When delivering PSHE COVID-19 ‘mini lessons’ as recommended, these YouTube briefings are a foundation
Dr John Campbell was a professional NHS nurse trainer, now retired but throroughly briefed and entirely clear about his sources and having a strong opinion when he sees good or poor medical advice from government. You can find his daily briefings on YouTube and this hotlink is his channel address. However, these daily briefings which are sometimes an hour long, have mounted up to dozens of hours of packed information.
For this reason a structured approach to the videos will be helpful. You have not got three days to spare on fast-forwarding Dr John to get to his next valuable point! So I provide this guide for you, setting out key timings of particular video briefings.
1. Interview with Seth Perler: live PSHEº teaching session
As I’ve recommended on the COVID-19 PSHE main page here, your starter video should be the first 30 minutes of the briefing titled Youth Interview with Seth Perler. This talk is honest, open, and DIRECT. It will engage students! Use in short excerpts as teaching material, and use the first 30 minutes (or the whole 60 minutes if you find you can’t stop watching) for your own development.
Seth Perler helps young people in USA who struggle in school. He can be found at his blog http://www.sethperler.com and on Seth Perler YouTube channel Incidentally, Seth looks to me like a gifted and inspiring Special Needs teacher who would be a source to bookmark for other PSHE topics.
2. Vitamin D and immunity: lots of evidence
This video is the main resource for the Vitamin D teaching in Week 2. You may also want to prepare for this by informing yourself of the Public Health England advice that Dr John Campbell refers to. Follow these links:
For the USA “Prevalence and correlates of vitamin D deficiency in US adults.” paper.
Vitamin D is more than just one vitamin. It’s a family of nutrients that shares similarities in chemical structure. In your diet, the most commonly found members are vitamin D2 and D3. While both types help you meet your vitamin D requirements, they differ in a few important ways. Research even suggests that vitamin D2 is less effective than vitamin D3 at raising blood levels of vitamin D. This article sums up the main differences between vitamin D2 and D3.
3. Video briefing of the day
Dr John generally gives the bottom line at the beginning of each briefing, so you can see what he is majoring on in the first five minutes. (The second half of the briefings usually go into details of the world wide tracking of the panic, with comment about many different countries. That part is more geared to epidemiologists watching his briefing, rather than Year 7!) So watch the first few minutes and then leave it or stay with it and make notes.
The latest briefing will always appear here on this page. I will set an alarm so each day, I go to pick up the latest briefing and paste in the embed code here. I will also watch it and summarise it below.
The main topic is the rise in the death rate (the figures are for March, just released: The majority of deaths, 65 and over 3,588 deaths out of 4,122 deaths were over 65 87% were over 65 13% of deaths were aged under 65 years 1,396 or 34% of the 4,122 total were over 85 Numbers of deaths England and Wales, week ending 3 April 2020 16,387 deaths in the week An increase of 5,246 compared with the previous week 6,082 more than the five-year average London 46.6% of all deaths. A quick skim of this briefing tells you there is little PSHE value in today’s briefing.
3. Particular episodes, which are permanent features remaining on this page during the health emergency.
For those of you teachers just finding your feet doing online teaching (and that’s all of you, yes?) here’s a nice short video of Dr John when he set up his curren teaching base in a backroom at home. Just a great example of easy online conversational style.
Remember that television is what the 1960s media guru Marshall McLuhan called a “cool” medium. You do not come across very well if you treat it as though you were standing at a whiteboard delivering a talk to a classroom.
This is a classic Dr John briefing. He will nearly always give us the bottom line in the first few minutes of the video. Here he says he has just read a scientific paper saying the virus is surviving outside of the body, “And the bottom line is it survives about three days on surfaces, so if you can’t be bothered watching the video that’s it.” 🙂
Of course that’s not it, and science teachers may like to take pupils through the reasons for differential survival times on different surfaces, as described here.
This is not theoretical, when you consider there’s a need to deal with your supermarket shopping once you bring it out from the car and into the kitchen. Advice has been issued about wiping down or rinsing products. Are we doing that? Is it over-the-top as a precaution. Quite a good little COVID-19 PSHE end of lesson snippet there?
5 APRIL UK Government guidelines. Video also includes handwashing item.
This will be a useful resource for COVID-19 PSHE because at some stage every pupil will need to be aware of the rules that we are following. (The Estado de Alarma decree of 14 March should be used instead if you are teaching in a British school in Spain.) A short PSHE teaching might explore how democratic societies have a means of creating sudden curtailments of freedoms in this way, but it is different from a police state or a non-democratic form of state.
Explaining the relationship between enforcement in a defined period and the expected freedoms of citizens in normal times would be a very valuable citizenship session. I am happy to produce something like that for any teacher who requests it – if you are short of time. Just comment at the foot of the page or email me.
PAGE IN PROGRESS: DEADLINE SAT 18 APRIL
A range of 4 or 5 more key COVID-19 teaching videos will be added here shortly.