Majority Of Britons Regret Not Learning Another Language
England and Tottenham footballer, Eric Dier, and learning company, Pearson, have teamed up to help the next generation avoid the same language regrets as today’s UK adults, as new research reveals the challenges facing monolingual-Britons. Three-quarters (73%) of people who speak just one language wish they could speak another according to new research released today by Pearson, the world’s digital media learning company. The survey of 2,000 UK adults revealed that more than half (54%) of monolinguists have faced difficulties in life as a result of not being able to speak another language. Nearly a quarter have felt embarrassed by their inability to communicate on holiday or while travelling (23%) with a fifth feeling uncomfortable that they could not speak to someone who communicates in a different language (21%). One in six feel that it has limited their confidence to travel abroad (17%). In contrast, nearly nine in ten (86%) UK adults who speak another language say it has supported them in a multitude of ways, including understanding other cultures better (47%), having the confidence to travel the world (36%), making international friends (34%), increasing self-confidence (31%), and as well as living abroad (30%). One in eight even attributes meeting their partner to knowing an additional language (13%). With two-thirds of Britons saying they would have chosen to learn a language at school (66%), Pearson has announced its plans to help ensure today’s learners don’t have the same regrets by launching their reformed 2024 MFL GCSE draft qualification with a nationwide More than words campaign, which aims to encourage more young people to consider learning a language. England and Tottenham footballer and polyglot, Eric Dier, is supporting the Pearson ‘More Than Words’ campaign, and spoke with students at Regent High School in London about the impact language learning had on his life and the doors it can open for others. The Spurs defender said: “Languages have been an integral part of shaping the person I am today. From my childhood in Portugal, where languages helped me to make friends and understand and thrive in different cultural communities, to communicating effectively with my teammates and coaches in my football career today. “People don’t always expect me to be able to speak so many languages, but I enjoy the process of learning them and the world of possibilities it opens up.” Discussing the wider picture of language learning in schools and their plans to ‘reignite interest’ in languages, Katy Lewis, Head of MFL at Pearson said: “Almost half (45%) of all UK adults think that it is more important to speak another language today than it was 20 years ago and yet, uptake in GCSE and A Level languages has been in steady decline. We’re committed to reigniting interest in the subject through meaningful qualifications that allow all students to develop their language skills, regardless of their background, ability, or reason for studying a language. “We are working with schools, language experts, inspiring multilinguists, like Eric Dier, and learners across the UK to promote how languages are so much more than words and their power extends far beyond the classroom walls. By creating inclusive and relatable content and deepening the collective passion around language learning, we can better equip all students for life and future careers in our increasingly connected world.” When respondents to the Pearson-commissioned survey were asked what would most encourage young people to study a language today, the top five responses were: showcasing the benefits to their future lives, making the subject more interesting, learning about different cultures and lifestyles as well as vocabulary, making content more relevant to young people’s lives and making it more accessible. Pearson’s new range of future-focused language qualifications in French, German and Spanish have been designed in consultation with hundreds of schools and trialled with over 800 students to authentically represent and reflect the rich diversity and experiences of students across the UK. Built on the foundation of inclusivity, accessibility and transparency, the qualifications, for first teaching in September 2024, take a student-centred approach and combine clear, concise and straightforward assessments with engaging, relatable content. If you are interested in finding out more about Pearson’s More than words campaign and their new language GCSEs, please visit: go.pearson.com/MFLGCSE24
Teacher training providers merge to create new offer for schools and future teachers across Norfolk, Essex and Suffolk
A new local teacher training organisation operating across Essex, Norfolk and Suffolk will support recent graduates and career changers into the classroom from September 2024. Norfolk, Essex and Suffolk Teacher Training (NESTT) is being formed following a merger of experienced “tried and tested” school-centred local initial teacher training (ITT) providers Suffolk and Norfolk SCITT and BEC Teacher Training. The merger has been agreed following the Government’s recent ITT market review report which made recommendations on how to make sure all trainees receive high-quality training, how the ITT market maintains the capacity to deliver enough trainees and is accessible to candidates, and how the ITT system benefits all schools. One of these recommendations was around the development of local partnerships. Whilst Suffolk and Norfolk SCITT and BEC Teacher Training will continue to operate as individual ITT providers until the end of the 2023-24 school year, NESTT leaders are already laying firm foundations for the future for the new organisation, including working with subject experts to design a new and exciting curriculum for the teachers of tomorrow. The NESTT programme will feed into provision for the Early Career Framework, which sets out what early career teachers are entitled to learn about and learn how to do when they start their careers,and ensure a coherent three-year training cycle for new teachers as well as comprehensive support for mentors in school. “The two SCITTs merging to form NESTT share a vision of working with all our local partners to nurture a vibrant, research-engaged community of teachers in our area,” said Anna Richards,Executive Leader of Suffolk and Norfolk SCITT. “We are a tried and tested local provider and will continue to be responsive to local need.Collaborating with local head teachers in each area will enable us to consult widely amongst our partnership schools and local multi-academy trust CEOs. “Unlike some of the new national entrants to the market, the SCITTs merging to form the new partnership all have 22-25 years’ experience of delivering ITT. Both legacy SCITTs joining NESTT currently have five-year teacher retention rates above the national average, in some cases by a substantial margin.” Christine Jarrold, Director at BEC Teacher Training, added: “The records of ourselves and Suffolk and Norfolk SCITT show the vast majority of teachers we train take jobs in local schools and continue their careers working in the area. “NESTT teacher trainers have all worked in local schools before moving into teacher training and have a wealth of contacts and personal knowledge of the region, which facilitates that. Existing excellent relationships with schools mean that NESTT will be able to ensure that every trainee has a suitable school placement and a skilled mentor from the start of the course. “The NESTT team will continue to foster the culture of trust and transparency which enables us to work with schools effectively to provide the best training for our beginning teachers.” NESTT will continue to provide the majority of training face-to-face rather than relying on online platforms and pre-recorded videos. “Face-to-face interactions provide valuable experiences for trainee teachers, facilitating learning through activities such as rehearsal and micro-teaching, which research has found to be highly effective,” Anna said. “It will also enable them to develop supportive networks in our area, aiding future retention of teachers. “We will keep up our current open-door policy and our locally-based teams will be able, as now, to respond quickly and flexibly to any questions raised by our schools. As well as trainees, the mentor training and skills’ staff develop as teachers will support broader school improvement. All this will be underpinned by our core values, Nurture, Empower and Teach.” The development has been welcomed by education and local authority leaders across the region, including both Suffolk County Council and Norfolk County Council who have long been strategic partners of Suffolk and Norfolk SCITT. Mark Bennett, Senior Education Officer at Norfolk County Council, said: “We are confident that NESTT will provide high-quality staff for our local schools and ensure they gain enjoyment and satisfaction from their careers, remain in the profession and continue to develop their expertise, contributing to their own schools and to the training of future teachers.” Samantha Fletcher, Assistant Director for Education Strategy and Infrastructure, Norfolk County Council, concurred: “Relationships are key, and we will continue to build on the strong partnerships with local schools that characterise our full provision, and offer our communities high-quality training and personalised support.” Ahson Mohammed, CEO of Compass Trust, the parent body of BEC Teacher Training, added: “We are delighted to be cooperating in this new venture. Our Trust has always had a strong commitment to providing the very best in training and development for our staff. The formation of NESTT will enable us to make our offer to trainee teachers even more attractive.” The University of Suffolk will continue to validate the Postgraduate Certificate in Education (PGCE) on NESTT primary and secondary ITT programmes. “We are pleased to be able to extend our relationship with NESTT, and look forward to supporting staff and trainees alike,” said Dr Clare Gartland, Associate Professor of Education at the University of Suffolk. Primary and secondary schools in the following cities and towns (and surrounding areas) will be supported by NESTT: Basildon, Billericay, Brentwood, Bury St Edmunds, Colchester, Chelmsford, Clacton-on-Sea, Great Yarmouth, Harwich, Hornchurch, Ipswich, King’s Lynn, Lowestoft, Norwich, Rayleigh, Rochford, Southend-on-Sea, Thetford and Wickford. NESTT is hosting Train to Teach Information Events on 9th May, 14th June and 13th July. For more information, go to www.nestt.org.uk
Nike teams up with Discounts for Teachers to offer savings for education staff
Discounts for Teachers, the free membership scheme, has joined forces with sports retailer, Nike, to offer a 10 per cent discount code to anyone working in the education sector. The discount code can be used by Nike members on full price products (T&C’s apply) and is available now for education staff via the Discounts for Teachers website. Discounts for Teachers offers a wide range of perks and offers for members from popular retailers, travel companies, utility providers and more. Discounts For Teachers’ research shows that members have saved an average of £2,262 per year through the free membership scheme. A further 91 per cent of their members say that discounts help them to afford a higher quality of life. In addition to helping teachers make valuable savings, Nike and Discounts for Teachers hope to inspire education staff to stay active and take care of their mental health and wellbeing. Jacqui, a teacher who is a member of Discounts For Teachers, said: “Discounts For Teachers really affects my wellbeing and arguably my quality of life, because it means I can afford to treat myself.” Storm Postlethwaite, Managing Director of Discounts for Teachers, said: “The cost of living crisis is taking its toll on nearly every sector, and education is no exception. “To offer hard-working education staff a small reward for their efforts and the chance to make big money savings is at the heart of what we do, so we’re extremely happy to partner with Nike and extend this exclusive discount code to members. “Whether it is purchasing a new pair of running trainers to get outdoors or a t-shirt for a loved one, the discount enables education staff to take care of themselves.” Discounts for Teachers’ members can also earn cashback on purchases at over 80 retailers with the Ode Card. This is a Visa Prepaid card that can be used online or in-store to earn cashback at retailers such as Asda, Sainsbury’s, Argos, Boots, Primark and many more. Learn more about the Ode Card here. For more information about Discounts for Teachers and to access the exclusive 10% off Nike discount code, please visit: https://www.discountsforteachers.co.uk/retailers/nike-929
Discovery Education launches King Charles coronation resources for UK primary schools
Editor’s blog – what’s the value of parental help with homework?
Your school, like most I imagine, probably asks parents to help their children learn. It’s fairly routine, especially at primary level, for schools to give parents the responsibility of making sure their kids do homework and assist their learning for weekly tests. But is it worth it? It would seem it depends on both the subject and other socio-demographic factors. A new study by the University of Manchester has found that the time parents spent helping children with maths, art and music had almost no effect on their school progress as rated by teachers. Instead, family class and income, and the parents’ educational level, were much more important. Sadly the disparities in results have little to do with effort or intent of the parent, with the research finding that ‘lower class’ parents spent more time trying to teach their youngsters maths, reading and writing. Lin Ding from the university analysed data from the Millennium Cohort Study survey of over 8,000 children in the UK at the ages of seven and 11, recording their teachers’ assessment of their progress in maths and in creative subjects, and the amount of time parents spent with them on various activities. Ms Ding found that parents’ time spent helping their children with maths, reading to them and going to libraries made children only a few percentage points more likely to be classed as above average or well above average by teachers. Going to bed at a regular time also helped the children slightly. Parents’ time spent on musical or physical activities with children had no effect, she found. However, having parents with degrees, or who were well-off or from a high socio-economic class approximately doubled the chance of their children being assessed as above average. “The effect of various parenting activities is much less significant than parents’ class, income and educational level,” Ms Ding told the British Sociological Association’s annual conference in Manchester this week. “Family income has a greater impact on children’s performance in core subjects than in creative subjects. “The relative insignificance of parenting activities in these models may be due to the fact that high frequency of parenting activities does not necessarily equate to high quality parenting. “The method and quality of parenting may be crucial. For example, parents from different social classes may all read to their children, but the selection of reading materials and the explanation that comes with reading may differ. “Middle-class parents may have more advanced educational methods that may better involve their children in academic activities, mainly by helping them adapt to the school environment earlier. On the other hand, lower-class parents may be more inclined to focus on and take remedial measures only when their children encounter learning difficulties.” The data showed that for children aged seven: • Parents’ help for their children’s schoolwork, reading to their children and going to libraries had a small positive effect, while musical and physical activities with children had no effect. Going to bed at a regular time was linked to better teachers’ assessment.• At age seven, children who received daily help with maths from their parents had only a 1.8% increased chance of being assessed as ‘above average’ by their teachers.• 39% of the children from the highest class families were rated above average in maths, compared with 21% of those whose parents were manual workers, the lowest of five classes used in the analysis. The relative difference was even greater for those in the ‘well above average’ class: 12% for children from the highest class and 4% for those from the lowest. The three intermediate classes showed results in-between the highest and lowest classes.• The gap was slightly less when considering creative subjects such art and design, and music: 28% of the children from the highest class were rated above average, compared with 14% of those whose parents were manual workers.• The figures were similar when comparing children with parents from the richest class and poorest class, and those with parents with degrees and those without qualifications. The data were also similar for children aged 11.• When aged seven, children from the highest social class spent more time in libraries than those from the lowest class, and their parents read to them more often. But parents in the lowest class spent more time teaching their children maths, reading and writing. Ms. Ding, who conducted this research as part of her PhD studies under the supervision of Professor Yaojun Li and Professor Andrew Miles, adjusted the data to compare people of the same gender, ethnicity and other factors in order to isolate the effects of parents’ class, income and education. She found that the effects of parents’ class, wealth and education far outweighed those of time parents spent with their children. She also looked at whether the teachers’ assessment matched the maths scores students achieved in tests at age seven and 11, and found they were accurate. • The study used the five categories of NS-SEC based on SOC2000 to measure social class, which are widely recognised: higher managerial/professional; intermediate; small employers/own account (self-employed); lower supervisory/technical; and semi-routine/routine occupations.
Applications are now open for the 2024/25 Technical Teaching Fellowships
Awarded by the Education and Training Foundation (ETF) and Royal Commission for the Exhibition of 1851 following a rigorous selection process, the Fellowships are open to exceptional technical teachers in the FE and Training/post-16 sector. Following a review of the impact of the Technical Teaching Fellowships programme since its inception in 2018, the Fellowships are now included in the Royal Commission’s portfolio of permanent awards, alongside other prestigious awards. The decision means that an increased number of ETF-Royal Commission Fellowships – up to six – will be awarded for 2024-/25. It also means an extension of the geographical reach of the Fellowships, with applications welcome from practitioners demonstrating excellence working in England, Northern Ireland, Scotland and Wales. With the support of the Welsh Government, the programme is also being made accessible to Welsh speakers. Fellows are recognised as outstanding practitioners, with high-impact teaching practice, who deliver effective outcomes for their learners and apprentices of all ages and levels, and in diverse subject specialist areas and industry sectors. They play an important role in driving quality improvement in FE technical teaching and training, facilitating CPD for sector colleagues and sharing effective practice, thought leadership, resources and ideas. Through these knowledge exchange and transfer activities they enable others to develop their pedagogy and professional practice so that they can meet current needs, and plan to meet the future needs, of individuals, businesses and communities. Successful applications are characterised by: The deadline for applications for the 2024/25 Fellowships is 5pm on 24 November 2023. On being awarded a Fellowship, successful applicants will: The awardees become alumni of the Royal Commission and will also be made Fellows of the Society for Education and Training (SET). Professor Dame Ann Dowling OM FRS FREng, Commissioner and chair of the Industry and Engineering Committee of the Royal Commission for the Exhibition of 1851, said: “An effective and highly regarded FE sector is vital to developing and maintaining the skilled workforce so needed by businesses across the UK. I have been particularly impressed by the way previous recipients have used their Technical Teaching Fellowships to extend the visibility and reach of their work. Through working with employers, driving curriculum developments, sharing best practice and inspiring others, they are supporting widespread improvements in technical teaching to the benefit of many learners.” Cerian Ayres, National Head of Technical Education at the ETF, said: “Technical STEM teaching and training has a fundamental role to play and the Technical Teaching Fellows are helping to drive the quality of that provision. The addition of the Technical Teaching Fellowships to the Commission’s select portfolio of permanent awards is testament to their effectiveness and impact and we look forward to receiving Fellowship proposals for 2024/25 from outstanding practitioners across the UK.” Jeremy Miles, the Welsh Government’s Minister for Education and Welsh Language said: “I’m so pleased that Welsh institutions will have a chance to apply for Technical Teaching Fellowship for the first time. This is a fantastic opportunity to showcase our talented PCET sector, and to learn from leaders in the technical sector across the UK. I encourage our outstanding PCET practitioners to send in their applications.” The Technical Teaching Fellowship programme, which was launched in June 2018, exists to celebrate, develop and disseminate exceptional practice in technical teaching. The scheme is designed to support and empower the industrial and technical expertise of individuals who support the progression of learners to higher levels of technical STEM (Science, Technology, Engineering, Mathematics) study and employment. The 2023/24 Fellows received their awards at the Royal Society in March 2023. Further details and the application form are available on the Technical Teaching Fellowships programme page of the ETF website. Potential applicants can contact ETF National Head of Technical Education Cerian to find out more.
Immersive storytelling resource Lyfta wins Bett 2023 award for transformational impact on learning
Lyfta has been recognised for its positive impact on students’ outcomes with a prestigious Bett 2023 Transformational Impact Award. The Bett Awards are an annual celebration of outstanding achievement in education technology. The Awards recognises the most innovative resources and services that are helping to transform education and improve learning outcomes. Lyfta was chosen by judges for its proven impact in making learning more effective, accessible and inclusive for students. The resource combines interactive 360° spaces with short films of real-life human stories, and links them to curriculum-aligned lesson plans to help students experience a broad range of people, places and perspectives. With a focus on connecting students with different people and cultures from around the world, Lyfta brings global learning to life in the classroom through its fun and interactive platform and provides access to experiences that might otherwise not be accessible to all students. From Ethiopia to Finland and China to Greece, the human stories span a diverse range of experiences and complex themes. This includes migration and cultural contrasts to coping with bereavement and challenging gender stereotypes. Michael Brothwood, Curriculum Assessment Lead, Djanogly Sherwood Academy, said: “The most powerful tool I have seen in education is definitely Lyfta. The conversations, student engagement and real world actions we have had from using the platform have been truly inspiring. Lyfta has made our school a better place and the children feel like they have a place they belong.” The resource supports teachers to build cultural capital and prepare students with key skills needed to thrive in life, from developing empathy, resilience and understanding to teamwork, leadership and problem-solving. With many children not having the opportunity to experience different countries and cultures, Lyfta aims to close the disadvantage gap and ensure all students have equal access to a rich diversity of perspectives, to help them grow into well-rounded individuals. Commenting on Lyfta’s impact, the Bett 2023 Awards’ Judging Panel said: “The judges were extremely impressed by Lyfta’s unique product and the focus it has on global citizenship and inclusivity. Lyfta’s support to schools in teaching global awareness, understanding and inclusivity speaks to a critical current need that is hard to teach well. A go-to resource to share globally rich experiences.” At a time when many schools are dealing with limited budgets and resources, it is vitally important that edtech solutions can show a proven impact on student outcomes. In the current economic climate schools have particularly benefited from the resource, as it allows them to continue providing rich cultural experiences and exposure to new thinking and ways of life, in a virtual setting at a time when other horizon broadening experiences like school trips are limited. Paulina Tervo, co-founder and chief content officer at Lyfta, said: “Impact is at the heart of everything we do and our reason for being, which is why we were thrilled to be nominated in this category. We had an inkling in 2016 that the authentic real life stories we were bringing to light through our immersive storyworlds could help shape the way young people see the world and themselves. Seven years on, thousands of teachers and children have confirmed this in the case.” Serdar Ferit, co-founder and CEO at Lyfta, said: “We couldn’t have done this without our amazing community of schools, teachers and students all over the UK and the world, and would like to thank everyone who has been on this journey with us. Our vision is that by the time a child completes their education, they will have had a meaningful and humanising learning experience in every country in the world. We would love to make this an entitlement for all children. ” Designed to reduce teachers’ workloads, the resource includes hundreds of ready-made, National Curriculum-aligned lesson and assembly plans in a range of subjects for teachers to use off the shelf, or easily adapt to suit their needs. The content is further aligned with the UN’s Sustainable Development Goals (SDGs) to help schools easily weave these into their curriculum.
Discovery Education’s Augmented Reality App Wins Bett Award
Discovery Education—the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place – was last night announced as a winner at the 2023 Bett Awards. Sandbox AR – Discovery Education’s cutting-edge augmented reality app launched at last year’s Bett – was awarded first prize in the Hardware, AV, AR/AV, Robotics and Digital Device category. The Bett Awards celebrate the inspiring creativity and innovation that can be found throughout technology for education. Recognised by many as the most important awards in the industry, BETT winners are seen to be at the forefront of edtech provision to schools. Discovery Education’s Sandbox AR app empowers students and teachers to create, share, and even inhabit virtual environments. Within Sandbox AR, users can create virtual worlds and populate them with some of the hundreds of unique objects from history, the built world, science and nature, and more. Sandbox AR also gives students new ways to express themselves and demonstrate their learning through a feature that lets learners take photos or record a video walkthrough with their own voice over. Sandbox AR even offers a mode that allows users to scale up and inhabit their own life size virtual environments. For those new to AR, Sandbox AR includes many pre-built sandboxes exploring diverse subjects such as ancient Egypt, space exploration, Mayan civilization, road construction, and more, with additional sandboxes coming soon. Discovery Education is also making available several free, pre-built lessons educators can use with the app to familiarize themselves with integrating AR into classroom instruction. Sandbox AR is available for download here. The development of Sandbox AR was led by Discovery Education’s UK-based Immersive Learning team who have been pioneers in creating Virtual and Augmented Reality experiences for schools for over 30 years. Sandbox AR received its world premiere at the BETT Show last year, where it was launched on the Main Stage with London-based educator Simon Pile sharing how he has used the app in his school. “We’re delighted to be presented with a prestigious BETT award, one of the highest accolades in the industry”, said Howard Lewis, Managing Director, UK and International, at Discovery Education. “Since its inception, Discovery Education has been an early mover in bringing innovative technologies—such as streaming video and digital textbooks—into the classroom. We’re excited to put the power of augmented reality into the hands of educators with the Sandbox AR app!” Find out more about the Bett 2023 Awards at www.bettawards.com . Explore Discovery Education’s award-winning digital learning services at www.discoveryeducation.co.uk.
The winners of the Bett Awards 2023 have been revealed
Held in association with BESA, the ceremony took place at The Brewery, London on 29 March 2023, rewarding 25 inspiring companies and recognising an additional highly commendable product. Among this year’s finalists were a range of innovative solution providers transforming experiences for students worldwide. From flexible learning platforms to interactive resources, these awards are the most effective way to recognise excellence in EdTech. As technology revolutionises the industry and the world becomes increasingly interconnected, offering learners the ability to inspire curiosity is evermore important. Knowledge AI – KAIT, was awarded in the Class Aid or Educator Support category for their innovative AI-driven platform that helps educators to understand exam data better. And, Lyfta, a platform that transports students and teachers to immersive 360° spaces across the globe, won the Transformational Impact award. Having amassed over 20 years of experience in education, this year’s Company of the Year (less than £3m) award went to CreativeHUT, which develops programs & activities by educators that focus on building confidence in STEAM and developing 21st-century skills. Other winners were focused on accessibility and assistive technology tools to identify language difficulties or stimulate student’s senses for a better learning experience. OxEd and Assessment – LanguageScreen won the Early Years Digital Product or Service award and Inclusive Technology – Inclusive Stories won the SEND Resources, Products & Services award. By setting a precedent for inclusive, innovative technologies such as these, a world of opportunity is opened for students to become more independent learners, problem solvers and innovators. BESA acted as the chair of judges, overseeing the impartiality and fairness of the robust, two-stage judging process by a panel of 30 experienced educational professionals. Louisa Hunter, Bett Director, said: “As technology continues to change the way we learn and teach, it is inspiring to see these trailblazers pave the way with EdTech solutions that are making a difference in schools and universities. The Bett Awards 2023 go beyond acknowledging the excellence of these technological advancements and also highlight their crucial role in upskilling educators and learners. The Bett Awards recognises the way that these innovative solutions and platforms are opening up a world of opportunity for the next generation – for them to become problem solvers, critical thinkers, and lifelong learners.” For a list of all Bett Awards 2023 winners, please see below: Category Winner Collaboration with a School / Schools CREATE Education #InspiringLancashire Innovator of the Year White Light – University of Portsmouth Transformational Impact Lift Education Educational Resource for Parents or Home Learning Mussila – Mussila Family Solution Wellbeing, Digital Wellness & Safeguarding Resources Lightspeed Systems – Lightspeed Alert Company of the Year (less than £3m) CreativeHUT Company of the Year (£3m to £12m) Arbor Education Company of the Year (more than £12m) IRIS Education Early Years Digital Product or Service OxEd and Assessment – LanguageScreen Primary – Free Digital Content, App or Open Educational Resource Oddizzi – 2041 School – Champions of Antarctica Primary – Digital Learning Product – Language & Literacy Crick Software – Clicker Primary – Digital Learning Product – Numeracy & Maths BBC Education – BBC Bitesize Reception Maths Primary – Digital Learning Product – Broad Curriculum (other) Charanga Musical School – Featuring YuStudio, an Accessible DAW for Schools Secondary – Digital Learning Product Collins – Adapt Secondary – Free Digital Content, App or Open Educational Resource PG Online ClearRevise / Ludenso Higher Education – Digital Learning Product ThingLink SEND Resources, Products & Services Inclusive Technology – Inclusive Stories The Education Show (non-EdTech) Award for School Resources & Equipment for Teaching and Learning Picture News Hardware, AV, VR/AR, Robotics or Digital Device Discovery Education – Discovery Education Sandbox AR Class Aid or Educator Support Knowledge AI – KAIT Technical or IT Support Service Joskos Solutions Assessment, Planning & Progress Monitoring Educate International Digital Educational Resource Fiction Express Education – Fiction Express Leadership and Management Solutions iAM Compliant Outstanding Achievement Award Nigel Canin, Founder, 2Simple Highly Commended Primary – Digital Learning Product – Numeracy & Maths SchoolOnline Classroom