New additions to the site – now available free to all primary schools nationwide – include book extracts, lesson plans, worksheets, activities and comprehension quizzes relevant to Years 1-2, 3-4 and 5-6 co-developed by Leo Academy Trust and charitable trust LGfL. A range of question types are employed – such as multiple choice, matching and ordering and long and short answers – which mirror those found in Key Stage 1 and Key Stage 2 SATs papers. This provides children with the opportunity to practise, develop and apply the skills required to answer specific questions. It also provides teachers with assessment and moderation evidence.

Questions are presented in a progressive order to support pupils of differing abilities, and text and questions can be read and answered independently by a pupil, or in discussion with the teacher. Pupils are also encouraged to read widely, reflect on what they have read, and discuss viewpoints and genres.

These additional activities that complement the video interviews inspire young people to explore new authors and genres and to develop their own creative writing. Contextualised cross-curricular opportunities ensure that learning extends beyond English, covering elements of the Science, History, Geography, Art, Music, DT and Computing Curriculum for Primary Schools.

Pupils and teachers can also access live stream author events broadcast from a variety of host schools, where authors discuss their writing, the theme or the process used to plan and develop the characters, setting and plot, before moving on to answer questions submitted by viewers. Students gain insight into how authors think.

ReadingZone Live is a development of the existing partnership between LGfL and www.Readingzone.com. It brings regular interviews and live video conferences with some of the best contemporary children’s authors to schools. 

Over 50 contemporary children’s authors have already joined the ReadingZone Live programme including Oliver Jeffers, Anthony Horowitz, Michael Morpurgo, Anthony McGowan, Joseph Coehlo, Mini Grey and Maz Evans.

Commenting on the new site, LGfL Content Manager Bob Usher said, “This newly-revised version of the ReadingZone Live platform unlocks the potential of the 1,000+ videos which have been captured over the last 10 years of live events hosted by LGfL and ReadingZone. The video clips offer unique insight into the creative process of some of the most successful and popular children’s authors at work today in the UK. The expert literacy team at Leo Academy Trust has further enhanced the effectiveness of the material with related teacher support for KS1/KS2 literacy. We hope that our young readers and writers are inspired by the energy, enthusiasm and humour shown by our authors and that it is reflected in their own creative writing.”

For free access to ReadingZone Live please visit https://www.lgfl.net/learning-resources/summary-page/readingzone-live

These free digital resources for key stages 3 and 4 include an assembly and lesson plan to help students understand the stories of Black British, African and Caribbean service people who have often been unfairly excluded from the history books and help students consider some of the reasons for and effects of these omissions.

The Army’s Black History Resources

Supported by consultancy from The Black Curriculum and BlackPoppyRose, the assembly resource profiles service people from throughout history, while the interactive lesson resources offer source materials to help students explore the contributions and stories of Black Britons, West and East Africans and Caribbean service people during World War One. The resources also offer examples of the role of Black women in the armed forces and document case studies of a Trinidadian, British and East African (from the Tanzania-Malawi border region) woman during WWI.

J Ahle, History Teacher at Abraham Moss Community School said: “The resources are excellent, really useful and provide a strong grasp of the diversity within the British Army. I will certainly be using them within my department.”

Major Jennifer Close said: “We’re very pleased to release these resources for Black History Month 2020. These resources address the important historic contributions by Black British, African and Caribbean service people and help facilitate discussions on race and diversity in the classroom.”

Sergeant Major Alhaji Grunshi of the Gold Coast Regiment, 1918

The Importance of Black History

These resources also aim to explore the importance of Black History within the wider curriculum. Questions at the end of each resource help facilitate discussions that address the significance of Black History Month and studying Black History more broadly and how this relates to modern discussions on race and diversity, including reflections from current Black soldiers to help build student’s discussions.

Selena Carty, Founder of BlackPoppyRose said: “History has so many layers, we are now exploring a wider narrative to be able to understand the impacts of choices made in the past. These Army Black History education materials are an extremely useful resource to start an overdue conversation.”

King’s African Rifles on the march, 1916 Image Credit: National Army Museum, NAM. 1965-06-73-14

Where are the resources available?

You can download the resources now at: https://britishar.my/BlackHistory

New additions to the site – now available free to all primary schools nationwide – include book extracts, lesson plans, worksheets, activities and comprehension quizzes relevant to Years 1-2, 3-4 and 5-6 co-developed by Leo Academy Trust and charitable trust LGfL. A range of question types are employed – such as multiple choice, matching and ordering and long and short answers – which mirror those found in Key Stage 1 and Key Stage 2 SATs papers. This provides children with the opportunity to practise, develop and apply the skills required to answer specific questions. It also provides teachers with assessment and moderation evidence.

Questions are presented in a progressive order to support pupils of differing abilities, and text and questions can be read and answered independently by a pupil, or in discussion with the teacher. Pupils are also encouraged to read widely, reflect on what they have read, and discuss viewpoints and genres.

These additional activities that complement the video interviews inspire young people to explore new authors and genres and to develop their own creative writing. Contextualised cross-curricular opportunities ensure that learning extends beyond English, covering elements of the Science, History, Geography, Art, Music, DT and Computing Curriculum for Primary Schools.

Pupils and teachers can also access live stream author events broadcast from a variety of host schools, where authors discuss their writing, the theme or the process used to plan and develop the characters, setting and plot, before moving on to answer questions submitted by viewers. Students gain insight into how authors think.

Award winning author Michael Morpurgo, OBE, presenting at a ReadingZone Live event hosted at The Grey Coat Hospital, Westminster. Photo by Trish Anderson, School Photographer. 

ReadingZone Live is a development of the existing partnership between LGfL and www.Readingzone.com. It brings regular interviews and live video conferences with some of the best contemporary children’s authors to schools. 

Over 50 contemporary children’s authors have already joined the ReadingZone Live programme including Oliver Jeffers, Anthony Horowitz, Michael Morpurgo, Anthony McGowan, Joseph Coehlo, Mini Grey and Maz Evans.

Commenting on the new site, Bob Usher LGfL Content Manager, said, “This newly-revised version of the ReadingZone Live platform unlocks the potential of the 1,000+ videos which have been captured over the last 10 years of live events hosted by LGfL and ReadingZone. The video clips offer unique insight into the creative process of some of the most successful and popular children’s authors at work today in the UK. The expert literacy team at Leo Academy Trust has further enhanced the effectiveness of the material with related teacher support for KS1/KS2 literacy. We hope that our young readers and writers are inspired by the energy, enthusiasm and humour shown by our authors and that it is reflected in their own creative writing.”

For free access to ReadingZone Live please visit https://www.lgfl.net/learning-resources/summary-page/readingzone-live

These are:

1. Expansion of free school meals to every child from a household on Universal Credit or equivalent, reaching an additional 1.5million 7-16 year olds

2. Expansion of holiday provision (food and activities) to support all children on free school meals, reaching an additional 1.1million children

3. Increasing the value of the Healthy Start vouchers to £4.25 per week (from £3.10) and expanding into all those on Universal Credit or equivalent, reaching an additional 290,000 pregnant women and children under the age of 4

The National Food Strategy was written by Henry Dimbleby.

The #endchildfoodpoverty campaign is supported by the Child Food Poverty Task Force which was formed by Marcus Rashford, a further 20 charities and key names in the food industry. They are calling on Government to allocate sufficient budget to the three National Food Strategy recommendations, as part of an urgent recovery package for vulnerable children this Autumn.

Data released by the Food Foundation today reveals 18% of 8-17 year olds (1.4 million children) reported experiences of food insecurity over the summer holidays. 

Experiences of food insecurity included:

1. Having to eat less and make food last longer because of lack of money to buy more (6%)

2. Parents not eating because there wasn’t enough food at home (5%)

3. Children being hungry but not eating to avoid using up food at home (4%)

4. Children being hungry but not eating because of lack of food at home (4%)

5. Not eating a proper meal due to lack of money for food (4%)

6. Eating at a friend’s house because there wasn’t enough food at home (3%)

6.3% of children said they were worried about going hungry during the October half term.

Rising numbers of families are struggling with an 11% (850,000) of children aged 8-17 reporting that either they or their families had visited a foodbank in the summer holidays. This was over 60% higher in non–white British ethnic groups.

The Food Foundation’s recent You Gov survey showed that 31% of parents of children on Free School meals across the UK said they received no form of help over the summer holidays. For those that did get help, most (75%) received vouchers. 10% of all parents said that changes in the household budget affected their ability to purchase food over the summer holidays.     

You can show your support and sign the petition here: https://petition.parliament.uk/petitions/554276/

The Food Foundation is also launching the Children’s Right 2 Food Dashboard which is a one-stop-shop for data and research on what children across the UK are eating and the effects on their wellbeing and long-term health. http://www.childrensright2food.co.uk/

Following the history-making moment at the INEOS 1:59 Challenge, the 1851 Trust, a charity committed to taking science beyond the textbook by engaging young people in the cutting-edge technology of high-performance sport, launched three new, free, digital learning resources inspired by Kipchoge’s historic sporting feat.

Hosted on the Trust’s digital education platform INEOS STEM Crew, the resources, which are aimed at 11-16 year olds, take young people into the INEOS 1:59 Performance Team and explore the science and theory that went into giving Kipchoge the best possible conditions to make history in Vienna. 

The resources have proved extremely popular – with an estimated 35,000 young people inspired so far – and are set to become even more so as this academic year continues.  

Commenting on the legacy of his challenge, Eliud Kipchoge said “It is brilliant to see so many schools are using the INEOS 1:59 Challenge STEM Crew resources, learning the science behind my record-breaking sub 2-hour marathon. I hope that my challenge will continue to bring STEM subjects to life for pupils and showcase that no human is limited.”

Following the successful launch of the resources in July, the Trust’s Education Team delivered a day of live lessons to the Bohunt Education Trust, with key worker pupils in school and hundreds of students learning at home.

Director of Education at Bohunt Education Trust (BET), Phil Avery explained: “At BET, we provide excellence in education and prepare our students to become ‘game-changers’: to make a difference in the World and change things for the better. The project with INEOS STEM Crew highlights the power of multidisciplinary learning: how scientific concepts are applied, the importance of teamwork, how failure helps us move forwards – and creativity and dreaming inspire ambition.”

Feedback received from pupils and their parents was extremely positive with one parent commenting: “My son was in school today and, for a child who isn’t into sport, he loved it. Your team did a fantastic job making the day accessible not only to the few in the class, but to the hundreds learning online as well.” 

In celebration of the INEOS 1:59 Challenge anniversary, these live lessons have now been made available on the site. The resources focus on three key aspects of the huge task Kipchoge and the INEOS 1:59 Performance Team faced; the pacemaker strategy, nutrition and course selection. Students can put themselves into the roles of the INEOS 1:59 Challenge Performance Team and investigate what it takes to do something that has never been done before, running a sub-two-hour marathon, by carrying out engaging hands-on practical work in physics, biology and maths.

The resources include class-facing presentations, activity and lab sheets as well as a project workbook to guide students through the challenges. All lessons are fully linked to the UK National Curriculum and are completely free www.stemcrew.org/ineos159challenge

Here, Fleur Sexton Deputy Lieutenant West Midlands and Managing Director, PET-Xi Training – one of the most hard-hitting and dynamic training providers in the UK with a reputation for success with the hardest to reach – shares eight things schools can do to help tackle the problem.

1. Unpick the underlying issues

Behavioural difficulties are often triggered by Adverse Childhood Experiences (ACEs) or traumatic events occurring before age 18 such as abuse, neglect, parental mental illness, substance use, divorce, incarceration and domestic violence. These young people have often stopped trusting in others and have limited opportunities they can actually access. Unpick the underlying issues to uncover why a student is lacking in self-confidence, not achieving in line with their ability, not engaging or is displaying behavioural difficulties – then tackle the root causes.

2. Provide unconditional support

However complex a student’s issues are, understand that with the right intention and 100% commitment they can – and must – be fixed. It’s crucial for schools to give the message “You have our unconditional support, we will help you to break the barriers and the negative behaviours, and we will do that together.”

3. Prioritise inclusion

When something isn’t working and a young person is showing troubled behaviour, it’s often because their life is out of control and they’re fearful. School leaders need to translate anger as fear and recognise that these students need more input and intervention. Excluding a pupil goes against every bit of sense and only serves to exacerbate issues – and typically leads to further isolation from society. To stop the negative cycle, school leaders should prioritise inclusion for all pupils, and discipline and behaviour policies should be reviewed to reflect this.

4. Use positive reinforcement

Positive reinforcement must be embedded in school culture – actively look for opportunities to give specific verbal praise, reward small steps rather than waiting for big achievements, and tailor rewards to each individual pupil so they are meaningful. Channel what pupils are good at into something positive to create chances for students to experience success. Consistency is key to success with positive reinforcement so ensure that all staff are fully on board with this ‘best practice’ model.

5. Involve students in the community

Find ways for students to give back to their community – this is proven to bolster self-esteem. Often when students learn that they can help the elderly or the homeless through practical volunteering projects and change the world for the better, they realise that they can use these skills to help themselves too. 

6. Empower staff through training

Provide training in child development and mental health to equip staff with the necessary skills to identify the underlying causes of behaviour difficulties so that they can initiate appropriate intervention as early as possible. Share information at regular, well-structured staff meetings to ensure that all staff are consistent in their approach to supporting pupils. Staff need to be aware of the full range of intervention options available and how to refer students for support – including to outside agencies- to achieve the best possible outcomes. A fresh professional perspective is often invaluable in helping to resolve issues

7. Focus on individual needs

Some young people – including those with additional needs – learn more effectively when they are practically engaged in “hands on” activities. Ensure that staff are aware that this can manifest as a behavioural issue – which could be resolved by adapting their teaching style to suit individual needs. Alternative provision such as a special school or other non-mainstream environment should always be presented as a different path with real opportunities and not as a second rate option.

8. Grab the opportunity to rewire communities

The deep inequities and divisions within our communities – poverty, domestic violence, drug use, criminality – have been exacerbated by COVID. We now have a great opportunity rewire society in a fairer way, to hear these voices – we don’t have to go back to rules that are based on inequality. If we’re to fix society, we have to grasp the things that are easiest to ignore – and this begins in schools.

This past year, we’ve seen how important the natural world is to our mental health and wellbeing. There has been a surge in interest in the nature on our doorsteps, but nature needs us too. By taking part in the Birdwatch, children are helping to build an annual snapshot of how our birdlife is doing across the UK. With over a million school children taking part since its launch in 2002, the RSPB Big Schools Birdwatch is the perfect opportunity to enrich the curriculum through outdoor learning, even during the winter months.

Rachael White, RSPB Big Schools’ Birdwatch Co-ordinator said: “For 20 years, Big Schools’ Birdwatch has provided children an opportunity to apply knowledge and skills through outdoor learning whilst contributing to something bigger; a UK-wide citizen science project. Children can also monitor the impact they have made in their school grounds by comparing the number of birds seen one year to the next after making changes such as putting out bird food or planting more wildlife friendly plants which encourage insects the birds feed on -then compare their results to the UK data.

Over the last two decades, more than 70 difference species have been recorded, giving the RSPB an astonishing amount of insight into how our wildlife is faring. The blackbird remained at the top of the Big School Birdwatch rankings as the most commonly seen school bird with over 15,000 sighted in 2020, with an average of 5 seen per school. The woodpigeon held down the second spot, with the house sparrow completing the top three.

The Big Schools Birdwatch is a free activity. Teachers are sent a pack to help make delivery of the Birdwatch simple. Teachers can pick any day during the first half of the Spring term to take part, with the flexibility to run it as a one off or as the centre piece of a cross-curricular study, enrichment activity or a way for the children to improve their outdoor space as part of completing their Wild Challenge Award. Many schools prepare for the event in advance by taking measures to give nature a home in their school grounds, such as putting up feeders and nestboxes and making bird cake. Seeing and counting the birds coming to their feeders during the Big Schools Birdwatch is the perfect reward for their efforts.

For your free 20^th anniversary Big Schools’ Birdwatch pack visit rspb.org.uk/schoolswatch

The pack includes everything a teacher will need to take part, including bird fact files, survey sheets, advice on how to get the most out of their Birdwatch and help getting started on a Wild Challenge Award.

Registration for Big Schools’ Birdwatch 2021 is now open.

The Big Schools’ Birdwatch is the school version of the Big Garden Birdwatch – the world’s largest garden wildlife survey. The event will take place over three days on 29, 30 and 31 January 2021 and further information can be found on the RSPB website rspb.org.uk/birdwatch.