Remember you can use the ‘Immersive Reader’ function on Teams which will read out your posts and assignments. You can also edit the text, make it larger and change the colour to suit you. See the video for help.
Kids n Klicks – Internet Safety
7-8pm 10th March – Online session for parents and carers
4-5pm 17th March – Online session for parents, carers and children
Book your place here bit.ly/3pHiCot
S1 Spanish – How to describe someone
Use these free resources to talk to your child about online safety this Safer Internet Day. This pack includes activities, conversation starters and information to help parents and carers talk to their children about how to navigate the issue of reliability of information online in a safe, responsible and engaging way.
https://www.saferinternet.org.uk/safer-internet-day/safer-internet-day-2021/i-am-parent-or-carer
Internet Safety Advice from the NSPCC
It can be hard to know how to talk to your child about online safety. From setting up parental controls to advice on sexting, online games and video apps, we can help you to understand the risks and keep your child safe.
https://www.nspcc.org.uk/keeping-children-safe/online-safety/
What are parental controls?
Parental controls help you to block or filter upsetting or inappropriate content, and control purchases within apps. You can install parental control software on your child’s and family’s phones or tablets, games consoles, laptops and your home internet.
Parental controls can help you to:
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- plan what time of day your child can go online and how long for
- create content filters to block apps that may have inappropriate content
- manage the content different family members can see.
https://www.nspcc.org.uk/keeping-children-safe/online-safety/parental-controls/
Learners with Complex Additional Support Needs
A small steering group of Education Scotland staff and Head Teachers collaborated to collate ‘parent friendly’ resources and make them available for schools and parents on one platform. Here you can find resources and guidance for parents to support their child’s learning at home.
The resources take a wide range of formats including offline programmes, downloadable/printable resources, links to websites or apps, YouTube films, or practical resources/packages/games produced by schools on a range of topic areas. The resources are grouped into the following categories:
- Communication : strategies, stories, games, picture cards, sing or sign along ideas, activities that involve choice.
- Movement, games and play : physical activities that can take place in the home, in the garden, on a walk, in the park and suchlike as well as ideas for movement to music or dance, ideas for games and play, activities that develop motor skills or coordination.
- Making Sense of the World : any activity that connects the child to the world such as developing skills and knowledge, such as, safe use of social media; virtual tours of museums, art galleries, and places of interest; films on the wonders of the natural world; exploring sounds and music; using toys or tools for a purpose.
- Daily routines and skills for independence : learning or practicing daily routines or activities, regular personal routines such as dressing, eating etc.
- Sensory activities : this category overlaps with all the other categories however, these activities specifically focus on sensory stimulation or experiences. For example, a sensory story specifically exploring touch and textures.
Supporting Young People’s Health and Wellbeing – Session 1 Anxiety
Week 1 – Supporting Young People’s Health & Wellbeing
Anxiety
Click on the links below to download the worksheets mentioned in the video.
https://nacfamilylearning.weebly.com/uploads/1/3/1/3/131305057/thoughtrecordsheet7_1.pdf
https://nacfamilylearning.weebly.com/uploads/1/3/1/3/131305057/5_factor_model_1.pdf
Using the verb to have in Spanish (Tener)
Talking About Verbs
Mr Hériaud helps us understand a bit more about subject pronouns like I, you, he or she. Understanding these in English will help when you use them in Spanish or French.
