Connecting classrooms

As a part of our programmes, we are connecting classrooms, both in the UK and internationally, to work together on a joined project. These two school work collaboratively on one project. This helps to see how other schools work and encourages collaborative cohesion. These projects usually last 12-36 weeks, depending on the agreement.

 

 

Case studies

Peace of Mind and tranquillity put to the test!

Followed by: Stolbtsy School Minsk, Belarus; Ecolé Saint Exupery, Cholet, France; Ecolé des Turbaudières, Cholet, France; Stefan Luchian Arts High School, Botosani, Romania; Ruwanwella Maha; Vidyalaya School, Udamulla, Sri Lanka; Ulriksberg School, Vaxjo, Sweden

Over a six week period, the 10 and 11 year olds at these schools participated in a series of afterschool workshops to explore the idea of using Peace of Mind and Contentment to innovate. Teachers at the schools shared experiences as the students progressed through the programme which was designed and delivered by NeuroHeadway.
The activities were based around pupils, working in small teams, designing an app that a user could listen to at school in order to reduce stress with current curriculum workload and exam anxiety.
First, the pupils in their teams, created a list of ideas and then chose the best theme from a variety of benchmarks, which included: ease of use, frequency of use, curriculum relevance and application opportunities for the future. The pupils designed the aesthetic of the app with the contents of each module for all pupils. These were segmented into experiences from other pupils together with ‘ways to stay calm’ and ‘enjoy your time at school’.

 

Optimism for the future

Followed by: a primary school in Hartlepool in the North East of England, UK; St Mark’s School, Ghana; Makini School, Malawi; TLC School, South Africa; Kaputu School, Kenya; South City School, India

The 10 hour programme was created around six topics – Learning and Memory, Emotion, Decision Making, Our Nervous System, Deciding and Doing and Optimism for the Future.

NeuroHeadway aims to encourage all positive behaviour and involvement within the workshops to achieve a higher standard of work, while also giving pupils one-on-one assistance where needed encouraging asking for help when it is required.

 

Learning experiences through Health and Disease

Followed by: a primary school in Hertfordshire, UK and Ndeco Primary School, North West Zambia.

The Bioscience sessions were designed and delivered by NeuroHeadway. The schools came to be doing the workshops together because of a suggestion from the NeuroHeadway team who spotted that schools wanted to explore Neuroeducation and had similar demographics with their schools.

During the nine weeks, students learned how to create and produce a Conflict Resolution map, as both as individuals and in groups. They learned how to assess and select the appropriate behaviour when working with groups at School.

 

Focus on developmental psychology

Followed by: a primary school in East Sussex and Jueces de Castilla International Primary School in Burgos, Spain.

Schools had separately approached NeuroHeadway to design and deliver a series of afterschool workshops that explored developmental psychology, through the modules of Attention, Language, Emotion and Memory.

NeuroHeadway suggested that the schools work together as they progressed through the workshop series which was delivered over 10 weeks to seventeen 7 and 8 year olds.

This approach was considered a success by both schools who reported enhanced learning and a development of confidence by both teachers and pupils.

 

Colour and cognition workshops

Followed by: a primary school in Surrey, UK and Ligamba School in Tanzania and St Joseph’s School in Normandy, France

Schools opted to run a series of workshops with a group of 14 – 17 year olds to explore Brain Development and Colour and Cognition.

The workshops were designed and run by NeuroHeadway who suggested that the schools may benefit from connecting together to share ideas and learning experiences. Throughout the programme, students worked independently and in group on Ethics, Character, Emotional Intelligence and Components of Intelligence.

This proved to be a successful collaboration and both schools were pleased by this partnership approach which was brought about by teachers and NeuroHeadway practitioners emailing each other throughout the 8 week duration of the workshop programme.

 

Fun neural programming

Followed by: a primary school in Sunderland, UK and Shuiguohu Primary School, Wuhan, China, Oviedo School, Northern Spain, Shuiguohu Primary School, Wuhan, China, Branxton pre-school, in New South Wales, Australia.

Over a six week period, students at the listed Schools attended afterschool workshops exploring practical lessons on Communication, Neural Networks and The Spinal Cord. Pupils worked independently on activity worksheets that provided situational based questions and ways of understanding different everyday situations that could be addressed in a confident, mature manner. This formed the basis of moral and cognitive development.

Teachers of the groups of nine year olds shared learning experiences and ideas that had emerged during the workshop series.

 

Cognitive linguistics

Followed by a Primary School in Derbyshire and Christian Morgenstern Schule, West Germany

NeuroHeadway’s Clincal Neuroeducation is specifically designed for students to explore, as a group, the following areas: Confidence and Resilience, Linguistics and Computer Science to create mosaics to filter their thoughts about specific topics.

Teachers and students shared their experiences from the workshops. The NeuroHeadway practitioners suggested that the schools could have an enhanced learning experience by sharing ideas together. This was done by email and over the phone throughout the programme.

The workshops were run over a ten week period in curriculum time, one afternoon per week.

 

Maths, Biology, Chemistry and Engineering Learning Partnership

Followed by: a primary school in North Yorkshire and Mida, Mbarakachembe and Mzizima Primary Schools, Kenya.

NeuroHeadway was appointed to deliver a series of after school workshops to a group of 11 year olds. NeuroHeadway suggested that the schools might like to form a learning partnership for the duration of the six week learning programme. The idea was that pupils could share ideas and view each other’s work to get the most from the overall learning experience.

The idea was that pupils could share ideas and view each other’s work to get the most from the overall learning experience, using the subject of neuro education at the heart of the themes.

During the programme, students learned how to create 4 main projects that interlocked together through the themes of: Maths, Biology, Chemistry and Engineering. The key themes included collaborative learning, mathematical cognition, character development, design thinking and social & personal skills.

 

International Baccalaureate

Followed by a primary school in Somerset UK, and Junshan Primary School, China.

Meeting the Learner Profile for the International Baccalaureate was the goal for NeuroHeadway when working with the selection of Schools.

The eleven year old students were brought together by NeuroHeadway who had been invited to deliver a series of expressive workshops, based on: Coordinated Movements and Reflexive Movements.

The workshops ran over 11 weeks in curriculum time and were focused on how to channel Auditory Systems and Neurobiology together for completing topics on: The Ear, Sound Waves, Locating Sound and Hearing Loss.

All aspects of the programme were designed and tested to ensure they met the learning outcomes specified in the Learner Profile for the International Baccalaureate. These aspire to ensure the learners are inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective.

 

PSHE Curriculum Enhancement

Followed by a primary school in Oxford and Assomption Ste. Clotilde Primary School in Bordeaux, France.

Learning to use iPads and Tablets to enhance curriculum work and to create individual projects was explored in a series of six afternoon sessions at schools across the World.

Students were learning about their iPads and Tablets at the same time, so linked together by NeuroHeadway, they shared ideas and learning experiences along the way.

There were nearly twenty ten year olds in both schools involved in the afternoon workshops.