Bringing history to life through animation
Victoria Nielson, CEO of Waterloo 200, discusses getting youngsters engaged with history through the Age of Revolution project… Q&A on Waterloo 200’s history animation competition 1. Tell us about Waterloo 200 charity, about its background and how the Age of Revolution Project came about. Waterloo 200 is the official body recognised by the UK government to support the commemoration of the Battle of Waterloo. As part of our work we have launched a five-year educational legacy project – the Age of Revolution. The aim of the project is to broaden understanding and engagement of the revolution in Europe between 1775 and 1848. Our goal is to engage with over 2,000 national UK schools across the education spectrum through providing bespoke educational materials, multimedia technologies and creative educational partnerships. The Age of Revolution resource brings together objects and artworks from museums and galleries across the UK, together with facts, information and curriculum-linked ideas to help bring this extraordinary period to life. 2. Why did the charity decide to run an animation competition? We’re always looking for ways to link the extraordinary people, events and ideas of the time – such as protests, equality and the invention of things we now take for granted – with the lives of children and young people today. Animation is a great way to pull all of these aims together. One of the best ways to learn about something – including history – is to present or explain it to someone else. By creating an animation about the Age of Revolution, students have to really focus their learning about the period and think creatively about how to get their message across, in a fun and engaging way. We hope that presenting this as a competition will not only encourage more schools to have a go, but will also mean they can share their wonderful ideas with us – and others. We’ve included a step-by-step guide to making an animation in our online resource so we hope that will also help students (and teachers!) develop new skills in digital making. 3. Have you seen any entries yet and, if so, what impressed you? It’s a little early for entries at the moment as schools have until February 2020 to submit their entries. The judges are looking for imaginative, creative animations, which genuinely reflect students’ own ideas and thoughts about ‘Revolution’. We really want to encourage schools to be as creative as they want to be – they can use photography, clay or digital apps. We just want people to have fun with it and for their film to answer the question “What Does Revolution Mean to Me?” We are lucky to be working with hugely talented judges who are experts in creativity, filmmaking and history. From historian and Waterloo 200 ambassador Dan Snow to award-winning Casting Director Kate Rhodes-James, BBC Animation Producer Barry Quinn and Anra Kennedy, Partnerships Director at Culture24, our judges are waiting to be impressed. 4. How can schools get involved in the competition? Firstly, we need schools to encourage their children to engage with the competition and what revolution means to them. We would point teachers towards our Revolutionary collection held on our website (ageofrevolution.org) to introduce their students to the objects and images of the Age of Revolution. Students may want to look at the Age of Revolution as a whole or concentrate on a specific theme for their film – be that Riots and reforms or the Industrial Revolution. We then would ask teachers to plan a simple story with their class which will form the arc of their animation, as well as to think about the different elements – from characters to format to colours and storylines. It’s then down to creating the film! 5. Do you provide wider resources on the Age of Revolution for schools? We have many free online resources for teachers supported by the Age of Revolution project. It includes an online gallery of over 100 revolutionary objects, carefully selected from museums and galleries across the UK, with facts and information written specifically for teachers. Teachers can choose from our range of tried-and-tested historical enquiries, creative challenges, activities and ideas, to bring classroom learning to life across the curriculum, for all ages. Schools can visit ageofrevolution.org for more information and a bank of free resources. 6. What do you have planned for the future? We’re about to launch a graphic novel about the Peterloo Massacre – created specially for schools. It’s been created by Polyp, Robert Poole and Ben Marsh (our historian partner from the University go Kent) – it’s described as: “The explosive tale of Peterloo, told through the voices of those who were there. A vivid, original and historically accurate ‘comic book’ visual account of the 1819 Manchester massacre, to be published as part of the 200th anniversary commemorations.” As with all our resources it will be accompanied by associated classroom activities for teachers. We have also just closed an exciting funding opportunity for schools and museums to apply for funding to develop digital making projects. We want them to work together to use simple digital tools such as apps, green screening, video, 3D printing, microcomputers etc to get creative with ‘Revolutionary’ museum collections – and with our own online ‘Revolutionary collection’ of objects. We’ll be working with successful applicants from September on these projects and will share any great ideas on our website as part of our resource, for other museums and schools to try.
Aberdeenshire’s newest teachers prepare for life in the classroom
It won’t be just the pupils that will be learning when the new session begins, Aberdeenshire’s latest intake of probationer teachers officially start their careers in the classroom soon. Cllr Gillian Owen, Aberdeenshire Council’s Education and Children’s Services Committee chair, Director of Education and Children’s Services Laurence Findlay, and Head of Education Vincent Docherty formally welcomed the latest cohort at an event at Meldrum Academy today (Friday, August 16). Cllr Owen said: “It is truly inspiring to see so many new teachers take their first tentative steps towards a rich and fulfilling career shaping the lives of children and young people across Aberdeenshire. “The council’s probationer induction programme is extremely well thought of within the education sector and is considered one of the best in Scotland. The probationers will be given plenty of support and guidance. “Those who have relocated to Aberdeenshire will be made to feel very welcome in their new surroundings. I would like to wish this latest intake the best of luck for their teaching careers.” Committee vice chair, Cllr Mark Findlater, said: “Teaching is a highly rewarding career, so it is fantastic to see this latest group of probationer teachers take their maiden steps in what is a fulfilling journey where they will make a real difference to the lives of young people across Aberdeenshire. “They will receive plenty of support, guidance and encouragement from their mentors as well as from senior council officers and leading councillors at this event to mark the start of their teaching careers. They will also have the opportunity to network and make new friends during some of the round table discussions and interactive games. I would like to wish all the probationers all the best as they prepare for life in the classroom.” The council’s probation teacher programme was inspired and developed from observations made of a similar ground-breaking initiative in Santa Cruz, California. The evaluation and learning was put into the probationer programme run by Aberdeenshire, leading to widespread national recognition and acclaim. Probationer teachers can choose to work in schools across Scotland. When a probationer comes to Aberdeenshire from other regions, they are made welcome at social events arranged by their mentors. The mentors organise friendly and informal coaching sessions where the probationers learn and share new skills and experiences. Mentors are on hand to provide support if the probationers have concerns or need advice. Last year there were 126 probationers in schools across Aberdeenshire. Out of the 126 probationers, 123 completed their first year in teaching. This school session sees 100 at primary schools and 34 at secondary. A graduation event will be held in the summer to congratulate the probationers on the completion of their first year as teachers.
Parents no longer needed for homework
Parents no longer needed for homework help as modern generations become empowered by smart devices, Lenovo™ survey finds New research released today by Lenovo (HKSE: 992) (ADR: LNVGY) shows how education around the world has been positively transformed thanks to smarter technology, creating a generation of independent learners and problem solvers. The research, which surveyed over 15,000 individuals globally – including the US, Mexico, Brazil, China, India, Japan, UK, Germany, France, and Italy – reveals that over two-thirds of UK parents (69 per cent) say their kids are more likely to look something up online than ask them for help when it comes to a question about schoolwork. The countries where this was most prevalent was India (89 per cent) and China (85 per cent), both of which have also seen a rise in parents using technology to assist with their kids’ learning in recent years[i]. The least was in Germany, at 54 per cent, where according to the Lenovo survey people are reported to be more wary about tech in general, especially in the classroom. However, tech adoption is beginning to become more wide-spread in Germany following an initiative from the government in 2018, to equip more than 40,000[ii] schools with newest computers and software. Parents depend on tech, too On the flipside, 62 per cent of UK parents also say they have, at least once, looked something up online and then pretended they already knew the answer when helping their child with schoolwork. This was most common with STEM subjects such as Mathematics (47 per cent) and Science (33 per cent). And this may link to schools too, with 82 per cent in the UK believing today’s students already have a better understanding of tech than those teaching them. Most UK respondents (83 per cent) agreed that advances in technology in education are helping both girls and boys perform better in school, equally. Likewise, a substantial majority of working parents (78 per cent) in the UK said current and new technologies encourage more parents to remain in the workforce due to the personal benefits it brings while also enabling them to stay more connected with their families. Tech empowering a new generation of independent learners While technology has many positives in aiding learning (use of high-speed Internet, automated translation tools, and accessibility features), 73 per cent of UK respondents said they have concerns it could create dependencies in young people, potentially affecting social skills, and 71 per cent feel it is affecting memory skills of students as well. On the contrary, 66 per cent of the UK said they trust technology is aiding future generations to be “more independent learners and problem solvers”. This notion was felt lowest in the US (59 per cent) and highest in India, with 91 per cent agreeing, which could be related to the country’s growing reliance on technology to help educate younger generations. A recent report[iii] established that the majority of mothers in India are using smartphones for parenting, with eight in 10 believing technology has made parenting easier. This suggests that parents in the country are seeing the true transformative power of technology, for example how some schools are beginning to adopt VR to create inclusive and immersive learning environments, supporting students facing physical, social or cognitive disabilities. As for youths themselves, Gen Z and millennials in the UK generally feel that technology has had a positive role in their education, with 31 per cent agreeing it makes it easier to find out about causes or social issues they care about. The sentiment was shared by the general population, too, with almost half (48 per cent) in the UK believing technology will be “extremely important” in solving future challenges in education. Psychologist and founder of Digital Nutrition, Jocelyn Brewer, comments: “Not only has much of the curriculum taught across the globe been revamped and updated in recent decades, but pedagogy and ways of learning have shifted as well. Many parents regularly report feeling unequipped to help their children with aspects of study beyond moral support and emotional encouragement to achieve in school.” “Parenting in a digitally saturated world can pose additional challenges for modern families, as educational technology might feel quite foreign to their own experiences of learning and socialising. Parents might feel overwhelmed and confused about how to best support their children to develop the academic, social-emotional skills that help them achieve life success as well as satisfaction. They are seeking practical and positive support that balances the value of technology to support learning and avoiding sources of distraction.” Dilip Bhatia, Vice President of User and Customer Experience, Lenovo, commented: “There is no doubt that the world of education is being transformed due to smart technology, offering children the opportunity to be adventurous and independent learners, who are empowered to find out the right answers themselves. As with everything, it is important to strike the right balance on and offline, but technology can be a uniting force for families. It is also important to remember that some parents are better equipped to offer children answers on educational subjects than others, especially in different regions across the world.” “However, our technology solutions allow students to experience immersive, active learning that is not confined to the classroom. And so it’s clear to see that world-over, tech is a universal leveler, allowing more children access to a plethora of information sources rather than being reliant on the expertise of adults in their immediate proximity.” About the research Lenovo surveyed 15,226 people in eight languages across 10 global markets, including the US, Mexico, Brazil, China, India, Japan, UK, Germany, France and Italy. The respondent sample was nationally representative of the online adult population (18+) in each market. The survey was conducted March 31st – April 27th, 2019 and the overall margin of error is +/- 1 percentage point (at a 95 per cent confidence level); the margin of error within each country is +/- 3 percentage points (at a 95 per cent confidence level). The survey probed respondents on how they view the role of technology in their lives and in society, both today and in
CLOSED – Get ready for university – Win a Silentnight Complete Bedset
It’s around this time of year that we are thinking of sending our loved ones off to college and uni – and what better product to provide than the Silentnight Complete Bedset? The handy packed set contains all you need for a cosy night’s sleep in a new bed – The range includes one pillow and a single 10.5 tog duvet, or two pillows and a double, king or even king size 10.5 tog duvet. With prices starting from just £20 from Asda, it’s the perfect bedroom starter pack and sure to help give you a great night’s sleep. To view the complete bedset range click here We have teamed up with Silentnight to offer 3 of the double sets – to enter click here and simply answer the following question: What tog is the duvet in the Silentnight Complete Bedset? *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, 21st September. * The prize is to WIN a Silentnight Complete Betset. 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 throw. 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 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 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
NewVIc students achieve stand out results!
Students and staff celebrate a fantastic year of results seeing an increase in the number of students achieving A*- B A Level grades with the largest number of A*- A grades in A Level Biology, Chemistry and Maths. In Level 3 extended diplomas, students also achieved fantastic results with more than 50% of students achieving a Triple Distinction – equivalent to 3 A grade A Levels. Other stand out A Level subjects included Computer Science, French, Further Maths and Spanish, where 100% of students achieved A* – C grades. Students studying A Level Biology, Chemistry, Economics, Fine Art, History and Spanish also excelled with more than 70% of students achieving A* – C grades. The overall pass rate for A Levels remains high at 97.3%, with a total of 19 A Level courses achieving 100% pass rate. Results for subsidiary diploma courses, taken by some A Level students, were excellent with 45% of students achieving a Distinction *. Business Studies students did particularly well with over 90% of students achieving the very highest grade of Distinction *. Stand out Level 3 extended diplomas include Computer Science and Health and Social Care, with over 70% of students achieving a Triple Distinction or better. With Science and Maths A Level courses being the most sought after and popular courses at NewVIc, the number of high grades achieved in these subjects is excellent news for the college as it reflects the quality of teaching and expertise in this area. Overall results for STEM (Science, Technology, Engineering and Maths) including Computer Science are consistently impressive and have seen a greater number of girls excelling in these subjects each year. Over the years NewVIc has helped many thousands of local young people achieve their goals. Building students’ confidence by helping them to realise their ambitions and progress beyond their targets is a key priority for the college. With the majority of our students coming from socially and economically deprived backgrounds, NewVIc is integral in providing social mobility and economic development within the borough. NewVIc Governor and Newham Councillor Julianne Marriott said: “Being at NewVIc today and seeing all the talented students, it just proves that it doesn’t matter where you come from and whether you study BTECs or A Levels, NewVIc gives so many of our young people the chance to succeed and achieve whatever they want to.” Vice Principal Ray Ferris said: “I am so proud of the results our students have achieved today. The improvement in the number of high grades and individual progression of students is fantastic and demonstrates the excellence which can be achieved within a comprehensive college where everyone is welcome. I’d like to congratulate the class of 2019 for all their hard work and thank our dedicated staff who have supported each and every one of our students.” Stand out results: More students achieving A*- B grades The largest number of A* and A grades were achieved in Biology, Chemistry and Maths 100% A* – C in Computer Science, French, Further Maths, Spanish 70%+ A* – C in Biology, Chemistry, Economics, Fine Art, History, Maths 100% pass rates in 19 A Level subjects More than 50% of students achieving Triple Distinction and higher 70% of students achieved Triple Distinction in Health and Social Care 70% of students achieved Triple Distinction* in Computer Science 45% of students achieved Distinction* in Subsidiary Diplomas
Collaborative working in STEAM and maker spaces
The current rise in popularity of robotics, coding and programming in STEAM activities is a sign of the times. Technology is moving fast and in the digital age we live in, the coding, robotics and indeed AI industries are becoming hugely important future employers for the students of today. The industry, quite obviously, sits on the T of the STEAM spectrum but it is an industry encompassing the whole spectrum of science, technology, engineering, arts and mathematics. The programmer, the product developer and the packaging designer could all have benefitted from a broad STEAM education. These are individual functions with their own areas of expertise but they must cross over, interlock and be collaborative. The teaching of STEAM based subjects in a maker space environment fosters this sort of collaborative working and will stand students in good stead in their future career choices. Just as in any organisation, in a maker space environment, students with different abilities come together to think, solve, create and see projects through to completion. The collaborative way of working on a peer-to-peer level mimics real work situations. Just as an organisation needs to be organised, so it is with a maker space and the right choice of fixed and mobile storage options are an important part of getting it right. Students perform better when they take ownership of their own maker space, selecting their own resources, returning unused items and keeping their kit organised. For the teacher, it’s a win-win as self-service resources reduce set up and take down time, leaving more time for teaching and learning. Furniture and storage choices may all seem a long way from AI and coding but leaders in this area, developing products and activities with STEAM in mind are also recognising the importance of the physical side of maker spaces. In a recent collaboration, Gratnells donated several maker products to the Institute of Imagination in London. Here, they run daily maker workshops for a range of age groups so activities are planned ahead and organised into Gratnells trays. When needed, these trays a loaded into the award-winning MakerSpace and the recently launched MakerHub trolleys to create collaborative, mobile work spaces that can be taken anywhere in the building. This type of maker furniture and storage totally mirrors the flexible and collaborative nature of maker spaces. www.gratnells.com 0800 169 6854
Straight Talking Peer Education
Straight Talking Peer Education employs teenage parents to educate pupils and raise awareness of Child Sexual Exploitation, healthy and unhealthy relationships and the realities and implications of early parenthood. Our courses have been independently evaluated to be effective in making students listen to, hear and remember our message. Teenage Pregnancy Prevention Teenage pregnancy has a serious and direct impact on secondary education. Statistics show that 40% of teenage mothers leave school without any qualifications, and many are still on benefits at age 30. Risk indicators for teenage pregnancy are high levels of deprivation, low educational attainment and low aspirations for the future. Despite the drop in teenage pregnancy rates, there were 59,815 teenage conceptions in 2015 (ONS, 2017), the highest in Western Europe. With high-risk indicators in the borough, now is the time for proactive decisions. Our comprehensively trained teenage mothers and young fathers draw on their personal experiences, enhancing the structured but interactive curriculum, to help pupils understand: • the responsibility of parenting and the impact on their social life • the loss of childhood • life in poor accommodation • the financial hardships • the effects on their future Our courses have been found to be “effective and [have] an immediate and sustained impact on young people’s views and understanding of teenage pregnancy and parenthood”. (Deloitte, 2016) “We have been using Straight Talking for a number of years and have always found them to deliver valuable, informative and expert advice to our pupils. The speakers are willing to share their experiences in an impartial manner. The pupils have commented on how their perceptions have been challenged; many have said that their views on the topic have changed considerably as a result of the Straight Talking performances / role-plays / question-and-answer sessions. Staff have also been complimentary about the sessions and have praised the way in which the speakers have quickly developed a rapport with the groups and have been able to answer questions that the pupils have asked. As Head of Department I feel that these sessions have really complemented my work on the topic of teenage pregnancy and I look forward to using the company again next year.” Chris Walsgrove Head of PSHE The Heathland School (Hounslow) 2015 https://www.straighttalking.org
CLOSED – WIN A Bundle Of BIC Gel-Ocity® Quick Dry Pens
BIC LAUNCHES NEW GEL-OCITY® QUICK DRY PEN IN THE GELS AND ROLLERS MARKET Major new product development set to reinvigorate the category sales Leading stationery manufacturer BIC has announced the launch of an ultra-fast drying gel pen in the stationery category. The BIC® Gel-ocity® Quick Dry range is expected to drive retailers’ sales and reinvigorate growth in the second largest writing instruments category. BIC has committed substantial advertising budget to supporting the new range’s Follow the Flow campaign, which will see Mac Lethal – a rapper who holds a world record for rapping 1,000 words in 2 minutes – going head-to-head with the BIC® Gel-ocity®. The bold shift in advertising style from the stationery leader will a be complemented with extensive TV, Social Media, Digital, PR, influencer and sampling activity which will see 100,000 pens distributed across the country throughout the 2019 Back to School Sales Period. The Quick Dry version of the BIC® Gel-ocity® gel ink pen brings much-needed innovation to the category with its new range of features, including: A full-grip barrel to aid handling and writing comfort. A retractable 0.7mm medium-point tip. Ultra-fast drying ink that won’t drip, leak, smear or smudge. 13 classic and vibrant writing colours; blue, black, red, green, purple, turquoise, pink, orange, light orange, lime green, light purple, dark pink and sea green. Joanna Hollins, Head of Marketing and Category Management at BIC, said: “Being the second largest writing instruments category, we see enormous opportunity in Gels and Rollers and are extremely proud to be launching a product which will shake up the market with genuine innovation. “The investment we’ve made developing the Gel-ocity® Quick Dry range, as well as the financial commitment to support its launch highlight the potential we see in this category. We believe Gel-ocity® will provide consumers everywhere with the opportunity to experience writing in a new, but comfortingly familiar way as BIC continues to honour the tradition of providing high-quality, affordable products.” The Gel-ocity® range will be available in pack sizes of 3, 6 and 13. RRP from £6.49 for a pack of 3. Fancy winning a BIC Gel-Ocity® Quick Dry Pens Bundle? Simply answer the following question: What pack sizes do the Gel-ocity® range come in? CLICK TO ENTER *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, 18th October 2019. * The prize is to win a BIC Gel-Ocity® Quick Dry Pens Bundle. 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 throw. 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 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 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
How edtech can relieve exam stress for an entire school community
Karin Bjerde, Head of Strategic Growth at Kognity, comments on how edtech embraces a hands-on and personalised approach to education that eases stress, teacher workload and budget pressures. Students have studied hard over the year. They’ve memorised quotes from plays and poems, learned the tools of critical analysis, practised applying formulae and theories, and mastered the French tenses. However, by May, most become increasingly concerned about their exams and results, and if history is anything to go by, they are not the only ones to feel the stress. Teachers, department heads, senior leaders, support staff, parents, and governors often invest just as much in student outcomes as the students themselves. For years, they have taken students on a dedicated path of learning. They’ve given them the tools and strategies to help them get through the content, and hopefully developed autonomous learners. Year on year, teachers provide feedback, host revision classes, apply interventions, encourage, empathise and support their students, but by the time pupils sit down to put pen to exam paper, staff and parents have to concede their part in the process. Occupying national headlines earlier this year, we heard teachers highlight the profound effect that students’ mental health can have on the entire school community. School staff have grown acutely aware of the ways in which exam pressure can affect their students’ mental health and will often take this pressure on themselves. Dedicated, hard-working teachers lie awake at night worrying whether they have sufficiently supported their students and what more than can possibly do. While teachers may absorb their students’ stress, thanks to digital innovations and education technology, we now have the tools that can make it all a little easier for teachers and students alike. If some of the stressors of exam preparation can be eliminated, or at least alleviated by edtech, the trend of schools investing in evidence-based resources should come as no surprise. Technology now exists to support learning in a way that is engaging and accessible for students, while taking away some of the considerable stress placed on school staff and students. Thankfully, in the contemporary education environment, edtech advances such as intelligent textbooks can be implemented in classrooms and at home to complement and supplement traditional teaching, learning and assessment. Incorporating video, 3D models and embedded formative assessment, these resources are designed to improve learning in a way that is valuable, student-friendly and highly personalised. Not all stress can be eliminated, but if technology can assist in maintaining a healthy, more manageable level, it seems akin to a duty-of-care to embrace the wave of edtech and digital resources. Afterall, it will only be through the adoption of innovative and contemporary approaches that shake up the systemic shortcomings, that significant progress will be made in transforming the mental wellbeing of the entire education community. How can edtech support students and teachers? Digital tracking of knowledge and progress to highlight knowledge gaps to help tailor more in-depth student support. Auto-correcting assignments reduces marking time and eases teachers’ workload. Digital textbooks ensure resources are up-to-date and curriculum aligned, reducing research time for teachers.. Increase student engagement through interactive and engaging tools such as videos and 3D models for a truly immersive learning experience. Cloud-based learning provides a central learning hub for students and teachers. See kognity.com for more options on how to ease exam stress using edtech solutions.