Climb Academy – 84% of pupils feel there isn’t enough information on digital careers
A concerning 84% of young people have advised they don’t feel there is enough information available on how to pursue a career within digital sectors, according to new research by the Climb Academy, an online training platform founded by BBC Apprentice Winner, Mark Wright. The research, which surveyed 1,000 young people between the ages of 18 and 34 on their perceptions of digital skills, also revealed that nearly half of respondents [46%] felt that obtaining experience within a digital sector, such as coding or digital marketing, would improve their job opportunities, where a further 26% felt that an understanding of digital sectors would future-proof their job roles. The survey follows recent reports that the digital skills gap could cost the UK £141 Billion in GDP growth*, as more and more professionals struggle to keep pace with the advancing technological landscape. On discussing the Climb Academy’s recent findings, Mark said: “Despite the continued advances in technology and exponential growth in digital industries, it’s clear that we as a society simply cannot keep pace. “What’s most interesting about the survey results, however, is that this skills gap evidently extends to young professionals as well, where the majority have confirmed they don’t feel there is enough information or support on the different career paths available through digital. “This is somewhat alarming, but with the right careers guidance and training platforms and opportunities in place, it can be rectified.” Other take outs from the research include: Over one third [38%] of young professionals spend in excess of 4 hours per day on their mobile device. Half of respondents [53%] selected Facebook as their preferred social media channel, closely followed by Instagram [37%]. A massive 83% of respondents felt that professionals of all ages would benefit from learning digital skills, including digital marketing and coding. A quarter of young professionals learn best by watching video content Mark finished: “Digital industries offer a wealth of exciting career paths for young professionals, ranging from web development to cybersecurity. The educational sector needs to place as much importance on promoting the benefits of these roles as they do vocational careers. “Without a growth in digitally skilled professionals, very few members of society are going to be able to grasp and understand the tech landscape as it continues to develop and evolve, where cybersecurity breaches will become a paramount concern.” Launched in Spring 2018, the Climb Academy has been developed in partnership with leading edtech firm, e-Careers and digital marketing professionals from Climb Online, the digital marketing agency owned in partnership between Mark Wright and Lord Sugar. Its entry-level course provides the opportunity for professionals to enter the digital marketing sector or for existing professionals to enhance their digital skillset. For more details, visit: climb.academy
The Fire Safety Order
The Fire Safety Order 2005 requires that all businesses, including schools and all other educational establishments, have an up-to-date fire risk assessment and that staff receive instruction in fire safety procedures. Legislation also requires that fire risk assessments are reviewed on a regular basis (recommended to be at least annually). It is critical that there is a suitable and sufficient set of procedures for staff to follow in the event of a fire emergency. Therefore, all staff must receive appropriate training in those procedures must be tested by carrying out regular fire evacuation drills. It is also strongly recommended that all staff should receive instruction in general fire safety awareness. Such training would enable staff to fully understand the fire hazards and risks in their respective areas and, therefore, hopefully help prevent a fire from occurring in the first place. In many schools, there may also be a requirement for senior staff to be designated as Fire Marshals; to have particular responsibilities in the event of fire. DB Fire Safety has vast experience in dealing with all kinds of educational establishments; specialising in carrying out fire risk assessments and providing training to staff. Our training courses can be provided on site or can be accessed via our variety of e-learning courses. These are modular and can be accessed remotely as time allows. From our offices in Peterborough, we cater for clients throughout England and Wales and offer a FREE 24hour consultancy service. For more information regarding fire risk assessments or staff training, call 0800 246 1945 OR Email info@dbfiresafety.com Find out more
Bank of England Museum
Saving and spending money and the prices that we pay for goods and services are such a key part of all our lives that it is never too soon for young people to learn about them. The Bank of England Museum tells the story of the Bank from its foundation in 1694 to its modern role in the economy. Learn through a variety of interactive exhibits such as banknote jigsaw, a roller ball game and a virtual boat to set monetary policy to keep inflation on a stable course. Other activities include some safe cracking and a genuine gold bar which can be held! The Bank of England Museum’s education programme is designed to support aspects of teaching in several curriculum areas for key stages 2 and above. It includes free cinema presentations tailored to suit the age and interests of the group (booking essential). Pounds & Pence (60 minutes) Key stage 2 and 3 – Encourages pupils to think about the value of money and prices, and their spending and saving decisions. Keeping on an even keel (60 minutes) Key stage 4 and above – Explains what the Bank does to keep inflation low, maintain trust in its banknotes and keep the financial system stable. All presentations are free of charge and must be booked in advance by emailing education@bankofengland.co.uk or calling 0203 461 5545. For more information visit www.bankofengland.co.uk/museum
Bring the magic of music to the classroom
Classical 100 is a free resource for primary schools in the UK that’ll ignite enthusiasm for classical music in your classroom. Classical 100 features 100 pieces of classical music in a dynamic list, ranging from Bach to Bernstein and Handel to Haydn. You can sort the music by mood, instrument, tempo and historical period, or in any other way that suits you. “Classical 100 offers exciting opportunities for teachers and pupils to explore and enjoy a wide range of classical music. The 100 pieces are a perfect stimulus for storytelling, drama and dance, with lots of ideas for music-making activities. The resource is ideal for introducing pupils to the joy of classical music, where pupils can improve their aural skills in identifying a range of orchestral instruments along with interpreting the emotions of the music while developing concentration in listening skills.”Kate Picken, Music Teacher and Youth Music Development Officer in Dumfries & Galloway Council Make your lessons more engaging Each of the 100 pieces features its own musical challenge. Challenge your students to complete the activities. Listen, learn and explore all 100 pieces. The challenges are fun and flexible enough to use in a number of ways – from short starter activities to longer pieces of work spanning several hours. “The children clearly loved taking part in the Classical 100 lessons, they were intrigued by the challenge titles and are looking forward to taking part in their next challenge and collecting more stars. It was great to be asked ‘when can we do our next challenge?’ at the end of the session!” Helen Wiles, Leader of the Arts at St. Joseph’s Catholic Primary School Accessible to all You don’t have to be a specialist music teacher to use it in your classroom. Each challenge includes a helpful guide and all the resources you may need to tackle it with your class. Even if you’re not too confident with music, you can still bring the magic of music to your classroom. How did Classical 100 come about? Classical 100 was developed by industry experts with a wealth of primary teaching knowledge and professional experience compiling syllabuses and other education materials, and has been rigorously tested by a broad community of teachers, music services and music education experts. Michael Elliott, Chief Executive at ABRSM: “Classical 100 is about igniting enthusiasm for, and keeping children engaged in, music. This is really important for all of us and is part of ABRSM’s commitment to support and inspire achievement in music.” Classical 100 was developed in collaboration with Classic FM and Decca, and is supported by the Department for Education.
Marvel Legends Join Forces To Inspire Next Generation
The Government’s Year of Engineering campaign has teamed up with iconic comic brand Marvel, to launch a set of fun educational resources to help KS2 students aged 7-11 identify the super hero qualities needed to solve the global challenges we face. And it features a wealth of inspiration for keeping kids busy and entertained over the Christmas Holidays. The exciting new More Heroes Needed Marvel resources, which feature iconic favourites such as The Hulk, Black Panther, The Wasp and Iron Man can be found in the schools hub of the Year of Engineering website at www.yearofengineering.gov.uk/lesson-ideas and include: § An aptitude test that helps young people identify which super hero they share the most aptitudes with, and how these would suit a career in engineering § Real life super hero case studies featuring the aspirational stories of engineers § A curriculum linked lesson to facilitate teachers running the super hero session including a fun classroom activity with role play challenges The free Marvel resources aim to challenge engineering stereotypes, encourage a re-evaluation of gender roles in Science, Technology, Engineering and Maths (STEM) careers and showcase to young people that they have what it takes to be real world super hero engineers, playing a vital role in tackling complex global issues. By taking the super hero aptitude test and then playing the role play activities, young people are encouraged to identify and practice the skills and talents they share with their favourite super heroes that would also make them the engineers of tomorrow – skills such as resilience, resourcefulness, collaboration and curiosity. Nusrat Ghani, Minister for the Year of Engineering said: “The characters who inhabit the Marvel universe are famed for achieving amazing things against all odds; something engineers do on a daily basis. “Whether it’s tackling the problems of climate change, helping to provide clean water and energy in developing nations or using technology to help us live healthier, more independent lives, the engineering profession is full of its very own super heroes. “I’m certain these resources will encourage many young people to look again at their own amazing abilities and realise that, while they may never possess the strength of The Hulk, they could one day move mountains as an engineer.” Since the start of 2018, the government has worked with more than 1,400 partners from Apple and LEGO, to FIFA and The Science Museum to help young people take a closer look at engineering. The aim of the campaign is to encourage more young people from a wider range of backgrounds to discover the opportunities offered by engineering careers. Over the course of 2018 young people have been engaging with a varied range of Year of Engineering free and exciting events, resources and challenges. Research carried out after the first six months of the campaign shows the percentage of 7-11 year olds who would consider a career in engineering has increased by a significant 36 per cent since 2017. The new Marvel More Heroes Needed test is part of a wide range of free resources for teachers and parents on the Year of Engineering website, which also features a wealth of inspiration for keeping kids busy and entertained over the Christmas Holidays. For more super hero inspiration go to: www.yearofengineering.gov.uk/schools or www.yearofengineering.gov.uk/activitieszone
tvONE injects flexibility into University of Kent teaching space
tvONE (tvone.com), a leading designer and manufacturer of cutting-edge video and multimedia processing equipment, today announced that CORIOmaster has been chosen to drive projection walls at a 200-seat lecture theatre at the University of Kent. The University sought to upgrade its Bernard Porter lecture theatre to fully adaptable digital technology and found that only tvONE offered the flexibility and ease of use it needed. The theatre retained an eight year old AV installation based on three projectors each throwing an individual image onto a wide projection wall at the front of the theatre. This suited some classes, but its rigidity was frustrating for others. Peter Ransom, the University’s Senior AV Technician specified a system that could replicate the existing three-image layout if required but could easily be reconfigured to suit the needs of other users. He wanted a solution that could accept inputs from a variety of sources and present them in the format preferred by the lecturer for that class. He commented, “Using the CORIOmaster, we could split the whole projection wall any way we wanted. We made a decision to limit our users to three windows but we could easily have had four or more if we’d needed them. We offered our users half a dozen different options: two or three windows side-by-side, a single window and a ‘cinema screen’ with a cinema aspect ratio (Figures 1-3). A popular format is the e-Board, where there is a large active pane on the right with two smaller frozen images on the left. Content automatically scrolls from the active pane to the frozen panes as an argument is developed.” Alan Greenfield, Regional Sales Manager, UK, for tvONE, added, “The University of Kent project really demonstrates the strength of CORIOmaster. It offers a huge degree of flexibility yet remains very easy to set up and install. The most frequently used output configurations can be easily assigned to presets, making the system intuitive and straightforward from the point of view of the presenter. This is crucial as lecturers typically will focus on the content that they have to deliver rather than on the technology that is there to help them deliver it. CORIOmaster is a facilitator and an aid to great presentations.” “We’ve been very impressed with the C3-503” added Peter Ransom. “It is very versatile and very powerful, but also very easy to configure. We did the integration ourselves, and the CORIOmaster worked for us right out of the box. This was one example where the phrase plug-and-play meant what it said – CORIOmaster was simplicity itself to integrate with our projectors.” Sources are connected through matrix switchers to three tvONE 1T-C2-750 scalers which flexibly accept inputs from a range of sources and provide capabilities such as freeze frame. At the heart of the installation, a CORIOmaster micro C3-503 takes charge of placing the images on the projection wall in the selected format via the two projectors. Although the University of Kent installation has up to three windows on one projection wall, the C3-503 will handle up to two walls and up to 14 windows, taking care of edge blends throughout. Windows can be sized to fit the wall and multiple windows added, resized and rotated 360 degrees on the wall independent of output rotation. No matter what effect Peter Ransom and the teaching team at the University of Kent decide they want for future presentations, there is a good chance that their CORIOmaster can be set up to deliver it. The 1RU COROmaster is connected to the two projectors via an HDbaseT output card. Find out more
Ofsted’s new Vision: Benchmarking your MATs performance
In light of the recent announcement that Ofsted[1] will focus less on exam results and place emphasis on the quality of teaching, it’s more important than ever that Multi-Academy Trusts (MATs) are spending their time on creating a rich curriculum learning rather than data crunching. Today, there are 1532 MATs[2] throughout the UK and this number is expected to continue to grow. Data analysis is one of the most important measurers within MATs. On a student level, a Management Information Systems (MIS) allows teachers to pinpoint individual student progression and monitor attainment or behaviour. On a school level it aggregates data to highlight overall performance and benchmark nationally. From September 2019, inspectors will want to see the assessment information MATs use to understand how pupils are performing and, crucially, what MATs do with the information to support better pupil achievement. One factor central to this change in approach is the necessity for a robust, reliable data system.Having a robust IT system in place allows easy access of information enabling MATs to easily extract and manipulate data. This assures the best possible outcomes for learners and enables schools to implement interventions and evidence effectiveness during Ofsted inspection. The Power of Big Data Historically, data used in schools tended to be based around personal information, contact details and attendance information. Now, data has become more contextual and schools can delve deeper into the information they hold to explore variables such as deprivation, language proficiencies and mobility. Teachers have told us that this information gives them a far deeper insight into their students, which in turn helps strengthen their connection with teachers and ultimately shape how learning takes place. Teacher understanding, acceptance and use of systems is invaluable to the successful use of school data. When powerful data is combined with the experience of talented practitioners to bring about change, its power truly comes to life. MiS canenable teachers to easily record pupil progress, set targets and analyse all assessment, attendance and behaviour across the whole school. This is particularly important to MATs as development and performance analytics are often carried out centrally. A MIS allows schools to track which pupils are persistent absentees, what percentage these represent of all pupils, and how their absence patterns are changing over time. If early interventions are put in place with these pupils prompted by this data, these are much more effective in the long-term. Data systems also allow for further areas to be revealed, such as whether there’s consistent cover for staff absence, relevant clearance certificates, or where and when SEND pupils need additional support. By bringing live contextual data into their assessment mark books, users can immediately identify any interventions required. For example, if certain learners are not making the progress expected throughout the Autumn term, interventions can be planned for the Spring term. Rather than waiting until the end of the year to address these issues the system can help teachers and heads to intervene immediately. Assembly Analytics MAT data shouldn’t only offer insight; it should ultimately give a tangible path to improve academic performance and the efficiency of central-office operations. Collaborative approaches to MIS data are becoming commonplace. RM Integris has recently partnered with Assembly Analytics, a data analysis tooldeveloped specifically for MATs, with input from Ark, Astrea, Unity Schools Partnership and Windsor Academy Trusts. Assembly Analytics combines data automatically from multiple packages andconnects to a range of MIS, finance and assessment systems. This allows teachers, heads and senior management to view live contextualised data from each academy and pull together like-for-like data to view overall trends in one, simple-to-use dashboard. This simplifies the assessment process, allowing for changes and actions to be made, but saves time for all staff. Joshua Perry, Director of Assembly said: “Data analysis is an incredibly powerful management tool when used correctly, but too often in the past, it has been a time-consuming burden for schools with unclear benefits. That’s why Assembly have been working with RM to provide fully automated MAT analytics that simplifies the way schools glean insights from their data. Assembly Analytics crunches data from Integris and a range of other sources, including leading standardised assessment and finance systems. Our visual dashboards then present a MAT’s own data alongside meaningful benchmarks derived from national datasets, so leaders can quickly identify areas requiring management attention.” Optimise Learning With a clear set of objectives for improvement and a robust MIS, MATs can use their data much more effectively to optimise learning and maximise central-office functionalities. MATs have complex data analysis needs; system features like automation, aggregation and benchmarking are all critical for efficient and effective usage. This helps to ensure that resources are well-spent and learning outcomes improved. MATs seek a greater level of information from their systems and are recognising the potential to fully exploit the power of data to monitor progress, attendance and behaviours. MIS ensure that teaching is effective, and students are benefitting from a rich education. The new Ofsted framework aims to ignite conversation during inspection and complement school’s performance. With an effective data system, MATs have the power to deliver a deeper understanding of their trust and key recommendations for the future. For more information and advice, visit www.rm.com/products/rm-integris Article by: Mark House, Integris Product Manager at RM Education [1]Gov.uk 2018 Chief Inspector sets out vision for new Education Inspection Framework [Online] Available at: www.gov.uk/government/news/chief-inspector-sets-out-vision-for-new-education-inspection-framework [2]gov.uk. 2018. Get information about schools. [ONLINE] Available at: https://get-information-schools.service.gov.uk/. [Accessed 8 October 2018]
Coleg y Cymoedd announces new Principal
One of Wales’ largest further education colleges, Coleg y Cymoedd, has appointed Karen Phillips as its next Principal and Chief Executive. Ms Phillips, who has served as Coleg y Cymoedd’s Deputy Principal since 2008 (then known as Coleg Morgannwg), will succeed current Principal, Judith Evans, when she retires from 1 January 2019. As Deputy Principal, Karen Phillips has been credited for the leading role she has played in guiding the college through a continuous curriculum development process, major infrastructure projects and strategic analysis of relevant market trends influencing the further education sector. Most notable highlights include the merger of Coleg Morgannwg and The College Ystrad Mynach in 2014 to form Coleg y Cymoedd, and, her management of a capital investment programme encompassing several multimillion-pound projects across four campuses, including the construction of the college’s £40m Nantgarw campus which opened in 2012. Prior to entering the education sector, Ms Phillips enjoyed a highly successful career in the commercial sector, which included over 11 years as chief executive of one of Wales’ leading law firms, Capital Law. In addition to providing an opportunity to apply her commercial acumen to new challenges in the education arena, the decision to join the college in 2008 also represented something of a return for Ms Phillips, who herself studied at the college 35 years ago at the Rhondda and Rhydfelin campuses. Commenting on her appointment and plans for the college’s future, Karen Phillips, said: “I am absolutely thrilled to have this opportunity to lead the college that had such an input into my own education and career. I feel privileged to work alongside my colleagues as we strive to make a difference to the learners who come to study with us.” Coleg y Cymoedd serves more than 12,000 learners from the boroughs of Caerphilly and Rhondda Cynon Taf. In addition to vocational training the college also provides the largest choice of A-levels on one site to around 400 learners. The college employs 800 people working across four campuses – Aberdare, Nantgarw, Rhondda, and Ystrad Mynach. Welcoming Ms Phillips into the role she has herself served with distinction for over ten years, Judith Evans, serving Principal of Coleg y Cymoedd, said: “Karen has already had a great influence over the college’s strategic direction and this will continue. I have every confidence that the college will go from strength to strength under her leadership” www.cymoedd.ac.uk
Understanding the Benefits of Mindfulness in Schools
Improving the attention and overall general well-being of children is of utmost importance to schools. The effects of teaching mindfulness can include more focused attention, a calmer persona, a kinder attitude and an overall more positive outlook on life. In this article, the team at TTS andGuy Samuels, a Youth Mindfulness Teacher, take a look at how to encourage Mindfulness and well-being in schools for both teachers and children. Many people may wonder what mindfulness is. To put it simply, mindfulness is the state of being aware and conscious of the present moment in a non-judgmental fashion; to be nothing more than an objective observer to what is happening in the here and now. So often, people can get carried away with their thoughts, feelings and emotions; so much so, that it can become a burden on them and a struggle for them to carry out simple tasks in their day to day lives. The fact that 1 in 10 children between the ages of 5 – 16 suffer from a diagnosable mental health disorder shows how this is affecting children just as much as adults. When people are stressed their minds can race around like branches on a tree in a stormy gale. Thoughts can relive past events and can worry about upcoming future events in a manner of seconds, attaching emotions to those thoughts and giving people virtual experiences as though it were happening to them at that moment in time. However, one important thing to keep in mind is that it is not possible to think of two things simultaneously. Mindfulness can help alleviate some of the stresses that may trouble people, especially children. The main form of exercise that is practiced through mindfulness is meditation. Within meditation, you are required to focus on an object to keep your concentration in one place. The most common object used is the breath. There are ways that one can use the breath in a form of meditation. Some of the most common ways are as follows: 1. Counting the Breath To keep your mind constantly busy, a simple exercise to try and follow is to feel and follow a whole cycle of an in-breath and out-breath and count “1” then to follow another cycle of an in-breath and out-breath, count “2.” Do this all the way until you reach 10 and then start over from 1 again. If your mind wanders and you lose count, simply start from the beginning again. 2. Body Scan Another extremely common form of practicing mindfulness is to focus on sensations in and around your body. When you are breathing, try and really pay attention to where you feel the breath in your body. Do you feel the rise and fall of your chest or your diaphragm? Do you notice the sensations where the air passes through your nostrils and going all the way down your throat? Where else in your body can you feel the sensation of your breath if you just take the time to sit and pay attention to it? 3. Visualisation Visualisation can be a slightly more advanced form of practice in mindfulness, but it can be extremely effective. By using your imagination and the sensations of your breath, try and put images in place of your breath or your body. Ask yourself interesting questions such as, ‘If the way my body currently feels was a type of weather, what kind of weather would it be?’ Or, ‘If my current emotive state was a colour, what colour would that be?’ When asking yourself these types of questions don’t try and force an answer, let an answer come to you and accept it. Two main rules to adhere to when practicing mindfulness are: 1. Don’t be so hard on yourself One of the main principles in mindfulness is to be non-judgmental, so if you find that your mind keeps wandering every time you sit down to meditate, don’t get frustrated with yourself, simply acknowledge that your mind wandered, take a breath and try again. 2. Practice makes perfect A simple rule, but an essential one to understand – don’t expect to be able to meditate for a full hour on your first try. Work in small increments. Start with 5 minutes and work your way up slowly. When teaching children, go even slower. For the first time most children won’t even be able to sit still for 1 minute, but with enough time and practice you can have a group of children focused and quiet for meditation for up to 10-15 minutes. By rule of thumb, a child (with practice) should be able to meditate for as many minutes as their current age. If you are interested in finding out more about how mindfulness can be taught in schools you can visit www.youthmindfulness.org, or look at a range of resource that may help with encouraging mindfulness and wellbeing in schools here.