A New Programme for the Hunter-Gatherers in Education

To encourage pupils to develop a genuine interest in Britain’s rich history, award-winning experience provider, Ancient Britain, has developed a series of hands-on experiences to enhance learning and information absorption.

These experiences encourage tactile learning, a welcome contrast to the stationary learning that children are largely exposed to in school lessons. Tactile learning can help promote less screen-time on computers and phones. Ancient Britain’s team of historical experts inspire pupils through first-hand engagement with pre-history, a much better alternative to simply Googling historical events, which can then appear dull and dusty.
Kevin Robson, tourism hero and Ancient Britain’s co-owner, says: “We have recognised that schools wish to invest in practical learning and as a company we want to do all we can to support this by sharing the knowledge and facts that we have acquired over the course of many years, in a dynamic, engaging and memorable fashion.”
With four topics on offer, schools can expect to learn more about The Palaeolithic Hunter-Gatherer, the Neolithic Farmer, the Iron Age Warrior or The Roman Soldier. The aim is to have children develop a deeper understanding about life during these historical periods, talking about geographical differences and changes over time and comparing ancient life with that of modern society.
Sara Robson at Ancient Britain says: “We believe people are losing their connection to the outdoors and this is having a detrimental effect on our collective well-being. This new educational programme aims to remedy that by inspiring the next generation to develop a love of history, which will further their learning both in and outside of school.”
Guided by experts in traditional costume, the programmes provide a real sense of life in sometimes bleak environments, sparking conversations about what it must have been like to endure cold winters and ultimately survive in isolation whilst under the constant threat of other tribes in the region.
Starting with The Palaeolithic Hunter-Gatherer, ‘Bruach,’ will explain how dramatically the British landscape has changed over the past 12,000 years; transforming from a land under ice, to frozen tundra and then to dense temperate forest. He will talk about everything to do with nomadic tribal life, from survival skills and clothing, to weapons for hunting and fishing nets.

Hands-on activities will include:

• Interactive object handling session
• Cave Art
• Fire by friction, with a “Bow Drill”
• Hunting techniques, “Throwing spear & Throwing arrows”
Time spent with a Neolithic Farmer depicts the significance of the agricultural revolution. Early farmers had no idea that by growing a few seeds and domesticating a few animals they would ultimately transform the natural world. It was thanks to early farmers that society saw the construction of monuments, which included burial mounds, henges and stone circles.

Activities with the Neolithic Farmer can include:

• Grinding wheat using a quern stone
• Interactive storytelling session which includes monument building
• Cave art
• Clay Beaker making
The Iron Age is delivered through the eyes of ‘Venutius’ who explains that life in the Iron Age was very different. Until the Romans arrived in 43AD, there were no written records in Britain. The Celts were skilled artists, creating abstract designs that could be understood only by the select few. Storytelling was key to the Celtic world. Artisan metal workers pioneered new techniques for making swords and jewellery, women had equal rights to men, and some women became fierce warriors or powerful queens. Life changed dramatically with the arrival of the Roman Legions under the command of Emperor Claudius.

Activities with Venutius can include:

• Interactive object handling session
• Celtic Warrior Face Painting
• Design Your Own Celtic Shield

This carefully designed educational programme culminates with tales from The Roman Soldier told by Magnus, giving an insight into the Roman invasion of Britain and how the Roman and British cultures merged. Pupils will learn why Emperor Claudius sent The Roman Army to the shores of Britain in 43AD and that the eventual conquest of Britain took more than 35 years. Eventually the native populations were subdued, and a great wall was built to form a northern boundary – Hadrian’s Wall, as we know it today.

Activities can include:

• Interactive object handling session
• Shield Drill
• Shield design

With compelling storytelling and activities throughout, each experience provides not just a fabulous entrée into the world of pre-history, but also a high-impact onward journey, with so much crammed into each session, to deliver real value-for-money for schools’ budgets.
Any school wishing to find out more about the type of experience Ancient Britain could create for them, can contact Kevin Robson on 01434 688386. More information is also available at www.ancientbritain.org

Throughout 2019, the Safer Schools app, a pioneering online application designed to help safeguard children whilst online, is being rolled out to more than 13,000 UK state schools nationwide.
The educational resource is delivered by public sector specialist insurance company, Zurich Municipal, through their partnership with industry specialist, INEQE Safeguarding Group. The safeguarding initiative will help educate, empower and protect children and young people from the surge in online risk, while providing a resource for teachers and parents to identify, prevent and mitigate the effects of online child abuse.
With over 1,000 schools across the UK already benefitting as part of a successful trial period, the app ensures school staff, pupils, parents and carers remain up to date and equipped to discuss contemporary online risks.
The app provides expert information and guidance to teachers and school staff across the UK, along providing free access to CPD accredited training, including safeguarding certifications and managing mental health in education.
The content in the app is curated, reviewed and updated in real time by Ineqe’s safeguarding experts, providing a source of information and guidance for school communities in the digital world.
On average, children and young people spend in excess of 20 hours per week online, making them increasingly vulnerable to issues affecting their self-esteem & mental wellbeing. Online risks faced by children can range from bullying by school peers, to predatory behaviour such as grooming and sextortion.
This vital safeguarding resource is being released following the recent Government White Paper, “Online Harms”, reporting that parents ‘want to be empowered to keep themselves and their children safe online, but currently there is insufficient support in place and many feel vulnerable online.’

Commenting on this initiative, Jim Gamble said: “In various safeguarding roles over many years, I’ve come to recognise that partnership is key, whether it’s multiagency working across Local Authorities or national and transnational law enforcement initiatives. The right partnerships make a real difference.”
“Our partnership with Zurich Municipal has greater potential than any I’ve been involved in before. Their support reach and commitment to keeping people safer will deliver our entire suite of safeguarding resources to schools without diminishing the school budgets that we all know are under relentless pressure. I believe that together through the resources and technologies we will make available we can improve understanding of safeguarding for thousands of our children and their families.”

Andrew Jepp, Managing Director at Zurich Municipal, said: “We believe that in order to build resilient communities, we all have an important role to play in safeguarding our children, whether it is as parents or guardians, teachers or organisations that operate in those communities. Partnerships such as this one with Ineqe, help us draw on the already available expertise and share this knowledge with our school communities.
“As a socially responsible insurer, we want to help protect young people in the UK from the online dangers and educate the whole school community on those risks so that they can be understood, spotted and managed properly if needed.”

Comment from Adele Abbiss, Online Safety Expert at Smoothwall

Be it a rise in digital dangers, increased pressure placed on the shoulders of young students or simply a shift in the nation’s culture, disruptive behaviour in schools is on the incline and it’s costing thousands of students a quality education, impacting on exam results and placing at risk children in ever more vulnerable situations.

New data shows there has been sharp rise in the number of children being excluded due to disruptive behaviour within the learning environment. Perhaps even more concerning is the deep rooted level it appears this ‘exclusion epidemic’ is reaching, with the number of primary school children in PRU pupil referral units (PRU) in England having more than doubled since 2011.

Yet such a clear risk to the quality education of students up and down the UK, is not an easily resolved issue. Indeed, with so many varying challenges facing students in the digital era, it is little surprise behaviour has become a barometer for the mental state of the student nation. That said, the barometer is tipping crisis levels.

Getting under the skin of the issue

Like any growing problem, there are intricate and complex reasons affecting and shaping the rise in behavioural issues within schools, making it ever more difficult to try and find a simple resolution that will have real impact.

Of course the rise in risks online is not helping the matter. It was reported that 27,000 children have been lured into gangs as part of grooming scandals. The online explosion has meant that criminal gangs are now able to easily find and recruit those that are most vulnerable by using a variety of online platforms. This is just one example of new risks facing young people across the UK. To further the magnitude of such pressures, we can look to the recent NHS research conducted that found a strong link between social media use, cyberbullying and conditions such as anxiety and depression.

It is also proven that if children are exposed to potentially harmful and inappropriate material or experiences, it can result in a dramatic change in behaviour that often causes disruption and extends to the classroom.

These are all examples of issues that could be impacting students and in turn effecting their behaviour. But such varied, complex and private issues are not easy for young people to talk about and are too often left to fester and can remain hidden behind a tirade of disruptive behaviour.

This makes diagnosing the cause trickier than ever for those with a duty of care. However there are solutions. If schools are armed with the right tools, they can detect issues and concerns regarding individuals in advance and take the necessary measures to help them. This is where digital technology can turn from foe to friend.

Working with digital experts in filtering and monitoring, such as Smoothwall, to keep abreast of students’ activity online, and potentially identify causes behind disruptive behaviour can help to protect children’s safety and wellbeing.

The vital role of tech in safeguarding

To elaborate, in schools, monitoring technology can play a vital role in identifying the risks that children may be exposed to early on. Monitoring technology can help to provide context around why pupils may be acting out and misbehaving in the classroom and can provide schools with the necessary tools to identify a potential problem in advance and in turn offer support to those in need. This can help to make students feel supported and safe as opposed to isolated and lonely, and also ensure valuable classroom time is disrupted as little as possible.

Through the right filtering and monitoring tools, software providers such as Smoothwall can monitor search terms and phrases as well as any harmful content to create an understanding of each at risk student. This tactic ensures those students in need are never let down, that their issues are understood and that they are allocated the appropriate support and guidance to feel safe and well at school.

The Home Secretary said in the Online Harms White Paper that “we need to give them the freedom to explore their world and to realise their ambitions. But we also need to provide a safety net” and here at Smoothwall we couldn’t agree more. We strongly believe that protecting children comes first, whether that be online or in the physical world.

Beneath disruption can sometimes be a much darker picture. Using the appropriate measures will alert schools and prompt them to take the required action. By working together schools can help to ensure that children are getting the care that they need to have a happy and safe childhood and learning environment.

 

Ellie Collier, High Speed Training

In recent years an increasing number of children have shown signs of suffering from mental health issues, with three children in every classroom reported to have a diagnosable mental health disorder according to a Young Minds charity report. As well as affecting a student’s emotional wellbeing, their educational attainment can also be negatively impacted if they’re struggling to cope with their current mental state. So, as exam season commences, it’s fundamental that those within the industry take extra care and precautions to ensure students thrive during this defining time of their lives. High Speed Training explains how to compile a thorough mental health policy document.

What is a Mental Health Policy Document?

A school mental health policy aims to promote positive mental wellbeing by setting a framework as to how the school will offer support for its students and staff, ensuring that a comfortable and inclusive atmosphere is adhered to during academic and extracurricular activities.

Why is a School Mental Health Policy Necessary?

During the exam season, the school environment faces the danger of becoming a catalyst for increasing mental health problems. As such, a school should have an effective mental health policy already implemented prior to the end of the academic year when important exams (such as GCSEs and A-Levels) take place.
The main aim of the policy is to demonstrate to both students and parents that the wellbeing of those associated with the institute, including students, staff and parents, is a top priority. Additionally, it should highlight the school’s ongoing commitment to understanding the severity of mental health issues within education so that teachers can encourage students to come forward and discuss any difficulties they might be facing. It’s important that the policy showcases the school’s investment in this subject, both for issues that arise at school and at home and not only during the high-pressure testing period, but all year round.

Key Components of a Mental Health Policy

To compile a mental health policy that will provide maximum impact in a school environment, it’s vital to include the following sections:
• Policy Statement
• The Policy Scope
• The Policy Aims
• Key Staff Members
• Teaching about Mental Health
• Support at School and in the Local Community
• Signposting
• Identifying Needs and Warning Signs
• Managing Disclosures
• Confidentiality
• Whole School Approach
o Working with Parents
o Working with Other Agencies and Partners
• Supporting Peers
• Training
• Policy Review

Factors to Consider When Writing A School Mental Health Policy

It is essential that a school mental health policy is thorough, insightful and accessible to all those in the community. The policy should therefore be:
Practical: To ensure maximum impact, the policy needs to be comprehensive and show the school understands student mental health problems. The key areas to include should be what procedures will be put in place to tackle mental health issues and address the importance of positive mental wellbeing, particularly during the time period where pressure ramps up.
Clear: The policy should be accessible for everyone and therefore written in clear, direct language and follow a logical structure.
Relevant: It is imperative that school-specific details are included in the policy. Where appropriate, aim to include relevant staff names, or bespoke policies and procedures so that the information feels tailored to the school.
Current: A mental health policy should reflect the school’s current state at all times, so if there’s any changes to the school’s operations or workforce these will have to be updated accordingly.
Well considered: To get the most from a mental health policy, set aside a sufficient amount of time to carefully consider what’s included. When implemented, the policy should cover all aspects of mental health within education in order to have a positive reflection on the school and wider community.
High Speed Training, which provides safeguarding professional training courses for the education sector, has created a template to help schools create their own mental health policy, including all the essentials.
For more information and to contact a member of the team, simply visit www.highspeedtraining.co.uk.

With the school summer holidays fast approaching, Barnardo’s is advising teachers to look out for key signs a girl may be at risk of undergoing female genital mutilation (FGM) abroad.
The so-called FGM ‘cutting season’ begins as schools break up towards the end of July, when girls could potentially be flown overseas to unwittingly undergo the illegal and harmful procedure.
Teachers who suspect a pupil is being taken abroad for this purpose should follow normal safeguarding procedures.
But the National FGM Centre, which is run by Barnardo’s and the Local Government Association, says these professionals can only help protect children by knowing what signs to look out for.

Indications might include a child:
Confiding she is going to have a ‘special procedure’, or attend a special occasion to ‘become a woman’.
Talking about looking forward to a long holiday to a country where the practice is prevalent.
Approach a teacher or another adult if she’s aware or suspects she’s at immediate risk.

Telling her friends about FGM

The child’s parents may give the following clues:
Say they are taking their child out of the country for a prolonged period of time
Ask permission to take their daughter out of school during term time.
Talk about looking forward to a long holiday to a country where her relatives live and where the practice is prevalent.
Mention they are going to a country with a high prevalence of FGM, especially during holiday periods.
Teachers should be aware of these clues, when combined with other risk factors.
The National FGM Centre trains professionals to protect girls at risk from FGM. It also trains them about how to spot the signs which may suggest girls have had FGM.
These include difficulty in walking or sitting down comfortably, taking a long time in the toilet, or a significant change in behaviour such as becoming withdrawn.
This is as recent figures published by NHS Digital show that we still have a long way to go before new cases are stopped.
According to the statistics there were 1,990 women and girls in England treated for FGM during the first quarter of this year, and, of those, 1,015 were newly recorded cases.
FGM took place before the age of 18 in 80% of the cases. But the statistics reveal it can take years before a medical professional is aware of it – often during an appointment with an obstetrician or gynaecologist.

Head of the National FGM Centre, Leethen Bartholomew said:

“Much more needs to be done to support survivors of FGM and protect girls who are at risk.
“FGM is child abuse and no girl should ever have to live with the harmful physical and emotional consequences of this practice.
“We hope our reminder of the signs will help not just teachers but all agencies to prevent FGM from happening by identifying girls at risk and helping to prosecute those who fail to protect girls from this type of abuse.”