Young pupils recovering from Covid learning gap
New research suggests the Covid learning gap suffered by young pupils as a result of the pandemic is starting to narrow. The difference between reading and maths scores of Year 3 and 4 pupils in the 2022/23 academic year compared to those before Covid is smaller than it was. But the gap between disadvantaged pupils and their peers remains wide. The findings are the latest in a series of reports conducted by the National Foundation for Educational Research (NFER) tracking the longer-term impact of the pandemic on younger pupils’ reading and maths skills. Published and funded by the Education Endowment Foundation (EEF), the research has followed over 6,000 pupils who were in Reception and Year 1 (four- to six-year-olds) in March 2020, with the most recent assessment taking place in the spring term of 2023 with the same pupils, now in Years 3 and 4. The study tracks the estimated Covid-19 gap and disadvantage gap over time to gain an understanding of pupils’ attainment relative to where they might expect to be had the pandemic not occurred. Dr Ben Styles, Head of Classroom Practice and Workforce at NFER said: “It is encouraging that three years on from the first school closures, there are real signs of improvement in both the reading and maths performance of Year 3 and Year 4 pupils. Schools have been working tirelessly following the pandemic to put strategies in place to support pupils’ learning recovery. “Our evidence suggests there should be a greater focus on very low attaining pupils and closing the disadvantage gap. It is essential that schools are both adequately funded and supported to do so using evidence-based approaches. This will be required over the long term.” Covid-19 gap closed for pupils on average in both reading and maths The new data shows that in spring 2023 there was no significant difference in Year 3 pupils’ reading and Year 4 pupils’ maths performance, compared to the pre-pandemic pupil samples. For reading and maths, in both Years 3 and 4, the Covid gap significantly reduced compared with spring 2021 and spring 2022. However, the analysis did show a notable proportion of very low attaining pupils in Year 3 reading, larger than seen before the pandemic (4.9 per cent compared with 2.5 per cent). Disadvantage gap is shrinking, but it remains wider than before the pandemic Year 3 and 4 pupils eligible for free school meals were each estimated to be around seven months behind their more well-off peers for reading in spring 2023. These gaps have not decreased since spring 2021 and remain wider than gaps reported before the pandemic. Meanwhile, the disadvantage gaps for maths in spring 2023 for each of Year 3 and Year 4 were estimated to be around six months – significantly reduced since spring 2021 but wider than gaps reported before the pandemic. Schools report support for pupils’ wellbeing is still a priority, particularly for disadvantaged pupils The research shows that schools have continued with a number of strategies developed during the pandemic, including increased wellbeing support, and provision for home learning which most schools felt they were able to support well. Schools who reported disruption to learning gave the most common reason as being related to pupils’ behaviour and wellbeing, a much more commonly reported challenge than in previous years of the study. The research also explored pupils’ social skills, behaviour and wellbeing. It found the social maturity of pupils in 2022/23 was not significantly different to that seen in 2021/22. However, disadvantaged pupils were assessed as having significantly lower social skills than non-disadvantaged pupils. Three quarters of schools reported that they were prioritising learning recovery support for their disadvantaged pupils, but schools were concerned about the level of funding to support pupils who had missed learning. To read more QA Education news click here
Managing school behaviour – the power of positive parental engagement
Engaged parents can help schools deliver positive behaviour strategies says Paul Featherstone, former primary school teacher and product manager at SIMS from ParentPay Group. How often are teachers diverted away from teaching to encourage a group of pupils to stop chatting and focus on their learning or take quick action to prevent a playground altercation from spilling over into a lesson? According to the DfE’s 2023 National Behaviour Survey, 62% of school leaders and teachers reported that misbehaviour interrupted teaching in at least some lessons and two thirds of pupils had experienced lessons disrupted by poor behaviour. However, families can be powerful allies for tackling issues – parents were described as supportive of their school’s behaviour rules by almost 80% of school leaders. Engagement with parents can help nip behavioural issues in the bud, whether a school wants to address bullying, low-level classroom disruption or persistent absence. So, how can schools build stronger home-school connections and supercharge their behaviour management strategies? Spotting the signs If a child is frequently involved in playground frictions or suddenly starts regularly shouting at their peers or teachers, interrupting lesson time, chances are there is a lot more behind their behaviour than first meets the eye. Small changes in a pupil’s behaviour can be hard for a teacher to spot in a busy classroom. There could be issues beyond the school gates that might shine a light on why they are behaving in a certain way too, that the school may not be aware of. Nurturing strong partnerships with parents is critical to uncover issues that can impact on pupils’ behaviour and learning progress. They could be upset about a tragic event in the community or anxious about a sick relative and not sleeping at night. Open and honest communication with parents allows the school and family to work together to put additional support in place where it’s needed. A referral to the school counsellor might be all that’s needed to help the child process what their dealing with and find healthy coping strategies to manage their behaviour and get back on track with their learning. The way schools communicate with parents is key to creating this home-school partnership. Positive communication Constant letters about their child’s disruptive conduct in class can switch parents off too. Schools that take a more positive approach to communications about behaviour can get parents on side and this is a much more effective way to tackle problems. Imagine a parent’s delight at receiving a text message from school to inform them that their child has just got star of the week or received a top story-teller award. This can brighten their day and allows them to mark their child’s achievement with a treat or reward. Injecting some positivity into parental communications is more likely to encourage families to reinforce the school’s expectations of pupil behaviour. It will also make it easier to have difficult conversations if needed as the parents are already more engaged. The method of communication matters too. Research has shown that parents are more likely to read a short text message rather than an email or a letter. And a generic email about the school’s behaviour policy won’t hit the mark as effectively as a communication that is personalised and addresses a situation that needs to be addressed. Recognise and reward the positive There is often great emphasis placed on recording details of the negative behaviour that goes on in school to help flag where investment is needed to prevent it. This approach has its place, but there can be many advantages to recording positive behaviour and achievement too. If pupils only receive attention from the headteacher for poor behaviour, it can result in anger, disengagement and may even have a negative impact on a child’s self-esteem. But what if the senior leadership team is automatically alerted when a quiet child has made a positive contribution to a class debate, or a pupil has got a great score in the latest history quiz? They could then spot the child in the corridor and congratulate them for their achievement. The vast majority of schools already have schemes in place to acknowledge pupils’ achievements and encourage positive conduct on a termly or weekly basis. Being able to recognise and reward positive behaviour and achievement in real time in this way will reduce behavioural issues and help to reinforce the school’s values and ethos. Let tech take the strain Technology can make it easier for schools to engage parents and take a positive approach to behaviour management. Automated messaging tools enable a personalised text message to be sent out to notify a child’s family that they have just received 10 positive achievement points. Automatic alerts can be set up so that notifications arrive directly to staff members’ mobile device when certain criteria are reached too. Teachers cannot tackle poor behaviour in isolation. With firm foundations for parental engagement and a positive approach to behaviour management, schools can form the bedrock for happier and more productive learning. To read more QA Education blogs click here
How speaking up on a love of languages can support your students – top tips ahead of European Day of Languages
As people prepare to celebrate European Day of Languages (Sep 26), the trend in UK schools is that the number of pupils wanting to study a Modern Foreign Language (MFL) is on the decline. But why? As teachers, we are brimming with enthusiasm for learning languages, and recognise their value and importance but do your students feel as positive as you do or are they lacking the confidence and drive to continue their language studies? Why languages? Communication, culture, connection – language-learning is the key that can unlock the world around us – from intrepid visits to non-English-speaking countries to searching for exciting opportunities in the ever-evolving international jobs market or during interviews in which it’s essential to stand out from the crowd. Perhaps, even, when we find ourselves wanting to transform the way we live our lives altogether. In fact, language skills are highly coveted by most Britons today. According to recent research by Pearson, three-quarters of people who speak one language wish they could speak another. That same research found that 54% of monolinguists have faced difficulties in life as a result of not being able to speak another language, while one in six feel that it has limited their confidence to travel abroad. On the other side of the divide, nearly nine in ten UK adults who speak another language say this has supported them in myriad ways, including understanding other cultures better, increasing self-confidence, and living overseas. As many as 13% even attribute meeting their partner to having knowledge of an additional language! If you know – or are – someone who speaks more than one language, you may be able to attest to these many benefits yourself. If not, role models could be what your school needs to demonstrate to students, and school staff, what language truly offers. Modelling positives “Languages have been an integral part of shaping the person I am today… I enjoy the process of learning them and the world of possibilities it opens up.” This quote comes not from a French teacher or language-focused degree student; instead it’s straight out of the mouth of Tottenham Hotspur and England footballer Eric Dier. In 2023, this talented multi-linguist became a key spokesperson for Pearson’s More Than Words campaign, as he aimed to spread his passion for languages to today’s learners. Speaking at an event at Regent High School, London, Eric shared his experiences. That he was shy when he started learning languages; that he could never have predicted where language learning might lead him; that the skill helps him both professionally and personally, and that he has experienced only positives as a result. He spoke in depth with students, providing real insights they could understand and relate to. The interview and student-led Q&A is available to watch here. There are many other success stories and resources that can help bring languages to life in your classroom. A wide selection of free, downloadable PDFs are available as part of this Real Life series providing great insight from those with successful international careers, past-students enthused to share their experiences abroad, and even current university students on why they chose to continue language learning and the benefits it brings. You never know what brilliant journey their words may kick-start. Boosting confidence As someone who taught MFL myself for 23 years, I can confidently say that it’s when students (and staff!) make those kinds of personal connections that they are drawn to the subject, and start to thrive. By that I mean not only relating to someone who has learned languages before them, but by teaching them MFL through topics that are relevant to their interests and life goals. My own language learning journey started with my wonderful German teacher, when I was 11, who took me on my first exchange trip abroad. She inspired me to live and work abroad, in several countries, and go on to lead countless trips and visits as a teacher. We still share notes about our love of languages nearly 40 years later! How often are your students completing language projects that relate to their favourite hobbies, sports, people and shows? How clearly can they see themselves needing to use language in the future? How are they practising their skills outside of textbooks and test papers? For many students, it will be a holiday with their family – or perhaps on a school exchange – that makes language learning feel immediate and immersive. As wonderful as these experiences are, it’s also important for schools to think about learners who don’t have the same level of opportunities. How are you bridging the gaps for students who don’t, or can’t, travel abroad? There are many solutions available to help overcome disadvantages in MFL. How about linking up with a school overseas via video calls, emails and letters? Making friendly exchanges possible through the internet in weekly class-based slots? Encouraging conversations – forging new relationships – can help students build both fluency and confidence. Achieving inclusivity is essential. As part of this, it helps to create a teaching space in which learners feel safe. They’re sure to make many mistakes as they go along but errors are an important part of the process of language-learning; as Eric Dier quite rightly said: “I think it’s normal in class to be nervous to put your hand up… but I think it’s really important to be brave and try… With making mistakes, you’ll continue to get better at the language.” Focusing forward As our world develops in rich and diverse ways, MFL can be a gift that helps learners develop personally too. Meanwhile, the way we speak about languages – the conversations we use to engage our students now and for the long-term – is an important part of our interconnected future. Let’s get students excited about language learning. Let’s shout about the benefits far and wide, not only in opening doors to future careers and opportunities but the ability to make new friendships and better understand the
RAAC crisis: innovative modular buildings are the solution
With the RAAC crisis causing chaos at schools across Britain, modular classrooms are reshaping the future of education. These highly adaptable architectural solutions are designed to meet the ever-changing requirements of regulations, students, and education facilities. Due to its versatility and flexibility, modular buildings have recently seen a surge of popularity amongst schools. Additionally, there has been an increase recently as a result of concerns about Raac (reinforced autoclaved aerated concrete), which has been found in over 100 schools and the potential dangers of this concrete has been highlighted. Modular buildings within schools are fast becoming a solution to combat these Raac concerns within traditional school buildings. In this article, we’ll be highlighting why modular buildings can transform the way we educate children. Traditional educational infrastructure has often struggled to keep pace with the evolving needs of students and educators alike. However, modular buildings present a dynamic solution that not only addresses the challenges of space constraints but also offers versatility, sustainability, and efficiency in educational environments. Sustainability Offsite construction promotes eco-friendly practices by reducing waste and energy consumption. With global warming and climate change gaining more attention by the minute, your establishment must lead by example, rather than just teaching our children about sustainable practices. The manufacturing, transportation and use of large, heavy machinery contributes to the release of carbon emissions. With modular construction, the need for these elements is no longer required. Consider reducing your carbon footprint by looking into temporary modular building hire. Rapid deployment Modular construction offers quicker build times, ideal for adapting to changing enrolment or educational trends. Most modular construction practices are carried out in factories, significantly reducing the duration time of traditional construction projects. Time is of the essence if your school is expanding rapidly. You’ll likely need to accommodate more students at a faster rate, and modular classrooms can help you do just that. Flexibility Modular spaces often use multi-functional floor plans to easily adapt to evolving curriculum needs and teaching methods. The flexibility of modular construction means that immediate educational requirements can be met, while also delivering significant long-term value. As modular classrooms are a temporary solution, they can be easily moved around should your school need to relocate due to overall growth or to meet the needs of the students. Cost-efficiency Temporary modular classrooms are a cost-effective alternative to permanent building structures, ensuring your school can meet short-term capacity conditions without the need for large costs. Controlled environments minimise cost overruns, making budgets more predictable. And,they’re more efficient too, as modular buildings can be delivered and operational all within one week. Technology integration Offsite construction allows seamless integration of advanced technologies for interactive learning, creating an enhanced student experience. Plus, with minimal disruption to learning, your students can embrace creativity, collaboration, and engagement because it’s business as usual. Adaptable and customisable learning environments With tailor-made solutions for specific educational needs, modular classrooms can be anything from labs to collaborative spaces. They’re designed for all types of learning, with temporary classrooms adhering the to unique needs of specific subjects, including ICT, music, and science. These modern modular classrooms can meet the evolving demands of 21st-century learners. Conclusion The future of education relies on innovative architectural possibilities, and offsite construction is at the forefront of this transformation. These high-quality and inspiring classroom spaces are both comfortable and versatile, ensuring all students can thrive in these environments. Read more QA Education news here
Economic Research Council offers free Econ Club access to all Sixth Forms
The Economic Council (ERC) has announced that it is opening up its ‘Econ Club’ program to all schools in the UK. The bespoke ‘Econ Club’ program has been developed over the past year as a dedicated space for in-depth economic discussion and learning in a bid to serve as a transformative educational platform for sixth form pupils. The ERC – the UK’s oldest economic focused think tank – said its objective was not just to supplement education but to become an indispensable part of it, driving real, meaningful change. It has now confirmed that it is excited to be able to offer this for free to all sixth forms across the UK. Founded in the 1930s, the ERC’s mission is to make economic knowledge accessible, fostering understanding and informed decision-making. The ERC’s dedication towards economic education, dialogue promotion, and the inclusion of diverse perspectives, creates opportunities for active participation in economic conversations. The ERC’s goal to improving the life chances of children and young people through economic education is manifested in their diverse activities focusing on economic literacy. The ERC forges connections with schools and universities, offering real-world work experience, and sharing their research and policy studies with the world. These initiatives cultivate a deeper understanding of economics across different age groups and backgrounds. David Dike, Programme Director, ERC, commented: “The Econ Club is more than just an educational supplement; it’s an enriching experience that opens new doors for students from all walks of life. “By breaking down economic barriers to access, we’re investing in a more equitable future where young people across the UK can make better-informed decisions. “Whether it’s understanding the complexities of monetary policy or diving into pressing topics like climate change, we’re equipping the next generation to be thoughtful contributors to our world’s economy.” The Econ Club programme provides unparalleled access to the country’s greatest economic minds with former speakers including Sir Vince Cable, Dame Margaret Hodge, Ehsan Masood, Rain Newton-Smith, Sir Charles Bean and Ben Gardiner. This access enables the ERC to offer diverse perspectives, promoting a pluralistic understanding of economics that goes beyond traditional classroom teachings. Students exposed to these ideas gain a more nuanced, real-world understanding of economic theories and practices. Umar Ba, UCL Academy: “The Econ Club programme allows teachers to provide opportunities for students to see real-life, up-to- date application of theory and policy being used to solve different issues. “It has potential to be high impact and low input from the practitioner’s perspective.” The need for the Econ Club is immediate and vital in today’s complex economic landscape. Economics teachers work incredibly hard up and down the country ensuring their students are not only prepared for their A-level examinations, but for life ahead. Traditional curricula often does not cover the practical complexities and real-world implications of economics, leaving a gap in students’ understanding. The Econ Club fills this gap by offering targeted events for 6th form students, going beyond textbooks to delve into current events, nuanced theories, and critical evaluations of economic paradigms. More than just a supplement, the program serves as an extension of classroom learning, providing students the chance to interact with professionals in the field. In a world where financial literacy is crucial, the Econ Club stands as an essential educational resource. It not only equips students with valuable knowledge but also empowers them to be informed, active citizens. To find out more head to the ERC website https://ercouncil.org/ and to sign up for free please contact the Economic Research Council info@ercouncil.org To read more QA news click here
National Portrait Gallery launches online schools hub
Over 150 free resources have been created by the National Portrait Gallery with artists and subject experts, exploring the stories of those who have shaped British history and society today. The resources, all linked to the National Curriculum, respond to research which reveals that educators are proactively seeking support in teaching under-represented stories such as identity, empire and migration. The new Schools hub brings the Gallery’s remote, school-based and in-person offers together as one cohesive programme, connecting students directly with artists whose work forms part of the National Portrait Gallery’s Collection. The Schools hub – a free online learning resource, designed to support those studying and teaching Art & Design and History through portraiture – features more than 150 newly commissioned learning resources and videos all developed by and with teachers, artists, historians and education experts. To ensure the relevance of its new Schools hub, the National Portrait Gallery surveyed teachers across the UK, working in state and independent primary, secondary and SEND schools, to better understand their needs and those of their students. Research revealed that 85% of secondary History teachers required better resources relating to neglected histories, ‘missing’ portraits and migration, with 74% prioritising materials focused on the British Empire and colonialism. 79% of surveyed secondary Art & Design teachers flagged their need for resources relating to the expression of identity in British society through portraiture, while 84% of primary school teachers stated that resources about how artists tell stories through portraits were key to classroom planning. “64% also shared their need for resources concerning Black British History. Schools hub resources, which include detailed explorations of curriculum-relevant individuals and videos about key topics, were specially created in response to this research. The resources enable students to connect with and be inspired by artists whose work features in the Gallery’s Collection – including artist demonstrations, and interviews with Pogus Caesar, Olivia Rose, Curtis Holder and Nina Mae Fowler – as well as explore key topics and concepts through enquiry based learning and source analysis. Searchable by keyword and filtered by subject, key stage, topic and format, the needs of teachers and students have underpinned all stages of the Schools hub’s development, in both the research and testing phases. Liz Smith – Director of Learning and Engagement, National Portrait Gallery “The National Portrait Gallery’s new Schools hub has been specifically designed to support teachers and learners as they navigate the National Curriculum, providing classes and groups with creative ways into their chosen topics and subjects through the exploration of our Collection. “These unique resources, which support both school-based and remote teaching and learning through our national Collection, perfectly complement our in-Gallery workshops, and in the Gallery’s reopening year, I am so proud to present such a thorough offer, which I hope will be of great use to schools across the UK as it continues to grow over the many years to come.” Tom Jones – Lecturer in Art & Design Education, UCL Institute of Education “The National Portrait Gallery’s new Schools hub is a significant resource that will enrich learning in Art & Design classrooms across the country. “Throughout its development, the National Portrait Gallery has been committed to deep engagement with the education sector to promote an inclusive and innovative approach to its Collections. “The resources in Schools hub take an accessible and exploratory approach to portraiture that will benefit teachers and learners alike. “It balances the specificity and power of Art & Design as a subject, whilst fostering productive links and critical conversations across other areas of the curriculum.” Dan Lyndon-Cohen – Director, Schools History Project, and Honorary Fellow of the Historical Association“It has been a great privilege to work with the National Portrait Gallery to support the outstanding range of teaching materials that have been produced for their new online Schools hub. “The Gallery has worked particularly hard to redress some of the silences within the History curriculum and has drawn on their rich resources to widen the representation found on their walls and in our classrooms. Careful thought and attention has been given to support pupils in accessing the content, and this enables them to explore connections to local, national and global histories. “A thematic approach to some of the resources, such as the focus on empire and migration, also allows pupils to draw out the changes and continuities over an extended period of time and helps them to navigate their own position in these important aspects of contemporary life.” The Schools hub forms part of the Gallery’s Inspiring People transformation project, which physically culminated with the reopening of the National Portrait Gallery on 22 June 2023. Inspiring People was made possible by major grants from the Blavatnik Family Foundation and The National Lottery Heritage Fund, thanks to money raised by National Lottery players. It also received major donations from the Garfield Weston Foundation and the Ross Foundation, Mildred and Simon Palley, Julia and Hans Rausing, the Clore Duffield Foundation, the David and Claudia Harding Foundation, Bjorn and Inger Saven, the Law Family Charitable Foundation, David and Molly Lowell Borthwick, the Deborah Loeb Brice Foundation and Art Fund.
LiteracyPlanet Introduces Free Back-to-School Resources for UK Teachers on Pinterest
As the new school year beckons, LiteracyPlanet, a fun curriculum-aligned digital literacy tool, has unveiled a treasure trove of back-to-school resources specially designed for UK educators. These invaluable resources are now available for free download via the LiteracyPlanet Pinterest page. With teachers gearing up to return to their classrooms, the pressure to innovate and engage students looms larger than ever. In an era marked by constrained budgets and limited teaching time, LiteracyPlanet recognised the need to provide educators with a suite of much-needed literacy resources. Throughout the summer break, the platform diligently crafted an array of dynamic and engaging resources that promise to invigorate the learning experience. Tom Richardson, CEO of LiteracyPlanet, expressed his vision for these resources, stating: “Our focus is not only on aiding teachers burdened by time constraints, but also on delivering a curriculum-aligned program that imparts essential skills to children. “From writing and spelling to reading and comprehension, we weave in characters and themes that resonate with children, ensuring a fun learning journey.” “At LiteracyPlanet, we deeply understand and want to wholeheartedly support teachers, who often dip into their own pockets to fund the purchase of resources for their classrooms. Our mission is to stand by educators in every way possible, alleviating their burdens and furnishing them with tools that breathe life into their lesson plans while nurturing students’ literacy skills. “We recognise the dedication of teachers and strive to provide them with high-quality resources that not only enhance learning outcomes but also acknowledge their invaluable contributions to shaping young minds.” Conveniently accessible through the LiteracyPlanet Pinterest page, these resources comprise a diverse selection of captivating worksheets, poised to engage students and lay the foundation for a successful academic year ahead. From now until the end of term one, teachers can tap into this initial wave of resources, spanning themes such as football, animals, transport, pirates, and the festive season. The introduction of special characters adds an extra layer of excitement to the offerings. The toolkit encompasses a variety of enriching materials: • Interactive games and quizzes • Sound bingo – A captivating auditory learning experience • Visual cues for word acquisition • Classroom decorations – Enhancing the learning environment • Word builders – Enhancing spelling prowess • Word searches, crosswords, and scrambles – Nurturing vocabulary • Creative colouring activities • Article workbooks – Fostering reading, vocabulary, and comprehension skills • Motivational literacy posters – Energising back-to-school spirits • Word building exercises – Bolstering spelling proficiency Developed by pedagogical experts, these resources have been tailored to align seamlessly with the skill development crucial for students. Beyond mere utility, the incorporation of thematic elements ensures active student engagement and task completion. LiteracyPlanet will be creating a continuous influx of free resources throughout the school year. To access these fun and engaging tools, visit and follow the Pinterest page: https://www.pinterest.com.au/literacyplanet/
Kernow Learning Trust partners with Little Troopers to support service children
There are thousands of children in UK schools who have a parent serving in the British Armed Forces and face unique pressures as they grow up, such as having a parent deployed overseas or having to move home or school multiple times. In fact, just over half of state schools in England have service children on roll and most military children attend a school with fewer than ten others from a service background. Yet whilst schools in England receive Service Pupil Premium, a payment of £335 per service child to provide pastoral support, there are no national guidelines in place as to how schools should best support service children in education. That’s why Kernow Learning Trust in Cornwall has partnered with the military children’s charity, Little Troopers, to ensure that all 150 service children across its 21 schools receive a consistent level of support no matter which school they go to and how many service children are on roll. The idea started when one of the schools in the trust, King Charles CE Primary School, near HMS Culdrose, signed up to the charity’s Little Troopers at School programme and set-up a weekly Little Troopers lunchtime club. They school only had 13 military children at the time, all from different year groups and the weekly club brought them together to chat about military life, make crafts to give to their serving parents and take part in activities from the Little Troopers at School programme, as well as simply spending time having fun together. The children also created a Little Troopers display board in the main corridor to show their civilian peers what life is like in the Armed Forces, including a map to show where their Mums and Dads are in the world. The school found the club helped foster sense of community by offering military children a space to talk about their connection to the forces and make new friendships based on their shared experiences. Headteacher, Lee Moscato, was keen to replicate the idea across all 21 schools in the Trust and so worked with Little Troopers to create a pack of resources that could be sent to each school. The toolbox of resources included information for teachers, storybooks for the library, early years outfits, lesson plans, activity ideas, digital workshops and a military child wellbeing course to help teachers delve deeper into some of the unique challenges that military children face growing up in the Armed Forces community. Lee Moscato, Headteacher of King Charles C of E School, said: “This has enabled a really powerful joined up approach which ensures an equity of provision which is really important to us here in Kernow Learning. “By training, learning and collaborating across all our schools we have secured a strong offer for our services families within our Trust. “For those schools without any pupils with serving parents currently on roll, it means that they are ready to welcome them should they join and for those with service family pupils, we have been able to share best practice and further strengthen our provision in all our schools. We’re really thankful to the support that Little Troopers has given us.” Louise Fetigan, founder of Little Troopers, added: “Parents often tell us that one of their biggest frustrations is that support for military children is not consistent between schools, so it is brilliant to see Kernow Learning Trust recognising the importance of providing consistent support for service children across the board. “By having these resources in place, schools are sending a messaging to military families that we recognise your children, we understand that they might be facing unique challenges, and we have things in place to support you and your children whenever you need it. “ Read more news here
Robots like ChatGPT are taking over – and we should probably let them
Everyone seems to be talking about ChatGPT. Along with other AI large language models such as Google’s Bard, this powerful disruptive technology is currently gathering increased media attention and generating both excitement and concern from the public. Understandably, many education professionals are employing caution around the way that students and educators could use a technology with a dialogue format that can answer follow-up questions, admit its mistakes, challenge incorrect premises and reject inappropriate requests. It certainly has the potential to transform education in amazing ways. One of the reasons this disruptive technology is ruffling feathers is that it takes us so much further forward, technology-wise, in such a short period of time. Perhaps it’s worth thinking back to the time when search engines transformed the way we searched for information on the internet. They democratised access to information in a truly ground-breaking and exciting way and nowadays we use Google, Bing, Yahoo! and others to find information on the worldwide web as a matter of course. ChatGPT is capable of much more than simple information searching. It interacts with users in a conversational way and can learn to predict answers and even the users’ subsequent enquiries. Inevitably, when technology offers such a huge step forward in potential uses, this massive potential leads to specific pitfalls too, many of which are probably not even being thought about yet. Disruptive and dangerous? Educators are understandably worried about how students may use this technology. For example, a user can request a 1,000-word essay on a specific subject, with suggested style, delivered in a few minutes. When technology can save so much time, how will students, or indeed anyone, be able to resist using it? Some of the concerns around the negative impact of ChatGPT on learning and education include: ChatGPT’s own creators suggest it should not be used for high stakes tasks, recognising that it is still prone to inventing or what they call ‘hallucinating’ facts. They recommend it should be used in conjunction with human review and the provision of additional context. Used well, they argue that AI can transform education for the good. Helping teachers: Helping students: Helping schools and colleges: A Brave New World In conclusion, education providers will need to prioritise evaluating the pros and cons, and drafting of their own use policies around ChatGPT and other powerful AI technology. They may decide to try to block access on school computers, but it is likely that creative young people will find a way around that. AI is a relevant part of their future, so the best solutions will help them to learn how to use this technology to achieve the best outcomes. Some organisations may be concerned with the sheer speed of change that conversational AI is driving, that could leave policy makers trailing in its wake and playing catch up with a powerful technology that is already ‘out of the box’. The CEO of OpenAI, the developer of ChatGPT, Sam Altman has said that he hopes that the world can move slowly and adapt to the technology. This will, he says, help his team develop the tool in safe ways, seeking potential mitigations and guidance for policymakers. Students and education professionals will need to learn to use AI and ChatGPT safely, and effectively, understanding its limitations, appreciating the risks of inaccuracy and most of all, embracing the opportunities for positive change that they bring. Young peoples’ futures will almost certainly rely on AI – and their jobs may well depend on it too, for example in helping to build a legal argument based on the precedents in previous case judgements, for making medical diagnoses, and for writing computer code that will, in turn, transform the way people work. The advent of AI and ChatGPT will undoubtedly create new job roles and functions, much as the internet did for web designers and SEO experts. We must not fear this change, but embrace it as the next great leap forward in technology that can make our lives better, if we choose it to. By Ann Ramsay, Vice President, Advanced Education Read more features here.