Archive for February, 2010

World Set To Be Smaller When Children Leave School

Sunday, February 28th, 2010

The rapidly changing face of world economics is influenced by global players rather than individual countries. We have a duty to educate school children what to expect, but phenomenal the rate of change means the teaching resources set to apply the educational standards  to be learnt in year seven lessons could be completely out of date by year 10.

Remember life before desk top computers the world wide web, search engines, iPod and the mobile phone? Surprisingly you don’t have to go that far back in history. I can recall my first experience of an electronic calculator. The size of an old CRT television, perhaps not the best benchmark as already you have to think what was a CRT TV? But this beast was the pride and joy of the office able to calculate all manner of maths at the speed of sound. Now, the same kit is embedded in mobile phones  able to spring into life instantly and calculate addition, multiplication and division with the flick of a thumb and the speed of light. But this is not my real concern.

Written information in the past comprised of letters, phone calls and maybe the odd telex. It induced an inherent level of thinking time. Many burning issues resolved themselves and there was time for a degree of lateral thinking. Communications were more on need to know and addressed to maximum of one level up or down. But our language has changed. Communications are rapid and seemingly endless. Emails are frequently copied to every known person on the planet and these are not just the spammers. Somehow we have forgotten protocol and launched into broadcast mode that puts the news channels to shame. The disinterested recipient becomes the distracted. But this is not my real concern.

In the past searching for information could be a painstaking and thankless task. Reference libraries needed probing and the information copied and analysed. Considered thought emerged but it took time. Today Google et al. complete the task  in a couple of nano seconds. We are engulfed in facts that answer, inform and astound. But we are influenced by a dominate body, the search engine,  that arranges the facts in an order of self analysed priority. It has no remit or comeback should this distort or misconstrue. But this is not my real concern.

Great products  have emerged from investment in design and technology. But the best may yet fail overwhelmed by the lower standard product through market manipulation where customer choice is stifled.  Betamax versus VHS, Apple vs. Microsoft situations are legion and the consumer looses out. But this is not my real concern.

My concern is the phenomenal global strength of certain entities. Google has immense power and as we know absolute power corrupts absolutely. Their “Do no Evil” mantra will be tested and I imagine quietly abandoned as market dominance requires  a matched defence  mechanism that would expel challengers as in any market strategy. But there is a worrying downside. As the larger companies grow they risk spectacular collapse. And before the muttering starts who would have thought Lehman Brothers, Chrysler and Japan Airlines would be in financial ruin despite a dominance that appeared insurmountable. As if the current behoths fail all must be considered fallible. My concern is that global aspirations should be tempered. The recent eviction of Google from China was perhaps the right choice but the wrong reasons. But how do we best prepare children for  adult life. The most dramatic changes in recent times have been introduced by very young players. This presents incredible opportunities and pitfalls. How do we prepare children to enter the job market when it is changing at such a phenomenal pace that is beyond the comprehension of most adults.

World Set To Be Smaller When Children Leave School

School Educational Achievement Reports Set To Go On-Line

One of the biggest breakthroughs in education is under way. The DCSF launched the Home Access scheme to help poorer families gain access to broadband. Not just a free laptop and broadband which the scheme provides, but the means to link parents to the school and teacher. Progress reports can be dynamic identifying areas where help is needed. Homework suddenly takes on a new dimension. No longer the text book exercises that isolate children and parents, now the teaching resources can be fun and encourage leaning. Research proves this is a huge opportunity welcomed by teachers, children and parents. We take a look at the top 20 benefits researched by Becta and the BBC.

1. Microsoft showed 37% of secondary pupils used computers for study every day at home.

2. Pupils are more likely to use computers at home for their schoolwork than they are at school

3. 85 per cent of secondary school learners believe that technology makes it easier to do homework.

4. More recent evidence has suggested that having a computer at home associates with a 2 grade improvement in one subject at GCSE. This means that a pupil who would have got a D, could, with the effective use of technology at home, now get a B at GCSE

5. Children who have access to a computer at home are more confident and capable users of technology and more independent learners overall.

6. More than 90% of secondary level pupils, aged between 11 and 18, used a home computer for schoolwork at least once a week.

7. And more than a third were using their family’s computer for homework or revision every single day.

8. There have been concerns about the “digital divide” – in which children from better-off families get an advantage in school from better computer equipment at home. The government says there are about a million children without the internet at home – leaving them at the other end of the scale from the two in five pupils who are using computers at home every day for schoolwork.

9. As well as using computers for homework, they have become a major feature of leisure time – identified by 71% of young people as being among their favourite activities.

10. There is also a strong belief among parents that having a computer at home is valuable to their children’s education. Children spent an hour a week more for learning than a comparator group who had existing access.

11. Microsoft’s Ray Fleming suggests the higher levels of computer use at home for schoolwork is a reflection of the limitations on computer use in school “School use of information technology can be very scheduled – it’s often structured around particular lessons,” he says. At home children look for information on the computer in a more informal way”. And he forecasts that this trend for studying at home with a computer will increase. “There is an increasing blurring between learning-time and leisure-time and so computers in the home are becoming as important as those in the classroom.”

12. “There are so many sources of information, that the challenge now is not about finding information but finding the most useful questions,” he added.

13. Earlier this month the government announced a £300m Home Access scheme to give a laptop to 270,000 low income families and free broadband access

14. Children’s Secretary Ed Balls said that being without the internet at home leaves pupils “at a disadvantage to their peers”. Computers are no longer a luxury for the few, but are as essential a part of education as books, pens and paper

15. Overall, 65 per cent of beneficiary parents agreed that their child is spending more time on homework since gaining access

16. 81 per cent of parents (94% in black and minority ethnic groups said home access would improve their confidence in using technology.

17. 81 per cent believed home access increased their involvement in their child’s learning

18. 97 per cent of parents surveyed believed that home access would help their children do better at school.

19. Overall, 65 per cent of beneficiary parents agreed that their child is spending more time on homework since gaining access

20. 81 per cent of parents (94% in black and minority ethnic groups said home access would improve their confidence in using technology.

The opportunity to maximise the learning capacity of children through support at home is huge. It can also be great fun, involve parents and allow real time awareness of progress and achievement. Not something that was possible with end of term reports.

Hydrogen Fuel Cell Car Supports School STEM Projects

Thursday, February 25th, 2010

The future of the UK lies significantly  in developing  its engineering ability. Not an easy task as interest in engineering and science in school and university has fallen significantly over the years. The STEM focus is designed to whet the appetite in children and there are a number of fantastic projects on the go. Keen2learn in particular are  pleased to be associated with hydrogen fuel cell  renewal energy teaching resources and the huge possibilities of how these will help reduce climate change.

Keen2learn’s link with educational games and renewable energy  has resulted in their recent  appointment as the UK distributor for the fantastic hydrogen fuel cell teaching resources from Heliocentris of Germany. Designed and built with schools, colleges and universities in mind the range of resources are supplied with comprehensive resources, worksheets and lesson plans. With over 30 experiments,  these front of class  learning resources  and model hydrogen fuel cell car allow hands on experience for children.  Alistair Owens MD at keen2learn explained  “A real benefit of the range lies in the equipment design and documentation which  allow non science teachers to also get involved in renewable energy and hydrogen fuel cells.”

The interest in renewable energy products from keen2learn is growing rapidly in schools. The combined focus in climate change from the Copenhagen summit and STEM cross curricular projects have elevated hydrogen fuel cells, solar and wind energy as  lead applications to interest children in science and engineering.  The Heliocentris equipment developed over the last 10 years is ideal to fire their enthusiasm in an energy source for the future.

English Language Educational Games; How On Earth Do You Pronounce This?

Tuesday, February 23rd, 2010

English is one of the more complex languages to learn, and a significant reason given by some educationalists as why we struggle in primary and secondary school performance. Are they right?

I recall the word developed by William Ollier (born 1824), sometimes attributed to George Bernard Shaw that revealed the games that can be played with the perverse nature of English pronunciation. The word Mr Ollier compiled is ghoti and is pronounced “fish.” Here’s his reasoning:

  • The sound for the letter F are taken from the word cough
  • The I is stolen from women
  • The sound for the letters SH comes from the ti in the word station.

It doesn’t stop there. One of the best quips I recall is the sentence that demonstrates the English games that can be played with the letters “ough”

A rough-coated, dough-faced, thoughtful ploughman strode through the streets of Scarborough: after falling into a slough, he coughed and hiccoughed. Nine different ways to pronounce “ough” in one sentence. Ah what delights that can be played in English language educational games. Perhaps this is the true value of English.

Maths Education Under Severe Scrutiny With Decline In Primary School Performance.

Monday, February 22nd, 2010

If you missed last week’s “Dispatches” programme on channel 4 TV you would have been spared the shocking truth about our children’s maths performance in primary school. The second episode of “Kids don’t count” is being shown on 22nd of February, 2010 is an equal shocker.

A learning hiatus will occur before the failings in teaching resources revealed in the documentary can be resolved. But all is not lost as the teaching gap in our schools can be significantly filled with support from parents at home. Playing maths educational games now available for use at home along with other initiatives has been proven to help improve performance by up to two grades. These enjoyable games allow parents to see the value of this interaction throughout their child’s schooling whilst providing back up to the teaching issues at many schools

The root cause of the primary school failure stems from our teaching qualifications. It was evident from the first episode that if you do not have a qualified maths teacher in primary school it’s damn hard to teach maths. Equally it is almost impossible for kids to learn maths.  Research proved if children do not grasp maths in primary school the links to science, design and technology subjects mean it is nye on impossible to succeed in secondary school.  A lack of maths also severely hampers employment prospects.

A leading employer, Justin King, chief executive of Sainsbury’s echoed similar comments from Sir Terence Leahy of Tesco and Sir Stuart Rose of Marks and Spencer’s critical of the standard of maths in children seeking employment. He believes the failure maths has almost become a badge of honour for the individual. The truth revealed in the previous “Despatches” programme is many teachers in school have inadequate qualifications to teach maths. Unfortunately the remedy could take years.

Akin to asking teachers who are tone deaf, can’t read music and do not play an instrument to teach music the critical nature of maths cannot be effectively taught by unqualified maths teachers. Recruiting and training the missing maths teachers is not going to happen overnight.  But until there is a good qualified maths teaching resource at every primary school many children will reach the end of the conveyor belt unprepared for secondary school.  There are around 26,000 primary schools in England and the clamour for maths teachers will be immense.  The surprise is the maths teaching resources, the keystone to all learning, still remain outstanding by the DCSF in 2010.

Can Parents Improve Educational Standards By Running Their Own School?

Friday, February 19th, 2010

The muddied waters of our schooling system run deep.  Politicians vying for stakes in the next government are focusing on hyped changes to our educational system to win votes.  Parents, teachers and of course children sit on the bank anxiously waiting the posturing of the hustings to be replaced by a firm actions to improve our schools.

One effect an election can be guaranteed to achieve is to put everything on hold.  In the short term the mounting concerns over our educational standards have to fester in a semi vacuum.  Day to day life in school continues but the big-ticket policies are definitely in abeyance, which is a great shame. If the labour party win the election there are bound to be some adjustments brought about by the recession. Labour have been understandably reluctant to implement changes less they damaged their chances. If the labour party is replaced then we wait to see if and how the winning manifesto is actually applied.  Either way our children or the teaching resources in school will have to wait for six months before any improvement will surface.  More likely, our children and schools will see no change for another academic year.

If the DCSF (assuming the department isn’t re- named again) consequently put operations on hold our educational performance is similarly stiffed. Is the proposal to let parents take matters into their own hands therefore feasible, practical or ethical?  We constantly read of the clamour to gain admission to good schools. Relocation, address cheating and a change in faith conspire to manipulate many applications by parents. Even the legal profession now hover at the school gates to potentially sue the school in support of a disputed child’s place. The reason, we simply do not have enough good schools.  Is the proposal therefore to establish schools run by parents a positive reaction to their frustration that holds merit or potential disaster?

Paul McGlore of Lambeth Council Children and Young People Service says expansion in secondary schools in London is a major problem. It led to UK’s first parent school in Lambeth.  Working closely with Lambeth council and funded partly by the £300m building schools for the future programme it still took six years to complete Elmgreen school.

The school now receives significant focus on its operation from the parents.  Doubtless they will be actively involved in their children’s education but this could be transitory. What is not yet proven is whether the parental support and enthusiasm is transferable to the next cohort of parents.

The Elmgreen exercise certainly benefits from enthusiasm. But the schooling journey of a child is 10 years and therefore an accurate judgement of a schools performance has to be measured over a decade. If we get it wrong we could owe a generation of children a huge apology.  Certainly the National Union of Teachers are deeply concerned about the proliferation of such schemes saying the concept is flawed.

Christina Blower, General Secretary of the National Union of Teachers sees significant pitfalls.  Although committed to parents playing a bigger role in children’s education the NUT are worried about any parent’s expertise in running a school.  The initial enthusiasm of the start-up team may decay or succession plans fail.  This will result in demand for support from contractors that will ironically detract further from educational control over a school.

I must admit to side with Christine Blower. The risk of getting it the wrong far outweighs the benefits. The 10 years schooling journey of our children has to prepare them for adulthood in the rapidly changing world. The pace of technology and rate of change in the now global market is phenomenal yet struggle to maintain standards and are now slipping badly in the world educational rankings. We need the strength and experience or the teaching profession to put it right and are not have to rely and parents bridging the gap. There is a positive compromise, however. Teachers see huge benefits from parents becoming more active in the schooling role. And modern technology and teaching resources can put such a plan rapidly into place.

Research shows a child working at home playing educational games with parents can improve their performance by 2 grades back in class. The Home Access scheme recently opened to low income families can boost a child’s performance through direct access to school, teachers and peers to help with homework and schooling. Teachers will be able to provide parents on-line dynamic access to a child’s performance. Importantly they will be able to give advice where a child needs help or extra practice supported through the games used as teaching resources in class and now able to be purchased by parents.

This implies the better use of parental involvement is at home. Any school that can show a two grade improvement would move up to a good classification – without parents having to manage or build new schools. The technology now exists to capture this additional teaching resource and above all it can be a really positive and fun way to help at home.

TV Dispatches Reveals Maths Disaster In Many Primary Schools

Tuesday, February 16th, 2010

The TV “Dispatches” documentary programme broadcast last night showed the alarming poor performance in maths learning in primary school. The recovery may lie in the recruitment of specialist maths teacher resources but this will take years to effect. In the meantime tens of thousands of children are moving up to secondary school each year with little hope of succeeding.

The teachers at the host school for the TV programme were honest and I expect highly typical of the hard working teams in our primary schools. But the revelation that none had any formal maths qualification was amazing. The correlation between the demands of the job content and a relevant qualification seemed to have slipped by the wayside. The introduction of a retired maths specialist by the headmaster served to equally enthral both children and teachers alike. But just as the momentum has commenced it came to an abrupt stop. The essential practice function promoted by the specialist as a key part of retention in learning abandoned! The reason; SAT’s were looming and of for the sake of the school target achievement the Headteacher understandably to keep his job, switched all teaching over to “Teach to Test.” Three months of valuable learning time forsaken, replaced by how to answer questions in SAT’s rather than understand them.

It made one wince. The efforts of the maths specialist teacher who brought educational maths games into the learning programme were inevitable to be lost. When the teachers were asked, along with a representative sample of teachers from other schools, to answer a past maths  SAT paper only 47% gained a pass mark. An astonishing number failed to any answer questions on fractions and only one teacher completed the whole test paper.

Interestingly Ed Balls, the School Secretary, declined when asked to sit the same test.  Evidence shows that a child’s performance in maths at primary level is indicative of their final performance at GCSE. The critical preparation in primary school is collapsing through the lack of qualified and trained maths teachers. This appalling situation leaves teachers trying to compensate  in other areas,  but results in  children inadequately prepared for secondary school. The thought that what little maths is promoted is sidelined for a three months SAT -blast is ludicrous. The documentary highlighted the plight of one bright girl, who excelled during the teaching excellence of the expert, but subsequently drifted after the maths was switched off leaves me shuddering.

The solution lies in the education hierarchy.  The recruitment of thousands of maths specialist teaching is under way.  But it could take years to effect. In the meantime it is perhaps a golden opportunity for parents to take a lead. There are numerous maths games that can be played at home to boost performance in school. At least the fun element of learning maths can be enjoyed and help provide the essential bedrock currently missing from many of our primary schools.

Should Globalisation Pitfalls Be Taught In Secondary School

Friday, February 12th, 2010

The rapidly changing face of commerce is fast becoming influenced by global players rather than individual countries. Updates to the curriculum and teaching resources are needed to educate school children for adulthood. But the rate of change in technology is so phenomenal lessons learnt in year seven could be completely out of date by year 10.

Remember life before desk top computers, world wide web, search engines, iPod and mobile phones? Surprisingly you don’t have to go that far back in history. I recall my first experience of an electronic calculator. The size of an old CRT television it filled the desk. The beast was the pride and joy of the office, able to calculate all manner of maths at the speed of sound. Now, the same capacity is embedded in mobile phones able to spring into life instantly and calculate addition, multiplication and division with the flick of a thumb and at the speed of light. Perhaps what’s more to the point, already many of us have to think what was a CRT TV? But this is not my main concern.

Written communication in the past comprised of letters, phone calls and maybe the odd telex. The speed of delivery was, in today’s terms, incredibly slow. But this also induced an inherent amount of valuable thinking time. Many burning issues resolved themselves, and more importantly, there was time for a degree of lateral thinking. The time lag inevitability meant communications were more on need to know basis and addressed to maximum of one level of management up or down in the command chain. Now instant forms of contact have evolved along with our communication culture. Interactions are rapid, seemingly endless and simple to effect. Urgency pervades all information spinning it in a vortex that beams content far and wide across vast arrays of publication media. Emails can be copied to every member of a company known on the planet and these are not just the spammers. We have forgotten protocol and launched into a broadcast mode that competes with the news channels. The overburdened recipients become disinterested or distracted. But this is not my biggest concern.

In the past searching for information could be a painstaking and thankless task. Reference libraries needed probing, information gleaned and analysed. Considered thought emerged and it all took time. Today Google et al. can complete the task in a nano seconds. We are engulfed in facts that answer, inform and astound.  Yet this success masks failure. Wikipedia, that font of knowledge has outgrown its capacity to factually inform. The essential governance to check facts and edit content is sinking under the increasing volumes of data it cannot possibly digest. So it doesn’t, and the flames of the immense fire it created are starting to burn down and loose their heat. Children used to an environment where facts are a click away are now apt to skim information and present an argument that has little depth. An English essay compares unfavourably to a Twitter message of 140 characters. Why bother with researching facts when the web has the potential answer. But this is not my biggest concern.

Some mould breaking products have emerged from the investment in design and technology. Normally they are launched into a home market that can recover the investment and sustain viable sales. Stage two of the growth plan was to seek expansion in export markets. Now the market is global. Products are launched simultaneously in countries around the world. And yet the best design may fail. In the clamour for the latest must-have product fuelled by massive marketing expenditure,  a lower standard product can win through. The Betamax versus VHS, Apple vs. Microsoft comparisons are legion and it is the consumer that looses out. But this is not my biggest concern.

Our lives are becoming controlled by behemoths with phenomenal global strength.  Cultural boundaries are being breached for the sake of manufacturing simplicity.  And suddenly the world is shrinking. Brand names have achieved parasitic growth like the invasive fig tree that offers the sweet fruit but eventually causes the host tree to wither and die. Our high streets are becoming a bland modular design with similar shops, layouts and brands. One shopping mall looks like any other. You could be in Sheffield, Singapore or Sydney. And this is a great shame. Diversity, culture, and choice are being surreptitiously eroded.  Google has established immense power, and as we know, absolute power corrupts absolutely. The Google mantra of “Do no Evil” will be tested and, I imagine, quietly abandoned as market dominance requires an aggressive defence mechanism to repel challengers. The absorption of a local provider would be of no consequence and would add to their critical mass but not necessarily benefit the consumer.

The growth in global dominance by any entity is my concern. As the larger companies grow they risk spectacular collapse. Who would have predicted Lehman Brothers, Chrysler and Japan Airlines would be in financial ruin despite a dominance that appeared insurmountable. If these massive entities can fail all must be considered fallible. An avalanche thundering down the mountain devouring everything in its path starts with a single snowflake. We need to be wary of international giants fuelled by inexorable growth, be they Microsoft, Google, Ebay, Amazon, Facebook or Twitter and ask what is it they want compared to what we are prepared to give up or risk. The world is a fantastic environment full of wonderment and local cultures. It would be a lesser place if boundaries become blurred, we all spoke one language and became controlled by single entities. Maybe “Animal Farm” by George Orwell really is just around the corner. In the meantime I need a Coke.

Children Build Word Power In New Literacy Card Games

Thursday, February 11th, 2010

Lecardo is an exciting new game that tests players’ skill in adding words together to form compounds. And that’s not all: like all the best strategy games, players have to think several moves ahead in order to maximise their scores and block their opponents.

Developed for ages 10 to adult, this card game helps children build their vocabulary and word power in English literacy. It can be played anywhere in a matter of moments and has the all the green credentials – no batteries, you don’t have to wait for it to boot up and you don’t need a mobile phone. Bliss.

Home Access Educational Scheme Application Form

Thursday, February 11th, 2010

Looked After Children

If you are responsible for looked after children that could be eligible for the government Home Access scheme you need to apply to the Home Access website which you can find here www.homeaccess.org.uk and download the application form

Home Access Educational Scheme Explained On Becta PowerPoint

Monday, February 8th, 2010

The recent launch of the £300 million Home Access educational scheme, although specifically aimed to provide  poorer families  with free laptops, has overall application to all families. The educational benefits of schooling support at home can result in a two grade improvident in school.

Linking parents on- line with their child’s achievement and progress in class provides an dynamic report that replaces the end of term of year report. More especially it provides advise on where and how parents can help. Playing educational games at home  that  replicate the teaching resource used in school, opens a highly beneficial rapport between child and parent that can last through the whole schooling journey.

The following Home Access PowerPoint presentations have been developed by Becta to explain the scheme and its benefits.

Pocket Maths Games Gives Children Great Excuse To Practice

Thursday, February 4th, 2010

Bunja is based on an MP3 player that fits into the palm of your hand. But that belies the fantastic range of maths games that can be played. Addition, subtraction, multiplication and division games can be played, in the car, on the bus, at home and in the classroom. And if you get 10 answers correct you get tpo hear a cahpater of a story set in Borneo, and you choose how the atory shoul prgress!

Bunja learns how you are scoring and adjust the questions to make them harder or easier. Mum, Dad and the teacher can ask Bunja to reveal how many questions you are getting right or wrong and give some support. This versatile little educational toy games can let up to 10 different players use it and keep a record of their individual  scores. This is bad news for Keen2learn as we could have sold a lot more!

Educational Progress Needs To Start Five Years Ago.

Wednesday, February 3rd, 2010

Barnaby Lenon, the Headteacher of Harrow School recently accused many state schools of persuading children to pursue worthless qualifications for the sake of hitting school targets.  He is especially critical of the unethical tendency to manipulate children from poorer homes.

Comparing worthless qualifications to Robert Mugabe’s Zimbabwean currency  carried around a the wheel barrow, he pleaded: “Let’s not produce people like those girls eliminated in the first round of the “X factor” who tell us they want to be the next Britney Spears but can’t sing a note.” He believes many soft subjects like media studies have been pursued because is easily get a good grade than in academic subjects such as English and maths.  Britain now lags many overseas countries in educational standards. Whilst we struggle to complete two academic subjects at GCSE most leading countries aim for five to six.

The educational benchmark of Singapore and Finland, routinely cited by politicians as an example of preferred educational standards, would provide all children with social mobility based on quality of qualifications and not inferior substitutes.

The brightest children from the poorest families should be allowed to fulfil their true potential and not be sidelined into junk qualifications.  But this may be a difficult crusade.  To achieve the transfer to more academic subjects schools would require a legion of high quality teachers. The government’s plan to increase the entrance standard for teachers would also induce a time lag and an educational quandary; how can we urge children to seek academic subjects and judge performance against targets but not possibly cope with the initial demand.  A cohort of children could seek the quality subjects only to find the teaching resources required don’t yet exist.

We could see a batch of children left in a hiatus with no qualifications at all. The “softer” subjects exchanged for academic subjects without the matched teaching resources.  Of equal concern is the need for improved preparation of children in primary school to be able to handle the secondary curriculum. I am reminded of the instructions on how to grow asparagus “Start by digging a trench five years ago” (it takes asparagus this length of time to mature and produce the first quality crop). Children without the nurtured ability in primary school will still fail to thrive at secondary level. Catch 22 takes on a new lease of life.

Ancient Chinese Proverb Sets Educational Direction.

Wednesday, February 3rd, 2010

We came across this ancient Chinese proverb which was a real eye opener. Whilst we struggle to improve educational standards in the thick of our technological world we think we are looking through experienced eyes when out of the blue emerges ancient wisdom blinking in the sunlight.

“We educate children for the world we lived in, not the one they will live in”

The Opportunity To Engage Partners In Schooling Support Takes a Huge Leap Forward

Wednesday, February 3rd, 2010

Parent support is fundamental to improving the learning process through a  greater awareness of  their child’s progress in school . Using educational games, toys and the internet at home can help children learn in a way that suits them. Having parents alongside gives children constructive support and a great insight into their progress, ability and the details of the National Curriculum.

Becta, the original name for the British educational computerised training association, in case you’re ask, are behind the drive to engage parents in the schooling process. Children who use the internet at home do better in maths and reading tests, are more interested in their studies and have more fun learning. The Home Access scheme encourages  children to go over schoolwork at home, do homework online, contact classmates and teachers, get information and work together on projects with parents.

Research shows that children achieve more highly when parents talk to them about their experiences of school and learning. However, a recent report showed 82 per cent of parents felt left in the dark when it comes to their s child’s schooling.

The online reporting to become available to parents will allow parents to see their child’s progress dynamically rather than end of term reports or parents night.  Research also showed this level of parental involvement at home heightened their awareness of a child’s progress at school leads to a dramatic improvement in a child’s achievement.  Playing educational games, board games or ICT games at home can replicate the teaching resources in class and bring enjoyment to revision in the form of CDROM literacy, numeracy, chemistry and physics quizzes that can lead to an improvement of two grades at school.

The recent scheme launched by the DCSF to fund 270,000 poorer families with a laptop computer and online access to schools will allow these children to catch up.    Teacher advice in areas where help is needed will allow them to enlist parents help. Their interest and involvement in a child’s learning and education is more important than anything else in helping that child fulfil their potential.

Key benefits:

  • Home -school communication is improved considerably.
  • Communications of a very a positive nature is encouraged
  • Contact can be established with all parents, irrespective of the nature of the catchment area
  • Father’s become more involved in their children’s education
  • Parents give a significant amount of quality time to their children
  • Parents become more knowledgeable about the school curriculum
  • Parents become more involved in the assessment of children’s progress
  • Equality of educational opportunity is addressed
  • Esteem between parents, pupils and teachers is enhanced
  • Promote team promoting family learning activities
  • Underpinning home- school agreements
  • Raising standards of attainment.

Research by the PTA showed the effect of parents and what they do at home to support learning can account for 80 per cent of a child’s academic success.

Parents Influence in Careers Could Stem Science and Engineering Recovery

Monday, February 1st, 2010

The Big Bang Young scientists and Engineers fair kicks off the National Science and Engineering week. Run in association with STEM (science, technology, engineering and maths) and the National Science Learning centres, this now annual event will be held Manchester Central Convention Complex from 11-13th March 2010. Key day for parents and children is Saturday 13th March. To find out more Keen2learn spoke to the event director Jeremy Buckle.

As the UK emerges from recession increased emphasis is being placed on our future commercial structure that will make us more secure in future years. If the normal trend continues to follow the “biblical cycle” we are due another recession in seven years. By then hopefully we will have re-engineered ourselves and built on our unique strengths to produce wealth, security and reduced risk for the UK.  One key area open to substantial development lies in science and engineering where British innovation is legendary. This is the key objective of the Big Bang.

Jeremy Buckle hails from Australia and noticed a marked difference with the UK in the educational emphasis placed on science and engineering. Although we lack the prominence and take up in these subjects in our National Curriculum, British children can still demonstrate innovation brilliance from science games which can be seen in the student projects to be judged at Big Bang. This ability needs to be nurtured in all children. It holds huge potential for future entrepreneurship, niche manufacturing and areas of excellence that can put Britain back on the evolving global map. The primary object of the Big Bang is to encourage children to pursue qualifications and a career in science and engineering and  is expected to attract around 15,000 students.

Sir Anthony Cleaver, Chairman of Engineering UK, which leads The Big Bang, said: “Having leading companies from life sciences, aerospace, energy and electrical engineering, involved in The Big Bang allows us to show young people just some of the fantastic careers that are possible with a background in science, technology, engineering and maths. The participation of AstraZeneca, BAE Systems, Shell and Siemens  – some of the UK’s biggest employers of scientists and engineers in the UK – makes The Big Bang even more of an appealing event for students, teachers and parents who want to see science in action, outside the classroom.”

I have to reveal a passion for engineering. It has been my lifeblood, providing a career that held many trials and tribulations but above all gave a constant buzz and sense of achievement; be it the simple repair, innovation or break through. My greatest accolade came when someone described me as the ideal guy to have on a dessert island. I’ve always preferred to believe this was a compliment rather than a request to go disappear. Science and Engineering is full of the practicalities of life.

The Royal Institution will reprise a highlighted version of its famous televised Christmas Lectures, which this year investigates the ‘Three Hundred Million Year War’ between plants and animals.  The show seeks to investigate the ways in which plants and animals have both clashed and aided each other over the millennia.  Featuring cutting-edge science, explosions and live animals, this is the first time that the full Christmas Lectures experience has been held outside the famous Faraday Lecture Theatre in the UK.

Based on Jeremy Buckle’s considerable past experience, Big Bang has been designed as a theme park divided into four principle zones with masses of attractions for children, parents and teachers. The choice of Manchester as the location is no accident. Key centres of excellence in The University of Manchester Institute of Science and Technology (UMIST), all the regional technology universities, along with STEM and National Science Learning Centre’s will be present. Linked to the central information hub where teachers’ master classes in science will be held, the four zones each promote a different STEM theme surrounded by associated attractions all forming a link to National science opportunities and plenty of hands-on activities.

  1. Body talk- Mind and body health, development, sports and fitness
  2. Power up – How we use energy, renewable energy, how we harness energy
  3. Go Global – Global opportunities for Science and Engineering
  4. X Factor – New technology in STEM applications

Parents are critical in driving careers forward in STEM activities. The Big Bang fair is a fantastic chance to allow parents and children see opportunities that are crucial for the future success of Britain. Do I sound biased? You bet, because in my working like no day was ever the same. I travelled the world as science and engineering have global applications and phenomenal scope for development.  Now can you think of any other career that holds this potential? And if you think we lack this vital spark just get along on the 13th March to see the finals of the National Science and Engineering Competitions. You will be absolutely astounded at the ingenuity, innovation and skill these children are demonstrating.  We need to encourage and elevate careers in this essential activity. We could start by giving qualified Engineers similar recognition to Scientists and add the prefix of Eng. in similar fashion to Dr. before their name – as they do in Germany. These children are definitely our future.