Schools, colleges, learners and youth groups invited to take part in programme to build accessible flight simulator
The Royal Aeronautical Society (RAeS) has launched a new competition, Falcon 2, aimed at young people aged 6-19 to design and build an accessible mobile flight simulator. The Falcon 2 programme builds on the success of the previous RAeS build-a-plane competition which was designed to enable young people to develop and demonstrate key skills which future employers and training providers look for and to learn more about opportunities in STEM (science, technology, engineering and mathematics) and aviation. Alongside the Royal Aeronautical Society the partners in Falcon 2 are Boeing, the disabled flying charity, Aerobility, and Middlesex University. We are today inviting young people aged 6-19 to use their science and engineering skills to design, develop and build a real-life mobile flight simulator which will travel to Special Educational Needs and Disability (SEND) schools and public events around the UK to introduce people from all backgrounds to the wonder of flight. For many people, the opportunity to fly a plane may seem impossible, particularly to those with disabilities. However, Aerobility has developed a range of programmes and aircraft adaptations that allow many disabled people to do just that – learning to fly an aircraft and gain their pilot’s licence, providing the ultimate feeling of freedom, pride and independence. The challenge is split into two phases: PHASE 1 – The Design Brainstorm Challenge A poster competition to present design and technology ideas for an accessible flight simulator, with the chance to win prizes for school, college, learners or youth groups. Prizes include fully funded educational visits and vouchers for schools and other groups. There are two age categories for Phase 1 – one for ages 6-11 and one for ages 11-19. PHASE 2 – The Big Build The winning build teams will take on one or more fully funded work packages for the flight simulator, culminating in the final assembly FlightSimCamp at Blackbushe Airport in Hampshire in summer 2024 where teams will integrate the different components which they have worked on into the flight simulator. This phase is open to ages 11-19 only, and we particularly welcome entries where mainstream schools, colleges, learners or youth groups team up with SEND schools whether virtually or face-to-face. There are nine work package which break down the flight simulator build into key engineering and technology projects which schools or other groups can bid for, for example creating accessible seating for the motion platform, visual displays, flight controls or leading the build of a roadworthy trailer to safely transport the simulator around the UK once it is complete. David Edwards FRAeS, Chief Executive of the Royal Aeronautical Society, said: “Falcon2 is a great opportunity for groups of learners to get involved in a really unusual, but incredibly interesting project. Not only will young people be able to work on and possibly even build a mobile flight simulator, but they will be helping to encourage disabled people to get involved in aviation and change lives.” Prof Mehmet Karamanoglu Head Design, Engineering and Mathematics at Middlesex University, said: “We are very proud and privileged to be part of the Falcon2 programme. This is such a great project, providing inspiration and opportunity for all to get involved and help those who would not otherwise have the chance to experience the joy of flying. Our team of experts can’t wait to see the new entries and get stuck in to advise and assist the budding engineers, scientists and innovators of tomorrow.” To find out more download the brochure here https://www.aerosociety.com/media/19277/raes__falcon2_brochure_sep22.pdf
National storytelling competition will see winners’ work published
A national storytelling competition from Pearson, the leading digital media learning company, is seeking to boost child literacy and representation in writing, as teachers throughout England call for greater diversity across the curriculum. Now in its fourth year, My Twist on a Tale: Represent! encourages children to shine a light on the page, representing what, and who, they feel is being left out in literature today. The competition comes after recent findings from Pearson’s landmark School Report, which sought the views of almost 7,000 educators in schools around England, found that only 1 in 20 teachers say education in schools today reflects the diversity of pupils’ lives. As the journey to achieve inclusion continues in classrooms and communities, Pearson is empowering pupils aged 4 to 19 to depict people, issues and aspects of life away from society’s mainstream. Writing and reshaping their own diverse stories, this year’s young authors-to-be are invited to delve in to topics that feel close to their heart, whether that be ethnicity, relationships, gender, ability, poverty, technology, or more. According to findings in the Pearson School Report, which was launched at the end of June, almost 6 in 10 teachers now want the national curriculum to develop a tolerance of diverse opinions among pupils to help them thrive in 2022 and beyond; 57% of teachers want to see a greater social and cultural awareness among pupils. Commenting on these findings, and this year’s My Twist on a Tale initiative, Lindsay Nadin, Director of Primary Portfolio and Innovation Hub at Pearson said: “There is clearly a widespread desire among the teaching workforce to champion diversity and representation in schools today, which competitions like My Twist on a Tale: Represent! are striving to meet in ways that are inclusive, innovative, and – above all – fun. “This year’s storytelling challenge has been created to prompt and celebrate better representation in the texts we read, write, listen to and share. Inspiring young people to think about their wider communities, and how their peers can be represented with balance and authenticity is not only important but a crucial step in the journey towards ensuring every learner feels represented and empowered in literacy.” Supported by a range of competition partners including The Reading Agency, Love 4 Reading, Authors Aloud, Parentkind, Governor Cymru Services, Book Love, Bookmark, Coram Beanstalk, Libraries Connected, School Libraries Association, National Association of Special Schools, Ace Centre, BAMEed, LGBTed and British Stammering Association, My Twist On A Tale: Represent! invites children and young people to put the underrepresented centre-page – and portray today’s world for the readers of tomorrow. As the fourth incarnation of the annual storytelling series, the 2022 challenge follows the success of last year’s theme, My Twist on a Tale: Our Tomorrow, which saw thousands of children submit future-focused tales on a range of subjects covering sustainability, self-protection and more. Entries for this year’s competition might focus on a minority-group protagonist, or explore non-traditional takes on modern family dynamics. Entrants may even decide to write on lesser-known aspects of current news stories. Whatever their choices and passions, the competition is their chance to contribute to a creative range of local and global narratives. The winners will not only receive a prize but also see their works published as an illustrated collection for all to read, as well as in a selection of audio stories. One participating primary school will also win the chance to develop their own bespoke book on the theme with an expert author, to be published by Pearson in 2023. Entries for this year’s competition will need to be submitted by 5pm on Friday 25th November 2022, when an expert judging panel will decide on the winning pieces. In addition to written entries, audio and video entries will also be accepted, as part of Pearson’s commitment to creating accessible opportunities for all learners. To find out more about Pearson’s My Twist on a Tale writing competition and their range of diverse and inclusive texts for primary and secondary students, please visit go.pearson.com/Represent or follow us on Twitter @PearsonSchools, Facebook @PearsonUKSchools and Instagram @pearsonlitandeng
Barnardo’s appeals for more foster carers as number of children referred to its fostering services rises by a quarter
Barnardo’s is urgently calling for more people to consider becoming foster carers, after the number of children referred to the charity’s fostering services across the UK jumped by over a quarter in 12 months. The UK’s largest children’s charity has launched its annual Fostering Focus campaign, which runs throughout the whole of September, and warns of a growing shortage of foster carers, leaving vulnerable children without safe, stable and loving families. With latest statistics showing the number of children in care in the UK now standing at over 100,000 including a record high of over 80,000 in England [1], figures released by Barnardo’s show that between August 2021 and July 2022, the number of children referred to its UK-wide fostering services was 19,996. This is a rise of 28 per cent, compared with the previous 12-month period. Barnardo’s has also seen a significant increase in children aged 11 and older referred to its England, Wales and Scotland fostering services, with a rise of 29 per cent from the period of August 2021 to July 2022. The urgent need for new foster carers comes at a time when Barnardo’s has seen a decline in the number of people coming forward to be foster carers. With the average age of a Barnardo’s foster carer aged 55 and older, the charity says the advancing age of many of its foster carers means an increasing number are now retiring. Meanwhile, a new YouGov survey for Barnardo’s encouragingly shows that a quarter (24 per cent) of adults in the UK would consider fostering a child in the next five years. However, that figure drops by over a half to 11 per cent for children aged 11-15 and just 3 per cent for children aged 16 to 17, suggesting that prospective foster carers may be more inclined to support younger children. When asked about the concerns of fostering, key concerns included 48 per cent of adults who said they were either too old or too young; 31 per cent who said they didn’t have what it takes and 27 per cent who said they couldn’t afford to foster a child for financial reasons. The survey also shows misconceptions remain in the eyes of some adults about fostering, with a quarter (25 per cent) of people agreeing a person should already have children of their own before becoming a foster carer, and just under a third (28 per cent) of people agreeing that an adult who is 21 is old enough to be a foster carer. In actual fact, Barnardo’s points out there is no requirement for a foster carer to already have a child of their own, and the minimum legal age to become a foster carer is 21 with no upper age limit. The charity says it is vital to increase the number of foster carers to keep up with the growing numbers of children entering the care system, and to ensure they can be placed with a loving, stable and safe family who can meet their needs. Through its Fostering Focus campaign, Barnardo’s hopes to hear from people from all backgrounds and communities from around the UK. Barnardo’s is also urging the Government to make fundamental changes to improve care, support and outcomes for vulnerable children, based on the findings of the ‘Independent Review of Children’s Social Care’. As part of this, it is calling on the Government to establish a new national foster carer recruitment programme for England as recommended by the review, with the aim of approving 9,000 new foster carers in the next three years.[3]. Barnardo’s CEO Lynn Perry MBE said: “With record numbers of children in need of care and support, we urgently need more people to consider becoming foster carers. At Barnardo’s many of our most experienced foster carers are now retiring or nearing retirement age, meaning it’s especially important that others come forward. “Foster care can provide vulnerable children with the love, care and support they so desperately need to overcome challenges and work towards a positive future, but our new survey shows there are still many misconceptions about what it takes to provide this vital role. “At Barnardo’s we welcome passionate individuals from all walks of life, and all communities. If you are over 21, have a spare room, are a UK resident and have the time and commitment to care for a child, then you could help transform their life chances.” Barnardo’s Foster Carer Christine, a civil servant who lives in Croydon, started her fostering journey with Barnardo’s shortly after the UK went into lockdown in March 2020. She is currently supporting a 17-year-old foster child from Eritrea. Christine said: “As a foster carer for Barnardo’s, I’ve been caring for older children and teenagers for over two and a half years and it has added richness and vitality to my life. Through them I have been able to learn about new languages, cultures and how to communicate and connect with young people at different emotional levels. If you are able to support them with their self-esteem and can show compassion, you will see care-experienced young people are wonderful human beings.” Barnardo’s has over 100 years of experience in fostering. Experts provide all the training needed and provide support 24/7. Foster carers will also get financial support, including a carer’s allowance to help make a positive difference to a child’s life. To find out more about fostering with Barnardo’s please visit our website at www.barnardos.org.uk/QA_Education or call our team on 0800 0277 280. Watch this video of Christine talking about her fostering experience with Barnardo’s
Foundations Live construction and engineering careers event returns
Teachers, lecturers, course leaders and heads of departments are being encouraged to sign their students up to attend the biggest and best construction and engineering careers, trade and networking event in the North – Foundations Live. Foundations Live, which launched in 2016, is a unique event that enables students to explore the huge variety of career options available within the construction and engineering industries, whilst meeting hundreds of people from companies that operate across Yorkshire and Lincolnshire. Builders merchant, Jewson, has exhibited and sponsored Foundations Live every year since its inception. Ken Wilson, from Jewson, said: “Foundations Live brings the industry together under one roof and focuses on inspiring the next generation of talent. “It’s a hugely beneficial event to attend, as we not only help young people understand more about their career options, but also network with industry peers, meet clients and consultants, as well as showcase the diversity of what our business and industry as a whole has to offer.” Students from primary and secondary schools, colleges and further education establishments can all attend Foundations Live, which takes place at Bishop Burton College on 20th October, for free. The event is run in partnership with the Construction Industry Training Board (CITB) and hosts more than 50 exhibitors, providing the very latest digital demonstrations and informative drop-in sessions to engage learners of all ages – from primary school pupils to adult re-trainers – with construction and engineering. Director, David Blades, from construction firm and event organiser, Hobson & Porter, said: “With the huge skills shortages that our industry is facing, it’s everyone’s responsibility to work together to attract more people from every background into our industry. We all know what needs to happen, and we can’t ignore the crisis our industry is facing – we need to work together to attract new talent and train and nurture those people, as ultimately if we all pull together everyone benefits.” Darren Storrer, head of the Institute of Building Technologies, from Hull College, said: “Attendance at Foundations Live is a must for any student wanting to learn about their career options and we certainly missed it when Covid restrictions were in place for two years. So, we can’t wait to return this year and bring over our learners from all vocational pathways. The event is informative and a great hands-on day, where our learners can talk to employers, contractors and suppliers and see the latest innovations in construction. With the focus being on environmental and sustainability, we are educating the future of the industry. “Typically, there are more than 800 students from all over the North who attend, and they get so much out of it. With all the big regional employers, as well as representatives from every sector of the industry, it’s an action-packed informative day that brings real employability benefits to our learners. We have had learners that have secured work experience and apprenticeships through connections made at the event, and lots of learners find out about new areas of the industry that they previously thought was inaccessible to them.” This year, representatives from Talentview Construction will be attending Foundations Live to help students find first jobs, apprenticeships, and work experience opportunities, specifically in construction. Funded by the Construction Industry Training Board (CITB) and supported by Government, Talentview Construction is an online platform for young people to show their skills and experience to employers actively recruiting for early-careers positions. Christian Warden, engagement director at Talentview Construction, said: “Our platform does online what Foundations Live does in person, so it’s great to be working together to showcase all of the fantastic opportunities in the construction sector and discuss all of the different routes to get there. The CITB’s Construction Skills Network report says that we need to add more than a quarter of a million workers to the industry by 2026 – that’s 53,200 additional workers every year – to keep pace with demand. Bridging that gap between education and industry is key to meeting these targets and we’re looking forward to meeting the next generation of construction professionals at the event.” Registration for the event is open now via: https://www.foundationslive.co.uk/ Information for colleges and further education establishments can be found here: https://www.foundationslive.co.uk/colleges-and-further-education/ Information for secondary schools can be found here: https://www.foundationslive.co.uk/information-for-secondary-schools/
British Council to widen access and remove financial barriers to UK’s top universities
Students applying to top-ranking universities in the UK will benefit from a new collaboration between the British Council and Cambridge University Press & Assessment. The new arrangement for the university admissions tests will focus on widening access and removing financial barriers for eligible students. Students who need to take a Cambridge Assessment Admissions test for their university application will be able to take the tests in British Council exam centres in 29 locations across the UK in October and November. The admissions tests are already sat in schools throughout the UK, but the British Council centres will provide additional access to the tests, particularly for students who are not in school or where the school is unable to run the tests. The British Council already delivers admissions tests globally, but this will be the first time the organisation will deliver the sessions in the UK, bringing its extensive experience of delivering high-stakes tests to students. A standardised, straightforward registration system and high-quality testing experience will be offered for candidates at the start of their higher education journey. Every year, millions of people take international exams with help from the British Council. Students and professionals gain qualifications that can open doors at leading academic institutions and improve their employment prospects around the world. Through its globally trusted status and embedded values, the British Council will ensure that the candidate’s experience remains in safe hands. Its Quality, Compliance and Assurance (QCA) framework which monitors and audits compliance with over 100 standards across all areas of exam delivery, will ensure the highest standards of operational delivery, exams security and integrity. Cambridge has worked hard to remove financial barriers for eligible candidates as part of their commitment to widening participation and having the British Council provide an open centre network will ensure that candidates will have the opportunity to sit the test in a venue that’s convenient for them. Martin Lowder, Head of Global Examinations Services at the British Council, said: ‘We are delighted to be administering the delivery of Cambridge Assessment Admissions Tests in the UK for the first time. Our presence in over 100 countries means our partners benefit from our extensive network and experience in exam delivery and administration. Partners value our association and trust us to deliver the highest standard of support to help them deliver life changing exams for students.” Gwendydd Caudwell, Head of Test Development and Delivery at Cambridge Assessment Admissions Testing, said: “Every year thousands of sixth formers start applying to universities and for many this means taking an admissions test. We’ve worked with our colleagues at the British Council to ensure everyone, regardless of their backgrounds or where they are based can get access to a test. This includes making sure the test is available in multiple locations and removing financial barriers where needed. For example, eligible candidates can have the registration fees waived as part of our commitment to widening participation.”
Teachers working many hours each week through the holidays as lesson planning dominates their time
A majority of teachers are continuing to work for several hours each week during the summer holidays in contrast to popular perception, a new survey from education giant Tes has shown. 61% of teachers who responded to the survey admitted spending 7 hours or more per week working during the summer break, while more than 1 in 8 said they worked more than 21 hours a week. While these figures won’t surprise teachers, they do show that the popular perception of teachers ‘on holiday’ through the summer is a myth. By far the most common activity keeping teachers busy during the holidays is lesson planning, with 40% of survey respondents saying they spent most time doing this. But teachers do miss the day to day of the classroom: 37% of respondents say the thing they missed most during the holidays is interacting with pupils. The survey also asked respondents for a piece of advice for teachers preparing for back to school. Many of the responses encouraged teachers to get proper rest and look after their own mental health ahead of the busy first few weeks of term. One teacher responded: “Clear the decks during the first week of the holiday so you can unwind sufficiently to enjoy your break. Remember ‘holiday’ is the wrong word to use. During the last week of the break start to prepare yourself for the return so you’re not overwhelmed.” While another said: “Batch-make similar resources e.g. sets of tests, mind map templates, a particular structure for a worksheet, that you can use throughout the year. It is quicker and more effective to make the same style resources in one go and will also lead to more consistency.” Meanwhile another respondent said: “Get everything up together before term starts so that you can focus completely on the pupils once they return – settling them in, establishing a happy working atmosphere in your class and building the trust of their parents.” Over 1,000 teachers responded to the survey on tes.com, ahead of the back to school rush beginning. More than 3 quarters of a million UK teachers visited the Tes Resources platform every week during the back to school period last year, as educators spent their own time planning lessons. The resources platform contains over 900,000 teacher-made resources to help teachers succeed in the classroom. Stephanie Burke, Head of Resources at Tes said: “This survey shows that teachers put in hours of their own time during the holidays, to plan lessons and prepare for teaching. This won’t surprise those who work in schools, who care so passionately about children’s education. “At Tes, we are here to support teachers, with our resources platform, news service and a whole range of CPD opportunities. We know how hard teachers work and we want to empower you as you prepare to go back to school.”
Is RE in schools a route to stopping the rise in religious hate crime?
Religious education isn’t part of the National Curriculum, but it is compulsory in all maintained primary schools. RE sometimes seems to be more like an add-on than an integral part of what takes place in the classroom. But learning about other faiths and beliefs is key to fostering tolerance in young minds. Is your child’s school embedding RE in learning? Former primary school teacher Emma Shingleton of education resource experts PlanBee has some great ideas. RE displays Look out for a display board, or even on a table tucked in a corner. Children can be engaged in designing the board, linking it to the RE theme being taught at the time. The board could even be given to a different group of children every half term to keep it updated. What about a small table displaying books and religious artefacts related to the theme/religion? A big question box is also a great addition. A shoe box covered in wrapping paper with a cut-out post hole would work fine. Children can be supplied with slips of paper that they can use to write big questions relating to what they are learning about and how it links to their own experiences. These questions can be discussed at the end of the day or saved for a dedicated lesson. Daily reflections Religious prayer is a time for reflection. One way to ensure RE is embedded in the classroom is to introduce a time each day where children are able to reflect, whether on their learning, how they are feeling or something that happened that day. This could become part of the daily routine. The teacher might even like to link this to a daily question based on a religious story. These could be provided or thought of by the children. Making connections Rather than thinking of RE as a stand-alone subject, it’s great if teachers create links across other subjects to embed the learning further. Some examples: • Geography: link learning about countries to their religions – e.g. the most popular religion in the UK is Christianity closely followed by Islam. • History: compare ancient religions to modern religions and how they have evolved and changed. • English: share and compare stories from different religions. • Maths: make links to religious stories such as calculating how much fish and bread would be needed to feed 5,000 children. • Science: when children are learning about animals and life cycles, this can be connected to beliefs about animals in other religions, such as animal symbolism in Hinduism. • Religious values can be related to school values. Making comparisons There are often two strands of objectives in RE – learning about religion and learning from religion. Being able to compare children’s learning to their own experiences is an important skill when learning about religions other than their own. What does it mean to learn ‘from’ religion? By the end of KS1, children should be able to talk about and suggest meanings behind different beliefs and practices, including some religious and moral stories, as well as being able to express their own ideas and opinions. By the end of KS2, children are expected to build on this learning by being able to reflect on and respond to the significance of the meanings of these beliefs and practices in addition to expressing their view on why having a faith may be valuable (within this, understanding that those with no faith also have a belief system). Celebrating religious days It is important to consider the diversity of the children in the classroom and celebrate a wide range of religious celebrations with them. Some of these could include: • Islamic festivals such as Eid al-Fitr, Eid al-Adha and Ramadan • Holidays from Christianity such as Christmas and Easter • Hindu festivals such as Diwali and Holi • Hanukkah and other religious celebrations from the Jewish faith
National Effort Required To Get Children And Young Adults Writing After A Wave Of Poor Literacy Results
Five to 18-year-olds across the UK are struggling to put pen to paper. As writing and literacy skills are so important to success both in school and post-education, a national effort is required to get children (enjoying) writing again, a campaign group says. Key Stage 2 SATs in 2022 showed the highest drop in writing with only 69% of pupils meeting the expected standard, down from 78% in 2019. The National Literacy Trust’s Annual survey of over 70,000 children showed the enjoyment of writing declining over the last five years with no sign of recovery. Young Writers has conducted several surveys with teachers this academic year and found the main reasons pupils struggle with writing is due to lack of confidence, inspiration, and meaningful impact – they don’t see the use of it. Director, Morgan Walton, said: “Since 1991 Young Writers has been committed to creating inspirational, free resources to give children and young adults a reason to write. In our latest survey 75% of children were more engaged with writing after getting involved in one of our competitions and 72% of parents agreed. We’re proud we can give kids a safe platform to be creative.” This summer children aged 4-18 are invited to take part in The Young Writers’ Annual Showcase. They can enter any piece of writing from poems and stories, to blog posts or plays and anything in-between. A prize of £100 per age category and the opportunity to be published gives children a purpose for their writing. Over the next four weeks Young Writers will publish a series of creative writing tips to help children and young adults craft their own piece, the first ‘How to write a blog’ is live now on their website and will be followed by ‘How to write a story’, ‘How to write an article’ and ‘How to write a script’. Parents can sign up to receive the free tips at www.youngwriters.co.uk/subscribe. Young Writers will be reaching out to other businesses urging them to support the encouragement of creative writing and help bridge the gap the pandemic has exacerbated. “Literacy is not a luxury, it is a right and a responsibility.” Teachers can request free postal resources here: www.youngwriters.co.uk/info/teachers/resources-sign-up
Major Failings Uncovered Across UK Schools During COVID-19 Closures
At a time when the effect of COVID-19 on learning outcomes is attempting to be measured, policies and professional development in education specialist Dr Ryan Thomas Williams is speaking out to end the assumption that remote and in-person learning experiences were equivalent during school closures. The University of Sunderland Associate Lecturer has uncovered major failings in leadership across UK schools during the pandemic, particularly in relation to the differing experiences of children learning in school, and from the home. Between March – July 2020, it is estimated that up to 10% of children were still attending school in person, either as dependents of designated key workers, or due to the presence of additional learning needs. Having undertaken significant research into this particular area, Dr Williams reports an underlying leadership crisis in schools surrounding internal policies and the inconsistencies in how these policies applied to children in school, and to remote learners. For example, Dr Williams’ research found that behavioural policies in the remote setting did not align with those policies that were being utilised within the school environment, such as the prohibition of mobile phones in school, and the encouragement of those same devices for remote engagement. Similarly, Dr Williams noted that while schools have traditionally fought against the use of social media, they often relied on this for remote communications. One of the most concerning failures noted by Dr Williams, however, is the decline in continuing professional development (CPD) during school closures. From the start of the pandemic, teachers were forced to shift their approach from the long established method of face-to-face teaching to a much more contemporary and alien method of delivering lessons online. And with UK schools being closed for longer than those in most other countries, teachers spent 44% of their time teaching online, often without necessary support. While the research by Dr Williams concludes that many schools did implement new technologies to help support remote learners, the CPD sessions that were run alongside these new implementations were focused more on the technology itself – what it was, and what it did – rather than on the pedagogical side of things – how educators could use that tech to teach. This is something very close to Dr Williams, who has previously penned an Engineering International article exploring the vital importance of continuing professional development as a key component of educational success. Ultimately, Dr Williams’ research concludes that, while school leaders have traditionally focused on ‘getting the job done’, this approach did not prove beneficial during the pandemic. Dr Williams firmly believes that leaders have shied away from making important decisions during the global health crisis, and that a willingness to change could have improved learning outcomes. Dr Williams, who has previously served as an educational consultant, says, “Whilst it is difficult to criticise school leaders and their role and responsibility during a pandemic, the general idea or value of just trying to finish the job is relevant in discussions around TEL. I believe that professional development is underdeveloped in schools, particularly with regards to technology. School leaders tend to focus on the ‘wow factor’ of technology, such as the cost implications of iPads on the school budget. There is little thinking about how teachers can teach with that new technology in a truly transformative way”. The UK Government notes that there were ‘wide disparities in young people’s home learning experiences’ during the pandemic. And while a significant part of that disparity certainly comes from a child’s home situation – for example, whether they had access to technology and devices, as well as parent support – the differing abilities of schools and teachers to provide the necessary learning experience to home learners must also be considered. It has become abundantly clear that, on the whole, the ability of teachers to deliver the in-school experience to home learners was not especially high, with the United Nations reporting that ‘teachers across the globe were largely unprepared to support continuity of learning and adapt to new teaching methodologies. This sentiment is backed by research showing that 70% of primary and 60% of secondary teachers were forced to postpone or cancel their CPD during the pandemic, and that the majority felt that they needed additional support to use the technologies being implemented by schools. So what does Dr Williams advise to address these failings? “I recommend that school leaders present opportunities for professional development to be focused on solid pedagogical strategies rather than on the technology itself. In this way, teachers will be able to adapt to the changes and developments that new technologies may bring and prepare themselves for the future”. To find out more about Dr Williams, visit https://orcid.org/0000-0002-7708-8907 or follow on Twitter: https://twitter.com/WilliamsR_T