Posts

Get your students to explore the potential of their own brain and answer Life’s Big Questions

London, 8 June 2022: Students aged 7 – 11 across the UK are invited to participate in an interactive survey titled Life’s Big Questions. Created by Dreamachine, a one-of-a-kind programme setting the minds of the UK public alight with its magical journey to explore the extraordinary potential of your mind, the online survey is hosted by Martin Dougan (CBBC Newsround), together with globally renowned neuroscientist and author Anil Seth and philosopher Fiona Macpherson. The survey is an interactive exploration of the amazing power of the human brain and how we each experience the world that places young people’s perceptions at its core.

 

Life’s Big Questions connects children’s voices across the four nations, celebrates their unique differences, and gives a student voice perspective on what matters to them most. Involve your students in the unique opportunity and let their thoughts and perceptions on the human mind be heard.

 

Rooted in the United Nations Convention on the Rights of the Child, Life’s Big Questions invites children to explore big scientific and philosophical questions about how we experience the world and why our senses aren’t as simple as they seem. Centred around five ‘big questions’ such as ‘Can I believe everything I see?’ or ‘ Are colours only in my mind?’ the survey gives voice to how young people experience the world around us and their connection with others.

 

Created for flexible learning and easy for teachers to build into their lessons or enrichment sessions, the pupil facing website will host a short video introducing each question. There will then be several fun examples illustrating the question, and a simple question that pupils can answer. Pupils that take part will then be able to see how their answers compare with children across the UK – encouraging them to consider the ways we are similar – and what makes us unique.

Each question includes Q&As with world-leading experts in science and philosophy, explaining why we experience the world the way we do. Simple step by step activities, including audio clips and optical illusions, will guide a whole class or individual pupil through the survey. The survey can be completed as a whole class or individually.

 

Professor Anil Seth says: “I believe that children are intrinsically curious about consciousness and perception – about how we each experience the world, and why we have conscious experiences at all. By engaging with children about these fundamental topics, we’ll be able to cultivate this curiosity, build greater understanding and empathy, and foster greater wellbeing too – because understanding how we’re each different on the inside is an important part of bringing us together and forging connections. And we’ll also hope to discover fascinating new data about how children across the country experience their worlds.”

Fusing science with arts, the Dreamachine themes offer compelling classroom investigation on the power of the human mind, our amazing brains and the big questions of perception and consciousness – our sense of self, how we see the world and how we connect with others. All associated resources are linked to curricula across England, Scotland, Wales and Northern Ireland.

Life’s Big Questions is launched as part of the Dreamachine Schools programme, a major programme developed by A New Direction in partnership with the British Science Association, UNICEF UK and We The Curious, commissioned as part of UNBOXED: Creativity in the UK.

 

Steve Moffitt, CEO of A New Direction, said: “We launch Life’s Big Questions as schools come to the end of yet another challenging academic year; schools need to manage staff capacities, learning loss for students, and the mental health and wellbeing of both pupils and teachers. At A New Direction we have created this suite of high-quality learning assets and resources, a programme of CPD and a set of light touch time bound exercises which all address big conceptual questions that feel relevant and useful for schools at this present time.”

 

The first 500 schools to take part and register will have the opportunity to win in-school experiences for their students, including an online Q&A with leading scientists or philosophers and a science themed workshop. Sign up today.

 

 

For more information

To find out more about Life’s Big Questions and watch the invitation video for schools, please visit schools.dreamachine.world/lifes-big-questions/

Campus Crime: London School of Economics reports over £250k of thefts

 

Laptops, mobile phones, and Rolex watches reported as lost or stolen by students and staff

 

London, 8th June 2022 The London School of Economics and Political Science (LSE), a leading research institution, has recorded nearly £250,000 in stolen electronic devices, including laptops, tablets and phones, over the past five years according to official figures.

 

The data which was retrieved via the Freedom of Information Act (FOI) and analysed by the Parliament Street think tank, observed the number of stolen electronic devices from LSE year on year from 2017 to 2022, as well as the total cost of devices lost.

 

In total, £242,744 worth of devices were listed as stolen, with laptops, tablets and phones accounting for 78 per cent of the devices.

 

Overall, the 208 stolen laptops, tablets and phones totalled £189,934 worth of lost devices, with 126 laptops, 61 phones and 21 tablets reported as stolen.

 

The year with the greatest monetary loss was 2017, with 54 stolen devices totalling £50,740 whilst 2019’s 57 stolen devices was the highest volume of devices during the reporting period.

 

Outside of laptops, tablets and phones, a further £52,810 in devices including network switches, cameras and a Rolex watch were reported stolen.

 

The news comes following the government’s Cyber Security Breaches Survey, revealing that an alarming 92 per cent of universities have been targeted a cyber-attack in the past 12 months.

 

Cyber crime expert Achi Lewis, Area VP EMEA for Absolute Software, commented: “Large organisations naturally have a greater task of ensuring that devices are fully protected, and the vast number of interactions that happen at universities like LSE can increase the chances of devices being stolen or misplaced. As such, it is essential that cybersecurity measures are put in place, such as resilient zero trust solutions to restrict the access of malicious actors trying to breach stolen devices.

 

“Particularly in industries like the education sector, it is essential that staff, and even students, are properly trained on the key security issues at hand given the volume of sensitive data stored across devices. Effective training will not only aid the prevention of breaches, but also assist staff and students on how to react once a device has been stolen.”

 

Students take to the runway in Blackheath High School fashion show

Blackheath High School hosts first live fashion show in over two years to showcase the incredible design talent of its students.

 

Entitled ‘Disrupt’, the show references the disruption faced by students throughout the pandemic. Students were given the opportunity to experience the roles of fashion designers, makeup artists, models and technical support to put on a professional show for teachers, parents and students.

 

Students from across the senior school showcased their designs, with Year 9 students designing garments in response to the theme of ‘Fears and Phobias’ and Year 11 GCSE students exploring the theme of ‘Beautiful Decay’. Standout outfits drew inspiration from the natural metamorphosis of weathered surfaces and the evolving coastline of Hastings.

 

Students in Year 12 worked with the theme ‘Fragments’, with notable designs including Bo-Thiel Makenzie’s architecturally inspired graphic prints and laser-cut overlays, providing a wonderful contrast to Eloise Marsh’s delicate print surfaces, fluid lines and crocheted details.

 

The show closed with catwalks by Year 13 students showcasing their final collections developed as part of their Textiles A Level coursework. Student Flossy Gobey drew inspiration from Retro Futurism while Mabel McLeod took inspiration from skin and bodily forms, using latex and embroidered embellishments to convey visceral forms.

Blackheath High School’s annual show provides an opportunity to showcase students’ outstanding creativity and practical skills in fashion design, many of which undertake Textile GCSE and A Level.

Using the skills attained at the school, many students have gone on to study at world-renowned arts and design college Central St Martins.

 

Blackheath High School is a member of the Girl’s Day School Trust (GDST) a family of independent schools and academies across England and Wales. It was first established in 1880 as a purpose-built girls school in the heart of Blackheath Village.

 

The school is compromised of a Junior School, Senior School and Sixth Form for girls aged three to eighteen. It is driven by the mission to encourage students to defy gender stereotypes and pursue their own individual passions as part of the school’s extra-curricular activities.

 

Ms Carol Chandler-Thompson, Head of Blackheath High School, said: “Our fashion show is a staple event in the Blackheath High School calendar every year and it was fantastic to come together to celebrate the extraordinary talent of our girls.

“I am consistently blown away by the passion and creativity of our students, but what I was particularly proud of was how amazingly the girls collaborated with each other to make the show a success. We have a vibrant, creative and supportive community at Blackheath High School and nothing shows it off better than our annual fashion show.”

 

Eden Chambers, Year 12 student, said: “It was so exciting to collaborate with other students to put this show together and to share my designs. Everyone had the opportunity to try a new skill, from lighting, to performance to makeup artistry and I am really inspired to complete my textiles A-Level with some new ideas.”

 

www.blackheathhighschool.gdst.net

 

Can your students design a comic strip to show their vision of a future Olympic or Paralympic Games? Aldi, Team GB and ParalympicsGB want to hear from you!

Aldi, Team GB and ParalympicsGB are marking the 10th anniversary of the London 2012 Olympic and Paralympic Games by launching the Get Set to Eat Fresh Design a Comic Strip competition. School children aged 5–14 are invited to bring to life their vision of a future Olympic or Paralympic Games in a fun and creative way – creating a comic strip! Winners will receive £1,000 cash for their school, a £100 Aldi voucher and a whole host of Team GB and ParalympicsGB goodies. The overall winner will also have their comic showcased in Aldi stores nationwide!

The campaign has been launched by ParalympicsGB rower, Lauren Rowles MBE, and Team GB diver, Jack Laugher MBE. The athletes will work alongside a judging panel from Aldi, Team GB and ParalympicsGB to select a winner from three different categories: ages 5–7, 7–11 and 11–14 – alongside one overall winner. The panel will be on the lookout for exciting, inventive and fun designs, which showcase a clear vision for the Games and include at least one healthy food! The deadline for all entries is Friday 24 June.

To help get students inspired, teachers can download the free competition resources from the Get Set to Eat Fresh website. Alongside the entry and cover sheets, the supporting resources have been created to get children thinking about how the Olympic and Paralympic Games have changed – and remained the same – over time. Students will also be encouraged to discuss the different foods people eat at the Games and how the sport, events and food may change in the future.

By entering the competition, students will be challenged to get creative and incorporate feedback to create a truly eye-catching, futuristic design.    

Enter by Friday 24 June for your chance to win!

“Come on, kids! Let’s get creative,” remarked Lauren Rowles MBE. “We want to see your amazing ideas of what we might be able to see, do or eat at a future Olympic or Paralympic Games. There’s only one rule. Your entry must include one item of food. That can be an athlete’s breakfast or a fruit stall for fans at the stadium. That really is it. Oh, and don’t forget to send your entry by 24 June!”

“We can’t wait to see your ideas” added Jack Laugher MBE. “Perhaps you think a future Usain Bolt will be breaking records for a 100m sprint on the moon. Or new technology will mean new sports are invented! Or maybe we’ll come together to find more sustainable ways to travel to the Games. There really is no limit to your imagination. I’m so excited to see what you come up with. Good luck!”     

Adam Zavalis, Marketing Director of Aldi UK, said: “We’ve been fuelling Team GB with healthy food since 2015 and I’m delighted that ParalympicsGB has joined our great Get Set to Eat Fresh programme. The Design a Comic Strip competition is just one of the ways we hope to inspire children to think about healthy, active lifestyles and explore their best futures. On your marks, get set – draw!”

Get Set to Eat Fresh is a nationwide healthy eating initiative from Aldi, Team GB and ParalympicsGB. The programme creates free teaching materials for teachers and families to support young people aged 5–14 in developing their love and curiosity about healthy food and the skills they need to cook nutritious, low-cost meals. Since its launch in 2015, the Get Set to Eat Fresh programme has reached over 2.2 million young people and, with ParalympicsGB joining the programme this year, aims to further expand to reach 3 million by 2024. The programme has been well reviewed by teachers, with 92 per cent of those surveyed saying they would recommend Get Set to Eat Fresh to a colleague.

To find out more about the Get Set to Eat Fresh Design a Comic Strip competition, please visit: getseteatfresh.co.uk/resources/designacomicstrip

 

Opening of the Roman Baths Clore Learning Centre

The Roman Baths Clore Learning Centre ­– a new, state-of-the-art Learning Centre at the Roman Baths – will open on 16 June and is now taking bookings for the autumn term. 

A former Victorian spa laundry building, along with an area of Roman remains beneath street level, have been sensitively renovated to create a new Learning Centre that will allow pre-booked school and community groups to learn about history and heritage in a hands-on and accessible way.

  • Learn amongst the remains of one of the great sites of the ancient world
  • Have a go at being an archaeologist! Excavate your own finds in a new underground Investigation Zone surrounded by real Roman remains
  • Handle real artefacts and walk on the pavements where Romans walked 2,000 years ago

A highlight of the Clore Learning Centre is a pioneering new learning space called the Investigation Zone – an atmospheric underground environment set amidst real Roman remains. Here, children will be able to explore, investigate and record archaeological materials in a hands-on way, becoming mini-archaeologists and mini-curators as they participate in learning sessions amongst real Roman archaeology.

The floors above contain two stunning new learning spaces. The Sulis room is geared towards primary school groups, with photos of Roman characters on the walls and views across the street to the Roman Baths. The Minerva room is a flexible space that can be used for a variety of activities – from gathering around large tables for a handling session, to sitting theatre-style to watch a presentation.

The Clore Learning Centre offers stress-free school visits, with new facilities including a lunchroom inspired by the laundry’s former Water Tank, a designated coach drop-off point, and an underground tunnel which will create a dramatic, direct route from the Learning Centre into the Roman Baths.

Teachers can choose from a range of inspirational teaching sessions and activities, with opportunities to handle Roman objects from the museum’s collection and investigate historical sources. The sessions are closely linked to the National Curriculum and cover subjects such as Roman bathing, religion and belief, Latin language, and life in Roman Britain.

Councillor Kevin Guy, Leader of Bath & North East Somerset Council, said: “We’re really looking forward to welcoming school children and local community groups into the Roman Baths Clore Learning Centre. Once established, about 15,000 people per year are expected to use the Centre. The amazing new, purpose-built facilities will greatly improve the quality of their visit to the Roman Baths.”

Lindsey Braidley, Learning and Participation Manager at the Roman Baths, added: “Learning outside the classroom is an essential part of children’s education. Studies have shown that cultural trips significantly improve the health and wellbeing of students – something that, after successive lockdowns and reduced access to trips, is more essential than ever.”

The offer for schools will be complemented by a vibrant community engagement programme, which will build new relationships with local community groups, and offer student placements, apprenticeships, and volunteering opportunities. Outreach events will allow a wider range of people to engage with the unique history and heritage on their doorstep.

The Clore Learning Centre is part of the Archway Project, supported by The National Lottery Heritage Fund thanks to National Lottery players, which also includes a brand-new Bath World Heritage Centre and a new Roman Gym at the Roman Baths.

Stuart McLeod, Director, England – London & South at The National Lottery Heritage Fund, said: “We’re delighted to see the Roman Baths Clore Learning Centre open. Thanks to National Lottery players, school groups will be able to engage and connect with the history of Bath in a new way. They can discover more about its rich heritage through hands-on learning, and walk through Roman archaeology in real life. This experiential learning will be very memorable to these young historians and offer a glimpse into the fascinating history of this World Heritage Site.”

The Clore Learning Centre is kindly supported by Clore Duffield Foundation, the Garfield Weston Foundation and The Roman Baths Foundation.

Kate Bellamy, Director, Clore Duffield Foundation, said: “We are delighted to support the new Clore Learning Centre at the Roman Baths. It will bring Roman history to life, provide an inspirational day out for all the children who visit, and enthuse the next generation of historians.”

For more information, please visit www.romanbaths.co.uk/schools.

COBIS AND DISCOVERY EDUCATION 2022 CODING CHALLENGE: INTERNATIONAL COMPUTING COMPETITION WINNERS ANNOUNCED

COBIS (Council of British International Schools) and Discovery Education are delighted to announce the winners of the 2022 Coding Challenge – a competition for British International Schools which sees students compete with their peers around the world to create a computer game or app.

 

Now in its third year, the prestigious challenge invites students aged 5-12 to unleash their creativity by designing an app using Discovery Education Coding – the award-winning resource for primary schools. Open to COBIS member schools in 76 countries, the competition reaches over 165,000 students globally. 

 

The theme of this year’s competition was ‘A Difficult Journey’ and students taking part were encouraged to create an app simulating a quest. The judges were highly impressed by the wide range of entries and the programming skills shown by entrants as young as 5. 

 

The 2022 winner is 12 year old Kobe, a Year 7 student from Doha College in Qatar. Kobe’s winning app was ‘Fit the Gap’ – an impressive block coding game which sends players on a journey in search of a missing star. The user-friendly app was described by the judges as “sophisticated and mature” with a “very professional and authentic design.”

 

Kobe said: ” I am ecstatic that I won the COBIS App competition, I didn’t believe I could do it, I thought I had a small chance of winning second or third prize, but never imagined that I would come first! My game was based on games like Tetris that I love playing in my free time. I finished the game with only a few hours to spare and I didn’t think much of it. After a while, I had almost forgotten about it, I even wondered if I had submitted it correctly, then I got the email that I had won, and honestly, I’m surprised out of my wildest dreams!” 

 

Kobe’s teacher Ruhul Chowdhury said, “We are very pleased to learn that Kobe has won first place. We would like to thank COBIS and Discovery Education for giving our students an amazing opportunity to participate in this event. It provided them with a platform to create an app based on the theme given. I believe all our students should learn how to create apps, and other digital products and services by learning to program. They need to become creators of technology rather than just the end-users.” 

 

The second place winner was 12 year old Ojas from The Arbor School in Dubai. Ojas’s winning app was ‘The Adventures of Indiana Jones’ – an exciting game in which players search for missing treasure. The game was described by the judges as “exceptionally well designed and authentic.” 

 

Ojas said, “Discovery Education Coding  provides an amazing platform for the students’ interest in programming and STEM. It is an honour to learn and compete with the best and brightest of students across the world. My game program was based on the adventures of Indiana Jones where I attempted to combine fiction with joys of programming. I am really thankful to my teachers at The Arbor School who have always taught me to go that extra mile.” 

 

The third place winner is 11 year old Gosha from English International College in Marbella, Spain. Gosha’s winning app was based on Minecraft, with 3 levels of exciting play. The highly creative app was described by the judges as “complex, inventive and really immersive.”

 

Gosha said, “I loved participating in this year‘s coding competition. I love coding and my teacher, Mr Carlos.Coding is very important to me and I want to be a programmer of games when I grow up. I worked really hard on my game and I’m really proud of myself for achieving this award.”

 

The three winning students were presented with their certificates at special school assemblies this week. First prize winner Kobe also received a $250 Amazon voucher, with the runners-up Ojas and Gosha receiving $150 and $100 vouchers respectively. 

 

Colin Bell, CEO of COBIS, said:

 

“As a student-centred organisation, we are committed to offering enriching opportunities for students worldwide, and so we were delighted to partner with Discovery Education to deliver our third Coding Challenge for students at British international schools. The competition allowed students as young as five to learn how to code and develop valuable skills such as problem-solving, computational thinking, digital literacy and creativity. It was fantastic to see so many students take part, and we were once again blown-away by the impressive talent that the competition showcased.”

 

Howard Lewis, Discovery Education’s Managing Director UK and International said:

 

“Today’s students will do jobs that we can only imagine, so it’s vitally important that we equip them with future-ready skills. Discovery Education is delighted to partner with COBIS to deliver the Coding Challenge to British international schools for the third year running. The competition helps teachers to introduce coding in a fun and accessible way, encouraging a love of computer programming in children from an early age.”

 

Online Parent-Teacher Conferences should be encouraged

Once or twice a year, parents pay a visit to the school to meet with teachers and discuss about their children. Whether it’s about the academic progress their kids have made, or how they are doing in general within the school environment, the annual parent-teacher conference is a vital component within the education systems from all over the world.

So, what happened when the COVID-19 was declared a global pandemic? Well, naturally when the schools closed down, parent-teacher conferences were also cancelled indefinitely. But now that the schools are largely back to normal, it is time again for teachers and parents to come together and work towards creating an even better learning experience for the children. Many schools have shifted towards hybrid education, combining and alternating between in-person and remote learning. Consequently, there is also a growing trend of school administrators hosting both virtual and physical meetings for parent-teacher conferences.

According to Rene Buhay, SVP of Sales and Marketing at AVer Europe, “By utilising the latest education technology such as video conferencing, online parent-teacher conferences can be a powerful and effective way in building meaningful relationships between the families and educators. Contrary to what some may believe, having parent-teacher conferences online are not inferior to in-person meetings. In fact, these virtual conferences can bring many advantageous factors in areas where face-to-face meetings may be limited.”

 Here are some key reasons why online parent-teacher conferences should be encouraged.

Flexible and Accessible

In a time of uncertainty where the world is trying to establish new “norms”, flexibility is crucial in ensuring a level playing field for all children. The traditional parent-teacher conference often did not have a concrete schedule that the parents could follow. Instead, there would be some general timetable for when each teacher is available to talk, but often parents would end up waiting in line for prolonged periods before they got their turn. It’s also not surprising that sometimes parents can’t make it to the conference due to work shift hours, prior commitment, or long-distance commute. With the option of having the parent-teacher conferences online, it eliminates these problems and increases the chance of both parents being able to attend. An internet connection, a video conferencing camera, and open platform such as Zoom, TEAMS or SKYPE,  is all a parent needs to join a virtual conference. Parents can now communicate with teachers from the comfort of their home, or virtually anywhere through the tap of a few buttons.

Efficient and Easy

While parents can enjoy the flexibility and accessibility of attending virtually, teachers also benefit from these online conferences. No longer do teachers have to struggle with presenting students’ work to parents in a noisy gym filled with overlapping conversations, nor will they be restricted to stay at a designated table due to limited space. By implementing educational technology in online conferences, teachers can stream and show all the work a student has done through a visualiser that’s equipped with a rotatable camera head, giving them the option to show their face and the student’s work interchangeably. Alternatively, if the teacher also likes to move around the room and gesture to points written on a blackboard, a simple tracking camera with plug-and-play USB connectivity would allow them to do so in seconds. With the utilisation of these two, we can say goodbye to distracting noises and poor visibility in a room full of waiting parents.

Build an Engaged Community

Choosing to participate in online parent-teacher conferences is essentially taking a more digital approach. With technology weaving its way more into the field of education, the level of convenience and visibility it brings can encourage parents to attend online conferences more often and in turn allow both parties the opportunity to get consistent insights and communication from each other. In doing so, this will create a sense of community that is connected based on collaboration for the sake of the children’s growth and development.

About AVer Europe

AVer Europe provides intelligent technological solutions which harness the power of visual communications for business and education. With over 20 years of research, development and manufacturing excellence AVer holds numerous international design, innovation, application, and service awards for exceptional product usability, reliability and customer satisfaction.

http://www.avereurope.com

CAN’T GET THE STAFF?

MOXI BRINGS YOU CLASSROOM-READY CANDIDATES

One former head teacher’s struggle to secure classroom-ready staff for his school has led to the launch of Moxi, a specialist education recruitment and training company, which is set to revolutionise the way the sector sources talent. 

Moxi offers a nationwide service to fill schools’ recruitment needs at all levels, from support staff and teaching assistants to classroom teachers and senior management leadership professionals. It also specialises in supplying qualified professionals to support special educational needs. 

RECRUITMENT FOR EDUCATORS, DESIGNED BY EDUCATORS

Founder, James Lowe has over 16 years’ experience in the education sector. Having been headteacher at specialist independent school EdStart for 9 years, James now owns and runs EdStart, whilst also sitting at the helm of Grolife, a group of organisations all designed to support the education sector.

With EdStart schools spanning five sites across Greater Manchester recruiting quality teams was proving harder and harder.  Frustration and disillusionment with both the process and the quality of candidates finally prompted James to launch Moxi, bringing his hard-earned expertise to shake up education recruitment.

Moxi matches schools with candidates who are well trained and primed to hit the ground running in a range of education settings, so they are ready to serve the varying needs of pupils.  Like James, the whole Moxi team has worked at the coalface of education, meaning they understand the sector’s unique challenges.

James said: ‘’Over the years in my various management roles in schools, I’ve faced the situation of either having no support when short staffed or accepting support that is very much below par. This isn’t fair on the pupils, whose education suffers, or the existing staff who are already working incredibly hard to ensure every child receives the education and pastoral care they deserve. I’m passionate about helping schools to source the teams they need so they that they can continue to do the great job they do despite the challenges they face.”

For schools struggling to recruit, the latest Department for Education (DfE) figures will come as no surprise: there has been an 8 per cent fall in the number of people entering initial teacher training.  What’s more, only 82 per cent of secondary teachers needed for England in the 2021 -2022 academic year have been recruited.**

Moxi’s answer is to harness, and – importantly – train, talent from both inside and outside of the sector. As part of its recruitment service, Moxi offers a unique training provision which benefits schools seeking high-quality candidates as well as people looking for a role in the education sector who are keen to build their employability skills and boost their confidence. 

James said: ‘’We called the business Moxi, taking inspiration from the word ‘moxie’ which means confidence and determination. From my years at the frontline in schools, I know that skills can be taught, but natural energy and attitude are everything. That’s why we’re excited to help unlock the potential of people from outside the sector, or those just starting out in their career, who can bring invaluable transferable skills to a rewarding profession.

‘’From recent graduates who hadn’t considered teaching as a career option, to people returning to work after a career break, and even former professional sports people, there’s a wealth of talent just waiting to be accessed. We’re seeing lots of students, who are about to graduate in subjects like geography, sports science or sociology.  They’re not sure what to do with their degrees, and you can see that lightbulb moment when they realise teaching could be for them.  Our training course opens this door, it’s free to candidates and sets them up to feel confident and ready for an exciting new challenge.’’  UNIQUE TRAINING FOR CLASSROOM-READY CANDIDATES

Thanks to its close partnership with EdStart specialist schools, Moxi offers the unique opportunity for candidates to be trained at its own education facilities.  With a range of training available, its free, entry level course is already proving popular. Knowing that job seekers need flexibility to fit around their current work, study or job-hunting commitments, the course quickly readies them for success.  Totalling two weeks’ training, this very flexible course includes three days’ face-to-face learning in the ‘live’ EdStart educational setting, guided by a learning mentor. This is followed by online training, with modules that can be completed to fit around the candidate’s own timetable. From managing behaviours to working with additional needs, the training offers candidates a real competitive edge.

Further courses available through Moxi include teacher training with affiliated universities, the opportunity to ‘earn while you learn’ and to access part and fully funded training.

GAME-CHANGING CAREER SWITCH FROM PROFESSIONAL SPORT TO A CAREER IN EDUCATION

Stuart Howarth, 31 years old, enjoyed a successful career in rugby, playing in the Super League over 100 times, including for his hometown team Wigan Warriors. Ready for a change in direction, he has now built a rewarding career as a teacher at EdStart. He said: 

“Moving into EdStart gave me all the training and support I could have wished for in pivoting my career. It meant the world to me that the team recognised the value in my transferable skills as a sportsman.  Through the launch of Moxi, the team behind EdStart is now able to open doors for many more people, supporting them through the next steps in their career.  This will make a huge difference to lots of people’s professional woes. I, for one, am grateful for the opportunity to share my passion for science and make a real difference to the lives of vulnerable students.’’

HOW TO SPOT A MOXI CANDIDATE

James added: ‘’You can spot a Moxi candidate a mile off.  They’re calm, confident and classroom ready. They’re professional, well presented and fully prepared. It’s a win-win formula: schools can feel confident they’ll get the resource they need with Moxi supporting their recruitment, pupils are given the education and care they deserve, and candidates have a positive experience in education, helping attract and retain much-needed talent in the sector.’’ 

PRIMARY SCHOOL CELEBRATES QUEEN’S PLATINUM JUBILEE BY DESIGNING ROYAL COMPUTER GAMES

Pupils at a Rochdale primary school have marked the Queen’s Platinum Jubilee in a royally creative way this week – by designing their own Jubilee-themed computer games.

Year 4 pupils from Parkfield Primary School in Rochdale put their digital skills to the test to create the apps, which featured HM The Queen as the main character.

The children worked together to build the games, which sent her Majesty on a maze treasure hunt in search of corgis and crowns. Pupils used resources from Discovery Education Coding to code the royal apps, before sharing them with classmates who enjoyed playing them on tablet computers.

The fun activity marked the start of Parkfield Primary’s Jubilee celebrations, culminating in a school-wide party for staff and pupils on Thursday.

One Year 4 pupil said:

“I liked how I could add lots of royal themed images onto my design”

While another said:

“I liked programming the Queen to collect all her valuable objects in my game.”

Teaching Assistant Simon Haughton said:

” The children enjoyed showcasing their coding skills by designing Jubilee-themed games for their friends to play. Discovery Education Coding offers primary schools a great child-friendly interface with just the right amount of coding blocks to combine together to produce both interesting and fun programs to run. ”

 

Howard Lewis, Managing Director UK and International at Discovery Education said:

“We were delighted that Parkfield Primary School used our coding resources to mark the Queen’s Platinum Jubilee. It’s clear that they had great fun designing their royal-themed apps and we were very impressed by their imagination and creativity!”

For more information about Discovery Education’s digital resources and professional learning services, visit www.discoveryeducation.co.uk and stay connected with Discovery Education on social media through TwitterFacebook, Instagram and LinkedIn.

Keep your School safe!

Hygiene standards have always needed to be high. However, recent times have highlighted the need to raise the bar – globally. People now expect more than just clean; they expect sanitised too.

That’s why we’ve developed the next level protection that lasts.

ZOONO’s extensive product range offers comprehensive, long-lasting protection on surfaces for up to 30-days and on hands for up to 24 hours. And you don’t have to take our word for it – our innovative bacteria-popping technology is backed by over 190 lab reports and recommended by companies that are serious about protection all over the world.

ZOONO works by coating the surface with a layer of positively charged molecular pins. This protective layer attaches to the surface via a covalent bond, which attracts and kills negatively charged microbes by rupturing their cells. When microbes touch the surface, they pop and are destroyed, making them less likely to affect you and prevent them evolving into superbugs. This clever popping action is proven effective on 99.9% of bacteria and against a range of other pathogens.

Get in touch with us at uksales@zoono.com to learn how we can help keep your people, customers and business protected.

Check out our case study here.