Mindfulness – what is it?
What is Mindfulness? We hear the word Mindfulness used a lot these days particularly in relation to well-being. Mindfulness is simple another word for being ‘aware’. When we are ‘aware’ of the patterns and habits of our minds we have a better chance of preventing them from taking us off down unhelpful (neural) paths. A mindfulness training course, whether for students, teacher and/or parents, not only increases our awareness but it also allows us to strengthen the ‘muscle’ of the mind. As with any other muscle, the muscle of the mind needs strengthening frequently and regularly. Research from the Universities of Oxford, Exeter and Bangor has shown that a stronger mind, developed through mindfulness practice, leads to lower levels of anxiety and depression, increased attention span and an increased overall sense of well-being. Mental health challenges for young people were at epidemic levels before the COVID-19 pandemic. Never have children and young people needed support with mental health more than now. As an Educational Psychologist of more than 20 years, I have not found a better way to reach a large number of children quickly, than by offering them an evidence-based Mindfulness Course such as those offered by Evolve Mindfulness CIC. The courses that are offered through Evolve Mindfulness CIC were created by the Mindfulness in Schools Project and have undergone extensive research to get the right blend of mental health education and mediation. However, to have the greatest impact across your school community Mindfulness Training would also be offered to teachers and staff as well as parents. At Evolve Mindfulness we also design bespoke Mindfulness Training packages for the whole school. Our job would not be complete if we did not also help you to embed many of the positive practices from the courses within your school culture. We do this by building an open and trusting relationship with your school which we hope will continue for years to come. For more information on Mindfulness Training Courses please visit www.evolvemindfulness.co.uk
Blended Learning must be part of education’s ‘new normal’
By Dr Junaid Mubeen, Director of Education, Whizz Education In brief Blended learning is back, but faces a backlash for fear that online learning is diluting the quality of human-led instruction. The intention of blended learning is to exploit the best of online and offline instruction so that teachers are freed up to do their best work. Blended learning affords flexibility with respect to access, which is paramount in the context of Covid-19 but must also be embraced as part of education’s new normal. Blended learning is undergoing a revival. With few certainties around the shape of schooling during Covid-19, there is a growing recognition that education must happen both online and offline, in school and at home. But support for blended learning is far from unanimous. Many parents feel burdened by the expectation that they administer part of their children’s education from home – ‘Blended learning will break me’, says one, ‘that or the guilt of not doing much’. In response, some governments are rowing back on their commitment to this new delivery model – the Scottish First Minister, Nicola Sturgeon, is among those adamant that ‘we don’t want blended learning to last a single minute longer than is necessary.’ The revival may be short-lived. Much of the pushback against blended learning stems from a particular interpretation that online learning is a diluted form of instruction. The sight of talking heads presiding over Powerpoint presentations, or clunky attempts to replicate classroom dynamics via Zoom, has only added fuel to the scepticism. What is blended learning, really? Blended learning is not simply about switching one form of instruction for another, lesser form. The clue is in the name: it is a matter of understanding each delivery medium – whether the chalkface or the world wide web – and exploiting the affordances of each. Technology should not be thought of as a substitute for teachers but rather an aid; a means of augmenting and upskilling their capabilities. Put another way, blended learning challenges us to consider where teachers add distinct value, and which aspects of their role can be outsourced to online, automated delivery so that they can maximise the time they spend with their students. No teacher can realistically assess and differentiate their teaching for upwards of thirty students consistently; no teacher among the many thousands we have worked with expresses a desire to do so. Digital technologies have given us new prospects: a virtual tutor, for instance, can automatically assess students, prepare individualised learning plans and adapt instruction according to their specific needs. In doing so, it relieves teachers of the burden of having to design content and assess students at every turn. Teachers can instead focus their precious time on analysing the resulting insights and planning more targeted lessons that build on that which students have covered online. Blended learning comes in many shapes and sizes, and is ultimately based on the premise that teachers will be empowered when they gain more time to devote to the higher-order aspects of their role. This articulation of blended learning offers assurance to parents, too, that the learning their children undertake online need not be watered down. The online component is merely an effective means of ensuring students have acquired core knowledge and skills at their own pace (especially when the digital medium is tapped into to make content more interactive and engaging). The upshot is that, by delegating this part of instruction to technology, teachers are better equipped to tend to students’ individual needs when they do meet up, and to facilitate tasks that build on what they have encountered online. Blended learning is no free lunch, of course. The design of online learning experiences, from the content itself to pacing and feedback, requires careful and deliberate consideration to prevent tame mimicry of traditional teaching. Teachers, in turn, must be trained and supported to utilise the potential of these technologies; to become literate in learning analytics, for example, and understand how they can inform more differentiation in their own teaching. Blended learning is achieved only when teachers feel secure and confident in the technologies at their disposal. The access barrier Perhaps the biggest caveat of all with blended learning comes with the question of access. Online learning remains a distant reality for many children. Our own data has brought into focus the stark digital divide that exists between and even within nations. At a recent conference organised by Whizz Education, ministry representatives from twelve African nations confirmed that the predominant medium for reaching their most marginalised communities was not the internet but broadcast (television and radio in particular). The technology divide is not merely a phenomenon of ‘developing’ countries: in the UK, some 34 percent of families currently lack access to internet-enabled devices, leaving their children with scant educational provision during school closures. As long as this access barrier remains, blended learning is something of a misnomer. But to reject online learning outright is to deny children their right to a stable learning experience. UNESCO reports that over 60% of students have been affected by school closures. The traditional view of bricks-and-mortar schooling as the only means of acquiring knowledge has been brutally exposed by the pandemic. For many children right now, the internet is the only portal to quality learning content. With that recognition, a cross-party effort is underway in the UK to expand connectivity to the most deprived families, and similar initiatives are being pursued the world over. Preparing for disruption Several years ago, the Christensen Institute articulated blended learning as a means of providing increased student control over the time, place, path, and/or pace of learning. It was a framework rooted in Clayten Christensen’s theory of disruptive innovation; a term that may have felt provocative at the time. Yet here we are, faced with a disruption of a different kind, the unprecedented threats of Covid-19, where the flexibility promoted by blended learning has never been more paramount. There will be more disruptions to come; our preparedness will be determined by our
Maths Summer Learning Challenge Launched
Whizz Education, provider of the award-winning virtual tutor Maths-Whizz, has launched an exciting summer learning challenge for all 5–13-year-olds. This new initiative is open to all schools and parents, designed to encourage students to continue ‘doing’ maths whilst having fun over the six-week summer holiday period (mid-July to the end August). The aim of the challenge is to ensure measurable learning gains are made, helping students get ‘back on track’ by September and have fun doing so both on screen and outdoors. Fiona Goddard, Senior Education Consultant explains: “It’s been a hugely stressful year, with teachers facing unprecedented pressure as many students struggle to keep up despite the heroic commitment of staff. The Summer Learning Challenge is being launched as a response to the extraordinarily difficult circumstances faced over the past 12 months and will support our schools, teachers, and parents keeping children’s maths learning simmering whilst away from the classroom. “Our research shows that when students switch off over the summer, they tend to lose around two-three months’ worth of maths knowledge, known as summer learning loss. Yet with just one hour per week of focussed individualised Maths-Whizz instruction, they can expect to move their learning forward by around eight-nine weeks over a six-week summer period. In all gaining a 4-month advantage with just one hour a week; helping to turn learning loss into learning gains. “As a solutions provider accountable for learning outcomes through a holistic approach, we offer a range of services to help pupils achieve learning gains. Therefore, as part of the Summer Challenge, schools will be supported with three learning initiatives: Virtual Tutoring: one hour a week of Maths-Whizz for students and a minimum of three Progressions for six weeks during the summer securing learning gains. Make Maths Stick: a set of recreational outdoor maths activities for children and families. Two activities a week for six weeks. Yes, it involves sticks. And yes, it’s really fun! Daily Challenges: brain-busting maths teasers for students, parents and teachers alike. Five challenges per week for six weeks. The fun maths teasers get children thinking outside the box. There are ‘easier’ or ‘harder’ options to get them reasoning and problem-solving at their level of understanding. A prize will be awarded to the school that achieves the highest number of Progressions per student, which includes an amazing half-day maths enrichment session in the Autumn, delivered by our experts at Whizz Education, in-person or online. A ‘Golden Ticket’ invitation to an online Maths Extravaganza, an hour of fun-filled maths activities with Dr Junaid Mubeen, Director of Education and Fiona Goddard, will also be awarded to individual students who achieve 60 mins and three or more Progressions over the six-week summer period in each of the six weeks. Golden Ticket invitations will also be offered to students who receive a shout-out from our marketing team after sharing an interesting Making Maths Stick activity photo or a solution to the Daily Challenges. Goddard continues: “We understand the summer is an essential time for teachers, parents and students to relax and recharge. Therefore, this initiative is intended to secure learning and engagement with minimal effort and maximum fun! With just 60 minutes per week the potential impact on learning gains is significant.” All activities are fully supported with quality resources including: implementation plan for schools, personalised progress tracker chart with QR codes for easy access to the activities for the students, resource packs, instructional guide, and school and parent webinars all detailing how to participate. Goddard confirms: “We believe that every child deserves a learning experience that caters to their individual needs and pace of learning. Our expertise lies in designing and overseeing implementations that embrace the unique context of each environment. We work in close partnership with schools and parents, to provide engaging and interactive content pitched at the right learning level, so progression can be a positive experience. We are now looking forward to collaborating with more schools, parents and students looking to take up the Maths Summer Learning Challenge!” To find out more about the Whizz Education. Sign up for the Summer Learning Challenge please see https://www.whizz.com/summer-challenge-signup/
Raspberry Pi purchase a Speedy 100 laser cutter from Trotec
Raspberry Pi has pushed the boundaries to bring a Speedy laser cutter from Trotec to their makerspaces. Who is Raspberry Pi? Digital making and fabrication are becoming core areas of focus in many industries. The Raspberry Pi Foundation has been leading the way in this field since it was founded in 2008. The charity’s mission is to put the power of digital making into the hands of people worldwide. In 2011 the first low-cost, high-performance Raspberry Pi computer was released for people to learn, solve problems, and have fun with. Since then, Raspberry Pi has become the UK’s best-selling computer of all time. The Foundation is constantly developing free resources to enrich the learning experiences of users, students, and also its team members ensuring longevity for the Raspberry Pi project. Putting digital making in the hands of people Raspberry Pi recently relocated to a new headquarters in Cambridge. Looking for a way to further develop their scope, the team decided that implementing a makerspace within the HQ would be part of the next stage of the Foundation’s development, providing team members with the opportunity to improve their skills in creating physical projects, as well as offering a practical space to run messier workshops. Unlike in many makerspaces, membership is not open: members must work for either the Raspberry Pi Foundation or Raspberry Pi Trading. The makerspace currently features a wealth of tools and equipment for use by members, including 3D printers, woodworking tools, and other tools including belt sanders and soldering equipment. During the planning process, Mark Calleja, Youth Partnership Manager for Raspberry Pi, and the Foundation team decided that a laser cutter would be the perfect tool to lay the foundation for the makerspace, allowing people who attend their workshops to realise their creative potential and enabling staff to train in the best digital making practises. Knowing the heavy use that a laser cutter would endure within a makerspace, Mark and the team wanted a machine that would continue to produce quality results regardless of the application and after repeated use. Aware of the strong reputation of Trotec, Mark decided to make Trotec his first point of contact for researching potential solutions for the makerspace. A centrepiece for the charity – the Speedy 100 laser cutter Since purchasing a Speedy 100 laser cutter from Trotec, Raspberry Pi team members have reaped the benefits of the machine; the laser cutter has proven to be the most popular piece of equipment. Aside from its use within the makerspace, the Trotec laser is an extremely useful tool for the Foundation to prepare for events, especially external workshops. Rather than outsourcing exhibition stand kit, the team can create stand-ready installations in-house using a range of materials including acrylics and plywood. The fully enclosed Speedy laser alongside its self-contained extraction unit ensures a safe and clean working environment, and it’s used to create varied applications including commemorative medals and giveaways for attendees. As an example of modern technology, the Speedy laser has proven to be an attraction to visitors: it’s an exhibit in itself and something the team is always happy to demonstrate. Since opening its doors, the Foundation’s makerspace has become a popular space, with Foundation team members creating a wide range of different projects using its equipment. One of the most impressive projects made by young people in the makerspace is the hedgehog lodge: a fully automated waystation for hedgehogs in urban areas. The lodge features a Raspberry Pi as its core, with all actuating parts created from plywood and laser cut using the Trotec Speedy 100 system. Speaking of the plans for the future of the Foundation and makerspace, Mark Calleja said that Raspberry Pi plans to continue to use the laser as a training resource to upskill staff, as well as creating different installations for events and beyond. Mark said: “We purchased our Trotec laser because of the strong reputation Trotec has for being the most reliable and best laser systems on the market. The laser does not disappoint, the robust build and processing capabilities meaning that the laser continues to produce excellent-quality results even after heavy use, and it’s easily adaptable to the wide range of projects demanded of it. The speed of processing is critical to ensuring that multiple members can get access to the machine without being held up for a long time while waiting for the completion of other jobs. “We also use Trotec’s TroLase Reverse to create medals which we give out during events. As a multi-layer material, it looks great and is easy to process using our laser.” The Speedy 100 is an entry-level laser cutter with a bed size of 610mm x 305mm and superior product build for dust protection, making it a versatile option for companies who engrave and cut various materials.
How to create playgrounds full of learning opportunities
Marco Boi, Founder and CEO of PlayinnovationTM discusses the importance of playgrounds in primary schools and how they can create plenty of learning opportunities… Learning Outside the Classroom (LOTC) provides children with exciting, engaging and more practical experiences to enrich their education and help them learn, but how many schools have playgrounds geared up to support this? Many places can be used for LOTC, from local parks and museums to highstreets and nature reserves, but this often involves considerable forward planning and permission from parents/guardians, meaning it’s difficult to implement on a regular basis. Playgrounds, on the other hand, are always accessible, ready and waiting to bring lessons to life. However, the logistics of taking lessons outside can sometimes be a little tricky, requiring teachers to gather multiple resources, which then need to be set up before the teaching and learning can begin. But what if your playground had been designed for LOTC to create a seamless transition from classroom to outdoor space, with the equipment you need already in place? The great news is that playgrounds are evolving. No longer just places for pupils to run around and let off steam during breaktimes, today’s playgrounds are being designed to promote and support LOTC throughout the school day, and rightly so. According to an Ofsted study into LOTC, “Such hands-on activities led to improved outcomes for pupils and students, including better achievement, standards, motivation, personal development and behaviour.” By combining specially designed equipment with bold, inspiring colour schemes and inclusive physical activity and learning zones, these innovative, modern playgrounds are able to boost learning, interaction and discovery in a way that’s harder to achieve with more traditional playgrounds. The inclusive zones (which we like to call pockets) are particularly beneficial. Unlike the huge, empty playgrounds that many schools still have, zones allow you to offer a much wider variety of activities and learning opportunities to your pupils, both in lessons and during their free time. And while creating zones may sound like a mammoth task, it’s much easier than you might think. For example, adding target games to spare walls and fence systems around your school’s playground or sports court is a straightforward way of dividing a larger space into multiple areas – creating accessible, social environments that cater for as many pupils as possible. Target games designed for covert learning – when not being used during recreation time – are also fantastic teaching and learning tools for lessons. With a bit of creativity, they can be used to achieve a wide range of learning objectives from the National Curriculum. For instance, the majority of target games involve numbers, allowing children to develop maths skills – such as counting, addition, subtraction, multiplication and more – in a fun, interactive setting that inspires a love for the subject. So, why not tick off that Year 2 objective to ‘Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward’ with a target game, or work on your Year 3 class’s ability to solve number problems and practical problems through the strategic thinking necessary with target games? The options are endless, and it might just help to reignite your passion for certain topics. A win-win. By creating a playground full of learning opportunities, you’ll also be achieving an even more outcomes of high-quality physical education, school sport and physical activity, as described by the Association for Physical Education, such as developing self-esteem, confidence, teamwork and cooperation, independent learners and effective leaders, and, importantly, physical and emotional wellbeing. Just as teachers are building LOTC into their lesson planning, it should also be a key consideration for headteachers and school business managers when looking to build, enhance or redevelop their sport and play areas. Providing teachers and pupils with outdoor spaces specifically designed for LOTC opens the door to even more possibilities and makes LOTC much easier to achieve on a regular basis, which, I think we can all agree, is an absolute must if we’re to provide pupils with the broadest scope of learning opportunities possible, encouraging them to feel excited and engaged in their education. Why outstanding playgrounds are essential in primary schools Playground days live long in the memory. Who doesn’t remember the breaktime stampede as pupils squeeze their way through classroom doors to unleash their energy – whether swinging from the monkey bars (a teacher’s worst nightmare) or playing a game of imaginary, swashbuckling pirates – keeping feet off the tarmac as if it were crocodile-infested waters. For most children at primary school, other than Physical Education lessons, playtime is the most active part of their day. It offers the chance to have fun, let off steam, build friendships, follow their interests and, importantly, relax away from lessons, which is good for their mental health and wellbeing. However, there’s much more to playgrounds than first meets the eye. Playgrounds have endless potential for developing children socially, emotionally and intellectually. On a basic level, they’re places for children to enjoy themselves outside of the classroom, but when you start to peel back the layers, they’re places for learning new skills, discovering hidden talents, building self-confidence, being mentally and physically stimulated, and expanding horizons. Absolutely essential for primary schools. Bring Lessons to Life Outdoors Keeping primary school pupils on task within the four walls of the classroom is a challenge at the best of times. After all, experts say that, typically, a child can concentrate well for three to five minutes for every year they’ve been alive. This means a five-year-old should be able to manage 15-25 minutes at a time. But, as every teacher knows, concentration is made all the more difficult when the sun’s beaming down outside and the lesson being taught requires a fair amount of focus (oh how we love the summer! Thankfully, there’s a trick that all teachers can perform… Heading outside to the playground, and taking activities down to a more practical level, allows them to switch up the learning
London schools recruit 10 teachers from Australia amid school staff shortages
QA Education caught up with Stuart McLaughlin, Principal, Bower Park Academy after his trip to Australia where he interviewed teachers there in a bid to ease school staff shortages back in London Borough of Havering. Here, he tells us about the decision to go to Australia, who funded the trip and the results now he is back in the UK… Why is there a surplus of teachers in Australia? There are several factors contributing to the high number of qualified teachers in Australia. Firstly, there are many attractive routes into teaching, with qualifications available at most universities in Australia. Options include: • A specialist undergraduate four-year Bachelor of Education degree which provides trainees with at least four student teaching placements to develop their skills • A Postgraduate Diploma and Master degrees which can be completed in 12-18 months To add to this, Australia’s low birth rate in the last decade has affected primary pupil numbers in certain regions, resulting in more trained primary teachers than available roles. In 2017, Australia’s total fertility rate (TFR) was 1.74; to maintain its population a country needs a TFR of 2.1. Finally, Australian teachers are in the top ten of the world’s highest-paid teachers according to the World Economic Forum2, making it an extremely attractive profession to candidates. Nonetheless, there remain exceptions. Maths and science teachers are in huge demand nationally and there are areas (including regional, remote and metropolitan locations) which struggle to recruit enough teachers for their schools. Whereabouts did you go to recruit teachers in Australia? My trip began in Brisbane where I stayed for two days before flying to Sydney for the next stage of my trip. I am currently in Melbourne where I’ll remain until returning to Brisbane for my flight home. What are the main differences in teacher recruitment between the UK and Australian schools? Unlike the UK, recruitment for government schools in Australia is run by a centralised body in every state or territory. New graduates join a list or are fast-tracked into government school vacancies. It is a points-based system. Hard to staff schools will have the opportunity to recruit up to 50% of their candidates directly and faith and independent schools will use agencies when needed to support their recruitment process. What are Australian schools doing in terms of teacher retention? Packages are offered to teachers who commit to working in schools based in areas which are difficult to staff. Incentives include higher salaries, relocation expenses and subsidised housing. To attract new graduates to regional and/or remote parts of the country, they are offered a three year posting in exchange for either their university fees being cleared or a role in a preferred location once their contract is complete. Like the UK, a high number of teachers leave the profession within the first five years. In response to this, the government is now holding an inquiry into the status of teaching in Australia. To attract the highest calibre candidates, there is currently a plan for high achieving teachers to earn $40,000 more a year (approximately £21,691) as “instructional specialists.” The plan proposes that school leavers with high scores in their final exams will be offered scholarships worth $10,000 (£5,427.50) per annum to enter the teaching profession. Could you describe the recruitment process which Supply Desk used to sign up Australian teachers? Supply Desk kicked off the process with Havering Education Services (HES) by identifying recruitment needs in the borough. Our overseas recruitment team is Teach In, the Australian branch of Supply Desk – who coincidentally funded my trip. The Teach In team is made up of ex-teachers and they are in charge of screening CVs and applications – around two in three candidates pass the process. Supply Desk evaluate these candidates using their specialist knowledge of UK schools to ensure we secure a good match and provide a teacher who meets all their requirements. Now you are back home in the UK, could you tell us about how successful the trip was? Teach in and HES organised 26 interviews for me: 13 secondary and 13 primary. Most of the recruits were available to come to the UK on a two-year visa but a few would require sponsoring to be employed in the London Borough of Havering. The interviews were mainly face-to-face, with some Skype interviews built into the schedule. The quality of candidates was high – only four were deemed not ready for a post in Havering. When I travelled to Australia, there were 20 vacancies in Havering across all sectors. My role was to match potential recruits with the requirements of my colleagues in the Borough. A Havering primary headteacher also interviewed the primary candidates after me in order to double-check their suitability for our schools. It was reassuring to know our judgements were aligned! Most of the primary candidates were qualified to teach all Key Stage 1 and 2 year groups, while secondary candidates were qualified in two or three subjects. Unfortunately, there weren’t many maths and science candidates (the post most in demand across Havering) as these are subjects for which there is a shortage in Australia too. However, there were excellent English, music, history and geography teachers available – many of whom have been snapped up by Havering schools. Altogether 10 new teachers have been appointed – so the trip was a great success. Should we choose to recruit from Australia again next year, I would recommend that a primary and a secondary headteacher travel together, so they can pool their expertise and agree jointly which candidates should go forward . The new recruits have already started arriving; at Bower Park Academy we have welcomed a maths and English teacher into our school with great excitement. One of Stuart’s Australian interviewees Charlotte talks us through her interview: Day 3 of Interviews – Stuart answers the main question from the candidates, “What support will they get when working in Havering?”. Day 4 of interviews in Melbourne – Australia. Hannah – Melbourne interviewee speaks about her time working
4 ways to make a child a master of maths
Tony Staneff, series editor of the latest DfE-approved maths mastery textbook, Power Maths Key Stage 1, outlines four ways schools can embed the much-discussed mastery approach in their classrooms… to make each of their students a master of maths. While the mastery approach to maths has been around for a few years now, I wouldn’t be surprised if you are still wondering what it actually means. In my work with schools and teachers across the country, I know there’s a lot of confusion around the different interpretations of mastery and how to bring the practice into the classroom, so, here are four practical tips to help teach maths as effectively as possible and kick-start your mastery journey. 1. Encourage a positive maths culture It can often be the case that prior attainment causes teachers to assume that some children may not be able to succeed in a new topic. Ask yourself: what are the expectations of children in your school with maths? Are children working on “ability” tables and being pigeon-holed too early? Promoting a positive and growth mindset towards mathematics is a fundamental part of the mastery approach as teachers are encouraged to ensure that all pupils have, or are given, the background knowledge to succeed and there is no limit placed on their attainment. This should be a constant message delivered throughout the school year. If pupils are struggling, this doesn’t mean they can’t do maths – it’s important to look at the factors affecting achievement in the lesson, for instance, do they have the pre-requisite knowledge or is too much content being covered? 2. Take another look at lesson planning School leaders should encourage teachers to spend longer on topics and to go deeper. This is what happens in some of the most successful education settings across the world and it also supports how our brain works. Look at a curriculum that takes a small steps approach and avoids covering too much in lessons, too quickly and sending children into cognitive overload. While forgetting is part of the learning journey for every child, leading academic Daniel Willingham says that “Memory is the residue of thought” and so it’s important that children are thinking in lessons. Ask teachers to consider how they can structure their lessons to spark curiosity and use plenty of affirming types of questions. 3. Teach for meaning and understanding Do pupils need to know that 2 x 5 = 10 or know why 2 x 5 = 10? The most effective way of children understanding mathematics is if the abstract has some meaning and understanding. Encourage teachers to use concrete manipulatives and images such as the bar model. Schools should look for resources that are full of images that link the underpinning mathematics with the abstract calculations. 4. Keep up your learning and access support Whether you have the best teachers of maths in the world or those that need more development, we can all keep learning. Steps to improvement can include conducting an audit, getting in touch with your local maths hub or looking into funding for DfE-approved textbooks as part of the Teaching for Mastery national programme. Investing in your staff’s CPD as part of a wider development plan for maths is crucial, as is allowing your teachers to do maths together on a regular basis. Tony Staneff is the mastery team leader at White Rose Maths and series editor of Power Maths, a whole-class mastery programme. Power Maths Key Stage 1 has been approved by the DfE and written to comprehensively deliver the UK National Curriculum for key stage one. Don’t forget you can get a a handy, free guide on maths mastery!
The education of road safety in schools
In 2018 14,254 children were involved in road traffic accidents, a shocking 58% of road fatalities occurred to pedestrians under the age of 15.[i] Children are exposed to the dangers of the road every time they step out of their homes, none more so than on their journey to and from school. 98% of 5-10-year olds are usually accompanied to school by an adult and only 57% of 11-16-year olds usually have an adult companion on their journey. It is imperative that both teachers and parents educate their children about the dangers of the roads. A good starting point for children of all ages is to begin a discussion on how children get to school such as walking, cycling, in the car or public transport. When appropriate, you may wish to talk about the good and bad points for each option. These could include, but are not limited to: Health – Mental and physical. The governments National Travel Survey figures show that the number of children who walk or cycle to school has fallen from 53% to 51%. Environment – The average drive to school and back creates 800g of CO2 that is released into the air and contributes towards climate change. Social – Time to talk to parents, siblings and friends. Weather – How does the weather affect how you travel? Discussing the dangers This can then lead to a discussion on the dangers of travelling to school and the implications: • Parking on the yellow lines outside of the school and near designated crossings. • Crossing the road whilst using a mobile phone – a 2018 poll found that 1 in 4 children under the age of 6 has a smartphone and the national office for statistics found that over 12 million children under the age of 16 own a mobile phone[ii]. • Not wearing a seatbelt or using the correct car seat – The law states that children must use the correct car seat for their height or weight until they reach 135cm tall or their 12th birthday, whichever is first. It is the driver’s responsibility to ensure that any child under 14 is wearing a seatbelt[iii]. • Cycling without a helmet – whilst it is not the law, a Cochrane review suggested that cycle helmets decrease the risk of brain and head injuries by 65%-88%[iv]. • Visibility – wearing dark clothes at night may make you invisible to other road users. Encouraging problem solving Get your pupils problem solving by asking them what can be done to improve safety on their way to school, such as: • Holding a responsible adult’s hand • Wearing a correctly fitted cycle helmet • Using a seatbelt & child seat • Using designated crossing areas such as pelican and zebra crossings – how many types of crossings can your pupils name? • Wearing bright and highly reflective clothing when it is dark or weather conditions are bad. For a more practical solution get your pupils involved in designing products to make them more visible on their journey. Supporting Road Safety Week The Chapter 8 Shop road safety awareness campaign has been created to support the education of primary school children in the importance of being visible now that darker nights are upon, run in conjunction with Road Safety Week 18 – 24 November. Chapter 8 Shop are specialists in the manufacture of chevrons used on vehicles that need to comply with Chapter 8 of the government’s traffic signs manual. The materials they use offer high conspicuity as they are reflective from 400 metres to the highest grade of materials at 1000 metres. As a result of production there are many chevron offcuts left over, and in their endeavour to become more environmentally savvy they wanted to put these materials to good use. To make the campaign more interactive you are able to order a free pack that includes a selection of reflective chevron offcuts and snap bands. Once your pack has arrived, download the supporting materials to help your class understand about road safety. The offcuts in the box can be used to accessorise clothing, bags, helmets and cycles to ensure that the children are seen at night. The reflective materials allow lights from vehicles to bounce off them, enabling increased visibility at night. Studies have shown that wearing bright clothing including reflective materials in the dark can help drivers see you three-second sooner. Get your pupils to put their outwear on and turn the classroom lights off, take a picture to demonstrate how invisible they appear in the dark. Once they have used the reflective strips to accessorise their clothing, turn the lights off again. Demonstrate how reflective the materials appear by directing the light of a torch at the reflective strips – don’t forget to take a picture as evidence! The images below demonstrate how effective the reflective strips can be and the importance of being seen when trying to cross the road: This downloadable activity sheet allows your pupils to have a bit of fun whilst learning about the importance of road safety, it includes colouring-in activities and a word search as well as an additional opportunity to use the reflective materials. Teaching road safety tips The top five road safety tips for walking or cycling to school are: ① Plan a safe route, avoiding busy roads and stick to the pavement ② Walk with an adult and hold their hand when crossing the road ③ Dress brightly to be seen by using reflective materials ④ Stop, look and listen out for cars ⑤ Find safe places to cross the road Sourcing other educational sources Additional educational resources on the importance of road safety can be found here: Chapter 8 – Road Safety On The School Run Road Safety Week – Event 18-24 November 2019 Brake – The Road Safety Charity Think – Department for Transport Road Safety Campaign ROSPA – cycle
Power Maths – The Pearson’s maths mastery resource
Power Maths Key Stage 1 and 2, the whole-class maths mastery programme from leading learning company Pearson, are both on the list of DfE expert panel recommended textbooks supporting teaching maths in England. Inspired by best-practice from around the world, Power Maths Key Stage 1 and 2 are the only mastery programme fully aligned to White Rose Maths progressions and schemes of learning. It has been written to comprehensively deliver the National Curriculum for KS1 & KS2 Mathematics, drawing on what works in UK classrooms to support every child’s journey to deeper maths understanding. The Power Maths Key Stage 1 & 2 textbooks, practice books and teacher guides are only the second set of resources to be officially certified as delivering a full mastery approach since Nick Gibb, the former School’s Minister, announced in 2016 that the mastery approach to maths commonly adopted in South East Asia, is set to become a standard fixture in England’s primary schools. Both Power Maths 1 & 2 are available for match funding Following their recommendation by an expert panel, the Power Maths Key Stage 1 & 2 resources will now be available for match funding as part of the Teaching for Mastery programme. Through this programme, the DfE is providing up to £2,000 match funding for selected schools* to invest in high-quality maths mastery resources. Tony Staneff, leader of the mastery team at White Rose Maths and Professor Jian Liu, who developed one of the most popular maths textbook programmes in China used by over 20 million children, are among the world-class experts and authors that produced the Pearson resources. In a bid to break the mould of traditional teaching and learning, Power Maths Key Stage 1 & 2 follow an exciting growth mindset and problem-solving approach where all children are empowered to succeed by working hard and progress together as a whole class by tackling the same concepts, at the same time. This approach combines fully embedded and ongoing professional development helping teachers to develop their own subject knowledge and pedagogical practice, with high-quality and immersive textbooks and interactive digital resources supporting teachers to successfully achieve deeper learning and understanding for every child. Sharon Hague, Senior Vice President, Schools, Pearson, said: “Following a rigorous approval process by the DfE’s expert panel, we are delighted that Power Maths Key Stage 1 & 2 have joined the list of recommended textbooks supporting the mastery approach. “We want to make every child a master of maths and we are dedicated to improving the confidence of teachers and children so this becomes a reality for all children. Power Maths Key Stage 1 & 2 are designed to spark a curiosity and excitement for maths learning, and equip children with the deep knowledge and skills they need on their maths mastery journey.” Speaking about the impact that Power Maths Key Stage 1 has had in their school in a review, John Dabell, primary teacher, trained Ofsted inspector and Teach Primary reviewer, said: “When schools teach healthy growth mindset mathematics, the outcome is that maths becomes deeper and is filled with more connections, so children enjoy it more and achieve at higher levels. This is the thinking behind Power Maths Key Stage 1, a mastery inspired programme fuelled by a positive ‘I can’ attitude. “Power Maths Key Stage 1 includes intellectually demanding and knowledge-rich resources with world-class content, ideas and support that combine powerfully to reduce workload. Power Maths Key Stage 1 impresses because it doesn’t dilute to taste. It is deliberately consistent and laser-sharp in its focus so that key vocabulary is learnt head-on, backed up with clear explanations.” Is Power Maths right for my school? For more information on Power Maths Key Stage 1, please visit: www.pearsonprimary.co.uk/powermathsmastery For further information on the list of recommended textbooks supporting teaching for mastery in maths, visit: mathshubs.org.uk About Pearson • Pearson is the world’s learning company, with expertise in educational courseware and assessment, and a range of teaching and learning services powered by technology• Our mission is to help people make progress through access to better learning. We believe that learning opens up opportunities, creating fulfilling careers and better lives• For more information, visit pearson.com or follow @pearson * These schools are participating in the Maths Hubs projects (Work Groups) led by Mastery Specialist teachers.