tvONE injects flexibility into University of Kent teaching space
tvONE (tvone.com), a leading designer and manufacturer of cutting-edge video and multimedia processing equipment, today announced that CORIOmaster has been chosen to drive projection walls at a 200-seat lecture theatre at the University of Kent. The University sought to upgrade its Bernard Porter lecture theatre to fully adaptable digital technology and found that only tvONE offered the flexibility and ease of use it needed. The theatre retained an eight year old AV installation based on three projectors each throwing an individual image onto a wide projection wall at the front of the theatre. This suited some classes, but its rigidity was frustrating for others. Peter Ransom, the University’s Senior AV Technician specified a system that could replicate the existing three-image layout if required but could easily be reconfigured to suit the needs of other users. He wanted a solution that could accept inputs from a variety of sources and present them in the format preferred by the lecturer for that class. He commented, “Using the CORIOmaster, we could split the whole projection wall any way we wanted. We made a decision to limit our users to three windows but we could easily have had four or more if we’d needed them. We offered our users half a dozen different options: two or three windows side-by-side, a single window and a ‘cinema screen’ with a cinema aspect ratio (Figures 1-3). A popular format is the e-Board, where there is a large active pane on the right with two smaller frozen images on the left. Content automatically scrolls from the active pane to the frozen panes as an argument is developed.” Alan Greenfield, Regional Sales Manager, UK, for tvONE, added, “The University of Kent project really demonstrates the strength of CORIOmaster. It offers a huge degree of flexibility yet remains very easy to set up and install. The most frequently used output configurations can be easily assigned to presets, making the system intuitive and straightforward from the point of view of the presenter. This is crucial as lecturers typically will focus on the content that they have to deliver rather than on the technology that is there to help them deliver it. CORIOmaster is a facilitator and an aid to great presentations.” “We’ve been very impressed with the C3-503” added Peter Ransom. “It is very versatile and very powerful, but also very easy to configure. We did the integration ourselves, and the CORIOmaster worked for us right out of the box. This was one example where the phrase plug-and-play meant what it said – CORIOmaster was simplicity itself to integrate with our projectors.” Sources are connected through matrix switchers to three tvONE 1T-C2-750 scalers which flexibly accept inputs from a range of sources and provide capabilities such as freeze frame. At the heart of the installation, a CORIOmaster micro C3-503 takes charge of placing the images on the projection wall in the selected format via the two projectors. Although the University of Kent installation has up to three windows on one projection wall, the C3-503 will handle up to two walls and up to 14 windows, taking care of edge blends throughout. Windows can be sized to fit the wall and multiple windows added, resized and rotated 360 degrees on the wall independent of output rotation. No matter what effect Peter Ransom and the teaching team at the University of Kent decide they want for future presentations, there is a good chance that their CORIOmaster can be set up to deliver it. The 1RU COROmaster is connected to the two projectors via an HDbaseT output card. Find out more
Ofsted’s new Vision: Benchmarking your MATs performance
In light of the recent announcement that Ofsted[1] will focus less on exam results and place emphasis on the quality of teaching, it’s more important than ever that Multi-Academy Trusts (MATs) are spending their time on creating a rich curriculum learning rather than data crunching. Today, there are 1532 MATs[2] throughout the UK and this number is expected to continue to grow. Data analysis is one of the most important measurers within MATs. On a student level, a Management Information Systems (MIS) allows teachers to pinpoint individual student progression and monitor attainment or behaviour. On a school level it aggregates data to highlight overall performance and benchmark nationally. From September 2019, inspectors will want to see the assessment information MATs use to understand how pupils are performing and, crucially, what MATs do with the information to support better pupil achievement. One factor central to this change in approach is the necessity for a robust, reliable data system.Having a robust IT system in place allows easy access of information enabling MATs to easily extract and manipulate data. This assures the best possible outcomes for learners and enables schools to implement interventions and evidence effectiveness during Ofsted inspection. The Power of Big Data Historically, data used in schools tended to be based around personal information, contact details and attendance information. Now, data has become more contextual and schools can delve deeper into the information they hold to explore variables such as deprivation, language proficiencies and mobility. Teachers have told us that this information gives them a far deeper insight into their students, which in turn helps strengthen their connection with teachers and ultimately shape how learning takes place. Teacher understanding, acceptance and use of systems is invaluable to the successful use of school data. When powerful data is combined with the experience of talented practitioners to bring about change, its power truly comes to life. MiS canenable teachers to easily record pupil progress, set targets and analyse all assessment, attendance and behaviour across the whole school. This is particularly important to MATs as development and performance analytics are often carried out centrally. A MIS allows schools to track which pupils are persistent absentees, what percentage these represent of all pupils, and how their absence patterns are changing over time. If early interventions are put in place with these pupils prompted by this data, these are much more effective in the long-term. Data systems also allow for further areas to be revealed, such as whether there’s consistent cover for staff absence, relevant clearance certificates, or where and when SEND pupils need additional support. By bringing live contextual data into their assessment mark books, users can immediately identify any interventions required. For example, if certain learners are not making the progress expected throughout the Autumn term, interventions can be planned for the Spring term. Rather than waiting until the end of the year to address these issues the system can help teachers and heads to intervene immediately. Assembly Analytics MAT data shouldn’t only offer insight; it should ultimately give a tangible path to improve academic performance and the efficiency of central-office operations. Collaborative approaches to MIS data are becoming commonplace. RM Integris has recently partnered with Assembly Analytics, a data analysis tooldeveloped specifically for MATs, with input from Ark, Astrea, Unity Schools Partnership and Windsor Academy Trusts. Assembly Analytics combines data automatically from multiple packages andconnects to a range of MIS, finance and assessment systems. This allows teachers, heads and senior management to view live contextualised data from each academy and pull together like-for-like data to view overall trends in one, simple-to-use dashboard. This simplifies the assessment process, allowing for changes and actions to be made, but saves time for all staff. Joshua Perry, Director of Assembly said: “Data analysis is an incredibly powerful management tool when used correctly, but too often in the past, it has been a time-consuming burden for schools with unclear benefits. That’s why Assembly have been working with RM to provide fully automated MAT analytics that simplifies the way schools glean insights from their data. Assembly Analytics crunches data from Integris and a range of other sources, including leading standardised assessment and finance systems. Our visual dashboards then present a MAT’s own data alongside meaningful benchmarks derived from national datasets, so leaders can quickly identify areas requiring management attention.” Optimise Learning With a clear set of objectives for improvement and a robust MIS, MATs can use their data much more effectively to optimise learning and maximise central-office functionalities. MATs have complex data analysis needs; system features like automation, aggregation and benchmarking are all critical for efficient and effective usage. This helps to ensure that resources are well-spent and learning outcomes improved. MATs seek a greater level of information from their systems and are recognising the potential to fully exploit the power of data to monitor progress, attendance and behaviours. MIS ensure that teaching is effective, and students are benefitting from a rich education. The new Ofsted framework aims to ignite conversation during inspection and complement school’s performance. With an effective data system, MATs have the power to deliver a deeper understanding of their trust and key recommendations for the future. For more information and advice, visit www.rm.com/products/rm-integris Article by: Mark House, Integris Product Manager at RM Education [1]Gov.uk 2018 Chief Inspector sets out vision for new Education Inspection Framework [Online] Available at: www.gov.uk/government/news/chief-inspector-sets-out-vision-for-new-education-inspection-framework [2]gov.uk. 2018. Get information about schools. [ONLINE] Available at: https://get-information-schools.service.gov.uk/. [Accessed 8 October 2018]
Coleg y Cymoedd announces new Principal
One of Wales’ largest further education colleges, Coleg y Cymoedd, has appointed Karen Phillips as its next Principal and Chief Executive. Ms Phillips, who has served as Coleg y Cymoedd’s Deputy Principal since 2008 (then known as Coleg Morgannwg), will succeed current Principal, Judith Evans, when she retires from 1 January 2019. As Deputy Principal, Karen Phillips has been credited for the leading role she has played in guiding the college through a continuous curriculum development process, major infrastructure projects and strategic analysis of relevant market trends influencing the further education sector. Most notable highlights include the merger of Coleg Morgannwg and The College Ystrad Mynach in 2014 to form Coleg y Cymoedd, and, her management of a capital investment programme encompassing several multimillion-pound projects across four campuses, including the construction of the college’s £40m Nantgarw campus which opened in 2012. Prior to entering the education sector, Ms Phillips enjoyed a highly successful career in the commercial sector, which included over 11 years as chief executive of one of Wales’ leading law firms, Capital Law. In addition to providing an opportunity to apply her commercial acumen to new challenges in the education arena, the decision to join the college in 2008 also represented something of a return for Ms Phillips, who herself studied at the college 35 years ago at the Rhondda and Rhydfelin campuses. Commenting on her appointment and plans for the college’s future, Karen Phillips, said: “I am absolutely thrilled to have this opportunity to lead the college that had such an input into my own education and career. I feel privileged to work alongside my colleagues as we strive to make a difference to the learners who come to study with us.” Coleg y Cymoedd serves more than 12,000 learners from the boroughs of Caerphilly and Rhondda Cynon Taf. In addition to vocational training the college also provides the largest choice of A-levels on one site to around 400 learners. The college employs 800 people working across four campuses – Aberdare, Nantgarw, Rhondda, and Ystrad Mynach. Welcoming Ms Phillips into the role she has herself served with distinction for over ten years, Judith Evans, serving Principal of Coleg y Cymoedd, said: “Karen has already had a great influence over the college’s strategic direction and this will continue. I have every confidence that the college will go from strength to strength under her leadership” www.cymoedd.ac.uk
Understanding the Benefits of Mindfulness in Schools
Improving the attention and overall general well-being of children is of utmost importance to schools. The effects of teaching mindfulness can include more focused attention, a calmer persona, a kinder attitude and an overall more positive outlook on life. In this article, the team at TTS andGuy Samuels, a Youth Mindfulness Teacher, take a look at how to encourage Mindfulness and well-being in schools for both teachers and children. Many people may wonder what mindfulness is. To put it simply, mindfulness is the state of being aware and conscious of the present moment in a non-judgmental fashion; to be nothing more than an objective observer to what is happening in the here and now. So often, people can get carried away with their thoughts, feelings and emotions; so much so, that it can become a burden on them and a struggle for them to carry out simple tasks in their day to day lives. The fact that 1 in 10 children between the ages of 5 – 16 suffer from a diagnosable mental health disorder shows how this is affecting children just as much as adults. When people are stressed their minds can race around like branches on a tree in a stormy gale. Thoughts can relive past events and can worry about upcoming future events in a manner of seconds, attaching emotions to those thoughts and giving people virtual experiences as though it were happening to them at that moment in time. However, one important thing to keep in mind is that it is not possible to think of two things simultaneously. Mindfulness can help alleviate some of the stresses that may trouble people, especially children. The main form of exercise that is practiced through mindfulness is meditation. Within meditation, you are required to focus on an object to keep your concentration in one place. The most common object used is the breath. There are ways that one can use the breath in a form of meditation. Some of the most common ways are as follows: 1. Counting the Breath To keep your mind constantly busy, a simple exercise to try and follow is to feel and follow a whole cycle of an in-breath and out-breath and count “1” then to follow another cycle of an in-breath and out-breath, count “2.” Do this all the way until you reach 10 and then start over from 1 again. If your mind wanders and you lose count, simply start from the beginning again. 2. Body Scan Another extremely common form of practicing mindfulness is to focus on sensations in and around your body. When you are breathing, try and really pay attention to where you feel the breath in your body. Do you feel the rise and fall of your chest or your diaphragm? Do you notice the sensations where the air passes through your nostrils and going all the way down your throat? Where else in your body can you feel the sensation of your breath if you just take the time to sit and pay attention to it? 3. Visualisation Visualisation can be a slightly more advanced form of practice in mindfulness, but it can be extremely effective. By using your imagination and the sensations of your breath, try and put images in place of your breath or your body. Ask yourself interesting questions such as, ‘If the way my body currently feels was a type of weather, what kind of weather would it be?’ Or, ‘If my current emotive state was a colour, what colour would that be?’ When asking yourself these types of questions don’t try and force an answer, let an answer come to you and accept it. Two main rules to adhere to when practicing mindfulness are: 1. Don’t be so hard on yourself One of the main principles in mindfulness is to be non-judgmental, so if you find that your mind keeps wandering every time you sit down to meditate, don’t get frustrated with yourself, simply acknowledge that your mind wandered, take a breath and try again. 2. Practice makes perfect A simple rule, but an essential one to understand – don’t expect to be able to meditate for a full hour on your first try. Work in small increments. Start with 5 minutes and work your way up slowly. When teaching children, go even slower. For the first time most children won’t even be able to sit still for 1 minute, but with enough time and practice you can have a group of children focused and quiet for meditation for up to 10-15 minutes. By rule of thumb, a child (with practice) should be able to meditate for as many minutes as their current age. If you are interested in finding out more about how mindfulness can be taught in schools you can visit www.youthmindfulness.org, or look at a range of resource that may help with encouraging mindfulness and wellbeing in schools here.
Early Years Education Charity calls for participants for ‘road trip of a lifetime’
Early years education charity, Parenta Trust is calling for teams to take part in a ‘road trip of a lifetime’ – the Maidstone to Monaco Rally. From 26th to 30th June 2019, ‘petrol heads’ in both two- and four-wheeled vehicles will travel 2,000 miles through eight countries, traverse the Alps and negotiate the winding roads of the Furka Pass. The annual five-day escapade encompasses camping under the stars and taking part in challenges – before reaching the final destination of glamorous Monaco. All funds raised from the rally go towards building pre-schools for children in need of a quality education in deprived areas of the world. Parenta Trust founder and trustee, Allan Presland said; “The Maidstone to Monaco rally is a fantastic way to bring people together for a great cause and have fun along the way. It’s growing in size year-on-year and our 6th rally, in 2019, will be opened up to two-wheel vehicles, not just four. So now, car and motorcycle ‘petrol heads’ can unite on this five-day journey of fun, laughter and exploration. The support we receive every year is nothing less than astounding; but we are always looking for more people to get involved. We already have quite a few teams signed up – but the more the merrier – so we are appealing for more teams to come and join us and help us with “the drive to build a school”! “Every day I feel privileged to have the opportunity to play a part in the crucial task of giving children in deprived areas of the world an early years education. Our 5th school will open in early 2019 and in addition, funds raised from the 2018 Maidstone to Monaco Rally and our two charity balls, means that we are now finalising funds for our next school. Together we can raise enough funds to continue building a new pre-school year on year. With every pre-school we build, we can give on average another 200 children the opportunity they deserve to have an early years education – come and join us for an automotive adventure!” Parenta Trust, which supports disadvantaged children across the world by providing quality pre-school education, was founded by Allan Presland in 2013 after a life-changing trip to Kampala in Uganda. The stark reality of poverty and lack of education for pre-school children hit him hard on the day he found a young girl on a rubbish tip on top of a cemetery in an area known locally as ‘Kosovo’. She was scavenging for food and Allan found it heartbreaking that she clearly had to fend for herself to even find food let alone be given an early years education. He returned to the UK to set up a charity, leveraging his existing network of contacts in the early years sector and his ambitious quest to build one pre-school per year began. Further information on the Maidstone to Monaco rally can be found here.
NewVIc students feel empowered by Michelle Obama and female business leaders.
Since October, NewVIc has been working with the National Literacy Trust to deliver ‘Words for Work: Women in Leadership’ – a programme which aims to engage and empower our future female leaders. Earlier this week, the programme culminated in a fantastic ‘Women in Leadership’ panel event, which was attended by over 200 female students from across East London. Students heard from inspirational female leaders and learnt about their journeys to success, the challenges they faced and how they overcame them. The panellists of professionals included: Laura Bates – Everyday Sexism Project Marie Scott – CMS Law Thanyia Moore – Comedian Kavita Hansla – National Literacy Trust Elizabeth Yentumi – Ministry of Justice Emilie Marsh – Lancôme Sanisha Wynter – National Student Union Kathleen O’Malley – Network Rail Later that day, seven NewVIc students were invited to the sold out event ‘Becoming’ – An Evening with Michelle Obama’ at the Royal Festival Hall, to discuss her new memoir. Michelle chatted with author Chimamanda Ngozi Adichie about everything from her childhood spent in the South Side of Chicago to her years as an executive, motherhood and her time as a resident in the White House. “Michelle Obama stands for race equality and gender equality. She just wants to make this world a better place and she believes in us young girls, that we have the power to make this change, and that’s why she particularly addressed us because we are the younger generation. As she says, she is laying the foundations for us to become the future leaders” “What I got from that was the feeling of empowerment and I think that’s enough for me to strive forward. I realise now that my fear of rejection and failure is something I’m emphasising too much and I shouldn’t.” “It actually made me realise that behind every woman, every leader, there is a story to tell.” NewVIc A Level students “The students were a credit to themselves and to NewVIc. The inclusive environment from the minute you walk in the door is hugely evident. They listened incredibly to the panel and asked such insightful questions. It was wonderful to see them rushing to take a copy of Michelle Obama’s autobiography at the end of the event.” Fiona Evans National Literacy Trust, Head of School Programmes The ‘Words for Work: Women in Leadership’ programme, focuses on challenging stereotypes and raising aspirations of students by developing their literacy, communication, leadership skills and preparing them for the workplace by learning how these skills can be used to overcome the barriers women face in their careers. During the first phase of the programme in October, a group of NewVIc students were invited to Lancôme for an immersion day. It was an incredible opportunity for young female students to network in the corporate world. Students saw first-hand how women are valued and developed in a hugely successful international company. “The motivational women that led the programme gave a tour of the company’s offices, encouraged the students to reflect on their own aspirations and dreams and gave them the chance to ask both pertinent and personal questions. The day gave our young female students a deeper understanding of the world of work and left them feeling that there are no limitations to what they can achieve and how high they can aim. The warm and supportive vibe also left us as female staff members full of confidence and enthusiasm to do the same.” Jodie Fink NewVIc A Level Tutor The programme has been a huge success seeing so many strong young women, from all different kinds of backgrounds, develop their literacy skills and have the courage to challenge stereotypes by aspiring to go into leadership roles. Find out more
Learning at Ravenglass Railway Museum
Ravenglass Railway Museum is a great place for a school visit. There are many opportunities for learning from the museum, the railway, the site and the community it serves. Located in West Cumbria, the Museum tells the story of the historic Ravenglass & Eskdale Railway which opened in 1875 and still carries 100,000 passengers every year behind beautifully preserved steam locomotives. The museum offers an extensive archive and exhibits that share the history of the line and allows visitors to get up close to the locomotives and coaches. The Museum’s schools programme was developed by the education specialists Innovate Educate in consultation with local primary schools. It offers a range of resources for Key Stage 1-3 students visiting the Museum, complemented by classroom-based sessions and resource boxes covering STEAM curriculum topics such as the science and technology behind operating the railway as well as the social history of the line and local industries, the workforce, and the Railway’s place in the Eskdale community. The museum’s learning resources are available to download free online. (ravenglassrailwaymuseum.co.uk/visit/learning) In addition to the year-round offer, the railway runs very popular seasonal events such as the Santa Express and teachers can use the web resources in conjunction with such a visit. Bespoke itineraries for half- or full-day visits are also available which encompass any or all of a wide range of activities including tours of the Museum and Workshop/Engine Shed, visits to the restored Victorian Signal Box, ‘Meet the Engine’ with one of the museum’s locomotives in steam, and a partial or full return trip on our railway. We like to think we offer visits which are a little bit different – how often do pupils get up close to a working steam engine? Sessions for older students and college groups can also be arranged. We’re always happy to chat so why not get in touch to discuss your requirements or make a booking? Contact museum@ravenglass-railway.co.uk, 01229 717171, @rermuseum
CER awarded prestigious education recruitment accreditation
CER, one of UK’s most successful education recruiters, is delighted to have been awarded the Recruitment Employment Confederation’s prestigious best practice accreditation. The REC’s scheme builds on the legacy of the Department for Education’s Quality Mark and has been designed with safeguarding in mind, ensuring agencies are carrying out the relevant safeguarding checks when recruiting teaching and non-teaching staff. REC Audited Education is a robust education specific audit package that validates a recruitment agency’s compliance with industry legislation and best practice. This comprehensive audit now goes much further than just compliance, requiring agencies to operate best practice in areas such as customer service, staff development, diversity and client management. CER recently underwent a detailed audit to ensure that it adheres to the highest safeguarding standards in recruitment and is undertaking all the relevant checks when supplying teachers and non-teaching staff to schools. The aim of the scheme is to give head teachers peace of mind that they are working with an accredited supplier. By earning the right to display the REC Audited Education logo, CER can assure schools, parents and pupils that the staff they supply are recruited correctly and have on-going support. Alastair Crammond, Compliance Director at CER says: “We’re very proud to have attained this prestigious accreditation, which is a reflection of the consistent standards of excellence our teams deliver on a daily basis. Achieving the REC’s gold standard in safer recruitment shows we’re committed to demonstrating best practice and compliance with legislation as part of our offer of the very best staffing service for schools, nurseries and academies.” REC Chief Executive Neil Carberry says: “By undertaking this specialist audit, recruiters are measuring themselves against the highest industry standards. The success of REC Audited Education is to ensure best practice within agencies so we continually improve the standard of teachers placed within our schools.” www.rec.uk.com
Science Technicians Say Schools Need More Money For Equipment
UK school funding cuts are undermining the quality of science teaching and discouraging students from pursuing careers in science and technology, according to school science technicians. Despite Government pledges to boost science teaching, survey results showed that budget cuts are preventing the purchase of basic equipment and holding pupils back from developing vital skills. The survey of around 550 science technicians conducted by Preproom.org, an online community for secondary school technicians and commissioned by Dremel, 3D printer manufacturer and Autodesk, the software provider for people who make things, revealed troubling insights into science education: ·88% agreed that a reduction in practical work is harming pupils’ interest in science and technology careers ·64% of schools have suffered from a reduction in budget for practical equipment over the last five years ·77% of science technicians believe a lack of funding for equipment is undermining teaching Responsible for managing the constant supply of equipment that helps develop vital practical skills and embraces curriculum changes, technicians are keenly aware of the challenges facing science departments. School funding pressures Despite last year’s introduction of the national funding formula (NFF), a new system that seeks to iron out budget inequalities, education decision makers have reported they are still facing a major budget crisis, with the average secondary school still making a loss of £178,321 per year. Funding pressures are having a particularly damaging effect on science and technology departments, with many schools unable to buy or fix basic equipment. Due to tightening purse strings, technicians estimate that thousands of pounds worth of out-of-date kit is still in use. According to the survey, equipment from the 1960s and 70s is commonly found in school cupboards, other outdated items included: ·A galvanometer, an instrument used for measuring electric currents from the 19th century ·A molecular modelling kit purchased in the 1950s ·An ammeter used to measure the current in a circuit, with a King George VI stamp Andrew Cluney, UK Brand Manager of Dremel said “These survey results reveal worrying signs that UK schools cannot afford even the most basic of practical equipment. The use of 3D printers in schools is the ideal introduction to the principles of designing, engineering, and manufacturing. I’m a strong believer that the technology is a key driver in increasing the number of students choosing STEM subjects at higher education and later on at career level.” Too few schools are taking advantage of 3D printing technology Dremel’s survey found that 3D printers are far from integrated into the STEM curriculum. Despite Michael Gove pledging to boost the teaching of science, technology, engineering and maths (STEM) through the introduction of 3D printers, less than a third (29%) of technicians confirmed that additive manufacturing was taught within their school. The survey also revealed that 3D printers are still mainly restricted to Design Technology. One of the biggest challenges that emerged was that many schools (45%) still do not regard 3D printers as a priority and as a result many teachers lack necessary training in the area. Educational 3D printers in action Technicians familiar with the technology were more positive about its benefits and were three times as likely to recommend investing in a printer. Already an established industrial technology for prototyping, the benefits of 3D printers have proven to help pupils create multi-disciplinary links and prepare pupils for jobs in engineering and industry. Guillermo Melantoni, Product Line Manager, Autodesk, said “Incorporating 3D design and 3D printers into the curriculum helps students develop skills needed for the jobs of tomorrow. From designing in CAD software like Tinkercad to experimenting with rapid prototyping, the ability to model, adapt and develop ideas offers transferrable skills that prepare young people for tomorrow’s Industry 4.0.”