Warwickshire Virtual School - for children looked after and previously looked after

• To learn more about developmental trauma;
• To understand the impact of trauma on the brain and the biological responses;
• To be aware of ACEs and, in particular, their impact on children who are looked after (CLA) or previously looked after;
• To consider strategies to support children who have experienced developmental trauma.

• Understand anxiety from a psychological perspective;
• Recognise a range of anxiety signs and symptoms;
• Consider the implications for Children Looked After/ Previously Looked After and other vulnerable individuals;
• Introduce a framework and approaches to support children experiencing anxiety.

• To develop an understanding of resilience theory;
• To briefly consider teacher resilience and wellbeing;
• To explore known protective factors across child development;
• To introduce a practical tool that can be used to promote pupil resilience.

• To understand why emotion coaching is important for children and your educational setting;
• To learn about the physiological basis of emotions and the importance of self-regulation;
• To learn the 5 steps of emotion coaching and apply to a practice scenario.

This is a new course that has been developed to provide insight and understanding of self-harm and to consider ways of responding and supporting young people.

• Explore the underlying key principles of Restorative Approaches and why they might be considered within schools;
• Begin to consider the different practical levels of implementation and ways to manage restorative conversations;
• An understanding of the relational skills needed for restorative practices.

• Understand the changes which occur in the brain during adolescence and consider how this may impact on learning and behaviour
• Understand how adolescence provides a “window of opportunity” to shift the course of development
• Explore practical strategies and approaches to build a resilient adolescent brain, with a focus on children looked after (CLA) and vulnerable students
• Introduce programmes to teach young people about their own brain development
• Develop an action plan for implementation within your setting

• Understand anxiety from a psychological perspective;
• Recognise a range of anxiety signs and symptoms;
• Consider the implications for vulnerable individuals and especially those who have been looked after by the Local Authority;
• Introduce a framework and approaches to support young adults who experiencing anxiety.

• To understand what attachment theory is and the implications of differing attachments; To consider the impact of attachment on child development and in particular on the brain; To consider a ways to support children/young people displaying attachment needs in the classroom.

• To learn more about developmental trauma;
• To understand the impact of trauma on the brain and the biological responses;
• To be aware of ACEs and, in particular, their impact on children who are looked after (CLA) or previously looked after;
• To consider strategies to support children who have experienced developmental trauma.

Understanding teenage brain development and possible implications for learning and behaviour

• Understand the changes which occur in the brain during adolescence and consider how this may impact on learning and behaviour
• Understand how adolescence provides a “window of opportunity” to shift the course of development
• Explore practical strategies and approaches to build a resilient adolescent brain, with a focus on children looked after (CLA) and vulnerable students
• Introduce programmes to teach young people about their own brain development
• Develop an action plan for implementation within your setting

• To develop an understanding of resilience theory;
• To briefly consider teacher resilience and wellbeing;
• To explore known protective factors across child development;
• To introduce a practical tool that can be used to promote pupil resilience.

• To understand why emotion coaching is important for children and your educational setting;
• To learn about the physiological basis of emotions and the importance of self-regulation;
• To learn the 5 steps of emotion coaching and apply to a practice scenario.