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Most say teachers should be in same group as NHS staff for jab

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THE UK public (87%) think teachers should be included in a priority group for vaccinations so that schools can re-open.  More than half (55%) think teachers should be in the same group as frontline healthcare workers.

Digital pollsters Findoutnow.co.uk asked over 4,000 people: It is argued that teachers’ vaccinations should be prioritised so that children can return to school sooner. In which priority group, if any, should teachers be included?  The answers are:

Same time, or sooner than frontline healthcare workers:  55%
Same time, or sooner than over 70s: 63%
Same time, or sooner than at risk groups: 77%
Same time, or sooner than over 60s: 83%
Some kind of priority: 87%

You can see the full results here

There is growing concern for the mental health and education prospects of children who cannot attend school.

Chris Holbrook, founder of findoutnow.co.uk, said: “The results show people are desperate to get schools re-opened.”

 

About the survey

The survey of 4,214 members of Pick My Postcode was conducted on Wednesday 6th of January. Find Out Now adjusted the results to get a nationally representative sub-sample of 1,500 within +/-1% of ONS quotas for Age, Gender, Region, social economic group and past voting using machine learning. 

 

For further information, or to request a poll or survey, contact us on ask@findoutnow.co.uk.

Primary pupils to learn how to be compassionate as first UK course launches

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A new free course that teaches primary pupils how to be compassionate and resolve playground disputes themselves has launched in the UK – the first of its kind.

 

The Compassion Project, which is for Key Stage 2 pupils, teaches children to notice how others may be feeling and to think about different points of view to their own.

 

Pupils are introduced to a group of cartoon characters who are preparing for a talent show and playing games in the playground. Through interactive scenarios,  animated videos and offline activities, pupils are shown what compassion is and how to practise it to overcome disagreements and get along better with their classmates.

 

As part of the course, pupils are taught how to identify which emotions each character might be feeling and to learn that it is ok to have different feelings about things. Pupils are taught that empathy is when you can imagine how others are feeling and that compassion is doing or saying something helpful, kind or caring.  

 

The course is the only one of its kind for primary pupils in the UK and has been adapted from a US version, which was the idea of LinkedIn Executive Chairman Jeff Weiner. The original version has already reached about 20% of all primary schools in the US.

 

The course, which is linked to the Personal, Social, Health and Economic (PSHE) education programme of study, has been developed and tested by UK teachers. The PSHE Association has accredited the short blended learning course.

 

It has been launched in the UK by education company EVERFI and is underpinned by research from Loyola University in Chicago that shows teaching pupils compassion helps their social emotional skills as well as their capacity to learn.

 

Jeff Weiner, LinkedIn’s Executive Chairman, said: “Given the state of the world today and how much polarisation is taking place at a time when we actually need to be coming together to solve some of the world’s most challenging problems, I’m not sure I can think of anything more important than teaching compassion.”

 

Nick Fuller, EVERFI’s President (International), said: “We know from research that compassion enhances our overall well-being and our capacity to learn.

 

It is a quality that is very much in need in these troubling times and should be taught from an early age.

 

“Our hope, in launching the first UK course on compassion for primary pupils, is to help create a more equal society by providing young people with life skills that prepare them for a happier, safer and more resilient future.”

 

The course is completely free for all UK schools, with no plans to charge for any part of it in the future. It can be used in class or at home and teachers receive impact reports to show how much their pupils have learnt and understood.

 

The course has both online and offline resources, comprehensive lesson plans and pupil worksheets, all linked to the Key Stage 2 National Curriculum.

 

Schools can register to access the course – and others like it – here [everfiteachers.co.uk]

 

How parents can help children improve mental health during pandemic with fun PE lessons at home

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School closures, Covid-19 self-isolation and lockdown restrictions have made primary school children appreciate PE lessons and sport more than ever before.

A survey by the Youth Sport Trust found that more than a quarter of youngsters said sport and exercise made them feel better during the pandemic.

With most grassroots sports cancelled and ‘bubbles’ being sent home from school; parents are now being urged to help their children stay active during tiered lockdowns.

PE Planning, a team of experienced PE specialists, have created a free resource of ideas and tips on how primary school children can exercise safely at home, boosting their well-being and mental health.

Yorkshire-based PE Planning has published a series of free resource sheets online for both parents and teachers to keep primary aged children active.

Research by the Youth Sport Trust found that 27% of children said sport and exercise improved their mood. This was particularly true for junior school-age pupils aged eight to 11.

More than a third (37%) said sport and PE was more important in their lives now than before lockdown.

Will Smith, founder of PE Planning, said: “Since the start of the pandemic we have seen just how important PE, sport and exercise is to our children and young people.

“Not being able to burn off that excess energy and let off some steam affects how they feel and their mental health.

“With grassroots sport cancelled and school life being very different now it’s important that children still maintain regular exercise.

“Home-schooling has meant parents have been more closely involved with the education of their children than ever before and physical exercise (or physical literacy) is just as important as academic learning.”

PE Planning are specialists in delivering PE planning for primary school age children which supports National Curriculum requirements.

But the company also publishes free exercise advice for parents. There are lots of ideas for family-friendly exercise and games, all with the accent on fun.

There are indoor games, ball skills, dancing and gymnastics – and even exercises that can be done at the kitchen table. There are also family fitness plans so mum and dad can join in too.

The ideas are all simple and inexpensive so everyone can take part even without sports or other equipment at home.

“Our sessions are active, engaging and fun,” said Will. “We want everybody to have access to high quality exercise plans and much of what we offer can be done without any equipment at all.

“We aim to inspire and motivate our children to get active and that’s more important today than ever before. Parents can really make a difference to their children’s physical and mental well-being with a few simple ideas.”

The free resources can be found at www.peplanning.org.uk 

Let’s Talk About Flex: Flipping the flexible working narrative for education by Emma Turner

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Opening up the conversation around flexible working in education, this book explores what can work, what has worked, and what could work. Based on the experiences of a professional flex-pert this narrative encourages teachers and school leaders to revisit and rethink flexible working

‘This is a groundbreaking book and an exceptionally good read. Emma has a gift for a musical metaphor, stretched to provide remarkable insights into the possibilities and many of the barriers to flexible working. If any other sector was haemorrhaging highly trained and capable staff with such rapidity, then there would be serious questions asked. Emma poses these questions and provides a range of sensible solutions. We need to stop paying lip service to teacher retention, start taking it seriously and  this book points to the way to take solid steps to get there.’

Mary Myatt, education adviser, speaker and author

Let’s Talk About Flex by Emma Turner is an engaging and witty book that invites school leaders and teachers to re-examine flexible working. After being able to work flexibly for 14 of her 23 years in education across teaching, school leadership and MAT leadership roles, Emma Turner realised that sadly, she was actually in the minority and has just been very fortunate. Recently there has been a groundswell of support across the education system for developing more life friendly, innovative and flexible ways of working, however there are still a great deal of misconceptions, biases and prejudices about flexible working and flexible workers.

 

Through her ‘playlist’ of favourites and engaging, humorous musical analogies, Emma explores the countdown of successful ways that flexible working can be viewed by both employers and employees for staff at all levels, including senior and school leadership. This book examines the options and opportunities and asks the questions that need to be answered in order to open up the flexible working conversation.

 

After introducing the reader to her ‘disco in the kitchen’, and the thoughts behind her selection of educational floor fillers, the conversation turns to thinking about:

  • What flexible working means
  • Challenging historical working practices, allowing a more flexible approach that encourages continuous professional development that helps attract and retain teachers
  • Looking into the types of flexible working defined by the Department of Education: part-time working, job-sharing, compressed hours, staggered hours, working from home and what these options have to offer when combined with some innovative thinking about staffing
  • Providing opportunity for staff to request flexible working and its position within the school staffing structure
  • How flexibility fits with performance management, mentoring, coaching, facilitating and staff training and ensuring equitable opportunities to both full time and flexible workers
  • The ‘famous five’ common myths about why flexible working would be impossible to implement: opposition from parents, schools need one leader, complications with contracts and calculating wages, the school timetable, there are already too many part-time staff, each of these are thoughtfully debunked
  • The logistics: building shared expectations and designing systems for communication, events and meetings to ensure continuity for students and staff
  • Co-leadership structures and how they are built
  • Accountability and mechanisms for job-shares and support for lone workers.

 

Each chapter is full of examples of Emma’s first hand experiences as a teacher and a leader, illustrating the issues being discussed and ending with guiding questions for both employers and flexible workers to help continue the discussion.

 

Commenting on her new book, Emma Turner said, ‘Whether you’re an individual wanting to know more about flexibility, an organisation wanting to shake up the way you flex in your own workplaces or you’re someone determined to take on rigid or outdated systems in your own organisations, then I want to let you know you are not on your own. There is so much happening on the flexi dance floor right now so pull on your dancing shoes, turn up the volume and whack on an edu floor-filler.’

 

To learn more or order a copy of Let’s Talk About Flex (priced at just £12), please click here.

 

How Technology is Helping Tackle the Widening Maths Attainment Gap

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With recent findings predicting maths to be the subject most affected by school closures, it’s time to harness the power of tech to address the maths attainment gap once and for all, argues Joy Deep Nath, co-founder of SplashLearn – a game-based maths programme for primary aged children that is free for all UK schools.

The impact of Covid-19 on a generation of school children and their families has been well documented, as school closures around the world triggered an almost overnight shift to home learning. Despite the tireless efforts of both teachers and parents to facilitate remote lessons, many children struggled to focus during this time of high stress, whilst others lacked essential digital devices and internet connections to effectively complete their work. Without the support of a traditional school environment, each pupil faced their own individual challenges and unfortunately, the obstacles of 2020 are now evident in recent estimates – with the Education Endowment Foundation recently warning that maths skills in children will be disproportionately affected by the lockdown.

Covid-19 has highlighted existing structural inequalities across society, from healthcare to employment stability, and education is no exception. School closures have exacerbated existing weaknesses in the curriculum, like maths, which require high levels of engagement, confidence and personal attention to succeed. Technological solutions like tracing apps, mathematical models to chart future outbreaks and assembling ventilators and PPE, have played a key role in our response to Covid-19. So how can technology be similarly applied to education to help solve one of the teachers’ most pressing concerns during the pandemic?

 

Educational equity

If educational technology is to play even a minor role in closing the attainment gap, it is vital that we first begin to bridge the ‘digital divide’. Edtech enabled many schools to create a virtual classroom and support pupils remotely during the lockdown, with recent figures estimating a 400 per cent global increase in the implementation of edtech solutions since March 2020. Yet with a high proportion of children from low-income families lacking hardware or a high-speed broadband connection, schools and edtech providers must ensure that no child misses out on an education due to their socio-economic background. It is vital that now, more than ever, edtech companies design their products with all kinds of different devices and systems in mind to provide as equitable access as possible. 

One example is something we built into SplashLearn which is an offline synchronisation functionality that allows the program to work seamlessly without the internet, and syncs with its cloud server when the connection is re-established enabling cross-platform usage. This means the programme is not dependent on an internet connection at all, let alone a high-speed one.

Organisations can also help children from disadvantaged backgrounds sustain their learning by offering printable worksheets. Encyclopaedia Britannica, for instance, has recently partnered with HP to provide content for print resources which are distributed to students without reliable internet access at home. 

Many edtech providers have also temporarily offered their services free of charge to teachers and schools, in order to help pupils catch up on lost learning during the lockdown and ensure school budgets are spent on procuring digital devices to enable continued learning in the event of pupils shielding or local lockdowns.

Game-based learning and engagement

Another consideration is the importance of engaging students in their learning at a time when they may not be getting the 1:1 focus they need. Although research into the outcomes of game-based learning continues to progress, studies have consistently found that video games can improve problem-solving skills, knowledge acquisition, motivation and engagement. Furthermore, gamified learning can be easily integrated into the classroom or home to provide a balance of fun and learning. For Generation Z, who grew up with the Internet, screen time and digital devices, game-based programmes allow students to interact and engage with educational material in a way more commonly associated with video gaming. 

The most compelling game-based learning resources offer a wide range of pictures and graphics to represent problems and demonstrate concepts. This visual provision helps children master mathematical concepts and skills through visual representations. The learning experience itself is the reward as pupils can blend fun with learning through creating profiles, choosing customised avatars and exploring the new digital environment. 

Changing perceptions and boosting confidence levels

Despite being a core curriculum subject, a combination of poor parental experiences, societal attitudes and anxiety has left many people with a negative perception of maths. It is hard to fathom a world where children proudly declare they are bad at reading or “not a reading person” – so why have these attitudes been allowed to set in with maths?

Many edtech programmes offer high levels of autonomy for children to set their own pace, with inbuilt AI tracking their progress to gradually suggest more challenging exercises. This allows pupils space to safely make mistakes without the fear of embarrassing themselves in front of their peers or stressing about answering a question in time. Moreover, the information collected on a child’s progress provides parents with a valuable opportunity to engage with their child’s progression and learning journey. This can all take place in a safe, risk-free environment – ideal for children whose schools are in local lockdowns or are self-isolating/shielding.

Ultimately, maths is a crucial tool rather than just an academic subject we need in order to fully understand the world around us. Although 2020 has been a year of upset and uncertainty, it has also offered us a once-in-a-lifetime opportunity to rip up the rule book and reshape education for the better. As children around the world continue to return to reopened schools, educational technology is playing a core role in shaping educators’ response to the widened attainment gap.

 

Students call for greater teamwork between teachers during the pandemic

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  • Study by Teacherly finds that almost two thirds of pupils would like teachers to work together to create online lessons to help everyone achieve their potential amid coronavirus pandemic
  • Pupils believe schools of all reputations can learn something from each other and should work together more in delivering education during this time
  • Derby High School adopts a more collaborative and flexible approach to teaching pupils in response

 

LONDON 25th November 2020: As the EPI warns of varying levels of attendance in schools across England amid the coronavirus pandemic, a new study conducted with pupils in Britain has identified that almost two thirds (66%) of children would like teachers to work collaboratively together – joining forces and combining their skills to create online lessons that will help everyone better achieve their potential during this time.

 

The findings come as schools continue to decide how best to utilise the COVID-19 catch up funding announced by the government in June. The study, conducted by Teacherly, highlights how pupils are open to creativity, greater flexibility and collaboration within education in order for them to have a better learning experience during this highly disrupted time. The study identified that over half (53%) like the idea of attending a virtual school where they can learn through both online courses and in-person online lessons that cover a wide range of subjects – even those not available at their school. Almost a quarter (23%) of pupils who weren’t home schooled before coronavirus said they liked the idea of attending a virtual school because they’d be able to learn from a wider pool of teachers beyond those available at their school.

 

The research also found that nearly 7 in 10 (67%) pupils who weren’t home schooled before coronavirus agree that everyone should be allowed access to the best education possible, with 41% of pupils agreeing that, regardless of where they live, pupils should be able to access the best teachers. In addition, when asked about school rankings and perception of different schools as good or bad, nearly half (46%) said they believed schools of all reputations can learn something from each other and should therefore work together more closely. 

 

Atif Mahmood, CEO, of Teacherly says: “Education has been on the back foot when it comes to collaboration because schools have often been more focused on competing for the best Ofsted reviews and performance. The COVID-19 pandemic has, in many ways, removed these silos and taken the focus away from competition – in the short term at least. Evidently, there is enthusiasm among students for greater collaboration and the opportunities this creates for better education and learning. During this time in particular, where schools are having to contend with catching-up on lost time, changes to exams and ongoing disruption to in-classroom teaching, the value in collaborating should not be underestimated. We’ve started to see senior leaders from different schools uniting to share ideas and come up with solutions for tackling the challenges in this unprecedented time, but there is a clear need for this to go further.”

 

Mrs R Hamilton, Year 4, Derby High School: “In response to the COVID-19 crisis, we’ve adopted a more collaborative and flexible approach to teaching our pupils. We recognised that we needed to streamline the process of planning lessons by working together as a team across departments, making use of new online solutions that allow for collaboration and teamwork. Collaborating with other teachers within the school has helped not only with creativity but has helped to improve teamwork and reduce workloads during what is an extremely demanding time. Pupils are no longer learning from one single teacher but from all of us as a community, where we share our knowledge and skills collectively online as well as where we can in the classroom in order to provide them with the best education possible.”

 

Quarter of Teachers Have Less Time to Focus on Their Mental Health

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Latest research reveals the knock-on effect of virtual learning on mental health issues

In recognition of the incredible challenge ahead, a new mental health course to look after the UK’s educators has launched today and will be available for free for teachers, teaching assistants, support workers and school leaders.

The training will provide education staff with helpful ways to manage their mental health, reduce work-related stress and engage in self-care as one in four teachers stressed that during lockdown and virtual learning, they had less time to concentrate on their own mental health matters compared to during regular term time, a survey* released today from High Speed Training has revealed.

The complimentary course is responding to rising concerns from the industry that not enough importance is given on the subject of mental wellbeing, with almost half (45%) of teachers across the UK stating that they feel unconfident that they have had sufficient training to deal with safeguarding and mental health matters. This coincides with the concerning fact that the large majority (81%) of teachers expect to see an increase in mental health issues amongst pupils this academic year that they will require the ability to cope with.

Catherine Talbot, Education Sector Analyst and Course Lead at High Speed Training, said: “This year has been more turbulent than most and it is clear that teachers will carry the burden of a growing attainment gap and rising safeguarding issues amongst pupils on their shoulders. This overwhelming amount of pressure to continue having a positive impact on young people’s lives, on both an educational and personal front, will undoubtedly have an effect on teachers’ own mental wellbeing across the country. High Speed Training is offering its Mental Health Training for Teachers course for free for a limited time to ensure that teachers feel confident and content in the workplace.”

Corinne Sweet, Psychologist and Psychotherapist, added: “Currently, teachers are under enormous strain as they manage their students’ and their own mental health issues in an extremely challenging situation. Teachers need to be able to deal with their own stresses, strains and pressures as, if they are not coping, they will not be operating at their best. In my experience, I see how those within the education sector can neglect their own mental health badly, due to the pressures to perform and cope with hugely challenging circumstances. Teachers can often put their own needs last, as the workload mounts and now with virtual learning and dealing with the demands of the pandemic, this has added another layer of high stress to what was already an overstretched situation. Resources that seek to help teachers psychologically, like the Mental Health Training for Teachers course, is gold dust at this difficult time.”

The CPD accredited course will be available for free for those within the education sector for a limited time only. For further information regarding High Speed Training’s Mental Health Training for Teachers course, simply visit the website here.

A world first in Cambridge: IB special autism school to open in 2021

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The Cavendish School, the world’s first International Baccalaureate (IB) special autism school is set to open on the outskirts of Cambridge in Autumn 2021. Based in Impington, The Cavendish School will also be Cambridgeshire’s first state maintained special free school provision for young people with autism.

Initially admitting up to 40 students in Years 3 to 7, intake at the school will grow year on year, to a maximum capacity of 80 students from Year 3 to 13. The Cavendish School will be accessible and available to many families who cannot be catered for within current state provision in the county.

Ryan Kelsall, Deputy CEO of The Learning Alliance – a new multi-academy trust of which The Cavendish School is a member – said: “We are absolutely thrilled to be able to announce the plans for The Cavendish School to the public. Through our bespoke curriculum and teaching methodology, we will provide the educational environment that young people with autism need to thrive and succeed when their needs cannot be met in a mainstream school.

“The Cavendish School will celebrate diversity and accept, respect and recognise neurological and developmental differences to support each individual student through a differentiated programme that builds and focuses on their skills. Through the knowledge and expertise of The Learning Alliance, The Cavendish School will deliver exemplary education provision for students with Educational Health Care Plans.”

The first of its kind, The Cavendish School will be an IB World School, which means that it will follow the IB programmes and accredited qualifications, alongside specific therapies or interventions as appropriate for individuals. In an ever-changing world, the IB equips students with the skills, confidence and lifelong learning needed to thrive and make a difference. Each of the programme frameworks allows teachers to personalise learning to the unique abilities of their students.

Leah Cooper, Assistant Principal for SEND/PP and SENCo at the co-located Impington Village College, currently seconded to The Cavendish School, said: “Through our IB offering, we will provide our students with the skills and knowledge they need to become globally aware citizens, achieve a range of accredited qualifications and make measurable progress towards their own personal outcomes. Our individualised approach will ensure that we are offering the support and guidance needed to all who study with us, as well as helping families throughout the process. We will be drawing upon the success of our co-located mainstream schools (Impington Village College and Impington International College) to provide excellent opportunities for the students, through shared use of support staff and bespoke extra-curricular activities.”

At the heart of The Cavendish School will be relationships and the important ways in which they can support the growth of each student. Throughout the planning stages for the school, the team has drawn on the latest research into autism and used its expertise in education and experience of working with young people with autism and their families. Beyond high-quality teaching, therapeutic support will be offered, so that all students have full access to the curriculum, to learn and to achieve. The Cavendish School will offer students the opportunity for multidisciplinary support, which will be carefully matched to the explicit needs of the individual student.

Julie Bailey, Chair of Governors at The Cavendish School and doctoral researcher at the Faculty of Education within the University of Cambridge, said: “The Cavendish School aspires to remove the barriers to inclusion and achievement that many young people with autism face in their education. We’ve built on the best of current provision and the very latest research throughout the design and planning stages. The Cavendish School is set to have a transformative impact, giving its pupils an educational environment in which they will thrive.”

BRIDGING THE EDUCATION GAP NEW ‘CONNECTED EDUCATION’ PILOT LAUNCHES IN NEWBURY SCHOOL

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  • Vodafone launches Connected Education: a suite of digital tools and services including tablet devices, connectivity and security.
  • Includes mobile Wi-Fi to boost school connectivity and specialist training to help teachers with digital skills.
  • Incorporates Microsoft Teams for Education.
  • Pilot will run for six months in Newbury, Berkshire.

Vodafone today announced trials of ‘Connected Education’, a new suite of digital services for teachers and pupils. It includes tablet devices for teachers and children, mobile Wi-Fi connectivity, advanced-grade security and technology consultancy for educators. It also incorporates Microsoft Teams for Education, an online classroom environment where students can connect with teachers and classmates easily and safely. The pilot will be running for six months at St Joseph’s primary school in Newbury.

With an estimated one million children and young people in the UK with inadequate access to technology at home[1], providing digital devices and connectivity can help bridge the digital divide. For children, access to education platforms at a young age will help them gain vital digital skills, essential for many jobs of the future[2].

Connected Education provides straightforward access to classwork, school materials and resources suited to a range of learning styles. It enables a teacher to provide an in-classroom and remote learning experience at the same time, using tools such as video and creating digital exercise books. This ensures children forced to miss school due to illness or quarantine can continue to join the class if they are well enough. 

Time-consuming tasks – such as lesson preparation and analysis of data to monitor a child’s progress – can be partly automated via the Microsoft Education platform, giving teachers an estimated 30% more time for student-focused activities such as developing relationships or supporting those who need more help[3]. 

The Connected Education package includes technology consultancy from independent provider Tablet Academy to help Heads understand how to digitise their school and get the most from technology.  Teachers also benefit from digital skills training to help ensure they can get the best from the solution.  Vodafone provides telephone support so issues can be quickly resolved. 

Michael Robinson, Deputy Head Teacher at St Joseph’s School said: “We are delighted to be working with Vodafone and excited about the opportunities this pilot could present. We hope it will provide teachers with new and creative ways to deliver teaching; and enable Year Six children at our school to experience something they wouldn’t normally have access to. We recognise that using such tools as a part of their school day will help develop vital digital skills without them even realising.”

Anne Sheehan, Business Director, Vodafone UK, said: “We are excited to be working with St Joseph’s in Newbury to trial our Connected Education solution. The recent months have highlighted the importance of digital education platforms that children can access whenever they need to.  We hope this pilot will showcase the effectiveness of such provision. By incorporating devices, connectivity, specialist training and advanced security, we can help increase vital digital skills and ensure no child is left behind, whatever their circumstances.”

Connected Education has been developed by Vodafone Business Ventures, which combines social purpose and technical expertise to change lives for the better. A full commercial proposition of Connected Education is due to be available to educators and councils across the UK during 2021.

Vodafone recently announced it is working with Coventry University to trial state-of-the-art virtual reality learning for student nurses and health professionals over the next phase of 5G technology.

[1] Nominet Trust 2019

[2] DCMS reported in 2019 that 82% of online job advertisements require digital skills.

[3] Microsoft and McKinsey & Company 2020.

Danone’s Eat Like a Champ programme launches updated healthy, sustainable lifestyle resources for primary school pupils

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Danone has revitalised it’s popular Eat Like a Champ resources, placing sustainability at the heart of the free, evidence-based healthy eating education programme. Since it’s launch in 2010, the programme has already reached over half a million children in the UK. With the updated content for 2020, Eat Like a Champ aims to engage and educate many more pupils aged 9-10 about both healthy and sustainable lifestyles. Registrations are now open for teachers to download their free resources.


Key Messages:

·The lessons and resources are designed to teach children about healthy, sustainable lifestyles in a fun and exciting way.
 

·The programme is written in collaboration with the the British Nutrition Foundation, British Dietetic Association, and Hubbub.
 

·Registrations for Eat Like A Champ 2020 / 2021 are now open.
 

The six free lesson plans and supporting resources have been developed in consultation with teachers, and the new content is written in collaboration with the British Nutrition Foundation, British Dietetic Association and everyday sustainability experts Hubbub. Topics include healthy eating, food waste, recycling, hydration, climate change and physical activity.

The need for healthier, more sustainable lifestyles has never been greater due to increasing obesity rates and an emerging sense of urgency to tackle climate change in the UK.. The Eat Like a Champ programme aims to support teachers to educate, inspire and engage the next generation to live healthy sustainable lifestyles.

The Eat Like a Champ programme offers readily available, free and unbranded resources aimed at children aged 9-10 years old. The resources are linked to the school curriculum and can be downloaded and delivered in the classroom. Each lesson is designed to last approximately one hour (although can be tailored to fit you and your class’ needs) and is supported with a variety of adaptable and engaging resources, including lesson plans, worksheets, card activities, and PowerPoint presentations.

Christopher Hillman, Head of Sustainability & Social Innovation at Danone UK said: “At Danone we have a vision to bring health through food to as many people as possible. We believe the health of people & the health of the planet are interconnected. Through our updated Eat Like a Champ programme we aim to support the next generation in adopting healthier, more sustainable lifestyles by  empowering them to change their habits and make a positive difference to the world around them”.

Claire Theobald, Education Service Manager at the British Nutrition Foundation said: “It’s important that pupils develop an appreciation of the basics of a healthy, sustainable lifestyle. The Eat Like A Champ lessons provide support to do this in actionable ways. The lessons explore healthy eating and sustainable diets and inspire young people to explore how to stay active for themselves and the planet.”

Sarah Mansfield, a primary school teacher said: “The Eat Like a Champ lesson plans are a great way of bringing the important topics of nutrition and sustainability to primary school pupils. By getting pupils passionate about sustainable eating, they have the opportunity to build healthy and sustainable lifelong habits.”

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