English Heritage relaunches its education programme to address plummeting school trips to heritage sites
English Heritage has today relaunched its education programme for 2022, in a bid to encourage more schools to take advantage of the benefits of school trips to children’s wellbeing and cross-curricular learning. The programme incorporates both free school trips and expert-led paid-for Discovery Visits at the hundreds of historic sites in the charity’s care. In 20/21, educational visits were at 1% of their normal annual level As we mark Children’s Mental Health Week, English Heritage is renewing its commitment to educational visits Despite being one of the UK’s largest providers of school trips, English Heritage welcomed a mere fraction of its average annual educational visitors last year. In 20/21, just over 4,000 students visited its heritage sites, down almost 99% on its normal annual figures of 340,000. With studies consistently showing that children’s mental health, and in particular that of children from low-income homes or with special educational needs, has worsened during the pandemic*, the charity believes that school trips are more important than ever before. Kate Mavor, Chief Executive of English Heritage, said: “We are extremely hopeful that by encouraging more schools to return to educational visits, we can play our part in the process of levelling up and improving the wellbeing of children from every community. As we mark Children’s Mental Health Week, it seems particularly important to renew our commitment to education, by relaunching our programme of school trips. “I am personally inviting teachers up and down the country to bring their pupils to one of our historic sites and to see for themselves the huge benefits the experience can bring, not just to children’s learning, but also their health and happiness. Connecting with a building that has stood for many centuries is a deeply grounding and rewarding experience, bringing history and past generations to life.” English Heritage has continued to invest in and improve its educational programme. For 2022, the charity has appointed 162 new volunteers, created multiple new free Teacher’s Kits and downloadable teaching resources, and introduced six new expert-led Discovery Visits, with a further 22 having been revised during the pandemic. These include a wider number of SEN appropriate trips such as meeting the working donkeys at Carisbrooke Castle on the Isle of Wight and sensory activities at Portchester Castle in Hampshire. The charity has committed to high quality education provision across its sites. In 2021, seven of our sites were awarded Sandford Heritage Education Awards and new specialist facilities have recently been developed at sites including Gainsborough Old Hall in Lincolnshire, Boscobel House in Shropshire and Walmer Castle in Kent, with a refreshed education centre at Osborne on the Isle of Wight coming later in 2022. The charity also engages local schools and learners to help create new visitor experiences, such as the new interpretation at Belsay Hall, Castle and Gardens in Northumberland. English Heritage offers free self-led trips to more than 400+ historic sites, and Discovery Visits to 27 sites, for all pre-booked learning groups. Any school can visit an English Heritage site for free on a self-guided visit. Discovery Visits cost £100 for an immersive hour-long session with an expert, offering memorable, hands-on experiences. Visits must be booked online at least 14 days in advance. For more information on the charity’s programme of school trips, to download teaching resources or to book, visit www.english-heritage.org.uk/learn/school-visits
Safer Internet Day 2022 – Nearly half of young people say they would lose a part of who they are without online games
To mark this year’s Safer Internet Day, research released today (8th February) by the UK Safer Internet Centre (UKSIC), coordinators of Safer Internet Day in the UK, reveals young people’s experience with online games and apps, and exposes the importance of staying safe during online game play. 48% of young people say if they couldn’t game online anymore, they would feel like they’ve lost a part of who they are Playing games online has helped 61% of young people spend more time with friends virtually than they have done in real life 52% of young people who play online games, say it’s taught them to respect others 61% of parents (with children aged 8-17) have been alerted to a new person within an online game that their child is unsure about Young people report at least one negative emotion in various online game situations. This includes seeing someone being mean or nasty (73%), seeing someone cheat (73%), and falling out with a friend (68%) when playing an online game Almost six in 10 young people (59%) want to learn more about how to play online games safely Safer Internet Day is supported by partners in the UK, including government ministers, Premier League football clubs, industry bodies, celebrities, charities, schools, and police services. These supporters join together with young people to inspire and ignite conversations and host events that help to promote safe, responsible, and positive use of digital technology for children and young people. Gameplay in action The importance of online games in young people’s lives has continued to grow, with nearly half (48%) saying that if they couldn’t game online anymore, they would feel like they’ve lost a part of who they are. Furthermore, 63% of young people say that playing online games is one of their favourite pastimes, with more than three quarters (76%) saying it gives them something to do, and 59% saying it makes them feel good about themselves. However, the research reveals the impact that negative experiences during gameplay can have on young people, with respondents reporting at least one negative emotion in various situations. This includes seeing someone being mean or nasty (73%), seeing someone cheat (73%), and falling out with a friend (68%) when playing an online game.[1] Additionally, 38% of young people who play online games say they have experienced offensive or mean comments from other game players once per week or more. Connecting online Online gameplay has become a crucial lifeline for young people. Over half (58%) of young people say they play games virtually now more than ever before. In fact, over three in five young people (61%) say that playing games online has helped them to spend more time with friends online than in real life. This increased connectivity is sparking positive outcomes when playing and connecting online, as 52% of young people who play online games say its taught them to respect others in real life. Young people surveyed continue to foster transferable skills such as working and communicating as a team online, in turn, making them feel happy (63%) and proud (26%). Encouragingly, alongside increased gameplay, the research also shows that young people are taking positive action when things do go wrong. 34% are most likely to respond by blocking someone and 16% reported quitting an online game completely, when coming into contact with a mean person or negative comments. Playing it safe While 70% of parents (with children aged 8-17) think that online games have helped their child connect with friends or relax and unwind, over the last year, 66% have worried about their child meeting someone ‘bad’ through online games. However, today’s research highlights how young people are navigating the potential risks by proactively put their online safety at the forefront of gameplay. 34% say they teach themselves how to play new online games safely, and 20% learn to do so safely through their friends. This safety knowledge is crucial, as 78% of respondents reported receiving friend requests in an online game from people they don’t know, and nearly half (46%) have received requests or invitations to meet up with strangers in person – reminding us that there are real risks and reinforcing the importance of organisations like UKSIC, and the need for Safer Internet Day, to help ensure all young people know how to play games online, safely. A mutual understanding Reassuringly, the research shows that parents recognise they have a responsibility to support their children’s understanding of online safety. 92% report talking to their child about playing an online game safely, with 57% doing so once a week or more. This open dialogue shows how engagement is working in some areas, as, for example, with in-game purchases, which have become a fundamental part of young people’s online game experience. 70% of young people report making in-game purchases and 95% of those get their parents’ / guardians’ permission to purchase within a game. Pulling the plug While the majority of young people feel they have a responsibility to report mean or nasty comments in online games (72%), or mean or nasty people in online games (72%), the research shows that there is still a way to go. The majority (59%) of young people want to learn more about how to safely play games online. Reassuringly, young people have ideas for how to make online games safer. 35% want to be able to easily report mean comments or strangers, 32% are asking for privacy settings, 26% want to be able to turn off the comments section, and almost one in four (24%) are asking for more information about how to recognise a bad person within an online game. Will Gardner OBE, Director of the UK Safer Internet Centre, says: “This Safer Internet Day comes at an important time, when being online has become a crucial lifeline for many young people, particularly during the turbulence of the last two years. “Empowering young people is
Concern over pupil anxiety levels as pandemic continues to disrupt schools
The vast majority of staff working in UK schools (95%) have witnessed increased levels of pupil anxiety since the start of the school year, in contrast to a normal autumn term before the pandemic. That’s according to a new poll of education professionals released today by children’s mental health charity Place2Be and school leaders’ union NAHT, ahead of Children’s Mental Health Week 2022. The survey of 1,130 school leaders, teachers and other staff working in primary and secondary schools, reveals the challenges they are still facing, even as some are suggesting that ‘the end of the pandemic is in sight’. Those surveyed have also seen an increased prevalence of other mental health issues among pupils this school year, with 86% noting an increase in low self-esteem, 76% in depression and 68% in sustained feelings of anger. For staff working in secondary schools, 72% have noticed an increase in self harm, 61% in suicidal thoughts, and 56% in eating difficulties among pupils. Only 23% of staff said they had regularly3 been able to access specialist support for pupils with mental health needs, leaving a majority of children and young people struggling without access to the support they need. School staff highlighted the wider impact on many aspects of school life. A large majority of school leaders and staff said it has negatively affected pupils’ ability to engage in learning (91%), pupils’ behaviour (87%), and pupils’ progress (86%). There has also been an impact on teachers and staff themselves – with 91% noting a negative impact on staff workload and capacity, and 89% on staff wellbeing. Catherine Roche, Chief Executive of Place2Be, said: “As society tries to regain a sense of normality after two challenging years, we must remember that school leaders and staff remain on the frontline, coping with all the additional needs that pupils are bringing through their gates. We know that with the right embedded specialist support, schools can be a fantastic place to address issues early on and promote positive mental health. There has never been a more important time to ensure that schools, and therefore children, receive the support they deserve.” Paul Whiteman, general secretary of school leaders’ union NAHT, said: “The findings of this survey are truly shocking – but unfortunately, to anyone working in schools, they are not surprising. Our members consistently raise pupil mental health and wellbeing as one of their top priorities – they really are on the front line when it comes to identifying and supporting children and young people’s mental health needs. “It’s crucial that when school staff identify a mental health need with a pupil they are able to get the specialist help that is required. But as our survey shows, very few school staff find they are able to access specialist support for pupils who need it in a timely way – and this is having a negative impact on pupils’ ability to engage in learning, as well as on school life and staffs’ own wellbeing. “These shocking new stats should add real urgency to the call for additional resources to support the mental health and wellbeing of pupils. The government must ensure that every school has fully funded mental health support available for their pupils and it is essential that they increase the capacity of social care, health and other services to meet the growing demand and to reduce waiting times.” Additional survey findings include: Children’s Mental Health Week 2022 takes place on 7 – 13 February, and this year’s theme is ‘Growing Together’. Place2Be launched the first ever Children’s Mental Health Week in 2015 to shine a spotlight on the importance of children and young people’s mental health. Now in its eighth year, the message of the week has never been more vital. Children’s Mental Health Week is kindly supported by players of the People’s Postcode Lottery and The Beaverbrook Foundation. Web: www.childrensmentalhealthweek.org.uk
Education firms team up for Harry Potter Book Night tonight
With this year’s Harry Potter Book Night taking place on Thursday 3rd February 2022, Bloomsbury has teamed up with Twinkl to take children on a truly magical journey of reading. As 2022 marks 25 years since Harry Potter and the Philosopher’s Stone by J.K. Rowling was published, the annual celebration of the iconic series is set to be the biggest and best yet. Not only will Twinkl users be able to download a whole host of free bewitching resources, they can also access an exclusive free download of the first chapter of the debut novel in the series. This collaboration and event is perfectly placed to introduce a whole new generation of readers to the magic of Harry Potter for the very first time. Since Harry Potter and the Philosopher’s Stone was first released on 26th June 1997, generations of children have been inspired to become avid readers through the adventures of Harry, Ron, Hermione, and the mythical universe that has sparked the imagination of young and old alike. The theme of “magical journeys” pays homage to the magical journeys the series has taken readers on over the last 25 years, selling over 500 million copies in over 80 languages. Yet “magical journeys” also nods to the adventures weaved through every Harry Potter book, whether it’s the terrifying twists and turns of the Knight Bus, driving the Ford Anglia through the sky or hopping aboard the Hogwarts Express. Children can be part of the journey, developing their persuasive language, debating skills and vocabulary along the way through Twinkl’s interactive resources. Whether it’s interactive quizzes, ‘Read My Picture’ Activity PowerPoints or the ‘Travels with My Beaded Bag’ Debate Pack, these learning tools are ideal for new readers and seasoned Hogwarts fanatics alike. Twinkl has made it as easy as possible for educators to use these resources and plan out their day. Whether they can devote the entire day or just 30 minutes of lesson time to this wonderful celebration, there’s something for everyone. The magic isn’t limited to schools either; friends, bookshops and libraries are taking part in Harry Potter Book Night all over the world. Anyone wishing to get involved on Thursday 3rd February simply needs to download their Harry Potter Magical Journeys Lesson Plans and Resources and the exclusive first chapter of Harry Potter and the Philosopher’s Stone. Not only will these resources be perfect for getting involved in Harry Potter Book Night, they can be used throughout the 25th Anniversary year celebrating all things Harry Potter and the Philosopher’s Stone. Jonathan Seaton, Co-Founder and CEO of Twinkl, said: “This series has encouraged so many generations to become avid readers, and I believe by getting involved in Harry Potter Book Night, the magic can be introduced to even more children around the world. We’re delighted to make getting involved in this celebration of the iconic series as easy as possible.” Trâm-Anh Doan, Head of Social Media at Bloomsbury, said: “We are delighted to have partnered with Twinkl since March 2021, sharing the magic of reading Harry Potter through their incomparable network of teachers and parents. Our continued drive to introduce new generations of readers to Harry Potter has flourished with this partnership and it’s been a joy to see how well all the Harry Potter resources have been received.” Twinkl first partnered with Bloomsbury to bring the magic of Harry Potter off the pages in March 2021, with their Harry Potter resources being accessed almost 200,000 times by Twinkl users since their initial release. Now Twinkl can support anyone wanting to get involved in Harry Potter Book Night and celebrate 25 years of Harry Potter and the Philosopher’s Stone throughout 2022. With a whole host of magical games, crafts and activities ready for the Silver Anniversary year, this collaboration is expected to help so many teachers, parents and children to get involved in the biggest magical celebration of Harry Potter yet. Resources can be found at: https://www.twinkl.co.uk/harry-potter or Google Search ‘Twinkl Harry Potter’. The free chapter of Harry Potter and The Philosopher’s Stone, ‘The Boy Who Lived’ can be found here: https://www.twinkl.co.uk/philosophers-stone
Free resources and prizes to inspire pupils ahead of this summer’s UEFA Women’s EURO 2022
Primary and secondary schools can now download an extensive programme of free cross-curricular resources to inspire pupils as the nation counts down to the UEFA Women’s EURO 2022 tournament on home soil this summer. One lucky school will win a Q&A session with an England player, while other top prizes will be given out to schools in the lead-up to the first match of the tournament on 6 July. England Women’s Leah Williamson and Demi Stokes have already surprised a school from two of the tournament’s host cities, Manchester and Milton Keynes, as both classes were busy taking part in challenges from the UEFA Women’s EURO 2022 Schools Programme. The tournament resources, for KS2 and KS3, have been developed and tested by teachers and encourage teamwork, creativity and a love of sport. The activities, which cover subjects including PE, English, Maths, PSHE, Science and Art & Design, can be differentiated for pupils of varied abilities or with SEND and can be used in the classroom or at home. They include: ● An assembly to build young people’s excitement about the tournament that includes an interactive quiz ● A Challenge Pack with 23 bite-size activities, including how to make a mini stadium out of recycled materials and how to write a motivational speech as a team captain ● A Reading Challenge with the National Literacy Trust which contains a wall chart for young people to discover their class’s favourite book ● PSHE lessons for KS2 and KS3 that focus on topics such as teamwork, resilience and a growth mindset ● A tournament journal for young people to record their experiences and share their highlights To download the resources and stand a chance of winning a Q&A with an England player, as well as many other prizes, register at www.weuro2022schools.com by 18 February 2022. England Women’s Leah Williamson said: “Many of us players discovered our love for football at school, so we know first-hand what an important role teachers play when it comes to instilling a passion for the game and developing the skills we need. “We’d love as many pupils and schools as possible to enjoy the UEFA Women’s EURO this summer, especially since this year it’s on home soil. The Schools Programme is packed full of resources to inspire pupils in the lead-up to the tournament and beyond.” “I loved surprising the school last week – the pupils are from my hometown of Milton Keynes. It’s great that they’re able to learn more about women’s football and UEFA Women’s EURO 2022 – especially as they have group tickets to some of the games on their doorstep at Stadium MK. “It’s so important to inspire the next generation of female athletes, so I hope all schools get involved with the Schools Programme and provide a lasting legacy.” Samantha Rosehill, Assistant Headteacher at Alma Primary School in London, said: “The UEFA Women’s EURO is a really special event this summer, not least because they’re being played at home. This is a great opportunity to turn the tournament into an enjoyable learning experience for children, even those who aren’t football fans. “I’ve gone through the resources and am excited about using them. They cover a wide range of the KS2 curriculum, including English, PE and PSHE, and they focus on the importance of mental health and wellbeing, as well as physical health. They can also easily be differentiated for varied ability levels and those with SEND.” The UEFA Women’s EURO 2022 takes place in England in July and is due to be the biggest European women’s sport event ever. 16 nations will compete across 10 venues, in nine host cities, all kicking off on 6 July at Old Trafford, with the final at Wembley Stadium on 31 July. Schools can purchase group tickets for UEFA Women’s EURO 2022 up to 8 February, using code SCHOOLS www.uefa.com/womenseuro/ticketing/
Educators celebrate a new route into teaching offered by Tes during National Apprenticeship Week
Tes, the largest Subject Knowledge Enhancement provider and fifth-largest qualifier of teachers in England, is celebrating an innovative route into teaching and a way to upskill and professionalise Teaching Assistants (TAs), as part of National Apprenticeship Week (7th – 13th February). Tes launched the Postgraduate Teaching Apprenticeship and the Teaching Assistant Apprenticeship last September and the first learners are almost halfway through the programmes right now. In most cases, the cost of these education apprenticeships is almost completely covered by the government – there’s no cost for the school to pick up. And the apprentice doesn’t have to pay anything either – it’s a real win-win. The Postgraduate Teaching Apprenticeship is a nationally recognised, Level 6, 15-month course, giving graduates all the skills they need to start teaching and awarding them Qualified Teacher Status (QTS) at the end. Apprentices train in school, participate in online learning and receive support from a Mentor in school and a Pathway Tutor. Meanwhile the Level 3 Teaching Assistant Apprenticeship is a 21-month course giving Teaching Assistants the pedagogy and expert support they need to carry out their roles in mainstream or specialist settings, while improving pupil achievement. Most schools will have the course fees paid for by the Government, thanks to the Apprenticeship Levy. Even those that don’t pay the Levy will only have to pay 5% of the course fees, while the Government will pay the remaining 95%. Both courses are incredibly flexible, shaped to the requirements of each learner and have rolling start dates throughout the year. While schools across the country are struggling to recruit enough teachers and the pandemic has again demonstrated the amazing work done by teaching assistants in the classroom, these innovative routes into education could save schools thousands of pounds and provide the next generation of educators. Ian Hunter, Global Director of Tes Institute said: “At Tes we believe in the value of great teachers and TAs. The Tes Institute has long been associated with high quality post graduate teacher training courses. Our apprenticeships for teachers and TAs now offer a new way for schools to build their workforce for the future, develop the skills of their talented existing staff and help to recruit new ambitious employees. They can do all this at no or very little cost, thanks to the Apprenticeship Levy, so this really represents a golden opportunity for schools.” The apprenticeship courses are delivered using a blend of online learning, in class and face-to-face training, supported by a pathway tutor who has relevant experience in the classroom. Ben Crane is a trainee maths teacher, undertaking the Postgraduate Teaching Apprenticeship at Millbay Academy in Plymouth. Jason Trevarthen, Senior Deputy Headteacher and Head of Secondary at Millbank Academy, has been pleased with this innovative way of training a new teacher at the school. Jason Trevarthen said: “This programme is supporting continual staff and Millbay Academy improvement, as well as Ben’s development as a teaching professional. “As an apprentice in the Academy, Ben is working and developing skills in the classroom, linking theoretical aspects of teaching to practical delivery. Under the guidance of expert teachers at the Academy, enhanced by additional learning through the Tes programme, Ben is quickly improving his teaching expertise. I would recommend the Postgraduate Teaching Apprenticeship to other schools who are keen to develop the next generation of teaching talent.” Ben Crane said: “As a route into teaching, my Postgraduate Teaching Apprenticeship has been incredibly worthwhile and fulfilling. It’s allowed me to develop as a teacher, gain required qualifications and progress my teaching career without fees, gaining valuable classroom experience straight away.” Tara Wright is a Teaching Assistant Apprentice at Pakeman Primary School in Islington, London. Tara said: “I previously worked in hospitality but had always wanted to work in childcare. Following jobs in a playgroup and as a lunchtime supervisor in a primary school, I was offered the chance to be a TA working with a child with Special Educational Needs. I have now started the Level 3 Apprenticeship with Tes – it’s given me the chance to learn more skills and become much more confident as a TA. I’m now taking the lead in my year group for children with healthcare plans – this qualification is really helping my career. The school is showing that they believe in me by supporting me through the apprenticeship programme.” The Tes Teaching Apprenticeships are awarded by NCFE, an educational charity and leader in vocational and technical learning. David Gallagher, NCFE’s Chief Executive commented: “At NCFE we believe that the quality of teaching is the single most important aspect of any learning experience. We simply cannot create transformational learning experiences without inspiring practitioners, so we’ve got to invest in our frontline workforce in education to help our educators be the best they can be. These new Teaching Apprenticeships offer an incredibly flexible way to do that, and crucially broaden opportunities for more people to get into teaching and TA roles. “The impact of these apprenticeships will resonate for years to come, with the potential to inspire and create future generations, whilst creating prestige for apprenticeships which will both positively impact the economy and promote social mobility. We know there is a shortage of teachers across the UK, and this is one very accessible and cost-effective way to help.” National Apprenticeship Week (7th- 13th Feb) is shining a light on these new Teaching Apprenticeships with the hope to raise awareness of this incredible cost effective and flexible way of getting more people into teaching. There are many activities the week including ‘Ask an Apprentice’ where people can ask the Tes Teaching Apprenticeship Course Directors and Pathway Tutors anything re this route, or even chat with current Teacher Apprentices to get advice.
Children invited to ‘Boogie with the Bard’ for Shakespeare Week
Shakespeare Week, the annual national celebration of Shakespeare in primary schools, is back for another year of Shakespearian fun. This year children across the nation are invited to ‘Boogie with the Bard’ in an exciting programme of Shakespeare-inspired activities, challenges and events to be enjoyed in school, at home and at the Shakespeare Family Homes in Stratford-upon-Avon. Organised by the Shakespeare Birthplace Trust, Shakespeare Week 2022 runs from 21 – 27 March and carries the theme of movement and dance, using sport, dance and leisure in Shakespeare’s time as inspiration for an exploration of our physical wellbeing. Shakespeare mentions nearly 50 different sports and games in his plays, including archery, fencing and even football and tennis. In line with the Birmingham Commonwealth Games, this year’s programme offers plenty of Shakespeare-themed activities and events for children to get active, including dance and circus skills performance based on The Tempest at the Birmingham Children’s Library, a Shakespeare-inspired workout led by CBeebies presenter Ben Cajee and the Shakespeare’s Eleven fantasy football-themed literacy resources developed by children’s author Matt Oldfield. Sally Gray, education officer at the Shakespeare Birthplace Trust, said: “Building on the success of last year’s programme of wellbeing activities we want children to make the links between their physical and emotional wellbeing, something Shakespeare understood and wrote about over 400 years ago. For Shakespeare Week this year we will be encouraging children to take part in active learning experiences inspired by Shakespeare’s words and the stories he tells. “As well as creative storytelling through dance and movement children will have the opportunity to learn about sport, dance and leisure in Shakespeare’s time through an online exhibition that showcases some of the treasures in our collection. As always, Shakespeare Week 2022 will make the nation’s favourite playwright exciting and accessible to a whole new generation.” Shakespeare’s own story and his timeless works are amongst the most powerful and profound avenues for understanding ourselves and our experience in the world. This year’s theme is designed to offer teachers, home educators and parents with valuable cross-curricular resources and activities, using Shakespeare’s works and his language to inspire children to enjoy Shakespeare in fun and meaningful ways. All of the resources are available free of charge at www.shakespeareweek.org.uk. Highlights for Shakespeare Week 2022 Daily Broadcasts Launching Shakespeare Week on 21 March is a special BBC Teach Live Lesson broadcast for 7-11 year olds from Shakespeare’s Birthplace in Stratford-upon-Avon. Watch children become history detectives, examining real historical sources to learn about Shakespeare’s life story and the times in which he lived. PLUS – tune in to inspiring broadcasts hosted by celebrity guests including a draw-along workshop with Horrible Histories illustrator Martin Brown and meet our Will Shakespeare puppet in Will’s Workout Warriors, hosted by CBeebies presenters Ben Cajee and Joanna Adeyinka Burford and puppeteer, Warrick Brownlow-Pike. Competition How do you ‘…still your beating mind’? (The Tempest, Act 4 Scene 1) Children age 4-11 are invited to take part in an exciting competition to explore Shakespeare’s words and think about how physical activity can support their emotional wellbeing. From football to yoga we want to hear how children calm their minds. Supporting the competition are CBeebies presenter Ben Cajee and children’s author Marcia Williams, who have prepared their own responses for inspiration. It could be a song, a video, piece of creative writing, poem, poster or artwork. Full details are available at www.shakespeareweek.org.uk/competition. Stratford Celebrations – 26 & 27 March At the heart of the celebration is a weekend of family fun at the Shakespeare Family Homes in Stratford-upon-Avon, with a lively, action-packed programme of events paying homage to Shakespeare’s life, works and times. Pick up a sword and hone your stage-combat skills at Shakespeare’s Birthplace. Explore the magical world of A Midsummer Night’s Dream through dance, and play your part in an interactive re-telling of The Tempest at Shakespeare’s New Place. Join the circus at Anne Hathaway’s Cottage, testing your balance and co-ordination and learn how to juggle, diablo and plate-spin. All activities are free of charge and included in admission. Advance ticket booking is encouraged to avoid disappointment www.shakespeare.org.uk. Other activities happening throughout the week include: Walk the Shakespeare Mile – on Friday 25 March schools across the UK will be striding out with Shakespeare in a challenge to walk a mile dressed as Shakespeare characters. Can you stomp like Caliban, or flit like Titania? We can’t wait to see your photos – tag us on Twitter #ShakespeareWeek Time to Play – an online exhibition inspired by sport and leisure in Shakespeare’s time curated by author Marcia Williams Shakespeare Week in libraries – a number of libraries will be hosting their own Shakespeare Week activities based on A Midsummer Night’s Dream. Look out for details at your local library. Shakespeare Week is developed by the Shakespeare Birthplace Trust’s award-winning learning team, and supported by Arts Council England. Each year over 2 million children enjoy Shakespeare Week, which provides teachers, home educators and families with free tools to take Shakespeare into their classrooms or homeschooling, across every subject in the curriculum. For more information see www.shakespeareweek.org.uk and @ShakespeareWeek.
New research reveals the best way to solve the teacher shortage crisis
A new report has claimed that investing in teacher training would be more effective than seeking to recruit thousands of new ones. The research for education charity PTI – formerly The Prince’s Teaching Institute – argues that the additional cost of embedding 35-hours of high-quality professional development a year for all teachers would likely be offset by improved teacher retention rates. Existing research confirms that this additional training could result in an increase in retention rate of 2%, equivalent to approximately 12,000 teachers per year. This would go a long way towards solving the teacher supply crunch currently facing the education sector. As well as needing to replace the 15,000-20,000 teachers that leave the profession each year, 11,000 additional teachers are needed in the secondary sector over the next three years to deal with an extra 160,000 pupils who will enter into state funded secondary schools. High quality professional development has been proven to deliver other benefits too. Teachers develop their personal and professional skill set, grow their subject knowledge and expertise, and it encourages them to become more effective and enthusiastic leaders. The National Association of Head Teachers state that high-quality Continuing Professional Development (CPD) can improve teachers’ wellbeing and encourages more experienced teachers to remain in the profession. This provides a more stable learning environment for teachers and boosts learning outcomes for pupils. The report states that “While the definition of high-quality CPD is still subject to debate, there seems little doubt that both the quantity and quality of CPD provision in England could be significantly improved.” Professional development also provides long-term benefits for the labour market. Research from the Education Policy Institute suggested that embedding 35 hours of CPD for teachers could increase the lifetime earnings of the average student by around £2,300. As a society we profit from this investment, because when applied across the country for a 10-year period the benefits were estimated to be nineteen times higher than the £4bn total cost of the policy. Chris Pope, Co-Director of the PTI, said: “We know from the teachers we work with that good professional development not only inspires them to become more inspiring teachers, but also encourages them to remain in the profession despite all the challenges they face. The Pro Bono Economics report provides financial justification for our work, and a strong argument that schools and government should be investing more in teachers’ professional development. Good CPD benefits teachers and students, and this report confirms that it makes economic sense too”. Jon Franklin, Chief Economist at Pro Bono Economics, authors of the report, said: “The education sector in England is facing a teacher supply crisis that has not been helped by the added pressures exerted on teachers and pupils by the pandemic. Consistent annual shortfalls in secondary school teacher recruitment over the last decade mean the gaps are too large for the sector to recruit its way out of this problem. “There needs to be greater focus on retaining the thousands of teachers that leave the profession each year. Continuing professional development is a key tool for helping to keep teachers in the classroom. Our analysis suggests that increasing the provision of CPD for teachers would prove cost-effective for the government, with the benefits from retaining teachers outweighing costs within two to three years.” Pro Bono Economics is a charity that uses economics to empower the social sector and to increase wellbeing across the UK. The full report can be read here https://www.probonoeconomics.com/learning-to-save-teacher-cpd-as-a-cost-effective-approach-to-improving-retention
New films for teachers and young people to explore LGBTQ+ issues
Education charity, Into Film, has launched a curated programme of films, resources and exclusive collaborations with LGBTQ+ organisations such as Stonewall, Mermaids and Brook ahead of LGBTQ+ History Month in February. The collection is available for educators on Into Film+, the only free* and rights-compliant film streaming service for UK schools. This comes at a pivotal time for LGBTQ+ issues within education. Whilst the subject is now integral to the curriculum as part of Relationships Education for primary students and Sex and Relationships Education for secondary ones, recent research* from LGBT+ charity ‘Just Like Us’ found that only a third of teachers felt ‘completely comfortable’ teaching the subject and one in five felt ‘uncomfortable’. Meanwhile, a poll of secondary students* from the same charity found that nearly half of young people had received little or no positive messaging at school about being LGBT+ in the past 12 months. Into Film’s programme aims to help educators feel confident in exploring lesbian, gay, bi, trans, queer, questioning and ace spectrum experiences, not just across February, but every day. Meanwhile, crucial contributions from experts and individuals in the LGBTQ+ community mean that the accompanying resources and videos for each film can speak with authority on how to inspire and educate young people across the UK as well instigate and normalise peer-to-peer discussions around this subject. Into Film engages with over half of UK schools and offers trusted, free educational support for teachers, advocating the use of film as a powerful tool for learning. The programme is aimed at 11-19-year-olds and includes the following films, resources and additional content: • Love, Simon (cert 12) – accompanied by a film guide and exclusive content from Stonewall who provide an introduction and a closer look into the film’s themes • Pride (cert 15) – accompanied by a film guide and two exclusive videos from curation experts at Into Film. • Philadelphia (cert 12) – accompanied by a film guide and exclusive content from The Terrance Higgins Trust who provide an introduction and Q&A about misinformation and the progress of AIDS/HIV. • Tomboy (cert U) – accompanied by a film guide and an exclusive video from Mermaids (coming on February 3rd) discussing the film’s key topic of gender identity and an overview of the use of personal pronouns. • Pariah (cert 15) – accompanied by an exclusive video from youth sexual education organisation, Brook, who provide an introduction and deeper dive into some key issues within the film including ‘coming out’, knowing your rights and how to find support from friends and family. • Tangerine (cert 15) • All About My Mother (cert 15) – accompanied by a film guide. • The Imitation Game (cert 12) – accompanied by a film guide and LGBTQ+ assembly resource. • Tokyo Godfathers (cert 12) – accompanied by a film guide. • One Year – a youth made short film about Ben Hodge’s personal experience of transitioning. Ben’s inspiring film won Best Documentary at the 2020 Into Film Awards. Filmmaker Ben Hodge commented on the importance of having LGBTQ+ films and resources easily available in the classroom: “Showing young people LGBTQ+ films and media in the classroom is only going to create a more positive and open environment for self-exploration and self-expression. In school, if my teachers had access to and utilised the resources and films that are on offer, I probably would’ve had better mental health, greater understanding of myself, and I wouldn’t have had to hide myself around peers who don’t understand what it is to be LGBTQ+. Encourage conversations about what that means as well as what self-expression and understanding looks like – it will really create a more inclusive community within your school”. Into Film has also worked closely with Iris Prize and produced a collaborative educational resource focusing on five short films from the Iris Film Festival that explore themes of trans issues and inclusion. These include Between Us, Dawn, Something About Alex, Take Your Partners and Tomgirl. The accompanying resource was funded by Ffilm Cymru Wales and is available in English and Welsh. Short films are a great way of using film in the classroom when teachers don’t have the time to watch a full-length feature. Into Film+ also includes collections of short films that explore a variety of LGBTQ+ stories and narratives including Crocodile, Half A Life, Turn It Around, In Nature and The Son’s Name. Finally, several short films are available in collaboration with Peccadillo Pictures including Closets, Silly Girl, Happy & Gay, An Afternoon, Run (A)way Arab and Sign. Peccadillo is an award-winning UK film distributor of Art House, LGBTQ+ and International Cinema. For further information about the LGBTQ+ programme and signing up to Into Film+ – https://www.intofilm.org/lgbtqplus Into Film and the Into Film+ streaming platform is supported by the BFI using National Lottery funding, thanks to National Lottery players, and the UK film industry through Cinema First. The National Lottery raises £36 million each week for good causes across the UK. *Into Film+ screenings of Filmbankmedia’s films for an entertainment or extra-curricular purpose require a Public Video Screening Licence (PVSL) from Filmbankmedia. State-funded schools in England are covered by the PVSL. *Just Like Us Teacher Research – https://www.justlikeus.org/single-post/one-in-five-teachers-uncomfortable-discussing-lgbt-topics-with-pupils *Just Like Us Student Research – https://www.justlikeus.org/single-post/lgbt-young-people-mental-health-coronavirus