Embracing the International Primary Curriculum
Karl Templeman, Headteacher at Somerset Progressive School, discusses with QA Education the benefits that the International Primary Curriculum can deliver for teachers looking to increase flexibility and deliver more for their pupils. International Primary Curriculum Q&A 1. What is the International Primary Curriculum (IPC) and how many UK schools use it? The IPC is a thematic and creative curriculum devised by educational consultancy Fieldwork Education. The IPC is used worldwide and is typically suitable for children aged 5 – 11 years old, however it is suited to the needs of those older children with additional learning needs and those who have disengaged from learning. These students can also move onto the International Middle Years Curriculum in KS3. Over 1,000 UK schools use the IPC – amounting to around 6 per cent of primary schools. The IPC can be integrated with other curricula to ensure statutory requirements are met, whilst working on the belief that keeping children engaged is paramount, as they learn best when they want to learn. 2. How does the IPC compare to the Governments KS1 and KS2 curriculum? The IPC doesnt use the traditional, segregated model of different subjects as we see in the Governments KS1 and KS2 curricula. It instead looks to explore different skills and learning areas through thematic units. The IPC uses over 130 different thematic units which look to employ role-play techniques and gamify education, as part of their efforts to keep children engaged. These themed units help children to see how subjects are both independent and interdependent, helping them to make connections across different subjects and talk about a topic from multiple perspectives. One example is the €œchocolate unit€, which studies the history, geography, science and art behind the trade, production and sale of chocolate. The IPC also differentiates between subject goals and personal goals – the subject goals include foundation subjects not including English and maths, and the personal goals look at soft skills like cooperation, resilience and morality. 3. Teachers often feel restricted by the Governments curriculum and find foundation subjects take a back seat – especially around SATs time. How does the IPC address this issue? Many teachers feel that skills cannot be assessed accurately by single tests, and children should be encouraged to learn and develop consistently throughout the year. This is the method taken by the IPCs Assessment for Learning Programme. The Assessment for Learning Programme assess nine subjects, not including English and maths as they can be kept as part of the national curriculum. IPC assessments occur at each milepost: 5-7 years, 7-9 years and 9-11 years. Assessment is made through success criteria aimed at both teachers and pupils. This more flexible approach to assessing pupils development allows teachers to give extra focus to subjects where its needed and to really build a learning structure that enhances their pupils individual needs. 4. With a STEM skills shortage in the UK, does the IPC ensure these subjects are covered effectively? As the IPC doesnt use the traditional, segregated model of different subjects but instead looks to explore different skills and learning areas through thematic units, it allows pupils to learn about STEM topics in relation to the real world. This provides children with the opportunity to connect with these topics from a young age, setting them up with an understanding and confidence to learn about, and contribute to these topics. One of the problems facing the STEM sector is that younger children, particularly girls, are discouraged from science subjects if they dont fully engage with them straight away – the IPCs approach to studying subjects holistically minimises this problem. For example, in 2010 Icelandic pupils shared their first-hand experience of the eruption of the Eyjafjallajökull volcano with other pupils around the world as part of the IPC, enhancing their understanding of the Active Planet unit. This approach to learning STEM subjects in particular allows children to feel connected to what they are learning in the real world, boosting their interest and understanding. 5. How does Ofsted rate schools which use the IPC? Recently, Ofsted launched a revised inspection framework which included a shift away from data to a clear focus on curriculum. Fieldwork Education have created a document that seeks to identify how the IPC philosophy, pedagogy and practise meets the criteria of a quality curriculum as defined by Ofsted, enabling IPC member schools to demonstrate the quality of their teaching and learning. 6. What benefit do teachers see from using IPC? One benefit of the IPC for teachers is the collaborative and role-playing nature of the curriculum, and the focus on developing personal dispositions. This is based on the belief that it is only through the use and consideration of your own and others emotions that you can truly grow. The holistic development of pupils is heavily written into the curriculum and mentioned in the very specific directional notes that the teachers are given with the IPC. For example, implementing the IPC at Somerset Progressive School has allowed our pupils development to come along leaps and bounds. Not only does the curriculum provide a great balance of structure and flexibility in my pupils learning, but the focus on whole child development has seen a real boost in their confidence. Another Keys Group school, Park House School, has found that the IPC has helped them bridge the gap between wanting to tailor the curriculum to meet their pupils needs whilst also having a firm and extensive structure to support them. I would encourage any teachers looking for an alternative to the Governments KS1 and KS2 curriculum to consider the IPC, as our pupils have truly embraced it! Find out more about the International Primary Curriculum at: keys-group.co.uk
Story Massage Programme promotes positive mental health
Many schools across the UK are using the Story Massage Programme as an integral part of promoting positive mental health. Key benefits include helping pupils to express challenging feelings, to self-regulate their emotions and to build positive relationships. The Story Massage Programme combines the benefits of positive, respectful touch with the creativity of storytelling. The programme is based on ten simple strokes (given through clothes) which illustrate the words of a story/song/poem. Each stroke has a name and easy-to-recognise symbol making it simple to share. It is usually a peer massage activity with pupils asking permission to touch and saying ‘thank you’ afterwards. This provides the opportunity for discussion around issues of consent and appropriate touch. The Story Massage Programme is inclusive of all ages and abilities so pupils with additional support needs can benefit too. Feedback from teachers At Thorntree Primary School in Glasgow, the Story Massage Programme is an integral part of wellbeing lessons. “It helps pupils to express their feelings such as anger or grief and put difficult emotions into words.” says Shona Heggie, Headteacher, “We use it to help pupils manage problems such as family bereavement or divorce, and for transition to different classes or schools.” At Bowker Vale Primary School in Manchester, pupils now write their own massage stories on themes ranging from Winter to Friendships. “They learn to listen to each other,” says Jo Heald, Well-Being Co-Ordinator, “They are learning important lessons in forming respectful relationships as well as improving their vocabulary and creative writing skills.” At Kingsmead Primary School in North London, the effects of introducing The Story Massage Programme have been “astonishing” on pupil well-being says Olivia Silver, Year 5 Class Teacher, “They are more focussed in class, and start the day relaxed, positive and ready to learn. They have become more caring of each other and respectful of personal space.” Training in the Story Massage Programme We offer one day courses around the country plus online and in-house training options. We teach you how to share the ten Story Massage strokes and work with you to adapt stories or create your own. The programme is supported by a book, DVD, wallcharts and stickers. Once trained, there are no further costs involved in implementing the programme within your school. You can find out more about the Story Massage Programme on the website: www.storymassage.co.uk
Simply Mindfulness Norwich
Simply Mindfulness is a group of primary and secondary school teachers and occupational therapists in Norfolk, qualified to teach mindfulness in schools. We offer the Mindfulness in Schools Project (MiSP) ‘.b’ (dot be, for children aged 11-18) and ‘Paws b’ (pause be, for children aged 7-11) programmes as part of the PSHE curriculum, or as lunch or afterschool clubs. We also provide mindfulness workshops for school staff, and the 8-Week Mindfulness Based Cognitive Therapy for Life Course, as developed by the Oxford Mindfulness Centre, to promote teacher wellbeing. Mindfulness, when taught through structured, evidence-based programmes, gives students and staff the skills to recognise difficult thoughts and emotions. Learning strategies to move the attention to the present moment can stop the cycle of depression, anxiety and fatigue that is so prevalent in modern society. The combination of psychoeducation and practical skill training in mindfulness courses has been shown to improve happiness, reduce stress and anxiety and encourage better sleep. Learning mindfulness in a group of peers encourages healthier relationships within the classroom and between work colleagues, making your daily social environments a more compassionate place to be. Mindfulness is often reduced to simple phrases of “be in the moment” or “focus on your breath” which can seem trivial when delivered without context. However, the formal programmes offered by Simply Mindfulness help you understand why mindfulness is important. The Paws b and .b courses are taught using film clips, child-friendly visuals to prompt discussion, and numerous practical opportunities for learning the mindfulness techniques, and even enjoy some fun ‘mindful eating’! Mindfulness techniques could be especially beneficial for children facing SATS tests, GCSEs and A-levels. The World Health Organisation states that by 2030, mental health will be the biggest “cause of burden” out of all health conditions, including heart conditions and cancer. Our aim is to educate adults and young people in basic neuropsychology, and to teach the skill of mindfully directing attention to healthier ways of being. Not all children or teenagers will adopt mindfulness techniques immediately. By making young people aware of their mental health, and teaching them that mindfulness techniques exist, we are equipping them with knowledge to return to mindfulness in the future. Ultimately this will help everyone live a healthier and more fulfilling life. Find out more
NSSport – a passion for health and fitness
NSSport is a company that works towards developing school sports to ensure that children have positive experiences, pursue interests and develop a passion for health and fitness. We are fully commited to shifting participation attitudes towards sport and physical activity and work with primary schools to deliver personalised programmes that are designed to meet the needs of each school we work with through:- • PPA: delivering fully inclusive physical education (PE) lessons that meet national standards and Ofsted measures. We can plan and cater for your schools needs and support each learner in their journey through primary school sport. • After School Sports: supporting your school with after school sport provision with our qualified coaches to ensure children enjoy positive experiences and learn new skills. These sessions are designed to engage and challenge abilities and understanding within the sport. • INSET Days: providing quality childcare options whilst teachers are on INSET. We will ensure your teacher training sessions allow working parents to maintain their normal daily routine in the knowledge that their children are in safe hands with us. • Sports Days: organising and delivering a bespoke sports day service to ensure you have a stress free – but action packed – day. One that children, parents and staff will all remember. • Lunchtime Sport: providing an add-on to your PPA contract to deliver an inclusive lunchtime activity on a ‘level playing field’ for all. • Holiday Activities: providing active, affordable and exciting childcare during the holiday periods. Our knowledge allows us to care for your child in a fun, age appropriate and friendly environment whilst maintaining physical, social and emotional development. • Breakfast Clubs: enriching your school’s offering through a hassle-free, specialised service managed and delivered by our staff. • After School Care: providing childcare at the end of the school day to further enrich your school offering. Our after school care programme providse a safe and familiar environment for pupils to take part in a large selection of games and activities. • Active Playgrounds: supporting breaks and lunchtime play that is proven to improve behaviour and increase activity levels. We introduce techniques that are structured to ensure children keep active which helps the wellbeing for your school. • Sport Team Development Days: arranging opportunities for learners to compete in a variety of sports, thus improving self-esteem and allowing learners to thrive in a competitive sporting environment. You can be confident that NSSport will help you achieve your goals. Find out more about NSSport here
Champion positive mental health for your staff and pupils
Mental Health & Wellbeing Training Ltd is a company committed to reducing mental health stigma, improving knowledge and helping communities to feel able to support themselves to keep well and thrive. We aim to do this by providing evidence-based, government recommended mental health training, delivered by experienced mental health consultants. Our approach Through our staff and student workshops and parent/carer training courses, we aim to help you develop flourishing school communities with strong minds and big hearts. The training is tiered as follows: • A health promotion message – Promote and maintain mental wellbeing • A health education message – Increase awareness of mental health difficulties and reduce stigma • An early health intervention message – Provide evidence-based self-help coping strategies Our 3-tiered approach meets all the criteria for the National Children’s Bureau School Wellbeing Award and the latest government policy guidelines. The benefits of good wellbeing provision • Good wellbeing provision reduces staff sick leave and pupil absence. It also helps to retain staff, thus maintaining expertise, experience and continuity. All of which are crucial to a culture of safety, consistency and flourishing. • Good wellbeing provision reduces mental health stigma. Being able to talk about how we feel helps us to feel better and is a major strategy in suicide prevention. • A knowledgeable school community is more able to be supportive and less likely to be reactive when problems arise. The more aware we are, the easier it is to be reflective and rationale when managing difficult behaviour. Students who feel understood, calm down more quickly and are more motivated to learn. • School environments are on the front line when supporting and managing students with adverse life experiences and mental health difficulties. Cuts to mental health support to schools have left pastoral staff bridging this gap. Equip your pastoral staff with practical tools for managing mental health presentations within your school setting. • Develop pupil wellbeing champions & mental health champions, so your students can promote positive mental health within your school and within their peer groups – they can reach pupils who won’t engage with adults and are vital to establishing and passing on a school culture that is conducive to thriving. • Support your parents/carers, to feel more confident and able to help a young person manage stress, grow resilience and cope with mental health problems, so students come to school in a better state of mind to engage in learning. • Support your mental health lead to be resilient and take proper care of their own mental health so they ‘pour from a full cup’ and stay in ‘wellbeing credit’ themselves – enabling them to supervise and champion staff, pupil and parent wellbeing effectively using the latest science in positive psychology coaching. Our courses Our training courses range from 1-2 days and take place at NCVO centre (King’s Cross, London) or at your location. “Our training workshops will increase your knowledge, help you to challenge stigma, and encourage you to take care of yourself so you ‘pour from a full cup’. You will leave our workshops with practical tools and new skills to improve student wellbeing and also your own. All our courses are rated as good or very-good.” Rachel Ewan, CEO & Founder Share our vision for schools to be safe havens for courageous learning for all, that is much wider than just the academic curriculum. A place where the wisdom to live life well is at the heart of all that is done. Testimonials “Rachel has regularly delivered mental health training to both staff and students at St Andrew’s College, Cambridge. Her relaxed, engaging and professional teaching style result in a captive audience who are eager to learn what can at times be a difficult subject matter. The relaxed atmosphere in the classroom encourages everyone, regardless of level of knowledge to feel comfortable enough to interact and ask questions. A perfect learning environment.” David McEwan-Cox, Head of Pastoral Care “I recently attended a two-day Mental Health training course run by Rachel which was extremely informative and fulfilling. Rachel has a warm and relaxed manner which coupled with her vast experience meant it was easy to learn and discuss topics. Thanks to Rachel’s training I have been able to implement new systems in school and raise awareness amongst children, staff and parents of the importance of supporting our children’s mental health and emotional wellbeing. I would highly recommend.” Anna Hewitt “Working with Rachel has genuinely transformed my life. As a head teacher I am always trying to care for my staff and find ways to support their wellbeing. However, I hadn’t realised I was neglecting my own – by the time I get home from school each day I have nothing left to give my family. Within five sessions I have been able to think about more than just basic survival and have begun to think strategically, with clarity. Those around me are also beginning to feel the benefits too!” Maria Higgins Get in touch To find out more about the mental health training courses we offer: Call: 07828 335142 Email: rachel@mentalhealthwellbeingtraining.co.uk Web: www.mentalhealthwellbeingtraining.co.uk
Schools must make sure edtech passes the test on new online harms regulations
John Ingram, CEO of Pamoja Education, explores the rising use of edtech and how the new Online Harms White Paper will affect the use of existing platforms. Today, the dangers of being online and using edtech are manifold, especially for young people. There is online bullying, hate speech, child grooming, extremist or terrorist political radicalisation (such as in the widely publicised case of ISIS brides), and even “suggested” posts on social media that influence children to self-harm or take their own lives. While internet providers and social media companies have taken some steps to protect users, the overall response to online harms has been intermittent and unsatisfactory. Inevitably, governments are now waking up to the scale of the dangers, and earlier this year the UK government was one of the first to unveil a proposal that aims to tackle them through its Online Harms White Paper. With the Queen’s Speech in October confirming that legislation is currently being drafted, the Online Harms White Paper will create a new regulator with wide-ranging powers that will define how social media and tech companies must manage content on their platforms. Importantly, it introduces the legal concept that companies have a “duty of care” to their online users – those that do not adequately moderate content may face substantial fines, penalties or even be blocked from the UK. With any company hosting user-generated content – from group forums upwards – likely to fall under the new legislation, this would include many current and future edtech companies that will find their products being used in the UK’s schools. Given that edtech products are usually aimed at young people, edtech companies have a particular responsibility to think about possible harms – in fact, safeguarding is as important in edtech as it is in any school. Digital platforms and products are also increasingly social in nature, connecting learners with teachers and each other – so they can pose risks similar to any social network. Figures from around the world also illustrate that the number of young people using social edtech is huge and growing. In India, the number of Edtech users is anticipated to jump 600% between 2016 and 2021; global edtech social media networks Edmodo and Brainly have now grown to 87m and 150m active users respectively; educational app Kahoot!, which is also used globally and allows user-generated content, has been used by 830m people (with 50m active users per month). The question naturally arises of how edtech companies will moderate content to satisfy the regulations. While such interventions must be practical, we believe that responsible edtech businesses should build the appropriate duty of care into their operations from the beginning – and if their business models do not allow for such safeguards, then the models need to be revised. With so many new edtech startups coming onto the scene each year – often with founders who come from technology rather than education backgrounds – companies need to be careful to ensure safeguarding and content monitoring are key concerns. After all, reputation and trust are everything when it comes to schools choosing edtech. This is why edtech companies must also ensure from the beginning that they keep user data private, don’t use it for commercial purposes, and take the necessary measures to protect their platforms from any intrusion. US edtech platform inBloom – which had to shut down over a data privacy backlash from parents and school districts – serves as a cautionary tale. There are other important questions raised by the UK government’s proposal that edtech companies need to consider and be wary of. It is in the nature of the Internet to extend across political borders, so will edtech platforms hosted in Ireland or the Netherlands be covered by the regulations as long as they have UK users? If not, won’t companies just register or host elsewhere? A regulator that ensures companies’ compliance with future-proofed standards may make the UK an attractive place to start or invest in a digital business – but equally, we should be cautious about how regulation might affect innovation. And what safeguards will prevent the regulator, once created, having its scope and remit widened in the future – and exerting more control over the industry than promised? Nonetheless, we should remember that while an online regulator could be a welcome development, it shouldn’t reduce edtech companies to passive compliance. A truly safe online world will only come when companies proactively build these concerns into their business – and think about their users with as much care as they do their venture funding or IPOs. Schools should make sure the edtech they use in the future ticks all these boxes.
Win the NEW HARRY POTTER LEX-GO!
It’s the best-selling book series of all time, yep, we’re talking about Harry Potter! As we all know, the Harry Potter book series has touched the souls of many and taught some essential life lessons (which are sometimes easier to learn in fantasy books than in non-fiction). Now Lex-GO are giving away a Harry Potter-themed game for children to use in school! Lex-GO! is one ‘L’ of a super-fast word game. Race against other players to get rid of all your playing card tiles by creating words, swapping letters and even attacking other players’ words. In this special Harry Potter Edition of Lex-Go!, there are special spell tiles to increase your chances of winning: EXPELLIARMUS tile allows a player to mess up another player’s tiles DEPULSO tile allows a player to banish one of their tiles from the round if they need to REVELIO tile allows a player to look at any number of tiles in the draw pile before choosing which to swap STUPEFY tile allows a player to freeze another player out the game for 10 seconds POLYJUICE POTION tile can be used as any letter Age 8+ Available at Waterstones and The Works.co.uk or for more information please visit https://www.theworks.co.uk To be in with a chance of winning this amazing prize, which we’re sure will promote a love for words and spelling in a fun and engaging way, please click the Rafllecopter link below and answer the question – good luck! a Rafflecopter giveaway *The administrator of this competition is the QA Education Magazine (“administrator”). By participating in the competition, each Entrant unconditionally accepts and agrees to comply with and abide by these Official Rules and the decisions of Administrator, which shall be final and binding in all respects. Administrator is responsible for the collection, submission or processing of Entries and the overall administration of the competition. Entrants should look solely to Administrator with any questions, comments or problems related to the Competition. Administrator may be reached by email at socialmedia@euromediaal.com during the Promotion Period. * This giveaway will close at 12.00am, 27th January 2019. * The prize is to win a Masha. The prize is non-transferable, non-refundable. There is no cash alternative. * Open to UK residents aged 18 or over, excluding employees of the Administrator, the sponsor, their families and anyone else professionally connected with this promotion. * There is one compulsory entry which requests that to enter the competition you answer a question based on the HARRY POTTER LEX-GO!. Additional entries are available. * The prize winner will be asked to provide their email address so that contact can be made to arrange prize delivery, and their name and county may be published in the next issue of the magazine * By entering the competition, you grant the Administrator permission to add your details to the mailing list, share your email address and any other personally identifiable information with the other competition Entities for the purpose of administration and prize fulfillment, including use in a publicly available Winners list. * Entries will only be accepted as instructed and any entrant that does not complete the qualifying requirements will be disqualified * The winners will be chosen using the random entry selector built into the widget. * The winners will be informed by email within 5 days of the closing date, and must respond within 5 days to claim their prize. If there is no response within the 5 days and a new winner will be drawn at random. *This prize draw is governed by English law and the courts of England shall have exclusive jurisdiction over any dispute arising in connection with it. For further T&C and our privacy policy please see here Euromedia Associates Ltd: Privacy Policy https://www.iubenda.com/privacy-policy/66331438/legal
The head who lobbied for £18.4m to build a new school
When the roof collapsed just days after a condition survey carried out by the Department for Education concluded the building was in A1 condition, High Tunstall College of Science Headteacher Mark Tilling headed to Parliament to lobby for a new school. With the help of the previous Member of Parliament for Hartlepool, Iain Wright, Dean Jackson, the former assistant Director of Education for Hartlepool Borough Council, Mark was able to secure a meeting with Minister of State for Schools at the time, David Laws, and his assistants. Mark Tilling said: “The College has been an important part of Hartlepool for over 47 years, but the building was old and tired. The facilities and the resources for our young people were nowhere near up to the standard they should have been. “We took a portfolio of this evidence down to Parliament as we felt it was important to put forward a strong case as we’re just one of thousands of schools across the UK and everyone wants a new building. “We were lucky enough in arranging a meeting with the Minister of State for Schools where we explained the situation the College was in and presented to him our evidence.” Six months later Mark and High Tunstall were successful in being placed on the Priority Schools Building Programme 2 (PSBP2). The PSBP2 came into effect in 2014 and was the replacement of the previous Building Schools for the Future programme implemented in the 2000s by the previous Labour Government. This meant the College would be allocated a portion of the £4.4 billion fund specifically set aside by the Government for the renovation and development of new schools across the UK. Mark was initially allocated £17.1m from the programme but when the local authorities increased the number of pupils at the College from 240 to a 270 intake, Mark was allocated an additional £1.3m from the Local Authorities Basic Need Funding. Contracts were then put together and the design for the school began in 2016 with key contractor BAM and the Department for Education working together. Mark continued: “The team came up with six or seven different models for the new college and eventually came up with a design that was functional and aided in movement and navigation for our students. “All the way through the process, the Department for Education was very much in agreement with what we were doing with the new building and worked hand-in-hand with ourselves and BAM.” Learning resource centre facilitates independent learning in new school Facilities in the new 3-storey building include 10 new science rooms and one demonstration laboratory, creative design rooms, design technology and one food technology classroom and a food demonstration room. The College has also benefited from a brand-new learning resource centre where students can learn independently. The four-court sports hall features solid wood sprung flooring and the ground floor features a theatre and dance studio as well as a large open plan cafeteria, which is the heart of the College. Classrooms in the new school contain interactive televisions. There are currently 4,188 secondary schools across the UK. A recent report from the National Audit Office has stated that 35% of these school buildings require substantial repairs costing more than £1 million to return to satisfactory condition. The report also states in order to get all schools into an acceptable state of repair it would cost £6.7bn. Mark said: “Projects like this show students they are cared about, are invested in and they can come to a school that they can be proud of. “We’ve always been proud of the High Tunstall name and now we have a facility that is befitting the name, befitting the College and makes students feel proud. Also, teachers come into work to a nice environment. With their well-being being looked after, they’re going to teach better and everyone is going to achieve better in the long run. “High Tunstall College is set for a very bright future.”
Learning through Landscapes to host school grounds conference
UK charity Learning through Landscapes hosts international school grounds conference in 2020 National school grounds charity, Learning through Landscapes (LtL) is to host an international conference on outdoor learning and play in September 2020. In partnership with the International School Grounds Alliance, the event will feature practical workshops and sessions by outdoor learning and play experts from across the UK and beyond. The International School Grounds Conference 2020 will see hundreds of school grounds designers, teachers and early years educators from around the world gather for three days of learning and developing and sharing best practice. It takes place 24-26 September 2020. Speaking of the conference, Director of Training at Learning through Landscapes –Matt Robinson– said: “Stirling in Scotland is the perfect place in which to showcase the best of outdoor learning and play. Our nation is internationally recognised as a pioneer in the field so it’s wonderful to have the opportunity to share our work from policies and practice around play to outdoor learning and learning for sustainability. “Outdoor environments provide a powerful learning context and motivate pupils. The recent climate strikes demonstrate that engaging children and young people in global issues through personal and local experience has a significant impact – and school grounds are about as local, accessible and engaging as outdoor spaces come.” Talking about the charity’s role in hosting the conference, CEO of Learning through Landscapes –Carley Sefton– said: “As the only UK-wide charity dedicated to outdoor learning, play and education in school grounds, we have become the leading source of support, advice and training for schools and nurseries. “Our global reach continues with the hosting of this conference, where alongside our UK speakers we will hear from colleagues from Asia, North and South America, Europe and Australasia. “The conference will be an exciting opportunity to hear different voices from across the school grounds sector. I encourage everyone who shares our passion for outdoor learning and play to join us in Stirling in 2020.” The event has three workshop streams – early years, primary and secondary schools, and design of outdoor spaces. Over 300 attendees are expected from schools and early years settings across the UK and beyond. To find out more about the International School Grounds Conference, visit www.ltl.org.uk/ISGA2020