60 Second Histories is One of the Best Online Resources for Teachers in 2017
Squaducation is delighted that its online teaching resource, 60 Second Histories, is included on the list of ‘The 50 best EdTech resources of 2017’. This important list, published by Technology & Innovation magazine, celebrates what truly works in education and what has a particularly positive impact on teaching and learning at secondary school level. Technology & Innovation magazine reports on the products and resources that are making a real difference in schools and classrooms across the country. The team invites manufacturers, developers and innovators to nominate the products and resources they think teachers and schools need to know about, so that they can compile this list that their expert assessors consider to be the very best of what’s on offer. 60 Second Histories is a safe, online history resource for schools. The website contains 260 engaging films which deliver bite-size history facts covering 15 historical eras. The videos are designed to support pupil outcomes, the National Curriculum at Key Stages 2-4 and the pedagogical approach to teaching. The films are provided with a range of teacher support mechanisms including lesson plans, expert support notes and a virtual classroom providing secure sharing for homework. A finalist in the Educational Resource Awards in 2016, Squaducation has continued to improve its ’60 Second Histories’ offering. In order to win a place on the ’50 best EdTech’ list, Squaducation has demonstrated the positive impact 60 Second Histories has on teaching and learning by providing evidence of how it helps with student outcomes. Julie Hicks, Director of Squaducation, said “We are thrilled that our fun, informative video resource has been recognised in such a prestigious list. Film is a powerful tool that helps students retain concepts and ideas. 60 Second Histories uses film to engage students, helping to spark discussion and make learning fun! Research shows that students who have fun while learning recall statistics more easily, experience increased levels of happy hormones which promote learning and stay curious – meaning they keep coming back for more. We are proud that 60 Second Histories is helping schools, teachers and pupils”. 60 Second Histories also saves schools money, as there are 50 free to view films on the website. In addition, it helps teachers to do more with less – as one cost-effective licence provides the whole school with 260 history films. Furthermore, 60 Second Histories saves teachers time, as there are ready-prepared lesson plans and support notes available. Finally, the website helps pupils by providing a virtual classroom where films can be viewed on smartboards, mobiles and tablets. To find out more visit the website: http://squaducation.com/60second-histories
How to Encourage Pupils to Exercise at School.
As a nation we need to encourage our children to exercise more often. With 20% of children leaving primary school, and 25% of high school leavers classed as clinically obese, now is the time to act. Health experts have stated that the childhood obesity epidemic comes from the fact that children spend too much time in front of a screen, and not enough time outdoors engaging in physical activity. Obesity in childhood is not only detrimental to their healthnow, but if allowed to be carried on into adulthood it can cause life threatening diseases such as type two diabetes, certain types of cancer and cardiovascular disease. Therefore, in order to take a step in the right direction of tackling childhood obesity we must encourage more children to exercise whilst they are at school. Children spend approximately six hours per day at school. The hours spent at school lie between eight and four, which especially in the winter months is the majority of the daylight hours. This means that it is paramount to a child’s health that they use their time at school to get their daily recommended amount of exercise. Therefore, we have come up with a small list of ways in which children can get their exercise whilst at school, without disturbing the school curriculum. Walking or Cycling to and From School. The simple act of walking or cycling to and from school can increase a child’s health and fitness levels by a significant amount. Walking and cycling are both low impact exercises which can be enjoyed by all. Walking is also a very sociable form of exercise and can be made more fun for younger children with the introduction of walking games. Games such as ‘I Spy’ are not only fun but are also educational and can encourage independence. Allowing children to explore their surroundings will allow them to gain more from this simplistic exercise. Though many working parents may not have enough time in the mornings to walk theiryoung children to school, there are plenty of options available which allow you to add this extra exercise into your child’s day. Many primary schools offer a ‘walking bus’ service. This service is run by adults that work at the school and children are picked up along a traditional bus route. This option not only allows for children to add more exercise into their day but it also encourages social interaction between other children in the school. Children who they may not necessarily normally interact with. The Daily Mile. Another great option available to children, which will increase the amount of exercise that they get throughout the school day, is the Daily Mile. The Daily Mile is a great initiative which encourages all pupils to run, walk or jog for one mile per day. This is a one size fits all activity which means that no matter the child’s age or ability, everyone can get involved. This initiative was set up in 2013 in the UK to improve the fitness levels of children in our primary schools. The Daily Mile was set up as a fun, fitness activity which needs no specialist equipment. This means that every pupil from every school can get involved. This is a non-competitive form of exercise which comes with a whole host of health benefits. Not only does it boast to improve a child’s fitness in just four weeks, but it also is proven to boost confidence and have a positive effect on pupils’ behaviour, mood and concentration. Active Outdoor Play. Young children can often get enough exercise from engaging in active play. Engaging in playground games such as ‘tag’ or ‘chase’ can get pupils’ heart rates elevated which can help to improve a child’s cardiovascular fitness. It is recommended however, that children also use outdoor playground equipment as it encourages a full body workout. Just one hours’ worth of active play on play units or climbing frames during school lunch breaks or play times, will reduce your child’s risk of becoming overweight or obese by a significant amount. Use of playground equipment not only aids in improving childhood fitness, and weight loss, it is also lots of fun too. Encouraging children to exercise is not always easy, however by employing fun and innovative new techniques like exercising through play, helping children to get fit becomes easy. Outdoor Gym Equipment. Another fun way to encourage children to exercise during school hours is to employ the use of an outdoor gym! Outdoor gyms were introduced to the UK in 2011 and have since become a fitness phenomenon. Outdoor gym equipment is not only great for working out and fitness, it is also so much fun too. Children’s Outdoor Fitness equipment is a great way to encourage children to stay fit. These smaller versions of adult gym equipment is suitable for use by children aged four to eleven and is a great way to introduce them to exercise. Outdoor Gym Equipment can be placed at both primary and high schools and can be used during play times, as part of a PE lesson or even for use during after school fitness clubs. The equipment works in a similar way to indoor gym equipment, yet gives pupils a fun and safe way to stay fit and healthy without them even realising. Not only is outdoor gym equipment for schools a fantastic way to encourage more pupils to improve their fitness at schools, it is also a great way to introduce pupils to a fit and healthy lifestyle. By introducing young children to equipment such as this, they are much more likely to carry on exercising in this way after they have finished school and long into adulthood, thus helping to put a stop to the UK’s obesity epidemic. Encouraging children to exercise whilst at school is extremely beneficially to both their health and wellbeing. Children who are fitter and healthier are proven to perform better at school. Children who engage in regular exercise are also proven to have reduced stress,allowing them to concentrate better on classroom work and in tests.
Engaging students in foreign language classrooms
Muriel Huet, Education Consultant and lead educator of ‘Short Film in Language Teaching’ on the FutureLearn platform, talks about how educators can keep students of all abilities engaged in language learning through the medium of film. Motivating and engaging students in language lessons are challenges that educators face every day. How can we keep students engaged in their learning, when young people live in a world with such easy access to the media? The challenge for language educators today The constant challenge faced by teachers is being able to accommodate the needs of a wide range of students’ abilities whilst maintaining a stimulating learning environment. Students work at different paces, have various learning needs and need to be challenged and supported. Having spoken with many educators around the world, teachers are feeling more and more concerned about their students’ behaviour; perhaps we should question why behaviour among students is changing. Societies are evolving as much as children are. We need to adapt to their new needs and not the contrary, and to do so, educators need to look for new ways of keeping students motivated and engaged. The development of existing media forms has helped teachers to overcome some of these challenges, with the internet providing reference to traditional textbook teaching methods. Another difficulty that teachers face is stressing the importance of learning a language to students. Students need to realise that languages are crucial for them to live in the world of today. Using authentic material, such as short films, enables educators to help students access this world and make foreign languages real to them. By seeing the language used in real contexts, while learning about new cultures, students can see the importance of learning one. The benefits of using short films I have been working with short films and cinema for many years, yet I am still discovering new teaching strategies and new ways of using them in my teaching. All our research projects with the BFI (British Film Institute), working with a variety of teachers, have confirmed that short films help students to gain enjoyment from language learning and develop confidence to express themselves in a foreign tongue, whilst learning more about culture. In doing so, these interactive teaching methods help to develop a more creative approach to learning with the ultimate aim of a wider interest in modern foreign languages within the classroom. Beyond language Recently, I have used the French short film ‘Quai de Seine’ from ‘Paris je t’aime’ with a Year 9 class. Through this short film, I have been able to introduce students to certain grammar and linguistic topics linked to the curriculum, but above all, I have introduced my students to another level of thinking. I have raised society issues, looked at multiculturalism in France, and introduced them to some French slang. By giving them the correct support, I was incredibly proud of how much my Year 9 students were able to say about the short film and link it to their own opinions. It demonstrates that motivation can make a huge difference. Students are so engaged that they don’t realise how challenging the exercise can be, and want to explore the language further in order to express some more complex ideas. As they were also exposed to young French people in Paris, they could more easily relate to them and see the importance of learning a language. Short films offer many possibilities when planning linguistic and cultural activities. Innovation in teaching As language teachers, we can no longer separate the conventional disciplines of reading, writing, speaking and listening from what is offered through other media – including sound and visual literacy. Short films allow us to broaden the linguistic and cultural spectrum within each of these areas of study, allowing the students to be more creative and confident in the language they use, while achieving teaching objectives and learning outcomes. The BFI and Into Film’s course: ‘Short Film in Language Teaching’ on the FutureLearn platform, will help teachers around the world to investigate, try out and discuss new and different approaches towards short films. Creativity and innovation in teaching has to evolve alongside societal trends, and short films have the incredible potential to keep promoting language teaching and engage students in their learning.
Closing the gender gap in the classroom
Free online course explores the factors that support girls to reach their full potential Social learning platform, FutureLearn, is today launching a free online course ‘Girls’ Education: Teaching Strategies That Develop Confidence, Resilience and Collaboration’, in partnership with the Girls’ Day School Trust (GDST). With gender inequality making headlines worldwide, the four-week course explores ways to support girls in the classroom in order to prepare them for their future lives and careers. The interactive tutorials guide participants through different aspects of pedagogy that develop and promote character traits such as independence, resilience, collaborative working, problem solving and confidence. Designed to help reach as many girls as possible, the course is aimed at those who shape the learning experience for girls in school: teachers, school leaders, school governors and parents. Cathy Walter, Assistant Director of Education at the Girls’ Day School Trust and lead educator of the course, said, “At the Girls’ Day School Trust, we are passionate about our role in preparing girls for life beyond the classroom. The ways we teach can have a profound and positive influence in girls’ self-belief, confidence and character. As experts in girls’ education, we are excited to share all we’ve learnt and to reach as many girls as possible.” Simon Nelson, Chief Executive at FutureLearn, said: “Gender equality is widely discussed in today’s workforce, so it’s critical to address this issue as early as possible by opening up a dialogue in the classroom too. We’re thrilled that the Girls’ Day School Trust shares our ethos of helping everyone to fulfil their potential in a changing world. We hope this course will equip educators and those who influence classroom cultures with the skills to build confidence in girls.” The course will help participants to: Explore strategies that develop character in a way that supports academic success in school and professional success after school, such as a ‘Growth Mindset’ Identify practical in-school opportunities to develop confidence in girls for learning and later life, and consider the need to develop a cognitive vocabulary in girls Develop a rationale and criteria for effective collaborative learning to maximise effectiveness and engagement in girls’ learning Evaluate school-based strategies that can help girls build confidence and respond positively to learning challenges Reflect on, analyse and understand the implications of the course for practical use in the classroom While working through these objectives, participants will reflect on the role that schools play in supporting girls’ long-term achievements and explore the importance of classroom culture and the value of ethos and atmosphere. They will also have the chance to discuss the vital balance between challenging learners and providing them with confidence, as well as the chance to evaluate and discuss aspects of the course with others who contribute towards shaping learning experiences. As with most FutureLearn courses, this course can be taken for free or there is the option to upgrade to receive additional benefits.
A Brief Guide to School Toilet Regs
When planning washroom facilities for school premises, there are various best practice design guides to point you in the right direction, such as how to choose the perfect urinals for your school or college. However, when it comes to swotting up on the rules and regulations that must be followed when installing amenities, it can be difficult to find the right information, with many people pointing out inconsistencies between varying versions of government guidelines. Much of the confusion arises from the disbandment of the DfES (Department for Education and Skills), which was dissolved in 2007 and has since been replaced by the more succinct Department for Education. However, the DfES ‘Toilets in schools’ report still features prominently when conducting online searches, despite the directives being a decade out of date. In 2015, the Department for Education published its refined Advice for Standards on School Premises, which supersedes the outdated instructions of the previous body. Notably, the content is much less restrictive, with the intention of giving schools increased flexibility in how buildings are designed. The contemporary document outlines ISS Regulation 23A, which simply advises: Handwash facilities must be placed in close proximity to every toilet, while blocks must be properly ventilated and well lit. Washrooms must be easily accessible for pupils and allow for passive staff supervision, without impacting on privacy. Separate facilities should be provided for boys and girls over the age of eight, except for individual cubicles that can be locked from the inside and are intended for the use of one person at a time. For children over the age of 11, suitable changing facilities with showers should be provided for PE lessons. Staff toilets should be independent from those used by pupils, although disabled toilets may be accessed by both staff, pupils, volunteers and visitors. The key regulation, however, is BS 6465-1:2006+A12009, which details the most suitable number of units for different age groups: Disabled facilities should be located away from staircases, with doors opening outwards onto a minimum circulation space of 750mm. Where there are four or more cubicles to a block, at least one should be enlarged to a diameter of 1,200mm, with both horizontal and vertical grab rails. Standard cubicles, by comparison, must have a minimum width of 450mm maneuvering space clear of the door. Furthermore, it is imperative that disabled facilities are finished to the same design quality and design standards of other amenities. School Toilet Tips Despite the fact that the 2007 DfES report is now obsolete, it contained some salient advice that still rings true today. As such, you’d be wise to also bear the following in mind when planning school toilet facilities: Wash troughs are preferable to individual sinks because they’re more aesthetically pleasing, easier to clean, and have dramatically less risk of flooding. The theory goes that pupils take pride in amenities that look nice, lowering the potential for anti-social behaviour, while the inherent robustness of troughs makes them virtually vandal-resistant. Temperature-limiting devices should be fitted to reduce the risk of scalding, while tamper-proof mixer taps that stop running after a litre of water should also be considered. Alternatively, infrared tsps are becoming increasingly popular. Locks must be easy to operate in a single action, and doors must be accessible for emergency services should people become trapped. The overall design of school washrooms can have a significant impact on the wellbeing of pupils, so every aspect should be taken seriously. This extends to the adequate provision of drinking fountains, which are both environmentally-friendly and cost-effective. Furthermore, the Children’s Bowel and Bladder charity, ERIC, has launched a nationwide campaign to help advise primary and secondary school staff on how to support children with medical conditions such as incontinence. More details can be found here. Paul Thorn is Managing Director of School-Toilets.co.uk, a leading supplier of school washroom facilities.
C-Live is the UK’s first virtual reality training which features a classroom environment with pupils
Connect are delighted to announce they are working in association with the Institute for Education at Bath Spa University who will be using C-Live, our innovative teacher-training aid as part of their teacher training programmes from September onwards. Bath Spa is a teaching-led university, committed to promoting excellence which is one of many reasons why the Institute for Education is one of the highest rated providers of education training in the country. Benton Brown, Head of Initial Teacher Training at Bath Spa University said, “C-Live gives our Bath Spa teachers the opportunity to enhance their own professional practice in a safe, risk-free yet realistic environment. The flexibility of C-Live allows us to develop bespoke scenarios tailored to a specific trainee’s needs, enhancing the individual support offered across our Bath Spa programmes and courses.” C-Live is the UK’s first virtual reality training which features a classroom environment with pupils who have unique personalities and abilities and respond in real-time to teacher performance. The computer-generated environment allows trainees to practise and perfect their techniques and build their confidence in a safe environment, allowing them to excel in the next step in their career. Susan Day, the founder of Connect felt that there was a gap in the UK market for a training platform that allowed teachers to practise interaction with pupils in an environment reflecting a real classroom experience while also providing the opportunity to tailor-make specific situations.She said, “C-Live is especially effective for teacher training as it can offer consistent scenarios. It is not dependent on student behaviour constantly changing as it does in a ‘real’ classroom, allowing trainee teachers to practise and perfect areas that they might be struggling with.” If you think your students could benefit from using C-Live as part of their training or you require further information about the benefits of our virtual classroom then please contact us on 01270 449165 or email us clive@iwanttoconnect.co.uk
How teachers can use mobile apps to engage students
By Paul Swaddle, Co-founder and Chairman of Pocket App As youngster’s up and down the country prepare for school this September, education technology continues to be an extremely hot topic and mobile apps are proving to be a perfect solution for teachers hoping to enhance their classroom experience. Mobile apps can not only help teachers, but also students and their parents. Here are five ways teachers can use apps to engage their students. 1. Improve in-classroom communication Social media platforms like Twitter and Facebook are changing the way students communicate with each other. Many students also use social media to collaborate on group projects and organise activities. Apps can be great tools for announcing updates and information to students in a timely manner. Apps can also be used to foster communication between students through chat, forums and other features that build on in-person conversation. They’re a great option to provide students with the most up-to-date information on their performance and help them understand how to improve without having to rely on office hours. 2. Go paperless Apps are the perfect way to achieve a paperless classroom. Once the transition is made, the efficiencies that come along with it are endless. Tools like Microsoft OneNote and Google Apps for education help keep teachers organised and have several built-in tools such as lesson plan templates, note-taking options and more. Apps such as Google Drive and Dropbox allow for an organised storage system that eliminates physical filing cabinets. 3. Implement hands-on learning There are several apps that are made for in-classroom experiences. Digital whiteboards are replacing traditional whiteboards and are enabling students to have a more interactive learning experience. Industry standard for school whiteboards is Notebook. The app offers to distribute pages or new sections to students in a class quickly and easily, also sequentially review student work (for example, assignments or quizzes) as well as allowing easy navigation and browsing student notebooks through a student list. Other apps such as Doceri allow teachers to flip back and forth through PowerPoints, whiteboards and screen casts, providing students with an integrated lesson flow. Real-time collaboration features of integrated solutions such as Google Apps for Education allow students to directly contribute to a project and see the impact of their work. Chat apps such as Skype and Google Hangout also allow students to personally connect with each other and also connect with those they might not have had access to in the past. 4. Connect and share resources Teachers learn the most from other educators. It’s extremely valuable to hear about other teachers’ experiences first-hand. Teachers Pay Teachers has an app where teachers from all around the world share resources. This includes everything from lesson plans to classroom activities and decorations. 5. Keep connected with parents More educational technology apps are now being developed to keep parents in the loop. Simple tasks such as push notifications, requests for signatures and record-keeping can be accomplished with mobile apps. Apps such as BuzzMob are a good place to start. BuzzMob is a cross-platform communication tool that connects and engages classroom and school communities. It offers teachers the simplest, most effective way to send vital updates and semi-personal messages to parents and students. BuzzMob also allows teachers and school administrators to create updates and messages in one simple place (via web or mobile app), and parents and students can choose to receive communication via web, mobile app, email, or SMS. These apps not only keep parents informed but also enable them to directly contact teachers. At Pocket App, we believe mobile apps are the next wave of educational tools and have many use cases for any classroom. With all kids growing up in a digital age, the time is right to implement a fully integrated way of learning and apps offer educational establishments and parents a major opportunity to move with the times. Whether you build your own or use ones that are already available, apps are sure to improve the teacher and student experience.
Sound and light show launches children’s competition to voice major event
The Enchanted Forest sound and light show is launching a competition to find a child who can lend their voice to the award-winning event. Auditions are open for the Voice of The Enchanted Forest competition, which is calling for children aged between 5 and 12 to record a script to be used during the month-long event at Pitlochry’s Faskally Wood this October. The winning Voice will appear in a recording to be played to tens of thousands of visitors as they travel by bus from Pitlochry to the forest for the event, which organisers expect to be another sell-out. The Voice will welcome visitors to the forest and remind them of some important health and safety messages. The competition is being run in conjunction with Bauer Radio and its Radio Tay, Radio Forth and Radio Clyde stations. The winner will record a pre-written script at one of the three radio stations, get VIP access to the station, and be guest of honour at the show’s special preview night on 27th September. This year’s Enchanted Forest show, Oir an Uisge, runs from September 28th to October 29th 2017. Event organisers The Enchanted Forest Community Trust have released a record 72,000 tickets for Oir an Uisge, which are already selling fast. The organisers fully expect the show to sell out before opening night for the first time in its history. Ian Sim, chairman of The Enchanted Forest Community Trust, said: “Families and children are crucial to the success of The Enchanted Forest, which is why we’re delighted to be running this competition along with Bauer Radio. We’re looking for a child with a voice that’s friendly, fun and assertive so that visitors will sit up and take notice as they’re bused to the event. The winner will get a sneak preview of the event, and some VIP treatment from us and our radio partners.” Kelly Murdoch, sales and events coordinator with Bauer Radio, said:”The Enchanted Forest is a mainstay of Scotland’s events calendar so we’re excited to be on board with them for this unique competition. We can’t wait to hear from all the talented kids out there and also to invite them behind the scenes to one of our radio stations. We just hope they don’t put our DJs out of a job!” To enter the competition, call 01738 400140 and follow the audition instructions or go to www.tayfm.co.uk, www.forth1.com and www.clyde1.com. Details are also at www.enchantedforest.org.uk. The competition runs until midnight on September 12th. Tickets and more information on The Enchanted Forest are available on www.enchantedforest.org.uk
Alternative routes to college and university which are becoming increasingly popular
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