Removing Passwords Brings 3,800% Boost To Parental Engagement In Homework
Education charity ‘Learning With Parents’ has discovered that removing passwords from its homework platform has brought a huge rise in its usage. The project to optimise logins and remove passwords was enabled thanks to a grant of £58,292 awarded by The Access Foundation. Learning with Parents supports families to encourage positive learning interactions together, working to ensure that every child is supported at home to fulfil their potential. Its aim is to create better parental engagement by working with schools and fostering better relationships between parents and schools. By using embedded links instead of compulsory parent passwords there has been a 94% reduction in password queries. A streamlined user account creation process, including social logins when required, has also boosted usage levels. In addition to this, Learning With Parents has shared its experience across the sector, influencing more than 20 organisations to enhance their digital engagement. These improvements have enabled more frequent parent-child interactions, reduced administrative workload for the charity and fed into improved practice across the education sector. Most impressively, the number of recorded logins from disadvantaged families (those receiving free school meals) has risen by 3,800%, increasing from 297 in September 2022 to 11,809 in September 2023. Speaking about how the project was developed, Peyman Owladi, chief technology officer at Learning with Parents, said: “First, we mapped out how parents use the platform to understand where friction occurred in their journey. Through extensive user testing and feedback, we simplified flows to be intuitive. “Now parents simply click a personalised link and instantly start engaging with their child. By dramatically reducing the barriers to engagement, these magic links empower more families to enjoy impactful learning together.” Piers McLeish, co-founder of The Access Foundation, said: “We’re absolutely delighted that our grant has had such an unexpectedly positive impact on using the Learning with Parents platform. “An increased take-up rate of 3,800% is exceptional and a perfect example of where a simple idea can surpass expectations when well executed and supported by a great team. We look forward to seeing how far this new platform can go in transforming the lives of children and their families through the love of learning.” As well as improvements to the platform, Learning with Parents has developed and implemented a new digital reading log that allows parents to easily track reading progress through audio notes shared between home and school. Research shows that regular reading at home leads to a widened vocabulary, more resilient mental wellbeing, a stronger sense of imagination and improved sleeping patterns. Historically, reading logs have been paper-based, leading to obstacles for parents when reading at home. Chris, a teacher in Slough who has been using the platform in his school, says: “We are seeing families engage in reading at home who were not previously doing so.” The reading log has made a strong debut, launching in 80 schools and reaching around 10,000 families so far. Schools have shared how accessible the digital reading log has been, with many reporting that they have families engaging in reading who were not previously doing so and are now engaging in Maths and English activities. Through the partnership with The Access Foundation, Learning with Parents has created a scalable solution to digital exclusion that has far exceeded expectations. Removing these login barriers has proven to be a highly effective approach and enabled the charity to create a new reading product, meaning it can support more disadvantaged families to have frequent and positive interactions together at home. About The Access Group The Access Group is one of the largest UK-headquartered providers of business management software to small and mid-sized organisations in the UK, Ireland, USA and Asia Pacific. It helps more than 100,000 customers across commercial and non-profit sectors become more productive and efficient. Its innovative cloud solutions transform how business software is used, giving every employee the freedom to do more of what’s important to them. Founded in 1991, The Access Group employs approximately 6,800 people. www.theaccessgroup.com About Learning with Parents To find out more about Learning with Parents and how you can support their work, visit https://learningwithparents.com/support-us/ or get in touch with Sally Fallows at sally.fallows@learningwithparents.com
Young pupils recovering from Covid learning gap
New research suggests the Covid learning gap suffered by young pupils as a result of the pandemic is starting to narrow. The difference between reading and maths scores of Year 3 and 4 pupils in the 2022/23 academic year compared to those before Covid is smaller than it was. But the gap between disadvantaged pupils and their peers remains wide. The findings are the latest in a series of reports conducted by the National Foundation for Educational Research (NFER) tracking the longer-term impact of the pandemic on younger pupils’ reading and maths skills. Published and funded by the Education Endowment Foundation (EEF), the research has followed over 6,000 pupils who were in Reception and Year 1 (four- to six-year-olds) in March 2020, with the most recent assessment taking place in the spring term of 2023 with the same pupils, now in Years 3 and 4. The study tracks the estimated Covid-19 gap and disadvantage gap over time to gain an understanding of pupils’ attainment relative to where they might expect to be had the pandemic not occurred. Dr Ben Styles, Head of Classroom Practice and Workforce at NFER said: “It is encouraging that three years on from the first school closures, there are real signs of improvement in both the reading and maths performance of Year 3 and Year 4 pupils. Schools have been working tirelessly following the pandemic to put strategies in place to support pupils’ learning recovery. “Our evidence suggests there should be a greater focus on very low attaining pupils and closing the disadvantage gap. It is essential that schools are both adequately funded and supported to do so using evidence-based approaches. This will be required over the long term.” Covid-19 gap closed for pupils on average in both reading and maths The new data shows that in spring 2023 there was no significant difference in Year 3 pupils’ reading and Year 4 pupils’ maths performance, compared to the pre-pandemic pupil samples. For reading and maths, in both Years 3 and 4, the Covid gap significantly reduced compared with spring 2021 and spring 2022. However, the analysis did show a notable proportion of very low attaining pupils in Year 3 reading, larger than seen before the pandemic (4.9 per cent compared with 2.5 per cent). Disadvantage gap is shrinking, but it remains wider than before the pandemic Year 3 and 4 pupils eligible for free school meals were each estimated to be around seven months behind their more well-off peers for reading in spring 2023. These gaps have not decreased since spring 2021 and remain wider than gaps reported before the pandemic. Meanwhile, the disadvantage gaps for maths in spring 2023 for each of Year 3 and Year 4 were estimated to be around six months – significantly reduced since spring 2021 but wider than gaps reported before the pandemic. Schools report support for pupils’ wellbeing is still a priority, particularly for disadvantaged pupils The research shows that schools have continued with a number of strategies developed during the pandemic, including increased wellbeing support, and provision for home learning which most schools felt they were able to support well. Schools who reported disruption to learning gave the most common reason as being related to pupils’ behaviour and wellbeing, a much more commonly reported challenge than in previous years of the study. The research also explored pupils’ social skills, behaviour and wellbeing. It found the social maturity of pupils in 2022/23 was not significantly different to that seen in 2021/22. However, disadvantaged pupils were assessed as having significantly lower social skills than non-disadvantaged pupils. Three quarters of schools reported that they were prioritising learning recovery support for their disadvantaged pupils, but schools were concerned about the level of funding to support pupils who had missed learning. To read more QA Education news click here
How speaking up on a love of languages can support your students – top tips ahead of European Day of Languages
As people prepare to celebrate European Day of Languages (Sep 26), the trend in UK schools is that the number of pupils wanting to study a Modern Foreign Language (MFL) is on the decline. But why? As teachers, we are brimming with enthusiasm for learning languages, and recognise their value and importance but do your students feel as positive as you do or are they lacking the confidence and drive to continue their language studies? Why languages? Communication, culture, connection – language-learning is the key that can unlock the world around us – from intrepid visits to non-English-speaking countries to searching for exciting opportunities in the ever-evolving international jobs market or during interviews in which it’s essential to stand out from the crowd. Perhaps, even, when we find ourselves wanting to transform the way we live our lives altogether. In fact, language skills are highly coveted by most Britons today. According to recent research by Pearson, three-quarters of people who speak one language wish they could speak another. That same research found that 54% of monolinguists have faced difficulties in life as a result of not being able to speak another language, while one in six feel that it has limited their confidence to travel abroad. On the other side of the divide, nearly nine in ten UK adults who speak another language say this has supported them in myriad ways, including understanding other cultures better, increasing self-confidence, and living overseas. As many as 13% even attribute meeting their partner to having knowledge of an additional language! If you know – or are – someone who speaks more than one language, you may be able to attest to these many benefits yourself. If not, role models could be what your school needs to demonstrate to students, and school staff, what language truly offers. Modelling positives “Languages have been an integral part of shaping the person I am today… I enjoy the process of learning them and the world of possibilities it opens up.” This quote comes not from a French teacher or language-focused degree student; instead it’s straight out of the mouth of Tottenham Hotspur and England footballer Eric Dier. In 2023, this talented multi-linguist became a key spokesperson for Pearson’s More Than Words campaign, as he aimed to spread his passion for languages to today’s learners. Speaking at an event at Regent High School, London, Eric shared his experiences. That he was shy when he started learning languages; that he could never have predicted where language learning might lead him; that the skill helps him both professionally and personally, and that he has experienced only positives as a result. He spoke in depth with students, providing real insights they could understand and relate to. The interview and student-led Q&A is available to watch here. There are many other success stories and resources that can help bring languages to life in your classroom. A wide selection of free, downloadable PDFs are available as part of this Real Life series providing great insight from those with successful international careers, past-students enthused to share their experiences abroad, and even current university students on why they chose to continue language learning and the benefits it brings. You never know what brilliant journey their words may kick-start. Boosting confidence As someone who taught MFL myself for 23 years, I can confidently say that it’s when students (and staff!) make those kinds of personal connections that they are drawn to the subject, and start to thrive. By that I mean not only relating to someone who has learned languages before them, but by teaching them MFL through topics that are relevant to their interests and life goals. My own language learning journey started with my wonderful German teacher, when I was 11, who took me on my first exchange trip abroad. She inspired me to live and work abroad, in several countries, and go on to lead countless trips and visits as a teacher. We still share notes about our love of languages nearly 40 years later! How often are your students completing language projects that relate to their favourite hobbies, sports, people and shows? How clearly can they see themselves needing to use language in the future? How are they practising their skills outside of textbooks and test papers? For many students, it will be a holiday with their family – or perhaps on a school exchange – that makes language learning feel immediate and immersive. As wonderful as these experiences are, it’s also important for schools to think about learners who don’t have the same level of opportunities. How are you bridging the gaps for students who don’t, or can’t, travel abroad? There are many solutions available to help overcome disadvantages in MFL. How about linking up with a school overseas via video calls, emails and letters? Making friendly exchanges possible through the internet in weekly class-based slots? Encouraging conversations – forging new relationships – can help students build both fluency and confidence. Achieving inclusivity is essential. As part of this, it helps to create a teaching space in which learners feel safe. They’re sure to make many mistakes as they go along but errors are an important part of the process of language-learning; as Eric Dier quite rightly said: “I think it’s normal in class to be nervous to put your hand up… but I think it’s really important to be brave and try… With making mistakes, you’ll continue to get better at the language.” Focusing forward As our world develops in rich and diverse ways, MFL can be a gift that helps learners develop personally too. Meanwhile, the way we speak about languages – the conversations we use to engage our students now and for the long-term – is an important part of our interconnected future. Let’s get students excited about language learning. Let’s shout about the benefits far and wide, not only in opening doors to future careers and opportunities but the ability to make new friendships and better understand the
How edtech creates edgeless learning
Paul Westmore, IT Director at the University of Plymouth, explains how a single sign-on digital learning environment has helped the institution create an edgeless edtech learning experience for its 20,000+ students… Plymouth’s ambitious digital strategy describes our goal of becoming an edgeless university – our vision that students and staff can experience university entirely digitally if they want to. In order to achieve this vision, we decided we had to replace our existing module-focused virtual learning environment (VLE) with something more dynamic and flexible: something that was mobile-first, housing a range of resources and systems all behind a single sign-on. The new digital learning environment (DLE) would become an online hub where students and staff could access all content such as lectures and course materials, submit work, receive results, and interact with each other through one online system. We have a large student body with ever-changing wants and needs. The University of Plymouth is home to more than 20,000 students and almost 3,000 staff. A further 17,000 students are studying for a Plymouth degree at partner institutions in the UK and around the world, making Plymouth the UK’s 15th largest university. As such, we wanted to create a learning environment that was the sum of all the components that go into Plymouth’s student experience. We asked CoSector – University of London to implement and support the hosting of Moodle, a traditional VLE based platform. However, one of the constraints of Moodle is that ordinarily documents cannot be shared with different programmes so CoSector – University of London set up a bespoke solution where the documents are held in a different system, creating one learning asset which is shared between multiple programmes. Year-long edtech rollout pays off During a year-long project, we rolled out the DLE across multiple sites. Today, Plymouth’s DLE brings together a number of systems integrated through Moodle as the hub. The new functions included timetable information, coursework submission, e-assessments, quizzes and ‘minimum module information’ consisting of details of each module, electronic reading lists, past exam papers, forums and wikis – all to help students make more informed decisions about their learning journeys. Single sign-on technology provides easy integration and movement between systems such as Talis Aspire (reading lists), PebblePad (ePortfolio), Panopto (content/lecture capture), Turnitin (originality checking), in addition to a range of excellent tools including formative and summative testing, submission and feedback. A subscription to LinkedIn Learning provides a wealth of online video-based courses for staff and students to enhance their courses or develop their own skills. The uptake and use of the system have been unprecedented. Around 13,500 students access the DLE on a daily basis and 90% of the Mobile with Plymouth App usage is now related to teaching and learning activities. Usage of the DLE continues to grow year on year and in 2018 serviced 6,000 module sites, hosted 1,200 formative quizzes, contained nearly 30,000 embedded learning resources and supported over 8,000 eSubmissions. Students accessed over 25,000 hours of captured lecture content, viewed over 170,000 LinkedIn Learning videos and generated over 350,000 originality reports via Turnitin. Following the integration of the new system, we received a very positive response to the National Student Survey (NSS). Some of the student feedback included; “The DLE is a fantastic and easy to use resource…” and “Resources available in the library and DLE are great, with a good range of books, articles, online seminars, etc.” The centrality of having a single-integrated user experience has been really crucial to the success of the project. The University of Plymouth’s DLE has now become a portal into the teaching and learning community of the University.
Surprising benefits of outdoor adventure for children
These days, it can be easy for children to get into the habit of staying indoors. Yes, there are many home comforts, computer games, watching TV and hot chocolates are always a good idea! But there are so many advantages to being outdoors, experiencing the wonders of nature. Outdoor adventure and education expert, Kingswood, shares the best benefits being outdoors can bring you and your children. Encourages team building There’s no I in team…or outdoors! Improve your child’s team building skills by getting them together with a group of friends to complete some fun tasks. They could do some orienteering, play sports or even build a fort using nature’s tools. Doing things as a team really creates a sense of community and improves friendships. It grows your imagination Imagine all the people, sharing all the world. Wise words! Getting out into the world can create a whole new one for yourself. Just think of all the amazing things your child could do and see if they put their imagination to the test. Improves your physical health The excitement of running around outdoors and taking part in outdoor adventure activities is a great way to exercise and what’s more, it won’t feel like a workout because everyone will be having too much fun! It increases productivity Being outside increases our energy levels. Theories show that by taking a break from being in front of a screen and going on a short walk, allows our eyes to have time for a rest and our mind have time to regroup. So when we come back to doing work, we feel more motivated to get it done. That homework won’t seem like such a big task after all! Sparks inspiration Humans have always been inspired by nature to create beautiful things. Some of the world’s greatest pieces of art and literature (here’s looking at you, Van Gogh) were influenced by the great outdoors. So if you’re in need of some motivation, whether that be at home or school, let wildlife take the wheel! It does your mental health wonders Tom Madders, campaigns director at Young Minds, the children and young people mental health charity and Kingswood charity partner, said: “Children and young people today can face a wide range of pressures, including stress about exams, worries about body image, and the pressures associated with around-the-clock social media. Spending time outdoors, learning new skills, being with friends, taking time out from your daily routine, and having space to talk about how you’re feeling can have real benefits for mental health.” For more information visit www.kingswood.co.uk or www.youngminds.org.uk
Russian Grandmaster and maths teacher share learning benefits of chess
Following the pilot of a chess-based educational initiative in Russia, global education technology provider, Promethean, will be bringing Grandmaster, Sergey Karjakin, and a Russian maths teacher to Bett 2019, to deliver a programme of activity which provides insights into the learning benefits of teaching chess in the classroom. After undertaking academic studies that demonstrated learning chess could help to improve student achievement, Moscow Education Department has introduced weekly chess lessons as a mandatory part of the primary curriculum. To support schools in integrating chess teaching into the classroom using technology, Promethean piloted the ‘Grandmaster Challenge,’ which gave all schools in Russia the opportunity to showcase creative ways of teaching chess with Promethean solutions. Commenting on why Promethean launched the chess initiative, Ian Curtis, Head of EMEA and APAC Markets, said: “We’re much more than a technology company. We are heavily invested in education and supporting teachers to develop lifelong learners. In today’s world, technology plays an increasingly prominent role in teaching and learning, just as it does in students’ home lives. In light of this, we wanted to encourage teachers to explore approaches which use modern technologies alongside traditional methods of chess teaching – the objective being to better engage students in learning to play chess.” Having emerged as the winner of Promethean’s Grandmaster Challenge, Bakhova Alfusya Borisovna, maths teacher at Secondary School No 6, Nartkala in the Kabardino-Balkarian Republic, will be delivering daily presentations on Stand B98 which share her innovative approach to chess teaching with technology. Presenting alongside Sergey Karjakin, who holds the record as the world’s youngest ever Grandmaster, Alfusya will provide insights into making chess engaging for even the youngest of students, while Sergey will discuss why he believes the game has an important role to play in developing children’s mathematical, critical thinking, and social skills. For more information, see Promethean at Stand B98 at Bett 2019 – there will be live chess games featuring Grandmaster Sergey Karjakin and the teacher from Russia taking place.
Time to face the automation challenge with soft skills
Catherine Whitaker, CEO & Head of Learning at EtonX, discusses the teaching of “soft skills” in order to prepare students for the workplace… Workers around the world will have been disappointed, but perhaps not surprised by, the World Economic Forum’s Future of Jobs report which predicted that 78 million jobs worldwide will disappear in the next few years with automation. Key aspects of jobs, from manufacturing to professional services, will be digitised and artificial intelligence will take over analytical roles currently reserved for humans. The report wasn’t all doom scenarios though. It estimates that if we can upskill our workforces’ technical skills like programming as well as soft skills such as critical thinking, we can create the jobs to replace those lost and add more in the future. By the forum’s estimates 133 million of them. Problem solved – maybe. But a fundamental worry for educators and employers is that recent research shows a worldwide lack of formal teaching of soft skills that power the adaptability needed in the workplace. We often don’t teach life skills such as entrepreneurship and public speaking to teenagers because education systems are geared to academic subjects and exam results. With no globally-accredited soft skills syllabuses and examinations, these subjects remain intangible or difficult to practise. Global data reveal employers and academics’ worries that bright teenagers with strong grades struggle to acquire skills that are key to them getting to grips with university or the workplace. A 2017 McKinsey report Technology, Jobs and the Future of Work found that a majority (60%) of employers feel graduates were not adequately prepared for work. A 2018 Bloomberg Next / Workday survey found that nearly half of US academic institutions said new recruits lack the soft skills needed to perform at a high level. In the UK, a CBI-Pearson Skills Survey in 2017 found that a majority (51%) of UK business executives is concerned by graduates’ poor analytical skills. Almost half (48%) were troubled by new employees’ lack of resilience. It’s not surprising that eminent educators like Sir Anthony Seldon, Vice Chancellor at the University of Buckingham, interviewed for The Economist’s Educating for the Future index, believe that education systems worldwide are ‘ill-fitting’ for the 21st-century workplace’s skills needs. While advanced economies are identifying core soft skills, according to the same report’s evaluation of countries’ digital strategies, only Canada gets top marks for having a strategy targeting future skills and a curriculum framework to support it. Soft skills’ value is, however, finally being identified. The World Economic Forum’s analysis of over 200 studies worldwide shows students with social and emotional learning instruction achieve academic outcomes on average 11 percentage points higher than those without. The best schools always find a way to blend soft skills with academic or technical subjects, giving teenagers the rounded education they need. Rather than criticism, schools need more tools to strike the fine balance of new and traditional skills teaching. Education innovators are coming forward with practical tools to help busy schools formalise their teaching of these subjects. EtonX has launched online soft skills courses for international schools and colleges called the Future Skills Programme to address such issues. And it’s technology – in the shape of virtual classrooms – that is allowing us to deliver a breakthrough in soft skills teaching. These innovations replicate and improve on the best of physical classes and allow teachers to act as facilitators of debate and discussion between students to promote skills development; the old style of online learning confined teachers to the role of a lecturer. Students can now learn more effectively with and from their peers in group classes online. If the class participants are gathered from different countries, then students develop the skills they will need in the future to work in cross-functional, multi-national and distributed teams. The virtual wall of a computer screen also helps students step out of their comfort zones in activities such as role plays and participate less self-consciously than they would in a traditional classroom. While we will doubtless lose sleep over the prospect of jobs being reshaped as artificial intelligence shows its capabilities, I believe we are entering a new generation of learning – one that will open up wider life and vocational opportunities for our children than we have ever previously imagined. See etonx.com for more details on the teaching of soft skills. EtonX Future Skills Programme video: https://vimeo.com/289087724
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
Virtual Reality Learning
Virtual Reality Learning: A Technological Innovation for Education When it comes to classroom study, learning processes are constantly evolving and new developments in technology means that many education practices can be eased through these new innovations. One particular technology which has been changing the face of education and improving learning methods lately is Virtual Reality technology. Having progressed significantly since it first came into existence in 2015, Virtual Reality technology within the classroom is helping to enhance interactive learning, encourage more visualisation, as well as promoting self-learning methods and group interaction. Amongst other technological innovations, VR in education has proved to be one of the most effective learning tools within the classroom. With the development of Virtual Reality, then came along Augmented Reality which created a whole range of new opportunities within the classroom and exciting learning possibilities for both students and teachers. AR in education helps to bridge the real and digital world – it helps to encourage the students to actually become part of the information, as well as letting them literally see what they’re learning right in front of them. There’s VR learning and AR learning, and then there’s the VLE (Virtual Learning Environment) which essentially combines both Virtual Reality technology and Augmented Reality technology. This programme and type of learning specifically focuses on cognitive development for students. This includes – language development, numerical understanding, comprehensive improvement, strengthening concept development and engagement within the classroom. If you’ve not heard of the Virtual Learning Environment, or Virtual Reality technology for that matter, then you’re probably wondering what it involves and how it compares to the traditional classroom. The traditional classroom focuses on textbook reading and instructional method of study which results in less comprehension and less engagement within the classroom. The virtual classroom is much more engaging and helps to keep students more interested with simulated people, objects and environments which appear very life-like. With VR headsets and a 360 degree view, the students get to experience the events as they are happening. Modern education really hones in on the element of interactive learning and device-based learning. The Virtual Learning Environment really helps with this, as well as promoting more visualisation and engagement within the classroom. To help you visualise the benefits of VR and Realtime Virtuality, the guys over at Essay Writing Service UK have designed an animated infographic below. The gifographic pinpoints the benefits of the Virtual Classroom, the main differences between the traditional classroom and the virtual classroom, as well as lots of information around the Virtual Learning Environment – a programme which many schools are now thinking of implementing within their curriculum or have already started to implement it. Are you a student? Are you a teacher? We’d love to get your thoughts on technology in education and whether you think that Virtual Reality technology is a great learning tool…