In addition to working directly with schools, we have cultivated relationships with wider learning providers who value our practical and engaging approach to learning, combined with our extensive curriculum knowledge and breadth of experience.
Our team of neuroscientists and clinical psychologists offer up-to-the minute learning resources, which we have packaged to be delivered into the classroom by teachers or via our own expert practitioners.
How we’ve identified the importance of our module topics?
In recent years, school teachers have requested more bespoke approaches to each module, as well as having students to choose and select what areas are of most important to them. Each session we’ve delivered to each group highlights both independent and group work that students personally feel required to look at.
Working with thousands of schools, our existing cross-curricular focus of using creativity with STEM has shown neuroeducation demands for teachers to know more about the subject within PSHE and to be aware of the interventions required to make positive steps forward. Working in schools across a wide reach of socio-economic levels, there are defining demands as to what are the main ‘pain points’ for students, including: stress and anxiety, self-esteem and peer pressure.
How can we evaluate impact of our resources?
Working with us, typically via a whole school framework, our facilitator would utilise an approach to create a set of benchmark differentiated learning assessments, for this specific age group, for teachers to follow during their PSHE lessons.
Designed by our neuroscientist team over the past few years, these assessments will act as guidelines for primary and secondary school teachers to gather educational intelligence, enabling them to grow as individuals and as educators.
As schools only test pupils academically, this is an opportunity for pupils to understand other key life skills areas.
Teachers are to deliver these quick and fun assessments in PSHE lesson time, over a period of weeks.
Teachers can select the best and most appropriate assessment subjects per class.
Early intervention is key
At the end of the assessment, the teacher will receive a short report on individuals performance. Classes or schools can also be provided with a short report of the group performance and/or a more detailed report of individuals performance.
Overall assessment of a group’s skill level and how they progress in time, from year to year, more useful or indicative as they can be reflective of the development taken place within the class or the school. It could be also used in relation to the seminar material as a form of ‘proving’ its effectiveness on related topics.
At the end of each term (12 weeks), teachers can send home the data sheets (answers to the questions) to parents for their review. Individual pupils can be provided their scores for each of the assessments associated with a code known only to the student or their parents. The scores will be associated with some text describing the likely significance of these scores. This is designed for parents to understand what hidden aptitudes their children may have, make any provisions in their child’s development and take on new home-based education subjects to develop these subject skills. These can discussed during parent evenings as well.
We can also offer follow up, home learning based programs, to be done with parents, for pupils to development their life skills outside of school. These home based educational programs evaluate the types of personalities for the careers that connect with these aptitudes
Individualised people profiling
We are also able to offer individualised people profiling. The key focal points include: Problem Solving, Lateral Thinking, Critical Thinking, Effective Communication, Presentation Skills, Influencing others.
A strong literature shows that those skills are important for a host of cognitive and social outcomes, including: academic aptitude, leadership-group effectiveness, socializing. These skills are becoming increasingly important in view of the widespread use of screens and the isolation experiences by many students.
The profiling would also include one-on-one pupil profiling with one of our facilitators.
At the end, the teacher and would receive a detailed report on individuals skills set and suggestions for future actions.