Coronation celebration resources for nurture groups

11 April 2023

King Charles coronation is a perfect opportunity for some interesting, creative, fun learning and we know in your settings you will be already planning exciting events to celebrate our new King.

This is a perfect opportunity to focus on many statutory curriculum links such as literacy, history, RE, art and design, geography, design and technology, music, in fact, with creativity and imagination, any subject you wish!

We have found some absolutely brilliant free resources online to share with you to help you create a fun-filled session for your pupils to celebrate and learn about King Charles III and his coronation. Included in these resources are ideas for all kinds of activities including subject-based learning and our favourite form of learning: cooking! Snack time is such an important part of the nurturing approach and in no small way contributes to the creation of trusting bonds. You can learn more about the importance of snack time in our new Snack Time Bundle. We’ve included a variety of recipes in our resource recommendations, including some from the Nurture Recipe Book which has all kinds of recipes fit for a coronation party feast!

When creating lesson plans for pupils needing a nurturing approach, it’s helpful to keep in mind the importance of developmentally appropriate practice. Whether it’s for a mainstream classroom or nurture group setting, primary or secondary, the guidance below helps practitioners to understand the needs of their pupils. 

  • The Boxall Profile® – using the Boxall Profile® for each of your pupils highlights their individual strengths and any difficulties that may be affecting how they learn. It can be used in a nurture group setting or for the whole class or school and gives teachers insights to know what will help their pupils engage with lessons in a meaningful way. 
  • The Six Principles of Nurture – a nurturing approach to teaching and learning should always take into account the Six Principles of Nurture. Here are some reminders of ways to reflect upon your approach:

Children’s learning is understood developmentally: How do you identify needs? How do you incorporate a variety of experiences in the class that meet the social and emotional needs? Consider the whole child, not just academic achievement.

The classroom offers a safe base: Consider psychologically as well as physically safe, classroom organisation, how pupils are welcomed/seated/dismissed, boundaries, rules, and routine, and fostering positive relationships. 

The importance of nurture for the development of wellbeing: Are small achievements recognised? Do teachers give and maintain eye contact, using facial expressions and varying tones of voice? Knowing the child and valuing their input is key, as is the importance of social wellbeing – fostering positive peer to peer relationships.

Language as a vital means of communication: Understand the importance of early communication and language, the levels of language development, and the importance of vocabulary development at all stages and areas of the curriculum. Use emotional language to express feelings, and consider the importance of non-verbal communication such as body language, tone of voice, proximity to speaker.

All behaviour is communication: Behaviour is understood not judged – seeing the child not the behaviour. Feelings are acknowledged, and undesirable behaviour is responded to firmly but with an understanding of how this relates to underlying issues. Consider support strategies that are aimed at addressing the child’s needs.

The importance of transitions in children’s lives: How are changes in routines managed in school? Understand the significance of micro-transitions in class, and make sure children are able to talk about out of school transitions. Are bereavement, family break up or other major changes supported?

  • Developmentally appropriate approaches – these are crucial to ensure each pupil is learning at their own pace and level. When we teach at their stage not age, we break down the barriers to learning and focus on things they respond to, leading to renewed confidence and engagement with learning. When looking at the resources below, consider the following points:
    • Could all my pupils access this activity as it stands?
    • Can I differentiate this for each of my pupils?
    • How can I simplify this? (For example, short achievable steps)
    • How can I make this more challenging? (Some pupils who need a nurturing approach may be academically strong and enjoy being challenged)
    • What are my pupils’ strengths, how can I make sure I utilise them in this activity?
    • Can I build their interests into this activity?
    • Using this as inspiration, have I got any ideas like this myself which I can build into further lessons?
    • How can I make this fun? (fun, laughter and joy are key for engagement with you and your lessons)
  • Relationships are key – one final point for reflection is how teachers interact with pupils during lessons. The role of the key adult, and the trust and rapport that you build with your pupils is vital for opening up the world of learning to more vulnerable pupils. When trusting bonds are created, the limbic system deep within our brains responds and creates a feeling of warmth and connectivity. It can help pupils grow in confidence and self-esteem, leading to a sense of feeling safe enough to take the risk of learning something new. Always remember the most important resource in any nurturing setting is you!

We hope the resources below help engage your children and young people, and support you in your coronation lesson planning!

Resources for primary:

Resources for secondary:

Resources for snack time: