Posts Tagged ‘teaching resources’

GCSE Educational Qualifications Are Only Worth the Paper They Are Printed On

Monday, July 26th, 2010

The annual round of educational exam criticism is imminent. The August result games are about to start. Exam results will be published with positive accolades from parents believing them to be a true measure of our teaching resources. Schools will defend their lot citing improved schooling and learning capacity of children. Yet howls of criticism will emerge from educationalists, employers  and the press citing exams are getting easier. Universities will claim children have inadequate preparation for a degree course. It happens every year.

Has teaching become formulaic; primarily designed to pass exams to hit targets  as the single measure of performance? Recent claims say examination bodies are keeping GCSE’s easy to appease middle class parents and schools. Casting our educational objectives aside we have diluted schooling  into a series of cat and mouse games.

Parents want the kudos of their child achieving positive exam results. Teachers laud the performance against targets as a measure of success.  And government ministers boast of a positive educational policy. The problem is the educational journey of children has become a veneer of what is possible. Performing well in school exams and tests masks the lack of educational depth children need to meet the demands of our rapidly evolving world.

Children have immense creativity.  Instilled in their very being from its early manifestation in play it serves to develop an enquiring mind to explore the unknown, ask questions, test the given and push the boundaries in learning. But we are critically now letting them down.

It is of little benefit if we only appear to tick all the right boxes. If the educational programme is to work we need children to challenge the “right” answers and explore the “what if” outcome as the true test of their knowledge.  James Dyson’s vacuum cleaner products are a true example of questioning the given. Backed by sheer determination he proved after hundreds of prototypes that the idea worked and went on to become the market leader.  At the heart of his products lie existing industrial technologies, which through lateral thinking were re- applied into a domestic application with greatly enhanced performance.

Schoolchildren need the grounding and confidence to develop ideas and push boundaries. There is a possibility we’re moving from an industrial manufacturing economy to an age where entrepreneurial spirit will prevail.  A greater proportion of children could become self employed in the future.  Irrespective of the form this will take care they need a positive foundation in maths and literacy to turn the idea into a business plan, loan application and commercial success.

Napoleon once accused the British of being a nation of shopkeepers.  We should take this as a measure of our real strength and opportunity for the future.  The shops that survive and thrive are those that provide a unique service that capture a niche market.  Not everything has to be a brand new idea. Old ones can be reworked and excel. The branded coffee shops now a common sight on the High Street stem from a concept established hundreds of years ago. The trick is to question how the concept can be updated and introduced into a new market. Simon Woodroffe  a serial entrepreneur  anglicised the mechanised Japanese sushi bar and turned it into Yo! Sushi.

Our commercial base is changing.  We could sit back and bemoan our lot, drawing on state support, or we can grasp the chance to reinvent ourselves.  New ideas, reformatting existing ones and  testing the given as a review process is emerging. But to capitalise on this, more than ever, we need the next generation to use their skills and depth of education to apply the relevant science, engineering and entrepreneurial spirit.  And this is where we are letting both sides down.  Fudging exam results has absolutely no benefit apart from puffing the ego of parents and school targets.  The easy GCSE is worthless in the world of tomorrow.  We will compete with children from overseas with higher educational substance. Foreshortening the education of children will deplete the creativity that is their birthright.  Giving them half an education is comparable to training an airline pilot to take off only, hoping they will learn that other important skill en route.  If not we are all heading for disaster.

Foreign Policy Needs To Be Integrated In Schools Curriculum

Friday, July 16th, 2010

Foreign Secretary William Hague recently announced he is reviewing the UK’s foreign policy to develop new strategic partners overseas. These medium to long-term objectives need to be integrated in the educational policies and teaching resources of the national curriculum.  After all, those responsible for the effective follow through of foreign policy are probably in school at the moment.

The political and economic map of the world is changing.  The UK’s status has moved from a world leader in the industrial revolution to become a potential follower.  But this may not be the disaster it sounds.  It makes greater sense to take the lower risk option and develop a structure based on a rear guard movement.  Learning from infrastructure faults will allow us to introduce a more refined mark II version.

We inherited many weaknesses from the industrial revolution.  Not least being the first to introduce a new infrastructure.  Our railway network is logistical fraught. A combination of Engineering brilliance and innovation mixed with old thinking and compromise.  Whilst the rest of the world delights in modern railways able to travel at twice the average UK speed, updating the original and ageing London underground and national rail network is now a gargantuan task and economically unviable. Concorde was technically brilliant but commercially a disaster. Supersonic passenger flight followed travel by hovercraft have come and gone.  Yet innovation is the very soul of the UK.

William Hague has flagged up potential realignment with developing countries.  China, India and Brazil are showing distinct signs of emerging economies. Some pundits consider the UK, Europe and North America as aging economies. History reveals huge swings in the economic fortunes of leading countries.  Portugal, Spain, Greece, Italy, the Roman Empire, even Venice once made fortunes as international trading nations.  Ironically the current economic situation now reveals massive debt and ailing economies in this same group of “ex” world leaders.

To secure a future economic position for the UK the foreign policy, determined by the Foreign Secretary, has to be integrated in the educational curriculum by the educational secretary Michael Gove. This requires considerable long term strategic planning. Modern foreign languages in schools currently focusing on French, German and Spanish would need to switch to Mandarin, Hindi and Portuguese.  Cultural awareness, customs and religion become essential if we are to capture any meaningful role in the new world market. No more can we assume empire status as we will be on the back foot.

We are not alone in this situation.  Recent forecasts indicate the progressive assimilation of the Hispanic  worker as essential in the economy of the U.S.A.  Years of political stability in South America where national leaders have outlived their western counterpart is leading to a growing presence and a critical mass in world economies. If we fail to open this economic door we could slip up badly. We and more importantly our children need an educational curriculum that is matched to this objective, and the process needs to start right now.

Microscience Workstation Provides Green Approach to Science Education

Thursday, July 8th, 2010

Cost, storage, and disposal of used chemicals  have impacted on science education in schools. But now physics, chemistry and biology in the classroom have have learnt a lesson from the subject itself. The latest science teaching resources have been miniaturised without losing any impact in the effectiveness of the curriculum. Saving storage space, cleaning time and minimising the use and disposal of  chemicals the microscience workstation approach is a truly green approach to education.

As its name implies Microscience is science practical work carried out on a small scale. The scientific principles of the conventional scale still apply but there are many differences that make Microscience very educationally rewarding.:

  • Students can work individually gaining greater ownership of their learning and allow teacher assessment
  • Lower cost using much smaller amounts of chemicals in the experiments
  • Environmentally friendly with lower consumption of energy, water and  less waste
  • Lower health and safety risks means those impossible experiments becomes possible!
  • Experiments are quicker with less clearing up, washing and storage of equipment
  • More time is available for lesson introductions and plenary sessions.

The workstation is easy-to-use, adaptable and has well-established laboratory procedures  and supplied with a large number of materials and worksheets. The hand-sized Comboplate allows microscale experiments  at primary, secondary and tertiary levels and  a link between practical work at all three.  Other innovations such as the Combostill (used for organic preparations) and the microburette provides an almost complete coverage of chemical techniques.  The science experiments avoidable on a micro scale include:

  • Gas preparation and testing
  • Electrolysis
  • Distillation and refluxing (including steam distillation)
  • Heating of chemicals and testing the gases evolved
  • Rates of reaction including reactions catalysed by enzymes
  • Quantitative chemistry including titrations; molar volumes and gravimetric analysis
  • Preparation of salts
  • ‘Test-tube’ experiments
  • Separating the components of mixtures
  • Electrical circuits
  • Food testing
  • Simulation of osmosis and other phenomena

Micoscience  overcomes many  anxieties of practical work  for teachers. Working on a micro scale encourages  innovative and an heuristic approach.  The apparatus can also be taken home. The amounts of chemicals used are so small the kitchen worktop is ideal as a place of work and the waste can disappear safely down the kitchen sink.  The adaptable and easy-to-use apparatus has spearheaded a completely new approach to science in the classroom. Teachers are given confidence by the ease of use and the range of worksheets and support available.

Maths Games Equals Wrong Answer For Schools Rebuilding Programme

Wednesday, July 7th, 2010

Possibly no great surprise that the recession has bitten into the five billion pounds school’s rebuilding programme. Of equal concern is the further one billion pounds to be trimmed from general teaching resources.  Is there anything left of Labour’s grand educational dream to improve our schools?

There’s not a lot left to show of Tony Blair’s grand electoral mantra of education, education, education. Followed by Gordon Brown’s grand plans the 13 year programme now appears in tatters.  The long overdue schools rebuilding programme is now to be curtailed.  With only 200 of the planned 750 schools completed this is a travesty of poor planning and clearly a devastating blow to the remaining schools whose plans are now dashed.

The cancellation, induced by the current economic crisis, can be laid to blame.  But somewhere, somebody, must have been aware the investment needed for the scheme exceeded the bank balance by a huge margin.  Clearly maths was not their strong point.

The commitment of head teachers and teachers takes yet another knock.  Years of running their schools on a shoestring is never easy. Even though teaching staff have a honed resilience who can blame them for feeling utterly frustrated.  Claims that our teaching standards have slipped over the years are met with reduced budgets at a time we need to catch up and excel in the world league tables.  The curtailment of the rebuilding programme broke days after a furore about unqualified teaching assistants being consistently use to cover the absence of teachers. Guaranteed this procedure is used as a means of controlling costs.

A huge number of schools were built with a designed life span of 25 years. Population evolution can make the sitting of schools in urban locations complex. Subsequent social and commercial developments can relocate the educational centre of gravity. It can be pointless building a school that could ultimately be in the wrong place.  There is a downside if the original sitting remains ideal. We ultimately need to rebuild any such schools at the end of its 25 years lifespan. These are the schools that are suffering. Inadequate structures, leaking roofs, outmoded facilities can drain the resolve and reserves. But schools are not alone. Even the Queen has suffered a budget cutback. Repairs of leaks in the roof of Buckingham Palace that are damaging furniture and furnishings are being delayed by up to ten years.

There may be a silver lining to all this. Schools have the opportunity to grasp additional operational freedom linked with an academy. Part of this status is the opportunity to migrate purchasing from the large operations to control a little more of their own destiny. Reduced operating costs and a keen eye for a bargain may change the thought process away from the educational quangos that have dominated school budgets. That essential item may now be on a smaller scale and cost a lot less to help control the budget, but it could appear this year rather than wait for years to be able to afford that all singing and dancing version.

Our Dunkirk spirit will have to emerge for the foreseeable future in our schools. Well versed in the concept, this may be the making of them. Let’s hope the outcome is the recovery in the schooling of our children. The government may have turned the lights out but opened the door to opportunity.

Children’s Education Improves From Cuts Bruises and Climbing Trees

Thursday, June 17th, 2010

Children need to the opportunity to explore their surroundings at home and in the open air to develop and test their boundaries.  Educational development stems from both practical games and theoretical classroom experience from the  formal teaching resources.  Unfortunately in our modern world we have curtailed many outdoor, secret games for children due mainly to safety concerns. But have we inadvertently reduced the spirit of adventure and ability to develop experience through experimentation.

The learning curve is still extraordinary steep at age seven to eleven years, yet we may have restricted children from a great slab of experience that could prove invaluable in school. We may think outdoor play is recreational but exploration encompasses an amazing range of subject disciplines. From the mechanics of a simple swing to avoiding brambles and nettles or picking a football team, maths, physics, biology and social skills all subliminally roll into their environment.

I recently visited my daughter and her family now living in a small town in Australia..  At the bottom of their garden lies the Australian bush. The town is abundantly served with outdoor sports and playground equipment for children. But the most enjoyable site for children lay hidden in the undergrowth. Sitting in the garden I could hear the laughter of children active in their secret den hidden from sight. Safety in numbers assured, the den comprised of a small clearing 20 metres from the gardens of a row of houses. You could detect the presence of the kids by the laughter and shaking bush and tree branches as the clambered about.

Parents in the neighbourhood arrived to summon their children home for lunch or tea by standing outside the den and shouting.  The children felt secure, perhaps more importantly they were in control able to explore, experiment and enjoy the learning experience without parents.  The educational benefits from such games are immense that can influence their whole schooling experience. Perhaps we need children to take another time-out period later in their educational careers.

The gap year, post university degree is a chance for young adults to broaden their experience which could materially assist their next stage of learning.  Developing travel plans, travelling and the exploration of overseas cultures reveal the value of personal freedom and is the making of many young adults.  But this ultimately occurs after the completion of the degree. Had the experience been obtained before university it could well have changed perception and the direction chosen for degree. How often have we heard graduates say they wished they had chosen a different course? Some time out to think, explore and develop may change perceptions to their advantage and allow them to select a more relevant direction. All proving that the element of play is an essential part of learning that should lasts a lifetime.

How Do We Stop The UK Going Backwards In Educational Achievement?

Thursday, June 10th, 2010

Education has been evolving over thousands of years.  History has shown that we can educate scholars such as Aristotle in ancient Greece and Copernicus in medieval Poland. So why do we struggle to achieve an educational programme that is fully fit for purpose in 2010?

Whilst we learn of medical advances that push the boundaries in health care, educational achievements seem to have stagnated.  Disease control, organ transplants, keyhole and robotic surgery have emerged yet teaching procedures appear moribund struggling in general to meet required literacy and numeracy standards in primary schools.  The possible reasons for this situation are legion.  The effects of the national curriculum, SAT’s, 11 plus, GCSE and special government schemes costing billions of pounds have seemingly failed to achieve any sustainable breakthrough.

The dilemma for parents wanting the best for their children starts when their child is five, epitomised by the sometimes traumatic activity to get their child into an “outstanding school.” Although five years old is the start of formal schooling for UK children, greater academic success has been achieved in countries where children start school aged six or seven such as in Finland and topically South Africa.

The type of school in the UK creates further headaches.  The choice between Montessori, Steiner, Kumon, faith, independent and state schools complicates the decision as does that old chestnut of class size. Although some techniques appear to be marginally more successful than others no single teaching method emerges as the outright winner. The skill of the teacher emerges as the only significant denominator.

Technology in the schooling process has indeed moved on. Kids are taught keyboard skills, maybe to the detriment of handwriting skills, and our teaching resources are awash with interactive white boards. Soon many schools could be linked through the web to allow a strong teacher to simultaneously broadcast to several schools. So what is not working?  There appears no simple answer. Various influences are cited as inducing a negative effect, notably teaching to test, where lessons are geared to passing exams and achieving targets rather than providing a broad educational strategy.

Strangely the collective might of the European Union have failed to influence the UK educational programme.  This seems odd. Whilst we have the specification for the acceptable shape of bananas, one area we could seemingly benefit from is a European standard in education. A federal approach could identify the best practice from each member state.  Although the potential benefits embedded in the International Baccalaureate and International GCSE are welcomed by trend setting schools these standards have been predominately avoided by most schools, and until lately, the government.  Perhaps overwhelmed by current inefficiencies, the emphasis on targets and considerations of academy status, we are reluctant to adopt yet another change. Yet these schemes have proven effective in other European countries, whilst over the last decade the UK has little to show in overall educational achievements despite the effort and determination of its teachers and pupils.

The clock ticks on. Educational development must be the primary focus of any government. Technology, improved communications and the paradigm shift of the commercial centre of gravity towards the Far East has changed the emphasis. Our children will need to thrive in a now global employment market. They need the career flexibility commensurate with a broad based education to take advantage of emerging opportunities.

It has been proven beyond reasonable doubt that we need help. The average tenure of the Secretary of State for Education is around 18 months yet they are charged with the strategic policies influencing a child’s schooling journey lasting a minimum of 11 years. Perhaps we should leave teaching to teachers and establish a team tasked with the definition and implementation of a new curriculum and best teaching practices drawn from the very best in Europe.  It must be better than the current situation, which, if unchanged, could leave us the poor relation, justly receiving the condemnation of generations of children to come.

Educational Secretary Gove Gives School Governors A Go

Sunday, May 30th, 2010

Michael Gove in one of his first acts as Educational Secretary has offered school head teachers to convert their school to academy status and school governors the chance to run their own school. Many educational heads understandably are groaning under the strain of yet another change. Do they – don’t they? This strategic move requires considerable thought and should be not be rushed. But whilst the sword of Damocles hangs more immediately over their heads in the shape of targets, tests and league tables, Headteachers and school governors deserve the summer holiday to ponder on the options.

The real challenge, occurring in the midst of economic difficulties, is the need to instigate changes to plan for a population boom requiring 300,000 new places in primary school over the nest few years. Clearly the new coalition has been planning in the background but the onset of the policy appears almost to be a panic move. Schools are expensive both in building and teaching resources. If the schooling output is suspect then clearly something has to be done, but the option to offload responsibility to parents or academy options seems be a cop out.

Parents have a predefined role in the schooling process and naturally wish to do best by their children. The underlying question is whether their involvement in managing their own schools can remain effective after their children have left school. It would be a disaster if a “parent’s school” collapses after 5 years due to changes in the motivation of the leadership.

Population evolution in size and geographical spread can outweigh the relevance of a schools location. Many schools were therefore originally built with a finite life of 25 – 50 years. This approach seems highly logical process but unfortunately results in a time bomb in those schools required for continuing use. We now have a need for both a massive rebuilding and refurbishment programme. Originally covered in the 50 billion pound schools rebuilding programme announced by the previous government, it is now at risk from cutbacks.  The sting in the academies or parents school programmes is therefore the possible transfer of the rebuilding costs to the new schemes.

Providing each child with an educational dowry from the government would subsidise the programme but we could see schools ultimately fail due to reduced attendance fees from future population changes. Education is a long term strategy. We desperately need the future scientist, engineer and entrepreneur that are to manage the fortunes of the country in the future, hopefully, more effectively than we are currently achieving. For this we really shouldn’t be playing educational games with the future of our school children.

TTS Educational Range Increases On Keen2learn Award Winning Website

Wednesday, May 19th, 2010

Keen2learn has added a host of new products from TTS. We already promote a significant selection of their award winning educational games and the additional teaching resources and educational furniture makes it easier for our customers to shop in keen2learn than visiting numerous other websites. In fact over the past couple of years we have grown to represent over 65 educational games and toys suppliers that cover all key stages of the National Curriculum.

If you are a teacher in school or nursery, or a parent wanting to give your children extra fun support at home, using keen2learn can save you heaps of time and money –  we also offer free delivery to the UK mainland! The range also cover Special educational needs SEN. No need to spend hours trawling through countless web sites when you can probably find what you want on one! And if we don’t stock what you want drop us a line at sales@keen2learn.co.uk and we’ll see what we can do. Educational games are a sure and fun way to stimulate learning, that’s why we call it learning in disguise!

Some examples of our increased TTS range can be seen here:

Traditional store

Special stories for Special Children

Easi Walker

More Teaching Resources and Educational Games from keen2learn

Tuesday, May 18th, 2010

The demand for educational products to support children’s learning in school is growing. The range of fun learning products from keen2learn has been increased to match the demand.

Keen2learn have just added a host of New Products to their on-line web site explained managing director Alistair Owens. He gave the reasons for the range extension: “Keen2learn offers an extensive range of educational games, toys and puzzles that support the National Curriculum. The web site is growing each year as schools, nurseries and parents seek the teaching resources to support children’s learning in school and home for ages 5 – 15 years old. We’re continually asked by new suppliers to promote their products in our range” he said. “This is especially the case for the smaller suppliers who have a great product but find it difficult to reach the market. Many are ex teachers who developed some fantastic games based on their experience in the class. Over the past couple of years we have trebled the selection of teaching resources and supply to many customers overseas.” Keen2learn now operate as an educational supermarket offering a wide range from over 65 supplier’s on one site – saving teachers and parents the need to hunt around multiple sites explained Owens.

Examples of some the latest additions to the site:

Pond life camera

Rainbow fraction tiles

Handwriting Separate And Joined Letters

Medieval Realms

Green Energy Applications Update For Teachers

Friday, May 7th, 2010

The hot topic of Green energy – sorry couldn’t resist that opening, will probably gather pace as a result of recent events. The effects of volcanic activity demonstrated the devastating forces of nature. The outpouring of ash and harmful gases from the volcano versus the savings of CO2 made by grounding all aircraft for a week. Has the volcano damaged the momentum and relevance of the green energy push? Science lessons in the school classroom need to convince the next generation and influence the family at home.

To help the impact  of our teaching resources, teachers and parents may care to take a look at the latest newsletter from UK Green Energy for some tips and opportunities. If nothing else the volcano has accelerated the need to convert to energy saving measures – the environment has been bruised and needs even more support.

Childrens Failure In English Literacy and Numeracy Continue to Worry Governments and Employers.

Monday, April 5th, 2010

The attainment of children in English literacy and numeracy is a continuing concern for employers and educational authorities. The recovery from global recession may be hampered by inadequately educated employees.

Those of us that can read will be shocked to learn of the excessive number of children that leave primary and secondary school without the minimal grasp of English literacy. This concern affects more that the just UK, so what is wrong with our modern teaching resources?

Perhaps the greatest concern of the Department of Children Schools and Families (DCSF) is the continuing poor standards in English. Children are leaving primary school with inadequate criterion to perform in secondary school. The transfer can overwhelm children who find continuing education in all subjects a struggle. The net effect is a barrage of children attempting to enter the employment market with inadequate standards in literacy and numeracy.

Chief Executives berate the educational system claiming that to employ the workforce they need they are forced to provide lessons in basic literacy and numeracy to new employees. But the problem is not unique to the UK. Six million Australians also don’t have the necessary basic literacy or numeracy skills needed in the workplace. Skills Australia have just released figures that equate to 40 per cent of Australians in work and 60 per cent of those unemployed have inadequate educational standards.

Technology is a double edged sword in the circumstances. Education can benefit from the myriad of technology based teaching resources that are now available. But technology is also removing the lower order of employment opportunities. The general move in employment is towards jobs requiring higher levels of education leaving the failing children trapped. This is bad news all round as employers, failing to find the correct quality and quantity of employees, will struggle to meet the opportunities emerging in a recovery from a global recession

Home Improvements Spar with Exams Results to Increase Value of House

Friday, March 12th, 2010

An outstanding primary school can now add 20,000 pounds to the average home value in the latest review.  So if you want buck the trend in house prices just make sure all the kids at your local school do well it in their SAT’s.

Sarah Beney should extend the scope of home improvements to also include school SAT’s exam results. The coordination starts with the foundations of the teaching resources of the school. Are they sound and able to support the schooling process?  The old adage that many hands make light work can also be applied to the school project. Learning can benefit from additional support from tutors and parent’s playing the many educational games available that stimulate children and also practice the lesson content.

The educational project perhaps compares favourably to the cost and effort required to knock a wall down, rewire or re-plumb the house. At the moment which project would generate the greatest financial benefit?  How much will the house improvements generate in a depressed house prices market compared to 20,000 pounds increase in house prices from being near a good school.  The school catchment area is probably the best bet by far. And your kids get to do well in school, pass exams and get a great job.  May be worth considering the priorities in the housing market. Sorry Sarah.

How To Move Up Two Grades In School Achievment

Monday, March 1st, 2010

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  benefits researched by Becta and the BBC.

1.    Microsoft showed 37 per cent  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 believed home access increased their involvement in their child’s learning

17      97 per cent of parents surveyed believed that home access would help their children do better at school.

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

19.      81 per cent of parents (94per cent 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.

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.

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.

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.

3D Set To Upgrade Interactive Whiteboard Teaching Resources

Thursday, January 21st, 2010

Although a huge number of schools installed interactive whiteboards as the focal teaching resource in the classroom, many are used as a conventional white version of the blackboard with all the electronics turned off. But 3D is about to upgrade the potential.

Sunlight, shadows and equipment failure tend to knock confidence in the interactive whiteboard. There are cases where children brought to the front of the class to interact with the computer isolate the remainder of the class until it’s their turn. Lesson time can quickly be consumed in a parade of children trooping to the front of the class.

But 3D technology in the form of chip is about to change the concept and use of this learning resource. Built into a new projector similar in shape and size to the conventional projector, the 3D version opens a whole new world to learning.

Pupils involved in the 3D programme in the USA saw a 35% jump in their grades, according to the study.

“The first comment from the teachers was that there wasn’t one discipline issue – which amazed them. And the second thing they noted was that every student passed the exam, which was unprecedented,” said Tracey Masamoto, director for 3D content firm JTM Concepts which conducted the tests.

With this level of positive reaction, the teacher’s performance and job satisfaction could leap forward significantly. Quelling the disruptive element of the class would extend the time available to teach and the technology opens new horizons in learning. All we need now is a set of 3D glasses and the software that can live up to the standards that kids who have seen “Avatar” will expect!

Read more BBC news

Are Educational Fads The King’s New Suit of Clothes?

Wednesday, January 13th, 2010

Perhaps the biggest concern for parents and teachers is the continuing trend of the UK to be slipping down the world educational league table. We have a limited number of excellent schools and respected teaching resources in both the state and independent sectors, but these are denuded by the significant failure in the bulk of our primary and secondary schools.

(more…)

Does Secondary Schooling, Great Teaching Resources or Luck Influence a Career?

Sunday, January 10th, 2010

Schooling is the vital link in the educational programme for children, but just how much have our teaching resources changed over the years? Take a look at the continuing story of Bill Whiting , Chief Executive of B&Q during its substantial global expansion. How much did the 11+ GCSE and secondary schooling help or hinder and how much was down to luck? You can see chapter 2 in the series  How Does Education Help or Hinder the Road to Success of a Chief Executive: Chapter 2.

Schools To Send Teaching Resources Cash Back.

Friday, January 8th, 2010

Who would want to be a headteacher. Budgets and initiatives arrive in each post with immediate implementation, targets and follow up reports and inspections.

Early December 2009 the DCSF insisted they wanted schools to save £500m on their heating and lighting budget. OK no one saw the freeze coming -especially so inappropriately close to the Copenhagen Global warming summit. So headteacher if you failed to save on the school’s heating budget or maybe sent the kids home this week in desperation don’t worry there’s a new scheme to remove your dosh. If you have been prudent and saved on your overall teaching resources budget Ed Balls and his merry DCSF team want this back as well.

Crazy world but the only way to save your budget is to spend quickly. Next April when the allocation arrives spent it all by April 7th. Goodness knows what could happen in May and the elections. Rest assured you will be completely wrong, judged an idiot and harangued but you can only be hung once as the saying goes. They won’t be able to reclaim underspend or overspend back and you should have a free year ahead. Save £5 in the budget to buy a rubber stamp and mark all reports or spreadsheets with the words “Spent, Empty and All gone” in your reports. Should free up a colossal amount of time to what you do best …..teach. Good luck.

Is The British Educational System Slowly Collapsing?

Monday, January 4th, 2010

May seem a downbeat message for the end of last year, but do stop me if you feel relaxed about any of the following educational headlines that have appeared in “The Times” during December 2009. Maybe this year we will see a turn-around in our schooling standards as our teaching resources desperately need regrouping to meet the challenges of the new decade.

December 1st  “There is a myth that students can’t be stretched”.  Britain’s 16 year olds on average take just two academic subjects at GCSE. Children in Japan, France, Germany and Canada for example take five or six academic subjects. Is our predilection to hit school targets influencing children to take easier subjects that unfortunately have a lower ranking? How will British children subsequently fare in the global market?

December 2nd  “The extra billions of pounds failed to raise school standards”.  The £ billions that have been ploughed into increasing educational standards under the labour government have failed to produce a corresponding improvement.  The spending has been increased by £30bn per year but the value for money from schools has fallen steadily and is no better now than the final year under the previous government.

December 2nd.  “League tables show another dip in the top scores of English and science.”  The number of pupils leaving primary school with high test scores in English and science has declined for the second successive year.

Only in maths did the result improve but this was due to the more able children.  Performance overall in the National Curriculum  has induced teachers and schools to improve the average score of a class. Investing their time and energy and time to get the greatest number of children through the tests is a great concern as schools are subsequently are failing to stretch the gifted and talented children.

A staggering total of 1,472 schools failed to meet the government’s basic performance target. It would seem the of the law of diminishing returns is now in place. Diana Johnson, junior schools minister, admitted her concern over the fall in results in English. Nick Gibbs the shadow schools minister said “There remains a huge problem with literacy in primary schools; one in ten 11 year old boys are not even getting a grade in this vital subject.”

December 11th.  “Are safety laws a threat to exchange trips and work experience.”  Head teachers from state and independent schools believe new safety laws could see the end of educational exchange trips and work experience placements.  By the time safety checks are complete the opportunity, and enthusiasm, would have passed.  At a time when the relevance of this vital experience is increasing we seem to be shutting the door.

The only way is up. Let’s hope education moves into a significantly higher gear this year. Maybe the real boost to performance lies with what parents can bring to the party. Help at home could be the hidden answer and the range of educational teaching resources now available to help parents could be the ammunition they need.

Is Schooling Really Essential For The Ideal Career? Chapter 1

Tuesday, December 29th, 2009

Many of us look back on our schooling days and wonder if we received the ideal educational support. How much  did  our performance in the classroom, SAT’s, 11 plus, GCSE and GCE materially influence our lives and careers. Do the teaching resources  really mould our destiny or merely steer us to explore other  latent talents.   We have been granted permission to reproduce an article by Bill Whiting, retired CEO of  B&Q International  and main board director of Kingfisher, that explores this dichotomy. It’s a fascinating read of a boy from a very ordinary background, the schooling he endured, and his progression through a career that took him to the high echelons of global commerce. The article “Does School Help or Hinder the Road to Success of a Chief Executive” will be serialised here over the next 8 weeks.

Active Designs Launch Two New Products

Wednesday, December 16th, 2009

These popular teaching resources allow children to see a new classroom calendar and the main structure of the human heart. Fabric panels allow velcro panels to be added,  hopefully in the right place. Designed to be big enough for front of class use these robust panels are a great addition to the popular range of Active Designs already on the keen2learn site

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