Innovate My School empowers educators to think beyond traditional boundaries, lead proactively and, most importantly, feel inspired. It now entertains an audience of 50,000 educators through its weekly content, with 1,300 guest bloggers and over 2,500 articles published to date.
Students aged 7 - 11 across the UK are invited to participate in an interactive survey titled Life’s Big Questions. Created by Dreamachine, a one-of-a-kind programme setting the minds of the UK public alight with its magical journey to explore the extraordinary potential of your mind, the online survey is hosted by Martin Dougan (CBBC Newsround), together with globally renowned neuroscientist and author Anil Seth and philosopher Fiona Macpherson. The survey is an interactive exploration of the amazing power of the human brain and how we each experience the world that places young people’s perceptions at its core.
Life's Big Questions connects children’s voices across the four nations, celebrates their unique differences, and gives a student voice perspective on what matters to them most. Involve your students in the unique opportunity and let their thoughts and perceptions on the human mind be heard.
Rooted in the United Nations Convention on the Rights of the Child, Life’s Big Questions invites children to explore big scientific and philosophical questions about how we experience the world and why our senses aren’t as simple as they seem. Centred around five ‘big questions’ such as ‘Can I believe everything I see?’ or ‘ Are colours only in my mind?’ the survey gives voice to how young people experience the world around us and their connection with others.
Created for flexible learning and easy for teachers to build into their lessons or enrichment sessions, the pupil facing website will host a short video introducing each question. There will then be several fun examples illustrating the question, and a simple question that pupils can answer. Pupils that take part will then be able to see how their answers compare with children across the UK – encouraging them to consider the ways we are similar - and what makes us unique.
Each question includes Q&As with world-leading experts in science and philosophy, explaining why we experience the world the way we do. Simple step by step activities, including audio clips and optical illusions, will guide a whole class or individual pupil through the survey. The survey can be completed as a whole class or individually.
Professor Anil Seth says: “I believe that children are intrinsically curious about consciousness and perception - about how we each experience the world, and why we have conscious experiences at all. By engaging with children about these fundamental topics, we’ll be able to cultivate this curiosity, build greater understanding and empathy, and foster greater wellbeing too - because understanding how we’re each different on the inside is an important part of bringing us together and forging connections. And we’ll also hope to discover fascinating new data about how children across the country experience their worlds.”
Fusing science with arts, the Dreamachine themes offer compelling classroom investigation on the power of the human mind, our amazing brains and the big questions of perception and consciousness - our sense of self, how we see the world and how we connect with others. All associated resources are linked to curricula across England, Scotland, Wales and Northern Ireland.
Life’s Big Questions is launched as part of the Dreamachine Schools programme, a major programme developed by A New Direction in partnership with the British Science Association, UNICEF UK and We The Curious, commissioned as part of UNBOXED: Creativity in the UK.
Steve Moffitt, CEO of A New Direction, said: “We launch Life’s Big Questions as schools come to the end of yet another challenging academic year; schools need to manage staff capacities, learning loss for students, and the mental health and wellbeing of both pupils and teachers. At A New Direction we have created this suite of high-quality learning assets and resources, a programme of CPD and a set of light touch time bound exercises which all address big conceptual questions that feel relevant and useful for schools at this present time.”
The first 500 schools to take part and register will have the opportunity to win in-school experiences for their students, including an online Q&A with leading scientists or philosophers and a science themed workshop. Sign up today.
Every parent wants to be proud of their children’s early accomplishments: “My child started walking when he was 9 months” or “My child started speaking when he was 1”. Parents are also time-poor, and often reliant on screens to do some of the childminding.
The COCO app is a ready-to-use adaptive learning platform working without Wi-Fi that allows teachers to stimulate the children through fun and attractive games. Plus, with 3 levels of difficulty, each game can be adapted to the children’s level in the different learning areas.
Games to develop essential skills
COCO’s educational games help children work on their vocabulary, language, and mathematical skills, for example. With the COCO app, you will develop the children’s knowledge with our trivia quiz, improve their vocabulary with the Brain Storm game, where they have to put back in order famous sayings, or their language with Syllabus, where they have to make up words from given syllables. You will also work on their logic with Snowball Effect or Tangram.
Physical activities to fight against screen addiction
The COCO app includes a sports break where, every 15 minutes of screentime, children are asked to do at least one physical exercise. It has several positive impacts: it helps children detach from devices, to discourage screen addiction, and also combats sedentary behaviour.
The children will learn to acknowledge their own body and the space around them by following COCO’s movements, for example, by dancing with the little coach or doing some yoga. These exercises are perfect to take an active break from all the learning they are doing in class and clear their minds.
Helping those with special needs
Each child is different which is why a teacher must give different techniques and tips on how to learn and acquire certain skills. In order to include children with learning disabilities, like dyslexia, dyscalculia or ADHD, each game includes audio description and hints to allow everyone to use the COCO program. Moreover, the app only includes encouraging messages to invite the children to keep learning and exercising.
Learning social skills, such as recognising emotions, is really important in a child’s development. It is even more important for children with developmental disorders such as autism or Down Syndrome. Which is why the COCO app includes certain games that have been adapted for special needs children. Recognising emotions is a common game when working with children with autism. However, doing it on a tablet is much more fun and motivating for them. In the game Mime an emotion, the child will learn to recognise emotions such as fear, hunger, pride, and serenity.
ADHD children live in a frenetic world and for them to sit or focus takes a lot of effort. With COCO they can take a break from the world around them and do structured activities at the same time. For example, in the game 1,2,3 red light, the child has to move to the music and stop when the music stops. This requires concentration and adapting to external stimuli.
Note that there are technical sheets for teachers on how to use the COCO app for each cognitive disorder.
The app can be used at home, during therapy or at school, as a group activity or for one-on-one use. Special prices available for 10, 20, 50 or more schools.
To learn more about COCO app and see pricing, visit them on EdTech Impact: https://edtechimpact.com/products/coco-thinks-and-coco-moves.
With the exam season in full swing, teenagers taking their GCSEs are hoping their teachers covered everything so they can achieve top marks. The methods teachers use in the classroom could also hold the key to improving pupils’ grades, according to a pioneering report published today.
The study, led by the University of Bristol, sheds new light on the fascinating and elusive question: what makes an effective teacher? For the first time in the UK, the researchers have identified which teaching practices drive up exam results and how different class activities work better depending on the subject.
Lead author Simon Burgess, Professor of Economics, said: “Whether or not you have an effective teacher is by far the most important factor influencing pupils’ GCSES, outside of your family background. This unique research unlocks the black box to effective teaching, helping us understand what specific teaching practices are more likely to produce better test scores.
“This is crucial to know as it could also make a dramatic difference to a child’s life chances and their potential future earnings.”
The team of international researchers analysed around 14,000 GCSE results of pupils from 32 secondary schools across the UK, comparing the scores to classroom observation reports spanning two years just before the COVID-19 pandemic on 251 teachers from the same schools.
The research, funded by the Nuffield Foundation, revealed compelling links between GCSE grades depending on teacher effectiveness ratings and class time usage.
The research showed that how teachers used class time had a significant impact on their pupils’ results. In fact, typical variations in class activities between teachers accounted for around a third of the total influence of teachers on the GCSE marks of their pupils.
Highly-rated teachers were also shown to have a greater impact on lower-achieving pupils than higher achievers, a finding with implications for how schools should deploy their most effective teachers.
There were also notable conclusions highlighting how specific teaching approaches are more beneficial for certain subjects.
For instance, the most important activity for English teachers appears to be facilitating interaction and discussion between classmates; more time spent on this tends to raise English GCSE scores. Conversely, for Maths teachers, the key activity is making time for pupils to practise questions individually in class; again, more time on this increases GCSE marks.
Assessing the long-term impact, the researchers went on to project how such improvements would enhance pupils’ future salaries. The effects are sizeable: the typical change in class time use considered raised GCSEs and later salaries that generated an additional £150k of lifetime income every year for a class of 30 pupils.
The report, in collaboration with the Oxford Partnership for Education Research and Analysis (OPERA) and Harvard University, forms the basis for a cheap and easy tool which teachers and school leaders can use to identify and improve classroom skills.
Professor Burgess said: “The potential of these findings is huge in both educational and economic terms. This greater understanding of the most effective teaching techniques could be used to help teachers learn and improve their own performance.
"Now we know the added importance of effective teaching for lower-achieving pupils, the research could also be used to inform and advance the ‘levelling-up’ agenda, helping underprivileged pupils thrive.”
This June, primary and secondary schools across the UK will be involved in a two week focus on British farming and food production during Farming Fortnight.
Organised by leading education organisation LEAF Education, Farming Fortnight runs from 6-17 June 2022. A wide range of engaging and informative national curriculum linked resources and materials on farming, food production and the natural environment will be downloaded by hundreds of schools for this two-week immersion into the world of farming. Topic sheets, lesson plans, case studies and videos exploring different farming sectors will support teachers in delivering inspiring lessons and activities. Each day has its own farming theme and social media hashtag to encourage schools and students to share their learning experiences – these include #MilkingMonday, #WoollyWednesday, #FishyFriday and #TastyTuesday! Schools and students are encouraged to share their learning experiences on social media.
LEAF Education Director of Education and Public Engagement, Carl Edwards, explained: “Farming Fortnight provides an exciting and inspiring platform to educate and connect children and young people with where their food comes from. This is of course vital for ensuring that they lead healthy, active lifestyles, make the best food choices – all while capturing their enthusiasm, to connect with topical issues around climate change, healthy diets, wellbeing and showcasing the range of future career opportunities available within the agricultural sector.
“Now in its fourth year, Farming Fortnight has seen continued growth in popularity and is an established date in the academic year. Since it was launched, we have seen over 3.5 million people engaging with Farming Fortnight through resources, videos and on BBC’s Countryfile. We hope that 2022 is our biggest year yet with even more schools and young people taking part and enjoying our fantastic resources!”
Farming Fortnight is supported by Farming Minister, Victoria Prentis, who said: “Farmers produce the food we eat and care for the environment that we rely on. Farming Fortnight is an excellent initiative, and I passionately believe that we should teach children about the work that our farmers do. In the next fortnight, thousands of young children will engage with food and farming in a positive and interactive way, and I urge as many schools as possible to take part.”
Farming Fortnight was developed as a result of LEAF’s Pioneering teenager research and in collaboration with staff and students from Brockhill Park Performing Arts College.
Farming Fortnight runs from 6-17 June. It is free for schools to get involved and all campaign resources are available from www.countrysideclassroom.org.uk/farmingfortnight
On Wednesday 25 May at 4pm, the online workshop - The Education Evolution will be available for free to teachers and educators across the country aimed at equipping them with coaching strategies to create long lasting change in students and within the schools they work in.
Led by Sam Moinet – former teacher and founder of Student Breakthrough and the new Educators Coaching Academy – the workshop comes at a crucial time in the academic calendar, with many teachers feeling the strain of mock exams and supporting their students to transition into higher year groups and new schools.
Sam said: “I’ve been a teacher and worked in education since 2013, so I understand the pressures and frustrations they face and the lack of support available. Through my own experiences and listening to the teachers I work with now, a lack of time, knowledge and relevant training makes it extremely difficult to help young people manage their emotions. There are also common barriers that stop students reaching their full potential such as anxiety, low motivation and self-esteem and this is why effective mental health coaching can have such a profound impact.
“My mission is to make lasting change in the education system by supporting, empowering and inspiring educators and teaching them valuable skills and techniques to become confident mental health coaches. I therefore hope this free workshop provides some valuable advice and support at a critical time in their teaching careers.”
The mental health and wellbeing of staff working in education has never been more important following the intense pressure and strain of the last two years. The latest 2021 report by Education Support into Teacher wellbeing found that 77% experienced symptoms of poor mental health due to their work, 72% are stressed and 42% think their working environment has a negative impact on their mental health.
In a more recent survey by the NEU, 44% of teachers in England said they had plans to quit within five years, siting workloads and pay as key significant factors and for those who had thought about stress at work, two-thirds reported they were stressed at least 60% of the time.
Sam added: “This workshop is just the beginning. We need to radically transform mental health support in schools – not just for children but for teachers too. I feel very passionately that this is something that’s been missing in the industry, and I aim to change that.
“We are planning to officially launch the new Educators Coaching Academy in June which will be aimed entirely at school leaders, teachers and educators themselves. There really is nothing else like it.”
To find out more about the workshop and to book your free place visit: https://www.eventbrite.co.uk/e/education-evolution-life-changing-coach-training-for-teachers-tickets-337055952427
The annual ‘What Kids Are Reading Report’ from learning and assessment provider Renaissance Learning reveals the number of books read by children this year has increased again year on year, while comprehension levels remain high.
The study of over 1 million pupils across the UK and Ireland shows that pupils read 11% more books than the previous year. The books they read matched the increased difficulty found in last year’s report and comprehension levels stayed the same as achieved in 2021.
Additionally presented in the report are findings from a survey of 42,502 pupils by the National Literacy Trust (NLT). Previous data from the NLT found that children’s enjoyment of reading was at an all-time low at the beginning of 2020 but that this trend was reversed dramatically during lockdown – where reading for pleasure increased for the first time since 2016.
While this year’s enjoyment levels have not quite reached the heights they did during school closures (56%), the latest NLT data continues to show an improvement on pre-pandemic levels with just over half of children and young people aged 8-18 still saying they enjoyed reading either very much (21.6%) or quite a lot (29.9%).
Primary to secondary slump
In primary school pupils read harder books as they get older, but during secondary school this declines. Older pupils in secondary school were still reading the same difficulty of books as upper primary pupils. Pupils in primary schools also consistently showed a much higher quality of comprehension when reading (79% to 83%) than pupils in secondary schools (67% to 73%). And this comes despite secondary pupils reading books that were only as difficult as those the primary school pupils were reading. It is striking how, from Year 7, the difficulty of favoured books declines sharply, with the transfer to secondary school having a significant effect even on highly motivated readers.
Favourite books and authors
From 2021 to 2022 there was little change in most popular authors in primary schools, except Julia Donaldson became a little less popular and Roderick Hunt bounced back to a degree. Jeff Kinney, David Walliams and Roald Dahl remained popular. J. K. Rowling re-emerged as a top five most popular author.
Readers can vote for their favourite books after finishing the book. J.K Rowling dominates the list of favourite books within primary schools, with her Harry Potter titles taking the top 3 spots. Harry Potter & the Deathly Hallows comes out on top, with Harry Potter & the Prisoner of Azkaban second, and Harry Potter & the Order of the Phoenix third.
There are more changes in secondary schools, Rick Riordan has been knocked off the top spot this year and A Good Girl’s Guide to Murder by Holly Jackson takes the crown as the favourite book read by secondary pupils. All of Alice Oseman’s Heartstopper series also entered the top ten for the first time.
The ‘What Kids Are Reading Report’ was written using Renaissance data analysed by University of Dundee academic Professor Keith Topping. Professor Keith Topping, the principal author of this report, is also the author of the upcoming publication about AR Improving reading comprehension of self-chosen books through computer assessment and feedback: Best practices from research.
Professor Keith Topping comments: “As schools return to something like normal, Accelerated Reader has continued to maintain and even increase reading activity in children and young people. We see clearly from the evidence that time spent reading books is crucial to improved reading skill, an essential transferable skill for the future. Children with high quality comprehension of real books also perform better on tests of reading skill. This is excellent, but more attention to communicating favourite books between peers would increase it even further.”
John Moore, Managing Director of Renaissance UK and Australia said: “The past year has continued to be challenging as pupils adjust to post-pandemic life and most return full time to school. We know books and reading have provided millions of pupils with comfort and escapism and we’re delighted to see this passion continuing, with pupils overall reading 11% more books over the last academic year.
“At Renaissance we understand the important role reading plays not only in a child’s learning, but also in their overall development and wellbeing. Books have never been more accessible than they are today, from visiting local libraries and bookstores to accessing books on myON or Accelerated Reader. This report highlights how important it is that everyone has access to a wide range of books that ignite their own personal passions so each child gets the most out of the opportunities for development that a love of reading can embed.”
Dr Christina Clark, Head of Research at the National Literacy Trust, comments: “The National Literacy Trust are delighted to contribute to this annual report with Renaissance Learning. It is heartening to see in our research that more children and young people said in 2021 that they enjoy reading compared with early 2020. Our data also suggests that Renaissance Learning’s Accelerated Reader (AR) programme can be a valuable tool for sustaining the enthusiasm for reading during lockdown, as we found that more children and young people who use AR said that they enjoy reading, and that this is particularly the case for boys."
A copy of the full report can be found here: www.whatkidsarereading.co.uk
Design Museum and Deutsche Bank announce the year 10 team from Cambourne Village College, Cambridge, as the winners of the 2021-2022 Design Ventura prize. This year, more than 18,000 students from 397 schools participated in the competition, out of which ‘Eco Seed’, designed by the students from Cambridge has been selected as the winning design. The design will be manufactured and sold at the Design Museum Shop for £11.99 with all profits going to Motor Neurone Association (MND), a charity of the student’s choice.
This year, students were invited to answer a live brief which was set by award-winning artist and Pentagram Partner Yuri Suzuki. Students work as a design team to develop a product concept for a target audience, considering the packaging, cost and ways to market their idea. A record 397 schools took part in this year’s Design Ventura competition. Significantly this is 9.5% of the 4,190 registered secondary schools in the UK. The overall winner was selected from a shortlist of ten schools who pitched their ideas to a panel of leading design and business experts including Yuri Suzuki, Sound Artist and Designer and Design Ventura 2021-22 brief setter; Rosa Bertoli, Design Editor at Wallpaper*; Sebastian Conran, Designer and Trustee at the Design Museum; Preena Patel, Buying and Merchandising Manager at the Design Museum; and Christoph Woermann, Chief Marketing Officer of Corporate Bank Marketing at Deutsche Bank Lareena Hilton, Global Head of Brand Communications and CSR Deutsche Bank said: ‘Deutsche Bank is proud to continue supporting Design Ventura. With the World Economic Forum listing problem solving, critical thinking and creativity amongst the top ten skills needed for work in 2025, it’s clear how the programme helps students’ readiness for their futures in work. We know from the programme’s in-depth evaluation that almost 100% of teachers see an improvement in the confidence and ambition of their students, and we are delighted that Design Ventura continues to be a springboard for the next generation of design talent.’
The Cambourne Village College team were intrigued by the idea of growing seeds with minimal resources. Using this idea as a foundation they created five prototypes until they finalised on ‘Eco Seed’. Designed as a doughnut shaped grid which floats on water, ‘Eco Seed’ keeps the seeds or plants moist, provoking them to germinate whilst allowing the user to observe the plant's growth. Once the roots have grown, the plants can be easily removed from the product and planted.
Environmentally conscious products featured heavily in this year's shortlist with several plant-based designs submitted. However, Eco Seed won out with judges praising its unique idea of letting you view the process of germination from tip to root with your naked eye and educating people about the life cycle of plants. Fiona MacDonald, Head of Learning at the Design Museum said: ‘‘Eco Seed’ brings a new perspective on the much-loved pot plant. It creates a delightful and curious way to watch a seed germinate and grow. Utilising intelligent engineering as well as elegant design, it celebrates what often happens in the soil – normally always out of sight - as much as what happens above. It is fantastic to see students thinking and designing with such environmental awareness.’
Yuri Suzuki, Sound Artist and Designer and Design Ventura 2021 Brief Setter said: ‘I was so impressed by the projects. During the selection process, we were all full of excitement. I would like to say thank you to all the emerging designers for the incredible moment.’ The Cambourne Village College student team will now be working with a professional design agency to develop and manufacture their product for sale in the Design Museum Shop from Autumn 2022 with all funds going to their selected charity Rainforest Concern. The list of shortlisted schools include:
● 1st place - Cambourne Village College’s Eco Seed
● 2nd place - Tiffin School’s Drummable
● 3rd place - Salford City Academy’s Tongue Twister Test
● Commendation for best presentation - Liverpool Blue Coat School’s Designosaur
● Commendation for Ingenuity - Orleans Park School’s The Sturdy Stabiliser
● Commendation for Most Market Ready Product - South Wilts Grammar School’s Gender Jigsaw
● Commendation for Good Design Process - Ferndown Upper School’s Flip-It!
● Outstanding Finalist - Prendergast Ladywell School’s Grow Your Story
● Outstanding Finalist - The Piggott School’s Corky
● Outstanding Finalist - County Upper School’s Sunny London
‘School streets’ schemes have increased five-fold in less than four years and deliver low-cost interventions for cleaner, safer journeys to schools world-wide, according to new global analysis by the Child Health Initiative’s Global Advocacy Hub.
The report is published to coincide with the United Nations High Level Meeting on the New Urban Agenda, a policy prescription for cities agreed in 2016 which includes a commitment to deliver ‘safe and healthy journeys to school for every child’.
‘School streets: putting children and the planet first’ is a first-of-its-kind analysis to take a global overview of the 1,250 school street improvements in at least 15 countries which restrict vehicle movement to protect the journey to and from school. School streets are timed, or sometimes permanent, car-free areas outside schools to create space for pupils to walk, cycle, socialise and play safely. Currently the schemes are mainly focused in Europe, with over half in the UK, and increasing numbers in North America. The schemes expanded rapidly during the COVID-19 pandemic as low-cost and quickly implementable ways to provide new spaces for social distancing.
While most school streets begin as temporary pilots, a large number have been made permanent school term interventions in response to parent popularity, increased active travel and improved air quality. Previous research funded by the FIA Foundation showed that in London school streets saw up to a 23% reduction in emissions around participating schools. Other reported benefits include increased social connections, tranquility, road safety and physical activity levels.
The report takes a political economy approach to understand why school streets are successful, including bold political leadership and broad local stakeholder collaboration. Currently, school streets are mostly focused in high-income countries where road safety measures already exist, but the report makes the case for expansion to other contexts. Tirana in Albania is an example of how school streets can be implemented in low- and middle-income countries, in a project supported by the Global Designing Cities Initiative’s Streets for Kids programme. The report includes practical considerations for other authorities considering school streets as well as compiling resources available from around the world.
School streets, the report concludes, should be a key policy consideration for urban decisionmakers for the benefit of children and planet, as part of a range of steps to measure and address road safety and air quality, including 30km/h zones to deliver ‘streets for life.’
Saul Billingsley, Executive Director of the FIA Foundation which hosts the Child Health Initiative said: “Every parent knows the importance of safe and healthy journeys to school. Creating safe, clean environments on the journey to school is the least we should do for our children. It is encouraging that the ‘school streets’ model has taken off in many countries. We urge policymakers to expand these schemes which improve road safety, reduce vehicle emissions, and tackle the climate emergency. As the UN meets for the High Level Meeting on the New Urban Agenda, we remind governments and mayors that they have signed up to ensure safe and healthy journeys for every child. This is a practical way to deliver.”
Ukrainian children arriving in the UK are to benefit from the creation of Ukraine School, a free online educational platform to help Ukrainian pupils overcome language barriers and continue their learning whilst settling into schools in the UK.
Ukraine School has been created by tech entrepreneur Brendan Morrissey and his team at eSchools, which provides online teaching and communications solutions to teachers and pupils across 1,100 UK schools.
The free virtual Ukraine School allows teachers to set homework, run class projects, messaging, blogs and calendar and give feedback in English, which is then translated into Ukrainian for children. Once work is completed, it is translated back into English.
Ukraine School is looking to bridge the gap between younger children with little or no English and their new teachers and classmates, an invaluable service for the now over 1000 Ukrainian refugees currently in the UK.
Having developed educational apps, Brendan Morrissey decided to re-formulate some of his previous work to form Ukraine School after war broke out in Ukraine. With 50 languages already available on the platform it is hoped that once the technology is established in the UK, it will be distributed to other countries where Ukrainian refugees are settling. Hundreds of schools in Ireland have already signed up to the platform.
The next step for Ukraine School is to acquire hardware to allow the platform to be accessed outside the classroom. With many refugees expected to not have immediate access to computers or laptops, the organisation is now looking for corporate partners that can donate hardware allowing children to access the website both at home and in school.
Teachers and schools can access Ukraine School by emailing [email protected] where the team will send out passwords to add students. There’s also a free app for parents linked to the eSchools app that allows them to view homework and connect with the school.
Brendan Morrissey, Founder, Ukraine School, commented:
“The idea behind the platform is that Ukrainian children will be able to continue their education with minimal interruption, in spite of everything else they might be dealing with at the moment. The platform will allow teachers to set homework, run class projects and give feedback, which is then translated into Ukrainian and vice versa when the child completes their schoolwork. It also allows children to connect with new friends and teachers in a safe environment. Our motto at eSchools is that no child is left behind so we had to develop this to assist them.”
“Our hope is that by using the platform, schools in England and local authorities can support refugees in a meaningful way, without incurring further costs on already stretched school budgets.”
“The next step is for other tech companies to get involved, the likes of Google, Microsoft, or Samsung. We’d really like to see these companies support what we’re doing by providing hardware to local schools with our platform pre-loaded. This would allow children to continue learning and working in their new homes in the UK.”
The National Basketball Association (NBA) today announced the launch of “NBA in the Classroom,” an NBA-themed educational programme that provides free, downloadable teaching materials for secondary school teachers in the UK that focuses on career development, financial management, mental wellbeing and physical education.
NBA in the Classroom, which was developed with input from teachers and is available to all secondary schools across the UK beginning today, offers a range of downloadable, flexible, curriculum-linked teaching resources for use in PE, PSHE/Health and Wellbeing, careers and/or personal development courses. Students will hear from current NBA players and employees on a variety of topics through video content containing tips, challenges and more.
“We are excited to unveil this original programme to help secondary school teachers in the UK educate and inspire students with interactive resources that can be used in a variety of settings,” said NBA Associate Vice President of Basketball Operations, Europe and Middle East, Neal Meyer. “Through ‘NBA in the Classroom,’ we look forward to collaborating with institutions and educators across the UK to help children develop their personal and professional skills and grow as leaders.”
Through a range of NBA-inspired challenges, the programme will help students be more active, harness a positive mental attitude, develop financial confidence and nurture skills that employers value, including creativity, numeracy, communication, teamwork and organisation. Resources can be downloaded and used as standalone lessons or personal development sessions and select resources can be combined into full off-timetable enrichment and personal development days or after-school club sessions.
Mr Leighton, PE teacher at Kettlethorpe High School, commented on the new resources saying: “At Kettlethorpe, it's our priority to bring new experiences to our students and engage them in creative ways. NBA in the Classroom fits the bill for this perfectly. Our students were intrigued to discover that there’s so much beyond just the game, from mental attitude to wide-ranging careers such as sports journalism, social media and physiotherapy. The programme is diverse and easy to add into lesson planning"
NBA in the Classroom builds on the league’s on-court youth development initiatives in the UK. In partnership with Basketball England, the NBA currently runs 21 Jr. NBA Leagues that reach 630 secondary schools and nearly 10,000 Year 7 and 8 children each year. In addition, the Jr. NBA basketballscotland League features seven leagues and a Jr. NBA Wheelchair Basketball League, while the Jr. NBA Basketball Wales League is currently running in each of Wales’s 22 local authorities.
Register to NBA in the Classroom for free today and receive a free digital poster and get access to a range of engaging, curriculum-linked resources that will equip your students with the tools they need for a brighter future.
For more NBA information, fans in the UK can visit NBA.com/UK, the league’s official online destination in the UK, and follow the NBA on Facebook (NBA), Twitter (@NBAUK) and Instagram (@NBAEurope).
Young people’s perceptions of engineering are strongly associated with their parents’ opinion of engineering, according to EngineeringUK’s latest Engineering Brand Monitor. For the first time, the Engineering Brand Monitor (EBM) has linked the responses from over 4,000 young people and their parents. It highlights:
It also suggests knowledge of what an engineer does and how you become an engineer as well as perceptions and interest in the profession, varies by not only by gender, but also socio-economic background, ethnicity and region. The report found:
The engineering sector currently draws its skills from a very narrow section of society: only 16.5% of the engineering workforce are women compared to 47.7% of the entire national workforce and 11.4% are from minority ethnic backgrounds compared to 13.4% of the overall workforce.
Dr Hilary Leevers, Chief Executive of EngineeringUK, said: “As the world emerges from the disruption caused by the Covid-19 pandemic, the need for engineering talent is intensifying. Ambitions to ‘level up’ the country and make the UK a science superpower and an innovation nation will be hugely dependent on our engineering and tech workforce, as will achieving net zero by 2050.
“Our research continues to highlight the need for more to be done to ensure engineering is, and is seen as, an inclusive career for all.
“Showing parents and young people first-hand the breadth of exciting engineering careers available will be paramount if we want to encourage more young people from all backgrounds to join the engineering workforce to meet the challenges of the 21st century.”
The report findings show there is a strong association between engagement in STEM activities and an interest in a future career in engineering, but access to such activities varies between schools, with those with higher numbers of pupils eligible for free school meals less likely to run STEM activities. In particular, 1 in 5 young people had not taken part in any careers activities in the past 12 months.
Evidence shows that young people who know more about what engineers do are more likely to perceive the profession in a positive way and to consider a career in engineering. It also shows that STEM outreach and education activities are critical in this context. Students who had attended any (one or more) STEM careers activity were 3.5 times more likely to know about what people working in engineering did than those who hadn’t attended any. They were also 3.4 times more likely than those who hadn’t attended a STEM careers activity to consider a career in engineering.
Other factors highlighted in the EBM include:
The Engineering Brand Monitor is an annual survey of the knowledge, perceptions and understanding of engineering of young people, their parents, and teachers. For the first time responses from parents and young people aged 7 to 19 were linked together and the association between them examined. The survey was completed by 4,317 child-parent pairs between April and May 2021.
A separate report on the responses of teachers can be found on the EngineeringUK website.
The Financial Times’ Climate Game puts you in control of the future of the planet. It asks players to save the world from the worst effects of climate change through an innovative, gamified format. The game is available to everyone - subscribers and non-subscribers.
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