#Curriculum, #Teaching&Learning, Leadership, Learning, Preparing for Adulthood

Rebuilding Communities in Education – Part 2

By Anita Devi

I am grateful for the feedback, I had to Part 1 of this reflection piece. Leaders valued the list of questions and broader thinking.  Many could see how, for the benefit of our learners and within a culture of high accountability, we can still capitalise on greater autonomous leadership, at local level. Key actions and announcements by national leaders have also helped me realise, we have different perspectives on the construct ‘rebuild’.  In Part 2, I continue my thinking around the learners, the operational and the strategic.  However, I begin, by defining ‘rebuild’.

Rebuild is NOT about going back to what was, but defining the new; something better that meets the needs of where we are, not where we were.  I think we can all agree the experience of the pandemic (2020-21) crossing two academic years has changed us!  In September 2020, speaking on a radio programme about ‘Returning to School’, I talked about the ‘spectrum of experience’.  Lockdown and COVID19 may be part of the global vocabulary, but what they mean to each of us differs.  At one end of the experience spectrum is a positive experience – we have learnt new things, had quality time with family, perhaps and embarked on new online adventures of connecting, to name a few.  At the other end of the spectrum is bereavement, living in cramped conditions, no connection to people, no online access and so on.  We’ve all experienced grief and loss, as I shared in Part 1.  For most of us, our lockdown experience lies in the middle of the two extremes – we are weighing up multiple experiences and emotions, simultaneously. That’s taxing.  I recall Easter 2020 vividly. That weekend, usually a joyous festival for my family and community – I was informed of a few teaching colleagues who had passed due to COVID19 and the death of a friend’s sister-in-law.  Three months prior, this lady, a mother of two – she and I had been dancing at our friend’s 50th birthday party.  Equally on Easter weekend, I had a lot of online laughs and helped another friend surprise his wife on date night, as she is a medical key worker.  As Sunday night came to end, I was a bundle of emotions.  That was just one weekend of the many over the last year. It’s been a real mix.  I remember listening to a young man in America – during lockdown 1, he had lost 7 members of his family.  We cannot discount the personalised experience individuals have had.  The DfE guidance document on Mental Health and Behaviour in Schools (2018) would define the pandemic as an adverse childhood experience (ACE).  As such, our response to the rebuild, has to bear all of this in mind.

Learners

I have already considered aspects of mental health in Part 1.  In this section, I want us to focus on speaking and listening skills.  These are the root for learning – developmentally and socially. Learning does not happen in isolation.  In England, speech, language and communication needs (SLCN) has been a long-standing problem.

Source The Communication Trust

If you are interested in reading more on this, look up the reports A generation adrift (2013) and Talking about a generation (2017).  Even the most conversant families have shared that communication during lockdown has been challenged because there is little or nothing new to talk about at the dinner table.

As educators, I do believe we have a responsibility to restore and develop skills of oral communication.  This is a two-step process:

Step 1:  Consider different strategies to integrate institution-wide approaches to metacognition.  This is about giving learners a ‘language for learning’, so they can think and then talk about their learning.  The Education Endowment Foundation website clearly demonstrates that this is a low-cost intervention, with a potential 7-month gain.  The school year in England equates to 195 days.  That equates to 39 weeks and just under 8 months.  If metacognition recognises a 7-month gain, then surely an important part of the rebuild should include an intentional approach to metacognition.  Questions I raise in Part 1 of this blog are a starting point.

Step 2: Investing time in speaking and listening and not placing an over emphasis on writing.  Please do not mis-interpret what I am saying here.  Writing is an important skill.  However, individuals who think and speak with clarity often make the most effective writers. As a method of differentiation (high-quality teaching) the use of alternative method of recording has been considered a powerful tool for learners to demonstrate progress and achievement.

In 2010, The Communication Trust launched No Pens Day, now know as No Pens Wednesday.  No Pens Day Wednesday encourages learners to put down their pens and pick up their language skills by spending one day focusing on learning through speaking and listening.  You can find out more here and here. I’m certainly not advocating this as an everyday approach, but as a focus for returning to education in March 2021 or just after the Easter holidays, it would make for a way to get everyone talking and connecting. It’s a lot of fun too! Speaking gives a voice to the views, feelings and wishes of learners. Section 19 of the Children and Families Act 2014, makes this a statutory duty for us as educators.

Operational

It is the first day back – 8th March 2021:  How are you going to greet your learners?  Is it business as usual?  Or is there a need to listen?  I have been thinking about the power of stories and personal narratives.  Each one of us is part of the COVID19 story.  Each one of us played our part.  In the classroom, how can we utilise these historical lived-out narratives (possibly intertwined with the curriculum) to create a broader picture of the community experience, at large.

I have trained several new teachers and those new to leadership, throughout the pandemic, as well as those more experienced. Whilst it is a challenging time to be in education, it is also an exciting time to be part of the rebuild. As educators, how much of our own story will we share?

In 2014, I was asked to sum up the SEND Reforms in one word.  My word was: relationships.  Research has shown time and time again, the heart of good teaching, that has impact, is ‘relationships’.  The educator knowing not just their subject and effective pedagogy ,but knowing the learner too. It is the dynamic of these two that make the learning environment come to life.  Therefore, as you start planning face-to-face lessons consider using a one-page profile person-centred tool.  You can find out more here.  Also think about the different ways to differentiate and personalise.  Again, you can find out more here.

On a practical level, do look at the Public Health England (online course) on Psychological First Aid (PFA).  This is a straightforward way of delivering psychosocial care in the immediate aftermath of emergencies, including infectious disease outbreaks. 

Strategic

In my own mind, I am clear on the strategic leadership and embedding an institution-wide ‘new’ culture.  I led a roundtable with executive and senior leaders in education on this last week.  I do not claim to have all the answers, but certainly the framework of thinking I shared resonated with leaders in the field.   For this blog, however, I decided to revisit what the DfE has to say.  I was delighted to note … remarkably like my thinking.  In Mental Health and Behaviour in Schools (2018), it says (DfE, p9)

  1. Define the vision.  As leaders, what is your vision going forward?  What elements of pre-COVID19 will you keep?  What elements of the pandemic experience will you sustain?  How will these mesh together?  To give an example, I know some schools are considering an onsite blended learning curriculum from September 2021.  Recognition that online learning benefited some learners, due thought and consideration is being given to how this is fitted into the timetable.  Other schools have taken onboard how at the start of Lockdown 1, they did not know if the parents of their children were key workers.  These school leaders are looking into stronger home-school links.  This is such an opportunity for us to learn from the past and build anew.
  2. Emphasis on positive mental wellbeing for all (DfE p9).  Are there aspects of the organisation that lead to excessive stress for learners and staff?  What can be changed or undertaken differently?  How will high-quality teaching embrace a focus on positive mental wellbeing, not as an add-on, but a central theme for progress?
  3. Action 3 (DfE, p9) is a whole school approach to behaviour policy.  Yet in the current political thinking, this has been placed as a priority.  Can I be bold to say, what was before isn’t the same as is now!  I agree, we need a behaviour policy, but equally we need to recognise the experience we have had.  Behaviour (individual and collective) is born out of beliefs.  Have the beliefs of our community and world changed, because of the pandemic? What impact will this have on our behaviours?  I do advocate clarity on boundaries.  However, COVID19 has blurred the distinction on boundaries and barriers.  So collectively, we need to redefine (using a constructive theory of change) what we do and how.  Prior to COVID19, the focus on behaviour was (or certainly appeared to be) from a place of coercion and bringing institutions into line.  We are no longer in that space.

As learners return on 8th March 2021, reminding them and staff of the expected behaviours and boundaries is going to be vital.  The question is how it is done, to have impact, whilst still being sensitive of individuals coming through, what for many has been a traumatic experience.  Relationships of trust will need to be re-established. Plotting the academic calendar against the government’s four steps for coming out of lockdown is helpful for defining key time markers.

I started Part 1 with a quote from Nelson Mandela.  I’ve been thinking a lot about Nelson Mandela recently. Just over 30 years ago, he was released from a 27-year prison sentence, based on racial prejudice. On his release, in his first public speech, he cited a poem by Marianne Williamson called, “Our Deepest Fear”. This poem is from her book ‘Return to Love’ (Reflections & Principles of a Course in Miracles, 1976).

Born & brought up in London, I faced a fair amount of racial discrimination (overt & covert), during my childhood days. The ‘Our Deepest Fear’ poem had a significant impact on me, as a young adult at the time. It is something, I still revisit, as a reminder of what was, what is & what could be.  As we emerge out of the prison sentence of the pandemic, what will we share with world? What will be our Return to Love moment?

(For any readers who are not sure on what love has to do with leadership, I suggest you look up recent research (published in academic journals) on ‘Loving Leadership’ or even watch my presentation at the recent #GettingItRight Conference 2021).

It’s time for change!

#TeamADL You know, we know SEND Leadership – subscribe to our blog and follow us on social media to keep up to date www.teamadl.uk

About Anita Devi

As a former SENCO, Senior Leader, School Improvement Advisor, local authority SEND Advisory Teacher and Healthwatch Trustee, Anita Devi carries a wealth of experience in developing Leaders of Learning.  Her own teaching career spans early years to post grad in the UK and overseas and Anita lives her why through her belief in the joy of learning and the power of purpose.  In 2017, Anita was awarded the prestigious international Influential Educational Leaders Award for her SEND Leadership Pipeline strategy developing professionals from initial teacher training to advanced and experienced SENCOs.  Currently a PT PhD student, Changemaker Education Consultant & Founding CEO of #TeamADL (a not-for-profit) In 2019, the team were selected as finalists for The Disability Awards alongside some top multinational companies. More recently, working with NASBTT, Anita has written the first SEND book for Early Career Teachers.  #TeamADL have also launched in 2020 SEND Leaders Connect Advanced and SEND Leaders’ Appreciation Day.

#Curriculum, Leadership, Learning, Preparing for Adulthood, Purpose, SEND

Rebuilding Communities in Education (Part 1)

By Anita Devi

At the start of half-term (February 2021), I woke up to a vivid dream, I had had in my sleep:  I was at an educational institution, I use to work at.  This was positioned in the future.  The place was buzzing! There was a real coming together of different generations all learning different things (academic, the arts, and vocational studies).  This institution was back to being the learning hub of the community.  Some of you might say educational institutions have remained the learning hub throughout COVID19 and lockdown.  To some extent, this is true.  However, equally we have lost much that we need to regain as well as define and rebuild a new world going forward. in this blog two-part blog, I hope to share some thoughts on rebuilding communities in education.  I do not claim to be an expert, but I have given this some thought and held roundtable table discussions with other thought-leaders.  In each part, I will focus on the learner, the operational and the strategic.  Both parts have a different emphasis, but I believe, it is this twin track of thought, that will enable us to rebuild together.

Nelson Mandela is often quoted as saying, “Education is the most powerful weapon which you can use to change the world.”  COVID19 was a global war and this blog is all about how we find or re-establish peacetime.  SARS-CoV-2 virus, which causes Covid-19 has recently been reviewed in Forbes (August 2020) as to whether it makes for a good bioweapon.  Biological warfare and bioterrorism are not new.  Historically, the United States, Iraq, former Soviet Union, United Kingdom, Japan, and Canada all used to have biological weapons programs.  As a young adult working in London, I distinctly recall being involved in peace politics’ services to commemorate the 44th Hiroshima Day (6th August 1945).  Over a decade ago, training teachers in Vietnam, I visited The War Remnants Museum in Ho Chi Min City, where I saw how Orange Agent had led to an increase in disability amongst children and unborn babies. The impact of global events like this last and that is why it is important I feel, for us to start focusing on the rebuild.

The Learner

Over the episodes of lockdowns and reintegration, emphasis has been placed on mental health, particularly of learners. The World Health Organisation (WHO) states in its constitution that “Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.”  Globally, therefore we have been challenged by the pandemic itself, as well as the hidden consequential health symptoms.  As the vaccination programme is rolled out and we begin to regroup, it is this holistic dimension of health, we need to consider.  One bright young man in my neighbourhood is an avid cricket player.  Being denied the ability to play, meet with his team-mates and enjoy this past time has made him question the point of getting up each morning.  Equally, younger aged children from one of my networks are now determined to work in the medical field to find cures to diseases known and unknow to mankind.  The point I am making; this has affected us all differently.  Lockdown & COVID19 may be global terms, but what it means to each of us experientially will differ.  The differential is due to seen and unseen factors.  What I can say with certainty is, at some level we have ALL experienced grief and loss.  This is not just about losing loved one.  Though, that carries a deeper level of pain and grief.  However, not being able to do, say or relate in normal ways has been a challenge.

Recognising this loss and grief as a universal event, and yet a personal experience hopefully will make those of us who teach think about conversations and relationships in the classroom.  From an individual and community rebuilding perspective, we need to keep asking each other about our experience and what that meant.  This will not only help to unpeel layers, but it will aid the healing process too. Teaching in London, after 9-11, I made an independent decision to put the formal curriculum on hold and focus all learning on ‘I belong to a community, where I am loved and respected’.  The school was located in economically deprived area and my year group came from a mix of ethnic backgrounds, which included two Muslim boys.  We talked a lot during that time, we defined our dreams for the future, as well as gave voice to our fears.  It took three days of a variety of learning PSHE / Citizenship activities before the prejudice towards the two Muslim boys manifested.  The children wanted to blame someone, in order to make sense of their world being turned upside down.  As a community, we were hurting.  I am a Christian, by faith and we believe strongly that when one person is hurt, we (as a body) are all affected.  We addressed the misdirected views in a wholesome way and established a healthy learning community in the school, one again.  Imagine, if I had just done a tokenistic ‘how do you feel?’ mental health check-in activity and then moved onto the curriculum.  The prejudice and fear would have still existed and continued to grow undercover.  By brining it out into the open, we were able to challenge false beliefs and reunite.

Consider:

  • What beliefs (true or false) have the learners we care about developed regarding COVID19 and humanity, as a whole?
  • How will this experience affect their dreams for the future?
  • What questions do our learners have?

I am not saying we need to have all the answers, but we do need to make space for conversations.

Social emotional mental health does not happen in isolation.  The three dimensions are connected.  Too often, we just focus on mental health.  Yet, making time for the social and emotional will feed into better mental health.  Spend time exploring each and the interconnectivity between the three.  You can find a few ideas here

Before I move onto operational thoughts, I want to raise the point that there is a fine line between anxiety and fear, though they can both manifest similar symptoms.  The continuum of time (past, present and future) can trigger different stress responses.  I am no expert in this area, though I do have a basic knowledge.  What I can say, though in the days ahead we are going to need to be observant of our learners, noting any patterns, sudden changes and spirals of decline or unusual hysteria.  Critical to our observation antennas being acutely sharpened, it is important we establish good relationships with our learners.  They need to know there is someone they can talk to; someone who will listen, respect them and help (including signposting or referrals to specialists). As practitioners, we need to do this, whilst being mindful of our own mental health and wellbeing needs.

Operational

Two core elements of developing resilience are self-efficacy and social problem solving. Curiosity can be the result of interest and/or the lack of information, knowledge, and skills in an area.  As we connect back in our classrooms over the academic year, think about how the curriculum can be delivered through an increase in problem solving activities.  This will help our learners begin to re-establish a sense of agency and autonomy.  A few young people have shared with me their sense of helplessness during this pandemic.  For many they are filled with questions about identity and purpose.  Engaging young people in social problem solving, through the curriculum enables young people to make choices and think things through.

We need to identify gaps in learning and embed pathways for progress, but fundamental to this will be the learner’s own aspirations.  Aspirations connect the future, with core activity in the now.  Using classroom activities to demonstrate to learners they can make a difference and they can have an impact; we are establishing a foundation for dreaming and achieving.  A deeper skill involved in problem solving is the ability to choose and recognise the consequences of choice.  This involves a broader range of critical thinking skills, which in time will feed in academic attainment and achievement, as well as socialisation skills.  Choice is something, we can and should offer our learners with complex needs too.  Fixed choice questions (A or B?) is still a choice and it puts the learner in control.

Strategic

In Part 2 of this article, I will invest time in unpacking on how we collectively can define the new normal.  For now, I ask you to take a piece of paper, reflect and note down:  what lessons have you personally and professionally learnt from COVID19?

I recently read an anonymous quote, “education is the passage to progress”.  What a beautiful image and something real and tangible as we emerge out of this life experience.  Therefore, using the thirteen types of knowledge, I leave you with thirteen questions to reflect on individually and as a team.  To be clear, knowledge in my mind relates also to awareness and familiarity gained through experience of a fact or situation.  There are no right answers to any of these questions … it is just about your view and experience. Both of these will shape your attitude, beliefs and behaviours in the rebuilding of communities in education.

1) Posteriori knowledge:  What have you learnt from COVID19 and lockdown?  What are your three key takeaways?

2) Priori knowledge:  What elements of your worldview are you retaining from a time before COVID19?

3) Dispersed knowledge:  How would you describe your lockdown experience?

4) Domain knowledge:  What specific areas of learning have you developed and enhanced during the pandemic?

5) Empirical knowledge:  What are your observations about the impact of COVID19 on your community and circle of influence?

6) Encoded knowledge:  Looking back, what signs or symbols will remind you of the pandemic?

7) Explicit knowledge: What artefacts of expression do you have of the COVID19 experience?

8) Known unknowns: List three questions you have about COVID19 and another three questions about the future, as we begin to rebuild?

9) Metaknowledge:  Can you think of any metaphors to describe the pandemic experience for you?

10) Procedural knowledge:  In responding to COVID19, are there any procedures you have adopted that you would keep, or are there things you use do, which you will now drop or improve?

11) Propositional knowledge:  What fact-based information can you recall about the COVID19 experience?

12) Situated knowledge:  How has your community grown or developed through the pandemic?  What has been the greatest loss and the greatest gain?  How do you know?

13) Tacit knowledge:  What have you gained mastery over during this season and what impact has this had on your emotional well-being?

I constructed these questions to help us all reflect to rebuild.  You may have better ones.  Do please share these in the comments. This will help us grow together.  Some leaders may choose to use these questions to structure a staff meeting or even stimulate conversations with our learners.  Part 2 of this blog will be published on 3rd March 2021.  Till then, stay safe.

Postscript:  As I started writing this piece, I received instructions from the NHS, that I am required to shield until 31st March 2021.  I had my first vaccination on 25th January 2021.  I have not been asked to shield prior to this and receiving the communication did make me reflect on how much I value choice and my freedom.

#TeamADL You know, we know SEND Leadership – subscribe to our blog and follow us on social media to keep up to date www.teamadl.uk

About Anita Devi

As a former SENCO, Senior Leader, School Improvement Advisor, local authority SEND Advisory Teacher and Healthwatch Trustee, Anita Devi carries a wealth of experience in developing Leaders of Learning.  Her own teaching career spans early years to post grad in the UK and overseas and Anita lives her why through her belief in the joy of learning and the power of purpose.  In 2017, Anita was awarded the prestigious international Influential Educational Leaders Award for her SEND Leadership Pipeline strategy developing professionals from initial teacher training to advanced and experienced SENCOs.  Currently a PT PhD student, Changemaker Education Consultant & Founding CEO of #TeamADL (a not-for-profit) In 2019, the team were selected as finalists for The Disability Awards alongside some top multinational companies. More recently, working with NASBTT, Anita has written the first SEND book for Early Career Teachers.  #TeamADL have also launched in 2020 SEND Leaders Connect Advanced and SEND Leaders’ Appreciation Day.

#Curriculum, #Teaching&Learning, Disability

Scaffolding support in primary PE curriculum for SEND pupils into adulthood

Interview with Jonathan Bhowmick (JB)

With a renewed focus on curriculum this year, Anita Devi (AD) caught up with Actions Mats to ask more about how we support pupils with special educational needs and disability (SEND) in Physical Education (PE), as part of the inclusion agenda and active lifestyles.

AD: Hi Jonathan, thank you for your time today.  Tell us a little about yourself.

JB: Hi Anita Well, I am the designer and founder of Action Mats. My background is playground design and working with a school, I was asked by the headteacher to design a solution for engaging pupils for whom English is an additional language (EAL).  Hence Action Mats were born.  The mats are a unique PE and active-learning resource created for children between 4 and 11 years old.  The thinking behind Action Mats is to create fitness stations.  These can used in multiple configurations.  They enable ALL pupils to engage in the PE curriculum as well as participate in team building challenges and competitive games. What we have also discovered since from user feedback is Action Mats work well for pupils with a special educational need and disability.  In effect, we have fulfilled our AIM in creating Action Inclusive Mats.

AD: How long have you been operating?

JB: Action Mats was launched in October 2017 and we are now in over one hundred schools in four countries. They were originally created for EAL pupils.  Our vision is for them engage in the lessons and so feel part of the school community.  The unique feature of Action Mats is the simple, yet fun, instructional graphics and symbols printed on each mat. Children of all ages, from any country, can understand these graphics without the need for explanation or translation. This empowers children, giving them the ability to work independently or collaboratively, without the need for teacher/ adult input.  Action Mats are active members of Youth Sports Trust, the Association for Physical Education and UK Active.

Action Mats 1

AD: Did you test the mats with the children?

JB: We tested the Action Mats quite extensively.  In late September 2019, we ran a new trial session at a primary school in Hertfordshire to test our active-learning mats, which incorporate the literacy and numeracy packs.  Thirty-two children in year 4 (8-year olds) tested our level 2 challenge jigsaw race mats.  Each challenge includes sixteen activities.  The activity was delivered as a race.  So, the pupils carry random pieces jigsaw pieces over a course of fitness stations to reach the ‘build zone’. In the Build-Zone, pupils must connect the piece they carry to existing pieces already there. The class was a mixed ability group.

AD: Sounds like quite a high-pace activity?

JB:  It is.  However, from a designer’s point of view, the successful completion of the jigsaw is rather secondary. The objective is for pupils to engage fully in the exercises on each mat. We want our children to be active and see sport, as an important lifestyle choice. A secondary objective is for the whole team to coalesce in the jigsaw build zone to assemble the pieces as a team, collectively. The game fosters teamwork on two levels, during the race section and working together to achieve a common goal.  Ideally before the other team.

AD:  What did you learn from this new trial?

JB:  I was really pleased with how successful the game was. The rationale behind the idea worked perfectly and, as the photos testify, the children were completely engrossed in the challenge.  In particular, the children shared they preferred the numeracy tasks linked to Action Mats and found it helped their concentration.  School leadership commented, “We found the sense of purpose linked to PE activities helpful or children’s learning and we believe teachers could use this accessible resource in many different ways, to engage the children”. As a follow-up, Action Mats was invited to run an active session at a PE Conference in Worcestershire at which we invited twenty PE Teachers to participate in the same game.  There was some initial reluctance, but once the teachers got into it, they found it more challenging than they had originally thought.  Their competitive side also surfaced.  We found their feedback useful.

Winning is important to me, but what brings me real joy is the experience of being fully engaged in whatever I’m doing – Phil Jackson

Action Mats 2

AD: The jigsaw appears to also help the slow down rest period, after an intense period of activity.  Is that how they were designed?  What is the recommended warm up to the fitness stations?

JB: In this scenario, the objective was to race the other team.  However, it is possible to use the jigsaw for downtime.  The Action Mat stations are used for the warm-up through a circuit-based activity.

AD: Can you give us an example where the mats have benefited children with special educational needs and disability (SEND)?

JB: Action Mats are be used by some special schools and we have anecdotal feedback about impact for SEND in mainstream schools. This is an are we are currently developing.

Sports England 2018

(Source: Sport England, 2018)

AD: London 2012, enabled us as a nation to take sport to a new level. Our pledge was to “Inspire a generation”. Yet, in 2018 Sport England reported just over 40% of children in England do an average of more than 60 minutes of physical activity a day. Our Active Lives Children and Young People Survey (2018), which was the first of its kind carried out by Ipsos MORI, showed that around 3 million children (43.3%) lead active lives.  However, of that group, only 1.2 million (17.5%) are meeting the Chief Medical Officer’s guidelines of more than 60 minutes of activity a day, every day of the week.  So, there is clearly a need to do more. The report also concluded an insignificant difference in the amount of sport and physical activity that takes place inside school, compared to activity levels outside of school.  Both have a critical role to play. With 22% of children active for at least 30 minutes per day outside of school, while 28% of children do so in school.  How do you think Action Mats can contribute to the national agenda for children of ‘being active and staying healthy’?

Life need not have limits – Richard Whitehead, a British athlete and Paralympian

JB: Action Mats can be delivered through structured teacher-led pedagogy.  The mats come with easy-to-follow activity cards.  Action Mats can also have high impact through learner-led activities.  So, the mats cover both differentiation and personalisation.  In some schools, Action Mats have promoted Family Fitness Sessions, where parents/carers join their children for stay healthy exercise sessions.  This helps promote good family relationships and positive role models, as well active lifestyles outside school.  Action Mats are portal and on suitable external surfaces can be used outside, in the fresh air.

Sports England 2017

(Source: Sports England, 2017)

AD: At #TeamADL, our vision is ‘Everyone thriving in education, employment and life’.  We were therefore concerned when we read in the 2015/16 survey 51% of adults with three or more impairments are inactive compared with 21% of those without a disability. So, my final question to you, what can we do differently to increase activity for those with impairments?

JB: Take the principles of Action Mats and apply them widely.  In other words, simplicity, accessibility and inclusivity.  Richard Whitehead, a British athlete and Paralympian once said, “Life need not have limits”.  This is so true of the philosophy of Action Mats.  The mats are enablers for children to stretch themselves that little bit further, with the hope it becomes a lifestyle choice for their adulthood.  Do check out our video and hear what teachers and PE specialists have said.

AD: Thank you Jonathan once again for your time.  We wish you the very best going forward.  Keep us posted of any updates!

To find out more about Action Mats visit: https://www.actionmats.co.uk/

Chrispina Wilson from #TeamADL is also actively involved in supporting healthy lifestyles and reducing obesity for all children and young people. Contact us to find out more.

#Curriculum, #Teaching&Learning, Early Career Framework, Parenting, SEND

Meeting Jonathan!

By Anita Devi

Last month, I had the absolute privilege of meeting Jonathan Bryan !!! I’d been following Jonathan’s story for awhile on Twitter @eyecantalk and in the press.  I’d read his book, which I highly recommend, so I wanted to meet him and his mum, Chantal.  I had so many questions.

This blog is my attempt at summarising an incredible three hours spent with Jonathan, at his home.

Dual Multiple Exceptionality (DME)

My interest in children and young people, who had special educational needs and were more able started around 2007.  Working with different agencies including the National Association of Gifted Children (now Potential Plus), I was keen to find out how we identify and encourage the ‘ability’ in ‘disability.  I researched case studies from America (where DME is referred to as Twice Exceptional or 2E), I delivered a few presentations/ workshops and more importantly, I incorporated it into my practice as a SEN Advisory Teacher, undertaking statutory assessment. Around the same time, The National Strategies also launched their thinking around DME.  The discussion was beginning to develop momentum. We were starting to distinguish between identification and support strategies for those born with a disability, who had DME and those who had acquired a disability, after the more able aspect of their talent had been discovered e.g. Professor Stephen Hawking or Jean-Dominique Bauby (Diving Bell and the Butterfly).  Three years on and post-election, the signs in Whitehall had changed, as had the government agenda for education.  DME was put on the back burner.

Despite this setback, I continued to research the subject.  My interest homed in particularly on assessment, especially since ‘Life without Levels’ and the Engagement Profile / Scale research by Barry Carpenter and his team, was a great opportunity to further this discussion in special schools with head teachers.

Almost 10 years after I first started looking into DME, Pearson published a two-part blog by me on the subject.  The article was entitled, “What can’t my child excel and have a difficulty / disability at the same time?” Part 1 | Part 2.  Eighteen months later, nasen published their Current State of Play Report on DME.  Professor Stephen Hawking became a Patron of nasen, however as mentioned earlier, his was an acquired disability.  There is still much to discover about children born with a disability, who are cognitively able, but not always endowed with the ability to express it.

I do not want to give away too much about Jonathan’s story, as I really would encourage you to read his book.  Through ‘Eye Can Write‘, I met Chantal his mother, understood the circumstances leading up to his birth and the many difficulties they faced after he was born, including times when the hospital gave Jonathan hours to live.

Eyes Can Write

Jonathan is now 13 years old.  He has no voluntary control over his body or speech, and he is on an oxygen tank.  He has two younger sisters and a very busy schedule.  Jonathan was attending a school for children with Profound and Multiple Learning Difficulties (PMLD), when one of his teachers noticed active cognitive processing, behind his disability.  Long story short, Jonathan moved into mainstream, learnt to read, communicate in his own way and thrived.

Here is a reverse poem, he wrote recently for Poetry Day (21st March 2019).  Using the structure of an existing poem, Jonathan created his own, giving a voice to his thoughts and ideas.

Poem v2

So, what happened when I met Jonathan?

My first question was to Chantal.  Given all that has happened and the challenges, how is it you remain so calm?   Smilingly Chantal replied,

There are days, when the oxygen masks haven’t arrived or something else isn’t in place … and it can be overwhelming.  But I have a choice and I intentionally choose not to be angry.  It isn’t always easy, but the anger doesn’t solve anything.  If anything, it creates more problems.

Chantal, his home-teacher (Sarah) and I continued talking about many things … at which point Jonathan interrupted us.  Using his eyes, he spelt out the following message to me,

I just want an education system where we are all considered worthy to be taught and learn.  How can I make a difference, Anita?

Yes, he knew my name!  Part of my curiosity about Jonathan also stemmed from his phenomenal working memory.  Imagine using your eyes to point to a letter in a word, a word in a sentence, a sentence in a paragraph and a paragraph in a context/ chapter.  That’s what Jonathan had just done!

Reflecting on the discussion, I realised, we had been talking about provision in special schools and sensorial experiences.  Whilst these are necessary and helpful, Jonathan was trying to communicate to me … there is SO much more to us that just ‘experiencing’ a sensory stimulation or curriculum.

So, let me share some more golden nuggets, Jonathan spelt out to me, with his eyes:

I would love that if people see what is possible, maybe they will want to try and unlock others.

My story is not unique, and it should be shared.  I don’t have long here, so what should I spend my time doing?  I am a thirteen-year-old … and I’m always hungry!

I dream of every teacher finding ways to teach every child.

… and finally,

  • Trainee teachers need the why
  • Teachers need the how
  • Parents need the what
  • Leaders need to believe

What an incredible blueprint for teacher – leader development and the Early Career Framework.  I have no idea how the time passed … we covered so much.  But it was noon and Jonathan had to get ready for school.  As I drove away from their home … I was in awe.  This young thirteen-year-old had taught me SO much!  He had understood what we had discussed and responded in a way, that stretched our perceptions to a new level of thinking and believing.  What an absolute privilege! I was inspired and humbled.

JR Photo Medley v2

Jonathan and his family have set up a charity to focus exactly on what we spoke about, unlocking potential.  The charity is called ‘Teach us too’ and the remit is simply ‘to change the experiences of others in a similar position’.  There are some great plans for the charity to develop over the next year and #TeamADL very much look forward to walking alongside Jonathan and the charity in advocating the message “Teach us Too”.

Call to action:

Think about the children and young people you teach:

  • Are there any who have a special educational need and/or disability AND are more able?
  • What further research do you need to undertake about DME?
  • Does you setting have a policy and more importantly provision in place to ‘unlock’ and support DME?

 

About Anita Devi

Anita has had an extensive career in education.  Her why is based around the ‘joy of learning’.  As such, she focuses on what enables learners and what hinders them and more importantly, what can she do to improve the system.  Amongst many other roles, Anita leads #TeamADL

To find out more visit www.AnitaDevi.com

#Curriculum, #Teaching&Learning

Curriculum under the magnifying glass

By Jeremy (Jez) Bennett

What knowledge, skills, attitudes and values will your pupils develop in order to share and thrive in their world in 2030?

(The Future We Want, OECD)

This is a crucial question for all school leaders, and its answer will shape our curriculum decisions.  Is our current system fit for purpose?  Are current curriculum and assessment structures effective in meeting the needs of our children?

The school curriculum and the National Curriculum are different.  The National Curriculum is compulsory for maintained schools but not for academies.  It is detailed for some subjects, and cursory in others and in both cases should only form part of the full school curriculum.  Leaders have the opportunity to design their school curriculum around their priorities and in response to their local context.

Ofsted’s recent draft Education Inspection Framework (EIF) places the curriculum under the microscope, and provides an opportunity for schools to conduct a curriculum review.  Schools must consider how their ethos and philosophy drive the curriculum (the intent), how well this curriculum intent is designed and shared across the school (the implementation), and the evidence that the implementation is effective (the impact).

Many of our curriculum decisions are driven by high-stakes accountability, which has increasingly become through examinations.  Everyone has an opinion about exams.  We have all experienced them, and often feel strongly about them, either positively or negatively.

“Scrap ‘pointless’ GCSEs” (Robert Halfon MP, BBC website, 11/02/19)

“Overhaul ‘narrow’ A levels” (Prof Sir Venki Ramakrishnan, BBC website, 12/02/19)

Exams are the culmination of a programme of learning, and are only one way of assessing this learning.  Why are exams so prevalent?  Possibly because they are relatively simple to administer, efficient and reliable in a low-trust system.

There are alternatives.  Coursework, formative assessment, skills matrices, national reference tests – these could all be used collaboratively to build the picture of a system’s performance.

We know that, in any system, “What gets measured gets done.”  So what do we want to measure?  Organisations like the National Baccalaureate Trust have been working to develop frameworks to recognise and reward the spectrum of students’ achievements and development, whatever their background or starting point.  Does such a framework led itself to greater social mobility? In reality, such a framework probably needs to start from where we are, using GCSEs and the rest of our current suite of qualifications.  However, there is then scope to add in additional elements for the gaps or consider alternatives with equity.

In my opinion, there are reasons to be cautions about the draft EIF. For example, it states one of the factors that research and evidence indicates makes for effective education is that “the curriculum remains as broad as possible for as long as possible“. The English exam system leads to curriculum narrowing sooner than most countries. So a tension exists between what we aspire to and what we are doing.  This raises some interesting questions:

  • Is a child’s experience at KS2 particularly balanced?
  • Moving forward will the majority of schools revert to a 3-year KS3?
  • What does a broad curriculum at KS4 look like in your context?
  • Should schools encourage breadth at KS5, as happens in many other systems internationally? We could call it a Baccalaureate !?

The future is bright, the future is #curriculum

I am confident that school leaders in the system will balance the nuances of the EIF with the principles of their curriculum intent.  Having reviewed the curriculum in several schools, I have noticed that most school leaders understand these tensions well, and are fully supportive of holistic curricula.  Areas for development I have raised have included, for example:

  • How well leaders and teachers understand and build on prior learning at the start of a key stage, particularly following a change of school.
  • How effectively learning is planned through a key stage to embed and consolidate knowledge and skills.
  • The extent to which the curriculum intent and language for learning is disseminated and shared across the organisation.

This is an opportunity for school leaders to become creative curriculum designers.  If we are bold, perhaps by 2030 we will have schools confidently tailoring their curriculum to their local context, with carefully designed programmes of learning ensuring strong progression with assessment informing the process rather than driving it.  This would, no doubt help to ensure children develop the attitudes, skills, knowledge and values they need in order to share and thrive in their world in 2030!

This remains an on-going discussion and I welcome your views …

About Jez Bennett

As a member of #TeamADL, Jez focuses on #Curriculum review and development using theory of change models such as ‘Appreciative Inquiry’.  As a music specialist, Jez contributes to curriculum development in this area for trainees and he utilises his leadership and headteacher experience to coach other leaders. To find out more visit: www.AnitaDevi.com