Teachers invited to help shape ‘Compassionate Curriculum’ programme
Teachers are being invited to help shape a ‘Compassionate Curriculum’ schools programme, which allows young people to explore and better understand the symbiotic relationship between understanding dog behaviour and their own mental wellbeing, whilst encouraging the development of empathy, compassion, kindness and understanding. The proposed programme will tie into the compassion, mental health and kindness elements of the curriculum by demonstrating the resilience, trust, forgiveness and loyalty of rescue dogs. It’s the brainchild of dog charity, Wild at Heart Foundation, with the guidance of educators, the charity aims to curate a professionally-approved programme. “We’re the experts in dogs so we’re looking for around 20 educators who can complement our knowledge by advising how best to deliver the programme, based on what students need, as well as assessing our created content.” Says Nikki Tibbles, Founder of Wild at Heart Foundation. Wild at Heart Foundation already runs education programmes with children around the world to help break the cycle of animal cruelty, “We believe that education is key to ending the global stray dog problem. Not only will the Compassionate Curriculum programme encourage empathy and understanding for all areas of life, we hope it will also help prevent animal cruelty”, adds Tibbles. Getting the programme off the ground is Rachel Hudson, an experienced education programme specialist. “Essentially what we’re looking for is a ‘Compassionate Committee’ consisting of individuals within the education sector, who can meet virtually to provide feedback on the programme, and who may be open to piloting the programme within their school before the summer holidays.” Says Hudson, who is leading the programme. Those who sign up will get priority access to the Compassionate Curriculum programme, 1-2-1 support in delivering the programme, access to webinars discussing social action, mental wellbeing and building students’ skills, participation in the public launch, invitations to key events for the school and students, as well as the opportunity to become an ‘ambassador school’. Wild at Heart Foundation has received funding for this programme from its longstanding partnership with dog lover Manolo Blahnik and the Manolo Blahnik brand. “We’re so honoured to be supported by the Manolo Blahnik team, and know that together we can bring about truly lasting and life-changing transformations for children and dogs”, says Tibbles. Educators are being invited to sign up to the programme by 3 May 2021. To find out more and to sign up, visit https://wildatheartfoundation.org/education/
‘Mark, Plan, Teach 2.0 is a must-read for school leaders’
Joanna Rigby from UTC Warrington reviews the new edition of the teacher toolkit bestseller for QA Education… Book review: Mark, Plan, Teach 2.0, by Ross Morrison McGill (Bloomsbury Education, £16.99) Ross M. McGill, also known as @TeacherToolkit, is the founder of one of the most popular education websites in the world, supporting teachers globally. Mark. Plan. Teach 2.0 is an updated version of the bestselling first version. A stalwart of evidence informed practice, McGill delivers hints, tips and most importantly practical strategies that teachers can implement into their practice to improve outcomes for students. As the name suggests, the book is split into three clear sections, Mark, Plan, and Teach. This forms the basis of how McGill mirrors an effective approach to teaching. Each section is divided into 10 tried-and-tested ideas that can be implemented into the classroom. The ideas presented are grounded in research and supported by educational theories. Each chapter concludes with a summary of the key ideas shared. During the first section of the book, McGill seeks to clarify the purpose of assessment and feedback in schools and how inside influences have somewhat distracted us from this. A whole range of evidence is presented to show how cumbersome marking policies in some schools have led to us having the longest working hours of any educators in the world. A number of strategies are then shared with a range of practical tips to help teachers the quality of marking in their schools. The second section, Plan, covers a wide range of strategies to help support effective planning, including behaviour managements and continuing professional development. There is a clear focus on ensuring that as educators we focus on what students can learn and not what we want them to do. In the final section, McGill provides a range of strategies that can help teachers to improve their teaching. Grounded in cognitive science and influenced by the work of Rosenshine and Hattie, clear reference is made to the importance of direct instruction and the essential nature of understating how learning works. Recognising the hectic schedules that teachers endure, the book is accompanied by a visual guide, beautifully illustrated by Oliver Caviglioi. This is a perfect accompaniment to the full text and allows busy teachers to use the visual guide as a signpost to specific areas for development. They are then able to delve deeper into the educational theories and evidence, which is provided in more detail in the full text. This book is a must-read for any teacher or senior leader with a responsibility for improving the quality of teaching and learning in their school.
Educators to receive greater recognition in historic chemistry prizes overhaul.
The Royal Society of Chemistry (RSC) has more than doubled the number of prizes open to educators, as part of a major overhaul of its established recognition structures to be fairer, more inclusive and representative of modern chemical science. The announcement comes a year on from the closure of all schools, nurseries, colleges and universities in response to the COVID-19 pandemic and requirement for students and teachers to rapidly adapt to home-based learning. The RSC is aiming to recognise the valiant efforts of the nation’s inspiring educators after confirming it has increased the number of its education prizes from five to 11 across all levels of education. It comes as part the membership body’s reforms of one of the oldest portfolios of scientific prizes in the world. Nominations for the education prizes have also been moved to a less busy period in the academic calendar – from the previous November window – to help ease time pressures on applicants. Dr Helen Pain, acting chief executive of the Royal Society of Chemistry, said: “Educators play such an important role in chemical sciences and we want to reflect just how much we value that contribution to training the next generation with a greater representation within our prizes structure. “We were determined to do this even before COVID-19 struck, but the last year more than any other in recent history has highlighted just what an amazing a job our educators do, from primary school level all the way up to higher education. “I’m particularly proud of this increased focus on education and look forward to helping give even greater recognition to the incredible work being done here.” The new education awards are split into two overall categories: the Excellence in Education Prizes, and the Horizon Prizes for Education, nominations for both open on 19 April. The Excellence in Education Prizes will celebrate the inspirational, innovative and dedicated people working in a wide variety of roles at all levels of education. From teachers to technicians, these prizes are aimed at recognising a wide range of skills from curriculum design to effective teaching, personal development and working culture. The new Horizon Prizes for Education will celebrate the ground-breaking innovations and initiatives that mark a step change in education. This could include teaching programmes or techniques, research breakthroughs or innovative technology. Samia El-Ali, Head of Chemistry at Claremont High School – part of the working group that proposed the new awards – said: “As teachers, lecturers and technicians we often go to extraordinary lengths to ensure our students are not just informed but inspired about chemistry and the world around them. It’s exciting that the RSC will be offering an even bigger platform on which to recognise these efforts – not only to celebrate individual or team creativity, but also to inspire other educators who may be searching for a new way to look at how to engage with their students. “Similarly, the world of teaching at all levels is increasingly filled with fantastic innovations, for example new apps and teaching methods that have overcome both old and new barriers to education. COVID in particular is a great example of this, where not having access to equipment in the classroom or university lab has been overcome by some fantastic creative thinking. “That’s why we’re so excited to introduce the new Horizon Prizes for Education, which will champion and celebrate these innovations. “I believe the new structure will encourage champions of the diverse chemistry communities to be nominated, recognised and represented. The new prizes have been designed to recognise the incredible work of technicians as well as teachers, and to highlight the collaborative nature of chemistry education.” The RSC has also implemented changes to its overall recognition structure, with the new Horizon Prizes placing more emphasis on teams and collaborations for scientific endeavour. The number of prizes for individuals, meanwhile, has been reduced by two thirds, with categories to be more evenly distributed across career stages, sectors and subfields. The changes come as part of a sweeping review of recognition from the Royal Society of Chemistry, which has set in motion several changes designed to make its prizes fairer, more inclusive and more representative of chemical science today. Following an independent review carried out last year, the Royal Society of Chemistry pledged to implement a five-point plan to achieve those goals: Place more emphasis on great science, not just individuals; including teams, technicians and multidisciplinary collaborations. Give greater recognition to the people who teach chemistry and inspire the amazing scientists of the future Showcase leaders, regardless of their normal job or role, who go above and beyond to break down barriers in the chemical sciences and open up new and extraordinary opportunities in science Celebrate the scientific breakthroughs that transform our understanding of the world and solve major issues like climate change Set conduct expectations and revoke prizes when those expectations are not met Deirdre Black, Head of Research and Innovation at the RSC, said: “Recognition is an important mechanism not just to celebrate fantastic endeavour and incredible science, it has a hugely influential role in inspiring new ideas and the next generation of scientists. That’s why it is so important to ensure that it reflects the work taking place today. “Equally important is making sure that these prizes are fair. Inclusion and diversity is a key theme that runs through the reformed prizes portfolio. Every stage of the process, from nomination to the awarding of the prize itself, has been assessed and changes made where necessary to ensure the process is as fair and equitable as possible.” To find out more about the new Education prizes and to nominate, visit: https://www.rsc.org/prizes-funding/prizes/ For more information about the RSC’s new awards portfolio, visit: https://www.rsc.org/news-events/features/2020/oct/recognising-excellence-prizes-for-a-modern-world/
Boost for schools as Sigma donates raft of new laptops
Wakefield and Castleford schoolchildren are set to benefit from Sigma’s new charitable technology initiative, which will see 22 laptops donated to local schools to support pupils and schools with online learning. Sigma has formed a partnership with IT solutions partner OPUS-UK, to help coordinate and ready the machines for delivery across West Yorkshire. The true end-to-end service provider will donate the laptops to children at risk of falling behind in their education because they do not have the technology to access learning resources and take part in digitally-led teaching. Around 9% of children in the UK – between 1.1 million and 1.8 million – primarily from low-income households, do not have access to a laptop, desktop or tablet at home, according to Ofcom. While ‘inadequate’ access to technology in English schools remains a significant problem. According to new survey data from polling organisation Teacher Tapp, just 1% of primary state schools are able to provide devices that their pupils can take home. Whereas 72% of students in schools rated inadequate by Ofsted do not have access to individual devices in their classrooms, compared with 59% in outstanding schools. As pupils across the UK return to schools and colleges, it is hoped the donation will be a timely relief for students and staff alike. As part of the project Sigma will also donate 17 PC tower units to school pupils through the Business2Schools Initiative – a charity dedicated to distributing refurbished office furniture and technology to schools across the UK. Sigma CEO, Craig Bennett, said: “It has been a challenging time for families and pupils facing home schooling in recent months, especially those who don’t have the equipment they need, so we are absolutely delighted that we are able to donate laptops to schools in the Castleford and Wakefield area. “As pupils plan for a return to normal school learning, the laptops will be invaluable for in-school learning. We want to ensure that children are not at risk of falling behind in their studies and can access online learning resources when they return to the classroom. Schools, teachers and families have done a fantastic job with remote learning and we hope this donation will make it a bit easier for those we’re helping as they transition back to normal learning.” Miss Goldsmith, Deputy Head Teacher at Smawthorne Henry Moore Primary School, added: “Once again, we have been blown away by the generosity of Sigma and OPUS-UK, whose efforts have been invaluable in supporting our home schooling efforts. “The laptops that have been donated have been a fantastic supplement to our in-house IT suite to enable the children to continue their online learning remotely, so it’s great that we are now able to expand these services across the school so more children can benefit from it. On behalf of the staff and pupils at Smawthorne Henry Moore Primary School, I would like to have Sigma for their ongoing support.”
Smartick – maths initiative to create equal opportunities for children in need
AN innovative maths program has launched a new charity initiative to help children in need advance in their maths education. For every subscription of Smartick taken out, the platform will donate another to a child who needs it as part of its 1=1 campaign. The brand is passionate about creating equal opportunities for all children and wants to help them stay on track with their schoolwork whether they have been affected by Covid-19, childhood cancer or simply don’t have access to quality education due to their socio-economic situation. Smartick enables children aged four-to-14 brush up on their maths skills with just 15 minutes of learning a day. It uses a complex AI system to create unique online training for individuals based on their academic level in real time. While this may sound great for parents and teachers, what makes it even more appealing to children is that following their learning they are rewarded with gems to spend in a virtual world to create avatars and play further games. Javier Arroyo, Co-founder of Smartick, said: “At Smartick we help children through maths and brain training games to ensure their academic level continues to improve in an innovative, enjoyable and effective way. “For children who may be out of school due to ill health, the program helps to get them back on track with their learning to make going back to school easier. It also helps to improve their cognitive skills and reinforces their self-esteem in a way that is both different and enjoyable.” Millions of children have been affected by the pandemic with research showing they are months behind in their learning. Studies also show that in developing countries, more than 80% of childhood cancer survivors need academic support in the hospital and at home. The best thing about Smartick is that it can be used anywhere on a tablet or laptop. Children don’t need to travel and can learn from hospital or at home after school or during the holidays. For those who may tire easily, the Smartick method only requires 15 minutes of learning a day for participants to start seeing improvements – in fact 94% of children improve their calculation, logic and reasoning abilities. Javier added: “We developed the program by working with education experts from around the world. Smartick helps kids solidify their maths foundation by identifying learning gaps and areas that need improvement. Only when they have mastered the focus area are they able to move on to the next step of learning. “We believe that just 15 minutes is all it takes to keep children’s attention. Data also suggests this repetitive time frame is much more sustainable than say, a two-hour maths session once a week.” Dr Barbara Oakley, renowned education expert, also backs the program. She said: “Smartick is an intelligent, sophisticated program. The thing I really like about it is that it is rigorously research based and allows students to progress as the speed that they should be progressing at. It’s not this one size fits all approach that we often see in education.” The program is available to download onto computers, tablets and iPads. For more information visit uk.smartickmethod.com/ or discover more by listening to Smartick’s Future Minds podcast. As part of the 1=1 campaign for each program downloaded, another will be donated, free of charge, to those in need. To find out more or to get in touch email hello@smartickmethod.com
Dollar Academy becomes the first independent school in the UK to receive Food for Life Green Kitchen Standard Award
Leading independent school Dollar Academy has become the first in the UK to be awarded the Food for Life Green Kitchen Standard Award, in recognition of their extensive sustainability practices. Issued by Food for Life, a Soil Association programme that works to make good food available to all, the Green Kitchen Standard Award recognises organisations that sustainably manage their energy, water and waste, in line with the requirements of the Defra Plan for Public Procurement and the UN’s Sustainable Development Goals. Dollar Academy has introduced a number of other sustainability-led initiatives in recent years, which include hosting the first ever UK summit tackling sustainability and education, conducting a carbon survey of the entire school and creating a pupil-led steering group looking at lifestyle and behavioural habits. Justin Wilkes, Bursar of Dollar Academy said, “At Dollar, we are committed to enhancing the environment via a range of initiatives including reviewing transport options, enhanced recycling facilities and student initiatives such as Bee Club, which has seen the introduction of an apiary to the school grounds. “We will continue to build on the progress already made, in line with the growing urgency of the global sustainability movement and our responsibility, as educators, to equip young people with the knowledge and skills required to tackle the climate crisis. “We would like to thank Fergus Small at Scrutiny Outsourcing for his invaluable help and guidance in securing this award.” Sophia Koniarska, Associate Director, Food for Life, Soil Association said: “We are delighted that Dollar Academy has been awarded the Food for Life Green Kitchen Standard (GKS) award. “Not only does this demonstrate their commitment to their whole school community but reflects best practice requirements in carbon, energy, water and waste, recognising the role they play in responding to the climate emergency we all face. “Congratulations on achieving the award and we hope this shows an example to others how practical actions such as GKS can have a positive impact for people and planet.”
Ideas for teaching on World Book Day 2021
As World Book Day 2021 approaches, QA Education features a round-up of news and ideas to help your school shine a spotlight on the best-loved children’s tales… Top 10 Children’s Books – Love Reading For Kids If you’re looking for something new to read to pupils this World Book Day, check out LoveReading4Kids’ Top 10 titles: 1. What Did the Tree See? 2. The Secret Lake 3. The Boy Who Made Everyone Laugh 4. A Tangle of Spells 5. The Last Bear 6. Hom 7. The Nowhere Emporium 8. The Shark Caller 9. Cookie and the Most Annoying Girl in the World 10. House of Happy Spirits: A Children’s Book Inspired by Friedensreich Hundertwasser LoveReading4Kids is a fantastic recommendation site for children’s books: reading, reviewing and recommending so that the children can find their next favourite book quickly and easily. Lockdown Learning with Joe Wicks and Sea Shanty star Nathan Evans The BBC’s Lockdown Learning returns on Monday 1st March and as its been announced that schools will start to open up again, Lockdown Learning will continue to support pupils, parents and teachers that need support. Joining the teaching rota for the new term is Joe Wicks, who will teach about the Vikings and the Battle of Hastings, Mr Motivator teaching maths and TikTok Sea Shanty star Nathan Evans, who will teach mini-lessons available on CBBC and Bitesize social media. For World Book Day this year (Thursday 4th March), BBC Bitesize have created a special collection of videos to be broadcasted on CBBC with authors, Jacqueline Wilson and Dan Freedman chatting about the inspiration behind their novels, alongside singer Anne Marie and TikTok star, Lucy Edwards who will share their favourite books. There will also be a live lesson for World Book Day hosted by CBBC’s Ben Shires and Bitesize Daily’s Mr Smith. The lesson will look about themes in stories and how to identify them and will include a live Q&A session with comedian and author of the Little Badman series, Humza Arshad. Lockdown Learning is available on CBBC, BBC Two, BBC Bitesize, BBC iPlayer and the Red Button. Pandemic impact on literacy highlighted by UK Reads campaign On World Book Day, best-selling authors add their voice to World Literacy Foundation (WLF) campaign designed to help children living in poverty to gain vital literacy skills. Blogger Sarah Turner of the Unmumsy Mum book series has added her voice to UK Reads’ literacy campaign ‘Before it’s too late’. Sarah will be contributing to the campaign for World Book Day activities on 4th March. Coordinated by the UK arm of the World Literacy Foundation (WLF), the campaign aims to reach children who, due to pandemic restrictions, are at higher risk than ever before of falling significantly behind with their vocabulary and reading ability. 380,000 young people living in poverty in the UK do not own a single book of their own – UK Reads is determined to change this shocking statistic by reaching 5000 children by this summer with books, reading activity packs and the literacy engagement they need. Sarah said: “If a child struggles to read an exam question, how can we expect them to pass? There are children approaching their GCSE’s who are at serious risk of becoming illiterate adults. Not to mention the younger children living in poverty who are starting school with vocabulary up to 19 months behind their more affluent peers. “World Book Day is one of the most fun days at school – my three boys love to dress up as their favourite characters and dive into wonderful stories. While the day will be different for most children this year, taking part with online school activities, they, just like my kids, will be reaching for their bookshelves and engaging in this lovely day. The reality for thousands of children however, those who live in poverty, is that they won’t be taking part with the same enthusiasm and this is why I am supporting ‘Before it’s too late’.” UK Reads is appealing for donations to help reach children with books and literacy support this year.
10 women trailblazers to study this British Science Week
British Science Week takes place on 5-14 March, just as school pupils head back the classes following the latest lockdown. If you’re planning some memorable science lessons this week, then put paid to scientist stereotypes with these 10 women trailblazers. When asked to depict a scientist, too many children draw a white man with ‘mad professor’ hair. Former primary school teacher Abby Harper of education resource experts PlanBee offers a way to show them that science and technology has always been the domain of brilliant, creative women… 10 women trailblazers in science Mary Anning: geology rocks Anning was a palaeontologist and a fossil collector. She was born in 1799 in Lyme Regis, Dorset. She collected fossils with her father. When he died, Mary sold them to help her mother pay off debts. Among the fossils Anning discovered were: ● A 5.2 meter-long skeleton of an Ichthyosaur, the first to be found. ● A Plesiosaurus skeleton initially considered too good to be genuine. An interesting fact about Mary Anning Even though she found lots of fossils and was an expert in the subject, she was often not credited with her finds. Women were not allowed to be members of the Geological Society of London until 1904, 57 years after she died. Anning is now starting to get the recognition she deserves: a statue of her is to be erected in Lyme Regis after a successful campaign by 13-year-old local teenager Evie Swire, and a film about the life of Anning, ‘Ammonite’, starring Kate Winslet, is due out later this year. Ada Lovelace: switched-on programmer The daughter of poet Lord Byron and Annabella Milbanke, Lovelace was born in 1815 in London. She became interested in Charles Babbage’s machines, which were designed to calculate mathematical tables mechanically, removing the errors that can appear when calculations are done by humans. Although Babbage’s machines were never built, Lovelace’s notes are an important part of early computer programs. An interesting fact about Ada Lovelace She has a computer programming language named after her: Ada. Marie Curie: prized Nobel laureate Marie Curie was a Polish-born physicist and chemist. She is well known for working with her husband Pierre as they discovered the radioactive elements Polonium and Radium. In 1903 Curie became the first woman to win a Nobel Prize for her involvement in research on radiation. In 1911, she became the first person to win a second Nobel Prize, this time for her work towards the discovery of Polonium and Radium. It is believed she died from the effects of long-term radiation exposure. An interesting fact about Marie Curie One of Curie’s daughters, Irène Joliot-Curie, also won a joint Nobel Prize in Chemistry with her husband – for their discovery of artificial radioactivity. Rosalind Franklin: DNA discoverer Franklin was an English chemist whose work was essential to understand the complex structure of DNA (deoxyribonucleic acid), the molecule in the cells of all living things that contains the genetic code. The code can determine things like skin, hair and eye colour as well as other traits which we inherit from our parents. Franklin took the first X-ray picture showing that the DNA molecule was shaped like a double helix. This photo was used by other scientists to discover the structure of DNA, without clearly naming her as a contributor. The work that led to the discovery of the double-helix structure of DNA was awarded a Nobel Prize in 1962 – but the award went three men, and Franklin’s work went unacknowledged. An interesting fact about Rosalind Franklin Australian astronomer John Broughton discovered an asteroid and named it ‘9241 Rosfraklin’ in tribute to Franklin. Jane Goodall: primate pioneer Born in London, Dame Jane Goodall is considered the world’s foremost expert on chimpanzees and is best known for her life-long study of chimpanzees and their social interactions in Tanzania. Through hours and hours of careful watching, sketching and note-taking, Goodall was one of the first to observe a chimpanzee using tools to fish termites from their mounds. She was also one of the first to observe chimpanzees hunting for meat and gnawing on animal bones, debunking the theory that chimps were herbivores. An interesting fact about Jane Goodall Instead of numbering the chimpanzees as was the custom at the time, Goodall named the chimps. David Greybeard was one of the first she named. Others included Gigi, Mr McGregor, Goliath, Flo and Frodo who eventually kicked Goodall out of the troop when he became the leader. Mae C. Jemison: out of this world Mae Carol Jemison became the first black woman to travel into space in 1992. Born in the US, Jemison graduated from university with a degree in chemical engineering before earning her medical degree. Jemison was part of the 1992 STS-47 mission during which she orbited the Earth 127 times! She was in space for almost 200 hours during which she conducted experiments on the effects of weightlessness on herself and the crew. An interesting fact about Mae C. Jemison Jemison is a huge Star Trek fan. Whilst she was in space, she would often open communications by saying “Hailing frequencies open” which is a quote from the show. She even appeared on an episode of Star Trek in 1993. Maggie Aderin-Pocock: star quality Maggie Aderin-Pocock was born in north London in 1968. She is a space scientist and has a passion for sharing and educating both adults and children about space and other areas of science. She co-presents “The Sky at Night” as well as appearing on many children’s TV shows too! An interesting fact about Maggie Aderin-Pocock Aderin-Pocock was diagnosed with dyslexia at age eight. She struggled at school but was passionate about science. Mary Somerville: astronomical achiever Somerville was a Scottish scientist who studied mathematics and astronomy. She was jointly admitted as the first female member of the Royal Astronomical Society. Her work focused on the sun’s radiation effects on Earth’s substances and many have agreed that her later
More chores for girls in the UK means less time to schoolwork
Covid-19 is having a disproportionate impact on girls in Britain, with many taking on additional household chores such as cooking and cleaning, leaving them less time to do their schoolwork, according to a new survey. Two-thirds (66%) of girls and women aged between 14 and 24 say they are spending more time cooking for their families because of the pandemic, compared with just under a third (31%) of boys in the same age group. They are also spending more time doing stereotypical household chores such as doing the shopping (52%), cleaning (69%) and looking after sick relatives, the research by global children’s charity Theirworld found. Ahead of International Women’s Day on March 8, the findings suggest that while the disruption to education over the past year is affecting all school children in the UK, the impact on girls is greater than on boys. The findings will renew calls for governments to put education, especially for girls, at the heart of their responses to the pandemic, amid fears that Covid-19 will undo decades of progress for girls and women. The research also suggested that it is not just girls’ academic performance which is at risk. One in five girls said that not attending schools was also having a negative impact on their mental health. Globally, before Covid-19, 132 million girls around the world were not in school, including 34 million of primary age. The pandemic has worsened the global education crisis and exacerbated inequalities, with 1.5 billion children – including 767 million girls – out of education at the peak of school closures. There are fears that without urgent action, 11 million girls will never return to school, which will have huge consequences for wider societies. Research shows that girls’ education is the driver of healthier, wealthier and more equitable societies. A child whose mother can read is 50% more likely to live past the age of five and twice as likely to attend school themselves. With just one additional year of schooling, a woman’s earnings can increase by 12%. Justin van Fleet, the President of Theirworld, said: “These findings are alarming because they show that in rich and poor countries alike, even when huge strides have been made in relation to gender equality, girls risk falling behind as a result of the pandemic. This will have devastating consequences not just for girls but for everyone because the knock-on benefits of girls’ education are huge. “As we emerge from the depths of the crisis, we must renew our commitment to education, particularly for girls, and remember that there is no better way of creating a more equitable recovery, and subsequently more equal societies, than prioritising girls’ education.” Sarah Brown, the Chair of Theirworld, said: “There are reports that women’s equality could be pushed back by up to 10 years by the pandemic and this is a stark reminder that the fight for gender equality is ongoing. The findings from this study show that when girls are locked out of school they can easily become trapped in traditional household roles which can put their education in jeopardy. “The unprecedented crisis of the pandemic brings the opportunity to focus minds on reimagining education for every girl and boy, and the innovative steps needed to reach every single one of the UN Sustainable Development Goals, which include providing a quality education to every child and achieving gender equality. “In our view, quality education, especially for girls, provides the key to every other goal – a new educated global population will better serve the challenges of climate, nutrition and health everywhere.” In 2021, Theirworld is calling on world leaders to maintain and expand education budgets, ensuring that education is at the heart of the recovery from the pandemic. Ahead of the G7 meeting of world leaders in June, Theirworld is calling for education to be at the heart of the Covid-19 response to ensure that no child is left behind and becomes a long-term victim of the pandemic.