1. Education in a Diverse UK Dr. Jonathan Barnes 25 th September 2015

4. 11 year olds in today’s UK 38%, English 11 year old boys (21% at 13) ‘like school a lot.’ (Ex- Macedonia 85%; Germany 50%; Wales 45%) 33%, (50%) ‘feel pressured by school’ work’ (Scotland 24%; Sweden, 9%; Netherlands, 10%) 68% (58%) find their classmates ‘kind and helpful” (Sweden 88%, Wales 75%) (WHO, 2012 ‘Health Behaviour in School-aged Children, Report from the 2010 survey’) 41% of children suffer poor levels of development – ‘we are doing very badly indeed.’ (Sir Michael Marmot, Fair Society Healthy Lives, 2012) 20% 11-13 yr old girls ‘in danger of mental health problems.’ (Jol. of Adolescent Health, 2015)

5. WHO recommendations for schools……. Develop ‘a caring atmosphere’ - VALUES Give ‘positive feedback’ - POSITIVITY Identify and promote pupils’ special interests and skills – EXPERIENTIAL/ACTIVE Value diversity and diverse approaches – PERSONALISED/ FLEXIBLE Develop and maintain a democratic, participatory culture – SOCIAL/EMOTIONAL/RELATIONAL Implement a diversity of learning and teaching strategies - VARIETY

6. VALUES Every human life and death is of equal worth (Index for inclusion 2011) Tony Booth

7. Barbara Fredrickson positive attitudes - like interest and curiosity - produce more accurate subsequent knowledge than do initially negative attitudes (2005) POSITIVE

8. …the brain learns best and retains most when the organism is actively involved in exploring physical sites and materials and asking questions to which it actually craves the answers. Merely passive experiences … have little lasting impact.’ (1999) Howard Gardner EXPERIENTIAL

9. Steven Pinker, 2002 We each inhabit a unique environment Individual differences between children are large in the primary years – any class of children must be treated as individuals Usha Goswami, 2009 PERSONALISED

10. Flow... the state in which people are so involved with an activity that nothing else seems to matter; when... a person’s body or mind is stretched to its limits in a voluntary effort to accomplish something difficult or worthwhile (2002)

11. Sarah Jayne Blakemore Individual brains, like individual bodies are different from each other, but there is almost nothing that you cannot improve or change. (2005, p.10) FLEXIBLE

12. Learning in young children is socially mediated... (2009) SOCIAL/ EMOTIONAL Usha Goswami When we fail to appreciate the importance of students’ emotions, we fail to appreciate a critical force in students’ learning...we fail to appreciate the very reason that students learn at all. (2007) Antonio Damasio

13. VARIETY/CREATIVITY Stephen Hepple

14. A curriculum for social and personal well-being 1. Clarity about our own education values e.g.: Belief in the unique nature of every child Belief in the importance of personal agency Belief in inclusion 2. Confidence about subject/discipline aims, skills and knowldege 3. Understanding of child physical, psychological, social, spiritual & moral development

17. UBUNTU All human beings are interconnected Every action has implications for all those around us Personal identity is the result of the past and present lives of others. The nearest English word is ‘humanity’ when used to capture the compassion and empathy that results from recognising we are all one despite having different identities

18. joy beauty friendship wisdom diligence generosity kindness love equality courage patience Authentic communication Supportive relationships Collaborative communities Global Citizens compassion Acceptance Respect for diversity Equality Trust Hope/optimism affirm humanity Values that selflessness tenacity forgiveness

20. Barnes, J. (2015) Cross Curricular Learning 3-14 Londn: Sage Damasio, A. (2003) Looking for Spinoza: Joy Sorrow and the feeling brain, New York: Damasio, A.. (2012) Self comes to mind, New York: Pantheon Fredrickson, B. (2009) Positivity, New York: Harcourt Knight, S. (2009) Forest Schools, London: Sage; Goouch, K. (2010) Towards Excellence in Early Years Education: Exploring Narratives of Experience, Lon:Routled Csikszentmihalyi, M. (2002) Flow; the psychology of discovery and invention, New York: Layard, R. and Clark, D. (2014) Thrive, London : Penguin. Dewey, J. (1933) How we think. New York: Heath and Co Goleman, D. (2006) Social Intelligence, London: Bloomsbury Booth, T. and Ainscow, M. (2011) The Index for Inclusion, Bristol: Centre for Inclusive Education Cremin, T. and Arthur, J. (2015) Learning to Teach in the Primary School, London: Routledge Perkins, D. (2009) Making Learning Whole: How Seven Principles of Teaching Can Transform Education. San Francisco: Jossey Bass

21. Some well-being references http://www.unicef.org.uk/Images/Campaigns/FINAL_RC11-ENG-LORES- fnl2.pdf (Innocenti report card 11, 2013) http://www.unicef.org.uk/Images/Campaigns/FINAL_RC11-ENG-LORES- fnl2.pdf http://www.ons.gov.uk/ons/dcp171766_304416.pdf (UK, ONS, 2012) http://www.ons.gov.uk/ons/dcp171766_304416.pdf http://www.euro.who.int/__data/assets/pdf_file/0003/163857/Social- determinants-of-health-and-well-being-among-young-people.pdf (WHO, 2012) http://www.euro.who.int/__data/assets/pdf_file/0003/163857/Social- determinants-of-health-and-well-being-among-young-people.pdf http://www.ucl.ac.uk/whitehallII/pdf/FairSocietyHealthyLives.pdf (Marmot Review, 2010) West Rise Junior school Eastbourne; https://www.youtube.com/watch?v=C8Y2TJDhUxM