LiteracyPlanet Introduces Free Back-to-School Resources for UK Teachers on Pinterest
As the new school year beckons, LiteracyPlanet, a fun curriculum-aligned digital literacy tool, has unveiled a treasure trove of back-to-school resources specially designed for UK educators. These invaluable resources are now available for free download via the LiteracyPlanet Pinterest page. With teachers gearing up to return to their classrooms, the pressure to innovate and engage students looms larger than ever. In an era marked by constrained budgets and limited teaching time, LiteracyPlanet recognised the need to provide educators with a suite of much-needed literacy resources. Throughout the summer break, the platform diligently crafted an array of dynamic and engaging resources that promise to invigorate the learning experience. Tom Richardson, CEO of LiteracyPlanet, expressed his vision for these resources, stating: “Our focus is not only on aiding teachers burdened by time constraints, but also on delivering a curriculum-aligned program that imparts essential skills to children. “From writing and spelling to reading and comprehension, we weave in characters and themes that resonate with children, ensuring a fun learning journey.” “At LiteracyPlanet, we deeply understand and want to wholeheartedly support teachers, who often dip into their own pockets to fund the purchase of resources for their classrooms. Our mission is to stand by educators in every way possible, alleviating their burdens and furnishing them with tools that breathe life into their lesson plans while nurturing students’ literacy skills. “We recognise the dedication of teachers and strive to provide them with high-quality resources that not only enhance learning outcomes but also acknowledge their invaluable contributions to shaping young minds.” Conveniently accessible through the LiteracyPlanet Pinterest page, these resources comprise a diverse selection of captivating worksheets, poised to engage students and lay the foundation for a successful academic year ahead. From now until the end of term one, teachers can tap into this initial wave of resources, spanning themes such as football, animals, transport, pirates, and the festive season. The introduction of special characters adds an extra layer of excitement to the offerings. The toolkit encompasses a variety of enriching materials: • Interactive games and quizzes • Sound bingo – A captivating auditory learning experience • Visual cues for word acquisition • Classroom decorations – Enhancing the learning environment • Word builders – Enhancing spelling prowess • Word searches, crosswords, and scrambles – Nurturing vocabulary • Creative colouring activities • Article workbooks – Fostering reading, vocabulary, and comprehension skills • Motivational literacy posters – Energising back-to-school spirits • Word building exercises – Bolstering spelling proficiency Developed by pedagogical experts, these resources have been tailored to align seamlessly with the skill development crucial for students. Beyond mere utility, the incorporation of thematic elements ensures active student engagement and task completion. LiteracyPlanet will be creating a continuous influx of free resources throughout the school year. To access these fun and engaging tools, visit and follow the Pinterest page: https://www.pinterest.com.au/literacyplanet/
Kernow Learning Trust partners with Little Troopers to support service children
There are thousands of children in UK schools who have a parent serving in the British Armed Forces and face unique pressures as they grow up, such as having a parent deployed overseas or having to move home or school multiple times. In fact, just over half of state schools in England have service children on roll and most military children attend a school with fewer than ten others from a service background. Yet whilst schools in England receive Service Pupil Premium, a payment of £335 per service child to provide pastoral support, there are no national guidelines in place as to how schools should best support service children in education. That’s why Kernow Learning Trust in Cornwall has partnered with the military children’s charity, Little Troopers, to ensure that all 150 service children across its 21 schools receive a consistent level of support no matter which school they go to and how many service children are on roll. The idea started when one of the schools in the trust, King Charles CE Primary School, near HMS Culdrose, signed up to the charity’s Little Troopers at School programme and set-up a weekly Little Troopers lunchtime club. They school only had 13 military children at the time, all from different year groups and the weekly club brought them together to chat about military life, make crafts to give to their serving parents and take part in activities from the Little Troopers at School programme, as well as simply spending time having fun together. The children also created a Little Troopers display board in the main corridor to show their civilian peers what life is like in the Armed Forces, including a map to show where their Mums and Dads are in the world. The school found the club helped foster sense of community by offering military children a space to talk about their connection to the forces and make new friendships based on their shared experiences. Headteacher, Lee Moscato, was keen to replicate the idea across all 21 schools in the Trust and so worked with Little Troopers to create a pack of resources that could be sent to each school. The toolbox of resources included information for teachers, storybooks for the library, early years outfits, lesson plans, activity ideas, digital workshops and a military child wellbeing course to help teachers delve deeper into some of the unique challenges that military children face growing up in the Armed Forces community. Lee Moscato, Headteacher of King Charles C of E School, said: “This has enabled a really powerful joined up approach which ensures an equity of provision which is really important to us here in Kernow Learning. “By training, learning and collaborating across all our schools we have secured a strong offer for our services families within our Trust. “For those schools without any pupils with serving parents currently on roll, it means that they are ready to welcome them should they join and for those with service family pupils, we have been able to share best practice and further strengthen our provision in all our schools. We’re really thankful to the support that Little Troopers has given us.” Louise Fetigan, founder of Little Troopers, added: “Parents often tell us that one of their biggest frustrations is that support for military children is not consistent between schools, so it is brilliant to see Kernow Learning Trust recognising the importance of providing consistent support for service children across the board. “By having these resources in place, schools are sending a messaging to military families that we recognise your children, we understand that they might be facing unique challenges, and we have things in place to support you and your children whenever you need it. “ Read more news here
Robots like ChatGPT are taking over – and we should probably let them
Everyone seems to be talking about ChatGPT. Along with other AI large language models such as Google’s Bard, this powerful disruptive technology is currently gathering increased media attention and generating both excitement and concern from the public. Understandably, many education professionals are employing caution around the way that students and educators could use a technology with a dialogue format that can answer follow-up questions, admit its mistakes, challenge incorrect premises and reject inappropriate requests. It certainly has the potential to transform education in amazing ways. One of the reasons this disruptive technology is ruffling feathers is that it takes us so much further forward, technology-wise, in such a short period of time. Perhaps it’s worth thinking back to the time when search engines transformed the way we searched for information on the internet. They democratised access to information in a truly ground-breaking and exciting way and nowadays we use Google, Bing, Yahoo! and others to find information on the worldwide web as a matter of course. ChatGPT is capable of much more than simple information searching. It interacts with users in a conversational way and can learn to predict answers and even the users’ subsequent enquiries. Inevitably, when technology offers such a huge step forward in potential uses, this massive potential leads to specific pitfalls too, many of which are probably not even being thought about yet. Disruptive and dangerous? Educators are understandably worried about how students may use this technology. For example, a user can request a 1,000-word essay on a specific subject, with suggested style, delivered in a few minutes. When technology can save so much time, how will students, or indeed anyone, be able to resist using it? Some of the concerns around the negative impact of ChatGPT on learning and education include: ChatGPT’s own creators suggest it should not be used for high stakes tasks, recognising that it is still prone to inventing or what they call ‘hallucinating’ facts. They recommend it should be used in conjunction with human review and the provision of additional context. Used well, they argue that AI can transform education for the good. Helping teachers: Helping students: Helping schools and colleges: A Brave New World In conclusion, education providers will need to prioritise evaluating the pros and cons, and drafting of their own use policies around ChatGPT and other powerful AI technology. They may decide to try to block access on school computers, but it is likely that creative young people will find a way around that. AI is a relevant part of their future, so the best solutions will help them to learn how to use this technology to achieve the best outcomes. Some organisations may be concerned with the sheer speed of change that conversational AI is driving, that could leave policy makers trailing in its wake and playing catch up with a powerful technology that is already ‘out of the box’. The CEO of OpenAI, the developer of ChatGPT, Sam Altman has said that he hopes that the world can move slowly and adapt to the technology. This will, he says, help his team develop the tool in safe ways, seeking potential mitigations and guidance for policymakers. Students and education professionals will need to learn to use AI and ChatGPT safely, and effectively, understanding its limitations, appreciating the risks of inaccuracy and most of all, embracing the opportunities for positive change that they bring. Young peoples’ futures will almost certainly rely on AI – and their jobs may well depend on it too, for example in helping to build a legal argument based on the precedents in previous case judgements, for making medical diagnoses, and for writing computer code that will, in turn, transform the way people work. The advent of AI and ChatGPT will undoubtedly create new job roles and functions, much as the internet did for web designers and SEO experts. We must not fear this change, but embrace it as the next great leap forward in technology that can make our lives better, if we choose it to. By Ann Ramsay, Vice President, Advanced Education Read more features here.
Industry heavyweights back renewed focus to tackle UK skills gap at grassroots
The Design & Technology Association, the leading body dedicated to supporting, developing and promoting high-quality design and technology teaching and learning in schools, is today launching its highly anticipated Vision Paper for 2023. Backed by Sir Jony Ive, Will Butler‑Adams OBE and Yewande Akinola among others, the paper highlights the urgent need for revitalising design and technology in the education system and calls for decisive action to address the decline of this key curriculum subject. Fighting curricular extinction Design & Technology as a curricular subject is in a state of national neglect. In 2003, there were over 430,000 GCSE entries and over 26,000 A Level entries, compared to a mere 78,000 and just over 10,000, respectively, today. Trained and qualified teachers have also dwindled from 14,800 in 2009 to less than 6,500 presently. It is estimated that the subject is approximately 4 years away from curriculum obscurity, with a historic lack of national leadership and direction precipitating this decline. Furthermore, Design & Technology particularly faces extinction in UK regions with high levels of poverty. As the cost-of-living crisis escalates, the Design & Technology Association fears that the gaping disparity in quality education delivered to the privileged and deprived will be even more pronounced and difficult to bridge. The UK’s design sector, however, contributed an impressive £97 billion to the GDP last year, with the figure rising to over £400 billion when engineering and manufacturing are included. These sectors collectively employ 1 in 10 workers in the UK, underscoring the significant economic and employment opportunities associated with design and technology. “We have reached a critical time in design education. Since 2010, the government has embedded a knowledge-rich curriculum across the school system, deprioritizing creative subjects and practical, skills-based education. This is a profound and ignorant mistake. D&T is a uniquely interdisciplinary subject encouraging practical problem solving, collaboration, empathy, and creativity as well as both critical and analytical thinking. Most importantly, it inspires young people to be curious, to trust their own ideas, and equips them to explore solutions to the world’s biggest problems. It is crucial that government, business leaders, educators and governing bodies adopt the recommendations set out in this report.” said Sir Jony Ive KBE HonFREng RDI To shed light on the state of design and technology education in England, the Design & Technology Association commissioned the Education Policy Institute to conduct extensive research. The resulting report, published in March 2022, served as the foundation for subsequent roundtable discussions involving subject leaders, headteachers, Trust Executive Heads, business and sector leaders, with ongoing engagement and updates provided to the government. Design & Technology: the great “social leveller Tony Ryan, CEO of the Design & Technology Association, was a former school principal and teacher in IT and design & technology. A working-class boy and son of Irish immigrant parents, Ryan was once an academic underperformer, perceived school as pointless, often got into trouble and was finally excluded. An apprenticeship as a car mechanic helped him understand the relevance of the physics and maths subjects he was taught in school, which catalysed his aspirations of becoming a teacher by going back to further education and obtaining a degree. Ryan commented: “Design & Technology, as an educational discipline, is the great equaliser. Personally, it gave me context and purpose to the perceived pointlessness of school, and it provided contemporaries and I with the vital alternative gateway to the academic and professional world. Design and technology are at the heart of innovation, creativity, and problem-solving.” Ryan continued: “As a subject, it provides the relevant and necessary skills for emerging and grassroots talent who are likely to be the inventors and innovators the UK needs to address some of the biggest issues facing humanity: climate change, pandemics and an ageing society are a few primary examples that need to be tackled urgently with innovative, scalable, and sustainable solutions. It is also key to ensuring the UK stays competitive with a pipeline of homegrown talent with the necessary skill sets needed for an increasingly AI and tech-enabled world. We cannot afford to neglect this vital subject any longer.” Teachers nationwide unite to inform a vision to rejuvenate D&T The Vision Paper, entitled “Reimagining D&T,” outlines key recommendations and calls for action from the government. The proposals include increasing the Initial Teacher Training (ITT) bursary to match other STEM subjects, establishing incentives for industry professionals to transition into teaching design and technology, and urging the government to find funding to allow all teachers of design and technology across both primary and secondary sectors access to a protected budget to allow for subject based training. This will enable non-specialists teaching the subject to bring their knowledge and skills up to date and will allow specialists to develop their strengths in identified development areas. Moreover, the Vision Paper addresses the need for curriculum development in both primary and Key Stage 3 (KS3) levels. It advocates for a greater emphasis on sustainability, energy conservation, design thinking, empathetic design, teamwork, and presentation skills. The proposal also highlights the successful trial of additive manufacturing in primary education and calls for funding to extend this initiative nationally. The Design & Technology Association aims to secure sponsorship to support the required budget of £165,000 for KS3 contextual work and develop 15 contextual projects within a six-month timeframe. Additionally, the organisation strives to make all proposed initiatives accessible to all teachers, free of charge, to ensure widespread adoption and implementation. Yewande Akinola MBE commented on the initiative: “Design and technology education is super crucial for shaping the designers, engineers, and innovators of the future. It equips learners with the right skills to be able to think creatively, solve problems, and apply the right principles in practical ways. By integrating design and technology into the curriculum, we help build a generation of thinkers who can bridge the gap between imagination and practical application- turning ideas into tangible solutions. I truly believe that it helps promote teamwork and collaboration and is an essential ingredient for achieving a Sustainable world.” In support of its Vision Paper,
Editor’s Blog: Will the pay award stop the strikes?
As I write this, it’s the last afternoon of the school year and teachers are looking forward to a well earned rest. But those in the four main unions can’t fully relax yet as they must decide whether the government’s 6.5% pay offer is enough for them to cease industrial action in September. With parental support thought to be waning after months of disruption and concern that the government won’t bend any further, union chiefs have strongly recommended that members accept the offer. NEU joint general secretary, Kevin Courtney, wrote to members saying they feared support for further walkouts would reduce now that teachers’ action had resulted in a significant pay hike offer. He told members: “There is the alternative of rejecting the offer. But if you do this, we think it’s really important that you understand that [you] would be committing yourself and your colleagues to a radical intensification of industrial action in the autumn term. “We think that nothing less would shift the government and even that radical intensification might not shift the government. We think that is a very risky course of action.” Just a day before the government increased its offer from 3.5% + £1,000 to 6.5%, the NASUWT union revealed it had overwhelmingly voted for action in September. We don’t yet know if the improved offer has quelled the thirst for action at NASUWT but the Guardian has reported rumours that groups within the NEU are beginning to lobby members to reject the offer. All four unions are due to vote yes or no in the coming days. I for one, hope they accept the offer. Speaking as a former union rep who spent many years in conflict with management on behalf of my colleagues, it goes without saying that I have supported the strikes despite the inconvenience to me and the disruption to my children’s education. Yes, it is short of inflation, and no, it won’t solve the teacher shortage problem overnight, but in the context of the current political climate it’s a fantastic result and more than most people would ever have expected. Teachers are overworked for sure – I often cannot believe the hours that I hear some teachers are working. Far too many. But are they vastly under paid? Possibly a bit but I doubt many teachers go into the profession for the money – similar to journalists! We do it for the love of the job and at the end of the day, all those professions that are a vocation rather than ‘just a job’ are vulnerable to being taken for granted. If you’re doing something you actually care about, sadly people will take advantage of your commitment and loyalty. We don’t just roll over and accept poor treatment, and boy, unions are vital in these sectors, but pushing too hard isn’t going to win friends or get vastly better results, in my opinion. Tackling the things that ruin job satisfaction, such as having to cover vacant posts, doing excessive admin and working silly amounts of overtime, would mitigate any slight pay quibble, I would imagine. The Education Secretary has launched a ‘Workload Taskforce’ and while it’s easy and not unexpected to be cynical about conditions improving, the fact that the DfE is actually acknowledging the issues would seem to provide some optimism. The National Foundation for Educational Research has said the 6.5% pay boost is unlikely to make a significant overall difference to long-term teacher supply on its own but I believe working with the government, now that a pay award has been offered, will bring quicker results than continuing the industrial action. If the next government fails to follow through then by all means more action could be justified, but it’s time to pause and re-assess and see if we can end the disruption for our children.
Seaton Tramway Launches Exciting Learning and Activity Programs, Promoting Fun and Education for all
Seaton Tramway, a unique heritage attraction nestled in the breathtaking East Devon countryside, is thrilled to announce its exceptional learning and activity programs designed exclusively for school visits. With a fleet of 14 heritage-style trams, Seaton Tramway offers an unforgettable journey spanning three miles of scenic East Devon landscape, traversing Seaton Wetlands and the stunning Axe Estuary to Colyford and Colyton. A school visit to Seaton Tramway promises an immersive adventure, blending education and enjoyment. Students will have the opportunity to embark on a captivating ride aboard one of the enchanting heritage-style trams, complemented by engaging and educational workshops delivered by the highly experienced Learning and Activity team. The workshops cover a wide range of subjects, including local history, geography, science, maths, art, and English, ensuring a diverse learning experience that caters to various curricular interests. Here are the top 10 reasons why schools should book a visit to Seaton Tramway Unparalleled setting: Immerse students in the captivating beauty of East Devon countryside, providing a unique backdrop for learning. Tramway adventure: Each learning session includes a return tram ride, allowing students to experience the charm of the heritage-style trams firsthand. Expanded options: Take advantage of the newly opened Wetlands and Riverside Halts, enabling the inclusion of Wetlands and Depot visits in the itinerary, enriching the overall experience. Tailored sessions: Seaton Tramway offers a range of engaging and informative taught sessions, customizable to suit specific educational requirements and interests. Resources for exploration: In addition to the taught sessions, the Tramway provides enjoyable resources for school-led activities, fostering a hands-on approach to learning. Flexibility and customization: The experienced learning team at Seaton Tramway collaborates closely with schools to plan each visit meticulously, ensuring an enriching experience tailored to the needs of each group. Inclusivity at its core: Seaton Tramway warmly welcomes pupils with additional needs, ensuring that everyone can participate and benefit from the educational programs. Continued learning: Downloadable follow-up resources empower students to extend their learning beyond the Tramway visit, further exploring the subjects covered during their time at the attraction. Proximity to Jurassic Coast: Situated on the edge of the awe-inspiring Jurassic Coast, schools have the option to enhance their visit with an excursion to the beach, creating a truly cross-curricular day. Unforgettable memories: Seaton Tramway promises an unforgettable experience, blending education, adventure, and natural beauty to create lasting memories for students and educators alike. Seaton Tramway invites schools to embark on an enriching journey, where education comes alive through the charm of heritage trams and captivating workshops. To learn more about booking a school visit to Seaton Tramway or to explore the range of educational programs offered, please visit https://www.tram.co.uk/learning or contact nicola@tram.co.uk or info@tram.co.uk
North West and Yorkshire primary schools trust introduces ‘7 musts’ for kids before they grow up
The Pupil Parliament at a primary school trust has developed a trailblazing ‘7 musts’ for pupils across its 15 schools. Focus-Trust’s Pupil Parliament consists of pupils who have been elected by their peers to represent their school at the trust level. The ‘7 Musts of Focus-Trust’ began as a recent Pupil Parliament project, inspired by books such as ‘100 things to do before you grow up’. A long list of ideas were sent out to the schools via surveys, from which children and staff all voted for their top 10 ideas. Further discussions were held in the following Pupil Parliament meetings, and the members voted for their top seven ‘musts’. The seven essential experiences will become available to all children at Focus-Trust schools. They are: A pupil representative presented the ‘7 Musts’ to all of the Focus-Trust headteachers, and the Pupil Parliament designed their very own logo. The aim of the project is to give pupils an even wider set of standard experiences to develop their social and cultural knowledge. By making these activities a ‘must’, they become a core entitlement for all, rather than an additional extra. Each school is now planning to organise each of these activities from September 2023, with some having already taken their residential visit to London. Andrew Marlow, Curriculum and Pedagogy Director at Focus-Trust, said: “At Focus-Trust, pupil voice is a crucial element of our work and supports our continual improvement. “Across all our schools we actively seek out opportunities for children to share their thoughts, opinions, and ideas about their learning and experiences. “It is important to us because it empowers our children, improves learning, fosters a culture of community, and develops important life skills.” Focus-Trust is a charitable primary schools trust based in the North West of England and West Yorkshire with a vision of providing ‘great schools at the heart of our communities’, where children thrive, achieve and succeed.
Discovery Education Launches DoodleLearning Summer Challenge
Worldwide edtech leader Discovery Education has launched a new digital learning challenge designed to motivate children over the holidays and prevent summer learning loss. The DoodleLearning Summer Challenge encourages children to practise maths and English for just a few minutes each day, using the award-winning DoodleMaths and DoodleEnglish apps. Part of the Discovery Education family of services, the innovative DoodleLearning apps transform learning into a fun adventure, rewarding children’s progress and building their confidence. To keep children learning beyond the classroom this summer, Discovery Education is giving teachers free access to DoodleMaths and DoodleEnglish from now until the start of September. Schools can sign up at : doodlelearning.com/prevent-learning-loss Parents can also register for 2 weeks’ free access by visiting doodlelearning.com/challenge-free-access and entering the code: SUMMER_2_WKS The DoodleLearning Summer Challenge gives children a personalised programme to plug gaps and get them ready for September. Making summer learning fun, the challenge is jungle-themed, and every child who completes it will receive a special jungle pin badge and certificate. One of the schools taking part is Lainesmead Primary School in Swindon. Teacher Nicole Deacon-Willis said: “The Doodle Challenge provides children with the opportunity to rehearse and revisit key learning skills from the comfort of their home. We love Doodle for its child-friendly setup. When used for short bursts every day, it’s a fantastic to boost confidence in maths and timestables, as well as English and spelling.” Howard Lewis, Discovery Education’s UK and International Managing Director, said: “We’re delighted to give schools and parents free access to our award-winning Doodle apps as part of our Summer Challenge. Doodle is proven to boost attainment when used for just 10 minutes a day, making it the perfect holiday learning tool.” The DoodleLearning Summer Challenge follows the 2023 Spring Challenge, which was entered by over 16,000 pupils from 600 UK primary schools – its most successful year yet! Designed to be used for just 10 minutes a day, Discovery Education’s DoodleMaths and DoodleEnglish use the latest advances in learning and motivational psychology to raise attainment and boost confidence in maths and English. Giving children a personalised learning programme tailored to their needs, the apps are proven to boost confidence and ability. Filled with thousands of interactive exercises, they explore numeracy and literacy in a fun, approachable way, giving children core skills they can use in the classroom and beyond. Find out more about how DoodleLearning’s award-winning apps can help you as a parent orteacher at www.doodlelearning.com. Discovery Education is the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place. Explore Discovery Education’s award-winning digital learning services at www.discoveryeducation.co.uk.
Wicked Writers: Be the Change Competition winners announced
The winners of the 2023 Wicked Writers: Be The Change writing competition, a collaboration between the National Literacy Trust and the stage musical Wicked, as part of its Wicked Active Learning cultural and social education programme, have been announced. From climate change to clean water, food banks to football, children across the UK have made their voices heard about the things they would like to change for the better in society. The winner in the 9-11 age group is Amélie Arumugum, 10, from Powell Corderoy School in Dorking, who wrote an inspiring essay on deforestation and how humans can change their behaviour to protect the planet. Natalia Hrickova, 10, from Thomas Deacon Academy Junior School in Peterborough, is the runner up, and her experience as a deaf student fuelled an inspiring and persuasive argument for British Sign Language to become a mandatory lesson in school. The winner in the 11-14 age group is Hannah Firth, 14, from Trinity Academy in Halifax, whose essay on protecting and supporting refugees moved and inspired the judging panel. Ella Barker-Garrod, 13, from Ringwood School in Hampshire, was the close runner-up, and she used her entry to highlight inequality in women’s sports, calling for an end to sexism. The judges were Sharna Jackson, award-winning author of High-Rise Mystery, Mark Curry, Wicked cast member and former ‘Blue Peter’ presenter, Michael McCabe, Executive Producer of Wicked in the UK, and Jonathan Douglas, CEO of the National Literacy Trust. Tim Judge, Head of School Programmes at the National Literacy Trust, said, “The huge variety of issues facing children has been a real eye-opener. Many children who entered had experienced some form of social injustice in their own life, from accessibility issues, through to gender inequality. The competition has been a successful exercise in showing children how they can use their literacy skills to amplify their voice and raise awareness about issues important to them.” Michael McCabe, Executive Producer of Wicked added, “We are proud to have provided this platform for young people to find their voices through writing about the issues that matter to them. With concerns for the planet, a plea for us all to learn sign language, ongoing sexism and inequality in sport, and the inhumane treatment of refugees, these four incredible pieces of writing inspired us all.” Sharna Jackson, award-winning children’s author, also commented, “It was a real pleasure to judge this competition, and to host a workshop as part of the prize! Speaking with the winners and their classmates during the workshops has demonstrated just how important it is to provide children with a platform for them to raise awareness about issues close to their hearts. The wide range of subjects featured in the competition entries demonstrates the variety of challenges facing schoolchildren from different backgrounds across the UK and gives a valuable insight into how we can better shape the future for this next generation. I hope everyone who entered continues to use what they have learnt to fight for social justice!” The judges described Amélie Arumugum’s winning entry in the 9-11 age group as “an exceptional piece of writing. A very well crafted, well-researched piece which utilises emotional and intellectual appeal and includes a strong call to action.” After hearing about her win, Amélie said, “I was overjoyed. Out of all the participants across the UK, many of whom were older than me, I had won! I am so excited to see Wicked with all my classmates and since the title of the competition was ‘Be the Change’ I think everyone should not just write about positive changes but make them too!” Explaining why 14-year-old Hannah Firth was chosen as the winner of her age group, the judges said, “This piece commanded our attention from its first words, engaging us on both a societal and personal level. The writing is highly effective, with a variety of styles deployed, emotive and fact -driven. It’s highly persuasive, conveying deep personal pain about injustice.” Hannah was delighted to have won, saying, “I feel incredibly lucky to have won the ‘Be the Change’ competition! I wanted people to read my piece and feel something, be moved, and see refugees not just as statistics but as individuals who need our support. I spent a long time editing and re-drafting my piece of writing due to my dyslexia as if I wanted people to care about my chosen topic, I realised I needed to show how much effort I was willing to put in too. I even conducted research online to ensure my writing was accurate.” Amélie’s and Hannah’s schools have both received class trips to see Wicked and workshops with Sharna Jackson, in which they will learn more about writing compelling stories and arguments, and how to use their voice to champion social justice.