GCSE and A level exams – are we ready to return to normality?
By Stewart Watts – VP EMEA at D2L The government has recently announced that GCSE and A-Level exams will ‘return to normal’. In line with the plans set out last September, Ofqual has confirmed a return to pre-pandemic grading in 2023, and less help with exams such as supplementary information given alongside exam papers. The decision reflects the government’s view that this cohort has experienced much less disruption than previous years and that it is time to return to normality and get students’ learning back on track. However, it’s likely that the current cohort may struggle with these changes, and it is predicted that A-level and GCSE grades awarded in 2023 will be affected as a consequence, with disadvantaged children – who experienced the most disruption throughout the pandemic – potentially being impacted. With gaps still present in this cohort’s learning it is essential that the government still works closely with schools to ensure that each child has the chance to learn in a way that is personalised to their needs. A data-led recovery strategy Despite the government’s promising statement, schools and teachers are still faced with the challenge of filling the gaps in students’ learning in preparation for their exams next year. As the education sector strives to recover the lost time in the classroom, it is vital staff take every student’s circumstances and learning pathways into consideration. Staff must use all data and digital tools at their disposal to ensure they have as much insight as possible into each students’ progression and needs. This will become particularly important in the months ahead, as teachers will need continuous insight into how students are getting on both at home and in the classroom. Staff will need real visibility into students’ performance, particularly when it comes to identifying specific areas for development. The ‘one size fits all’ approach is simply no longer viable. By using data to drive their teaching or courses, staff can plan more extensive learning programmes that account for all students’ abilities and learning requirements. Current learning analytics can provide teachers and lecturers with real-time insight into the location and extent of learning gaps – such as, whether a student has particular strengths or weaknesses. With this level of continuous insight, teachers will be able to fill the gaps in students’ learning and identify any of those that may be struggling, enabling earlier intervention. In fact, they will have the ability to create far more tailored learning pathways to help ensure that the needs of individual students are constantly being met. Hopefully then, students will be better prepared ahead of their exams. Reviewing the examination process – the need for continued assessment Given the disruption caused throughout the pandemic, many children have never sat a public exam before. The cumulative pressure that this causes, and the possibility of students having rushed, or incomplete learning is yet another reason to rethink summative exams in favor of more continuous assessment over the academic year. This shift can ‘even the playing field’ for students who may not perform well under pressure, as well as giving them a more lifelike assessment structure that mimics demands of the working world. Previous grades, or results from mock testing, can offer one part of the puzzle but getting an accurate reflection of the overall picture, requires a rethink. Teachers need more ‘data’ which can only be provided through regular testing and examinations – whether that is in the form of debates and chat forums, online tests and videos, or physical practice papers. Staff need to be able to test students’ knowledge, and the best way to measure that, is giving them a chance to put the theory into practice. However, designing complex learning programmes such as these, takes time. In the meantime, the best way to generate ‘real’ data and continuous insight, is by looking at access information, regular assessments, utilization of revision materials, and other data points which can give a more holistic view of how students are performing and how prepared they are for their final exam. That way, teachers will be able to establish a students’ average grade far more easily and fill in the gaps in their learning – maybe even review course content, according to students’ uptake. The ‘great readjustment’ – preparing students and teachers for exams Students are not the only ones who need to be prepped for next years’ exams, teaching staff will also have to readjust to ‘normality’ after the past few years. As suggested, data will play a vital role in their recovery strategy. However, faculty will need to ensure that staff are able to use all the tools that they have at their disposal. It is often the case that new solutions are implemented without enough support from senior leadership, meaning, teachers may not necessarily fully understand how to use a certain technology, let alone adapt it to their own courses or programmes. Staff need a greater understanding of digital tools and workflows. Moving forward, institutions must prioritise CPD for all teachers regarding technology, especially if they hope to make their lives easier and help fill the gaps in students’ learning in the coming months. Without this training teachers will find it extremely difficult to deliver effective learning pathways and track each individual students’ progress. Eventually, they should be able to apply these technologies far more effectively throughout each of their classes and deliver the best learning experience possible.
Schools invited to take part in Christmas live stream read along with award-winning author
In the countdown to Christmas, award-winning author, Katya Balen has launched an ‘advent calendar’ style free read along this December. Her new 24-part Christmas book series, ‘Ruby’s Christmas Adventure’, will be free for primary schools and help children develop a passion for reading. As part of this, Katya will also be hosting a virtual livestreamed, read along event on Friday 9 December at 9.30am, in which she is inviting as many pupils as possible to take part. Starting 1 December, schools across the UK will be able to access the books for free. Exclusively published and available on the Pickatale app, each day, teachers will be given access to the next book in the series. On day nine, schools will have the chance for classes to listen to Katya read the story live to children across the country and read alongside her. The fictional series explores the story of a Ruby Jones, a young girl who startles a very special visitor on Christmas Eve, and is accidentally sprinkled with magic soot, shrinking her to two inches tall. Along with a host of festive new friends, Ruby sets off on a very big Christmas adventure. By participating, pupils can follow the entire book series throughout December and join Ruby on her exciting adventure. Katya Balen, author of Ruby’s Christmas Adventure, said: “Stories wove their way through my earliest days and memories; reading by myself and with others is certainly what made me a writer. “This new Christmas series has been developed as a gift to children everywhere to help them engage in reading for pleasure. Reading is not just one experience – it becomes part of you. You are a chain of books that stretch back to your first days and on towards your last ones. The stories build you, they make you understand, they connect you to your family, your friends, your life, your culture, to other worlds and other people and other lives. “That’s why we’d love as many schools as possible to take part in the read along, share some festive cheer and get children excited about reading!” Lucy Mackay-Sim, Senior Commissioning Editor at Pickatale, said: “The importance of reading for pleasure as part of a child’s journey has been studied extensively and is something we are incredibly passionate about helping schools and families facilitate so that children can excel academically, socially and emotionally. “We want to empower children to choose what they want to read, dive into new worlds, learn about characters and nurture their enjoyment of reading. We are thrilled to have partnered with Katya and share her passion for unlocking the reading potential of the next generation and help children discover that reading can be an enormous source of pleasure. Let the Christmas reading countdown begin!” Miss L Trelfa, headteacher at Micklehurst All Saints CofE Primary School, said: “It is a great tool to increase reading for pleasure and encourage children to read. Parents have commented on how it increases their child’s interest in reading and some of our most reluctant readers are finding books that they are excited to read and are learning new knowledge. We can’t wait to take part in the Christmas read along!” Katya Balen has received various awards and recognitions for her writing, including The Sunday Times Children’s Book of the Week for her debut children’s novel ‘The Space We’re In’, and more recently 2022 winning both the YOTO Carnegie Medal and the Shadowers’ Choice Award for her second novel, ‘October, October’. Pickatale has more than 1,500 children’s classics, brands like Disney, Sweet Cherry and Oxford University Press, and beloved characters from Spiderman to Sherlock Holmes within its online library. Schools can access Ruby’s Christmas Adventure via the free Pickatale app and can register for the live stream on 9 December by visiting: lp.pickatale.com/festive-read-along.
National Engineering Day – Thales partners with Primary Engineer
To coincide with National Engineering Day, Thales in the UK is delighted to announce a National Partnership with Primary Engineer, an organisation that actively works to bring engineering into the heart of the classroom and inspire the next generation of engineers. With 50% of engineering firms reportedly finding it difficult to recruit and retain those with the correct skills and knowledge, Thales in the UK recognises the importance of reaching young people at school age, to encourage them to consider careers in STEM (science technology, engineering and maths) and develop their skills from an early age. This is why the company has become the latest National Partner for Primary Engineers Leaders Award. Despite an increase in STEM undergraduates, 40% of employers are still reporting a shortage of graduates being one of the key barriers to recruitment – 186,000 skilled Engineers are needed annually until 2024 to plug the skills gap. The annual UK-wide initiative, asks the question ‘If you were an engineer, what would you do?’ and encourages pupils to identify problems in the world and come up with creative solutions – embedding creative problem solving as a key part of being an engineer. Alex Creswell, CEO of Thales in the UK, says: “We’re thrilled to be a National Partner for this competition. Our team is looking forward to mentoring pupils during their journey and experiencing what the minds of tomorrow will come up with in response to some of the world’s most critical issues. It’s an excellent opportunity to inspire young people and help build some of the practical and cognitive skills they need to pursue an engineering career.” The competition, which is open to all primary and secondary schools across the UK, looks to encourage and grow diverse young talent. As a National Partner, Thales’ technology and engineering professionals will be on-hand to motivate pupils and help design their solutions to better our future. Dr Susan Scurlock MBE, Founder and CEO of Primary Engineer comments: “We are delighted that Thales in the UK has come on board as a National Partner of our Leaders Award Competition as it goes into its 10th year. Over 32,000 pupils took part in the competition last year, and with the continued support of Thales we will be able to bring engineering into even more classrooms across the UK. The competition highlights to young people the different pathways into engineering, as well as showcasing important role models in the industry, going a long way to addressing the gender and diversity imbalances in this sector. This partnership will help us continue to inspire the next generation of engineers.” The Leaders Award competition is fully funded and accessible to all primary and secondary teachers in the UK. Details on how to register can be found at www.leadersaward.com
Schools warned about afro hair discrimination
School leaders are being warned that pupils should not be stopped from wearing their hair in natural Afro styles at school. New guidance from the Equality and Human Rights Commission (EHRC) has said uniform and appearance policies that ban certain hairstyles, without the possibility for exceptions to be made on racial grounds, are likely to be unlawful. Race is a protected characteristic under the 2010 Equality Act, which means a person must not be discriminated against because of their hair or hairstyle if it is associated with their race or ethnicity. This includes natural Afro hairstyles, braids, cornrows, plaits and head coverings, amongst other styles. The EHRC’s new resources – endorsed by World Afro Day and the All-Party Parliamentary Group for Race Equality in Education – will help school leaders ensure hair or hairstyle policies are not unlawfully discriminatory. Court cases, research and the experience of our stakeholders indicate that hair-based discrimination disproportionately affects girls and boys with Afro-textured hair or hairstyles. The Equality Advisory and Support Service, which provides free advice to the public on equality law, has received 50 calls since 2018 reporting potential cases of hair discrimination. Discrimination can range from describing someone’s hairstyle as inappropriate or exotic through to outright bans on certain hairstyles and bullying. Many of those affected say that their schools lack understanding about Afro hair and the care it needs. In 2020, the EHRC successfully funded the legal case of Ruby Williams who was repeatedly sent home from school because of her Afro hair. The resources published include: guidance on stopping hair discrimination, with practical examples for schools on when a policy may be discriminatory, based on real-life experiences. a decision-making tool to help school leaders to draft and review their policies an animated video to raise awareness of indirect race discrimination in schools and what should be done to prevent it Jackie Killeen, Chief Regulator at the EHRC, said: “Discrimination based on hair can have serious and long-lasting consequences for victims and their families. As Britain’s equality regulator, we want to put a stop to pupils being unfairly singled out for their appearance in schools. “That’s why, after working closely with experts and those directly affected, we are launching these practical resources to help school leaders understand the law in this area and prevent discrimination from happening. “Every child deserves to be celebrated for who they are and to thrive in school without having to worry about changing their appearance to suit a potentially discriminatory policy.” L’myah Sherae, Founder and Chief Coordinator of the All-Party Parliamentary Group for Race Equality in Education said: “No child should be sent home from school for wearing their natural hair, which is why our All-Party Parliamentary Group wrote to the Equality and Human Rights Commission in October 2021 to highlight the need for new, strengthened guidance. We want Black children across the UK to know that they can be genuinely proud of their identity, not penalised for it. I am therefore pleased that this guidance is now being published, and I am proud to have been involved in the drafting process. “Schools should be safe and supportive environments for all pupils, and race equality in education should be a priority for all teachers. These new resources are an important step towards ensuring that the next generation of children are better protected, and the generations thereafter.” Michelle De Leon, Founder and CEO of World Afro Day said: “Contributing to the new EHRC resources has been an important step towards ending hair discrimination, which many children with Afro hair experience on a daily basis. “Our work supporting families, protecting children and educating school leaders shows that this extra guidance is needed. We hope that these resources will be an effective tool to clarify equality law for teachers and help shift the bias against Afro hair that has become ingrained in some parts of the education system.” In schools all across the UK, children from all cultures are taught together every day. However, there has long been an issue with school uniform policies not accommodating culturally significant hairstyles in their dress-codes. Recently, the equality watchdog has warned schools in the UK that penalising students for wearing cultural or religious hairstyles – such as braids, plaits, afros, and cornrows – are likely to be unlawful under discrimination laws. Veejay Lingiah, CEO and Co-Founder of FlashAcademy, a language learning platform that specialises in EAL (English as an Additional Language) commented on the warning from the equality watchdog: “In a school setting, there has long been a tendency to create school uniform policies and dress-codes that promote similarity in appearance and do not allow for cultural representation in the classroom. “Not all students have the same hair types, and different religions and cultures require hair to be worn in certain ways. In this regard, it’s crucial that school uniform policies don’t impose on these cultural or religious beliefs. “Schools are primarily a place for children to come and learn, and most importantly, to feel included and safe. Discriminatory school uniform policies have only served to drive a wedge between students from different cultural backgrounds, and have caused children to feel that their cultural hairstyles are somehow a problem, rather than something to wear with pride. “In our multicultural society, students from all backgrounds play together, learn together, and educate one another on their own cultural heritage. This all plays a huge part in creating a more equal society where everyone feels included and respected. “The recent warning from the equality watchdog is something that would have been welcomed a lot sooner by children that have already fallen victim to these dress-codes at school. However, many children and parents with afros, braids, cornrows, and more will no doubt feel relieved that their culture will no longer be erased in the classroom.”
School Library Association Awards Winners Announced
Winners of the prestigious SLA Awards 2022 were announced on Thursday 20 October, 2022 at a Swindon awards ceremony. The awards recognise the country’s best school library workers, their achievements, and their work to create and drive incredibly positive contributions to learning. According to a poll of SLA members, over 3 million books were lent to pupils over the last year alone, an average of 18 books per pupil. These annual awards recognise, celebrate and promote the vital role school libraries play within their communities. Considered the most influential accolade in the industry, the annual awards are open to all state, academy and private schools. They are designed to identify and celebrate examples of best practice across the UK. The judges selected one ‘Secondary School Librarian of the Year’ award winner and two joint winners in the ‘Primary School’ category. One winner was presented with the award in the ‘Enterprise’ category and one winner of the ‘Community Award’. The judges also gave a highly commended award to Hull Schools Library Service for its work with St Charles Academy. The winners of the School Library Association 2022 awards in each category were: School Librarian of the Year Award – Secondary School Derek France – Preston Lodge High School, East Lothian School Librarian of the Year Award – Primary School joint winners Rumena Aktar – Firs Primary School, Castle Bromwich, West Midlands Jenny Griffiths – Ravenscourt Park Preparatory School, London Enterprise Award Broughton Junior School – Aylesbury, Berkshire Community Award Alexandra Palace Children’s Book Award Team Hull Schools Library Service – Highly Commended for their work with St Charles Voluntary Catholic Academy, Hull, East Riding, Yorkshire The panels of judges, comprised of SLA trustees, authors, educational leaders and former SLA award winners, evaluated the entries based on each school’s needs, potential and commitment to supporting education standards. Judges of the ‘School Librarian of the Year’ award in the ‘Secondary School’ category presented the trophy to Derek France of Preston Lodge High School, East Lothian, because of his engagement with his school’s different departments; bringing the library into the heart of the school. Derek runs fun and engaging research lessons tailored to what each class and teacher needs. The library feels like part of the life of the school. Headteacher, Gavin Clark said: “Derek has energised a love for literature through many clubs. He empowers the students to start their own clubs including the new feminism club in the library which was proposed by a group of students. He has also organised many online author visits. A science teacher commented that this is the first school where he has taken advantage of the library, not because of the space but because of the librarian.” Rumena Atkar of Firs Primary School, Castle Bromwich, and Jenny Griffiths of Ravenscourt Park Preparatory School, London, were jointly awarded ‘School Librarian of the Year’ in the ‘Primary School’ category. The judges remarked that Rumena has managed to establish a whole school reading culture making a huge impact on learning. Every teacher the judges spoke to could name a child that has been positively impacted by Rumena. She is the only librarian in the Trust and shows what a difference a librarian can make in a primary school setting. In London, parents are choosing to send their children to Ravenscourt Park because of the library that Jenny Griffiths runs. The judges noted the constant stream of pupils wanting to borrow books, and because Jenny knows each of the students so well, she can always recommend a book they will love. Jenny also works really well with all members of staff and incorporates their teaching into her story-time, either through the choice of books or through what she chooses to highlight. She even runs a pupil librarian scheme and gets involved in all school open days. For the Enterprise of the Year Award, the judges were impressed by the highly imaginative project run by Broughton Junior School in Aylesbury, Berkshire. The unprecedented use of space in both of the library areas – the garden and the ‘Victorian’ reading room, was respected by the judges as magical, with books that ‘mirrored’ the local community and in turn, encouraged the children’s curiosity. The winner of the ‘Community Award’, which recognises wider support for the school library from local businesses or individuals, was the Alexandra Palace Children’s Book Award Team which included Helen Swinyard, Tanya Efthymiou, Gill Ward, and Kate Ereira. The project demonstrated a brilliant joint working initiative between primary, secondary schools and public libraries; one that the judges noted was refreshed each year to keep it feeling new. The longevity and growth of this project over several years is proof of how it is valued by the community. Alison Tarrant, Chief Executive Officer at the School Library Association said: “We were really impressed with the high quality of entries for this year, and our panels of esteemed judges had an incredibly hard time selecting the winners – even harder than usual! “To be named as an honouree is a great achievement in itself, but to be crowned a SLA Awards winner at a time when school libraries are vital for post-pandemic recovery to become the heart of so many schools, is something to truly celebrate. On behalf of all the judges, I would like to congratulate the winners. They should be extremely proud of receiving this accolade, and we look forward to sharing their knowledge and experience with other schools across the UK. “The awards play such a valuable part in not only rewarding excellence but also helping other schools to see what is possible. The SLA team and our panel of esteemed judges were amazed by the creativity and determination demonstrated by the winners. “Congratulations to them all.”
RSPB Big Schools’ Birdwatch is back
The world’s largest school wildlife survey returns, with tens of thousands of school children watching and counting the UK’s birds for the RSPB’s Big Schools’ Birdwatch. The Birdwatch – which takes place during the first half of the Spring term (6 January – 20 February) – is a chance for children to participate in a UK-wide citizen science project and generate real life data. The Birdwatch involves children watching and counting the birds that visit their school grounds or outdoor space, before sending the results to the RSPB. With over a million school children taking part since its launch in 2002, the RSPB Big Schools Birdwatch has become a much-loved annual event, that helps give the RSPB a valuable snapshot of how our school birds are doing in the UK. With birds now facing so many challenges due to the nature and climate emergency, every count matters. Rachael Albon, RSPB Big Schools’ Birdwatch Co-ordinator said: “Big Schools’ Birdwatch offers children the chance to contribute to a UK-wide citizen science project in their school grounds. This year we have made the Birdwatch even better by including historical results data so classes can compare their sightings with national data from previous years. It’s a great opportunity to provide a valuable learning experience and, together, be part of something bigger!” Over the last two decades, more than 70 difference species have been recorded in school grounds, giving the RSPB an astonishing amount of insight into how our wildlife is faring. The woodpigeon claimed the number one spot in the Big School Birdwatch rankings as the most commonly seen bird with an average of 7 per school spotted in 2022. The blackbird took second place with the carrion crow completing the top three. Rachael added: “Whatever you see – one blackbird, twenty sparrows or no birds at all – it all counts. It helps us build that vital overall picture of how our school birds are faring from one year to the next. With so much challenging our birds now, it’s more important than ever to submit your results. Our school birds are counting on you!” The Big Schools’ Birdwatch counts as one activity towards the RSPB’s free Wild Challenge award. This award scheme inspires pupils to learn through nature by choosing from more than 20 other activities. [note 3] The Big Schools Birdwatch is a free activity. Teachers are sent a pack to help make delivery of the Birdwatch simple. Teachers can pick any day during the first half of the Spring term to take part, with the flexibility to run it as a one off or as the centre piece of a cross-curricular study, enrichment activity or a way for the children to improve their outdoor space. Registration for Big Schools’ Birdwatch 2023 is now open. For your free Big Schools’ Birdwatch pack visit rspb.org.uk/schoolswatch The pack includes everything a teacher will need to take part, including bird fact files, survey sheets, advice on how to get the most out of their Birdwatch. The Big Schools’ Birdwatch is the school version of the Big Garden Birdwatch – the world’s largest garden wildlife survey. The event will take place over three days on 27, 28 and 29 January 2023. Further information can be found on the RSPB website rspb.org.uk/birdwatch
Celebrate the NHS’ 75th birthday and meet the Gatsby benchmarks KS3 careers competitions
A new and improved Step into the NHS schools competition has re-opened for entries, giving students the chance to celebrate the NHS’ 75th birthday and schools the chance to meet the Gatsby benchmarks. Developed in partnership with teachers, the careers competition encourages secondary school students to research and create a job advert for an NHS profession while learning about over 350 careers in the health service. Last year’s national winning entry told the story of a student’s journey to become a medical physicist, through a creative stop-motion video using Lego pieces. Evelyn Duxbury, 2022 national winner, said: “I really enjoyed the Step into the NHS contest because it allowed me to experiment with my creativity while exploring my favourite subjects, mathematics and science. I hope it inspires other young people to look into the wide range of jobs that are available in the NHS.” For the first time, this year’s winning students will have the chance to see their advert put on public display in their local community. Amazon vouchers and goody bags are also available to win as well as the chance to have their entry displayed in the upcoming Step into the NHS online gallery. The teacher resources are free to download and aligned to the KS3 curriculum, supporting teachers to meet several aims of the Department for Education’s careers strategy and the Gatsby benchmarks for Good Career Guidance. Naomi Winmill, teacher of science and careers lead at St Crispin’s school in Berkshire, said: “Running the competition at St Crispin’s was a fantastic opportunity for our students to discover the world of careers, improve their job-seeking skills and learn about the NHS as an employer.” The resources were fully flexible and easy to deliver, and my class really enjoyed the challenge. Our winner, Evelyn, was over the moon at being named national winner, having worked extremely hard on her entry, and presenting it to a virtual panel of judges.” The Step into the NHS competition is now open and accepting submissions until 30th April 2023. It now takes as little as one hour to deliver the learning from with the new ‘one lesson launch’ resource, which is downloadable from the Step into the NHS website. Stacey Drake, careers and employability lead at Daventry Hill School and 2020’s UK Careers Leader of the Year, said: “It has been a privilege to judge the Step into the NHS competition and get a sneak preview of the students’ amazing entries. This competition is fantastic in helping young people understand the vast number of NHS professions, while exploring their creative side.” With Ofsted now wanting evidence of schools meeting the Gatsby benchmarks as part of their inspections, Step into the NHS offers a programme of work that can really help.” Visit the Step into the NHS website https://www.stepintothenhs.nhs.uk/ for more information and how to enter the contest.
Attainment gap tops teachers concerns this Autumn term
1 in 5 teachers and head teachers (19%) believe addressing the attainment gap will be the biggest challenge Nearly 40% of teachers admit feeling unprepared to measure the differences in attainment caused by Covid-19 The impact of the cost-of-living crisis on staff and pupils is also a key concern for this Autumn New research from Renaissance, a leading provider of edtech solutions to improve outcomes and accelerate learning, has revealed that 1 in 5 teachers and head teachers (19%) believe addressing the attainment gap will be the biggest challenge this Autumn term. The research asked senior school leaders, department heads, and teachers about their views and key challenges ahead of the Autumn school term. Measuring and addressing the attainment gap caused by Covid-19 recovery were cited as the top challenges this term with nearly 40% of teachers revealing they felt unprepared to measure learning loss, and almost half (48%) felt unprepared to act on attainment differences. The cost-of-living crisis was also listed as a top concern with 1 in 5 (20%) of teachers concerned about its impact on colleagues and pupils. Assessment will be key to closing attainment gaps this academic year and over three-quarters of teachers (77%) said they were planning to assess their pupil’s progress at the start of term. The majority (76%) of teachers felt literacy learning loss would be the hardest to close, but maths skills were also a concern for 1 in 5 teachers (20%), with over a quarter (27%) citing numeracy skills such as fraction, decimals and percentages as the most difficult to close. However, there is a silver-lining to the past two years of pandemic disruption as three-quarters of teachers (75%) said their confidence in using edtech had increased. This is a 4% uplift compared to July 2021, when 71% of teachers said their edtech confidence had grown. With such a variety of online tools available, experts at Renaissance are encouraging schools to take advantage of teachers’ improved edtech confidence and expand their digital offering to recover learning and help pupils meet expected standards. Teachers can use curriculum-aligned Focus Skills from Renaissance, made freely available through dedicated Teacher Workbooks, to plan lessons that support pupils in learning year-appropriate skills. When combined with formative assessment, Focus Skills can save teachers time and support them in creating tailored lesson plans, meaning pupils spend more time learning and are given more specific support for their developmental needs. Joan Mill, Manager Director, International at Renaissance said “We know teachers will be facing a wide range of issues this Autumn term – from recovering summer learning and pandemic-related loss, to challenges caused by the cost-of-living crisis. This timely research is indicative of the many insights only an edtech provider of our depth and breadth of experience can supply. At Renaissance, we continue to invest in innovative solutions designed to support School and MAT leaders, to help improve education outcomes throughout and beyond the 2022/23 academic year, and to accelerate learning for all. Our resources and solutions provide both a roadmap for identifying, and tools for closing, persistent attainment gaps – allowing teachers to focus on educating pupils, guiding their learning development and planning tailored programmes.” Rebecca Cox, Chief Executive of Hales Valley Trust, an all-primary academy trust, based in Dudley, West Midlands said, “The attainment gap caused by Covid-19 continues to be a challenge for teachers across the country and I know it will be a top priority for teachers across our trust this Autumn term. We have successfully utilised the edtech solutions available to date, using Accelerated Reader and Star Assessments to both measure and act on existing learning loss, but this will continue to be important this academic term to ensure all pupils are progressing to the best of their ability.”
Science for everyone: British Science Week 2023 funding now open for schools across UK
Schools across the UK are invited to apply for British Science Week 2023 grant funding and celebrate the weird and wonderful world of science. The grant funding supports schools on a tight budget to create and run their own events and activities as part of British Science Week, enabling more children and young people to engage with science and make exciting discoveries about their own potential. Each year, British Science Week is an opportunity for students and their wider school community to get hands-on with all things science, technology, engineering and maths (STEM) and explore the brilliantly broad range of careers and opportunities in the field. The grant scheme, run by the British Science Association and funded by UK Research and Innovation, aims to inspire and widen access for children who might not otherwise have the opportunity to take part in science or gain exposure to the sector. Last year saw schools use their grants in a range of exciting ways, from funding workshops and school trips to Kew Gardens to bringing in external speakers from local universities and businesses such as the University of Hull and Yorkshire Water. The grants also provide schools with additional resources to host STEM-themed competitions and projects; last year the grant enabled one group of Year Seven students to design a wellbeing garden for their whole school to enjoy and another school to grow a ‘spaghetti tower’, to help them understand how energy enables growth. The grant scheme offers a range of levels to help remove barriers for schools in challenging circumstances, including: Kick Start Grant – a grant of £300 for schools to run an activity during British Science Week Kick Start Youth Grant – a grant of £150 for students aged 10-19 at school to organise and deliver an activity during British Science Week Kick Start More Grant – A grant of £700 for schools to host a science event or activity that involves your students and the local community, for example local businesses and employers Combined Kick Start Grant and Youth Grant – A grant of £450 for schools to run an activity during British Science Week and an additional activity organised and delivered by students aged 10-19. To apply for the grant, schools are encouraged to submit an application for a project that is cross-curricular and challenges science stereotypes which will help engage students who are otherwise underrepresented in STEM. Schools are also invited to use the theme for British Science Week 2023 ‘Connections’ as inspiration for their events. To be eligible for a grant, schools must meet at least one of the following criteria: Over 30 per cent of pupils eligible for pupil premium, early years pupil premium or equivalent. Over 30 per cent of pupils who are from minority ethnic backgrounds. small school based in a remote and rural location. The British Science Association is also offering Community Grants of £500 and £1000 to help local community groups run their own projects and activities, in an effort to inspire and expand the number of people who enjoy and take part in science. The British Science Week 2023 Community Grants and Kick Start Grants are now open for applications. The deadline for submission is midnight 7 November 2022. For full details on eligibility and how to apply, please visit the Kick Start Grants guidelines and 2023 Community Grants guidelines. Applications will need to be submitted via the British Science Association online forms. Please visit the British Science Week Grants pages at www.britishscienceweek.org/ to apply.