CISI Educational Trust awards totalling £23,000 announced
The Chartered Institute for Securities & Investment (CISI) is delighted to announce the 20 student winners of its 2019 Educational Trust Awards. The CISI Educational Trust Awards annually celebrate achievement amongst students studying CISI accredited courses around the UK, at both undergraduate and postgraduate level. The winners received a combined total of £23,000. Each of the winners, 10 female and 10 male, were nominated by their university based on excellence in an item of work or examination. In addition to their nomination, each winner was invited to submit an essay of 400 words for the opportunity to attend an interview with the Educational Trust and a chance to achieve a further financial award based on interview performance, general knowledge test, and knowledge of the CISI. The essay title for 2019 was: “What is Green Finance? Discuss whether it is a passing trend or a fundamental change.” Following an intensive interview process, we are delighted to congratulate Akshat Vyas the top performing postgraduate who received an additional £3,000.00 and Luke Mulligan, top performing undergraduate, who received an additional award of £1,500.00. Josephat Loambo and Niccolò Carrara received £2,000.00 and £1,000.00 each in recognition of high interview standard. The top performing students were invited to attend the CISI Annual Awards Ceremony Tuesday 19th March at Mansion House to receive an Award. On receipt of his award Akshat Vyas ICMA Centre, University of Reading said: “It is a great honour to be CISI Educational Trust Award winner this year. Getting recognition from a premier professional body in the financial profession like CISI will certainly give me a competitive advantage in my future career. The entire process for Educational Trust Awards was very rewarding. The interview day provided me a great opportunity to interact with the Trustees and peers from other universities. The discussion on the essay topic of Green Finance and current events in finance was very enriching.” Luke Mulligan studying at University of Ulster said: “The CISI Educational Trust Award provided me with the opportunity to network with fellow students and to add a competitive edge to my professional portfolio.” Clare Gore Langton, Chartered FCSI(Hon), Chairman CISI Educational Trust, an investment director with over 25 years of experience of working with private client investment portfolios said: “This year’s essay topic was What is Green Finance? Discuss whether it is a passing trend or a fundamental change and the discussion subject was Tariffs and Trade Wars. The trustees enjoyed a thoroughly interesting morning of discussion with a strong group of candidates. The work submitted by both undergraduates and postgraduates was of a high calibre “Every year I say this, but the general knowledge area needs to improve significantly. The financial world does not exist in isolation, I think all future candidates should take this on board.” The following students, as CISI Educational Trust Award winners, each receive a financial award to support ambitions for a financial services career. Postgraduate winners receive £1,000 each and undergraduates £500 each. Aston University Raveer Mann £ 500.00 Bangor University Jesper Ipland £ 500.00 Birmingham City University Juliana Martika Binti Mansor £ 1,000.00 Coventry University Boglarka Dobas £ 500.00 De Montfort University Hao Chen £ 1,000.00 University of East London Ali Hassan £ 500.00 University of Exeter Abdulrahman Youssef £ 1,000.00 Glasgow Caledonian University Aoife Clifford £ 1,000.00 ICMA Centre, University of Reading Akshat Vyas £ 1,000.00 Liverpool John Moores University Josephat Loambo £ 1,000.00 University College London The Vinh Mai £ 1,000.00 Northumbria University Natalie Suchecki £ 500.00 University of Portsmouth Esther Msangi £ 1,000.00 Queen Mary University of London Han Bao £ 1,000.00 Sheffield Hallam University Michael Lofthouse £ 500.00 University of Sussex Molly Llewellyn £ 500.00 University of Sussex Natcha Kittiwongsophon £ 1,000.00 University of Ulster Luke Mulligan £ 500.00 University of Westminster Jamie Rasheed-Horsburgh £ 1,000.00 University of York Niccolò Carrara £ 500.00 For more information about the CISI Educational Awards click here
Primary school children almost as stressed over exams as GCSE pupils
A third of primary school parents say exams are making their children stressed, according to a new study looking into the pressure pupils are put under during their school years. New research by home education provider Oxford Home Schooling reveals that even primary school children are being strained by the prospect of their academic performance. The study reveals that, alongside a third (33%) of parents saying their child feels stressed by exams, two in five parents (40%) of pupils aged between five and 11 feel there is too much pressure on their children to perform well in them. The figure is particularly concerning when compared to secondary school pupils, whose exam stress levels have been widely reported on recently, with the revised GCSE system. The research showed that 37% feel stressed about exams, while 46% of their parents feel they are too pressured – only slightly higher than much younger children. Homework is also a cause for concern, with a quarter (25%) of parents of all ages of school children believing that too much homework is set for them. In fact, 13% of primary school pupils spend five hours or more on homework a week, compared to 39% of those at secondary school and more than half (55%) of sixth form or college students. Between the ages of five and 16, children will sit four rounds of compulsory exams, not including the 11+ and Common Entrance exams that those applying for grammar or private schools will take. Primary school pupils take Key Stage 1 and 2 exams for English, Maths and Science, while some GCSE pupils can sit down to as many as 25 individual tests. Dr Nick Smith, Principal at Oxford Home Schooling, said: “It will be a shock to some to find out that almost as many primary school children are stressed by exams as secondary school pupils. Although school is a place for learning, in primary education it’s just as important to allow children to feel comfortable, so that they can learn more efficiently and effectively. “At five years old, children in the UK start school a year earlier than in most other European countries – two years earlier for those in Northern Ireland. They’ll spend around 10,500 hours of their lives in school before they’re 16 years old. “The classroom itself can be a stressful setting for many, and that can stick with children for a long time. So it’s very important for parents and teachers to recognise when a child is stressed and find alternative ways of helping them cope. Home schooling can be one of the most effective ways of doing this.” For advice on how to approach exams for parents and home schooling tutors, visit https://www.oxfordhomeschooling.co.uk/blog/preparing-home-schooled-children-exams/
New partnership set to deliver essential business skills to sports and fitness students
fibodo, the award-winning booking management platform, has announced a partnership with sport education specialist, AoC Sport, to provide up to 239 colleges in England with free access to a business focused e-learning course. The CIMSPA-accredited course, ‘Grow Your Business’ – created by fibodo – aims to teach and inspire students on best business practice, as well as how to operate effectively online and develop successful careers in the fitness sector. The course is designed for integration within colleges’ existing programmes and includes useful, practical business advice on topics such as growing a client base and managing admin – whilst equipping them with the technology and software skills required for success in today’s digital society. This aims to upskill young talent and give the next generation of sports and fitness entrepreneurs an edge over their competition. ‘Grow your Business’ is worth three CPD points, and is available to students who study up to a Level 4 qualification and to both private and public colleges. There are currently 76,000 students studying sports coaching or fitness courses in England alone, and this is growing at a considerable rate. Although colleges have always offered in-depth teaching with regards to technical skills, there has traditionally been little – if any – focus on the commercial and digital practicalities of running a fitness business in the real world. Marcus Kingwell, managing director at AoC Sport, commented:“We have been working with fibodo for some time in the WorldSkills UK Fitness Trainer Competition and have been impressed with their offer. We are now introducing the course to all our member colleges as part of our vision to boost the employability of students. It will help to address the lack of business skills of newly-qualified personal trainers, as identified in Future Fit Training’s Raising the Bar report last year.” Megan Sowney, director at fibodo, added: “We’re passionate about empowering sports and activity professionals at grassroots level, so this partnership is a great fit. Tutors and lecturers now have a vital resource to inspire more students to gain the knowledge and skills that are essential to achieving successful businesses within the sector.” To see how fibodo helps students and college leavers build their businesses online, take a look at Louise Wilson. Louise is based in Cornwall and recently won the WorldSkills UK Fitness Trainer Competition, having changed career and moved from a city job in London.
Innovative education App wins GSK Awards
Innovative activated charcoal research and music education App wins GSK UK Young Scientist & GSK UK Young Engineer of the Year Awards. Maeve Stillman, from St Mary’s College in Derry, and Grace Lord, Brendan Miralles and Aalia Sellar from Loughborough Schools Foundation have seen off tough competition from over 1,100 entries from across the UK to be awarded the top honours of GSK UK Young Scientist of the Year and GSK UK Young Engineer of the Year at The Big Bang Fair in Birmingham on Thursday, March 14. The two awards are the top accolades in The Big Bang Competition – an annual competition for young people aged 11-18 in full-time education or training – designed to recognise and reward achievements in all areas of STEM, whilst promoting vital STEM skills and confidence in project-based work. Winner of the GSK UK Young Scientist of the Year Award, 15-year-old Maeve Stillman from St Mary’s College in Derry, aimed to improve our understanding of how activated charcoal effects the absorption of everyday medicines including paracetamol for her winning project. The team from Loughborough, consisting of students from Loughborough High School and Loughborough Grammar School, took out the GSK UK Young Engineer of the Award category. The team’s project ‘Music Splash’, inspired by a need for better access to music education, is an app that uses machine learning to analyse music performance and provide feedback that helps the user improve. The standard of creativity in this year’s awards was exceptionally high, with other ideas including everything from aids for the visually impaired to sustainable fertilizer, and edible water bottles to a door with facial recognition. Previous winners of the competition, which is now in its fourth year, have gone on to forge successful careers in STEM, compete at international awards and present their groundbreaking concepts on television. The 2018 GSK UK Young Scientist of the Year, Emily Xu, represented the UK and won first place at CASTIC (China Adolescents Science and Technology Innovation Contest), and a special donated prize at EUCYS (European Union Contest for Young Scientists). Emily is now pursuing a degree in Chemical Engineering at Imperial College London and has spoken at Parliament during Tomorrow’s Engineers Week 2018 as an ambassador for young women in STEM. This year’s winners will continue to show their ideas to the thousands of visitors to the annual Big Bang Fair at the NEC in Birmingham, which aims to inspire other young people to consider a career in STEM by showcasing the huge depth and breadth of opportunities available in the sector. Over 500 finalists from across the country were selected to show their ideas at The Big Bang Fair where ten were then shortlisted to pitch Dragon’s Den-style to panels of VIP judges including: Dallas Campbell (The Gadget Show and Bang Goes the Theory TV presenter) Dr Anne-Marie Imafidon (Co-founder of STEMettes) Roma Agrawal (structural engineer on The Shard, STEM promoter and TV presenter) Dr Ozak Esu (IET Young Woman Engineer of the Year 2017) Nikki Yates (Senior Vice President of European Mid-Sized Markets, GSK) Chris Hurst (Engineering Lead for Pharmaceutical Operational Performance, GSK) GSK has sponsored the UK Young Scientist of the Year award since 2017, as part of its work supporting STEM education throughout the UK. This year, GSK has extended its support to include the UK Young Engineer of the Year Award, to inspire future engineers and help address the UK’s annual deficit of 59,000 engineering graduates (The State of Engineering, Engineering UK). In January 2019, the Association of the British Pharmaceutical Industry (ABPI) published a report on the skills gap in the pharmaceutical industry showing that UK STEM students have increased just 16% in the last ten years, compared to 63% worldwide. As a science-led global healthcare company, GSK believes the scientists and engineers of tomorrow will help to solve the biggest global healthcare challenges and are passionate about inspiring young people to study a wide range of STEM subjects. Nikki Yates, Senior Vice President of European Mid-Sized Markets, GSK, commented: “Seeing the incredible quality of creative thinking and STEM understanding that inspired this year’s winning entries reiterates just how vital awards like this are. They give our future STEM innovators and leaders unique opportunities to develop and showcase their talents and to inspire thousands of other young people in the process. I’m excited to see what our winners will go on to achieve.” Daljit Kaur, Head of STEM Innovation at Loughborough Grammar School, said: “We are all so proud of our team’s achievement. It has really inspired all our students to see what is possible. Awards like this can provide a real ‘light bulb’ moment for young people. They enable them to apply their STEM skills to areas which really interest them and help them see that the STEM skills they are learning in the classroom are transferable and prized in the real world. The role of a teacher or, an educator is pivotal in helping to shape young minds to realise their full potential, to realise that their ideas can help shape the future.” Hilary Leevers, Chief Executive of Engineering UK, which organises The Big Bang Competition, said: “The judges have been blown away by the quality of entries from all the finalists – not only for their brilliant new ideas but for how eloquently they spoke about them to the crowds of people at The Big Bang Fair. Huge congratulations to Maeve, Grace, Brendan and Aalia. It certainly bodes well for the future that the engineers, scientists and inventors of tomorrow are already producing such astute and creative project work.” As a result of their win, Maeve, Grace, Brendan and Aalia will all benefit from a range of exclusive mentoring and work experience opportunities, and VIP visits to top science centres with their families. For more information about young scientist and engineer of the year click here
Children design their own Christmas Cards & Gifts. We Print. You Fundraise
IQ Cards print high quality personalised Stationery & Gifts using each child’s individual design. Schools raise money for EVERY pack purchased, a great fundraising project. IQ Cards Info Children have great fun designing a picture in class, IQ Cards print high quality Christmas Cards, Stationery, Keyrings & Magnets using the child’s individual design, these can be kept as a memory forever. Our competitive pricing and fantastic quality products combined with a very simple process all help to maximise the funds raised for the school and most importantly encourage parents to order! Raise funds on every item Perfect project for PTA’s Very simple to manage orders Very low prices Free delivery & collection High quality printed products Variety of products Design form & Flyer for every pupil Free to run the project, no costs No risk, payment on receipt of orders 6 SIMPLE STEPS TO FUNDRAISE Children create their designs in class on bespoke design forms provided Designs are sent home to parents with a covering letter & A5 flyer to encourage them to place their order. Organiser collects completed orders and banks the payments IQ collects all completed forms by courier IQ check all forms, scans the images and prints all orders IQ deliver all orders back in year order (each child’s order is individually wrapped for easy distribution) THE PROJECT IS FREE TO RUN WITH NO UPFRONT COSTS Ali Keyes – Ashdown Primary PTA This year your company has been outstanding! The order process was easy, the quality of the cards is out of this world and the fact that you even sorted the cards into year groups for me was an added bonus I didn’t expect! Thank you so much, we couldn’t recommend you more! All the feedback from parents is equally fantastic! We won’t hesitate in using you again next year! Thank you. Kathryn Malfatti – PTA St John’s College, Cardiff This was our first fundraising project since the initiation of the parents association in October and has been a huge success. The school has raised almost £300 and the children and parents have received such wonderful Christmas cards and stationery! The products were of outstanding quality and the packaging, by form and pupil, was so very much appreciated. The task of distribution was made so much easier because of your wonderful organisation! Find out more
School security risks – matching boundary protection to your needs
Cris Francis, security consultant for Jacksons Fencing, offers a guide to ensuring pupils are safe when it comes to school security… Whether renewing, refurbishing or building from new, the school fence, entrance gates and access control should be carefully considered for today and in anticipation of the future. Here are our top five areas to consider when evaluating the security of a school site: Access points Over half of teachers say their school has more than one entrance (56%). Access points, however, should be limited in number, with one main point located in view of the reception or school office, to allow school staff to monitor pupil movement patterns and vehicle access. Type of risk Criminal damage is a problem at 28% of schools, according to teachers. This is part of a range of risks, from theft and vandalism to arson and anti-social behaviour. Other risks can include heavy traffic or equipment and fencing appearing as an incidental climbing frame for young pupils. Aesthetics For a school, the balance between deterring potential intruders whilst welcoming students and visitors is vital. Creative use of colour can soften a perimeter’s appearance. While metal railings may be suitable for some schools, nurseries and primary schools may benefit more from timber fencing, which still provides security but with a ‘friendlier’ appearance and greater privacy. Usage Your school site will probably experience heavy pedestrian and vehicular traffic at peak times of day, such as immediately before and after school hours. Think about creating separate traffic routes for pedestrians and cars to ensure safety during these busy times and discuss how your site security should be managed in off-peak times. Local environment It’s important to take a good look at the landscape around your site. For instance, are the foundations firm enough for fences, gates and barriers to sit effectively? A significant 36% of parents know of children leaving the school site by climbing over the perimeter. Are there any potential climbing aids, such as overhanging branches, parked vehicles or storage bins that need to be borne in mind? Performing a thorough risk assessment is an essential part of putting together a robust and appropriate perimeter security strategy. Whatever you choose to improve school security should provide a realistic and appropriate level of physical security, commensurate with the risks it could face. For more information on school security and boundary protection, see jacksons-security.co.uk [1] In April 2018, Jacksons surveyed 1,000 parents (nationally representative), 282 teachers (including 44 head teachers) and 75 architects, quantity surveyors and contractors.
How to get children excited about STEM
It’s unsurprising that children who have confidence in their abilities tend to be more successful in their studies – and that confidence isn’t just built within the school gates. Teaching kids about science, technology, engineering and maths (STEM) early on helps lay the foundations for deeper learning, and parents can play a big role in supporting this. Leading chemistry specialists Radleys share their top tips for getting kids excited about STEM subjects. Look outside the classroom Demonstrating that STEM doesn’t just happen inside the classroom can really open children’s eyes. And it’s true – we use skills from these subjects as an everyday occurrence. Maths at the supermarket, science when we talk about the weather, even something like travelling in the car can put these basic skills to the test. Why not put their knowledge to the test in a shop by getting them to figure out the change from a £10 note? Or work out fractions and percentages with products in the sale? Quick calculations are great brain exercises, and they’re simple yet effective. Make it fun It’s a tried-and-tested method, but when you disguise problem-solving as a fun and engaging activity, kids get excited about it without even realising! And if they think maths is “boring” or they’re “rubbish” at science, it’s all about trying to change their attitude. These subjects can feel overwhelming, but if you apply them to everyday life they can learn in all kinds of different ways. Let them lead with regards to what they’re interested in. When you’ve figured this out, you can focus their learning around that – and the fun can begin! Get hands-on Getting hands-on and stuck in is one of the best ways to learn, with plenty of intellectual benefits. Something like baking a cake is a great example of using essential skills like maths, science and communication. They can measure out the ingredients, and experiment with substituting different textures and flavours. It doesn’t have to be limited to baking, either – you can link it with any of their hobbies, from ballet to football to painting. Think about future skills STEM skills are an essential part of laying the foundations for a child’s future – and can even pave the way for a career in STEM itself. Get them thinking about what the future might hold; kids love to role play, so you could build this into the game. Whether they want to be a maths teacher or a pharmacist, getting them excited for a potential career is a great way to help them enhance the skills they’ll need. Keep them curious The most important thing to remember is that if you keep their minds curious, their enthusiasm will soar. Why not take them on fun, educational days out to places like the aquarium or museum? New places spark curiosity naturally in children, and present an opportunity for them to ask plenty of questions and think in a different way. Who knows, you might all learn something as a family! Planning an outdoor adventure is another great way to stimulate their creativity. Go to the park or for a walk around your neighbourhood, and get them to collect some of nature’s souvenirs along the way. Leaves, pinecones and rocks can all be brought home and studied in more detail. Give it a go! For more information about STEM please click here
phs provides free-vend sanitary dispensers to education sector to tackle period poverty
Washroom services and consumables provider phs Group has launched a free-vend sanitary dispenser for schools, colleges and universities in a bid to tackle period poverty. The purpose-designed free-vend dispenser was created in response to the growing period poverty agenda and rise in demand from customers across the UK and Ireland. It has already been extensively trialled in Scotland following a directive by the Scottish Government to make free sanitary products available to all pupils and students. In the Spring Statement today (Wednesday, March 13), Chancellor Philip Hammond was set to announce a similar scheme for secondary schools across England from September. phs worked with facilities management companies as well as education establishments to develop a solution which would best meet their needs and offer free sanitary products to students in the most convenient and accessible way. Several establishments, including schools, colleges and universities, now have permanent free-vend machines from phs to provide free sanitary products to students. And since being introduced to market, demand has already started to grow across the UK – despite no legal requirement to provide free sanitary wear. The phs slim line free-vend machines stock individually-wrapped sanitary products and can be accessed without the use of a coin. The units are offered by phs for rent or sale, with stock available from phs DIRECT. Clare Noble, Head of Healthcare of phs, said: “Period poverty is a growing concern and an issue which needs to be addressed. Sanitary products are not a luxury, they are an essential and it’s been proven that being unable to afford these items can have a detrimental affect – whether it’s by causing females to skip school, miss work or expose themselves to health risks. “Free-vend machines are a real solution in tackling period poverty. Installing these within washrooms gives females who need it instant and discreet access to sanitary products without the embarrassment or inconvenience of having to visit an office or school nurse. The products are also stored appropriately so they are kept clean and dry, dispensing one item at a time as needed.” The University of St Andrews provides 15 free-vend machines for students within its washrooms, including within student residences, the student association building, the library and sports centre. Gillian Jordan, estates cleaning manager at the University of St Andrews, said: “Providing a range of sanitary products in educational establishments gives girls choice and less worry around their periods, particularly if they have a low income. We collectively decided that free-vend was the most discreet way of doing this and they are now in place in the most appropriate and busiest buildings to ensure products are available for girls who need them. The feedback from students has been positive.” For more information, visit https://www.phs.co.uk or follow @phsGroup on Twitter and phs Group on LinkedIn
Google for Education partners up with itslearning
A partnership between itslearning, Europe’s most widely used learning platform, and Google for Education was announced recently, enabling teachers to plan, deliver, communicate and engage. The partnership will also allow educators to formatively assess student learning against academic goals, all within one platform, in any location and from any device. The ability to collaborate at any time, anywhere will help to maximise the benefits of both itslearning and Google’s G Suite products. The integration between G Suite and itslearning will combine users’ favourite Google tools alongside those of itslearning. Benefits include Google Drive integration and file uploading, Google file collaboration, giving feedback in real-time on Google Docs, creating Google document templates, Google Hangouts within Instant Messaging amongst others, all seamlessly within itslearning. Additional integration features will be released throughout 2019. Liz Sproat, at Google for Education, said: “We are looking forward to working with itsLearning who share a similar approach to us in the solutions they provide to schools. Both Google and itsLearning work closely with teachers to create tools to help enrich and streamline the teaching & learning experience in the classroom.” Matthew Jordan at itslearning UK said: “The best features of Google Classroom will be a prominent place in itslearning’s LMS and vice versa. The learning environment is easy to use for both students and teachers, and it makes the learning platform an even stronger educational tool.” The interaction between the itslearning platform and Google’s “G Suite” is intended to benefit teachers and students worldwide. These benefits will also be extended to Fronter customers (which itslearning acquired in 2015) via a free upgrade path to itslearning. For more information on Google for Education, see the website.