C-Live is the UK’s first virtual reality training which features a classroom environment with pupils
Connect are delighted to announce they are working in association with the Institute for Education at Bath Spa University who will be using C-Live, our innovative teacher-training aid as part of their teacher training programmes from September onwards. Bath Spa is a teaching-led university, committed to promoting excellence which is one of many reasons why the Institute for Education is one of the highest rated providers of education training in the country. Benton Brown, Head of Initial Teacher Training at Bath Spa University said, “C-Live gives our Bath Spa teachers the opportunity to enhance their own professional practice in a safe, risk-free yet realistic environment. The flexibility of C-Live allows us to develop bespoke scenarios tailored to a specific trainee’s needs, enhancing the individual support offered across our Bath Spa programmes and courses.” C-Live is the UK’s first virtual reality training which features a classroom environment with pupils who have unique personalities and abilities and respond in real-time to teacher performance. The computer-generated environment allows trainees to practise and perfect their techniques and build their confidence in a safe environment, allowing them to excel in the next step in their career. Susan Day, the founder of Connect felt that there was a gap in the UK market for a training platform that allowed teachers to practise interaction with pupils in an environment reflecting a real classroom experience while also providing the opportunity to tailor-make specific situations.She said, “C-Live is especially effective for teacher training as it can offer consistent scenarios. It is not dependent on student behaviour constantly changing as it does in a ‘real’ classroom, allowing trainee teachers to practise and perfect areas that they might be struggling with.” If you think your students could benefit from using C-Live as part of their training or you require further information about the benefits of our virtual classroom then please contact us on 01270 449165 or email us clive@iwanttoconnect.co.uk
Sound and light show launches children’s competition to voice major event
The Enchanted Forest sound and light show is launching a competition to find a child who can lend their voice to the award-winning event. Auditions are open for the Voice of The Enchanted Forest competition, which is calling for children aged between 5 and 12 to record a script to be used during the month-long event at Pitlochry’s Faskally Wood this October. The winning Voice will appear in a recording to be played to tens of thousands of visitors as they travel by bus from Pitlochry to the forest for the event, which organisers expect to be another sell-out. The Voice will welcome visitors to the forest and remind them of some important health and safety messages. The competition is being run in conjunction with Bauer Radio and its Radio Tay, Radio Forth and Radio Clyde stations. The winner will record a pre-written script at one of the three radio stations, get VIP access to the station, and be guest of honour at the show’s special preview night on 27th September. This year’s Enchanted Forest show, Oir an Uisge, runs from September 28th to October 29th 2017. Event organisers The Enchanted Forest Community Trust have released a record 72,000 tickets for Oir an Uisge, which are already selling fast. The organisers fully expect the show to sell out before opening night for the first time in its history. Ian Sim, chairman of The Enchanted Forest Community Trust, said: “Families and children are crucial to the success of The Enchanted Forest, which is why we’re delighted to be running this competition along with Bauer Radio. We’re looking for a child with a voice that’s friendly, fun and assertive so that visitors will sit up and take notice as they’re bused to the event. The winner will get a sneak preview of the event, and some VIP treatment from us and our radio partners.” Kelly Murdoch, sales and events coordinator with Bauer Radio, said:”The Enchanted Forest is a mainstay of Scotland’s events calendar so we’re excited to be on board with them for this unique competition. We can’t wait to hear from all the talented kids out there and also to invite them behind the scenes to one of our radio stations. We just hope they don’t put our DJs out of a job!” To enter the competition, call 01738 400140 and follow the audition instructions or go to www.tayfm.co.uk, www.forth1.com and www.clyde1.com. Details are also at www.enchantedforest.org.uk. The competition runs until midnight on September 12th. Tickets and more information on The Enchanted Forest are available on www.enchantedforest.org.uk
Alternative routes to college and university which are becoming increasingly popular
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Project reveals new way to combat stress and anxiety in teachers
Schools and academies across the length and breadth of the country are full of staff battling stress and anxiety, leading one Trust to explore an innovative solution to the problem. Leigh Academies Trust in Dartford decided to look at ways to combat stress in school staff by using Cranial Electrotherapy Stimulation (CES) with the use of an Alpha-Stim Device. The Alpha-Stim is a portable cranial electrotherapy stimulation device that transmits tiny imperceptible microcurrents via ear-clips. It works by stimulating nerve cells in the brain stem, activating the pathways that generate increased levels of serotonin and endorphins. Its positive effects are also cumulative, suggesting that the Alpha-Stim may bring about a permanent positive change in our neurological make-up. The Alpha-Stim also encourages the production of alpha waves in the brain, which is a calming, soothing wave. The study was set up by deputy chief executive Neil Willis, HR director Richard Taylor, and educational psychologist Jo Buttle, who examined ways to improve staff well-being through the use of this device. The project involved using the Alpha-Stim portable electronic device to see if it reduced symptoms of anxiety, depression and sleep difficulties among staff. A total of 21 staff members used the device daily for between 20 and 60 minutes, over a four-week period. A number of pre and post measurements were taken to monitor changes in anxiety, depression, sleep and general welfare. Staff at the University of Greenwich kindly carried out the statistical analysis of the results. Richard Taylor, HR Director of Leigh Academies Trust said: “As a Trust, we recognise that at times the challenges that teachers face in both school and home can lead to the onset of mental health problems. Leigh Academies Trust believes that teacher wellbeing is one of the most important issues currently in education and, as a result, we have been exploring ways to help teachers maintain positive mental health. “In addition to mindfulness sessions and examining the workload challenge we have been trialling the use of cranial electrotherapy stimulation to help reduce the symptoms of depression and anxiety as well as help with sleep disorders. As part of the trial we administered, in partnership with our educational psychologists, several controlled trials to see if the impact would justify a wider rollout. “The results from these trials were extremely encouraging and we saw a positive impact on the quality of life scores for nearly all those using the device. In light of the results, we are now rolling the scheme out so that it is available to all staff in the Trust. Whilst this is not the sole solution to improve teacher wellbeing it is a fantastic tool to help staff maintain positive mental health.” Jo Buttle, educational psychologist added: “It has been great to work with the Trust in supporting staff well-being. The Trust’s dynamic and forward thinking approach enabled us to adopt a creative strategy in helping reduce the symptoms of anxiety, depression and sleep difficulties amongst staff. The results are excellent and suggest this is something schools and academies should consider as part of their staff support strategy.” To determine whether the system was having a positive influence, the staff completed four scales: The Quality of Life Enjoyment and Satisfaction Questionnaire-Short Form (Q-LES-Q-SF); Bourion-Bédès et al., 2015 The Pittsburgh Sleep Quality Index (PSQI); Buysse, 1989 Beck’s Depression Inventory (BDI); Beck et al., 1961 Beck’s Anxiety Inventory (BAI); Beck & Steer, 1993 Using Q-LES-Q-SF scores, where higher scores on the scale indicate greater satisfaction, the mean scores improved from 3.3 to 3.7; a statistically significant difference in the positive direction. Using PSQI scores, where higher scores indicate worse sleep quality, following the treatment, mean scores had decreased from 1.28 to 0.76. This difference was statistically significant in the positive direction, which means that participants had better post-treatment sleep quality. Scores on the BDI tended to also display a better quality of life in terms of improved sleeping patterns and improved appetite. There are four sub-scales on the BAI scale. In terms of neurophysiological symptoms, mean scores of 0.43 pre-treatment and 0.34 post-treatment were not significantly different; however, subjective feelings of anxiety significantly changed between pre-treatment, 1.05, and post-treatment, 0.55. In addition, panic feelings significantly reduced from a pre-treatment mean of 0.46, to post-treatment mean of 0.25, whilst autonomic symptoms significantly reduced from a mean pre-treatment score of 0.94, to 0.52 post-treatment. The Alpha-Stim has numerous clinical studies behind it and after a 120 patient NHS trial that started in September last year is now being used by IAPT services to help treat patients with anxiety disorders. It retails for £549 or is available on a buy-to-rent scheme from £51 a month. For more information please visit www.alpha-stim.co.uk or call 01487 208041. Schools and academies interested in running a trial or wishing to find out more about supporting staff using the Alpha-Stim please visit www.iepskent.co.uk or call 01732 770031
Five steps to (self-assessment) heaven
AS the FE and wider skills landscape shifts, effective self-assessment and the improvement plan that shakes out from this, is a key Ofsted expectation, says Louise Doyle, a further education consultant and director of quality assurance experts Mesma. Moreover, she says, such good practices allow education decision makers to stay in control while improving education and training provision. There’s little doubt that many education decision makers see the value of self assessment and improvement planning but in the face of changing college structures driven by area reviews and new entrants to the apprenticeship delivery market, including many who are migratingfrom sub-contracting models to direct contracting with the ESFA, a review of good practice can only be beneficial. Moving forward to a smarter, more engaging self-assessment environment, an understanding of the requirements of Ofsted is paramount. So it’s a good place to start. In the Ofsted Common Inspection Framework, it’s covered under ‘Effective Leadership and Management’:“Evaluate the quality of the provision and outcomes through robust self-assessment, taking account of users’ views, and use the findings to develop capacity for sustainable improvement.” And what do inspectors say about self-assessment when it’s done effectively? “Self-assessment leads to quality improvement planning that accurately identifies specific themes. These themes translate into detailed action plans and targets for individual managers and teachers as part of the appraisal process.” And when it’s not? “The report is overly long and too descriptive”…“Managers have not implemented a sufficiently rigorous system to identify the strengths and weaknesses of the provision to allow them to set actions to improve the quality of teaching, learning and assessment.” The evidence is there for those who embrace and engage in effective self-assessment: senior leadership teams stand to benefit from operational and administrative advantages, which can directly contribute to an improved Ofsted. So to help, here are our five steps to improved self-assessment: • Clarity is critical Document your process in a quick, easy-to-understand diagram and share this with staff so they understand it and their role in its delivery. When does self-assessment take place? Who needs to be involved at which points? How does the timeline sit alongside availability of any data you intend to use as evidence? Critical questions, but you are looking to demonstrate that self-assessment is embedded in your culture. • Involve others Too often, writing a self-assessment falls to a single person or a limited group of people. While finalising and editing may well need such tight control mechanisms, it shouldn’t be at the expense of involving others who might have something useful to contribute. Failure to do so, risks judgements being made from a too narrow perspective leading to a lack of ownership from those who need to drive improvements. So, involve staff, including support areas, from the outset. Have input from employers and learners in whatever form is realistic. Look to peer review with others outside of your organisation. Here’s a warning from Ofsted of failing to do so: “Leaders and managers have put into place a comprehensive process to evaluate the provision, which they monitor termly. This has focused managers on the key strategic improvements required, but curriculum managers are not yet routinely able to identify areas for improvement and do not focus enough on improving the quality of teaching and learning. As a result, managers do not secure the rapid improvements required. • Self-critical Don’t be afraid to be self-critical. An honest report is one way to building a realistic and sensible improvement plan. Ask yourself: is there a risk that sharing weaknesses with an inspection regime will impact on our grade? Being self-critical is crucial. Why? Because if Ofsted identify weaknesses that you haven’t outlined yourself, a credibility gap can open up – doubt is shed on your ability as leaders and managers to have a firm grasp on your provision. Understand what needs to be done to improve it. • Celebrate success Equally, it is important to share the good practice that exists. So much good work is done throughout the year, which can be difficult to track. To then remember it when you’re writing a self-assessment is a tall order. Capture these examples as they happen. Don’t make a meal of it: A slot on a team meeting agenda or a shared space to allow staff to log examples is all that is needed. • Use the data wisely We have an enormous amount of data available to us in FE. Self-assessment requires you to focus on the important bits; that which relates to outcomes and progress and the data you choose to use which helps to measure the quality of teaching learning and assessment. Good self-assessment uses the data to inform judgements rather than relying heavily on opinion.The days of seeing self-assessment as a prescriptive tome that distracts from the day job are long gone. In the words of one inspection report let’s avoid reports being ‘overly long and descriptive’. More at www.mesma.co.uk or email hello@mesma.co.uk
Engaging education: How to harness Virtual Reality (VR) in schools
By Claire Stead, Online Safety Expert at Smoothwall In 2016, UK schools saw a disappointing decline in A*-C grades at GCSE level, with the proportion of pupils who gained a C grade or above dropping by 2.1 percentage points from the previous year. Furthermore, results from primary schools in 2015 suggest that almost half of all students were failing to achieve adequate levels of understanding and ability in Maths, English and Science. Clearly, this is a huge concern and something very much on the agenda to solve for educational organisations across the country. Moreover, it highlights a major issue, that current teaching methods may no longer be the best and most effective approach for the young people of today. The most successful educational experiences are ones that engage with students’ behaviour. Today’s students are the most technologically engaged and savvy generation there’s ever been, with two thirds of 8-12 year olds now owning a smartphone, and teaching methods need to reflect that. One of the latest pieces of technology does just that, Virtual Reality (VR). It uses a headset to immerse users into an environment or place that they otherwise would be unable to go to. VR enables the user to be contained within the environment, rather than outside looking as with Augmented Reality. Even though the commercial applications of VR are in the realm of gaming, there is certainly the appetite for VR to be used within education to improve the learning experience. Initially you’d expect VR to be only relevant within primary and secondary schools, however it can provide vital training practice within higher education institutions as well. For instance: Design – architecture is one of the best early uses of VR. It allows students to visit and explore a building before any construction actually begins. Coaching talent – it’s widely known that many people learn more effectively by ‘doing’ as opposed to just ‘seeing’ or ‘hearing’. VR gives students the opportunity to experience the activities they are learning about, whether that is conducting surgical procedures, guiding airplane landings or providing simulations of dangerous situations in police/ army training. School trips – VR can enable students to virtually visit locations that they aren’t able to physically, ranging from the Himalayan Mountains to the surface of the moon. Moreover, it can bring to life history lessons, for instance, students can be transported to Ancient Egypt to see how they lived and learn about the early Egyptian civilisation. Attracting students – VR can provide students with the opportunity to attend campus visits who are unable to physically be there, and give them a better feel for the institution. There are already some schools that are already offering virtual campus visits, but this takes the concept a step further by being able to experience the atmosphere. VR however isn’t all about creating an experience. It is also a terrific way to enrich and complement existing teaching methods by helping students visualise, and in turn understand complex subjects and theories. For example, a biology teacher could use the technology to transport students down the path of food through the digestive system. As with all technology, there are road bumps, with price and accessibility being the main concerns. It was recently announced that schools in England are to face real-time funding cuts for the first time in 20 years, and as a result will unlikely have budget available to invest in new technologies. Even if schools do manage to purchase new technologies, it is a lengthy process to train teachers and students how to use the new equipment. VR also presents teachers with a number of hurdles. Firstly, it’s essential that teachers are mindful of the session’s learning objectives and ensure these are effectively communicated to the pupils so they get the most out of the session. If not planned accordingly, it could cause disruption within the lesson as it will be difficult to get the students’ attention when everyone’s wearing the headsets. Also, working in groups can be difficult because the VR experience is something the user undergoes on their own, and even evaluating the experience with the whole group afterwards can be challenging. Other issues include whether the school is capable of sustaining the technology. For instance, do they have a strong enough Wi-Fi connection and bandwidth to support it, is there space where students can use VR without tripping on desks and is the network security still able to protect against threats? These concerns raise the question whether UK schools are equipped for the 21st century and should prompt school leaders to revisit their long-term plans. Nonetheless, the positives of adopting this immersive, collaborative and engaging technology far outweigh the negatives. And moreover, the challenges are more teething problems than long-term major concerns. In short, Virtual Reality has the capability to be an invaluable piece of technology to enhance the learning experience. Where possible, schools should be looking to embrace such innovations in the classroom to reengage their pupils.
Wooden playground equipment and why it is better
The two key components of designing playgrounds is sustainability and safety. When children are playing around them their attentions tend to sway towards how ‘fun’ and interactive they are. So when it comes round to designing the playgrounds sustainability safety and fun must all be equally considered. The development stage Wooden play areas can bring children closer to nature. Made from natural resources such as driftwood and logs and are usually supported by natural landscapes such as small grassy hills and mud floors and these natural attributes remind children of the importance of the outdoors. Playgrounds also help to promote co-operation, teacher interaction, motor and social skills which help to build relationships with others and to promote teamwork, and the wooden playground can help interaction with their natural surroundings. Other features of natural playgrounds can be sand pits, water ways and rocky areas. They are sustainable Wooden playgrounds are more sustainable and recyclable than plastics. Wooden Playgrounds moisture content is under 20% therefore it doesn’t rot, and if properly cared for can last for years. Even though metal playgrounds genuinely last longer they tend to rust and can become dangerous with sharp edges. Wooden playgrounds should be maintained on a regular basis as well as suitable drainage wherever they may be placed. Infinite Playgrounds, designers of natural playgrounds – take recycled timber and make them into natural shapes of the design they want to use. For example, the shape of the logs they use are considered when creating the climbing frames. This is a low-carbon footprint method unlike the metal or plastic frames. Practical and versatile Natural wooden playgrounds are great in helping children develop. This is because they detain ‘risky’ play so children can explore. As well as great traction, the playgrounds don’t become hot to the point of burning in summer and cold to touch on cooler days. They’re also custom-made as they’re designed with the natural environment in mind and whether that be in a National Trust Park or a playground, these structures are perfect for all spaces no matter the shape or size. Metal playgrounds however, are only able to come in pre-set shapes or designs which make them unsuitable in this sense. Additions can easily be made to wooden playgrounds without affecting their structure unlike metallic playgrounds that may have to be destroyed and rebuilt. With any playground there should always be an attempt to incorporate some natural features and materials, and to make them hard-wearing as well as fun. Wooden playgrounds aren’t just great for the environment, they’re fully customisable, unique and specific to the surrounding environment.
Handwriting vs Typing – Why the Pen is Mightier than the Keyboard
Are the days of the old pen and paper numbered? Where once we wrote letters to communicate with people in far-reaching places, we now turn to emails or social media. Where before we would have scribed handwritten notes, we’re now far more likely to type notes into a smartphone or tablet. It’s not unreasonable to suggest that handwriting is becoming a lost art. However, academics will tell you that taking handwritten notes is much more effective for studying than using a laptop or electronic device. When you write something down, you’re thinking about it as you write and you’re fully immersed in the content. By contrast, typing has become so second nature to us that we can tap blindly at a keyboard, with the words on screen in front of us not meaning a whole lot. Also, when it comes to revising notes closer to exams, handwritten material is far more likely to resonate, as you’ll recall writing it down physically, whereas electronic notes don’t possess the same evocative qualities. Then there’s the familiar problem with electronic devices of letting our attention wander. How many students begin a lecture by typing notes into their laptop or tablet before boredom sets in and they spend at least half the lecture squandering time on trivial websites? Those students who take handwritten notes are generally much more engaged in the lecture and can also scribe notes in a way that makes them easy to understand, rather than jotting them down verbatim. Note-taking is not just about writing things down in lecture, either. Afterwards, it is vital to go back over them, highlight the most pertinent points and make additional notes wherever necessary. This will help to further reinforce what you need to know. This infographic from Study Medicine Europe https://www.studymedicineeurope.com/medical-university-romania explains why handwriting still very much has its place in education, for all the wonderful technological advances that have been made.
Forest school outdoor learning
The Hideout House Company have created a new range of outdoor classrooms and shelters to complement the forest school revolution As the Forest Schools programme spreads to more and more UK schools and is becoming ever more popular within both rural and urban educational environments, the Hideout House Company is now offering a creative and comprehensive range of products which complement this theme. The principal theme or philosophy being to encourage and inspire individuals of any age range through an innovative and long term approach to outdoor learning in a woodland or outside environment. These products range from making dens from a living wall tipi where you can grow climbing planters up the side, building fire-pits, “pods” to be used for both teaching and shelter, eco outdoor classroom buildings with renewable energy and water harvesting systems, fire pit shelters with a hole in the roof to allow for smoke ventilation, pop-up tents (which can be personalised with on canvas printing) and dipping bug zone ponds. A new entry to the range is a nature watch hut or hide. The nature watch hut allows children to get up close and personal with nature and wildlife and to observe it at first hand without causing a major disturbance. By doing this, they then form an appreciation of nature and an understanding of what we need to do to protect it for now and future generations. The children can also use the RSPB activity pack and we also supply bird boxes and a feeding station to ensure that the children see plenty of activity. The nature watch hut gives children plenty of opportunity to learn about animals, conservation and growing things whilst also being a part of it in a tranquil environment. We appreciate that every Forest Schools setting is unique and that a school needs a design plan to meet the needs of the group and to fit the environment that they have to work in. For more information, please contact Simon Fearnehough on 01865 858982 or e-mail: simon@hideouthouse.com Web address: http://www.hideouthouse.com/school-playground-products/forest-schools-2/