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Remote working – Project based tasks.

We have now moved to more project based learning from subjects. To access this work you will need to be able to log onto: ✓ https://www.teamsatchel.com/

(Show my homework) ✓ https://www.classroom.google.com (Same login as your school Gmail account)

Subjects will set you a project that will last the term and you should be using google

classroom to check in and send pictures / share documents to show your progress each week. Any issues with log in details please email: sdoyle@causewayschool.org

Causeway School Wellbeing Newsletter Vol. 9

12th June 2020

Head of School Message Dear All I hope you are all safe and well? Next week we are very excited to be welcoming our Year 10 students back into school for some staggered face to face learning across the week. We have been working really hard to prepare the school for their return. On page 13 we have included some pictures of the school to show you how we are going to be making sure students and staff are able to work together whilst following and keeping to government guidelines. When not in school Year 10, like the other year groups, will continue with remote learning. Please take a moment to read through our pages as they are full of student work, competitions, and emotional wellbeing advice. Lastly, as there is always so much news to share with you on a Friday we are going to be dividing up the newsletter and sharing different sections with you across the week. Please continue to encourage your child to share the work they are completing as we love to see all the wonderful work that our students continue to produce. Keep safe and best wishes from us all at Causeway. Sarah Speedie

Please email sdoyle@causewayschool.org if you have any suggestions or requests that you would like included in this newsletter!

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Young people use social media and online networking to keep in touch with their friends, and even to make new friends. While most of the time, it's relatively harmless, it's important to be aware of the potential risks of interacting with people online. Not everybody online is who they say they are, so it's important that your child is aware of the dangers of accepting messages and friend requests from people they don't know in the real world. Online predators might use false names and pictures to pretend to be someone else. Remind your child to be vigilant - if they want to meet up with someone they've met online, they should talk to the person on the phone first, and take an adult along for the first meeting, to make sure the person is who they say they are.

Children should also be careful about the content they choose to post online. The internet and online social networks can seem to offer a false sense of anonymity and protection, but it's important to remember that anything posted online has entered a public domain and is no longer under the control of the person who has posted it. Messages and pictures can be reposted and manipulated and may be seen by people who your child does not them to be seen by. A good question to have in mind when posting online is, "Would I want my grandparents or teachers to see this?" If the answer is "No", then it probably shouldn't go online.

Encourage your child to keep their privacy settings updated so that their information is only available to people they know and have chosen to share with. Some social networks, such as Twitter, allow anybody to follow a user. If your child does not want to be followed by people they don’t know, they can lock their accounts. Talk to your child about how to keep their personal information safe online. They may be posting things unwittingly open them up to risks, like their home address or the name of the school, or even where they are going to be at a certain time. Also remind them to log out of social networks, especially on public computers and on their mobiles. This will minimise the risk of their accounts being hacked and misused. To find out more, visit https://www.familylives.org.uk/advice/secondary/online/online-safety/ , they have a great resource of information on how to talk with your child and explains many problems that younger people come across online, or watch the above video to see more, just click on the picture.

Article by Familylives.org.

Online Safety

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Clinicians at the Anna Freud Centre have developed seven ways that we consider to be best practice in responding to children and young people’s fears. 1 Create a space for conversation Demonstrate that you are available to talk but don’t force the conversation at the wrong time as this may feel intrusive. Be open and consistently available, allowing conversation to flow when the young person is ready and willing to talk. Children and young people often find it easier to talk while doing another activity, such as drawing, going for a walk or baking. 2 Demonstrate calm Try to model a calm and measured response. We know that children are good at noticing when others around them are anxious and will watch the behaviour of others to work out whether they too should feel anxious themselves. Even if you’re feeling anxious on the inside, you can help the young person by remaining calm on the outside. This will help to reassure them that things might be difficult, but they are manageable.

3 Empathise and validate We often want to reassure children, and to help find solutions to make them feel better, but first, spend time listening to the young person, ask them questions, and show an interest in viewing things from their perspective. Be accepting of their worry, anger and sadness about how things are at present. Try to avoid early reassurance which can often sound like “everything’s fine”. Recognise that these kinds of feelings are common and understandable. Explain that, although the physical feelings we experience in our bodies when we are anxious can be unpleasant, they are normal. 4 Introduce alternative perspectives and ways of thinking A worry is a thought, not necessarily a fact. Listen to the young person and try to understand exactly what they are concerned about. What exactly are they worried about, and are their worries likely

to happen, if so, what would it mean if they did? Exploring alternative ways of looking at things might help to put worries into perspective and in turn result in less anxiety-provoking conclusions. 5 Reduce environmental stresses Help the young person to consider and recognise what makes anxiety worse, for example constant exposure to stressful stimuli such as too much social media/news, and the withdrawal of daily activities which may have previously provided support. Try to keep to a routine, with activities throughout the day (e.g. schoolwork, exercise, relaxing, keeping in touch with friends and sleep). However, don’t add pressure if they seem overwhelmed. Instead, emphasise the importance of self-care and being kind to themselves. 6 Problem solving and coping Focus on emphasising confidence in the young person’s ability to cope and engage them in helping to think about different strategies. For example; (a) Future and action orientation: ‘...so what are we going to do about this? We can’t do X... but we can do Y...’ (b) Holding the hope: that somehow this situation may make space for something different and better to happen. (c) Keeping up healthy habits – school and domestic routines.

7 ways to support children and young people who are worried

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7 Check-in and monitor progress A critical part of the process is to carefully observe the impact of any suggestions/changes in approach with the young person. This could be done using an Anxiety Thermometer which is based on the child’s response; 0 being calm and content to 10 being extremely anxious, hopefully by taking these steps the young person’s Anxiety Thermometer will reduce over time. This article is informed by a Cognitive Behaviour Therapy (CBT) approach to managing anxiety. CBT is one of the therapeutic approaches which is most commonly used to treat anxiety and depression. It is recognised by the NHS NICE guidelines as a suitable evidence based treatment. CBT is a talking therapy which can help people to manage their feelings or problems by changing the way that people think and behave. It offers a practical approach which aims to help people tackle problems that can feel overwhelming by breaking them down into smaller parts and by challenging negative thinking and/or behavioural patterns in order to improve the way that they feel.

Who is Stephen Spender? Sir Stephen Harold Spender (1909–1995) was an English poet, translator, literary critic and editor, was born in London and educated at the University of Oxford, where he first became associated with such other outspoken British literary figures as W. H. Auden, Christopher Isherwood, C. Day Lewis and Louis MacNeice. His book The Thirties and After (1979) recalls these figures and others prominent in the arts and politics and his Journals 1939–1983, published in 1986 and edited by John Goldsmith, are a detailed account of his times and contemporaries.

The Stephen Spender Prize 2020 for Poetry in translation is association with the Guardian newspaper. The Competition Translate into English any poem from any language – ranging from Arabic to Uzbek, from Danish to Somali—and win cash prizes! You are warmly invited to enter the Stephen Spender Prize for poetry in translation, with categories for young people (14-and-under, 16-and-under, and 18-and-under) as well as an open category for adults. All entrants must be UK or Irish citizens or residents, or pupils at a British School overseas. Please study the guidelines below carefully, as some elements have changed from previous years.

Closing date: 17 July 2020 Prizes 14-and-under category: £75 (1st), £50 (2nd), £25 (3rd) 16-and-under category: £125 (1st), £75 (2nd), £40 (3rd) 18-and-under category: £200 (1st), £100 (2nd), £50 (3rd) To find out more, click the picture on the right to view a YouTube video. To find out more information and full rules, click here Good luck if you enter, please let us know here at school if you enter so we can share your great work.

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The ADHD Foundation has produced a handy workbook designed to help parents cope with some anxiety issues they may come across with their teenage

children. Click on the workbook to open this great resource.

“My Hero is You” is a book written for children around the world affected by the COVID-19 pandemic. Is perfect for younger years. “My Hero is You” should be read by a parent or caregiver alongside a child or a small group of children. It is not encouraged for children to read this book independently without the support of a parent, caregiver. Click the picture to be taken to the book.

FREE Anxiety Workbook

My Hero is You

Help Resources

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These are unprecedented and turbulent times as we cope with life on hold with little clue as to when things will get back to normal. As nurseries and schools closed our children have adapted to a life indoors, missing their clubs and activities and also missing valuable lesson time. In addition to managing the boredom we also need to be aware of the anxiety our young people will feel; worried about their grandparents and elderly family and friends, the financial strain that many families will be under and concern for their own health too. Childline has said it has given hundreds of counselling sessions to children and young people who have been worried

about Covid-19. The Childline website has tips to cope during lockdown and suggestions to help children who are worried about their schools closing, being unwell themselves or their families. We are all under a great deal of stress and naturally feeling anxious and uncertain but we can also take comfort from the increased community cohesion, neighbourhoods springing into action to help each other and online support groups offering company and advice to those self-isolating. The book world is also uniting to offer love and support to families, with some of our best-known authors and illustrators hosting story times and workshops. You can find links to book readings, creative sessions and lesson planning on our Home Schooling feature. Mentally Healthy Schools brings together quality-assured resources to help primary schools promote children’s mental health and wellbeing. To support school staff and parents during these uncertain times they are producing fortnightly, curated toolkits, with resources to help manage anxiety and improve wellbeing. And Next Comes L has hundreds of activities and play ideas for toddlers and all school aged children. There are also a range of tips and resources to help a child suffering anxiety including printable worksheets. Love Reading have also gathered together a collection of books that might help relieve some of the negative feelings and help our children find ways to cope, through mindfulness exercises and gentle storytelling.

Follow the link below to see their recommended reading list.

https://www.lovereading4kids.co.uk/blog/special-features/anxiety-wellbeing-helping-young-ones-cope-6083

Article by Charlotte Carus – lovereading4kids.co.uk

Love Reading

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Let the Games begin…

The Specsavers ‘Virtual’ Sussex School Games is an exciting programme of sport competition running throughout the summer term, giving children the chance to represent their school team, alongside their friends and family, to be crowned Sussex champions. What it’s about, how it all works, and how to get involved, can be found by clicking here.

Get Involved

It’s never too late to get involved, with a new sport, and a new set of medals, released at 9.30am, every Monday morning. You can get going straight away. Just click here for the latest challenges. You can also follow on social media for a chance to win more prizes and some special surprises: Twitter: @SussexSchGames Facebook: Specsavers Sussex School Games Instagram: @SussexSchGames TikTok: @SussexSchGames

Training Prizes

Practice makes perfect, and to be your very best you are encouraged to train and improve during the week. Every Monday, we’ll be setting a new training challenge alongside the sporting competition, giving you the chance to win a £50 Amazon voucher as a prize.

Simply upload your training videos and pictures to Twitter, Facebook, Instagram and TikTok, and include the hashtag #SussexSchGames, and a weekly winner will be selected at random.

This past week has all been about Athletics, next week is Boccia. Get practising and get your video uploaded now.

This is our chance to compete against the other schools of Eastbourne and Sussex, and also compete as the South Downs Giants against the other Sussex areas. You have until Friday at noon each week to practice and submit your best results. Reminder this is open to students, staff, adults (pretty much anyone that is happy to submit their scores under the Causeway banner), let’s have a real big effort each week and see how well we can do.

Please check out @causewaypesport on instagram for all the challenges that have been set by the PE department to keep you entertained and exercised during this lockdown period.

Virtual Sussex School Games 2020

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Top Learning Students Paige Aylward has been

working hard on her Science work. Well Done!

Kika Van-Wyk has done an amazing project book for

Spanish this month.

Alani Taylor has also written a well put together Spanish guidebook of Causeway.

Cameron Lawson has created his Little Monsters

cook book.

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Top Learning Students

Well done to all students who have been working away so hard at home.

Well done to Charley Wright for a great project in Textiles Technology

Lessons.

Freddy Webb created a great looking cook book for this food technology project whilst at home.

Paige Aylward produced an impressive guide to the key features of the

anthology works. Excellent descriptions and interpretation, well done!!

Top work winners in Spanish

Year 7 Ella Green, Darby Jenkins,

Layton Smith, Lewis Crocket, Freddie Webb ,Lolli Webb,

Rosie Kneale & Will Campbell

Year 8 Joey Bridge

Oliver Snashall Mellissa Nielsen

Year 9

Poppy Smith James Wheeler

Jenna Hirst

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Top Learning Students

Some of our Keyworker students have been hard at work this week in school. They got really creative during their Art lesson with Mrs Castano.

Well done Kye, Junayed, Brooke, Hannah, Mico, Rhys, Jack & Lily.

We have also had some great Art home learning work coming in, well done to Natasha and Mellissa

for your great project work so far.

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Help & Support for students

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CAUSEWAY SCHOOL NEWSLETTER 12TH JUNE 2020 12

Don’t forget you can always find help and information on the school website:

www.causewayschool.org or email us at office@causewayschool.org

Help & Support for parents

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Welcome back Year 10!

We are very excited to see you all next week. The school is ready and equipped for your return. Lots of preparation has been going on across the building to make it safe for your return and there will be staff on hand to greet you as you arrive and make sure you all know what you are doing and where to go.

Any queries or concerns you may have please do let us know. We hope you are as excited to see us as we are to see you!

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