I started my research by volunteering at N.E.S.T.
I started my research by volunteering at N.E.S.T.
I started my research by volunteering at N.E.S.T.
I started my research by volunteering at N.E.S.T.
I started my research by volunteering at N.E.S.T.
I started my research by volunteering at N.E.S.T.
I started my research by volunteering at N.E.S.T.
This included hosting afterschool clubs and activities for vulnerable children throughout the school day. This was a great way of viewing the school environment and talking to teachers / students to gain more insights.
This included hosting afterschool clubs and activities for vulnerable children throughout the school day. This was a great way of viewing the school environment and talking to teachers / students to gain more insights.
This included hosting afterschool clubs and activities for vulnerable children throughout the school day. This was a great way of viewing the school environment and talking to teachers / students to gain more insights.
This included hosting afterschool clubs and activities for vulnerable children throughout the school day. This was a great way of viewing the school environment and talking to teachers / students to gain more insights.
Observation
Observation
Observation
Observation
Observation
Observation
Observation
Interviews
Interviews
Interviews
Interviews
Interviews
Interviews
Interviews
I then conducted interviews with N.E.S.T volunteers and primary school teachers in Newcastle.
I then conducted interviews with N.E.S.T volunteers and primary school teachers in Newcastle.
I then conducted interviews with N.E.S.T volunteers and primary school teachers in Newcastle.
I then conducted interviews with N.E.S.T volunteers and primary school teachers in Newcastle.
I then conducted interviews with N.E.S.T volunteers and primary school teachers in Newcastle.
I then conducted interviews with N.E.S.T volunteers and primary school teachers in Newcastle.
The questions focused on improving volunteer experiences and enhancing school systems for refugee students. The interviews were audio recorded for thematic analysis following Braun & Clarke's approach.
The questions focused on improving volunteer experiences and enhancing school systems for refugee students. The interviews were audio recorded for thematic analysis following Braun & Clarke's approach.
The questions focused on improving volunteer experiences and enhancing school systems for refugee students. The interviews were audio recorded for thematic analysis following Braun & Clarke's approach.
The questions focused on improving volunteer experiences and enhancing school systems for refugee students. The interviews were audio recorded for thematic analysis following Braun & Clarke's approach.
Question 5
What key information for looking after vulnerable children would communication to teachers who have not received any training?
Question 4
Do you feel like you had adequate training to look after these vulnerable children?
Question 3
Have you ever had children in your class who's first language isn't english? If so, what steps did you take to provide support?
Question 2
Do you do any activities in a school setting that promote inclusion and student peer relationships?
Question 1
Have you got any children in your class that you would class as vulnerable?
Question 5
What key information for looking after vulnerable children would communication to teachers who have not received any training?
Question 5
What key information for looking after vulnerable children would communication to teachers who have not received any training?
Question 4
Do you feel like you had adequate training to look after these vulnerable children?
Question 4
Do you feel like you had adequate training to look after these vulnerable children?
Question 3
Have you ever had children in your class who's first language isn't english? If so, what steps did you take to provide support?
Question 3
Have you ever had children in your class who's first language isn't english? If so, what steps did you take to provide support?
Question 2
Do you do any activities in a school setting that promote inclusion and student peer relationships?
Question 2
Do you do any activities in a school setting that promote inclusion and student peer relationships?
Question 1
Have you got any children in your class that you would class as vulnerable?
Question 1
Have you got any children in your class that you would class as vulnerable?
School Prep
Teachers should prepare for vulnerable refugee children e.g. lesson plans, multi faith calendars, additional activities, parent teacher communication.
Language
Background
What is a refugee?
School Prep
Teachers should prepare for vulnerable refugee children e.g. lesson plans, multi faith calendars, additional activities, parent teacher communication.
Language
Background
What is a refugee?
School Prep
Teachers should prepare for vulnerable refugee children e.g. lesson plans, multi faith calendars, additional activities, parent teacher communication.
Language
Background
What is a refugee?
School Prep
Teachers should prepare for vulnerable refugee children e.g. lesson plans, multi faith calendars, additional activities, parent teacher communication.
Language
Background
What is a refugee?
The interviews highlighted resource gaps for teachers unfamiliar with refugee students.
The interviews highlighted resource gaps for teachers unfamiliar with refugee students.
The interviews highlighted resource gaps for teachers unfamiliar with refugee students.
The interviews highlighted resource gaps for teachers unfamiliar with refugee students.
The interviews highlighted resource gaps for teachers unfamiliar with refugee students.
The interviews highlighted resource gaps for teachers unfamiliar with refugee students.
Key recurring themes included: Education on refugees, English proficiency, fostering cultural understanding and improving communication between teachers and parents.
Key recurring themes included: Education on refugees, English proficiency, fostering cultural understanding and improving communication between teachers and parents.
Key recurring themes included: Education on refugees, English proficiency, fostering cultural understanding and improving communication between teachers and parents.
Key recurring themes included: Education on refugees, English proficiency, fostering cultural understanding and improving communication between teachers and parents.
Key recurring themes included: Education on refugees, English proficiency, fostering cultural understanding and improving communication between teachers and parents.
This project is rooted in co-design principles
This project is rooted in co-design principles
This project is rooted in co-design principles
This project is rooted in co-design principles
This project is rooted in co-design principles
This project is rooted in co-design principles
and requires flexibility to adapt to evolving goals. Therefore, I developed a website designed for user utilisation and customisation. The website sections cover themes identified through my analysis,offering teaching materials and allowing users to add their own.
and requires flexibility to adapt to evolving goals. Therefore, I developed a website designed for user utilisation and customisation. The website sections cover themes identified through my analysis,offering teaching materials and allowing users to add their own.
and requires flexibility to adapt to evolving goals. Therefore, I developed a website designed for user utilisation and customisation. The website sections cover themes identified through my analysis,offering teaching materials and allowing users to add their own.
and requires flexibility to adapt to evolving goals. Therefore, I developed a website designed for user utilisation and customisation. The website sections cover themes identified through my analysis,offering teaching materials and allowing users to add their own.
and requires flexibility to adapt to evolving goals. Therefore, I developed a website designed for user utilisation and customisation. The website sections cover themes identified through my analysis,offering teaching materials and allowing users to add their own.
and requires flexibility to adapt to evolving goals. Therefore, I developed a website designed for user utilisation and customisation. The website sections cover themes identified through my analysis,offering teaching materials and allowing users to add their own.
The user journey involves
The user journey involves
The user journey involves
The user journey involves
The user journey involves
The user journey involves
selecting relevant content, creating personalised resources, and saving booklets for future use. Pre-programmed information includes safeguarding, parental guidance, refugee education, and empathy lessons.
selecting relevant content, creating personalised resources, and saving booklets for future use. Pre-programmed information includes safeguarding, parental guidance, refugee education, and empathy lessons.
selecting relevant content, creating personalised resources, and saving booklets for future use. Pre-programmed information includes safeguarding, parental guidance, refugee education, and empathy lessons.
selecting relevant content, creating personalised resources, and saving booklets for future use. Pre-programmed information includes safeguarding, parental guidance, refugee education, and empathy lessons.
selecting relevant content, creating personalised resources, and saving booklets for future use. Pre-programmed information includes safeguarding, parental guidance, refugee education, and empathy lessons.
