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Coram Life Education

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Coram Life Education

Coram Life Education

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  • This is the life education mission statement which outlines our aim to work with schools, parents and the wider community in the field of drug education.
  • This is the life education mission statement which outlines our aim to work with schools, parents and the wider community in the field of drug education.
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This slide gives a broad context of what is current recommended good practice in drug education. These are all emphasised in the DfES document ‘Drugs: Guidance for Schools’. It may be worth taking along a copy of the guidance and holding it up to show staff as many staff may still be unaware of its existence. You may wish to extend or clarify some of the points in this slide.
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • You may like to use this slide to explain how we use TAM to discuss the body organs, systems & functions, create awe and wonder about the body and establish a link with the effects of drugs with the older children.
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This slide aims to present in a ‘big picture’ visual way the range of positive teaching and learning strategies employed by educators within the programmes. You do not need to go through each strategy in turn (as this would be tedious) but pick out one or two to explain in detail. You may wish to use this slide to discuss the possibility of the teacher leading some brain gym activities within the session or to demonstrate some brain gym activities with the staff (see brain gym component of the staff visit pack). You may like to emphasis that we employ a ‘spectrum of activities’ within each programme.
  • For staff to understand how schools, LEC and parents can work together to allow children to be happy, healthy, have good social skills, successful school experiences and be capable of making healthy choices. Explain each part of the diagram Point out the happy, healthy child in the middle where all three overlap 1.   School: Drug policy/curriculum/behaviour management policy/bullying policy; any special initiatives in the school e.g. circle time , buddying schemes (ask staff)       LEC:Work in mobile classroom 3.   School and LEC: Teacher’s resource pack for use in the classroom to maximise the impact of the visit, pre-visit and training for teachers to enable them to use the visit and resources effectively and develop their knowledge, skills and confidence in delivering drug education. 4.   Parents and school: Regular school attendance, successful school experiences and parents showing an interest in the lives of their children are seen as key protective factors. Parents and school can work together to enable this to happen. 5.   Parents: Parents can do much to help prevent children misusing drug especially: Developing a good relationship with children where any subjects can be discussed Developing positive, consistent behaviour management techniques so that children know what is expected of their behaviour without conflict or severe behaviour management LEC and parents: The 7 week community LEC course which is being run in some areas, will help to develop the knowledge, skills and confidence to enable parents to achieve this.
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • This is the research evidence underpinning the Blueprint programme, and included now in our revised Teachers’ Guide
  • Transcript

    • 1. Coram Life Education Helping Children Make Healthy Choices Jan Forshaw Education Services Director
    • 2. Aims of this session
      • How Coram Life Education supports best practice in relation to promoting healthy life-styles in children
      • Creating and maintaining effective relationships
      • Adding value to schools’ PSHEE provision
    • 3. Mission
      • To work in partnership with schools and engage with others in the community to help children make healthy choices by:
      • Contributing to life-skills and health education programmes utilising models of best practice
      • Educating children about the effects and risks associated with drugs, including alcohol and tobacco
      • Working with and supporting parents, carers, teachers and others in the community by communicating healthy lifestyles messages effectively
    • 4. Supporting PSHE
      • Contributing to the government initiatives:
      • Curriculum 2000: PSHE non-statutory guidance
      • National Healthy Schools Standard
      • QCA Guidelines
      • DfES Guidance for Schools
      • The Five Outcomes of Every Child Matters
      • Ofsted School Inspection framework and SEF
      • Social and Emotional Aspects of Learning (SEAL)
    • 5.
    • 6. Recommended good practice (DfES guidance 2004)
      • Address knowledge, skills and attitudes
      • Provide developmentally appropriate and culturally sensitive information
      • Challenge misconceptions that young people hold about the norms of their peers’ behaviour and their friends’ reaction to drug use.
      • Use interactive teaching techniques such as discussion, small group activities and role play
      • Involve parents / carers as part of a wider community approach
    • 7.
      • Active learning essential
      • Normative approach
      • High-quality resources
      • Trained, effective facilitators
      Recommended good practice Home Office Research Project ‘Blueprint’ (Sept 09)
    • 8. Curriculum (what) Environment (where) Teaching techniques (how) Effective Teaching and Learning State
    • 9. Focus Group Report Understanding schools’ needs Spring 2009 Mobile classroom
    • 10. Qwizdom
    • 11. Harold
    • 12. Building relationships with Schools: Formal and Informal
      • Staff Visit Session
      • Aims of drug education
      • Explore and challenge attitudes
      • Teaching and Learning focus
    • 13. From our Staff Visit Session Drugs Quiz element:
      • Alcohol is more harmful than Ecstasy
      • True or False?
    • 14. From our Staff Visit Session Drugs Quiz element:
      • Alcohol is more harmful than Ecstasy
      • True or False?
      • Answer: a matter of opinion. It depends how you define ‘more harmful’. However…
      • … in 2007 a Science Select Committee ranked alcohol as the fifth most harmful drug in the UK. Ecstasy was eighteenth on their list.
    • 15. Three Strand Approach Knowledge Skills Attitudes Changing Behaviour
    • 16. Activity… demonstrating the 3-strand approach
    • 17. A spectrum of positive teaching strategies
        • Positive language
        • Effective questioning techniques
        • Use of names
        • Building self esteem
        • Positive behaviour management strategies
        • Age appropriate language
        • Encourage the participation of all children
        • Use of neutral non-judgmental and inclusive language
        • Circle time
        • Role-play
        • Hot-seating
        • Use of Puppets
        • Brain gym
        • Providing guidance to staff
        • Multiple Intelligences
        • Accelerated learning techniques
    • 18. Test or quiz?
        • No pressure!
    • 19. Health Education – Community Action Model Community and out of school groups Parents and family Voluntary and statutory organisations School
    • 20. Building relationships with Schools: Focus Group Research
      • Provides evidence of schools’ need
      • Informs development
      • Enhances credibility with key stakeholders
    • 21.
      • Tell us about what extra value Life Education brings to your school in terms of curriculum:
      • Contribution to:
      • Science – particularly the body
      • Drugs education focus
      • PSHE
      • Skill practice opportunity
      • Elements of literacy
    • 22.
      • Tell us about what extra value Life Education brings to your school in terms of curriculum:
      • Appreciation of links to:
      • ECM
      • NHSS
      • QCA
      • National Curriculum
      • Ofsted SEF
    • 23.
      • Tell us about what extra value Life Education brings to your school in terms of teacher training:
      • Observation of educators ‘modelling’
      • Teaching and Learning strategies
      • Positive behaviour management
      • NQT opportunity re Inset
    • 24. ‘ Sessions bring a rare quality- time that gives us permission to focus on PSHE in a crowded curriculum’.
    • 25. ‘ The visit gives us permission to take risks…a chance to try out new things that we’ve actually seen working effectively in real life – not a theory from a manual’.
    • 26.
      • Tell us about what extra value Life Education brings to your school:
      • Pupil Focus
      • Opportunity to observe pupils
      • Going ‘somewhere different’ adds to their whole learning experience
      • Harold’s value
    • 27.
      • Tell us about what extra value Life Education brings to your school:
      • Teaching Environment
      • Easy to maintain focus
      • Retention of information it engenders
      • Safe and secure
      • Visible presence generates energy and excitement
    • 28. ‘ Time in the mobile classroom is ‘ring-fenced’ for both teachers and pupils. To have any teaching that is free from disturbance and interruption is rare.’
    • 29.
      • QUESTION 4
      • What can we do to integrate our work more effectively?
      • Continue to provide evidence of benefits through mapping/links
      • Support assessment
      • Provide tools for assessment as providing evidence (e.g. for NHSS) is not easy
      • Focused observation tools for teachers attending sessions would be welcomed
    • 30.  
    • 31.  
    • 32. ‘ We’d like you to deliver more family work. Schools have to focus so much on basic skills of literacy and numeracy but without good parenting progress is not possible…we have ‘stuck’ children’.
    • 33. ‘ This is a rare and valuable opportunity that regularly throws up surprises for us about individual pupils – their abilities, interactions, behaviour and knowledge’.
    • 34. Thank you for your time and energy

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