Morrisons launches Little Library Book Exchange
– Morrisons will be donating 50,000 books to help families in need – – Customers can also bring unwanted books to Morrisons Little Libraries where children and families can pick up a book for free – Morrisons has launched a book donation and exchange station for children – the Morrisons Little Library – in its stores across the UK which aims to promote reading and literacy in children, particularly those who come from disadvantaged backgrounds. The Morrisons Little Library was inspired by Canterbury-based children’s author, Rebecca Smith, who approached Morrisons asking for help to tackle the issues surrounding children’s literacy and the lack of availability of books at home. Morrisons Little Library exchanges will be set up in stores across the UK from this week. Customers can bring along unwanted books to donate and all children, teenagers and parents can pick up a book for free. Books will also be donated through the initiative to local schools and community groups, via Morrisons Community Champions. David Potts, Morrisons CEO, said: “The past year has been extremely difficult for everyone and we want to help as much as we can. We know that our younger customers love reading but some may not have access to books of their own. That’s why we’re launching the Morrisons Little Library – so every child has the chance to enjoy reading and brighten their future.†Rebecca Smith said: “To think that there are children who have never enjoyed a bedtime story is heart-breaking. Stories change lives. Every child and every parent should have access to that experience. The Morrisons Little Library provides that potentially life-changing access.†Research from The Open University, which has been involved in shaping the initiative, shows that reading books helps children to start conversations, spark imagination and support emotional wellbeing. The National Literacy Trust recently reported that children who own books are six times more likely to read above the level expected for their age but that one in 11 disadvantaged children don’t own a single book. Teresa Cremin, Professor of Education Literacy at The Open University, added, “It’s been great working with Morrisons to help make the Little Library idea a reality. Reading benefits children and young people in so many ways and is especially vital after such a difficult and disruptive year, as it creates a safe space to escape and learn.†To continue to support children’s literacy, Morrisons has created a new book – Cedric The Seed – and will be publishing 50,000 copies. The book will be distributed nationwide by Morrisons Community Champions to local community groups and schools to ensure they are reaching those who need them most. Cedric the Seed has been written for Morrisons by Danielle Corrigan from Saddleworth, who began writing children’s books last year whilst she was homeschooling her own children. Danielle began writing positive stories for children to read last year to help them cope with the mental health effects of lockdown. Inspired by the pandemic and how lives were changed in an instant, the book follows Cedric, a small sunflower seed as he is separated from his family and friends. His journey is full of unexpected adventure, friendship and fun as when Cedric begins to grow, he realises his friends and family were there all along. The initiative is the latest from Morrisons which aims to make good things happen and bring hope to the nation. Last month, Morrisons gave away over 2.5 million packets of sunflower seeds to customers to grow at home and half a million postcards for people to send messages to their loved ones who they haven’t been able to see due to lockdown. Morrisons Community Champions have also launched the “Little Sunshine†awards which aim to recognise those who have gone above and beyond to help their community during the pandemic.
UK-wide study reveals reading habits among 1.1 million school pupils during the pandemic
Major study from Renaissance Learning reveals reading skills improved over lockdown periods, with many children picking up longer books of greater difficulty Research from the National Literacy Trust shows lockdown reading helped improve wellbeing of children dealing with the pandemic One of Us is Lying by Karen M McManus and Harry Potter and the Prisoner of Azkaban by J.K Rowling were favourite books read during lockdown by secondary and primary pupils respectively David Walliams, Julia Donaldson and classics like Roald Dahl are among most-read authors The annual ‘What Kids Are Reading Report’ from learning and assessment provider Renaissance Learning reveals how children reading during the pandemic saw both an improvement in their reading skills and a marked uplift in reading enjoyment levels. The study of over 1.1 million pupils across the UK and Ireland shows reading skills improved over lockdown periods with many children picking up longer books of greater difficulty.* Additionally presented in the report are findings from a survey of 4,141 pupils by the National Literacy Trust** which show three in five children said reading made them feel better during lockdown. 32% also said reading helped them when they felt sad because they could not see friends or family. Better reading While the number of books read overall dropped by 17% compared to the previous year, during school closures reading levels increased. And when they read, children were inclined to pick up more challenging books for their age. The books they chose were longer and read with better comprehension. Primary school children and those up to Year 7 in particular improved on their reading levels by reading more demanding texts. The data on reading habits and activity was complemented by responses from the National Literacy Trust’s Annual Literacy Survey, which found that reading for pleasure dipped at the beginning of 2020, and recorded its lowest level of self-reported reading enjoyment since 2005 (48% of children).** However, the first lockdown also signalled a marked change in this downward trend. During school closures many more pupils began to enjoy reading again with 56% of young people saying they enjoyed reading either very much (24%) or quite a lot (32%). When it comes to reading choices during Covid-19, almost seven in ten children said they had read more fiction either on paper or on-screen during lockdown, with most turning to adventure stories that was by far the most popular fiction genre.** Favourite books and authors During the first lockdown One of Us is Lying by Karen M McManus and Harry Potter and the Prisoner of Azkaban by J.K Rowling topped the leader boards of the favourite books for secondary and primary school pupils respectively. David Walliams and Julia Donaldson became even more popular. J. K. Rowling made a very substantial re-appearance with 36 mentions as more primary school pupils picked up the Harry Potter series again, while Roald Dahl sustained his popularity. Suzanne Collins showed an increase in popularity. However, Jeff Kinney declined in popularity and Roderick Hunt almost disappeared altogether. This past year also saw more children discover new authors. According to National Literacy Trust data, almost one in two pupils (46%) said they had read new books, while one in seven said they had turned to a book they had read before.** From 2020 to 2021 there was little change in favourite authors overall, Jeff Kinney, David Walliams and Roald Dahl remained popular. J. K. Rowling re-appeared in the 2021 overall list, Jill Murphy was a new entrant, and Roderick Hunt declined in popularity. The ‘What Kids Are Reading Report’ was written using Renaissance data analysed by University of Dundee academic Professor Keith Topping. He comments: “During the lockdown overall, pupils were tending to read longer books of greater difficulty and with greater comprehension. Having more time to read gave children the chance to immerse themselves in literature and schools should encourage more reading time now that they are open again. “It is great to see that primary age children are reading more difficult books and this should be reflected at secondary school age where book difficulty this year plateaued. Secondary schools need to encourage their pupils to attack more difficult books.†Renaissance Director John Moore said: “Lockdown has been difficult for many children, especially when schools were closed and they could not access school libraries or see their friends. At Renaissance we took steps to support teachers during the uncertainty of school closures, so it is pleasing to see this year’s report emphasise the importance and benefit of reading on academic achievement and wellbeing. “Knowing that reading really helped younger children to feel better throughout the pandemic is very encouraging. It’s promising to see that when pupils had a choice of books to hand many chose a more challenging book, and one that perhaps allows for more escapism. “At Renaissance we have long advocated for dedicated time to read, and for the importance of schools to encourage a love of reading among pupils; whether it’s a favourite author recommended by peers, a non-fictional book about a hobby they enjoy or a timeless classic. This report highlights how important it is that everyone has access to books and what schools need to do to re-engage children with reading for enjoyment while giving them space and time to read more.†Dr Christina Clark, Head of Research at the National Literacy Trust, comments: “Our research into reading enjoyment indicates that having more time to read and the increased autonomy of book choice, along with the opportunity to read for its own sake, were key reasons why more young people are enjoying being immersed in stories. Half of the children agreed that at such a time as the lockdown, reading improved their wellbeing and encouraged them to dream about the future, offering a refuge for a source of calm, escapism and relaxation. Schools should be encouraging pupils to read to entertain a variety of purposes not
Charity runs free school workshops for military children this June
Military children’s charity Little Troopers is inviting primary schools and their service children to sign-up to a free virtual workshop this June. The two-hour live workshop is completely free to attend and is part of a virtual roadshow that the charity is undertaking across England from 7th to 18th June for military children aged 4 to 11. Suitable for groups of any size, the workshop will give service children the opportunity to come together with others in a similar situation to explore some of the unique challenges they experience as members of the British Armed Forces community and to celebrate what it means to be a ‘Little Trooper’. The session will be delivered by an experienced team of facilitators using Little Troopers’ primary school resources incorporating storytelling, movement, group discussion and drama. The activities are designed to encourage military children to feel proud of their identity as a forces child and to give schools the tools to help service children navigate any challenges they might face, either now or in the future. Louise Fetigan, founder of Little Troopers, comments: “There are estimated to be more than 75,000 military children in UK schools and these children often experience life a bit differently from their civilian peers. Our Little Troopers At School project has been running for four years now and is all about giving schools useful information and resources to help them support their service children in the classroom. “We’re really excited to be able to offer our virtual workshops to primary schools across England this summer – something that we’ve been planning for a long time. Whether a school has two service pupils or two hundred, these workshops are a fun and engaging way to get these children together and focus on their needs and experiences. We can’t wait to meet all of your Little Troopers!†The dates for the Little Troopers virtual roadshow have been organised by county so that pupils will be logging in at the same time as other children in their local area. For more information and to book a space on your nearest workshop visit www.littletroopers.net/littletroopersatschool Little Troopers is a registered charity supporting children who have parents serving in the British Armed Forces. For more information visit www.littletroopers.net
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 crueltyâ€, 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 dogsâ€, 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.â€
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.”