United World College student on polarising debates in the Arctic
UWC Red Cross Nordic is one of UWC’s 17 schools and colleges on four continents, with a mission to “make education a force to unite people, nations and cultures for peace and sustainability.” Here, UWC Red Cross Nordic (RCN) student Hari Tamang, 21, recounts his recent expedition to the Arctic as part of a think-tank of 100 individuals tasked with discussing technology, sustainability and ethics in the Earth’s northernmost region. There are trips, and then there are the trips that change you. I applied for the expedition through the UWC RCN homepage last term and did not expect to be in the Arctic with 100 brilliant people (young and old) from all sectors and all continents, just a few months later. But that’s exactly where I ended up – I spent four days on a veteran ship, undisturbed by the outside world, with no WiFi or cellular coverage. Together, we explored our Arctic surroundings and engaged in discussions about the most important challenges of our time, such as: ‘How does tech affect democracy and the distribution of power?’, ‘How do we meet the blurring divisions between man and machine?’, ‘What are the consequences of bioengineering?’, ‘Should there be restrictions on AI?’ and ‘How can we prepare our children for the future instead of the past?’ The trip was organised by FutureTalks, a social organisation connecting youths and leading initiatives focused on the future of humanity. Before flying to Svalbard (situated between mainland Norway and the North Pole), I gave a speech at an introductory conference (FutureTalks Oslo) The topic was education and learning experiences within, and outside of, formal education. I spoke in conjunction with Christopher Schräder, Fellow of the Royal Geographical Society, and Emma Stoks, from Operation Education. In addition, world famous architect Bjarke Ingels and Westworld-creator Jonah Nolan discussed the topics of man, machine and design. Tina Kulow (Director of Corporate Communications Facebook), Katharina Borchert (Chief Innovation Officer at Mozilla) and Michael Geer (Chief Strategy Officer, AnchorFree) discussed the polarisation of social media, the power of groupthink, and its effects on democracy and elections. I met a family that sold everything to live with native tribes, and heard about the latest findings in the Science of Happiness from Oxford professor and economist Jan-Emmanuel De Neve – just to mention a few of the great discussions. The Arctic expedition was a truly amazing trip; the important discussions continued while we viewed polar bears from the top of the ship as well as dolphins and whales jumping outside the ship windows. We listened to a presentation on how earth took form, which stimulated thought about how all living creatures are connected with each other. We learnt about Russian history, with Svalbard as a starting point, as well as the history of whales. It was saddening to hear that every day we are losing a number of species. We also talked about our diets and evaluated vegan, vegetarian and non-vegetarian approaches. It was rewarding to engage with experts in the growing field of artificial intelligence and discuss the impacts it may have on us and whether it should be restricted. I still cannot believe that I swam across the 80th degree at +4°C temperatures like a polar bear; kayaked on the North Pole across pieces of ice; observed glaciers falling down and engaged in discussions about how we can bring about inner peace. Was it all peace and serenity? Well, we did find pieces of plastic on the North Pole, which was a shock for everyone. In a speech, the director of a European research centre said that every year 400 metres of ice disappears from behind the research stations in Ny-Ålesund, Svalbard due to temperature rises. Carbon dioxide levels in the air are at their highest in 650,000 years. Seventeen of the warmest years on record have occurred since 2001. In 2012, Arctic summer sea ice shrank to the lowest extent on record. The global average sea level has risen nearly 178 mm over the past 100 years. This summer, all-time heat records were set all over the world. Extreme weather is becoming even more extreme. In the Arctic, we were 4 km into what just a couple of years earlier would have been a glacier but is now open water. Climate change is real, it’s happening faster and faster and it is irreversibly changing our world. This means our actions must be faster. While climate change is getting worse, this trip and its participants gave me hope. In order to impact real change, we should not ask ourselves who we do things for, but rather who we do things with. It’s about getting everyone on board (pun intended) this shared mission by creating inclusive and cross-sector movements. Climate change (or any other issue) is not solved in silos. It can’t be solved by politicians, scientists, civil society, activists or business leaders working separately. Future Talks brought together people from all sectors, ages, and continents to engage in the most important discussions of our time. I look forward to many more inter-generational, cross-sectoral and inter-cultural discussions with the Future Talks community. With data, new technology, economic models, education, and movement-building, we can accelerate climate action. But most of all, by getting everyone on board. About Hari: Hari is from a small village in Chitwan, in southern Nepal. At the age of seven, he was travelling on a bus which was destroyed in a terrorist bomb attack. His life changed dramatically, but with this horrifying experience arose a strong determination. His journey since has taken him in unexpected directions. Hari applied for a UWC scholarship, and with the assistance of the Nepalese National Committee, he was accepted to the Survivors of Conflict programme at UWC Red Cross Nordic – a programme which the College runs in tandem with the Red Cross and the Rehabilitation Centre on campus. He is currently undertaking the IB Diploma Programme at UWC RCN. For more information on UWC, visit uwc.org/schools and to apply, visit uwc.org/howtoapply
Can mindfulness tackle the mental health epidemic?
World Mental Health Day on 10 October gives us all an opportunity to reflect on whether we are really doing enough to support young people and mental health in an ever-changing world. The statistics are alarming: every year one adult in four, along with one child in 10, will suffer a mental health issue. Half of all mental illness begins by the age of 14, but most cases go undetected and untreated. In fact, according to UK estimates only a quarter of those with mental health problems undergo ongoing treatment. Suicide is the second leading cause of death among 15-29 year olds and is the single biggest killer of men under the age of 45. Helping young people to grow up healthy, happy and resilient is the responsibility of everyone, not least schools, where there is a growing recognition of the importance of building mental resilience from the earliest age possible to cope with the challenges of today’s world. In my experience, for young people suffering from mental health there is a lot bubbling under the surface before symptoms appear, and it is their inability to communicate their feelings that results in actions such as self-harming or even worse. Our approach with 1decision is to support teachers in exploring mindfulness. Children from the age of five have the opportunity to recognise and name a range of emotions including worry, anger and grief, and develop an understanding of their physical effects, distinguishing between those that feel pleasant and those that feel unpleasant or uncomfortable. Within the topics on our feelings and emotions module, there are many opportunities to help students gain the skills to manage their emotions positively and to understand how to seek help in the early stages. Another factor in mental health is the 24/7 online world. When I was at school, any arguments or disagreements were mostly left at the school gate. Now these continue online, often long into the evening. Young people’s likeability today is based on how they feel about themselves and what others say about them on social media – their confidence can be ripped out so easily. Helping children understand the golden rules for staying safe online, and how their online activity can affect others, is another issue we tackle. 1decision has developed supportive materials for teachers suited to 21st century children to explore all of these areas and support children in our media-dominated society. Yet more work needs to be done to build mental resilience. An approach to promoting and protecting adolescent health can help: working on areas such as healthy diet and understanding why we need a healthy mind are crucial. This is where many schools can and do make difference. The outcome of the Department for Education consultation on Relationships, Sex and Health Education, which closes on 7 November, should give schools more direction on this issue. But prevention of mental health begins with better, and earlier, understanding of pupils needs. Hayley Sherwood is creator of 1decision, part of Headway learning resources. For more information on World Mental HealthDay click here.
How to write CVs for teachers – With CV Template
Caroline Cafferty, Operations Director at justteachers – specialists in matching school staffing needs with the best available teachers, teaching assistants and SEN staff – gives her top tips on how to create a winning CV and write an excellent personal statement to support an application. Competition for teaching jobs is fierce! Many teachers do not realise that an effective CV can make the difference between being shortlisted for the job of their dreams and not making it past the first stage of recruitment. Often NQTs and graduating teachers struggle the most because they may have not written a CV before and they feel they do not have enough experience to make their CV stand out – but this certainly is not the case as schools and agencies always need new recruits. By following these guidelines you can ensure you are giving yourself the best possible chance of success. An application form is simply not enough to get you noticed. Having a teaching CV will enable you not only to sell yourself but to market yourself actively to schools, agencies and potential employers. It also requires relatively little time investment – great while you are still completing your studies, or already busy working full-time. You need a dedicated teaching CV because: • It will draw out your experience to date, what your achievements have been, what you have accomplished and where you have developed and improved over time • You can market yourself to prospective schools and agencies quickly • You can set yourself apart from other applications – it is your chance to shine! • As a graduating teacher, you can actively seek employment before you graduate by sending your CV to agencies who are constantly proactively searching for suitable teaching candidates • A dedicated teaching CV can increase your chances of securing the position you want • It will enable you to attend recruitment agency events throughout the year, allowing you to meet with several hiring schools in one evening CV writing top tips for teachers Follow these basic tips to ensure your CV stands out: Font – you may love Comic Sans 16 and think you’ll stand out but your future employers won’t. It is recommended to use Times New Roman for hard copies and Arial for electronic copies. Use the same font throughout your CV and only use black. Go easy on bold and italics – use bold for section headings and italics for job titles. Make sure your formatting is consistent and, above all, easy to read. Length – it should be no more than two pages. Remember always to be truthful and honest but in a concise and interesting manner. Punctuation and grammar – This is the most straightforward step yet easy to slip up on. Do not be complacent, and make sure you and a friend proofread your CV before sending it to a school or teaching agency. What to remember when writing a CV for a teaching position • When writing a CV you should put yourself in the hirer’s shoes; does your CV confirm you are qualified to fulfil the job? Does your experience meet the job specification? Most importantly, will the person reading it want to find out more by inviting you to interview? • Many education staffing agencies will provide free support with writing and updating your CV as your career develops. What sections to include in your teaching CV Personal Statement When writing your CV it is important to include a personal statement. This will allow you to personalise your message to prospective schools or agencies. Agencies often have excellent knowledge of local schools and existing relationships with head teachers so will be able to advise you on how best to tailor your personal statement to a specific school or role. It should be no more than one short paragraph so do not try to fit in everything that you have studied or all your achievements. • Have your personal statement proofread to ensure there are no spelling or grammar mistakes • Tell the school what skills and extracurricular opportunities you can you bring • Show you have a passion for teaching • Briefly give evidence of your teaching successes, where you bring added value and, if applicable, where you have helped raise attainment • Teaching Qualification – This is typically a PGCE or Bachelor of Education (B. Ed.) state your start and finish dates, the college or university where you are studying and, if relevant, a brief overview of the course. • Degree – if you have studied another subject then provide details in the same way as your teaching qualification and link the degree to relevant aspects of teaching. • Additional qualifications – only include recent qualifications that are relevant to the role. Career Summary State the roles, schools and dates in your employment history, regardless of your level of experience. Provide a brief summary of specific teaching responsibilities, and highlight achievements and any extra responsibility you were given and extra-curricular activities you undertook. If relevant, include any techniques and methods you used to teach and control your class effectively. References In line with the Department of Education’s ‘Keeping Children Safe in Education’, you will need to supply two referees. One of these must be from your most recent teaching post or placement. Make sure you inform your referees that they will be contacted. Aside from being polite, it will ensure that they are returned in a timely manner. Make sure you also include the following in your application: • Any other teaching experience (e.g. sports coaching, summer camps or youth groups) • Relevant voluntary experience • Any interests you may have that are relevant to teaching • Skills that will be useful in the role (e.g. leadership, IT and languages) Get your free CV template from justteachers. About justteachers justteachers is a leading supplier of teachers, nursery nurses and support staff into schools, colleges and nurseries nationwide. Its continued expansion reflects the high level of service it
GDPR two months on: best-practice tips to help the education sector achieve compliance
Nigel Peers, Security & Risk Management Consultant at NW Security Group, looks at the lay of the land since the GDPR enforcement, discussing how schools can gain & maintain compliance… With months of speculation behind us regarding the many complexities and intricate details of the EU General Data Protection Regulation (GDPR), the conversation has now shifted from raising awareness of the practicalities of its implementation, to giving actionable advice that will help schools, colleges and universities achieve and maintain compliance. It’s been almost two months since the May 25th deadline passed, and while the Information Commissioner’s Office (ICO) has given reassurances that it isn’t going to start immediately handing out large fines to every school that remains non-compliant, it is important that facilities can show a desire to adhere to the regulation to protect staff and students’ data. That is because breaches within the sector are continuing to soar. In 2017 data breaches rose an astounding 103% compared to the previous year – schools, colleges and universities must do all they can to not become the next statistic. The concern is only exacerbated by the recent finding that only 16% of educational institutions currently realise they’ve fallen foul of a data breach. This begs the question; do they have the internal awareness to identify what a breach is? Improved training is clearly paramount. In our conversations with schools post-GDPR, two queries are commonly raised regarding how the new legislation will impact schools, colleges and universities. Firstly: ‘do we have a lawful basis for storing data?’; and secondly: ‘should we appoint a Data Protection Officer (DPO)?’. As the guardians of confidential and private information regarding both students and staff, it is important that facilities quickly get up to speed on how the legislation may affect them. These are our top tips to help navigate the journey to compliance: What is a lawful basis for storing data? The first question educational institutions have been pondering is: what is a lawful basis for storing data and do we have it? When it comes to data collection and storage, all institutions must have a lawful basis to record Personally Identifiable Information (PII). Anything that can identify an individual is classed as PII, whether that be physical or cyber, so schools, colleges and universities must take a close look at the data being stored and ensure they do have the right to do so. A lawful basis includes contractual uses, compliance with legal obligations, and the interest of the data subject – such as safeguarding welfare. It is also important to keep in mind that PII stored for marketing purposes, such as e-mail marketing databases, can only be stored with the consent of the data owner, which must be given freely and kept up-to-date. To achieve compliance, the lawful basis for processing data should also be identified and documented within a school by updating its privacy policy and notices. Undertaking such an audit might sound like a daunting prospect but doing so will clean up databases and ensure consent to store and process PII is gained going forward. This is important as it has been our experience that, while many institutions believe they are protecting PII and have effective policies in place, these haven’t been documented adequately, leading to non-compliance. Do I need to appoint a DPO? The second area of uncertainty among many educational facilities is whether it’s necessary to appoint a Data Protection Officer (DPO). This has been a grey area for many educational institutions, as the GDPR states a DPO must be appointed by all public authorities and any organisation carrying out systematic monitoring of individuals on a large scale. It’s open to interpretation whether schools and academies fit these criteria, but the need for somebody to take responsibility for data protection is clear. This is because our recent survey found that 70% of respondents didn’t think they could evidence that the correct procedures were in place if they fell victim to a breach. Furthermore, over half (51%) of those responsible for the administration of an access control system were found to be not trained in data protection. Best practice would be to appoint somebody to take responsibility for ensuring compliance, but the issue for many is then who to appoint, as a DPO must have the right skills and experience. This can present quite a challenge for many schools, because guidance states that the position cannot be filled by someone with a conflict of interest, ruling out those who work within the school in a senior management role or closely with the data being stored or processed. Perhaps that is why our report found that 22% of respondents already outsource their DPO to an external expert. This is a logical solution and one that we would recommend – as such it’s a figure we expect to rise. It’s important to highlight that there is still time to get it right. GDPR compliance may seem like a regulatory burden, but it has given the education sector a great opportunity to ensure their security procedures are fit for purpose, and the PII of staff and students won’t end up in the wrong hands. Expert GDPR support is available from qualified practitioners who can help you every step of the way as you overhaul your data protection practices. For information on the security consultancy and training services we can provide, visit: nwsystemsgroup.com Nigel Peers, a qualified Data Protection Practitioner with full teacher training status, brings vast strategic security expertise as a previous co-founder of a successful workplace compliance training company, responsible for security site surveys, vulnerability assessments and Security Industry Authority (SIA) training courses. Working in close partnership with board and trustee-level stakeholders, Nigel is responsible for helping organisations understand the latest regulations and ensure risks, threats and vulnerabilities are correctly identified. Through strategic planning support, Nigel optimises security solution delivery from mitigation to implementation, risk and incident management to business continuity and recovery. About NW Security Group Established in 2004, NW Security Group provides
Reducing exclusions through behaviour management placements
Gill Bullock is the Director and one of the founders of Aspire Behaviour Management Ltd, which is based in Lancashire. Here, Gill talks to QA Education editor Victoria Galligan about working with children who are at risk of exclusion… Can you describe what happens during the placements at Aspire, and during the transition period? Children aged between three and nine can access placements at The Aspire Hub. All those children who come to us have exhibited Social and Emotional Mental Health and are at high risk of exclusion. Prior to a child starting at The Hub we may have already been working with them in their school. A multiagency meeting is called so we can discuss the provision and the expectations of all parties working together to find the best outcome for all. If school feel that the child’s behaviour is too high risk to return from an exclusion school can use the Notices of Direction to Attend. School staff need to commit to see the child every week to continue or rebuild relationships, the child needs to wear their school uniform. Parents should attend stay and play and take part in the parenting support. The day has a structured timetable giving children access to both structured times and free play. Children are taken out in identified small groups that targets their scores from the Beyond the Boxall. We believe that children are unable to progress with their learning if they have not been able to secure the foundation of life learning. Learning is recorded in the learning journey and progress is tracked using the Boxall profile. The Hub has regard to the National Curriculum and the Early Learning Goals. We are aware that children in mainstream and other settings will cover more quantity of work than the children attending The Hub however, these children are currently unable to meet the developmental norms of the EYFS/NC. We believe that by revisiting early life experiences with the quality and intensity of provision help to build the foundations of secure learning. We constantly review progress and every four weeks using a School Readiness Scale we can then consider if a child is ready to return to school. The readiness tool helps us to judge whether the transition is likely to be successful and helps us focus on the areas for further development. When appropriate the transition takes place, a timetable will be discussed with school and parents. When a child returns we want this to be a fresh start, so the child will access the classroom on a phased return. School and Aspire will share strategies and identify appropriate provision and an action plan to ensure success. Aspire keyworker will escort and support the child back to school. As school staff and Aspire will have both worked with the child in The Hub setting this helps for a smooth transition. Over a period the Aspire keyworker will step back, and the school support will take over if and were appropriate. What can mainstream schools do to help reduce exclusions? There are actions schools can take to make exclusion far less likely, and there are some incredible examples of really effective practice. The earlier behavioural challenges are identified, along with effective action being taken to minimise the impact of them, the better chance a child has of succeeding in school. Too often identification of the true cause of behavioural challenges are not discovered until the child’s behaviour has deteriorated to a state where exclusion is the only avenue school feel is left to them. Further, some challenges require specialist intervention which many mainstream schools cannot easily access. One thing which can be done to reduce exclusions is for school staff to be trained to be able to identify behavioural challenges sooner, to know what to do to try and support children more effectively, and to know when to call for expert help. This does not require huge amounts of funding, simply a willingness for the education sector to develop a culture of “how will we never exclude” as a whole-school concept. The culture of mainstream schools to both exclusions and pastoral support also plays a key role. Creating a culture where the school seeks to understand the needs of each child, and has the skills to either support them, or to know where to go to do so, has been demonstrated to be incredibly successful. Can you give an example of a successful case? We supported a child, his family and school. from a local Primary school. The child was at risk of permanent exclusion because of persistent disruptive behaviour, including incidents of throwing chairs, climbing on furniture and showing aggression towards staff and other pupils. After receiving a short period of in-school support from Aspire, the child was given a placement for 11 weeks at The Hub. When he arrived, using the information we had gathered from school and our time with the child, we then put a plan in place to ensure the child received the nurture intervention and support he needed to enable the successful transition to mainstream school. Adopting a nurturing approach and following our well-defined processes, we carefully put the building blocks in place which the child needed to establish appropriate relationships with other children, building resilience, and strategies to enable them to deal more effectively with the behavioural issues they faced. At the same time we worked with his parents, building relationships and positive behaviour management strategies, as modelled by staff, through time spent with their child at The Hub. They also received support from our Family Liaison Officer and attended parenting groups hosted at the Hub. All this had the impact of helping the parents better understand the nature of their child’s challenges, and to give more effective support to them when required. Whilst the child was with us at The Hub, a member of staff who worked with him at his mainstream school spent time with him, again to see the strategies and learning being modelled, and to receive coaching
Grow your own teachers
Qualified Schools has launched the Teaching Apprenticeship Programme (TAP) to help schools recruit, train and retain the best graduates into teaching roles. The TAP handle the whole process, from sourcing, screening and recruiting graduates for shortage subjects (including STEM), supporting schools to access available apprenticeship levy funding and delivering a 1 year programme which guides apprentices towards Qualified Teacher Status. Teaching Apprenticeships are proving to be very successful in attracting graduates compared to other Initial Teacher Training programmes, which have failed to meet recruitment targets for five years running. They also provide schools with useful benefits, for instance, Inner London schools can access grants up to £17,400 to support the recruitment of graduates to teach subjects with staff shortages. Graduates value Teaching Apprenticeships because they are simple to understand and provide a fee-free, route to achieving Qualified Teacher Status. Trainee teachers will be paid in line with the unqualified teacher salary scale starting at £20,909 in Inner London and £16,626 across the rest of the country, alongside a valuable training package leading to QTS. According to UCAS figures, applications for teacher training courses fell by one third last year – from 19,330 in December 2016 to just 12,820 in 2017. Schools are also struggling to retain staff, with the National Audit Office figures stating 8% of qualified staff left the profession for reasons other than retirement in 2016. With workforce issues persisting, it is vital that new, simpler routes into teaching are explored and sources of funding are fully utilised. Given the complex nature of the numerous routes into teaching, the programme provides a simple way for schools to tackle workforce gaps and for talented graduates to enter the profession. Most academies and local authority maintained schools are impacted by the apprenticeship levy and public sector apprenticeship target, but many are unclear of how to access apprenticeship levy funds available to them. The Teaching Apprenticeship Programme will guide schools through every step, ensuring they access and use funding to hire and train teaching apprentices before it runs outs. Commenting on the launch, Teaching Apprenticeship Programme Director Neil Gamewell said: “Data shows us that existing pathways are not doing enough to attract high quality graduates into the teaching profession. “The Teaching Apprenticeship Programme is a highly attractive option for both graduates and schools. It is simple and fee-free for graduates, offering them security and a clear route into a respected profession. “For schools it is cost-effective in the short and long term. They can pay for it in-part through apprenticeship-levy funding and limit future retention issues by growing their own teachers. Schools should not miss out on this opportunity.” For more information about the Teaching Apprenticeship Programme please click here
Kids show Vorderman they have the maths factor!
Britain’s most famous maths whizz and committed educationalist, Carol Vorderman, has praised children across England and Wales for their exceptional progress in maths at The Maths Factor graduation ceremony held at Pearson’s headquarters in London (10th March 2018). The children, who graduated from The Maths Factor programme by completing 45,000 correct answers to sums, all fell in the top 3% of children in the programme. Maths Factor is an online maths tutoring site that was created by Carol Vorderman eight years ago to build maths confidence in children aged between six and 11, and today forms part of the maths portfolio for leading learning company, Pearson. Now in its fourth year, the graduation ceremony rewarded 25 children in total. 11 of these became Graduates, nine became Progress Champions and five were awarded the Gold Cup for completing a tutorial and sums every day for a year as part of the Maths Factor 30 Day Challenge. Carol Vorderman, who arrived at the ceremony in a The Math’s Factor taxi, said: “Congratulations to all the children honoured at The Maths Factor graduation ceremony – they have all shown what can be achieved with numbers, arithmetic, mathematics and a whole lot of dedication and drive! Numeracy is a fundamental life skill that helps children thrive, learn and improve life chances. “At The Maths Factor we specialise in taking maths strugglers and turning them very quickly into happy maths winners. It gives us such a thrill to know that we have helped to change a child’s life in this way. The Maths Factor is the culmination of years of work to ensure that children and their parents can learn maths in the simplest way possible. Children have fun, learn at their pace and develop a lifelong love of numbers. I am delighted that the programme, with support from the team at Pearson, is growing and unlocking more and more children’s confidence in maths!” Spencer Williams, Head of Direct to Learner at Pearson, said: “We would like to congratulate each and every child that has been honoured at The Maths Factor graduation ceremony for the exceptional progress they have made, and also their families for their fantastic support! In today’s world, we believe that no job is more important than helping people to learn – and numeracy skills are crucial for success. We are proud to be working closely with Carol to grow The Maths Factor to benefit more children and parents – it forms an important part of our already established maths portfolio.” The Maths Factor site for primary-aged children features short tutorials from Carol and includes interactive games, revision clubs, times tables catch-up, an algebra club and the 30 Day Challenge. A version for primary schools is also available through Pearson’s widely acclaimed platform, Active Learn Primary, for teachers to access thousands of brilliant videos, plus interactive homework from Carol Vorderman. To date, children using the programme have advanced by up to 25 months in their maths. In a survey conducted in March 2017, 93% of parents saw an improvement in their child’s maths confidence and 85% of parents saw an improvement in their child’s maths ability within six months. All 25 children recognised at the ceremony either completed or took part in The Maths Factor programme between 1st September 2016 and 31st November 2017. For more information about The Maths Factor please click here
Educating children on the importance of handwashing
Experienced teachers will know the vital importance of handwashing in school. You only have to witness the lightning speed with which a stomach bug can sweep through a school for the message to hit home. Establishing good handwashing habits as a child doesn’t just keep our children healthier, it ensures the next generation of adults have better handwashing habits than us. A staggering 62% of men and 32% of women admit they don’t wash their hands regularly. Think of all the food contamination and germ transmission that could be avoided simply by getting in the habit of regular handwashing as a child. The World Health Organisation (WHO) estimates that 1 million lives could be saved, along with seeing huge reductions in respiratory infections and diarrheal disease. And this impact could increase in the future, as scientists predict ever more resistant strains of illnesses. It’s imperative that we learn how to limit the spread of disease. But how can teachers go about educating their class on the importance of handwashing? Make it fun All teachers know children absorb information best when it is presented in fun and engaging ways. Simple things like singing a cheery handwashing song can make all the difference. You could also source stories about handwashing, set up sticker reward charts for children to chart their progress and have your class draw pictures about handwashing. Keep it simple Make sure the information you give your class is age-appropriate. Young children will love a basic description about germs and their dangers. You could even create a cartoon germ character – or let the children draw their own. This is a fun and imaginative way to get across that essential knowledge about infection control. Older children can benefit from a more scientific explanation, perhaps incorporated into lessons about biology. Use pictures Colourful images are the ideal thing to make handwashing tips eye-catching. Informative infographics like the one below or posters of the children’s favourite superheroes or book characters washing their hands are easy to find online. Hang them near the washbasins, on the back of toilet doors and in your classroom. The more reminders the better! Teach good handwashing technique Many adults may not realise they are washing their hands incorrectly so establishing proper technique is all-important. Common mistakes include not washing the back of hands and nails and forgetting about the soap. A quick rinse under the taps is not sufficient to kill off germs and bacteria! Teachers need to relay the importance of using soap and rubbing it all over the entire hands for at least 20 seconds before rinsing with clean water. Model behaviour Children learn by watching. And with so many of us failing to wash our hands properly, teachers need to ensure they have learnt the correct technique and use it to model good handwashing practices for their class. Get into a routine Once children get the hang of washing their hands properly, it’s time to set up a regular routine for handwashing. This includes washing hands before and after eating and food preparation, after using the toilet, after sneezing or coughing and after touching class pets. Teachers have the unique opportunity to teach the next generation to be far more hygienic than adults today. Hopefully this will have significantly positive benefits for their health and wellbeing. Image credit: Galleon Supplies
60 Second Histories is One of the Best Online Resources for Teachers in 2017
Squaducation is delighted that its online teaching resource, 60 Second Histories, is included on the list of ‘The 50 best EdTech resources of 2017’. This important list, published by Technology & Innovation magazine, celebrates what truly works in education and what has a particularly positive impact on teaching and learning at secondary school level. Technology & Innovation magazine reports on the products and resources that are making a real difference in schools and classrooms across the country. The team invites manufacturers, developers and innovators to nominate the products and resources they think teachers and schools need to know about, so that they can compile this list that their expert assessors consider to be the very best of what’s on offer. 60 Second Histories is a safe, online history resource for schools. The website contains 260 engaging films which deliver bite-size history facts covering 15 historical eras. The videos are designed to support pupil outcomes, the National Curriculum at Key Stages 2-4 and the pedagogical approach to teaching. The films are provided with a range of teacher support mechanisms including lesson plans, expert support notes and a virtual classroom providing secure sharing for homework. A finalist in the Educational Resource Awards in 2016, Squaducation has continued to improve its ’60 Second Histories’ offering. In order to win a place on the ’50 best EdTech’ list, Squaducation has demonstrated the positive impact 60 Second Histories has on teaching and learning by providing evidence of how it helps with student outcomes. Julie Hicks, Director of Squaducation, said “We are thrilled that our fun, informative video resource has been recognised in such a prestigious list. Film is a powerful tool that helps students retain concepts and ideas. 60 Second Histories uses film to engage students, helping to spark discussion and make learning fun! Research shows that students who have fun while learning recall statistics more easily, experience increased levels of happy hormones which promote learning and stay curious – meaning they keep coming back for more. We are proud that 60 Second Histories is helping schools, teachers and pupils”. 60 Second Histories also saves schools money, as there are 50 free to view films on the website. In addition, it helps teachers to do more with less – as one cost-effective licence provides the whole school with 260 history films. Furthermore, 60 Second Histories saves teachers time, as there are ready-prepared lesson plans and support notes available. Finally, the website helps pupils by providing a virtual classroom where films can be viewed on smartboards, mobiles and tablets. To find out more visit the website: http://squaducation.com/60second-histories