As we are more time limited with the #EWrecovery Summer Term 2021 roll-out compared to when we first rolled it out in August 2020, we have pulled together this ‘Quick Start’ user guide for teachers to read through and follow to help get started sharing Emotion Works with pupils as soon as possible.
We do recommend coming back to engage in the detail of the training as you progress through the programme, but we’re confident the Quick Start guide will help …
Estimated training time…
To fully engage in the Training provided on this website takes around 8-10 hours CPD time. However, we feel there is a benefit to getting started with teaching the programme to pupils and to complete the training and learn as you go.
To get to the point of making a start on Emotion Works teaching we recommend covering the following aspects of the Quick Start guide:
The remaining training modules and teaching pages for each individual cog can be engaged in as you progress through each week of the programme.
The Quick Start user guide shown in the video has been expanded and updated since the recording and can be downloaded as a PDF document here. Please remember to login to your membership account for the hotlinks to work.
Click on the images to print or download
Here we share links to articles, videos, and policy guidance relating to this training module including the science behind prioritising Relationships, Regulation and Relevance for the ‘settling in’ weeks of the Recovery Programme.
Spend as much time as it takes before you start the cog teaching programme with a focus on building positive relationships with new pupils and reconnecting with those you already know. A good relationship is an important foundation for successful learning & teaching, and for emotional learning it’s particularly important.
The Connect Relationship Building Toolkit provided in this section can help with this process. Based around a ‘Getting to Know You’ profile, it also provides a selection of resources and activities around the topics of
As covered in the 3 R’s Training, the mutual sharing of this kind of information helps with the bonding process and supports the building of positive Relationships between teachers and pupils. A relational foundation provides a sense of safety and low arousal for pupils which helps with engagement in learning activities. Engagement can be further enhanced by the fact that the information gathered can give clues about our other highlighted R’s for the Recovery programme – Regulation and Relevance.
Knowing things that keep pupils regulated means you can incorporate regulatory activities into your daily planning as part of a pro-active approach to regulation, and when required you can draw on this information for pupils who are more easily triggered and require more support with managing stress and arousal.
Also, knowing lots about pupil interests means that you can plan learning that is relevant and meaningful to them over the course of the recovery period as a further factor that can contribute to engagement in learning and settling back in to school.
With the rest of the Weekly Programme teaching in mind, some additional topics to discuss during the settling in period could be
The settling in period provides you with an opportunity to check in with your learners regarding starting points for emotional literacy before engaging in the Emotion Works teaching programme. In the Weekly Teaching Programme: Settling in Period – practice ideas and examples section you will find 2 options for baseline assessments which you can select based on the depth of learning you’re interested in tracking.