Teamwork Helps Sea The Difference For Devon City Kids
DISADVANTAGED children in Devon are to benefit from Co-op teamwork after Beach Schools South West CIC was chosen as Community Fund beneficiaries for this year. Shoppers will be able to choose to donate to the organisation to raise funds to transport kids to the beach for outdoor learning in the marine environment. Beach Schools South West teach on the beach and they are already offering some schools in Plymouth free sessions – but the schools cannot afford the transport to get there. Now the Co-op Local Community Fund is offering those disadvantaged children a lifeline to make a real difference to kids in Plymouth and help them access fun and learning all in one. Beach Schools is an award-winning CIC which teaches curriculum-linked learning on the beach, helping children understand about the world they live in, the environment around them, sea safety, plastics pollution and helping to improve their mental and physical health. “At a time when funds for charitable organisations are becoming more difficult to access, we’re incredibly grateful for this opportunity to make a real difference in Plymouth,” said Tess Stuber, Beach Schools South West Director. “We are raising funds to provide transport and subsidise costs for outdoor learning in the marine environment for primary school children in Plymouth, of which approximately 45% in some wards of the city are living in poverty. “Shocking numbers of primary school children in Britain’s Ocean City have not ever been to the beach.This is due to a variety of factors, transport and the cost of actually getting there. We have funding available for schools but the barrier for them is actually getting there: the cost of transport. “To help us raise vital funds, we’ll be relying on Co-op shoppers. Every time they buy Co-op own-brand products they get a 5% reward for themselves, and a further 1% goes to local causes like ours. Co-op members can decide which local group they would like to back by going online www.coop.co.uk/membership. We really hope that people will visit the website and choose to support us. When a community comes together we’re able to achieve great things, so we hope you can help promote our project.” If you’re not a member and would like to support the Beach Schools transport challenge, you can join at your local store or online at www.coop.co.uk. For more information about us, please visit www.beachschoolssouthwest.co.uk
Cambridge Regional College student organises consultation with local MP
Student Union President and Level 3 Sports Studies student, Sophie Day from Cambridge Regional College invited Daniel Zeichner, MP for Cambridge, to attend the college for a forum with students and staff about the importance of fair funding for further education (FE). Mr Zeichner, who recently referenced the region’s colleges during a parliamentary debate speech on FE funding, addressed a full room, fielding questions from both students and staff about the role of FE in local economies and college funding. On visiting Cambridge Regional College, he said, “I am a strong supporter of FE colleges and have recently called on the Government to reverse the “near invisibility of Further Education” in policy and Parliament. FE colleges are engines of growth and skill generators for the country’s regions. It was great to see such interest and drive from the CRC students campaigning for the sector during my recent visit. The Student Union representatives are clearly passionate about the cause and Sophie in particular was keen to tell me about her plans to get students and staff involved.” Following her attendance at the NUS FEstival conference in Sheffield late last year, where the impact of funding cuts to the sector was a prominent theme, Sophie felt passionately about raising awareness of issues affecting colleges across the country. One of the first steps she took with the Students’ Union was to encourage fellow students to sign the petition on fairer funding for FE colleges which Daniel took to and led a parliamentary debate on. Sophie was delighted to host Mr Zeichner’s visit, saying “FE Colleges do amazing things, providing the opportunities to transform people’s lives, so imagine what could be done if more funding was available. I was delighted and a little surprised when my invitation to Daniel was accepted, it just goes to show that students do have the power to make a difference. I would like to thank Daniel again for visiting as this was a great way to raise awareness and get more people involved in finding solutions.” www.camre.ac.uk
Just Lanyards
Schools “concerned” about Relationships, Sex and Health Education changes
New research by Headway Education, a social enterprise established to help provide children, and those who teach them, with the most up-to-date, sophisticated, high quality and engaging materials possible, has revealed that schools are growing increasingly concerned that they are not equipped to deliver the requirements of the Relationships, Sex and Health Education curriculum from 2020. In September next year, Relationships Education will become compulsory for all pupils in primary schools, Relationships and Sex Education (RSE) mandatory within secondary schools, and Health Education compulsory in all schools. However, in a survey of 168 headteachers, other senior leaders and class teachers undertaken in January and February 2019, 66% of respondents said they were “concerned or very concerned” about funding to support the new curriculum. A further 60% reported being concerned or very concerned about the need for high-quality resources, finding time to teach these subjects (54%), teacher training (52%) and parental support (39%). Although the majority of respondents knew about the new curriculum, 36% were “vaguely aware or had little or no awareness” about the expectations around Health Education and even less about Relationships Education and RSE (34% each). There was an appetite for training, with 59% saying they would be “likely or very likely” to undertake an online programme to support their understanding of each subject. Around 35% of schools said they would have to invest in additional resources. Schools were asked how well PSHE (as currently the most commonly used term for these subjects) was embedded in their educational setting. Whilst 91% “agree or strongly agree” that their pupils generally enjoy participating in PSHE, that PSHE is at the heart of our curriculum (82%) and that PSHE is a timetabled lesson every week or at least every other week (81%), other responses were less positive. Around 57% of respondents “disagree or strongly disagree” that their school follows a locally agreed syllabus or has invested in a nationally recognised programme (56%). Ken Pritchard, Managing Director of Headway Education, said: “There are clearly high levels of concern regarding preparation for the new subjects. In particular, teacher training, the issue of funding and the need for high-quality resources are the main reasons behind this concern. Results show that over a third of schools are already certain they will need new resources to ensure they meet the new requirements. Whilst the majority of respondents know about upcoming change, there is still work to be done.”
Research shows employers in the industry DON’T KNOW what education professionals want from a job offer
Despite 89% of employers claiming to know what education professionals find most attractive in a job offer, new data reveals that two fifths (40.4%) actually get it wrong. That’s according to the latest survey from CV-Library, the UK’s leading independent job site. The survey asked the industry’s job hunters what they believe to be the most important aspects of a job offer. It also asked employers what aspects they believe professionals deem to be the most important. When comparing the responses, the data reveals some discrepancies. While 81.3% of education professionals voted salary as the most important factor, only 59.6% of employers thought this would be the case. Other key findings include: Employers believe location to be the least important part of a job offer (5.6%), while education professionals vote this as their second most important factor (70.8%) What’s more, half (50%) of the industry’s professionals placed working hours as the third most important part of a job offer Flexible working is crucial to over one in four education workers (29%), yet only 13.6% of employers believed this to be a priority Finally, 21.1% of employers said benefits and workplace perks are an attractive factor, compared to 18% of professionals in the industry Lee Biggins, founder and CEO of CV-Library, comments: “With so much uncertainty across the job market right now, it’s crucial that employers in the industry are doing all they can to attract talented new recruits. Misjudging what candidates are looking for in a job offer can have harmful repercussions for an employer. As such, organisations need to have a clear understanding of what education professionals want from a job, so they can ensure they’re investing in the right areas and offering competitive packages.” What’s more, education professionals were asked to reveal what they look for when scanning a job description, with 91.7% saying they look for set criteria. Interestingly, 56.8% even said they wouldn’t apply to a job if the description didn’t contain the following: Location – 84.1% Salary – 79.5% Working hours – 43.2% Job title – 34.1% Flexible working – 25% Biggins concludes: “Professionals in the education sector know what they want from a job offer and those that are aware of the current climate also know that they can afford to be picky with their choices. With many nervous to switch roles amidst ongoing uncertainty, it’s going to take a competitive package to encourage them to leave their current position. “For this reason, your job descriptions need to clearly show the salary, location, job title and working hours, otherwise you risk losing out on applications. Make this information easy to find and don’t forget to shout about the great perks you have on offer as well!”
University awarded contract from Department for Education to help challenging schools recruit and retain teachers
The University of Derby is being supported by the Department for Education (DfE) to help increase the supply of trainee teachers to schools with poor recruitment and retention in the Midlands. Funding from the DfE will be used to support a new initial teacher training pilot initiative, led by the Institute of Education at the University, which aims to improve the supply of newly qualified teachers to schools in challenging areas, promote career progression, and remove obstacles to social mobility. The Partners for Progress project will be delivered over three years, and will involve implementing an extensive outreach programme in a number of diverse category 3 and 4 primary schools across the Midlands region, in-school taster days, recruitment and information events within local communities, as well as offering work experience for trainee teachers at the University within these schools. Dr Mohammed Jakhara, Acting Head of the Institute of Education at the University of Derby, said: “We believe overall teacher supply from our local communities in greatest need requires development, but for some schools this can be a challenge. Myths around performance and previous Ofsted reports can deter candidates from applying to a particular school. “Our Primary Education provision at the University of Derby is one of high quality and we want to develop that further. We already work with many schools and this extra funding from the DfE will enable us to extend our partnerships and support important additional developments.” As part of the government’s national social mobility action plan, the DfE intends to incentivise Outstanding Initial Teacher Training providers to expand their provision in challenging areas for teacher recruitment. The University of Derby, which is rated Outstanding for teaching training by Ofsted, was invited to apply for the funding and was successful. Dr Jakhara said the project will involve trainee teachers, newly qualified teachers, as well as existing teachers and head teachers – supporting them through training and leadership to help aid career progression. He added: “We know the quality of education children receive has a lifelong impact on them, and, as educators, we want to ensure this impact is a positive one. “At the University of Derby, we are developing first-class professionals who will inspire and lead education in the 21st century, support teachers to stay in those schools, and build on school improvement.” In October 2016, Derby was identified as an Opportunity Area – an area where the DfE is prioritising resources, and bringing local and national partners together, to address challenges of social mobility and ensure all children can reach their full potential. Professor Kathryn Mitchell, Vice-Chancellor of the University of Derby, is Chair of the Derby Opportunity Area Partnership Board. She said: “At Derby we champion social mobility and strive to inspire and create opportunities for all across our region and beyond, regardless of age, background or location. “We believe in the transformational nature of education, so to receive support from the DfE to enable us to help open more doors and ensure children receive the high quality education they deserve is fantastic.” The University will be working with seven schools across the Midlands, including Pear Tree Community Junior School and Firs Primary School, as part of the project to tackle social mobility. Andrew Sharp, Head Teacher at Pear Tree Community Junior School, said: “We are delighted to be working in collaboration with the University of Derby on this project. “We are really keen that the best graduates and teachers of tomorrow not only stay in Derby but also work within our schools. By partnering with the University, trainees have the opportunity to work in the city’s schools and really get to see the benefits for themselves.” Paula Martin, Head Teacher at Firs Primary School in Derby, added: “Firs Primary School is delighted to be part of this project. Firs is a great school to work in with enthusiastic, hardworking children and supportive parents. “Sometimes the reputation of an area or a school can discourage newly qualified teachers from applying for posts which are advertised. However, working in the inner city means that teachers can make a real difference to the future lives of children, many of whom come from a background of financial and social disadvantage. “Hopefully, this project will enable more trainee teachers to experience working in inner city schools, break down some of the barriers and enable them to see what a difference they can make to children.” School Standards Minister Nick Gibb said: “The University of Derby has an excellent track record of recruiting talented people into the teaching profession, further building on the 450,000 teachers already in our schools. This extra funding will boost the number of teachers training in the areas that need them most, equipping them with the skills to help every child fulfil their potential. “This follows the launch of the first-ever teacher recruitment and retention strategy – setting out the Government’s plans to increase the number of teachers and make sure teaching remains the attractive and worthwhile profession it has always been by freeing up teachers to focus on teaching.” The University of Derby is the 13th best university in the UK for teaching quality, according to the Times and Sunday Times Good University Guide 2019 league table. To find out more about studying teacher training at the University of Derby, visit: www.derby.ac.uk/undergraduate/teacher-training-courses/
New Schools Programme at Bekonscot Model Village and Railway
Bekonscot is the world’s oldest and original model village. The 1.5 acre site features an extensive gauge 1 model railway which links seven different miniature towns and villages, all of which represent life in rural England as it would have been in the 1930s. The model village and railway offer a variety of opportunities for learning across the curriculum. They provide an unforgettable experience for children and a unique insight into life, transport and industry from nearly 100 years ago. Famously linked with Enid Blyton, Bekonscot served as inspiration for her story writing and more recently it has often featured as a favoured backdrop for television. For our 2019 season Bekonscot is excited to be launching its full programme of curriculum linked workshops and resources which are offered free of charge as part of the entrance fee. As well as the educational activities and unlimited access to the model village, Bekonscot can also offer groups a ride on our light railway and pre-booked goody bags (small additional charge). Facilities for Schools: Comprehensive pre-visit information pack Lunch storage facilities Play area Accessible toilets Covered and open picnic areas Tearoom and ice cream parlour Souvenir shop Curriculum linked workshops and resource sacks With the exception of the raised walkway, the entire village is accessible for wheelchair users and with plenty of rest spots around the site, it makes for an ideal destination for groups of all ages and abilities. Bekonscot Model Village is conveniently located in the town of Beaconsfield in Buckinghamshire. We are a short walk from the station or a 5 minute drive from J2 of the M40. Free coach and minibus parking is available. School group prices for the 2019 season: £7.00 per pupil Adults free at a ratio of 1:5 with additional adults charged at £7.00 each Train ride £1 per pupil, adults free All workshops and Resource Sacks are offered free of charge as part of the admission fee, but must be booked in advance by contacting education@bekonscot.co.uk or visit our websitewww.bekonscot.co.uk/book-a-school-trip
Creating A Distraction-Free Learning Environment
Motivating students to participate in class can often feel like a challenge. Delivering insights that inspire them to excel in their studies isn’t easy either. Using crowdbeamer from RGB Communications, it doesn’t have to be like that. Crowdbeamer is a game changing presentation system that helps you connect with your students in innovative and collaborative ways. CONNECT TO YOUR STUDENTS’ WORLD It’s so important to structure basic learning content into a compelling story and complete it with facts, images, videos or software demonstrations that connect to your students’ worlds. And as most of your students are probably glued to mobile technology, why not use their mobile devices in class as a direct connection to their world? CROWDBEAMER LETS YOU DO JUST THAT Using crowdbeamer, you no longer need a projector screen or large display, simply sit amidst the class, and experience how easy it is to interact and keep everybody engaged. On top of the improved learning experience, money can be saved by not purchasing expensive projectors or projection screens. STREAM CONTENT STRAIGHT TO YOUR STUDENT’S MOBILE DEVICES By using crowdbeamer in class, you can stream any content straight to your students’ mobile devices. All you need to do is connect your laptop to crowdbeamer, and start sharing. In case you want to share content from a tablet, a smartboard, a digital camera or a laboratory microscope, that’s possible as well. Any images, videos or software demonstrations from any device with an HDMI or VGA output will work with crowdbeamer. HOW DOES IT DO THAT?! Crowdbeamer has a built-in secure private Wi-Fi network, so even if there is no network or internet available, crowdbeamer’s Wi-Fi extends its usability. HDMI or VGA signals from devices such as laptops or tablets can be fed into the crowdbeamer to provide content. All the students need to do is download the crowdbeamer app from Google Play, iTunes or crowdbeamer’s website: www.crowdbeamer.tech/app/install/ CREATE A DISTRACTION-FREE LEARNING ENVIRONMENT Using the crowdbeamer app on their mobile device, your students can view and zoom in on any content that you share, capture it, complete it with notes and store it on their device. They don’t need to scribble down all kinds of details during class. Instead, they can spend more time to think and only write down what is required to gain better insights. The saved contents can then be shared or exported for further review. DELIVER NEW AND MORE EFFECTIVE LEARNING EXPERIENCES Thanks to crowdbeamer’s built-in Wi-Fi and battery, teaching and learning can now happen anywhere. Using crowdbeamer, you can take your students close to the subject you want to teach them about. Connecting your tablet or digital camera to crowdbeamer, it’s easy to facilitate outdoor and location-based learning and deliver insights to your students precisely when and where they need it. Just recently, crowdbeamer won the prestigious AV Distribution Award. This award recognizes and rewards excellence across the AV industry, and alongside this Tech & Learning (https://www.techlearning. com/ed-tech-ticker/best-of-infocomm- winners-2018) listed crowdbeamer as the one of best Infocomm 2018 winners. 2019 will also herald enhancements to the crowdbeamer with voting and ‘ask the presenter’ features being planned. WHAT DO THE TEACHING PROFESSIONALS THINK? “Crowdbeamer is the perfect tool for my students to use during my classes. Students simply spend too much time writing. I’d rather have them do less of that, and think more about what I’m teaching. That’s precisely what crowdbeamer makes possible.” – Prof. Dr.Rebekka Schmidt – Didactics Professor, Paderborn University “Crowdbeamer offers many benefits: it replaces paper presentation handouts (a significant ecological benefit) delivering live handouts right on your personal device, ready to be edited digitally in real-time. The solution is flexible and can be used anywhere anytime, supporting, for example, outdoor biology lessons, hands-on technology classes or study trips.” – Hans De Four – Projector Co- Ordinator, Flemish Ministry of Education. Crowdbeamer – How It Works: https://youtu.be/AXGf5d3cIA8 Book A Demo: mark.turtle@rgbcomms.co.uk
Midlands Business Nominated For Global Education Technology Award
Just launched voice-activated reading app Yap Books is targeting international success this month after being nominated for a global education technology award. Yap Books, developed by Birmingham-based Yap Technology, has been shortlisted in the Innovation Product Awards – Digital/Coding/Software category at the GESS (Global Education Supplies & Solutions) Awards and is up against nine international competitors. App developer and Yap Technology founder Ben Ridgway, from Lichfield, will attend a glitzy international Gala dinner ceremony in Dubai on February 27, where the winner will be revealed. The award nomination continues a remarkable start to the year for Yap Books, which officially launched at the education technology focused Bett Show in London last month. Designed for children aged three to eight, the App features Yap Classroom, a multi-sensory learning platform where the reader’s voice brings stories to life by triggering a variety of stimulating actions including animations, sounds, videos, images and digital content which is a completely synchronised to the story. Ridgeway said: “To just launch and be recognised with a nomination in the GESS Awards is an incredible way to start the year. “I initially developed the App to help my son with speech development and it has grown from there. It is now a piece of incredible software technology to bring stories to life that can be used in the classroom or at home. “My aim was to make reading more fun for kids and now I have a potential award-winning app, however, I am aware that I am up against some very strong competition.” The App has also been developed for use by children that have individual learning needs including dyslexia, dyspraxia and speech development. It has a built-in Yap Library which is filled with books, learning materials and digital content all of which is available to download, or youngsters can use Yap Creator to make up their own stories. This year it aims to grow its content and is working with a number of children’s authors to increase the range and volume of stories. Ridgeway added: “We’re excited to explore the ways in which this creative use of voice technology can be developed further and are looking forward to working with creators and authors to deliver this exciting way of reading to a wider audience.” The app is available to download from iTunes.