Win a £1,000 Gardening Bundle For Your Local School With Westland

Westland New Horizon fund offers £1,000 to schools

Westland Horticulture, home to brands such as Big Tom, Boost, Resolva, Unwins, and Kent & Stowe, is excited to announce the New Horizon Fund that will support school gardening projects across the UK and Ireland in 2024.  Is your local school’s outdoor space in need of some love and care to help it thrive? At Westland, we believe everyone deserves to get closer to nature, and we know just how much children benefit from getting outdoors. School gardening projects help to support children’s wellbeing, from being more physically active, enjoying the fresh air, and the feeling of empowerment that stems from nurturing a garden and watching it thrive.  Gardening also taps into all children’s senses, from the abundance of colour that gardening can bring, the scents of flowers, the texture of different soils and plants, to even the taste of homegrown fruits and vegetables.  A school garden offers teachers a wonderful location to educate children on a variety of subjects, and Westland wants all young people to have the opportunity to reap the benefits of getting outdoors and stuck into gardening.  The New Horizon Fund aims to create a greener future for all, and will support community garden projects, from schools, allotments, hospices, and care homes, across the UK and Ireland. Each prize will comprise of a collection of gardening essentials from Westland, from compost, seeds, tools, plant feed, and much more, to the value of £1,000. Each prize bundle will be individually created based on the project’s needs to them transform their space.  How to get your local school involved  If your local school could benefit from receiving a donation from Westland’s New Horizon Fund to help its outdoor space thrive, nominate them at There will be multiple prize draws throughout the year, in March, June and September, with at least five bundles being awarded at each stage, so there’s plenty of opportunities for your local school to be gifted a bundle. The sooner you enter, the better chance you have. The final closing date will be 1st September 2024.  Help Westland grow the fund  Growing media, which includes composts, is the No.1 consumed gardening product. With every bag sold of Westland’s New Horizon peat free compost, the fund grows and grows. Every time you buy a bag of New Horizon, you’ll know you’re contributing to community projects that will greatly benefit from an improved outdoor space. New Horizon Peat Free Organic All Plant Compost  Success in gardening all starts with compost, and with Westland’s New Horizon compost, you can be sure it is great for the garden, and great for the planet. Our relentless pursuit of excellence in ingredients, processes, and quality has resulted in our most environmentally friendly and highest performance compost range ever. It provides everything plants require for optimal growth and health. The New Horizon compost is our most sustainable variety and is the leading sustainable brand in our growing media category. It’s naturally peat free, it’s 100% sustainably sourced, and helps all plants and nature thrive.  New Horizon has been specially created to be the perfect blend for vegetables, fruits, and flowers. The ingredients start to nourish plants immediately and continue to feed for up to 6 weeks.  Summary Terms & Conditions for the New Horizon Fund: UK & ROI, 18+. Entry Period 1: 00:01 01/12/23 – 23:59  01/03/24.  Entry Period 2: 00:01 02/03/23 – 23:59 01/06/24. Entry Period 3: 00:01 02/06/23 – 23:59 01/09/24. Scan the QR code or visit and complete the online form with your nominated cause and statement (max 250 words) explaining how your cause will use the prize to enter the relevant Competition. No purchase necessary. Prizes: 1 of a minimum of 5 x Westland product bundles per Entry Period to be donated to your chosen cause, valued at £1,000 (or Euro equivalent) each. Max 1 Prize per charity/cause. Full T&Cs & Prize

Educational Resources Inspired By ‘The Boy, The Mole, The Fox And The Horse’, Released Today

The Boy, the Mole, the Fox and the Horse

Award-winning Author Charlie Mackesy has partnered with National Literacy Trust, Penguin Random House UK and BBC Teach to share free educational resources inspired by his beloved bestseller The Boy, the Mole, the Fox and the Horse. Since the publication of the book in 2019, and 2022 animated film adaption, Charlie has received messages, pictures, hand-made books and drawing from teachers and children who have engaged with the story in classrooms and online platforms. In response, a collection of resources has been produced to assist teachers with their lesson plans, assemblies, and performances providing an opportunity for children to explore the messages of the book. Together with writer and musician Charlotte Freud, Charlie has produced a musical for schools adapted from the Oscar winning animated short film currently available on BBC iPlayer. Written to be performed in schools by children from Years 1-6. A playscript, sheet music, sing-along learning videos, performance tracks and backdrop artworks will all be available for free on the BBC Teach platform from 3 November 2023. The musical play has six easy-to-learn new songs for children to perform both as soloists and ensembles – allowing groups of all sizes and ages to take part. The performance-based resource pack engages children in the book’s messages through interactive sessions. Charlie Mackesy says “I hope perhaps it opens up the world a bit more to children, giving them a deeper understanding of the messages of the book. I hope learning the lines as simple mantras will allow them to repeat them all their lives, and stay in their hearts. “I hope it gives teachers and children alike, permission to explore – feel free to do what they like – perform every word faithfully; or change some lines as they see best; leave out whole scenes or just rehearse and perform one of them; workshop it, make it different or even find themselves creating a while new play all of their own. I hope they enjoy it.” In partnership with the National Literacy Trust and Penguin Random House UK, a resource pack including Assembly Plans and Activity Packs for KS1 And KS2 has been made available in celebration of World Kindness Day (13th November). These resources link directly to the national curriculum, in particular the PSHE Association’s programme of study, and explore ways we can show kindness to one another and invite children to think about their own wellbeing. Partner and publisher of The Boy, the Mole, the Fox and the Horse, Penguin Random House UK, will also donate books to over 64 primary schools for a World Kindness Day “kindness drive”. A gesture followed by Puffin’s World of Stories team, who will be gifting over 450 copies of The Boy, the Mole, the Fox and the Horse: The Animated Story (published to accompany the animated short film) to teachers and librarians attending their regional networking sessions during November. Read more QA Education news

Teachers Believe Ebooks Benefit Primary Pupils’ Reading But Only A Third Have Access

ebooks benefit primary school pupils

A new report on the impact of eBooks on reading for pleasure has been published by the National Literacy Trust in association with Pearson, the world’s leading digital media learning company. The report, Using eBooks to support reading for pleasure in 2023 brings together responses from more than 500 primary educators, including classroom teachers, headteachers and SENCOs, and paints an illuminating picture of digital tools and their perceived impact on primary pupils today. Key findings from the report show that: The benefits of eBook use are far reaching, with more than three-quarters of teachers whose pupils’ access eBooks believing they can support opportunities for personalised learning (77%) and reading for pleasure (76%) in all children. 58% believe they enhance engagement in reading, over half (54%) say eBooks provide an opportunity to support different learning needs, and a quarter (26%) feel eBooks encourage greater family engagement with books and reading. Access to an eBook library is reported by over 80% of all respondents who used digital tools to provide a positive impact on children’s reading enjoyment (86%), choice (85%) and motivation (83%), with over three quarters reporting benefits to comprehension (76%) and independent reading (77%).   What’s more, teachers without access to eBook libraries reported a desire to access more high-quality books that are diverse and interactive, with on-screen features to offer adaptive, personalised learning. Building on existing research that stresses the importance of reading for pleasure in boosting literacy, wellbeing and long-term socioeconomic outcomes for children, the report also explored current barriers to the use of eBooks in primary schools, despite their many benefits. These include a general lack of staff training and professional development, as well as a lack of staff confidence around digital resources – this in spite of the widespread use of digital tools in the 2020-21 Covid-19 lockdowns. Speaking about the findings, Lindsay Nadin, Director of Primary at Pearson, said: “These are hugely important insights from the frontline of primary classrooms, and indicate a strong appetite from primary teachers for diverse, adaptive choices that bring all learners enjoyment through reading – and so vitally strengthen their literacy skills along the way. “There is much to love about current advances in the digital landscape – especially around how tools can deepen a passion for reading in schools – but the presence of a digital divide must not be overlooked. “Given national warnings that fewer children enjoy reading in their free time, extending access to eBooks outside school – with engaging options that can be accessed on mobile phones, tablets and other onscreen devices – could be a vital step in switching learners on to literacy. This is especially pertinent for the 1 in 10 children from lower-income backgrounds who do not have a book of their own at home.” Dr Christina Clark, Director of Research and Evaluation at The National Literacy Trust, said: “The percentage of children and young people who tell us that they enjoy reading, and read for pleasure daily, has been on a downward trend in recent years, with reading enjoyment at its lowest level in 15 years. It is therefore imperative that we explore every way possible to support children’s reading, and we hope that these new insights into teachers’ experiences and perceptions of using eBooks contribute to the evidence base around digital support for reading for pleasure at school and at home.” Pearson are committed to ensuring every child can develop a lifelong love of reading no matter their ability, background or identity. As part of this commitment, Pearson has created Bug Club Reading Corner. Reading Corner is an online reading-for-pleasure library for primary pupils, with over 100 beautiful books by a range of diverse authors and illustrators. Children can choose books to read according to their interests. Books in Reading Corner are mobile-friendly and Reception and KS1 books offer Read-To-Me audio options, enabling even more children to access exciting stories at school, at home and elsewhere. You can try Reading Corner free for 30 days as part of Pearson’s all- new Bug Club eBook Library: With a subscription to Pearson’s Bug Club eBook Library, educators looking for support around reading for pleasure can also access professional development created in partnership with Professor Teresa Cremin and her team at The Open University. There are six online modules covering a range of teaching topics, including building communities of readers. Lindsay continued: “As we continue to seek the views of teachers, parents and pupils, we are committed to ensuring the next chapter is collaborative, so that every child can be part of the story.” For further information, visit Click here to read more QA Education news

Schools stalling on sustainability despite it being ‘a top priority’

Amidst ongoing challenges, research from school transport specialist Kura reveals that sustainability is taking a backseat for school leaders, highlighting a disconnect between targets and action.  Despite carbon footprint reduction being a top priority for 42% of school leaders, there is little action being taken, particularly when it comes to the carbon-emitting school run. Just 9% plan to invest in buying or leasing new electric vehicles this year, 7% in car share initiatives and 27% in cycling and walking schemes. Research also highlights concerns regarding levels of traffic and pollution around the school gates. Unicef’s Toxic School Run report found that children are disproportionately exposed to higher doses of pollution during the school run and research by Admiral revealed that, during term time, there are 68% more accidents occurring during morning school run hours. Encouragingly, 66% of school leaders agree that levels of pollution and congestion at peak hours need to be cut and 62% believe that the number of parents driving children to school should be reduced.  When asked about the future of the school run, 34% of school leaders said they expect to see more electric vehicles, 27% think there will be more shared transport (coach and minibuses) and nearly half (43%) believe walking and cycling infrastructure will be developed. However, of the 250 school leaders surveyed, just 34% say that their school is part of a scheme to reduce traffic. Whilst schemes such as School Streets are growing in popularity, with over 300 educational establishments introducing them in the UK, it’s clear that the majority of schools still have action to take to reduce congestion around the school gates. The research also found that just 28% of the schools surveyed currently provide a home to school service and only 6% have invested in improving school transport in the last year. When one 49-seater school coach can take as many as 31 cars of the road*, provision of school transport can be key to schools’ sustainability efforts. Commenting on the findings, Godfrey Ryan, CEO of Kura, said: “Schools are undoubtably under pressure to make budgets stretch further and shifting priorities are leading to a stall in action when it comes to sustainability.  “However, our research highlights a disconnect between what school leaders expect to see and what they’re investing in. For example, 34% believe that there will be more electric vehicles for school transport in the next three years, but just 9% intend to invest in this area. “With the government expected to introduce sustainability targets for schools from 2025 and research revealing worrying levels of pollution around the school gates, school leaders can’t afford to put the brakes on reducing emissions.  “To help tackle the issue, schools can invest in school transport, car share schemes and initiatives to reduce traffic at peak pick up and drop off times. A quarter of rush hour traffic can be attributed to the school run and this can be significantly reduced with the right measures in place. “Transport technology also has a role to play. For example, route optimisation means that drivers can take the most efficient route to pick up students, shortening the school journey and reducing emissions.  “It’s no longer just a sustainability issue. Whilst schools have a vital role to play in reducing emissions, high levels of traffic and pollution also pose a significant safeguarding risk to students and the local community. As a result, schools must get on board with the school run revolution.”

Digital game offers UK pupils and teachers a new approach to foreign language learning

A screenshot from the language game

A digital game is helping to improve the way that children learn French, Spanish and German grammar. Uptake of Gaming Grammar, in which pupils enter a virtual world of code-cracking and spies to complete a series of missions presented as mini-games, has more than quadrupled across UK schools over the last 12 months.  Developed by the University of York and the National Centre for Excellence for Language Pedagogy (NCELP) in collaboration with the University of Reading, the game works by combining digital technology with language learning and teaching research, introducing a fresh approach to a subject often regarded as difficult and dull. In order to successfully complete each mission, the player must crack the code by learning how to understand and use new grammar features. Since the first playable online version of Gaming Grammar was launched, more than 350 primary and secondary schools across the UK have registered with the game. In the period between December 2020 and December 2021, the number of games played increased from 3,325 to 15,326. Aimed at upper Key Stage 2 and Key Stage 3, the game aims to provide a strong foundation of grammatical knowledge for teachers and students to build upon in preparation for the revised Modern Foreign Languages (MFL) GCSE Subject Content in French, German and Spanish, announced on 14 January 2022. The release of the revised GCSE Subject Content marked the culmination of the Department for Education’s consultations on proposed changes to the subject content requirements, following a review of language pedagogy carried out by the Teaching Schools Council in 2016. Gaming Grammar aligns closely with the grammar components of the MFL pedagogy review and uses a research-informed teaching and learning approach that makes grammar essential for understanding meaning. The approach, called form-meaning mapping, teaches grammar through listening and reading practice. Emma Marsden, Professor of Education at the University of York and Director, NCELP commented: “Research on form-meaning mapping has shown that by providing focussed listening and reading practice, which draws students’ attention to the meaning (or function) of grammar, students get better at understanding new pieces of grammar when listening and reading. Students also tend to improve their ability to accurately use new grammar features when writing and speaking.” Dr Rowena Kasprowicz, Lecturer in Second Language Education at the University of Reading, commented “By using this grammar teaching technique and harnessing the proven educational power of games – narrative drive, in-built rewards, interactivity, personalised pace, and measurable progress – Gaming Grammar aims to make grammar practice effective, engaging, and motivating.” In addition to providing a new and research-informed curriculum resource, the game also generates valuable data on the nature of the grammar learning process, and on the wider application of gamification in education. Data from Gaming Grammar provides the research team with information about how learners’ grammar knowledge is developing and how effective the game is at supporting this learning. The online nature of the game also means that researchers can collect learning data on a much larger scale than is normally possible in traditional classroom-based research. Gaming Grammar has received funding from the EPSRC (via the Digital Creativity Labs), and from the Department for Education, ESRC IAA, and the Higher Education Innovation Fund (for NCELP).  The latest version is available to play online and to download for free from Google Play (Android devices) and Apple App stores (iPad only)  

From camouflage to classroom – troops to teachers by George Vlachonikolis

George Vlachonikolis Author of From Camouflage to Classroom

In 2013, the UK government introduced the Troops to Teachers scheme to facilitate ex-military service personnel to re-train as teachers. Over the following 5 years, some 363 ex-service personnel had been recruited (with 65 leaving before graduation), receiving PGCE tuition at the University of Brighton. Dr Mark Price, course tutor, Troops to Teachers, wrote, ‘It was the DfE’s assertion that soldiers would bring with them transferable skills, expertise and values into teaching, combined with the potential to inspire and motivate young people … since its inception, however, the programme has courted criticism. Smith, (2012), Chadderton (2014) and Tipping (2016), among others, questioned the strategy which appeared to legitimise the view that a solution to a pervasive unruly underclass in schools is to champion traditional values of discipline, modelled by ex-forces staff.’ So, what of it?  Is there any more value in recruiting an ex-serviceman as a teacher, above any other former career?  As a soldier who became a teacher myself, I have some skin in the game here.   I joined the British Army at 23 and stayed until I was 30. I did not have a typical military career though. After a year of leadership training at Sandhurst, I commissioned in 2006 into the Educational and Training Services (ETS), where I studied for my PGCE. However, I quickly pursued attachments with other units to broaden my experience and I ended up on two operational tours to Afghanistan as part of infantry battle groups. In 2007 I deployed with the Worcestershire and Sherwood Foresters Regiment, and then three years later, I deployed with the Scots Guards and continued with the 2nd Battalion, Scots Regiment when they rotated in the theatre. Has all that experience helped me be a teacher?  Undoubtedly, yes.  I think teaching is a very challenging profession.  There are high stakes objectives at the end of the year.  It is an emotionally, physically and intellectually draining journey to get there.  And, every September, it starts all over again.  So, absolutely yes, being in the Army has helped me function more effectively in the classroom. So much so, in fact, that I wrote a book about it.  From Camouflage to Classroom, published by John Catt Educational, is my attempt to distil everything I learned from my time in the British Army in Afghanistan and brought to my classroom teaching. The book’s aim is to make a positive contribution to real teachers in real schools, teaching real students – and as such, it is meant to be something different from the usual fodder. Instead of relying on academia to justify my conclusions, I use lived military experiences to actually cut through a great many of the fads and bogus theories around teaching.  So, what of discipline? Is it true that I’m ‘better at discipline’ than someone else simply because I was once in the Army?  If this was the real purpose of the Troops to Teacher scheme then I think they got it wrong.  When you watch shows about the Army on TV it just looks like people shouting at each other. I’m sure everyone can recall the opening scene from Full Metal Jacket and the nasty sweary sergeant.  It’s the classic arc of the military story: a ragtag bunch of cadets get shouted at and sent through a muddy obstacle course that usually involves leopard-crawling under barb wire. After a quick montage, a cohesive fighting unit emerges. Cut to a war-fighting scene where the all-conquering unit now takes on all-comers, beating the odds and hoisting the flag on top of some dead enemy’s corpse. I would suggest that shouting at your students in school until they form a cohesive unit is a bad idea. This isn’t really the way it goes.  The thing that no-one seems to understand from the outside is that all the shouting is done with a purpose in mind. The sergeant wants to get the cadets somewhere. From A to B. From zero to hero. There is a purpose, and if it’s done professionally, it’s done with love. That particular word might sound weird but I chose it on purpose.  I don’t mean love with a big red heart and googly eyes.  I mean love as in ‘care’.  I think it would be true to say that every platoon commander should care deeply about the soldiers they lead.  And I hope that all teachers care about their students in this way too; that you care about their success. The idea that ex-soldiers might be more likely to instil traditional models of discipline in the classroom, completely misses the point about strong leader-subordinate relationships.  These relationships are not built on some sort of shouty alpha-omega hierarchy, far from it.     If you’re at the gates of your poorly fortified patrol base in Helmand Province, Afghanistan, walking up and down the platoon line inspecting your soldier’s fighting order as they vomit on their boots with anxiety … you had better love them. More to the point, you had better hope that they know it as well. It takes a lot of courage to walk head-first into a mine-sodden area with easy ambush points and poor visibility. Nobody is going to run that gauntlet if they don’t think there’s someone with them who’s got their back. Shouting to be assertive is not what is needed.  And although I recognise that the classroom is not a battlefield, the principle still holds.  As an ex-serviceman, my version of ‘discipline’ doesn’t rest on some artificial need to be assertive and show everybody how tough I am.  Instead, it’s all about building mutual-trust and care. When Dr Mark Price finished writing his impact statement on the Troops to Teachers programme, he concluded that the participants themselves saw a distinction between being self-disciplined and being able to engender discipline as a teacher as a result of military service experience. In fact, several participants identified maintaining discipline as an anticipated challenge – an idea that almost runs counter to the governmental aspiration

Nanogirl’s Lab – a fun-filled science experiment every weekday

child carrying out science experiment

Join Nanogirl™ as she gains STEM superpowers – including creating COVID-19 fighting super-soap A new science adventure every weekday for just 50p per day. Children join Nanogirl™ on her quest to gain superpowers using STEM. Child-friendly COVID-19 videos – including making your own virus-fighting super-soap!  Buy one, give one – for each subscription purchased, Nanogirl’s Lab will give access to a family unable to afford it. From the bestselling author of The Kitchen Science Cookbook (as seen on Blue Peter!) Designed with diversity in mind so all children feel welcome and included Millions of children are currently being forced to stay home from school – but this doesn’t mean they should have to miss out on essential STEM skills. Nanogirl’s Lab release a science experiment every weekday for kids to try at home with everyday household items. Perfect for children aged 7-11, kids are given ‘lab notes’ worksheets to follow as they watch their daily Nanogirl™ instructional video before getting stuck into fun-filled science experiments. These include – understanding sound waves come from vibrations by building your own harmonica, seeing the world upside down by making a pinhole camera, and learning about the structure of COVID19 by creating virus-fighting super-soap. Developed by a team of scientists and engineers, the experiments give children access to essential hands-on science skills they could miss out on while staying home while also empowering parents who may not feel confident teaching STEM at home. Subscribing to Nanogirl’s Lab gives parents and children access to: Daily lab notes and a video for children  A daily ‘cheat sheet’ and instructions for parents Weekly parent webinars with creator Dr Michelle Dickinson – covering everything from COVID-19 questions, the science behind the experiments and helping children with STEM subjects. Access to the private Facebook group – an online community of parents to share concerns and questions. Working to make STEM accessible to all Created by nanotechnologist and engineer Dr Michelle Dickinson, Nanogirl™ is a superhero with a difference.  Her powers don’t come from magic – or spider bites or alien suns! – but instead through her study of STEM: Science, Technology, Engineering and Mathematics. By solving problems using her STEM skills she encourages children to find their superpowers by building and tinkering with common household items. Sadly, missing even a week of school can have a profound impact on a child’s long-term relationship with STEM which can impact their future careers in these fields. With so many children currently at home, Nanogirl’s Lab are working to inspire, educate and empower through STEM through their home experiments. For every paying subscriber to Nanogirl’s Lab, they donate a STEM learning experience to a family who could not otherwise afford to take part. Find out more about Nanogirl Labs’ other projects at Nanogirl™ STEM Adventure subscriptions are available for 50p a day. Find out more at

Resource bank showcases careers in the creative sector

careers - a team during the festival challenge

For students who wish to pursue a career in the creative industries, it can be difficult to see the relevance of studying subjects such as maths, English and science. So Leeds City Region Enterprise Partnership (LEP) and Burberry have teamed up to launch the latest FutureGoals careers resources which will help the region’s young people learn how the skills they are gaining at school are used in the creative industry. Created in collaboration with local businesses, schools and with the help of students the programme is based around the production of a festival. Spotlight can bust a few myths around careers in the creative sector and provide a wider understanding of the less well-known, yet in-demand roles. A year 9 student from Ossett Academy said: “I really enjoyed the mapping activity and being challenged in the budgeting task.” Students will need to use their English, maths and science skills and knowledge to tackle every aspect of the planning and running of a festival. Through the various tasks, quizzes, group activities and discussion topics, students will become aware that there is more to the creative sector than the well-known design-based roles. A year 9 student from Ossett Academy said: “I now know that there are many jobs in the creative sector and how maths, English and science skills are all needed.” Creative industry is region’s fastest-growing sector Following major creative icons such as Channel 4 and Burberry settling into Leeds City Region as their Head Quarters, the creative industry is now the region’s fastest-growing sector providing incredible job opportunities to local people. There are currently over 30,000 people working in the creative sector in Leeds City Region with that number predicted to increase. Pam Batty, Secretary of The Burberry Foundation and VP of Corporate Responsibility, Burberry said: “The FutureGoals Spotlight campaign provides a unique and interactive approach to equipping young people with valuable insight on entering the creative industry. The Leeds City Region has a fantastic creative network and this campaign will open up a world of opportunity for young people by introducing them to many diverse and stimulating career paths. “The Burberry Foundation is dedicated to using the power of creativity to drive positive change in our communities and this accessible toolkit can help empower young people to forge a new path with meaningful support.” The new Spotlight campaign, aimed at students from years 7 to 11 includes a series of interactive and engaging resources, all designed to give students a taste of what it would be like to work in the creative sector. Spotlight has been developed as part of the LEP’s wider careers campaign, FutureGoals which provides inspiration to help people of all ages feel inspired and informed about careers in Leeds City Region. Roger Marsh OBE DL, Chairman of the LEP and NP11 said: “Spotlight is a fantastic addition to the LEP’s FutureGoals campaign, highlighting the wide range of exciting careers available in the creative industry. “This innovative project-based approach incorporates maths, science and English to build confidence and skills transferable to roles in this sector.” Educators, careers advisers or influencers to young people are encouraged to download the FREE Spotlight resources at  

Get free VE Day 75 resources for your assembly!

VE Day 75 assembly resource

The Royal British Legion assembly plans will help schools across the UK commemorate the 75th Anniversary of VE Day. As the nation comes together to honour the Second World War generation on 8th May, The Royal British Legion has launched a range of new assembly resources to help pupils explore their shared heritage of Remembrance and commemorate the service and sacrifice of the wartime generation. The assemblies have been created in partnership with the National Literacy Trust to help explain to children of different ages and backgrounds why and how we remember the contribution of the entire WW2 generation on VE Day.  The language, design and format reflect the needs of both teachers and students, ensuring everyone can benefit from engaging with these carefully crafted resources. The assemblies are aimed at Key Stages 2 and 3 and are an ideal way for schools to take part in the VE Day commemorations in this significant anniversary year.  The assembly packs and learning materials are suitable for young people aged 7 to 14 and will be free to download from 9th March on the Legion website. The VE Day 75 resources are available to download at: Catherine Davies, Head of Remembrance at The Royal British Legion says: “It is important that children from all backgrounds learn about their shared history of Remembrance. The assembly packs will not only teach children about the significance of VE Day, but also help children explore the idea of Remembrance and discover its relevance to today. The Royal British Legion is committed to making sure the torch of Remembrance is passed on to the next generation and these assemblies will play an important role in achieving that.”  The resources, downloadable in PowerPoint format, include: VE Day: Introduction for Assemblies – presentations designed to be shared with a whole school or year group, with a focus on helping students understand what VE Day is and how it remains relevant today.   VE Day: How To Get Involved – presentations designed to be delivered to a year group, form group or class, focusing on ways to engage students around VE Day and providing different activity suggestions. They will come with detailed teacher notes, giving key information on VE Day as well as historic context to help teachers feel confident in delivering the presentation and supporting their class.