How Tassomai revision tool can help boost pupils science results
Tassomai is a GCSE learning and revision program which helps close the attainment gap and levels the playing field for all students. It can be used by all pupils – including those with health problems, behavioural issues, those suffering from mental health issues or going through other difficult circumstances. It also allows children to work at their own pace but ensuring clear progress – and the best thing about Tassomai? Pupils can use it from home on their smartphones. Editor Victoria Galligan spoke to founder Murray Morrison about its effect on attainment in the schools where Tassomai has become part of everyday life… Practice, research and technology combine in this clever science revision programme, which is the brainchild of former teacher Murray. The overall aim is to take away the stress of learning from pupils, teachers and parents alike, with measurable results. Murray said: “I have worked with children who had health or behaviour issues before, and saw how a range of difficulties, from anxiety to dyslexia, affected learning and the pupils’ ability to prepare for exams. “My aim with Tassomai was to build the pupils’ confidence and improve the outcome of the exams. I worked closely with psychotherapist Madeline Inkin, who is a director at Tassomai, to create a platform which makes learning accessible and engaging while reducing the workload for teachers at the same time.” Tassomai has built its reputation on its delivery of GCSE science content, though it also supports English, maths and French for students from Y6 to Y11, as well as A-Level sciences. ItsTassomai focuses primarily on the GCSE science syllabus, with content is tailored to different exam boards, and teachers can track pupils’ use of the app to see how much time they are spending on revision. This helps them to quickly identify the areas they are showing strengths or weaknesses in and to discuss this with the pupil or with parents. The app has accessible features so pupils who are colourblind can use it, those with reading difficulties can choose spoken-word options, and on 4G the data usage is minimal so pupils are unlikely to use much of their allowance on Tassomai – for example, a YouTube clip uses around the same data as one month on the program. Tassomai releases around 6-8 hours of revision a week for pupils and encourages users to practice over a long period of time, revisiting each topic in turn. It’s easy to identify the areas in which a pupil is struggling, allowing teachers to act by planning interventions or by revisiting as a whole class if needed. The introduction of videos to Tassomai Since September 2019 schools working with Tassomai have had access to a suite of 150 videos designed to target gaps in knowledge identified by their use of the program. The Tassomai algorithm automatically identifies students’ weaknesses and picks out a video targeted at helping them. The addition of video content comes about after evidence showed it to have a significant impact on a students’ knowledge, recall and memory retention. In a research project overseen by academics from University College London and the Institute of Education’s UCL EDUCATE programme, the team measured the impact of brief, targeted intervention videos on short and long-term attainment. When quizzed on a topic, GCSE science students who had been shown a related video subsequently answered correctly 70.7% of the time, compared to 27.6% for the control group that had not seen the video. All the students who answered correctly were questioned on the same topic a week later. Those that had originally watched the video answered correctly 52.3% of the time, compared to 41.5% for the control group: a 10% uplift in long term recall. Murray said: “Because Tassomai’s algorithm is able to really identify weak areas we knew we had the potential to do something that was really targeted and focused towards the learner. “These short videos are digestible and accessible for each student and crucially, unlike other video based tools, Tassomai only shows videos to students when a weakness has been identified through their usage of the program.” Why you should choose Tassomai About 4,000 teachers now use Tassomai, after four years, and the results speak for themselves. In 2017, pupils who completed at least 80% of the program fared better at GCSE science than the national average. Half gained A or A*, compared to 21% of pupils nationally, and 90% gained C or above, compared to 68% across the country. This is strong evidence to back up all of the evidence-based research which has gone into making the app – which, has won the award for Best Resource for Home Learning at Bett 2019.
How specialist STEM provision gives students a real advantage in education and beyond
There is a worldwide drive on STEM education because 75% of the fastest growing occupations require that particular skill set. One of the most effective ways to ensure students can develop the skills required is by introducing STEM enrichment days throughout the year. The most successful activities enable pupils to explore career options they have never previously considered, using skills they may not even know they possess. They allow participants to glimpse a possible future and be enthused enough to explore more. But it takes an inordinate amount of time to design and finely hone every aspect of an activity to ensure it has maximum impact. For this reason, it can be more effective to invite specialist providers into the school. Thinkers in Education (TiE) have carefully developed a unique range of highly specialised workshops that help students to improve their creative and critical thinking, whilst developing problem solving and communication skills. Participants use new equipment, explore new concepts and learn new techniques that reinforce and extend curriculum content. Simultaneously, teachers can quickly evaluate the impact of teaching strategies demonstrated and trial new resources for themselves. TiE workshops have been recommended by every host school since 2001 because all are designed and delivered by exceptional presenters – all highly experienced teachers – supported by their specialist classroom assistants. It makes a huge difference. Talk to the TiE team to find an unrivalled STEM workshop for your pupils or staff. Email: STEM@thinkersineducation.co.uk www.thinkersineducation.co.uk
Eagala model: An innovative approach to promoting wellbeing in children
Equine Assisted Growth & Learning Association (Eagala) is the global standard in the facilitation of equine assisted psychotherapy and learning. Not to be confused with therapeutic interventions, Eagala is a bonafide model of psychotherapy and counselling that requires co-facilitation by a qualified mental health professional, horse specialist and horse(s). The model adheres to 4 key standards; team approach, 100% ground based, solution orientated and ethical code. Thereby contributing to increased emotional and physical safety for clients. There is no riding involved or the need to have experience with horses. The facilitation team are trained to develop the client’s story, for the client to gain the insight and understanding required for change. It is an experiential and relational therapy where the horses and the environment have symbolic and metaphorical significance in client’s life stories. Issues that Eagala sessions can assist with are anger, anxiousness, low moods, trauma, communication, relationships, ADHD, OCD, ODD, sensory processing difficulties, autism, dyspraxia, dyscalculia, bereavement/loss, cohesion, low self-esteem and more. With research indicating significant positive outcomes in areas such as emotional and behavioural regulation, psychological well-being and problem solving abilities. Clients can attend either individually, groups or families, and can be self-referred as well as by local authorities, CAMHs, social services, schools, police, GP’s & adoption agencies across the UK. To find out more, receive evidence based information or details of demonstrations around the UK, please email: eme@eagala.org www.eagala.org
State-of-the-art learning environment with Boxlight Mimio technology
Stonehenge School has integrated the Boxlight Mimio award-winning classroom technology across its new campus in Amesbury, Wiltshire to enhance students’ learning experience and future-proof its education provision ahead of continued expansion. Working in partnership with Oakford Technology, the school has installed MimioDisplay interactive panels in classrooms and offices, as well as the powerful MimioStudio education software which allows teachers to create interactive and imaginative lessons while performing real-time assessment. As part of a campus redevelopment project to cater for a growing student community, Stonehenge School needed a transformational solution that would reinvigorate the learning experience, improving engagement and reflecting the reality of technology at home and in the workplace. Following a careful selection process, Boxlight Mimio stood out as the school’s preferred technology partner due to its commitment to improving student outcomes, quality customer support, as well as MimioStudio’s ability to adapt to the schools existing digital resources. “We’ve been working with Boxlight Mimio for a number of years and we’ve trialled their technologies. We’ve installed them in other schools, and we have a good working relationship which was crucial to us with the new building at Stonehenge School” says Oakford Technology’s Oliver Gee. The project has resulted in better student participation and improved academic results across the school. “Integrating Boxlight Mimio was an easy decision” says Nigel Roper, Headteacher. “It saves time, saves effort and most importantly improves outcomes for students. This technology is preparing them for life in the workplace, and it’s been a very positive step forward for us”. He continues. “Our teachers have spent a long time building a bank of resources and being able to transfer them straight over to MimioStudio without any need for adaptation was really important. The installation was seamless, and the support has meant that our staff felt reassured every step of the way.” says Tracy Roberts, Assistant Headteacher responsible for IT infrastructure. “We were extremely proud to work with Oakford Technology to bring a next generation learning tool into Stonehenge School. With further campus developments on the horizon, we’re looking forward to continuing our work with Stonehenge School as they keep building upon their mission to revolutionise learning in Amesbury.” says Hollie Jenkins-Green, Channel Engagement Manager at Boxlight Mimio. For more information please visit https://global.boxlight.com
Guinness World Record holder visits St Clement Dane School in preparation for Recycling week
Pupils and teachers at St Clement Danes School had a special guest visitor to their assembly on Monday (23.09.2019) to launch the start of recycling week. Chris Bertish, a Guinness World Recorder holder for being the first person to cross the Atlantic on a paddle board, visited the secondary school to attend a presentation by HCL (Hertfordshire Catering Ltd) along with their cleaning product supplier, Delphis Eco, to initiate a discussion about how plastic is recycled in the UK and the need for everyone to take the future ‘in their hands’. With a giant Eco-Turtle blimp providing an emotive backdrop, students attending the special assembly heard Mark Jankovich, an environmental philanthropist from Delphis Eco say: “There is more microplastic in the ocean than stars believed to be in the galaxy! 8 million tons of plastic, which equates to a dump truck a minute, ends up in our oceans each year and has a material impact on climate change.” Speaking about his visit to St Clement Dane and later at Little Green Junior School,Mark continued, “It’s great to meet the pupils and understand their concerns around how plastic is currently being disposed of and help them recognise how we can all make a real difference in demanding more visibility around what products are packaged in.” Andrew Sugden, Head of Food & Procurement at HCL said: “The subject of how plastics are recycled and used in our world today, and what that means for the world of tomorrow, could not be more poignant. Every one of us has a role to play and today’s visit has helped us all understand just how we can choose to make a difference. “At HCL, we are committed to managing our catering service with a focus on the impact of our activities on both people and the environment. HCL has taken practical steps to reduce harmful waste which impacts on the environment across our service. “Since 2015, all HCL’s branded disposable products are made from fully compostable, sustainably produced plant-based materials and we do not use oil-based plastics. Choosing compostable disposables means that food and packaging waste can be recycled together.” During the special assembly, the pupils were invited to make a plastic pledge: #plasticspledge and support the campaign on Instagram @plasticspledge and sign a petition asking Government and businesses to do more and change plastic waste as we know it, for good.
New Education Agency Kicks Off A Fresh Approach To Recruitment
Education recruitment specialists have set up a new supply agency, Teachright, to offer schools “something different,” including football coaching. Teachright, a joint venture with HR GO plc, the national recruitment and business services group, promises a fresh approach to helping schools – early years, primary and secondary – to findeducational staff. They use their understanding of the teaching market to provide schools with the best talent, as well as giving back free educationalsolutions. Between them, directors Sarah Mitchell, Luke Patsalou and Paul Cater have more than 20 years experience in educational recruitment. Paul is a qualified teacher and has taught in schools for over 11 years and Luke is a qualified football coach. Sarah Mitchell, previously managing director of one of the UK’s largest education recruitment agencies, said: “My absolute priority is delivering exceptional customer service to our schools, teachers and support staff. Our combined expertise and experience enablesTeachright to do things differently.’ Paul Cater added: “We feel there is sometimes a disconnection between a school and a recruiter at the end of a telephone line. We’re trying to be more authentic by visiting all our schools to really understand their challenges and culture and to work in partnership with them.” He added: “We want to give something back, for example, free sports coaching for pupils and behaviour management training for their staff. Jack Parkinson, HR GO plc executive chairman, said: “We believe there is strong demand for high-quality service in education recruitment. These are challenging times for schools and Teachright’s experience in both teaching and recruitment gives them an edge when it comes to understanding the needs of schools and candidates.” Sarah Mitchell, Teachright Director, on 07584 215208 or email sarah@rhl.co.uk
Academies – still a controversial issue 20 years on
After almost 20 years since their introduction, we take a look at how academies have changed the landscape of UK education. Brian Crosby, CEO of an academy chain in York, outlines the advantages of school academies while Simon O’Hara from the Anti-Academies Alliance discusses the potential dangers as new research reveals that a third of UK parents would remove their child from school if it converted into an academy… The academisation of schools has been one of the most contentious issues in British education ever since the policy’s inception in 2000. The system, which involves schools receiving funding directly from central government instead of their local authority, was initially introduced to improve failing institutions, but, despite such admirable intentions, it has proved highly controversial. Early in 2019, when it was announced that their school was about to convert into an academy, hundreds of parents, children and teachers in East Sussex protested and eventually managed to overturn the decision. Interested to discover the scale of this discontent, Oxford Home Schooling recently surveyed 750 UK parents[1], all with children aged between five and sixteen, about their views on the academy system. While nearly half (45%) argued that it enables schools to spend funding more wisely, the same number believe that academies care more about profit than child development. More than a third (34%) said they feel strongly enough that they would remove their children from school if it turned into an academy. To discuss the pros and cons of the academy system, Oxford Home Schooling asked experts on both sides of the debate to explain their opinion. The advantages of the school academy system Brian Crosby is the CEO of the Hope Learning Trust in York, an academy chain that runs several primary and secondary schools. He said: “The English education system is taking part in the biggest educational experiment in the last century or certainly since 1948. School leaders are being encouraged to lead their schools and now organise them in ways to form independent, free to students, academy groups to support rapid school improvements. “It was felt that the existing model was not fit for purpose in driving up standards, especially in struggling schools. The most disadvantaged students were in the worst-performing schools and something had to change. “My bias is that I am drawn to innovation and change in education, so changing to an academy and later a Multi-Academy Trust (MAT) was compelling. But can they do what they are being asked to do and at what price? “It takes three to five years to turn around a complex underperforming school, and probably seven years to get it firmly embedded as a very good school. The problems can be complex and MATs do not have magic wands. We simply follow great educational practice and there are no quick fixes. “So what are the advantages? In my experience the biggest advantage is collective responsibility. We are a family of schools working on these issues together. We can share resources, we can share staff, we can share expertise. The best MATs are the ones committed to wholeheartedly embracing the opportunities to work differently for the good of all. “The worst MATs are castles with a few other schools as a moat to protect the castle, often a large flourishing secondary school. I believe no school should be Ofsted Outstanding without being seriously engaged in transforming a school in difficulty. The major difference in the academy programme is collective responsibility, not externally driven but internally motivated.” The disadvantages of school academies Simon O’Hara is a spokesperson for the Anti-Academies Alliance. He said: “There is a profound crisis in education. The current system of neoliberal education has failed. Academisation – the flagship of marketisation – is mired in corruption, cronyism and outright failure. The exam-factory system is failing our children and the recruitment and retention of teachers and other school staff is reaching crisis point. School funding cuts continue to wreak havoc on those least able to defend themselves. “The government is bereft of ideas to solve these and many other problems, but it continues to see privatisation as the answer. That’s why we need a concerted effort to bring an end to academisation. The rapid conversion of state schools to academies since 2010 has resulted in the majority of such schools having less freedom than before and a significant loss of accountability to parents, to communities and to those who work in them. “We face an entrenched and undemocratic ‘education ruling class’ who have power and control over vast swathes of the education system. It will take a huge social movement of staff, parents, students and communities to shift them.” Dr Nick Smith, principal at Oxford Home Schooling, said: “The academisation of schools has been, and continues to be, one of the most controversial issues in British education in recent years. “While there are a number of benefits to the initiative, like schools being able to spend funding in ways that are best for their community, there is clearly a large and growing proportion of parents that are against the idea. “Our research has highlighted how strongly people feel about the topic. With this in mind, schools and academy leaders would be wise to consult with parents to address their doubts about the system before forcing institutions to change their identity.” To read more information about Oxford Home Schooling’s research on school academies, visit: oxfordhomeschooling.co.uk
Warmer and quieter educational offices for the Master and Staff
74 Trumpington Street, including the new educational offices of the Master (Chris Smith, Baron Smith of Finsbury) of Pembroke College, has been upgraded with curved on plan and standard secondary glazing to create quieter and warmer office environments, in line with the College’s overall sustainability plan. Situated on the corner of Trumpington Street and Mill Lane, in the university city of Cambridge, three neighbouring buildings forming part of Pembroke College’s estate have recently been renovated. One of which is the Grade II Listed Kenmare House designed and built by James Essex c.1760, a prolific constructor in Cambridge, with many of his buildings now making up the University’s Estate. Pleasance Hookham and Nix were contracted by the College to put the architectural plans together of how the buildings would be reconfigured. The rooms on the front elevation, overlooked an extremely busy thoroughfare with tour buses and cars passing in front. Due to its Listing, the original single pane windows had to be retained, so a solution to combat the noise ingress and thermal inefficiencies had to be sought. One window in particular posed a bigger challenge. The main view out of the corner of the building on Mill Lane, was an ornate large curved on plan sliding sash. Selectaglaze has just finished developing a new Series 25 vertical sliding curved on plan unit which proved to be the best solution, as it matched the sightlines of the original perfectly. Over 60 units were installed throughout the buildings. On the front elevation, where noise ingress was a larger concern, the secondary glazing was installed with a larger cavity, to create the sound insulation. On the rear of the building the glazing was mainly for thermal and one large window overlooking a flat roof, had a Secured by Design unit installed for added security. A range of styles were included in the design including, Series 10 – 2 and 3 pane horizontal sliders, Series 20 vertical sliders and series 45 side hung casements (plus more). Some windows had arched heads, so special timber grounds were produced, with a great deal of scribing and care taken during installation on site. The most demanding in terms of time and precision was making the curved unit fit, with its specially designed timber sub frame. What could have been a very complicated job was made easier with collaborative working from the outset with the architects and Robert Griggs, Pembroke College Facilities Manager. https://www.selectaglaze.co.uk
Hal and the End Street and Hal and the Parties are children’s books with a difference
Co-written by children’s author Jude Lennon and 18-year-old Will Hawkes and illustrated by Will, they include an autistic main character, Hal. Hal’s Books are different too as they are inspired by the life of Will Hawkes who is an autistic teenager. Will who was just 16 when his first book was launched was diagnosed with autism when he was 6. While at school, he felt there were no books with an autistic main character, so he decided to create one. “Will wanted other autistic children to have a mascot like themselves and to help other non-autistic children have a better understanding of how their classmates may be feeling.” Author, Jude Lennon The stories come very much from Will’s own experiences, although the characters and setting for both books are fictional. The first book, Hal and the End Street, starts in 1974 when Hal is 13, there are lots of fun references to the decade and how attitudes were at that time. It tells the story of how Hal copes with anxiety and social situations. The second book Hal and the Parties, picks up Hal’s story in 1977 when he turns 16, it’s his birthday and the Silver Jubilee Year, so there are lots of parties to go to, something that Hal finds quite difficult as he doesn’t like being the centre of attention. Will wanted his books to be as accessible to as many children as possible so we have included in the books; Dyslexia Friendly Font Easy to read short chapters Reader choice chapter endings Spaced out easy to read Fun illustrations Hal and the End Street became and Amazon no. 1 Best seller in its category and has received high praise from children, parents and teachers. “I teach in secondary school. One of my children, who’s on the autistic spectrum, told me to read this. I have bought two copies for our KS3 library and his friends are queuing up to borrow it!” 5 star Amazon Reviewer To help teachers who use the books for reading groups at school or to read to their class we have included downloadable resources on our website. These resources include lesson plans, reading group questions, display board topics and copies of the books covers for classroom displays. For more information visit www.halsbooks.co.uk or email at info@halsbooks.co.uk.