Teachers working many hours each week through the holidays as lesson planning dominates their time
A majority of teachers are continuing to work for several hours each week during the summer holidays in contrast to popular perception, a new survey from education giant Tes has shown. 61% of teachers who responded to the survey admitted spending 7 hours or more per week working during the summer break, while more than 1 in 8 said they worked more than 21 hours a week. While these figures won’t surprise teachers, they do show that the popular perception of teachers ‘on holiday’ through the summer is a myth. By far the most common activity keeping teachers busy during the holidays is lesson planning, with 40% of survey respondents saying they spent most time doing this. But teachers do miss the day to day of the classroom: 37% of respondents say the thing they missed most during the holidays is interacting with pupils. The survey also asked respondents for a piece of advice for teachers preparing for back to school. Many of the responses encouraged teachers to get proper rest and look after their own mental health ahead of the busy first few weeks of term. One teacher responded: “Clear the decks during the first week of the holiday so you can unwind sufficiently to enjoy your break. Remember ‘holiday’ is the wrong word to use. During the last week of the break start to prepare yourself for the return so you’re not overwhelmed.” While another said: “Batch-make similar resources e.g. sets of tests, mind map templates, a particular structure for a worksheet, that you can use throughout the year. It is quicker and more effective to make the same style resources in one go and will also lead to more consistency.” Meanwhile another respondent said: “Get everything up together before term starts so that you can focus completely on the pupils once they return – settling them in, establishing a happy working atmosphere in your class and building the trust of their parents.” Over 1,000 teachers responded to the survey on tes.com, ahead of the back to school rush beginning. More than 3 quarters of a million UK teachers visited the Tes Resources platform every week during the back to school period last year, as educators spent their own time planning lessons. The resources platform contains over 900,000 teacher-made resources to help teachers succeed in the classroom. Stephanie Burke, Head of Resources at Tes said: “This survey shows that teachers put in hours of their own time during the holidays, to plan lessons and prepare for teaching. This won’t surprise those who work in schools, who care so passionately about children’s education. “At Tes, we are here to support teachers, with our resources platform, news service and a whole range of CPD opportunities. We know how hard teachers work and we want to empower you as you prepare to go back to school.”
Explorer Dome brings hands-on science shows to schools
Explorer Dome is an internationally known, vibrant, popular science outreach organisation. Based in Bristol and London, we travel across the UK presenting live science shows for schools, festivals and special events. Hands-on demonstrations and stunning visuals combined with knowledgeable, enthusiastic and professional presenters: Explorer Dome is presenter-led, lively, interactive and fun! Hands-On Science We believe that the best way to learn is by doing – that’s why all of our shows are fully interactive, making Explorer Dome shows 100% presenter-led, hands-on and unforgettable! “I hear and I forget. I see and I remember. I do and I understand.” (Confucius) Lively, Knowledgeable Presenters Our brilliant presenters are at the heart of everything we do here at Explorer Dome. When you book a visit from us, you are signing up to receive the best quality science shows from presenters who are experienced, highly trained, passionate and rigourous about the science and, most importantly, fun! Science for Everyone Discover a huge range of topics that bring science to life for audiences of all ages, genders, backgrounds and abilities. Inclusive education is at the heart of what we do and we visit schools, colleges, adult education, teacher training, festivals and special events and, as we pitch the show for your group, no two shows are ever the same! A Brief History Explorer Dome has been around for over 20 years! From our humble beginnings in 1998, we have come a long way with four domes, chemistry presentations, workshops, a team of specialist presenters and a base in Bristol and now the Midlands. Explorer Dome reaches 50,000 children and adults every year. Each person coming to our shows has a ~45 minute, immersive experience where new ideas, scientific interests and identity can be explored. We cover hundreds of schools and events across the whole of England, Wales and beyond. Over the years we have visited thousands and places from the Highlands to the Channel Islands, met over 1 million children and enjoyed every moment! All you need to know to plan a visit Where do we travel? We regularly travel throughout the Midlands and the South West of the UK, from Northamptonshire and Leicestershire down to the tip of Cornwall and from Oxfordshire across all of South Wales. If you are out of our normal area, we can still come! We will charge a minimum fee of our full day rate which of course includes a full day of shows. We also travel internationally. Why not have a look at a map of our recent travels to give you an idea of where we have been! What about Coronavirus? We have adapted the way we work to allow for coronavirus risks and look forward to seeing you soon. We are currently taking bookings for online delivery, physical visits without the dome to allow for greater distancing and for ‘normal’ dome visits where we can work with you to comply with your risk assessments and current guidance. We have a flexible cancellation policy in case local situations change, will review the situation regularly and do what we can to help you keep science lively, interactive and FUN! Visit our dedicated Coronavirus page for more information, or for more detail see our current Risk Assessment. How big is the Dome? Our Standard Dome takes up a floor area of 6 metres x 7 metres. The height is 3.5 metres – and it is worth checking for surprise hanging projectors and lights! As a rule of thumb, we can fit about 30 people inside the Dome per show, but if you have older students or adults, you will need our larger Dome (which still requires 3.5 metres height, but takes up a larger 8 metres x 9 metres floor area). If you have classes of infants or juniors, you can get up to 40 inside this larger Dome! Chemistry and Rocket Science shows do not use the Dome and so can accommodate up to 70 per show. What does a venue need to provide? Dome visits need an indoor space large enough with a smooth, clean floor and access to mains power. The Dome can only be outside if housed in a floored marquee… otherwise it will blow away! Chemistry and Rocket shows require a space large enough to accommodate your audience and access to 2 tables and mains power. Chemistry shows also need hot water, but it does not need to be in the same room. If some of your audience would benefit from being on benches or chair, it would be really helpful to have these nearby or set up at the start of the day. How does a timetable work? Shows last between 40 and 55 mins, depending on your audience and timetable requirements. We can usually fit 2 or 3 shows into a morning and 6 or 7 shows into a full day visit, but capacity of shows and timetables vary depending on the type of show you choose. If you visit the page for a particular show topic from the menu above, each show summary has detailed information of the capacity of each show, length and national curriculum links. We can certainly bring an array of different show topics in the same visit, but this may reduce the number of shows possible to fit in a single day. What else should you know? We will need reasonable vehicle access to the hall – let us know if access is likely to be poor (e.g. many steps or long distances) as this will affect the schedule and the preparations we need to make for the day. At least one member of staff must accompany the children during the shows but we promise they will enjoy it! For family shows, all children under 7 should be accompanied by an adult. If you prefer, do feel free to get in touch and we can help with your plan. Schools for Children with Special Needs We love the work we do with SEN schools as the
Is RE in schools a route to stopping the rise in religious hate crime?
Religious education isn’t part of the National Curriculum, but it is compulsory in all maintained primary schools. RE sometimes seems to be more like an add-on than an integral part of what takes place in the classroom. But learning about other faiths and beliefs is key to fostering tolerance in young minds. Is your child’s school embedding RE in learning? Former primary school teacher Emma Shingleton of education resource experts PlanBee has some great ideas. RE displays Look out for a display board, or even on a table tucked in a corner. Children can be engaged in designing the board, linking it to the RE theme being taught at the time. The board could even be given to a different group of children every half term to keep it updated. What about a small table displaying books and religious artefacts related to the theme/religion? A big question box is also a great addition. A shoe box covered in wrapping paper with a cut-out post hole would work fine. Children can be supplied with slips of paper that they can use to write big questions relating to what they are learning about and how it links to their own experiences. These questions can be discussed at the end of the day or saved for a dedicated lesson. Daily reflections Religious prayer is a time for reflection. One way to ensure RE is embedded in the classroom is to introduce a time each day where children are able to reflect, whether on their learning, how they are feeling or something that happened that day. This could become part of the daily routine. The teacher might even like to link this to a daily question based on a religious story. These could be provided or thought of by the children. Making connections Rather than thinking of RE as a stand-alone subject, it’s great if teachers create links across other subjects to embed the learning further. Some examples: • Geography: link learning about countries to their religions – e.g. the most popular religion in the UK is Christianity closely followed by Islam. • History: compare ancient religions to modern religions and how they have evolved and changed. • English: share and compare stories from different religions. • Maths: make links to religious stories such as calculating how much fish and bread would be needed to feed 5,000 children. • Science: when children are learning about animals and life cycles, this can be connected to beliefs about animals in other religions, such as animal symbolism in Hinduism. • Religious values can be related to school values. Making comparisons There are often two strands of objectives in RE – learning about religion and learning from religion. Being able to compare children’s learning to their own experiences is an important skill when learning about religions other than their own. What does it mean to learn ‘from’ religion? By the end of KS1, children should be able to talk about and suggest meanings behind different beliefs and practices, including some religious and moral stories, as well as being able to express their own ideas and opinions. By the end of KS2, children are expected to build on this learning by being able to reflect on and respond to the significance of the meanings of these beliefs and practices in addition to expressing their view on why having a faith may be valuable (within this, understanding that those with no faith also have a belief system). Celebrating religious days It is important to consider the diversity of the children in the classroom and celebrate a wide range of religious celebrations with them. Some of these could include: • Islamic festivals such as Eid al-Fitr, Eid al-Adha and Ramadan • Holidays from Christianity such as Christmas and Easter • Hindu festivals such as Diwali and Holi • Hanukkah and other religious celebrations from the Jewish faith
National Effort Required To Get Children And Young Adults Writing After A Wave Of Poor Literacy Results
Five to 18-year-olds across the UK are struggling to put pen to paper. As writing and literacy skills are so important to success both in school and post-education, a national effort is required to get children (enjoying) writing again, a campaign group says. Key Stage 2 SATs in 2022 showed the highest drop in writing with only 69% of pupils meeting the expected standard, down from 78% in 2019. The National Literacy Trust’s Annual survey of over 70,000 children showed the enjoyment of writing declining over the last five years with no sign of recovery. Young Writers has conducted several surveys with teachers this academic year and found the main reasons pupils struggle with writing is due to lack of confidence, inspiration, and meaningful impact – they don’t see the use of it. Director, Morgan Walton, said: “Since 1991 Young Writers has been committed to creating inspirational, free resources to give children and young adults a reason to write. In our latest survey 75% of children were more engaged with writing after getting involved in one of our competitions and 72% of parents agreed. We’re proud we can give kids a safe platform to be creative.” This summer children aged 4-18 are invited to take part in The Young Writers’ Annual Showcase. They can enter any piece of writing from poems and stories, to blog posts or plays and anything in-between. A prize of £100 per age category and the opportunity to be published gives children a purpose for their writing. Over the next four weeks Young Writers will publish a series of creative writing tips to help children and young adults craft their own piece, the first ‘How to write a blog’ is live now on their website and will be followed by ‘How to write a story’, ‘How to write an article’ and ‘How to write a script’. Parents can sign up to receive the free tips at www.youngwriters.co.uk/subscribe. Young Writers will be reaching out to other businesses urging them to support the encouragement of creative writing and help bridge the gap the pandemic has exacerbated. “Literacy is not a luxury, it is a right and a responsibility.” Teachers can request free postal resources here: www.youngwriters.co.uk/info/teachers/resources-sign-up
Dramaworks helping schools with drama teaching and exam-oriented resources
Dramaworks has been trading for twenty-one years and now has 48 drama resources geared to examinations at 16 and 18 plus, as well as numerous plays, including many especially written for examination purposes. There are also resources aimed at the lower end of secondary schools which will ensure that all the relevant work for future examinations are covered. All resources, excluding some of the plays, are written by Jeni Whittaker, a former Chief-Examiner, who has also been a professional actor and director as well as having taught, and pilot-taught, syllabuses at the top end of schools and colleges. For many years Jeni also travelled around the UK with workshops on practitioners, set texts and more general performance and theatre techniques. Her working life has given her a set of skills spanning both education and theatre which make these resources unique in their quality and usefulness. Twenty-six of the Dramaworks’ resources are on texts that are commonly studied at Advanced exams such as A level and the IB though some crop up at GCSE also. The plays include older classics such as Shakespeare’s A Midsummer Night’s Dream and The Tempest, Marlowe’s Doctor Faustus, Sophocles’ Antigone and Euripides’ Trojan Women and more modern ones such as Berkoff’s Metamorphosis and Wertenbaker’s Our Country’s Good. There are also resources on plays by Brecht, Arthur Miller, Lorca, Ibsen, Chekhov and many others, old and new. Every play is thoroughly covered from an actor’s, a director’s and a designer’s perspective. Different pathways of approach are suggested, such as a Physical Theatre approach, an Epic Theatre approach or a Naturalistic one, so that students can make their own choices. This approach helps students and teachers to fit a play to a particular practitioner’s style, from the vast list currently suggested by exam boards. No resource dictates what, say, an actor MUST do, but encourages experimentation, trial and error, throughout. All plays studied go through the whole text from beginning to end and make suggestions for follow-ups, themes and the types of question that may be asked. There are a large number of resources on practitioners also. Practitioners covered are: Stanislavski, Brecht, Artaud, Grotowski, Peter Brook, Boal, Laban, Lecoq, Barrault, Berkoff and Kneehigh Theatre. The approach to these is, like all of Jeni’s work, ‘through practice.’ Jeni believes absolutely that students remember what they DO, backed up by what they read and hear. In this spirit, study of every practitioner is done practically, trying and testing every theory and approach the practitioner holds to. Each section starts with a clear explanation of a theory followed by creative exercises to try each one out in the class, after which there is discussion and written diary work is suggested to keep tabs on what has been learned. A number of resources deal with more general subject matter. These include Devising Skills, Exploring Physical Theatre, Performing Text, a practically-based history of theatre called Understanding Drama, plus shorter resources to help with understanding the difference between Genre, Style and Context and with the Reviewing of Plays. Again, this is not a full list and as always, even when the subject-matter will lead to a written component in an examination, much of the content in all of these resources is ‘through practice.’ And yes, there is some material that can be used for lower down the school: there are complete year-long lesson-plans suitable for Years 7, 8 and 9. These were written in answer to many requests from drama teachers who were so busy teaching exam classes non-specialist teachers had been handed the task of teaching drama to the lower school. The Drama Plans, therefore, can be followed pretty slavishly and if done that way will ensure that students going into a drama examination class at a later date will have all the skills they need at their disposal. Apart from the resources written by Jeni Whittaker, the Dramaworks website hosts a large number of plays, seven of which were written by Jeni, but most of which are written by others. There are plays there for all ages, including a few for primary schools. Of the others, some are long and suitable for the school-play but more of these are specifically written for exam purposes, both for GCSE and for more Advanced levels. They have proved very popular. Those written for advanced examination purposes have ISBN numbers, as cited by some of the exam boards. There are many sample pages offered when you look at the site, so that an informed choice can be made. The Dramaworks resources are treasured by teachers and the practical methods suggested have proved so successful that one Chief Examiner told Jeni a few years ago that she had single-handedly turned drama-teaching around from being book and desk based to being taught largely through practical means. There are a large number of free resources now available on the web but none offer such full, careful and accurate explorations of their subject matter as these. The full catalogue of Dramaworks resources can be found at: www.dramaworks.co.uk where the Store offers digital downloads or hard copies can be ordered directly from Jeni. Any questions to Jeni can be addressed to: jeni@dramaworks.co.uk
Major Failings Uncovered Across UK Schools During COVID-19 Closures
At a time when the effect of COVID-19 on learning outcomes is attempting to be measured, policies and professional development in education specialist Dr Ryan Thomas Williams is speaking out to end the assumption that remote and in-person learning experiences were equivalent during school closures. The University of Sunderland Associate Lecturer has uncovered major failings in leadership across UK schools during the pandemic, particularly in relation to the differing experiences of children learning in school, and from the home. Between March – July 2020, it is estimated that up to 10% of children were still attending school in person, either as dependents of designated key workers, or due to the presence of additional learning needs. Having undertaken significant research into this particular area, Dr Williams reports an underlying leadership crisis in schools surrounding internal policies and the inconsistencies in how these policies applied to children in school, and to remote learners. For example, Dr Williams’ research found that behavioural policies in the remote setting did not align with those policies that were being utilised within the school environment, such as the prohibition of mobile phones in school, and the encouragement of those same devices for remote engagement. Similarly, Dr Williams noted that while schools have traditionally fought against the use of social media, they often relied on this for remote communications. One of the most concerning failures noted by Dr Williams, however, is the decline in continuing professional development (CPD) during school closures. From the start of the pandemic, teachers were forced to shift their approach from the long established method of face-to-face teaching to a much more contemporary and alien method of delivering lessons online. And with UK schools being closed for longer than those in most other countries, teachers spent 44% of their time teaching online, often without necessary support. While the research by Dr Williams concludes that many schools did implement new technologies to help support remote learners, the CPD sessions that were run alongside these new implementations were focused more on the technology itself – what it was, and what it did – rather than on the pedagogical side of things – how educators could use that tech to teach. This is something very close to Dr Williams, who has previously penned an Engineering International article exploring the vital importance of continuing professional development as a key component of educational success. Ultimately, Dr Williams’ research concludes that, while school leaders have traditionally focused on ‘getting the job done’, this approach did not prove beneficial during the pandemic. Dr Williams firmly believes that leaders have shied away from making important decisions during the global health crisis, and that a willingness to change could have improved learning outcomes. Dr Williams, who has previously served as an educational consultant, says, “Whilst it is difficult to criticise school leaders and their role and responsibility during a pandemic, the general idea or value of just trying to finish the job is relevant in discussions around TEL. I believe that professional development is underdeveloped in schools, particularly with regards to technology. School leaders tend to focus on the ‘wow factor’ of technology, such as the cost implications of iPads on the school budget. There is little thinking about how teachers can teach with that new technology in a truly transformative way”. The UK Government notes that there were ‘wide disparities in young people’s home learning experiences’ during the pandemic. And while a significant part of that disparity certainly comes from a child’s home situation – for example, whether they had access to technology and devices, as well as parent support – the differing abilities of schools and teachers to provide the necessary learning experience to home learners must also be considered. It has become abundantly clear that, on the whole, the ability of teachers to deliver the in-school experience to home learners was not especially high, with the United Nations reporting that ‘teachers across the globe were largely unprepared to support continuity of learning and adapt to new teaching methodologies. This sentiment is backed by research showing that 70% of primary and 60% of secondary teachers were forced to postpone or cancel their CPD during the pandemic, and that the majority felt that they needed additional support to use the technologies being implemented by schools. So what does Dr Williams advise to address these failings? “I recommend that school leaders present opportunities for professional development to be focused on solid pedagogical strategies rather than on the technology itself. In this way, teachers will be able to adapt to the changes and developments that new technologies may bring and prepare themselves for the future”. To find out more about Dr Williams, visit https://orcid.org/0000-0002-7708-8907 or follow on Twitter: https://twitter.com/WilliamsR_T
Digital T Levels at a fork in the road
Two years into the flagship T Level programme would normally be an ideal time to review, take stock, and plot a clear route forward. When those two years coincided with a world-wide pandemic that massively impacted on face-to-face teaching, never mind the practicalities of lengthy work experience placements, the ‘big picture’ is much harder to clarify. This article is an effort to see through the mist to the way ahead for digital T Levels as they increasingly become the focus of post-16 technical study. England’s Department for Education has built great expectations for the digital T Level to provide a skilled workforce in high-growth areas including web development, games design, data analysis and IT support. With employers in these fields pointing to skills gaps, the need for such a qualification is obvious. In IT, however, existing qualifications such as Level 3 Diplomas and BTECs have a long and successful history, with teaching firmly embedded in many colleges and other post-16 institutions. The switch to T Levels has been met with caution but appears to be gathering pace as the threat to end some established IT applied courses becomes more real. The providers that have jumped on board the T Level steam train offer a range of reflections. Many express satisfaction with the rigour and modernity of the specifications for the three digital T Levels: Digital Production, Design and Development; Digital Business Services; and Digital Support Services. The investment in modernising teaching facilities is broadly welcomed, and staff seem to enjoy teaching in them. There have been challenges too, mainly related to the extended work placement of around 45 days. This aspect of the qualification was eyed nervously from the outset by anyone with responsibility for arranging work experience placements, acknowledging how much demand this would place on even the most supportive employer. While ministers claim that 90% of the first cohort of 1,300 students found a placement, some with ‘virtual’ components, there must surely be some adaptation to ensure that all students benefit. Allowing more than two employers to share the placement period, or changing expectations around attendance and supervision, are two of the changes requested by some providers in the first wave. There are calls for a review of the employer project which, say some, repeats aspects of the course content and creates unnecessary time pressures. These teething issues ought to be expected and all are solvable if the will is there. A more significant barrier to the success of T Levels is a lack of understanding of technical qualifications among employers whose support is critical to this learning route. Providers need time and support to engage with local employers – to advocate for the new qualification and increase its perceived value; and to collaborate on curriculum design, industry placements and project briefs. The up-to-date subject knowledge that employers can provide, while highlighting rewarding local careers, are part of a partnership package that could make T Levels a massive success. If digital apprenticeships, HE qualifications, and employer training programmes become filled with diverse, skilled and informed young people, then that success will be worthy of celebration. For resources, CPD and connections to STEM professionals to support with digital T Levels, you can visit the STEM Learning website at www.stem.org.uk/QADT By Dave Gibbs, Senior subject specialist computing & technology at STEM Learning
Art Workshops and Teacher Training for Primary Schools
Hi, my name is Christine and I run the Art Room. I used to work as a primary school teacher and now I specialise in supporting schools to teach art and DT. This is usually carried out as part of a whole school inset session, where I can target a few key areas of improvement. Another very valuable part of my job is the one-off workshops I offer. These allow children to learn a new and exciting craft. I am always on the lookout for new crafts to offer, but at the minute I teach willow weaving, felt making, paper making and mosaics. Each one can be adapted for children in foundation, key stage 1 and key stage 2. I have also visited a few special schools and run workshops specifically tailored to their needs. Many schools link their projects to their topic work, art week or leavers projects. To find out more, here is a bit of information about each one. Willow Weaving There are two willow weaving workshops which I offer; living willow and dried willow. When the willow is fresh (from January to March) I can work with the children to plant willow to form a den or tunnel. During the spring and summertime, the willow will grow and you will have a lovely new feature as part of your school grounds. To make a willow sculpture out of dried willow can be timetabled at any point throughout the year. I have worked with many schools in the past, making willow wreaths at Christmas time, weaving crosses to celebrate Easter and designing trees and other logos for Year 6 leavers projects. Many schools timetable a number of classes throughout the day, so lots of children can get the chance to take part. Wet Felting Wet felting is a great craft to involve the whole school. Using merino wool, it is possible to design and make a picture of almost anything. Also, my workshops can be adapted for children in foundation up to year 6. There is even the opportunity for the work to be sewn into a wall hanging for you to display in school. Past projects include investigating the seasons, landscapes, oceans, nature and characters from books. Paper Making Learning to make recycled paper is a fantastic way to instal an understanding of the importance of recycling. In this workshop the children make their own recycled paper and decorate it according to the topic; this could be learning about the rainforest or a cross-curricular link such as Remembrance Day or Christmas. Mosaics Creating a mosaic is a great way to mark a special occasion at your school. I can work with you and the children to plan, design and make a mosaic. This could be to represent your school values or simply to brighten up an area in your school. If your children are learning about the Romans, I even have a special mosaic workshop linked to the topic, where the children can make a Roman numeral out of mosaic tiles. Art and DT inset In addition, I also offer inset sessions, where I will help your staff master teaching art and DT and show them lots of new skills which they can use in the classroom. The inset sessions are very practical and alongside doing some painting and drawing during the class, staff will identify the key skills to teach art successfully. All resources are included in the session. Well-being Inset My latest, and what I expect is going to become one of my most popular sessions, is the willow weaving inset class. Here, staff will learn how to weave with willow and will make their own willow creation to take home. The most popular things to make are hearts, stars and bird feeders. To get in touch, fill out the contact form on my website: www.art-room.co.uk/contact or take a look at my latest updates on Twitter, Facebook or Instagram
Financial education charity reaches over 100 primary schools in one year
In the first year since launching, The Centre for Financial Capability, a charity aimed at strengthening financial resilience for children and young people, has been working with MyBnk, a specialist financial education charity, to provide crucial financial education lessons to over 100 schools. Research has shown that money forming habits and behaviours begin at the age of 7, so it is vital that financial literacy and capability is included at primary level. Topics include saving and budgeting but the core is to build the confidence, resilience and skills underlying positive money attitudes and behaviours. The Centre for Financial Capability, backed by a coalition of major UK financial institutions, focuses on the provision, delivery and research of financial education in primary schools. The charity was created in July 2021, and since then has reached over 3,500 primary-aged children in partnership with MyBnk. Many parliamentarians, including the Chancellor, have visited primary schools in their own constituencies to see the financial education sessions in action. After a successful first year as a charity, the Centre will continue to support delivery of financial education programmes and to raise awareness of the need for expanded financial capability across the UK. The charity has also been campaigning the Government to direct some of the unclaimed money from the Dormant Assets Scheme to fund primary financial education. Jane Goodland, Trustee of the Centre for Financial Capability, said: “I am delighted with the tremendous successes achieved by the Centre in its first year. Over 100 primary schools across the country have received this award-winning financial education programmes, funded by the Centre. Evidence proves that delivering financial education lessons at a young age can build better financial resilience skills and confidence, and I am proud that the Centre has continued to make a positive impact on young people’s lives. I look forward to the continuous growth and achievements for the second year!” Guy Rigden, CEO of MyBnk, said: “Providing financial education lessons to primary-aged children has a powerful and positive impact on their lives, and the programmes provide a platform to showcase good practice. I’m enthused to continue working with the Centre to deliver these vital lessons and provoke systemic change.”