Future Trends in Education: Preparing for Tomorrow’s Classroom
Education is on the brink of a significant transformation, driven by rapid technological advancements and changing societal needs. The future classroom will be vastly different from the traditional setup that many of us are familiar with. As educators, students, and policymakers adapt to these changes, it’s essential to explore the trends that will shape the learning environments of tomorrow. Understanding these trends will not only help in preparing students for future challenges but also ensure that they are equipped with the necessary skills to thrive in an increasingly complex world. Embracing Technology in the Classroom One of the most profound shifts in education is the integration of technology within the classroom. The advent of digital learning tools and platforms has revolutionised the way students engage with their studies. In fact, a staggering 80% of students have reported that digital learning technology has directly improved their grades. This significant percentage underscores the pivotal role technology plays in enhancing educational outcomes. Moreover, the financial aspect of educational technology is equally compelling. The global educational technology market is projected to grow to an impressive $377.85 billion by 2028. This growth reflects a broad acceptance and adoption of technology in educational institutions worldwide, from primary schools to universities. Educators are harnessing the power of interactive software, virtual reality (VR), and augmented reality (AR) to create immersive learning experiences. These tools not only make learning more engaging but also cater to different learning styles, ensuring that all students can benefit from the educational material. For instance, VR can take students on virtual field trips to historical sites, while AR can bring complex scientific concepts to life in the classroom. The Rise of Personalised Learning Personalised learning is another trend that is reshaping education. This approach tailors educational experiences to meet the individual needs, strengths, and interests of each student. By leveraging data and analytics, educators can provide customised learning pathways that ensure every student reaches their full potential. In this context, resources like IGCSE past papers and IGCSE revision notes become invaluable. They offer students the ability to practice and review material at their own pace, ensuring they fully grasp the content before moving on. Moreover, IGCSE resources provide a wealth of information that can be tailored to fit the specific needs of each student, making personalised learning more accessible and effective. The importance of using a variety of IGCSE exam questions and IGCSE papers cannot be overstated. These tools allow students to familiarise themselves with the format and style of the exams, reducing anxiety and improving performance. Personalised learning also extends beyond academics, fostering a holistic development that includes critical thinking, problem-solving, and interpersonal skills. Importance of STEM Education Science, Technology, Engineering, and Mathematics (STEM) education is critical in preparing students for the future workforce. As the demand for STEM professionals continues to grow, it is essential that students are equipped with the necessary skills and knowledge to excel in these fields. STEM education promotes problem-solving, critical thinking, and creativity, all of which are essential for success in today’s rapidly changing world. Programs that integrate STEM learning from an early age are becoming increasingly popular. These initiatives often include hands-on projects, coding classes, and robotics competitions, which make learning both fun and practical. By engaging students in STEM activities, educators can ignite a passion for these subjects and inspire the next generation of innovators and leaders. Remote Learning: A New Norm The COVID-19 pandemic has drastically altered the educational landscape, with remote learning becoming a new norm for many students and educators. Before the pandemic, 23% of school systems had plans to adopt supplemental online courses. This number has since risen to 28%, highlighting a shift towards integrating online learning as a permanent fixture in education. Remote learning offers several advantages, including flexibility and accessibility. As noted by educations.com “Online education enables the teacher and the student to set their own learning pace, and there’s the added flexibility of setting a schedule that fits everyone’s agenda.” This flexibility is particularly beneficial for students with varying learning needs and those who require a more adaptable schedule due to extracurricular commitments or personal circumstances. Despite its benefits, remote learning also presents challenges, such as ensuring equitable access to technology and maintaining student engagement. Addressing these issues is crucial for the successful implementation of remote learning on a broader scale. Integrating AI in Education Artificial Intelligence (AI) is making significant strides in various sectors, and education is no exception. AI has the potential to transform teaching and learning by providing personalised educational experiences, automating administrative tasks, and offering real-time feedback. Dan Schwartz, dean of Stanford Graduate School of Education, aptly puts it, “Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching.” AI-driven tools can analyse student performance data to identify areas where they may need additional support, thereby allowing teachers to tailor their instruction more effectively. AI can also help in creating intelligent tutoring systems that provide students with immediate feedback and personalised recommendations. These systems can adapt to each student’s learning style and pace, ensuring a more individualised learning experience. Furthermore, AI can assist in administrative tasks such as grading and scheduling, allowing teachers to focus more on instruction and student interaction. Preparing Students for Future Careers As the job market evolves, it is essential to prepare students for the careers of the future. This involves not only providing them with the technical skills required for specific jobs but also fostering soft skills such as communication, collaboration, and adaptability. These skills are increasingly important in a world where many traditional jobs are being automated or transformed by technology. Career education programs that offer real-world experiences, such as internships and apprenticeships, are invaluable in helping students understand the demands of the workplace. These programs provide students with practical skills and insights that are directly applicable to their future careers. Moreover, global collaboration and exchange programs can broaden students’ perspectives
How to use BBC Micro:bit in your lessons
Chris Lovell has worked in computing education for five years and is on a mission to encourage more primary teachers to try out the BBC micro:bit to help them build their confidence. For those of you that haven’t yet discovered its power, a micro:bit is a tiny, pocket-sized computer that you can program and physically interact with. I have found it’s a great tool to engage and excite children as young as eight with creative coding. I support primary teachers in my local community to use the micro:bit in their classroom and often teachers share with me that they are daunted by coding. They feel that they don’t have much time to learn something new. They fear that pupils will know more than them. What’s more, the equipment used in their school can sometimes be unreliable. I have found that by taking the following simple steps, anyone can feel confident with using the micro:bit in their classroom to engage learners. Explore all available resources The Micro:bit Educational Foundation provides a variety of free resources to support teachers. If you’re a primary school, a great introduction to the micro:bit would be its playground survey. As part of BBC micro:bit – the next gen, a campaign with BBC Children’s and Education, children can take part in a unique data science project to investigate and gather information about their playground. And you will be able to submit findings from your class to the Office for National Statistics for analysis by the end of the summer term. Tap into a child’s excitement In my experience, on every occasion that a class of children have used a set of micro:bits, their excitement is palpable. I believe as educators, when children are excited to explore and to create, it gives us a great motivation to support and encourage them. Encourage children to support each other through pair programming In pair programming, children assume the roles of a navigator and a driver, which they swap every 10 minutes. The navigator describes what to code, whilst the driver adds and runs the code. The tasks can be scaffolded, and the pairs chosen appropriate to ability in your classroom. In my classroom, I sometimes make these projects competitive, and add names to the whiteboard when pupils complete tasks. With some classes, this element of competition can support learning and exploration. You may also find some technology assistants among your class to support your teaching of the micro:bit. Go cross-curricular The micro:bit enables computing to be taken out into the playground. Children can log the number of species of animals and plants they find. It can even be turned into a wearable activity tracker, enabling children to understand the different types of activity conducted. This will prompt a class discussion about the accuracy of the data they have gathered. Connect with a thriving community Remember, you are not alone. Computing At School (CAS) has local support available for primary schools. Contact your local CAS group for help from fellow teachers, CPD events and visits, or even the loan of a set of micro:bits free of charge. The web is also a great place to find advice and ideas in the classroom. Search social media for the hashtag #BBCmicrobit to share what you are doing and connect with others. The micro:bit is truly full of possibilities! By Chris Lovell is Head of Computing at Ashfold School For more information about the BBC micro:bit playground survey, please visit www.bbc.co.uk/teach/microbit
BBC Micro:bit invites children to survey school playgrounds
Delve into the world of BBC micro:bit
A heartfelt thank you to everyone who has registered and received their free pack of BBC micro:bits. So far, more than 19,000 primary schools have signed up – and there’s still time to register before the 18th December deadline. If you’ve received your BBC micro:bit pack and are thinking “What now?”, here are some ideas and inspiration. Get up close The thought of coding can seem daunting, but the best way to dispel your fears is to try out the technology. There’s a brilliant introductory video by EduTuber, Maddie Moat. In just four minutes, she takes you through everything that has arrived in your BBC micro:bit pack. She explains what each part of the micro:bit device does and how to get it up and running. Maddie also takes you through creating code using Microsoft’s Make Code, and how to download it to your device. Tap into the free training and resources The Micro:bit Educational Foundation has created a comprehensive suite of online training courses. I suggest you start with Meet the Tiny Computer. It’s just 35 minutes and gives you the opportunity to try two coding projects for yourself. There are also face-to-face courses taking place near you that are free to attend. BBC Teach has developed teaching resources, including making a funny voice recorder featuring CBBC series, Bros in Control. Or spark the imagination of every football fan in your class by creating a kick strength data logger as featured in the CBBC series, The Football Academy. Shake up an assembly Consider introducing your school to the possibilities of the BBC micro:bit with a presentation during an assembly. To help, BBC Teach has created a useful assembly video. CBBC Newsround Presenter, De-Graft Mensah, and YouTube Gamer, FalseSymmetry, reveal some of the fun things they can do with their micro:bit such as playing noughts and crosses, creating a teleporting duck and trying out a compass. Lesson planning The BBC micro:bit can be used across the curriculum, but I suggest that the best place to start is with computing. The Micro:bit Educational Foundation has designed a sequence of six lessons for KS2 pupils with everything you need to deliver the lessons. Share ideas with colleagues It’s a good idea to work with a fellow teacher, maybe from the same year group, who is also introducing their class to the BBC micro:bit. Exchange notes on what worked well with your respective classes, what you both found more challenging, and what you might do next. Get involved in our playground survey Next year, BBC micro:bit will be partnering with the Office for National Statistics to get primary schools involved in a large-scale playground survey. Sign up to the BBC Teach newsletter to be the first to know all the details. By Cerys Griffiths For more inspirational ideas (or to sign up for your BBC micro:bit pack), please visit www.bbc.co.uk/teach/microbit
Tomorrow’s Engineers Week – On a mission to challenge perceptions of careers in STEM
If someone told me when I was at school that I would grow up to have a job working in space, I would have been over the moon (no pun intended). I always thought a career in STEM required strong maths skills or good science grades – but luckily for me, that isn’t the case. And I’m on a mission to inspire others to explore the many different routes that can be taken into career in STEM. So, how did I land my dream job designing power stations in space? I will be revealing all in a live broadcast for schools during Tomorrow’s Engineers Week (6 to 10 November). It’s an annual celebration of engineering and technology careers designed to inspire the next generation. But let me explain how I got here and how I think more students should be encouraged to think of space – and more broadly engineering – as a career path. My journey has been the epitome of a ‘squiggly career’. But since deferring my undergraduate degree in computer programming, I now know that I was right to change direction. Doing something that excites and inspires me every day is so important. I spent a brilliant 11 years working as a marine engineer on auxiliary ships that support the Royal Navy. I learnt that a marine engineer can absolutely become a tritium development engineer then a fusion energy engineer and now a space energy development engineer. In my current role, I have discovered that space is as exciting as it promises to be. After all, how many people do you bump into in your local supermarket who can say that their actual job is designing a solar power station that sits in space? I identify possible solutions. I analyse the merits of the said solutions. I then get to calculate, design and model components for our spacecraft. These problem-solving and analytical thinking skills are crucial in driving innovation across the industry. But curiosity and creativity are just as important. I love my job and feel passionately that many, many more young people should be encouraged to think about a career in engineering. Where do you start? Well, ask your class these questions: Are you a curious creative who has only dreamt of a career linked to space? Love going to gigs? Have you thought about pursuing a career in music – perhaps as a live sound engineer? Are you someone who loves to problem solve? Do you want to be part of a global team delivering an era-defining new form of energy? Do you want to be involved in accelerating innovation in areas such as autonomous space robotics, energy transfer as well as in-space assembly and manufacturing? Reaching net zero is the greatest single global endeavour undertaken. Our survival as a species depends on it. It requires a stepped change in our behaviour on so many fronts, including how and where we generate and consume energy. We know how passionate young people are about climate change and sustainability. Engineers across the world are and will continue to play a huge role in finding solutions to complex, global problems. I am proud to be playing a tiny part in that seismic goal – and you could too. So, what can you do to support your students considering a career in engineering? Join the Tomorrow’s Engineers Week 2023 live broadcast on 6 November where I will be discussing my pathway into engineering, alongside other inspiring engineers and technicians across many different and we hope, surprising industries. A recording will also be available shortly afterwards on the Tomorrow’s Engineers website. And remember, the week is packed with a whole host of other interactitve activities to excite and inspire students. By Mike Hontoir – Space Energy Development Engineer, Space Solar To find out more, visit www.teweek.org.uk
Economic Research Council offers free Econ Club access to all Sixth Forms
The Economic Council (ERC) has announced that it is opening up its ‘Econ Club’ program to all schools in the UK. The bespoke ‘Econ Club’ program has been developed over the past year as a dedicated space for in-depth economic discussion and learning in a bid to serve as a transformative educational platform for sixth form pupils. The ERC – the UK’s oldest economic focused think tank – said its objective was not just to supplement education but to become an indispensable part of it, driving real, meaningful change. It has now confirmed that it is excited to be able to offer this for free to all sixth forms across the UK. Founded in the 1930s, the ERC’s mission is to make economic knowledge accessible, fostering understanding and informed decision-making. The ERC’s dedication towards economic education, dialogue promotion, and the inclusion of diverse perspectives, creates opportunities for active participation in economic conversations. The ERC’s goal to improving the life chances of children and young people through economic education is manifested in their diverse activities focusing on economic literacy. The ERC forges connections with schools and universities, offering real-world work experience, and sharing their research and policy studies with the world. These initiatives cultivate a deeper understanding of economics across different age groups and backgrounds. David Dike, Programme Director, ERC, commented: “The Econ Club is more than just an educational supplement; it’s an enriching experience that opens new doors for students from all walks of life. “By breaking down economic barriers to access, we’re investing in a more equitable future where young people across the UK can make better-informed decisions. “Whether it’s understanding the complexities of monetary policy or diving into pressing topics like climate change, we’re equipping the next generation to be thoughtful contributors to our world’s economy.” The Econ Club programme provides unparalleled access to the country’s greatest economic minds with former speakers including Sir Vince Cable, Dame Margaret Hodge, Ehsan Masood, Rain Newton-Smith, Sir Charles Bean and Ben Gardiner. This access enables the ERC to offer diverse perspectives, promoting a pluralistic understanding of economics that goes beyond traditional classroom teachings. Students exposed to these ideas gain a more nuanced, real-world understanding of economic theories and practices. Umar Ba, UCL Academy: “The Econ Club programme allows teachers to provide opportunities for students to see real-life, up-to- date application of theory and policy being used to solve different issues. “It has potential to be high impact and low input from the practitioner’s perspective.” The need for the Econ Club is immediate and vital in today’s complex economic landscape. Economics teachers work incredibly hard up and down the country ensuring their students are not only prepared for their A-level examinations, but for life ahead. Traditional curricula often does not cover the practical complexities and real-world implications of economics, leaving a gap in students’ understanding. The Econ Club fills this gap by offering targeted events for 6th form students, going beyond textbooks to delve into current events, nuanced theories, and critical evaluations of economic paradigms. More than just a supplement, the program serves as an extension of classroom learning, providing students the chance to interact with professionals in the field. In a world where financial literacy is crucial, the Econ Club stands as an essential educational resource. It not only equips students with valuable knowledge but also empowers them to be informed, active citizens. To find out more head to the ERC website https://ercouncil.org/ and to sign up for free please contact the Economic Research Council info@ercouncil.org To read more QA news click here
Industry heavyweights back renewed focus to tackle UK skills gap at grassroots
The Design & Technology Association, the leading body dedicated to supporting, developing and promoting high-quality design and technology teaching and learning in schools, is today launching its highly anticipated Vision Paper for 2023. Backed by Sir Jony Ive, Will Butler‑Adams OBE and Yewande Akinola among others, the paper highlights the urgent need for revitalising design and technology in the education system and calls for decisive action to address the decline of this key curriculum subject. Fighting curricular extinction Design & Technology as a curricular subject is in a state of national neglect. In 2003, there were over 430,000 GCSE entries and over 26,000 A Level entries, compared to a mere 78,000 and just over 10,000, respectively, today. Trained and qualified teachers have also dwindled from 14,800 in 2009 to less than 6,500 presently. It is estimated that the subject is approximately 4 years away from curriculum obscurity, with a historic lack of national leadership and direction precipitating this decline. Furthermore, Design & Technology particularly faces extinction in UK regions with high levels of poverty. As the cost-of-living crisis escalates, the Design & Technology Association fears that the gaping disparity in quality education delivered to the privileged and deprived will be even more pronounced and difficult to bridge. The UK’s design sector, however, contributed an impressive £97 billion to the GDP last year, with the figure rising to over £400 billion when engineering and manufacturing are included. These sectors collectively employ 1 in 10 workers in the UK, underscoring the significant economic and employment opportunities associated with design and technology. “We have reached a critical time in design education. Since 2010, the government has embedded a knowledge-rich curriculum across the school system, deprioritizing creative subjects and practical, skills-based education. This is a profound and ignorant mistake. D&T is a uniquely interdisciplinary subject encouraging practical problem solving, collaboration, empathy, and creativity as well as both critical and analytical thinking. Most importantly, it inspires young people to be curious, to trust their own ideas, and equips them to explore solutions to the world’s biggest problems. It is crucial that government, business leaders, educators and governing bodies adopt the recommendations set out in this report.” said Sir Jony Ive KBE HonFREng RDI To shed light on the state of design and technology education in England, the Design & Technology Association commissioned the Education Policy Institute to conduct extensive research. The resulting report, published in March 2022, served as the foundation for subsequent roundtable discussions involving subject leaders, headteachers, Trust Executive Heads, business and sector leaders, with ongoing engagement and updates provided to the government. Design & Technology: the great “social leveller Tony Ryan, CEO of the Design & Technology Association, was a former school principal and teacher in IT and design & technology. A working-class boy and son of Irish immigrant parents, Ryan was once an academic underperformer, perceived school as pointless, often got into trouble and was finally excluded. An apprenticeship as a car mechanic helped him understand the relevance of the physics and maths subjects he was taught in school, which catalysed his aspirations of becoming a teacher by going back to further education and obtaining a degree. Ryan commented: “Design & Technology, as an educational discipline, is the great equaliser. Personally, it gave me context and purpose to the perceived pointlessness of school, and it provided contemporaries and I with the vital alternative gateway to the academic and professional world. Design and technology are at the heart of innovation, creativity, and problem-solving.” Ryan continued: “As a subject, it provides the relevant and necessary skills for emerging and grassroots talent who are likely to be the inventors and innovators the UK needs to address some of the biggest issues facing humanity: climate change, pandemics and an ageing society are a few primary examples that need to be tackled urgently with innovative, scalable, and sustainable solutions. It is also key to ensuring the UK stays competitive with a pipeline of homegrown talent with the necessary skill sets needed for an increasingly AI and tech-enabled world. We cannot afford to neglect this vital subject any longer.” Teachers nationwide unite to inform a vision to rejuvenate D&T The Vision Paper, entitled “Reimagining D&T,” outlines key recommendations and calls for action from the government. The proposals include increasing the Initial Teacher Training (ITT) bursary to match other STEM subjects, establishing incentives for industry professionals to transition into teaching design and technology, and urging the government to find funding to allow all teachers of design and technology across both primary and secondary sectors access to a protected budget to allow for subject based training. This will enable non-specialists teaching the subject to bring their knowledge and skills up to date and will allow specialists to develop their strengths in identified development areas. Moreover, the Vision Paper addresses the need for curriculum development in both primary and Key Stage 3 (KS3) levels. It advocates for a greater emphasis on sustainability, energy conservation, design thinking, empathetic design, teamwork, and presentation skills. The proposal also highlights the successful trial of additive manufacturing in primary education and calls for funding to extend this initiative nationally. The Design & Technology Association aims to secure sponsorship to support the required budget of £165,000 for KS3 contextual work and develop 15 contextual projects within a six-month timeframe. Additionally, the organisation strives to make all proposed initiatives accessible to all teachers, free of charge, to ensure widespread adoption and implementation. Yewande Akinola MBE commented on the initiative: “Design and technology education is super crucial for shaping the designers, engineers, and innovators of the future. It equips learners with the right skills to be able to think creatively, solve problems, and apply the right principles in practical ways. By integrating design and technology into the curriculum, we help build a generation of thinkers who can bridge the gap between imagination and practical application- turning ideas into tangible solutions. I truly believe that it helps promote teamwork and collaboration and is an essential ingredient for achieving a Sustainable world.” In support of its Vision Paper,
Get free science resources for British Science Week!
British Science Week takes place from 6-15 March 2020 and a well-known parenting blogger is launching a digital campaign to provide parents and teachers with free learning resources – raising money for charity at the same time. Helen Neale, the creator of the UK’s No.1 Parenting Blog Kiddycharts.com, is launching 31 Days of Learning which will give schools and families free access to a range of fun learning activities, bringing the wonder of science and creative subjects into classrooms and homes. This special digital event will provide parents and teachers with exciting experiments, crafts, projects and games to bring STEM and STEAM learning to life. From making rainbow slime to growing fruit and vegetables, the activities will help children to get hands-on with science, and to see the links between art and STEM subjects. Launching on 1st March, a new activity will be made available on the KiddyCharts website each day throughout the month. Covering Science, Maths, Languages, Literacy and Art, the free resources will also include activities to boost awareness around mental and physical health. One project encourages children to create a journal helping them to recognise their emotions, while another looks at healthy eating. Ranked as the leading UK Parenting Blog by Rise Global, Kiddycharts.com is the only UK Blog that is a registered social enterprise, with most profit going to charity. All proceeds from the 31 Days of Learning campaign will go to Reverence for Life, a charity that supports local UK and International charities in their work to help homeless, disadvantaged and vulnerable people and children affected by HIV/AIDS. Helen said: “31 Days of Learning will give parents and teachers access to fantastic free resources just in time for British Science Week. We’ve recruited some of the UK’s best-known bloggers to help us, and each day they’ll provide an exciting new activity for kids – helping them to learn about the world around us while raising money for a really important cause.” Teachers and parents are encouraged to visit www.kiddycharts.com from 1st March to start downloading the free resources. The content will also be available via Twitter, Pinterest, Facebook and Instagram using the hashtag #31DaysOfLearning. Helen can be found on Twitter, Facebook, Pinterest and Instagram. Picture: This fun science experiment blows up a balloon using baking soda and vinegar. This free activity will be available on Day 1 of the campaign provided by blog Daisies and Pie: daisiesandpie.co.uk.
STEM event set to launch competition to stop plastic pollution
The British International Education Association (BIEA) is proud to host its second annual international Science, Technology, Engineering and Mathematics (STEM) conference on 15 January 2020. Focusing on the theme of plastic pollution and how to combat the global issue, the conference will convene a series of expert speakers and panellists who will discuss how technology can help counter plastic waste and save threatened marine and land-based life. “We know that the world has a plastic problem as our oceans and lands have become polluted with our carelessly discarded plastic waste. This plastic will take thousands of years to decompose on land, whilst the plastic in the oceans break up into toxin-laden tiny particles, causing chemical pollution in the oceans. By bringing attention to this crisis and discussing how scientific technology can help clean up plastic waste before it becomes environmentally dangerous, we at the BIEA hope to engage today’s international youth to use education to become the ones who can help save the planet of plastic pollution,” said David Hanson, STEM competition chairman at BIEA. The 2020 conference will also mark the beginning of the BIEA’s International STEM Youth Innovation Competition, whose theme will also encompass the plastic pollution problem. The competition will engage young STEM students in technological innovation and how it can be used to clear detrimental plastic waste from our rivers and oceans. Teams from 40 countries and regions have registered so far, including UK, USA, Australia, China, Finland, Mexico, Pakistan, UAE, India, Malaysia, Nigeria, Poland etc. Participating international student teams will research, write a report and design the solution on how to ‘Save our shores from plastic waste through STEM,’ with finalists moving on to final rounds in June/July 2020. Open to anyone between the ages of 9 and 21 years old, and the winning teams will take cash prizes to contribute to their school/university STEM labs. Conference speakers, panelists, and moderators include experts from Imperial College, Thames21, the Royal Society, the British Council, BIEA and the Royal Institution. A mystery giant marine animal sculpture is being made by a team of young artists to highlight the impact of plastic pollution. The empty plastic bottles are loaned from London Energy and will be returned after the campaign for recycling. The conference will be held at the Royal Institution, 21 Albemarle St, Mayfair, London W1S 4BS. To purchase tickets to the BIEA conference, visit https://tinyurl.com/wvdrosr For more information about the STEM Youth Innovation Competition visits www.bieacompetition.org.uk or follow BIEA @BIEAeducation on social media.