WhAT PEOPLE SAY ABOUT let's talk
"It was remarkable to see children with such self-awareness. The lessons in this project foster a social and emotional understanding which creates respectful, resilient and empowered young citizens."
Linda Crichton, Bi-borough Education Service, Kensington & Chelsea and Westminster
“The new curriculum has transformed our PSHE offer. All aspects of emotional health and wellbeing are covered in detail,
as is citizenship and preparation for life in the wider world. The pre-planned curriculum can easily be followed by class
teachers, and because the curriculum is tightly spiralled, the PSHE Lead can monitor delivery and pupil progress across the
year groups with ease.”
Tim Killick, Assistant Head for Inclusion, Essendine Primary School.
"I believe that this is a ground-breaking, innovative curriculum. It is the first I have seen that addresses emotional development from an early age and skilfully builds on this knowledge through the primary years."
Aaron Sumner, Executive Head Teacher at Hallfield Primary School.
“The curriculum has transformed the learning behaviour in my class. Old adversaries like failure and mistakes are now seen as opportunities to embrace rather than threats to hide from. After sixteen years of teaching, it feels like the blocks to learning have been taken away.”
Hannah Willis, Year 6 Teacher, Herstmonceux Primary School
"This curriculum is different to any way the children have been taught about emotions before. When you are teaching the lessons you can see a lightbulb going off in their heads and you can see them say yes, this relates to me."
Jason Clarridge, Upper Key Stage 2 Leader, Essendine School
"The lessons engage our Year 2 children with topics that help them regulate their emotions and actions. The lesson resources are well structured and visually engaging, and the suggested activities are interactive, accessible and fun, allowing all children to embody and explore the topics presented. We've noticed the vocabulary introduced during lessons has really stuck with children, who use the terms to explain their reactions to situations happening in the playground, at home or in other lessons. The lessons give children a greater awareness of their emotional world, and arm them with a range of tools and greater choices for responding to the ups and downs of life."
Sarah Archer, London Trainee Teacher
Linda Crichton, Bi-borough Education Service, Kensington & Chelsea and Westminster
“The new curriculum has transformed our PSHE offer. All aspects of emotional health and wellbeing are covered in detail,
as is citizenship and preparation for life in the wider world. The pre-planned curriculum can easily be followed by class
teachers, and because the curriculum is tightly spiralled, the PSHE Lead can monitor delivery and pupil progress across the
year groups with ease.”
Tim Killick, Assistant Head for Inclusion, Essendine Primary School.
"I believe that this is a ground-breaking, innovative curriculum. It is the first I have seen that addresses emotional development from an early age and skilfully builds on this knowledge through the primary years."
Aaron Sumner, Executive Head Teacher at Hallfield Primary School.
“The curriculum has transformed the learning behaviour in my class. Old adversaries like failure and mistakes are now seen as opportunities to embrace rather than threats to hide from. After sixteen years of teaching, it feels like the blocks to learning have been taken away.”
Hannah Willis, Year 6 Teacher, Herstmonceux Primary School
"This curriculum is different to any way the children have been taught about emotions before. When you are teaching the lessons you can see a lightbulb going off in their heads and you can see them say yes, this relates to me."
Jason Clarridge, Upper Key Stage 2 Leader, Essendine School
"The lessons engage our Year 2 children with topics that help them regulate their emotions and actions. The lesson resources are well structured and visually engaging, and the suggested activities are interactive, accessible and fun, allowing all children to embody and explore the topics presented. We've noticed the vocabulary introduced during lessons has really stuck with children, who use the terms to explain their reactions to situations happening in the playground, at home or in other lessons. The lessons give children a greater awareness of their emotional world, and arm them with a range of tools and greater choices for responding to the ups and downs of life."
Sarah Archer, London Trainee Teacher
