Thursday 19 November 2020

Forest School Training Level 3



Forest School Leader Level 3


We have recently been able to support the delivery of the first part of the Forest School training (level 3) through the Teaching School. 8 enthusiastic teachers across Havering and Essex embarked on the 5 days training course.


Level 3 is designed to qualify the trainee to become a Forest School Leader, able to set up and run a Forest School programme. Level 3 covers how to facilitate groups in a learner-centred way, and how to manage a Forest School site sustainably. It also covers the practical skills required of a Forest School Leader.


The training took place at Holly trees Primary School and neighbouring woodland areas. The week was full of trainees bringing bags of enthusiasm and the trainees now can’t wait to implement the 6 school sessions as part of the training. Throughout the next 6 months trainees will also be completing a portfolio, followed by 4 days of assessments to acquire the accreditation.


Forest School is an approach to outdoor learning which encourages children to become independent, use their imagination, take appropriate risks within boundaries and initiate learning for themselves. Forest School offers a holistic approach, incorporating children’s individuality and develops their skills for lifelong learning. It explores the outdoors and the natural environment with practical, useful activities, building upon emotional and spiritual aspects of learning where self-esteem and self-confidence can grow and positive relationships with peers can be formed. We believe every individual can achieve what they want when they are provided with a safe, nurturing and engaging learning environment.


Normally the cost of full training, would be £750. However, through the Teaching School, we are able to subsidise this cost and offer this to all schools at the fantastic price of £500 per participant. This covers all training days, observation assessment, portfolio marking and certification


Feedback from the participants was that they had thoroughly enjoyed the course and learnt many new skills. The trainer was approachable, knowledgeable and very supportive throughout the training. Participants honestly didn't want the training to end.







Any enquiries about further opportunities, please contact Joanne Stanley  at: jstanley@broadford.havering.sch.uk







Year 5 - 8 Continuity Work Group Cohort 1

 

Year 5-8 Continuity Work Group Cohort 1 


The London North East Maths Hub together with Havering Education Services and HPTSA, offer this Work Group focusing on the transition from primary to secondary school by looking at curriculum and pedagogical continuity over Years 5 to 8. Central to the Work Group is the promotion of cross phase communication between teachers to address issues of maths knowledge and learning. 


Participants and their schools will: 

  • Deepen knowledge and understanding of the curriculum across KS2 and KS3 and the expectations of pupils at the end of each KS 

  • Understand the approaches which will support pupils as they move from KS2 to KS3, including the importance of consistency of language and representations. 

  • Make use of common approaches, representations and language across phases 

  • Develop collaboration between primary and secondary colleagues on issues of curriculum and pedagogy, making them part of the school’s transition practice (and policy) 

  • The Work Groups in this project promote teaching for mastery approaches across the KS2-3 boundary to ensure consistency in the pupil experience. This addresses two aims: - (primary) all pupils develop deep knowledge, understanding and confidence, and are well prepared for the secondary maths curriculum. - (secondary) working with schools to address specific challenges in secondary maths teaching through the use of teaching for mastery approaches, with the goal of avoiding the dip in attainment which is often reported as pupils move from primary to secondary education.


What is involved?

Work groups will either take place online or face to face where possible, with school-based tasks for participants to complete and reflect upon between each meeting. A lesson study approach is encouraged where all participants focus on a particular aspect of the maths curriculum and work collaboratively to develop this in their schools. Cross-phase classroom observation and discussion of practice is encouraged if possible. Participants are expected to consider ways to develop the approaches explored during the project with other staff in their schools. 


Who can apply?

Participants should be teachers of Years 5-8 in primary, secondary, middle school and all-through schools who have some responsibility for curriculum development, e.g. primary school maths leads/secondary heads of department. Linked ‘families’ of schools are encouraged to take part: ideally teachers from two (or more) secondary schools and some of their associated primary schools will work together.


What is the cost?

The Year 5-8 Continuity Work Group is fully funded by the Maths Hubs Programme so is free to participating schools.


Session 1 - Thur 3rd Dec, 15:45 - 17:00 

Session 2 - Tue 26th Jan, 15:45 - 17:00 

Session 3 - Tue 2nd March, time tbc 

Session 4 - Tue 23rd March, time tbc 

Session 5 - Thur 29th April, time tbc 

Session 6 - Wed 16th June, time tbc Sessions will take place remotely via Zoom or at Broadford Primary School, RM3 8JS 


Please click on the link to find further information and to secure a place.

Year 5 to 8 Continuity Programme


Tuesday 12 May 2020

Free CPD for Mental Health Awareness



Mental Health Awareness Week

Hosted by the Mental Health Foundation, Mental Health Awareness Week takes place from 18-24 May 2020. There are so many organisations offering free online learning to support our awareness and understanding. The below providers are offering free CPD courses, often accredited, which can be undertaken by staff whilst working from home or in isolation. All the courses are free, however, some do charge if you want to upgrade to receive a certificate and/or a badge.

Course title
Links
Teaching students who have suffered complex trauma - course starts on 15th June
We all have mental health: an introduction for teachers

Making sense of mental health problems
Keeping them safe
Young people and their mental health
Professional relationships with young people

Emotional intelligence at work
Understanding young minds

Friday 8 May 2020

Free EYFS online training courses


We may have had to postpone our Early Years Training programme but fortunately, there are now so many providers offering free online training during such unprecedented times. Having researched many of the training opportunities available, the Open University courses seem like a great opportunity not to be missed. On completion you will receive a statement of completion certificate. Below are some of the courses that staff at Broadford have been accessing.


Free EYFS  CPD opportunities
The below providers are offering free CPD courses, often accredited, which can be undertaken by staff whilst working from home or in isolation. You will receive a statement of partictipation certificate on completion.
Course Title
Links
Duration
The role of play in children’s learning
15 hours
Parents as partners

15 hours
Attachment in the Early Years
6 hours
Understanding Early Years Environments
6 hours
Children’s perspective on play
5 hours of study
Early years: Teamwork and leadership
 8 hours of study


Sunday 3 May 2020

Free Online Autism and ADHD training

Trying to find positivity in such unprecedented times, it is pleasing to see that so many companies are providing online training for free. At Broadford, we are using this time productively to upskill our staff, which will in turn be a huge benefit to our children when they return. Over 50 members of staff at Broadford have accessed at least one of these courses and have find the training extremely useful.

The below providers are offering free CPD courses, often accredited, which can be undertaken by staff whilst working from home or in isolation. All the courses are free, however, some do charge if you want to upgrade to receive a certificate and/or a badge.

Schools can apply for a 50% discount for 10+ members of staff by emailing the company direct.

On behalf of individuals who would like to complete the online training, the Teaching School will apply for the discount and will send you a voucher code to put in instead of payment details. Please contact Joanne Stanley at: jstanley@broadford.havering.sch.uk

Understanding Autism (Level 1)

Course
Provider
Learning Outcomes
Duration




Understanding Autism (Level 1)
Open University
After studying this course, you should be able to:
        outline what is meant by autism, why it is considered a spectrum and how it affects different individuals and families
        appreciate different approaches to understanding autism, including theoretical and clinical perspectives and personal accounts
        outline key features of psychological, neurobiological and genetic explanations of autism
        explain key aspects of diagnosis, intervention, education and life-span development
        understand topical issues including neurodiversity perspectives, autism prevalence in women and autism in global context.

24 hours free study
Week 1:
Introducing the autism spectrum

Week 2:
What is autism like?

Week 3:
Identifying and diagnosing autism

Week 4:
Explaining autism: mind and brain

Week 5:
Addressing challenges: approaches to intervention

Week 6:
Family life and education

Week 7:
Adulthood

Week 8:
Reflecting back, looking forward

To access this course, please visit:




  Understanding Autism
Course
Provider
Learning Outcomes
Duration




Understanding Autism
University of Kent (Future Learn)
By the end of the course, you'll be able to...
  Explain what autism is, and evaluate how we know that it exists
  Identify social communication skills and explain what happens if they do not develop as expected
  Summarise knowledge of sensory and repetitive behaviours, and whether such behaviours are advantages or disadvantages
  Explain why many people on the autism spectrum have co-occurring conditions
  Identify the origins of strengths and difficulties experienced by people on the autism spectrum
  Explore and discuss lived experiences of people on the autism spectrum

12 hours free study over 4 weeks
Topic 1:
What is autism and how do we know whether it exists?

Topic 2:
Social communication skills

Topic 3:
Sensory sensitivities and repetitive behaviours

Topic 4:
Co-occurring conditions

Topic 5:
Strengths and difficulties of people on the autism spectrum

Topic 6:
Lived experiences of people on the autism spectrum

To access this course, please visit:



Good Practice in Autism Education

Course
Provider
Learning Outcomes
Duration






Good Practice in Autism Education
University of Bath
(Future Learn)
By the end of the course, you'll be able to:
      Identify the educational requirements of children on the autism spectrum with and without intellectual (learning) difficulties
      Explain the concept of inclusion to promote inclusive culture, policies and practices within mainstream schools
      Reflect on what constitutes good practice for autism within educational settings
      Compare specific examples of good practice in autism education
12 hours free study over 4 weeks

Topic 1:
Understanding autism and intellectual disabilities


Topic 2:
Developing an inclusive curriculum


Topic 3:
Good practice in autism education


Topic 4:
Sharing good practice


To access this course, please visit:



Understanding ADHD: Current Research and Practice

Course
Provider
Learning Outcomes
Duration

Understanding ADHD: Current Research and Practice
King’s College, London
(Future Learn)
See below
8 hours study over 4 weeks

By the end of the course, you'll be able to:
       Discuss the prevalence and impact of ADHD in children, adolescents and adults.
       Discuss ADHD as a disorder and how it differs from normal behaviour.
       Be able to critically assess key factors in the conceptualisation and understanding of the disorder.
       Discuss the core challenges faced by those with ADHD, their families and relevant professionals.
       Discuss wider issues related to ADHD, such as labelling and stigma from multiple perspectives.
       Demonstrate an empathic understanding of the experiences of people living with ADHD.
       Describe core principles, tools and techniques used in the screening and diagnosis of ADHD, and the factors that may impact on the accuracy of a diagnosis.
       Explain how ADHD is distinguished from, and relates to, other common neurodevelopmental, behavioural and mental health problems.
       Reflect upon and discuss current evidence for the genetic and environmental vulnerability for ADHD, and associated neurological mechanisms for ADHD.
       Critically discuss the current evidence base for both pharmaceutical and non-pharmaceutical interventions for ADHD.
       Evaluate the rationale, mechanism, and limitations of the primary medical and psychosocial treatments for ADHD.
       Evaluate practical strategies to support the educational and personal development of those living with ADHD.
       Be able to identify resources and relevant support services for those living with ADHD.
       Evaluate the biological and environmental risk factors for ADHD. 

Topic 1:
What ADHD is, and the controversies raised by the concept of ADHD

Topic 2:
Latest neuroscientific and psychiatric research base on the mechanisms, symptoms and impairments of ADHD

Topic 3:
ADHD as a developmental disorder throughout the lifespan: genes, environments (protective and risk factors)

Topic 4:
Latest neuroscientific and psychiatric research base on the various means of screening and assessing for child ADHD

Topic 5:
Latest neuroscientific and psychiatric research base on the mechanisms, diagnosis and treatment of adult ADHD

Topic 6:
Understanding best practice in treatment for ADHD Mechanisms and efficacy of psychosocial treatments, pharmacological treatments supporting positive outcomes for those with ADHD and their families.

To access this course, please visit: