and physical development.

When children are asked about what they think is important in their lives, playing and friends is usually at the top of the list.
Defining play
How do we define what 'playing' actually means?

Our Charter for Children's Play describes play as: 'what children and young people do when they follow their own ideas and interests, in their own way, and for their own reasons.'

Play has also frequently been described as 'what children and young people do when they are not being told what to do by adults'.

Having time and space to play gives children the opportunity to meet and socialise with their friends, keeps them physically active, and gives the freedom to choose what they want to do.

Research shows that play has many benefits for children, families and the wider community, as well as improving health and quality of life. Recent research suggests that children's access to good play provision can:

increase their self-awareness, self-esteem, and self-respect

improve and maintain their physical and mental health

give them the opportunity to mix with other children

allow them to increase their confidence through developing new skills

promote their imagination, independence and creativity

offer opportunities for children of all abilities and backgrounds to play together

provide opportunities for developing social skills and learning

build resilience through risk taking and challenge, problem solving, and dealing with new and novel situations

provide opportunities to learn about their environment and the wider community.

Evidence is also available that outlines wider benefits of play provision for families and communities, suggesting that:

parents can feel more secure knowing that their children are happy, safe and enjoying themselves

families benefit from healthier, happier children

buildings and facilities used by play services are frequently seen as a focal point for communities

it offers opportunities for social interaction for the wider community and supports the development of a greater sense of community spirit, promoting social cohesion

public outside spaces have an important role in the everyday lives of children and young people, especially as a place for meeting friends

parks and other green spaces are popular with adults taking young children out to play and for older children and young people to spend time together.

Summaries of the research and evidence of the positive benefits of play are discussed in detail in Play for a Change.
Children's right to play is a human right
On 1 February 2013 the United Nations Committee on the Rights of the Child adopted a General Comment that clarifies for governments worldwide the meaning and importance of Article 31 of the Convention on the Right of the Child.

A General Comment is an official statement that elaborates on the meaning of an aspect of the United Nations Convention on the Rights of the Child that seems to require further interpretation or emphasis. The aim of the General Comment is to raise the importance of an Article and increase accountability among countries that have signed up to the Convention.

The  International Play Association  (IPA) provided evidence to the UN Committee on the Rights of the Child that has persuaded them there is need to clarify Article 31 - this clarification is made through the publication of a General Comment. The IPA has taken a lead role in the development of the General Comment.
Download General Comment 17 on Article 31 Download summary of General Comment 17 on Article 31

# data[].attributes.attachment_link.description
Play is an essential part of every child's life and is vital for the enjoyment of childhood as well as social, emotional, intellectual and physical development. When children are asked about what they think is important in their lives, playing and friends is usually at the top of the list.

# data[].attributes.attachment_link.readable_text
A few years ago I found a small, cold, barefoot child on Hampstead Heath early on a Sunday morning. It was a forlorn sight, as he picked his way across the gravel path, and other dogwalkers turned to look at him because it was so unusual to see such a small child alone. I decided to go up to him and saw that he was wet and shivering and had obviously been swimming in the pond.

After I had convinced him to zip up his jacket, he told me he was six years old, nearly seven, and he was not lost and that his parents had gone on ahead. I didn't want to leave him and he agreed to my accompanying him home. I was expecting huge relief from his parents and perhaps a little anger - "Where were you? We've been so worried!" - so was surprised to be told by his father that it was none of my business and that "we were just ahead and he is allowed to wander home freely". I worried about him to my friends and thought it interesting that while most of them thought I was being ridiculously overanxious, others encouraged me to call the police, one person saying that "the middle-classes think they can get away with any sort of treatment of their children without the social services getting involved".

I convinced myself that allowing him to make the short walk home on his own wasn't a sign of neglect, but the incident stayed with me (and inspired a novel I've written, which opens with the finding of a child). I thought a great deal about my own attitudes towards my children's freedom and protection, and about our attitude in general and in both cases there seems to be a great deal of confusion and tension. A report earlier this month from the charity Play England said that one in five children never goes out to play, and that a third have never climbed a tree or built a den and one in 10 cannot ride a bike. Compounded by recent results from the Children's Society's Good Childhood report, saying that half a million UK children from eight to 16 had a "low sense of well-being", government ministers and journalists were quick to blame over-protective parents who "cotton-wool wrap" their children, keeping them inside and glued to a screen rather than letting them play outdoors.

Yet parents who do let their children do the kinds of things we did in our own childhoods (get the bus from an early age, go to the shops, play on the streets, go to the park on your own, "come back when it gets dark") risk being judged by other parents, their childrens' school and even by the social services. Oliver and Gillan Schonrock of Dulwich let their five- and eight-year-old children cycle a mile to school every day and were soon contacted by the headmaster, who said that if they persisted then the local social services would have to get involved. The case made the news, and the couple were quoted as saying that all they had wanted to do was to "recreate the simple freedom of our own childhoods".

Lenore Skenazy recently wrote for The New York Sun about letting her nine-year-old son ride on the subway alone and found herself either being lauded as refreshingly progressive or being castigated as "the world's worst mother" (this was her title when she appeared on Fox News a couple of days after the article was published). Her response was to write a book, start a website and then something of a parenting movement promoting the "free-range lifestyle" for children. Psychologists such a Michael Ungar, author of Too Safe for Their Own Good, back up Skenazy's parenting instincts by saying that a lack of unsupervised risk-taking seriously impedes children's ability to be fully formed, independent adults, and furthermore, not seeing children playing on the streets is indicative of our society's "lack of community resilience" and greater inability to handle a crisis such as the economic downturn.

There are no laws or official guidelines about all this - that's why it is so difficult for parents to decide what is the right thing. Chris Cloke, NSPCC head of child protection awareness, says: "In most situations children under eight shouldn't be out on their own. Some 10-year-olds are old enough to look after themselves in situations such as walking to school alone. However, not all 10-years-olds are the same."

My own attitudes towards allowing my children freedoms while protecting their safety are also inconsistent and guided by personal fear and my own childhood experiences. I didn't let my kids play out on our street, even though they wanted to, didn't let them walk or take the bus to school until they were 10 (and some parents thought this was far too early) and can't sleep until my 17-year-old is safely home, but felt strongly that my kids should have outdoor adventures despite being brought up in London.

This has not always turned out well. I decided that we should all walk home "the cliff-top way" in southern Spain. Hours later, as we were still clambering over rocks, night suddenly fell in a black blanket and I made them all stop and sit on a flat stone. I was in a bikini and thankfully the children were wearing a bit more. My then husband heroically found us but we had to spend the night there, clasping the kids to us in an attempt to keep them warm, and reassure them about the creeping animal sounds.

We also sailed round an island in a small hired boat in Greece and ran out of petrol as a storm brewed up and I have never seen my husband as frightened. I also made my kids and two friends swim around a bay and they got exhausted and I had to have the two youngest on my back. When we were all caught up in the Asian tsunami, which admittedly was not my fault, my dad uncharacteristically shouted at me and said: "That's it. That's enough. You have kids. Time to be safe and boring."

I think this need to force my children to have adventures and take risks came from my mum, who was very gung-ho and used to dare us to swim in the Irish sea in winter, ride unruly ponies bareback and sail my baby brother round a lake in a dinghy.

I also had a grandmother who flew airplanes and sneered at any kind of health and safety. There was also the fact that everyone else was letting their children ride on the top of cars down country lanes, skate across ponds, cycle round the South Coast for a week with another 14-year-old (yes, Mum, you did let us do this), sleeping in Youth Hostels and fields and even a city park.

Although these emergencies (apart from the tsunami) are among my children's favourite memories and they are both quite into thrill-seeking, I do remember that on one holiday, the family we went with were very watchful of their children, worrying about water-carrying diseases and germs (something I would never think about). My son seemed to want to be restricted and refused to come white-water rafting with us, preferring to play chess inside.

So perhaps in his case a bit more protection and a bit less forced adventure would have built up his independence and confidence. In trying to balance the freedoms and necessary restrictions, we are all haunted by our own experiences and expectations of what we think an ideal childhood should be.
'The Henry Experiment' by Sophie Radice is available from February linenpressbooks.com £11.99

# data[].attributes.attachment_link.description
A few years ago I found a small, cold, barefoot child on Hampstead Heath early on a Sunday morning. It was a forlorn sight, as he picked his way across the gravel path, and other dogwalkers turned to look at him because it was so unusual to see such a small child alone.

# data[].attributes.attachment_link.readable_text
A leading researcher in the field of cognitive development says when children pretend, they're not just being silly-they're doing science

Walk into any preschool and you'll find toddling superheroes battling imaginary monsters. We take it for granted that young children play and, especially, pretend. Why do they spend so much time in fantasy worlds?

People have suspected that play helps children learn, but until recently there was little research that showed this or explained why it might be true. In my lab at the University of California at Berkeley, we've been trying to explain how very young children can learn so much so quickly, and we've developed a new scientific approach to children's learning.

Where does pretending come in? It relates to what philosophers call "counterfactual" thinking, like Einstein wondering what would happen if a train went at the speed of light.

In one study, my student Daphna Buchsbaum introduced 3- and 4-year-olds to a stuffed monkey and a musical toy and told them, "It's Monkey's birthday, and this is a birthday machine we can use to sing to Monkey. It plays "Happy Birthday" when you put a zando" (a funny-looking object) "on it like this." Then she held up a different object and explained that it wasn't a zando and therefore wouldn't make the music play. Then she asked some tricky counterfactual questions: "If this zando wasn't a zando, would the machine play music or not?" What if the non-zando was a zando? About half the 3-year-olds answered correctly.

Then a confederate took away the toys and Daphna said, "We could just pretend that this box is the machine and that this block is a zando and this other one isn't. Let's put the blocks on the machine. What will happen next?" About half said the pretend zando made pretend music, while the pretend non-zando did nothing (well, pretend nothing, which is quite a concept even if you're older than 3).

We found children who were better at pretending could reason better about counterfactuals-they were better at thinking about different possibilities. And thinking about possibilities plays a crucial role in the latest understanding about how children learn. The idea is that children at play are like pint-sized scientists testing theories. They imagine ways the world could work and predict the pattern of data that would follow if their theories were true, and then compare that pattern with the pattern they actually see. Even toddlers turn out to be smarter than we would have thought if we ask them the right questions in the right way.

Play is under pressure right now, as parents and policymakers try to make preschools more like schools. But pretend play is not only important for kids; it's a crucial part of what makes all humans so smart.

Like this article?
SIGN UP for our newsletter

# data[].attributes.attachment_link.title
Let the Children Play, It's Good for Them!

# data[].attributes.attachment_link.description
Walk into any preschool and you'll find toddling superheroes battling imaginary monsters. We take it for granted that young children play and, especially, pretend. Why do they spend so much time in fantasy worlds? People have suspected that play helps children learn, but until recently there was little research that showed this or explained why it might be true.

# data[].attributes.headline
Contemporary Issues in Education Video 1 Accessing your Pebblepad Workbook

# data[].attributes.subject
Contemporary Issues in Education Video 1 Accessing your Pebblepad Workbook

# data[].attributes.body
The first step....

# data[].attributes.attachment_link.title
Contemporary Issues in Education Video 1 Accessing your Pebblepad Workbook

# data[].attributes.headline
Contemporary Issues in Education Video 2 Starting your digital assignment

# data[].attributes.subject
Contemporary Issues in Education Video 2 Starting your digital assignment

# data[].attributes.body
Step 2...

# data[].attributes.attachment_link.title
Video 2 starting your digital assignment

# data[].attributes.body
Simon Clay lecture recordings

# data[].attributes.attachment_link.provider_name
English Speaking Board (International) Ltd.

# data[].attributes.attachment_link.readable_text
The Education Secretary addressed the Church of England Foundation for Educational Leadership conference in London this morning to stress the importance of instilling confidence and character in every child.

Hinds declared that he wishes to "call time" on the phrase "public-school confidence", arguing that such confidence should not be reserved for privately educated children only.

Hinds went on to present his "five foundations to build character": sport, creativity, performing, volunteering and membership and the world of work. He promises to increase schools' access to these activities, ensuring that every child is given the opportunity to test themselves from a range of activities which all contribute to their overall character and resilience.

With oracy skills playing a major role in all of Hinds' "five foundations to build character" the initiative is warmly welcomed by English Speaking Board (International). ESB's qualifications are specifically designed to boost pupils' confidence through oracy.

Says Tina Renshaw, Chief Executive,

We strongly support the Education Secretary's speech on "rethinking resilience" in schools. Our qualifications give young people the opportunity they need to realise their talent and self-worth, as well as giving them a structure of how to speak clearly and with confidence. We are excited to see character education spark interest in government decisions.

Read about the projects ESB has carried out to raise achievement for learners in Stoke-on-Trent and in Plymouth and the South West.

Find out more about Damian Hinds' speech here https://www.tes.com/news/hinds-call-time-public-school-confidence.

Follow our #RethinkingResilience conversation over on our Twitter page.

# data[].attributes.attachment_link.title
"Character and resilience" as important as GCSEs for young people says Damian Hinds - English Speaking Board (International) Ltd.

# data[].attributes.attachment_link.description
The Education Secretary addressed the Church of England Foundation for Educational Leadership conference in London this morning to stress the importance of instilling confidence and character in every child. Hinds declared that he wishes to "call time" on the phrase "public-school confidence", arguing that such confidence should not be reserved for privately educated children only....

# data[].attributes.body
Character and reslience

# data[].attributes.attachment_link.readable_text
Character and resilience are as crucial to young people's future success as academic qualifications, Education Secretary Damian Hinds said today.

Addressing the Church of England Foundation for Educational Leadership conference today (7 February), Mr Hinds laid out the 5 Foundations for Building Character and pledged to work with schools and external organisations, including membership bodies and charities, to help every child access activities within each of those foundations.

To make this happen the Education Secretary announced:

Plans for an audit of the availability of out of school activities across the country, to help understand where more focus is needed to increase access and choice. The Government will also work with organisations to look at how it can support greater provision in areas where it is limited.

A call on businesses and charities to offer more work experience and volunteer placements to young people.

Relaunching the Department for Education's Character Awards, which highlight innovative or outstanding programmes that develop a wide variety of character traits including conscientiousness, drive and perseverance, as well as virtues, for other schools to learn from.

A new advisory group, led by Ian Bauckham - who led the work to update the Relationships, Sex and Health Education guidance for schools - will now develop a new framework to help teachers and school leaders identify the types of opportunities that will help support their pupils to build character. The framework will also provide a self-assessment tool for schools to check how well they are doing.

Alongside this work Mr Hinds also underlined the significance of pupils learning about the importance of positive personal attributes - such as self-respect and self-worth, honesty, courage, kindness, generosity, trustworthiness and a sense of justice - as part of the new Relationships, Sex and Health Education curriculum.

These wide ranging proposals are aimed at building on the great work already being done by many schools to ensure young people build strong and positive relationships and embrace the character and resilience needed to deal with life's inevitable challenges.

In his speech the Education Secretary said:

Character and resilience are the qualities, the inner resources that we call on to get us through the frustrations and setbacks that are part and parcel of life. How do we instil this in young people, how do we make sure they are ready to make their way in the world as robust and confident individuals?

I have heard repeatedly from teachers, parents and young people themselves about the areas of activity that will help develop character and resilience. They combine elements that will stretch and challenge and will help young people think, develop and grow and which will enhance their self-esteem and their confidence.

This is not about a DfE plan for building character. It has to be about schools learning from other schools, it's about business pitching in when it can, it's about community groups speaking up and inviting schools in. It's about individual adults volunteering. All of us need to work together using the wide range of resources and experts that there are out there.

Today's announcements follow a series of activities to help schools focus on more than just academic achievement. These include:

Ofsted's plans to introduce a new inspection framework that will specifically look at how schools will ensure a child's education is about more than just exams.

A £2.5million programme with the British Council to ensure more children, particularly those from disadvantaged backgrounds, are able to go on school exchanges and benefit from the opportunity of experiencing other cultures first hand.

New research by the Social Mobility Commission looking at the impact of extra-curricular activities on social mobility. This will help ensure the most effective practices are scaled up and targeted at the areas that need them most.

The 5 Foundations for Building Character cover a number of key areas - sport, creativity, performing, volunteering and membership, and the world of work. In his speech Mr Hinds said that these activities are a crucial part of a child's development and will teach them the qualities that cannot solely be learned in the classroom.

These key areas cover an extensive list of activities. The foundations are:

1. Sport - which includes competitive sport and activities such as running, martial arts, swimming and purposeful recreational activities, such as rock climbing, hiking, orienteering, gym programmes, yoga or learning to ride a bike.

2. Creativity - this involves all creative activities from coding, arts and crafts, writing, graphic design, film making and music composition.

3. Performing - activities could include dance, theatre and drama, musical performance, choir, debating or public speaking.

4. Volunteering & Membership - brings together teams for practical action in the service of others or groups, such as volunteering, litter-picking, fundraising, any structured youth programmes or uniformed groups like Beavers, Brownies, Cubs, Guides, Scouts, Cadets and Duke of Edinburgh.

5. World of work - practical experience of the world of work, work experience or entrepreneurship. For primary age children, this may involve opportunities to meet role models from different jobs.

Dame Julia Cleverdon, Co-Founder, Step Up To Serve & the #iwill campaign, said:

As co-founder of the #iwill campaign, which brings together over 900 organisations to increase opportunities for young people to help others and the environment through youth social action, I am delighted with the Secretary of State's aspiration to increase the quality and spread of activity within his 5 foundations for character, which will strengthen the role our education system plays in supporting the character development of our young people.

The #iwill campaign recognises that taking part in sport, creativity, performing, volunteering & membership and the world of work can have a double benefit when the experiences are delivered through social action. By experiencing activities within the 5 foundations for character whilst helping others and the environment, young people not only develop their own character and resilience but also make a positive difference to others, and the communities around them. We look forward to supporting the Department for Education with this important priority.

HM Chief Inspector Amanda Spielman said:

Fundamentally education is about making sure the next generation have everything they need to realise their potential. That means offering them a broad and rich curriculum which gives them the knowledge and skills that will set them up for success in further study and the world and work.

But it shouldn't stop there; a young person's time in education should help to build their confidence and resilience, helping them to deal with life's ups and downs. That is why the new framework we are currently consulting on will have a specific personal development judgement, to recognise the work that schools do to prepare children and young people to take their place as adults and active citizens in modern Britain.

Geoff Barton, General Secretary of the Association of School and College Leaders, said:

It's good that the Secretary of State is recognising the important part played by extra-curricular activities, which have a proud tradition across schools and colleges of all types. Such activities don't lend themselves to school performance tables, but they should be an essential part of every child's experience.

The evidence shows that the vast majority (81 per cent) of 11-18 year olds take part in at least one regular activity either in or outside of school. Bringing together these activities in the 5 Foundations for Building Character is intended to help teachers and parents identify character building activities and signpost young people to the wide range of opportunities available.

# data[].attributes.attachment_link.title
Education Secretary sets out vision for character and resilience

# data[].attributes.attachment_link.description
Character and resilience are as crucial to young people's future success as academic qualifications, Education Secretary Damian Hinds said today. Addressing the Church of England Foundation for Educational Leadership conference today (7 February), Mr Hinds laid out the 5 Foundations for Building Character and pledged to work with schools and external organisations, including membership bodies and charities, to help every child access activities within each of those foundations.

# data[].attributes.headline
Contemporary Issues in Education Video 3

# data[].attributes.subject
Contemporary Issues in Education Video 3

# data[].attributes.body
producing and enhancing your digital assignment

# data[].attributes.attachment_link.title
Video 3 producing and enhancing your digital assignment

# data[].attributes.body
downloading reading for uploading to Turnitin!

# data[].attributes.attachment_link.title
Video 4 downloading ready for upload to Turnitin

# data[].attributes.body
Click below for the shared folder...

# data[].attributes.body
The PPT is provided by the Jubilee Centre for Character and Virtue. You may find it useful for PP3.

# data[].attributes.headline
Relationships (and sex) education and health education

# data[].attributes.subject
Relationships (and sex) education and health education

# data[].attributes.attachment_link.title
Relationships (and sex) education and health education

# data[].attributes.attachment_link.description
DfE is seeking views on draft regulations, statutory guidance and a regulatory impact assessment for relationships and sex education and health education.

# data[].attributes.body
Have an opinion!

# data[].attributes.attachment_link.readable_text
Children will be taught about consent from the age of four in the first update to sex education since 2000, the department of education has revealed.

The full update to the curriculum will be launched this week and will include teaching designed to equip children with the information they need to form respectful relationships both online and offline.

Primary school students will be taught about what consent means and the importance of enforcing and adhering to "boundaries" in age-appropriate classes that will continue into secondary school.

Join Independent Minds

For exclusive articles, events and an advertising-free read for just £5.99 €6.99 $9.99 a month

Get the best of The Independent

With an Independent Minds subscription for just £5.99 €6.99 $9.99 a month

Get the best of The Independent

Without the ads - for just £5.99 €6.99 $9.99 a month

Lessons on the laws surrounding sexual exploitation, harassment and domestic abuse will also be included in the updated guidelines.

The update comes after figures obtained by BBC's Panorama in 2017 found nearly 30,000 reports of children sexually abusing other youngsters during a four-year-long period, 2,625 of which took place on school grounds.

This was followed by a report published in JAMA Pediatrics in January this year, which revealed that one in seven teens are sending "sexts" to one another, a term used to describe sexually explicit images or videos shared through the internet.

"It's vital that every child knows about their rights and that nothing should happen to them without their consent," said education secretary, Damian Hinds.

"This guidance was last updated before the children who are at school today were born and, while many schools already choose to teach young people about the importance of healthy relationships, this updated guidance will support schools as we make relationships education compulsory.

"This new guidance will ensure lessons teach children and young people how to recognise when someone else has not given consent and more importantly why they should not to put pressure on someone else to do something they don't want to."

The changes come after former education secretary Justine Greening outlined her vision for a revamped sex and relationships education curriculum in December 2017, saying that it should "cover 21st-century issues" such as cyberbullying and sexting.

"We want to make sure these lessons cover sexual health and risks, as well as teaching about consent and understanding boundaries, what a healthy and stable relationship looks like and how to stay safe in the real world and online," Greening explained in a TES at the time.

# data[].attributes.attachment_link.title
Children as young as four to be taught about consent in school

# data[].attributes.attachment_link.description
Children will be taught about consent from the age of four in the first update to sex education since 2000, the department of education has revealed. The full update to the curriculum will be launched this week and will include teaching designed to equip children with the information they need to form respectful relationships both online and offline.

# data[].attributes.attachment_link.description
How are relationships with self, curriculum and others affected by different needs?

# data[].attributes.body
This also includes content from the Feb inclusion workshops!

# data[].attributes.attachment_link.readable_text
WB 18th February, 2019.

Academic Development Week

Message from Vikki

Use these arrows to move to the next slide.

Workshops &Academic Support

Please also remember that the Academic Learning Department, based in Augustine House, also has online support and workshops for you to access and engage with either via your Student Portal, or face:face, throughout the duration of your programme.If you have any concerns about your academic reading and/or writing at any stage, do look closely at all the helpful things they offer, and contact them!

You have opportunity this week to organise and prioritise your own time. You will find here what we hope will be a very helpful steer towards the aspects of the programme we would anticipate you focussing on, together with a reminder about what not to forget.

Things to consider, this week.

Researching Teaching and Learning Assignment.

Webinar series.

Professional Portfolio updates.

WOrking with Parents Molo

Click on the text, to go to that section.

The home button will bring you back here.

English as an Additional Language

Resources from LQBTQ+/Workshops

In line with your RT&L tutor's advice, be working on your presentation ready to submit your presentation notes BY 2pm 22 FEBRUARY.

Researching Teaching & Learning

Webinar Series

CLICK HERE:Key dates and events in the future.

Looking ahead to the other times during the programme when you will be afforded a similar opportunity with valuable time to independently reflect and prepare for your assignment submissions, placement, etcW/b February 18: Independent study week to prepare for your Researching Teaching & Learning assignment, e-submission being due BY Friday 22 Feb, 2pm; further engagement with Study Units on the Enrichment BB, and updating your Professional Portfolio after PP2, in preparation and readiness for PP3. Please note that this week is nota holiday and you should be available during this week should it be necessaryEaster holiday: this year we have, as at Christmas, a 2 week holiday period. (In previous years, both of these holidays were just one week). This is to enable you to have one week as a real holiday and rest, and with time in the second week to have available as you see fit to prepare for your final academic assignment: Contemporary Issues In Education. In essence this holiday marks for you the transition between the 'Consolidation' and 'Qualifying' phases of the programme.Tuesday 23 April:we have extended your Easter holiday to enable you to get ahead with your CIE submission, the deadline for which falls BY 2pm Friday 26 April. We recognise that you will be in school that day, and seek to enable and encourage you to submit in good time before then by enabling you to have this extra day at the start of the week before continuing on into PP3 and the 'qualifying phase' of the programme.W/b 27 May: time to reflect and catch up with your progress through PP3 and your 'Qualifying Phase'; resubmissions of any failed assignments/those wishing to try and gain Level 7 credits for any assignments awarded a Pass at Level 6; tutorial support for anyone needing further help with subject knowledge development or further placement support for example to help enable you all to achieve the very best possible placement outcomes. Please note that this week is not a holiday and you should be available during this week should it be necessary.Please do refer to the Programme timetable* for the year to help you efficiently plan your time with 'no surprises'. (*Available on your Programme BB).

Our series of Webinars is available for you to watch, whenever convenient.Content includes Behaviour for Learning, Evidence Bundles and Fundamental British Values, among others.Click here to access.

Professional Portfolio Updates

Click here forInstructions for settingup your ProfessionalPortfolio

Ensure you're up to date with what you need to include.Click on this text to see a list of elements.Click on the logo (right) to access PebblePad

This needs to be fully uptodate by the end of this week to allow your PATs time to double check that all is in good order before you embark on your next placement.Be particularly mindful about your targets and the specific action you are setting out to address these. These obviously need to include your targets set out in your placement Report form, together with the suggested actions already highlighted there for you. For each target however, please do not forget to consider the following three action prompts:What you can be doing in your next placement (eg induction, use of CPD time, focussed teaching)What you can be doing yourself between now and placement starting - eg self-study, and engagement with the Programme Enrichment opportunities.What opportunities are coming up on the main programme itself eg Inclusion workshops that you can be strategic in selecting; your CIE assignment - any merit in strategically 'piggy-backing' your selected issue for your assignment in the light of one of your targets? Eg differentiation; effective deployment of TAs....Remember to reflect on your practice and progress to date and you can add your own targets in too - eg to ensure breadth of curriculum coverage by the end of PP3, or to gain more experience in a particular year group / phase if your professional tracker is indicating some clear gaps for you when you update it. Don't forget the academic side of things too -eg. if you're resubmitting an assignment for example, there will be a clear targets and actions there for you too.Subject Knowledge: update each of these sections on your Professional Portfolio - be strategic; if one of your targets is about Behaviour, then do ensure that you access and upload some evidence as to how you've been engaging with that.Everyone should have EAL study units 1&2 at least completed and evidenced for that section of course (from the October Academic Development Week).

Working with Parents

Take some time to access our Working with Parents MoLo (click this text)

Click here for levelled resources on Behaviour & working with parents.

English as an Additional Language

Ensure you've engaged with the EAL content, accessed through the Enrichment Blackboard (click here)

Click here for:EAL Levelled Resources

Resources from LQBTQ+/Workshops

Links to resources given to us by Seminar leaders are being added to a shared folder.

Click here to access. It will be updated.

# data[].attributes.attachment_link.title
PGCE Academic Development Week 18th Feb by mark.evans on Genially

# data[].attributes.attachment_link.description
WB 18th February, 2019. Academic Development Week Message from Vikki Use these arrows to move to the next slide.

# data[].attributes.body
Please click below:

# data[].attributes.attachment_link.title
PGCE Contemporary Issues in Education from Virginia STUDENT FACING

# data[].attributes.body
Our rationale is below:

# data[].attributes.body
Click below to sign up for workshops in February.

# data[].attributes.body
Click below to ask a question about the CIE Digital Assignment.

# data[].attributes.body
Please click below to access the mini-site. This should work on all devices, but is better on large screens.

# data[].attributes.attachment_link.description
Here are some thoughts as to how you can think about planning for SMSC in your lessons. They link very closely with many elements from Fundamental British Values, discussed in the seminar.

# data[].attributes.headline
Lecture content from Wendy Cobb on Family Links.

# data[].attributes.subject
Lecture content from Wendy Cobb on Family Links.

# data[].attributes.attachment_link.title
Working with Families - Relationships Matter (final) student

# data[].attributes.body
Please click below, to access.

# data[].attributes.headline
Link to Academic Development Week activities.

# data[].attributes.subject
Link to Academic Development Week activities.

# data[].attributes.body
Click below.

# data[].attributes.attachment_link.readable_text
3

4

5

AcademicDevelopment

1

PGCE 2018/19WB 22nd October

Click here for introfrom Vikki!

Workshops &Academic Support

Paediatric First Aid

This week has been especially timetabled to afford you time to reflect on your induction to the programme, space to catch up with some things, and also to give you some time to get prepared ready for the next exciting - and challenging! - step of your programme: the longer 'consolidation' phase.We have provided an outline structure to help you navigate your way through the week. However, there is no prescribed 'order' at all. That is very much for you, as a Postgraduate student, to be able to decide as best fits your needs and circumstances.We have sought to enable you to have one day 'free' for your own direction and /or relaxation. Do make good use of that, nurturing that all important sense of wellbeing.You will meet with your PAT in your next tutorial to discuss the outcomes of your progress through the induction phase, and your preparation, targets and actions moving forward into the next phase of the programme.Please ensure that your Professional Portfolio is up-to-date by the end of this academic development week to afford your PAT time to look through your portfolio ahead of your tutorial.

Please also remember that the Academic Learning Department, based in Augustine House, also has online support and workshops for you to access and engage with either via your Student Portal, or face:face, throughout the duration of your programme.If you have any concerns about your academic reading and/or writing at any stage, do look closely at all the helpful things they offer, and contact them!Programme Enrichment heads-up from the webinar series: 31 October 6-7pm, Webinar focusingon Academic Writing, led by Dr Rebecca Austin

IF you are attending the 2 day First Aid course, please remember to allow yourself time to do this - you may not be able to complete everything else.

1

1 Contemporary Issues in Education

Read the Hattie chapter 22 (click here or on photo)Write a single paragraph response/summary, to upload to Padlet (click here, or on the square to the left).Read and comment on at least two other summaries, to show your engagement within our wider learning community.

2

3

4

5

1

You will need to login using Open Athens

2

Professional Portfolio

Ensure you're up to date with what you need to include.Click on this text to see a list of elements.Click on the logo (right) to access PebblePad

Uploading the following to yourProfessional Portfolio Placement 1 tab on PebblePad:Copy of PP1 attendance sheet (with the other going to the Partnership Office, based upstairs in The Old Sessions House. There are red post-boxes outside the office; simply post yours in the one labelled for our programme (PGCE Primary FT).Copy of your Early Impressions FormCopy of your weekly mentor meeting formsCopy of Report Form 1Complete your end of Induction Placement reflection.Complete your targets and actions to help you prepare for, and complete PP2. (Being informed by Report Form 1 and your own reflection). This means completing the statement of progress after PP1 and typing a reflection, which is professional in tone/nature, on your Professional Progress log.Update your Placement Tracker as accessed through the Placement 1 tab on your Professional Portfolio: school/s, year group/s, subjects observed or taught et al. AND:Update your log of any absence from uni-based sessions and note your catch-up actionsAdd in any other personal details, or notes of other enrichment beyond the programme itself that you may have already accessed.If you have not already done so, ENSURE you have completed and uploaded your evidence for FGM, Prevent and your signed, dated Student Charter (Code of Conduct).

2

3

4

5

1

Click here forInstructions for settingup your ProfessionalPortfolio

3

3CAP assignment

Make yourself aware of the supplementary assessment guidance (click on this text).English (top right) and Maths (bottom right) specific information is also available.

2

3

4

5

1

English specific information.

Maths specific information.

4

4 EAL

Complete the first TWO EAL study units, accessed through the Enrichment Blackboard (click here)

2

3

4

5

1

Click here for:EAL Levelled Resources

5

5 Rest!

We recommend using at least one day for rest and relaxation. The PGCE programme is very intense and it's good to have time off to think and reflect.

2

3

4

5

1

CLICK HERE:Key dates and events in the future.

Looking ahead to the other times during the programme when you will be afforded a similar opportunity with valuable time to independently reflect and prepare for your assignment submissions, placement et al:Christmas: the university is shut until it opens again on Wednesday 2 Jan. but you may note that you have no timetabled sessions until Monday 7 January. This is to purposefully seek to enable you due holiday time, but with some additional days to utilise as you see fit to finalise and complete your CaP assignment, due BY 2pm Friday 11 January.Thursday 7 Feb/ Friday 8 Feb when you are not scheduled a PAT tutorial during this time.W/b February 18: Independent study week to prepare for your Researching Teaching & Learning assignment, e-submission being due BY Friday 22 Feb, 2pm; further engagement with Study Units on the Enrichment BB, and updating your Professional Portfolio after PP2, in preparation and readiness for PP3. Please note that this week is nota holiday and you should be available during this week should it be necessary.During 25-27 Feb when you are not preparing for, or presenting for your Researching Teaching & Learning assignment.Easter holiday: this year we have enabled, as at Christmas, a 2 week holiday period. (In previous years, both of these holidays were just one week). This is to enable you to have one week as a real holiday and rest, and with time in the second week to have available as you see fit to prepare for your final academic assignment: Contemporary Issues In Education. In essence this holiday marks for you the transition between the 'Consolidation' and 'Qualifying' phases of the programme.Tuesday 23 April:we have extended your Easter holiday to enable you to get ahead with your CIE submission, the deadline for which falls BY 2pm Friday 26 April. We recognise that you will be in school that day, and seek to enable and encourage you to submit in good time before then by enabling you to have this extra day at the start of the week before continuing on into PP3 and the 'qualifying phase' of the programme.W/b 27 May: time to reflect and catch up with your progress through PP3 and your 'Qualifying Phase'; resubmissions of any failed assignments/those wishing to try and gain Level 7 credits for any assignments awarded a Pass at Level 6; tutorial support for anyone needing further help with subject knowledge development or further placement support for example to help enable you all to achieve the very best possible placement outcomes. Please note that this week is not a holiday and you should be available during this week should it be necessary.Please do refer to the Programme timetable* for the year to help you efficiently plan your time with 'no surprises'. (*Available on your Programme BB).

# data[].attributes.attachment_link.title
PGCE Academic Development Week Oct 18 by mark.evans on Genially

# data[].attributes.attachment_link.description
3 4 5 AcademicDevelopment 1 PGCE 2018/19WB 22nd October Click here for introfrom Vikki! Workshops &Academic Support Paediatric First Aid This week has been especially timetabled to afford you time to reflect on your induction to the programme, space to catch up with some things, and also to give you some time to get prepared ready for the next exciting - and challenging!

# data[].attributes.headline
Resources for Critical Reading and Writing Seminars.

# data[].attributes.subject
Resources for Critical Reading and Writing Seminars.

# data[].attributes.body
Please click below, to access the resources used in these seminars.

# data[].attributes.body
Report on parental engagement. Click below for the link:

# data[].attributes.attachment_link.readable_text
Parents play a crucial role in supporting their children's learning, and levels of parental engagement are consistently associated with children's academic outcomes. Schools and early years settings can support parents to engage with their children's learning in a wide range of ways, for example, by:

providing regular feedback on children's progress,

offering advice on improving the home learning environment, and

running more intensive programmes for children struggling with reading or behaviour.

Working with Parents to Support Children's Learning

Primary & Secondary

Four recommendations on working with parents to support their child's learning

file_downloadDownload PDF

Although the association between parental involvement and a child's academic success is well-established, evidence in our Toolkit suggests that there is surprisingly little robust evidence on which approaches are most effective in improving parental engagement, particularly for disadvantaged families.

Schools should therefore monitor their parental engagement activities carefully, and first consider alternative strategies that have a stronger evidence base. For example, if a school is struggling with literacy, improving literacy teaching - for which there is good evidence - might be prioritised before embarking on a new parental engagement programme.

The EEF has funded trials of nine projects focused on improving parental engagement. Three completed projects - Mind the Gap, Parenting Academy and SPOKES - aimed to engage parents in workshops or training, where they received advice on how they could support their children's learning, and/or undertook activities together. In each case the study found that participation rates were low and that it was very difficult to attract and retain the parents at the sessions.

In the case of Parenting Academy, the standard provision was compared with a version that offered parents financial incentives to attend. The incentives did improve attendance rates, suggesting they may be an effective way to engage and retain parents in interventions of this type.

These studies did not find impacts on children's attainment, although there is promise of a longer-term impact for SPOKES, which we are exploring further.

Another EEF-funded project, Texting Parents - which aimed to engage parents using text messages about dates of upcoming tests, whether homework was submitted on time, and what their children were learning at school - found a positive impact on maths attainment at GCSE, and a reduction in absenteeism. Although the impact is small, the delivery costs were very low (£6 per pupil), which suggests that this could be a cost-effective and promising approach. This is why it is listed as an EEF Promising Project.

The EEF is currently funding two other trials of approaches that use text messages to engage parents in early years ( EasyPeasy) and further education settings ( Texting Students and Study Supporters), in addition to evaluating other more intensive approaches in early years and primary settings.

The Working with Parents to Support Children's Learningguidance report offers four practical and evidence-based recommendations on engaging parents with their children's learning and is available to download here.

Our YouTube channel features discussions on the evidence presented in each of the Toolkit strands.

Publication: Do parental involvement interventions increase attainment? - Stephen Gorard and Beng Huat See (Nuffield Foundation)

# data[].attributes.attachment_link.description
Parents play a crucial role in supporting their children's learning, and levels of parental engagement are consistently associated with children's academic outcomes. Schools and early years settings can support parents to engage with their children's learning in a wide range of ways, for example, by: providing regular feedback on children's progress, offering advice on improving the home learning environment, and running more intensive programmes for children struggling with reading or behaviour.

# data[].attributes.body
With this link...

# data[].attributes.body
Click on this text, or the picture/white area below:

You do not have to create a lesson, or plan an activity. All you have to do is experience the environment in the same way a child would, producing work which you would expect a child to.

# data[].attributes.body
These are what I refer to in the narrated Power point.

# data[].attributes.body
This is a large document, so it is recommended you read these elements:
Learning Benefits (pg 8-9)
A brief outline of the benefits.
Self-regulated learning (pg 19)
A widely accepted benefit of outdoor learning.
Practice Context (Pg 22)
How this fits into 'real-life' in schools and beyond.

Click on the image below to access the document:

# data[].attributes.body
Click on the image below to access the article.

# data[].attributes.attachment_link.title
'Outdoor education prepares pupils for GCSEs' | Tes News

# data[].attributes.attachment_link.description
Adventure-based activities build resilience and confidence - the ideal preparation for the GCSE years, writes one head

# data[].attributes.body
Education beyond the classroom.

Click on the image below to access the talk.

# data[].attributes.attachment_link.title
An education beyond the classroom | Lucas Pringle | TEDxDerby

# data[].attributes.attachment_link.description
Lucas Pringle is a Journalist and Co-editor-in-chief at the student run news organisation Rhino Press. Lucas' talk explores how young people are taking education into their own hands and working with each other to further their education outside of school. Lucas Pringle is a Journalist and Co-editor-in-chief at the student run news organisation Rhino Press.

# data[].attributes.body
Download the Padlet app if you like!

# data[].attributes.body
Lecture slides from Sue Hammond

# data[].attributes.headline
A recent report on Mental Health in schools.

# data[].attributes.subject
A recent report on Mental Health in schools.