Free classroom resources launched by Institute of Physics
The Institute of Physics (IOP) has announced the launch of a brand new education website – IOPSpark – designed to provide online classroom resources for every aspect of teaching pre-19 physics. In a single, easy-to-navigate destination, teachers can discover: The UK and Ireland’s most comprehensive set of free, quality physics classroom resources A carefully curated collection of themed research, news, video content and expert comment designed to bring classroom teaching to life with topical content CPD content including articles on developing professional skills as well as a brand new and constantly updated glossary of physics terms Research and strategies designed to help identify and address common student misconceptions Access to an active community of physics teachers across the country The site is just one element of the Institute of Physics’ dynamic and rapidly growing education programme which aims to support teachers, schools and policymakers in creating the optimum conditions in which physics as a subject can thrive. The UK’s most comprehensive set of free physics classroom resources IOPSpark has been designed to give teachers, trainees and teacher trainers a one-stop-destination to access the best physics resources and thinking available. A growing bank of over 2000 free, inter-linked IOP education resources from lesson plans and teacher notes through to topical video content and student worksheets are available 24/7 and easily searchable by student age, physics topic or type of resource (eg. lesson plan or enrichment activity). All classroom resources on the site are IOP-approved, themed by curriculum areas and have been tried and tested by physics teachers for their peers. Many of the resources also feature teaching tips and links to carefully selected further reading. To make the site even more valuable as a time-saving way of enhancing lesson planning, resources are linked in ways that help users find related materials and navigate through sequences of activities. The gateway to a thriving community IOPSpark also provides the gateway to TalkPhysics – an active online physics teaching community. Here teachers can find a safe, friendly and knowledgeable environment in which they can share best practice, discuss opportunities and challenges they encounter and ask any questions around teaching physics. A rich seam of research, news and content The site gives time-poor teachers a single destination for accessing the latest research, news and content to help bring classroom teaching to life in topical, fresh ways. An innovative area of the site is also dedicated to helping teachers identify and address common student misconceptions in physics. Here teachers can discover links to current research, strategies and materials to help them address common misconceptions before they become entrenched or an obstacle to student attainment. Charles Tracy, Head of Education at the Institute of Physics commented: “Teaching physics today is hugely rewarding. However it can be daunting to teach something new or to teach something familiar in a new way. We know it’s also challenging for teachers to stay constantly abreast of the latest resources, news and content, particularly when teaching and lesson-planning means time is limited. “Our hope is that the new IOPSpark site will provide teachers with a trusted source of ideas and professional learning, whether they are looking for a quick fix or pedagogical contemplation. Some of the site’s resources are ready to use whilst others will allow users to delve a bit deeper and explore the best ways to present those ideas and develop their own explanations. “By providing teachers with high-quality resources, open access to the latest subject thinking and by empowering collaboration amongst the physics teaching community we hope to help create the optimum conditions in which this fascinating subject can flourish in schools for generations to come.” Jemma Duncombe, Teacher of Physics at King’s College School, Wimbledon said: “It’s invaluable to find all these resources under one roof. It’s going to be my starting point whenever I’m looking at a new topic.” Alessio Bernardelli, Professional Practice Coach at CollaboratEd, commented: “It’s great that the very best of what the IOP has access to has been curated into easily navigable collections. It can be time-consuming to look through other sites and sift through what is worth using. Here you know you’re getting quality.” See the website here for free classroom resources from the Institute of Physics.
The Met Office launches programme for 7-14 years olds
The Met Office is launching a schools programme to help young people understand and prepare for the impact of weather and climate on their communities. This long-term investment in education brings to life the Met Office’s expertise and authority in world-leading science and meteorology through resources designed to improve young people’s engagement in maths, science, technology, the arts and humanities. “Weather and climate affect everything from the way we live, to what we eat, to our personal safety”, said Felicity Liggins education manager at the Met Office. “We want to help bring this context to life through our schools programme and help young people understand the wide-reaching impacts of weather and climate change locally and globally, for people, places and businesses.” The programme’s free set of curriculum-linked resources are based on insight from Met Office scientists and a cross-nation group of teachers who have created a suite of lesson plans and DIY summer activities. The resources focus on key themes including extreme weather, forecasting and prediction, technology and innovation in weather, weather and climate stories and people in weather and climate. New resources will continue to be added in the months and years to come. The Met Office has taken a fresh approach to cross-curricular learning by focusing on real-world examples that help young people draw connections through their lives and the world around them. This focus makes the lessons relevant and appropriate to a range of skills, and enables them to: Explore innovative data visualisation technologies and their use across industries Reflect on the ‘fake news’ agenda and understand the importance of reliable, credible sources of information within weather stories Demonstrate creativity through design tasks linked to weather prediction Discover the diverse, unexpected careers available in weather and climate Develop risk assessment strategies and skills to safeguard communities during extreme weather events “As well as being designed to help students develop transferable STEM skills such as spotting patterns in data, making informed decisions and communicating information to different audiences, they cover aspects of the core curriculum and bring each theme to life through fresh, fun and topical new contexts,” said Jenn McEwan, primary class teacher and panel member involved in co-developing the resources. “I am confident that the new perspective that these resources bring will support educators in communicating just how complex, vital and interesting both weather and climate prediction are. Consequently, this will encourage learners to explore career possibilities in this area.”
The Met Office launches programme for 7-14 years olds
The Met Office is launching a schools programme to help young people understand and prepare for the impact of weather and climate on their communities. This long-term investment in education brings to life the Met Office’s expertise and authority in world-leading science and meteorology through resources designed to improve young people’s engagement in maths, science, technology, the arts and humanities. “Weather and climate affect everything from the way we live, to what we eat, to our personal safety”, said Felicity Liggins education manager at the Met Office. “We want to help bring this context to life through our schools programme and help young people understand the wide-reaching impacts of weather and climate change locally and globally, for people, places and businesses.” The programme’s free set of curriculum-linked resources are based on insight from Met Office scientists and a cross-nation group of teachers who have created a suite of lesson plans and DIY summer activities. The resources focus on key themes including extreme weather, forecasting and prediction, technology and innovation in weather, weather and climate stories and people in weather and climate. New resources will continue to be added in the months and years to come. The Met Office has taken a fresh approach to cross-curricular learning by focusing on real-world examples that help young people draw connections through their lives and the world around them. This focus makes the lessons relevant and appropriate to a range of skills, and enables them to: Explore innovative data visualisation technologies and their use across industries Reflect on the ‘fake news’ agenda and understand the importance of reliable, credible sources of information within weather stories Demonstrate creativity through design tasks linked to weather prediction Discover the diverse, unexpected careers available in weather and climate Develop risk assessment strategies and skills to safeguard communities during extreme weather events “As well as being designed to help students develop transferable STEM skills such as spotting patterns in data, making informed decisions and communicating information to different audiences, they cover aspects of the core curriculum and bring each theme to life through fresh, fun and topical new contexts,” said Jenn McEwan, primary class teacher and panel member involved in co-developing the resources. “I am confident that the new perspective that these resources bring will support educators in communicating just how complex, vital and interesting both weather and climate prediction are. Consequently, this will encourage learners to explore career possibilities in this area.”
New Eating Disorders Resource Labelled ‘Game Changer’ By GP
Teachers, and those with student welfare responsibility, may at last have a new resource to help them support young people experiencing eating disorders. Such is the case of rapidly increasing rates in disordered eating across the country, it is now becoming more and more challenging for headteachers, school wellbeing teams and campus-based care staff to find swift and appropriate options for support. Now a new service has entered the arena, to help provide instant empathy and recognition of an individual’s mental health challenge, and the resource has already been labelled a ‘potential game changer’ by one experienced GP. Wednesday’s Child launched in Mental Health Awareness Week, to offer carefully curated wellbeing gift boxes for eating disorders patients – and those with mental health issues – which can be ordered or provided in a welfare setting during a one-to-one. The social enterprise, which ploughs its profits back into the delivery of support for those recovering from or experiencing an eating disorder, has been devised by a woman seeking her own continued recovery from a 20 year battle with anorexia. Debbie Watson, 41, says the boxes are just a doorway into a community of other services, events, training and coaching activities which are very specifically designed to acknowledge the troubling world of eating disorders. It is estimated that in the UK alone, some 1.25 million contend with an eating disorder such as bulimia or anorexia, but that many more have become immersed in a distressing cycle of disordered eating and mental health struggles, in particular since the advent of social media. Anorexia nervosa has the highest morbidity rate of any mental health illness, with death likely through suicide, or cardiac failure. As well as being available directly to schools and university campus teams, the curated Wednesday’s Child boxes can be ordered on a subscription basis, or as a one-off gift, and have been carefully considered to provide contents which aim to encourage mindfulness, self-soothing, nourishment, and comfort. It is believed to be the first time that a box with such curated contents, and to this particular tailored audience, has been available. A longer term mission for the social enterprise aims to achieve a designated daycare and educational centre to support both individuals with eating disorders, and those wishing to gain more awareness. “When you know someone with a mental health issue like anorexia nervosa, it’s natural that you might want to be able to show you care – but I’ve seen for myself how anxious friends and family become about what is ‘appropriate’ by way of a kindness gesture,” said Debbie. “Wednesday’s Child’s boxes aren’t about an automatic fix, but they’re about showing empathy, and reminding an individual of their worth. “I truly believe, from personal experience, that eating disorders require the ‘it takes a village’ approach, whereby there’s multiple people and functions helping one person to recover. The current system needs more. It has to change. “Time and again we hear that mental health services are under strain, beds are in short supply, and that specialist care staff are fewer in number. It becomes imperative that everyone who cares, can, if they so choose, play a role in the support of another.” As well as delivering the tailored boxes, Wednesday’s Child has also launched with a number of other unique services to help those dealing with an eating disorder. It stages Supportive Suppers, Accompanied Shopping, Awareness Certification (for individuals and corporates), Recovery Coaching, and a Jobs and Skills Portal, aimed at allowing those with a mental health condition to access projects and opportunities which potentially need less formal workplace structures. Debbie, who first experienced the onset of anorexia nervosa during university, says Wednesday’s Child has great potential in working in conjunction with what schools, colleges and universities are already doing to assist students at times of struggle. “We’re very keen to see student welfare and teaching staff access the boxes and signpost to our events,” she explained. “It’s very common for a person experiencing anorexia, bulimia, or another disordered eating condition, to be told that even at a very low BMI, they may have to wait some 10 weeks for something like cognitive behavioural therapy – and longer still for a bed. “That makes it terribly distressing for all concerned, because often waiting lists are too long and services are too stretched. “Just the provision of a box encourages that person to enter into the Wednesday’s Child community and its Supportive Suppers and other opportunities. It’s a small way of starting to reverse the decline in a person’s wellbeing and state of social isolation.” She is also keen to hear from businesses, and in particular, those with HR responsibility, who may wish to send a sensitively curated box to an employee contending with stress, mental health issues, or a period of personal struggle. “Whilst our boxes have been born out of my experience with an eating disorder, and a real understanding of that aspect of mental health, they are not solely for those with that illness or journey,” she adds. “The way they have been curated – without mention of eating disorders inside – means they are just as appropriate for someone taking time out with stress, depression, bereavement, or needing a gift which is more ‘considered’ at a time when a pick-up is really needed. “I would welcome the chance to talk to businesses who would regularly like us to create wellbeing boxes for their staff and clients.” The boxes and services being offered by Wednesday’s Child have already received positive approval from those experienced in primary care and GP practice. Dr Lucy Henshall FRCGP, a Suffolk-based GP, said: “In my 25 plus years of work as a frontline GP, I always felt there was so little to offer to my patients with emerging eating disorders, or to those still on the recovery journey. “Wednesday’s Child sends ‘kindness in a box’, but it also provides a whole range of other initiatives, all within a supportive framework and community.” She
Introducing the Marketplace just for Educators
Reuse4education.com is a unique online marketplace platform for educators to swap, buy and sell, donate or borrow equipment and resources Sites like eBay, Gumtree and Facebook Marketplace have become valuable resources for anyone looking to sell, find or swap goods – however nurseries, schools, colleges and universities have a niche need for equipment and as budgets are squeezed they’re often trawling these sites to no avail. In comes Reuse4education, a new online portal dedicated solely to education providers looking to swap, sell, donate, buy or even borrow unwanted resources. Reuse4education.com is built on one man’s dream to build an international educational community designed to provide schools, colleges and universities with access to an incredible variety of resources, equipment and opportunities. That man is Mark Abrahams, the founder and CEO of Recycle Your Cycle – a revolutionary programme launched in 2016 in partnership with HM Prison Service, which sees over 300 biles and more than 100 vacuums being refurbished by UK inmates every month. Budgets for all public sector services are always tight and it’s no different for the education sector, this free and easy to use online service allows education institutions to buy, sell, swap and loan equipment, everything from textbooks to test-tubes and PE equipment to printers. With 80 universities, colleges and schools already signed up, it couldn’t be easier to use either, registration is straight forward, once logged on, users simply search for equipment they need or list items they no longer need and want to donate or sell. As well as the website, Reuse4education also provides a weekly email with a list of resources that are on offer. Discussing how and why Reuse4education has come about, Mark stated: “Through Recycle Your Cycle I have seen the benefits of upcycling and reusing unwanted materials and I was adamant that there was an opportunity to implement these principles in other sectors. There are increased pressures on the education sector with squeezed budgets and limited resources so I felt Reuse4education could be a starting point to change this. So often colleges and universities refurbish their equipment and there’s no reason why schools couldn’t put it to good use. Furthermore, in many cases, equipment is only needed in the short-term for a certain project, if it could be borrowed rather than bought this would be invaluable. My only goal with Reuse4education is to strengthen the education community in the UK and hopefully down the line, around the world”. Whilst researching the concept, Reuse4education spoke with a number of teachers to understand their concerns and specific needs, one teacher commented: “As a science teacher in an 11-16 secondary school, I often find myself wanting pieces of equipment for lessons that wouldn’t justify the cost of only being used once a year. I love the idea of sharing such equipment between schools and allowing the students to access even better resources for their learning”! Discussing the existing buy and sell sites, a second teacher added: “Amazon and eBay are great but searching for text books and resources is hard work, so reuse4education is just fantastic and really, really needed. We have items at school which I know would be of use to someone else when we finish doing certain courses, so it is great to know we can now put them on this site and pass them on”. Reuse4education is accessible on a local, regional, national and hopefully soon an international scale. The dream is that not only will it provide valuable resources but also reduce waste, maximise recycling and build a stronger community amongst the UK’s educators. Find out more about the marketplace here
Engaging and inspiring education sessions for all
The Red House, Aldeburgh – Engaging and inspiring education sessions for all The Red House is the former home of the world famous composer, Benjamin Britten (1913-1976) and his partner, the singer Peter Pears (1910-1986). Located in the beautiful Suffolk town of Aldeburgh, The Red House is a unique resource for schools and provides an inspiring educational experience for all children. It has won awards for its work with families, children and young people. Benjamin Britten wanted to engage young people with classical music, as shown by his works such as Noye’s Fluddeand A Young Persons Guide to the Orchestra. The Red House continues to engage young people through its range of exciting educational activities. All schools are welcome to enjoy and explore this site of local and national artistic importance. School Sessions Suffolk schools can enjoy free musical assemblies and there are a selection of sessions at The Red House for Reception, Key Stage 1 & 2 which link to all areas of the National Curriculum. All sessions are led by skilled education staff and are designed to allow children to engage with the site and its collections while working together as a team. As part of our offer: All teaching staff are welcome to a free pre-visit to The Red House All Suffolk schools are entitled to a free session given by our team at your school All our educational experiences are adaptable We also offer sessions for Key Stage 3 & 4 and are happy to work with High Schools and Academies to develop a unique visit, tailored just for you. Explore our variety of taught, onsite school sessions online at brittenpears.org. In school Sessions As well as exciting education visits to The Red House, we also offer half-day sessions at your school. Whether you want to explore the history, artefacts and music of Stone Age or Anglo-Saxon Britain or wish to enhance your Science sessions with a range of hands-on experiments, The Red House team is happy to bring the learning to you. Arts Award We are a registered Arts Award Centre and offer Arts Award Discover, Explore, Bronze, Silverand Goldto young people. Please contact us for further information on how we can help your children achieve an Arts Award qualification. We are also proud to be an Artsmark Partner Organisation. Contact Joe Carr, Collections & Learning Curator j.carr@brittenpears.org, 01728 451700
Calibre Audio Library
Calibre Audio Library is a national charity that brings audiobooks to those unable to access print because of dyslexia, sight loss or another disability that prevents them from holding a book. Our library has around 11,000 audiobooks; all are unabridged, recorded by professional actors and broadcasters and available for unlimited borrowing by our members. Do you need key texts in audio? One in ten have dyslexia*, and this can create additional strains and challenges throughout their education and beyond. Calibre is here to support these students. We know how important it is for children to keep up with their peers, enabling them to contribute in class, and it is vital we reflect this in our library’s catalogue. So Shakespeare, Dickens, Hardy, Bronte? We have them at the ready. Meera Syal and Kazuo Ishiguro? Their books too. William Golding and George Orwell? Of course! Birdsong, Atonement, The Great Gatsby, Rebecca, The Go-Between… the list goes on. The love and importance of reading is not limited to those on the curriculum, and nor is our library. We are constantly adding new titles and we have worked hard to ensure we offer the books that English teachers and students alike have told us are unmissable, such as these: • Wonder • The Fault in Our Stars • The Penderwicks • Never Let Me Go • The Boy in the Striped Pyjamas • The School of Good and Evil • One • Of Mice and Men • Anne of Green Gables • To Kill a Mockingbird • Little Women • I Know Why the Caged Bird Sings And of course, any library would be incomplete without such staples as the Harry Potter series, Veronica Roth’s the ‘Divergent’ Trilogy and Malorie Blackman’s ‘Noughts & Crosses’. Calibre Audio Library Our audiobooks are grouped by key stage and study level for guidance, but members can browse and borrow across all categories (restrictions are in place on unsuitable material for children). Books can then simply be streamed online or downloaded on Calibre’s free app – or they can be borrowed by our free postal service on MP3 CD and memory stick if preferred. We offer a group membership package for an annual fee of £18 per student (inc. VAT). Alternatively, if you feel it better meets your needs you can buy individual lifetime memberships for a one-off payment of £20 per child (£35 for adults). To join or for more information contact our membership services team on 01296 432339 or visit our website, www.calibre.org.uk. *www.bdadyslexia.org.uk/about
School business leader: ‘Schools must spend smart’
Hard-pressed teachers will be forced to take extra time off sick unless the Government injects more money into cash-strapped schools. The warning comes from a senior school business leader who says overworked teachers are suffering from mental health issues and are at breaking point. Mrs Tracey Gray, director of support at Walbottle Campus in Newcastle upon Tyne, said budgets had been slashed putting even more pressure on the wellbeing of staff: “As School Business Leaders we are tasked with ensuring that we can support Head Teachers in preparing and presenting a sustainable three-year budget,” she said. “Set against this challenge is the reduction in real terms of 8% of school funding despite the Department for Education saying there is more money than ever within education [naturally there are also more children]. “Each year it becomes a case of making choices around curriculum, class sizes, pastoral support, learning support and a range of other services we are asked to provide, particularly as the funding pot for social care is also under severe pressure. “This is resulting in additional pressure on our teachers – who are already at breaking point. “We already have statistics which show that mental health is a significant factor linked to staff absence and further real term reductions will only add to this.” Shock figures reveal a staggering 57% of teachers have considered leaving the education sector within the past two years because of health pressures. Mrs Gray added: “Our staff are a precious resource who need our support and care. “Additional funding is needed now to ensure we keep them and provide our students with the best possible education and outcomes to give them the future careers they deserve.” Her appeal comes after more than 3 million households received a letter last week as disillusioned headteachers directly called on parents to join them in lobbying MPs and the government for more money to help schools after budget cuts. The letter adds: “These issues… are common features across our education system. Levels of concern are widespread.” Teachers nationwide are rallying together to address the government’s lack of action. Rose Wilcox, the School Business Manager at St George’s Primary, lambasted the government for their lack of support: “The amount of money given to schools for each child has not changed from 2011 – 2017. This is simply not good enough. Schools need help now. “The reduction in staff, both teaching and non-teaching, means less support for vulnerable pupils, and leaves less staff available to carry out small group work for pupils who are not thriving. “In the worst cases parents are actually being asked to pay towards books and resources. How long will the Government allow this iniquitous injustice to our children continue?” Andy Brown OBE, a headteacher from Cleveland who was the Chair of the DfE Primary Headteacher’s Reference Group and held the post of National Leader of Education from 2007 – 2018, added that school funding has withered while the government fixates on Brexit: “Funding for our schools is becoming a major issue. Teachers rightly received a pay increase, but this was only partially funded. “Some of our schools have had to make redundancies. The government has been fully focused on Brexit and our schools have been forgotten.” However, Lord Agnew, the academies minister, believes that the first step to solving the crises is to find and eliminate wasteful spending. One initiative looking to help cash-strapped schools save money that has already received the public support of Lord Agnew is Education Mutual. Education Mutual has been set up by schools, for schools and looks to give educators the flexibility to design their own staff absence cover to match each school’s exact needs. Founding director, Mrs Gray, explains: “Schools across the country are losing a notable proportion of their school budget every year to private business profits. This is a huge waste of money.” “In contrast, the mutual keeps as much of the budget as possible within the education system with any surplus money left over at the end of the year going back to its members in the form of a benefit. “Not only does this help to recycle the educational pound but it also means more resources are available to look after the health and well-being of staff.” She added: “80% of member’s contributions to Education Mutual go directly towards the payment of claims (with the other 20% covering running costs). Compare this to private insurance companies, where (on average) only 58% of your school’s annual fee is spent on the payment of claims, with the remaining 42% going towards a combination of sales commission, running costs, taxes, and of course, profit.” Education Mutual is different from other staff absence cover providers because it’s owned by its members – schools, colleges, nurseries and other education providers. This means that all of the money that schools contribute to the mutual goes solely towards the payment of claims, covering running costs, and nothing else. Mrs Gray argues this approach to be advantageous to schools and encourages other schools to join the ‘Mutual Revolution’: “Every school should join the mutual so we can all regain control over our school budgets, work together to better support staff well-being, and keep our money where it is most needed – within the education system.” Mrs Gray, who chaired the Board of Trustees for the Institute of School Business Leadership, also believes that the model helps prevents long-term staff absence and said: “This means health problems can be dealt with quickly, before escalating, and that long-term staff absences can often be averted as a result. Our care delivery includes physiotherapy and muscular skeletal services, mental health services (including face-to-face counselling), and a surgical assistance programme. Together, these services are able to address the most frequent causes of staff absences.” For more information on school business management see educationmutual.co.uk
How online learning can help teachers’ professional development
Ask any teacher and they will tell you that ‘teaching’ is just part of it. There is the responsibility to safeguard children in their care, create an atmosphere conducive to learning, the need to adequately prepare students for examinations… There’s marking, teacher-parent meetings, lesson planning… the list goes on. And on… With so many responsibilities, professional development can seem more like a ‘nice-to-have’ than a feasible commitment. But if Headteachers want to commit their staff to a philosophy of professional development; one that is adaptive and flexible and very much grounded in the practical needs of the classroom, online learning can be a useful, affordable, and measurable way of training staff. It can be standardised across the board for universally important subjects or adopted for more specialist matters. FutureLearn, the social learning platform owned by The Open University, has long allied itself with teachers. Partnered with leading universities and industry bodies, it offers a host of courses that teachers may find useful in helping meet their professional development needs. To see all the courses available, look at the Professional Development for Teachers page on FutureLearn. There you will find courses like the University of East Anglia’s ‘Professional Development for Early Career Teachers’, which helps junior teachers navigate the early stages of their career. The course offers advice and support on improving teaching skills and juggling workloads, and invites newly qualified teachers to reflect on and identify professional development needs. Subjects like behaviour management strategies, pedagogical approaches to teaching and learning, and ways to prioritise workload are all explored. The course can serve as a useful adjunct to physical in-school training, or the very basis of such training. Managing Behaviour for Learning is also accounted for. On FutureLearn, the National Stem Learning Centre has a course dedicated to the subject as part of its STEM teaching programme. The course is applicable to all teachers and explores how individual behaviour influences students, how to control emotional responses and how to interact with students. There are techniques for developing consistency in managing behaviour, recognising positive behaviour and building trust in the classroom. Through the experienced teachers delivering the course, learners will be encouraged to actively reflect on their practice and share experiences as part of the course discussions. Also available are more specialised courses, like the University of Bath’s Good Practice in Autism Education course which looks at the many modalities of schooling for students with autism, including general special schools, autism-specific special schools, autism units within mainstream schools and being in a mainstream classroom.It asks what are the benefits and challenges of these different types of education? What are the implications for inclusion? And what constitutes good practice within autism education? It is easy to sound preachy and somewhat out of touch with the realities of the classroom when talking about professional development — and certainly nobody wishes to undermine the demands already being placed on teachers. But so long as Headteachers and key decision makers in schools have a multitude of competing priorities, it will often be challenging to be fully across everything. Nobody can be the eyes and ears of every classroom, much as they may like to be. Empowering teachers to invest in their own career development is possible however, and online learning offers teachers the means to do this in a way that does not conflict with their many and varied competing priorities. Article by: Nigel Smith, Managing Director, Courses and Learning, FutureLearn