Employment experts, Hays Education, has launched a free comprehensive learning resource called Hays Inspire, for primary and secondary schools to deliver workplace insights and career advice to navigate the world of work.


The launch comes as the latest UCAS data revealed that 12% of pupils aged 16 are yet to receive any career guidance and with parents and friends advising the two-thirds of those who have, it’s pivotal that teachers are equipped with the tools to provide students with thorough and extensive career advice. Hays Inspire offers such tools, making specialist unbiased advice readily available for teachers to raise aspirations of pupils.


The platform provides a series of ready-made lesson plans suitable for primary and secondary schools, focussing on Year 6, 9 and 10/11 to reflect key educational milestones in mainstream education, containing up-to-date information from leading businesses, aiding schools to achieve the Gatsby Benchmarks*.


The lesson plans, that are a window into different organisations are uploaded regularly into an established Learning Management System, and are readily accessible by all teaching staff to help pupils make relatable connections with their education, to potential careers.


National Director of Hays Education, Paul Matthias, commented: “With a thriving job market, it’s crucial that our future workforce is guided to understand and optimise the opportunities that are available to them, post-education.


Understandably, the prospects of finding a career that matches an individual’s skills and personality, whilst juggling exams and co-curricular activities, can be a challenging task. However, with Hays Inspire, teachers have the facilities to quite literally ‘inspire’ their pupils, with extensive options of professions, through market-leading resources.”


“Leading infrastructure services and engineering company, Amey, who have already signed to provide content for Hays Inspire, said: “Amey are proud partners of Hays Inspire, to help provide career advice, inspiration and insights into our world of work. We see the true value and importance of bringing education and employment together, to help solve the engineering skills shortage and inspire our next generation. As a large engineering and infrastructure company, we have an important role to play in giving young people direct exposure to the innovative and thriving engineering industry, promoting the various career paths and ultimately for young people to aspire to work in this industry”. – Sarah Hale, Social Value Manager, Amey


Brian Lightman, PiXL Futures Lead and former General Secretary ASCL, said: “At a time when young people need as much support and guidance as possible to navigate their way through the vast range of career opportunities Hays Inspire is a really useful new free learning resource for primary and secondary schools in the PiXL network. The real-life employer encounters and lesson plans adapted for Year 6, Year 9 and Year 10 and 11 help create context in their subjects and enable them to gain insights into how their future career journeys can take shape.”


In addition to the extensive learning packages, Hays Inspire offers 23 free wellbeing courses and their Learning Management System (LMS), which are available to an unlimited number of users. To find out more, visit:




Harmful Sexual Behaviour Support Service helps schools navigate escalation procedures

SWGfL and the Marie Collins Foundation have handled over 450 cases relating to harmful sexual behaviour in children and young people, reported by professionals working with children, since the launch of the Harmful Sexual Behaviour* Support Service in January 2022.


Although each case is unique, there are common and recurrent themes which are becoming apparent as uptake of the Service grows, and a significant number of schools are requesting assistance with the writing of referrals for escalation to law enforcement and social services. Common cases include use of sexualised and inappropriate language towards other peers and adults, non-consensual touching and sharing of self-generated sexual imagery without consent.


Previously, when escalating harmful sexual behaviour concerns to statutory safeguarding bodies, schools would often be informed that reports did not meet thresholds for intervention by social services or law enforcement. Through the Harmful Sexual Behaviour Support Service, multiple schools have been able to revise and adjust their referrals to better portray the incidences of harmful sexual behaviour and contextualise them appropriately, so that they meet the thresholds for securing additional support. This means that schools have been able to better manage the impact of harmful sexual behaviour in their settings, for both children displaying the behaviours, as well as children affected by them.


Carmel Glassbrook, lead for Harmful Sexual Behaviour Support Service at SWGfL, said: “Navigating the procedures in place for seeking additional support in managing harmful sexual behaviour in young people is a significant burden on the children’s workforce. Before the service was launched, we knew that the majority of professionals working with children were under-equipped to address this issue and help the young people affected. The volume of cases we are now supporting professionals with demonstrate a significant need for the children’s workforce to be able to access advice and guidance on how to handle incidents of harmful sexual behaviour.”


Staffed by experts from both charities, the telephone and email Service equips education and safeguarding professionals, including the police, social workers and health practitioners across England, with the tools they need to address the alarming normalisation of harmful sexual behaviour in children and young people, both in-person and online.


Lawrence Jordan, Professional lead of the Marie Collins Foundation, said: “The data continues to emphasise that harmful sexual behaviours, including serious incidents of sexual abuse and harassment, are commonplace in schools and among children’s peer groups. As the scale of this problem is now recognised, it is vital that those on the front line have as much support as possible to enable them to respond appropriately.”   


The Harmful Sexual Behaviour Support Service, funded by the Home Office and developed in collaboration with the Department for Education, is hosted by SWGfL and available Monday to Friday, 8am to 8pm, on 0344 225 0623 or   

CRB Cunninghams to showcase nutritional analysis software at LACA Main Event 23rd June 2022


23rd June 2022 – Birmingham UK: CRB Cunninghams, a provider of cashless catering, online payment, and identity management solutions to UK education establishments, has announced they plan to showcase Nutmeg, its brand-new nutritional management platform for caterers at stand M7 at the 2022 LACA Main Event in Birmingham. Showcasing the newly acquired software will enable CRB Cunninghams to highlight the vital role of technology in school allergen and nutrition compliance.


Designed for local authorities, catering companies and independent schools, Nutmeg enables establishments to plan menus for thousands of children whilst remaining compliant with the School Food Standards. Schools across the UK utilise this software to correctly identify and label allergens in school menus and report on the nutritional breakdown of meals served.


Having acquired Nutmeg in 2021, the nutritional analysis platform is the latest addition to CRB Cunningham’s cashless solution, Fusion. The 2022 LACA Main Event will enable CRB Cunninghams to showcase Nutmeg to over 1,300 attendees across the school meal sector, including those looking to improve how they plan school menus, safeguard pupils from allergens and stay updated with changing food legislation, including Natasha’s Law.


Those in the industry looking to learn more about how to stay on top of changing nutrition regulations and improve how they plan and analyse school menus will have the opportunity to demonstrate the Nutmeg software at stand M7 and talk to CRBC staff about the latest industry developments, from allergy compliance to reducing food wastage.


“This year’s LACA Main Event is especially exciting for CRB Cunninghams, offering us the chance to showcase our latest addition to our Fusion cashless system,” said Stuart Brown, Head of Sales and Marketing at CRB Cunninghams.

“The importance of maintaining allergen and nutritional compliance is becoming increasing prolific within UK schools. Therefore, this event is of key importance to CRBC and will enable us to demonstrate the role of technology in maintaining compliance whilst offering the chance to discuss the latest industry developments with a wide range of school food experts.”


In addition to Nutmeg, CRB Cunninghams will also be showcasing a range of their existing contactless solutions, including the Fusion Online pre-order meal app and the fully integrated cashless catering system, Fusion.

Learn more about Nutmeg.

LVS Hassocks Principal, Jen Weeks, shortlisted for prestigious TES Head of the Year 2022 award

LVS Hassocks Principal, Jen Weeks, receives outstanding level of recognition being shortlisted for the prestigious Tes (Times Education Supplement) Head of the Year award at the Tes Schools Awards on Friday 17th June 2022.   Heralded as one of the biggest occasions in the education calendar, the awards and event simultaneously celebrates the work of teachers and schools across the UK’s state school and independent sectors.

Jen Weeks said “This is like the Oscars for teaching.   I’m so proud to have been shortlisted for such a prestigious award, and of the work the whole LVS Hassocks team does to provide an inspiring, inclusive educational environment for our students.”  She added “LVS Hassocks is a special place, we are able to make the curriculum adjustments that individual students need to progress in their education.  We get to know every student as an individual and we work with them to build trust by demonstrating that there are adults who can help them accomplish the massive achievements that they are capable of, we don’t believe in putting a ceiling on children’s achievements.”

Students at the school are given the opportunity to undertake qualifications that suit their abilities including BTEC and GCSE’s.  This year’s sixth formers were the first cohort to undertake Level 3 Qualifications with Art A Level and an EPQ (Extended Project Qualification). 

Sixth form student Jake, when interviewed recently, said “I was in a bad place before I came to LVS Hassocks, and I had been bullied at my previous school by students and teachers.  Jen and the teachers at LVS Hassocks helped me trust again.  After I finish sixth form this summer, I am going onto a mainstream college.”

Principal, Jen Weeks, added “Working in specialist education is incredibly rewarding.  Our teachers have to adapt the teaching methods they have learned through their careers teaching in mainstream schools to creatively deliver the same professional level of teaching and education in a way that recognises the challenges children with a diagnosis of autism face while inspiring achievement and celebrating success.” 

For more information about LVS Hassocks, please visit


WHAT: The Big Bang Fair – the UK’s biggest celebration of STEM for young people – returns for its first in-person event after a 2-year hiatus.


WHEN: Wednesday 22 June to Friday 24 June


WHERE: NEC in Birmingham


The largest celebration of STEM in the UK is free to attend and will feature scores of quality hands-on activities to inspire young people to discover and explore what a career in STEM can offer. Over the 3 days, young people will have the opportunity to hear first-hand from exciting scientists and engineers and connect with inspiring career role models, including The Engineering Baker and Bake-Off finalist, Andrew Smyth, Mission 44’s Stephanie Travers and Climate Scientist Sammie Buzzard.


The Big Bang Fair has signed some of the biggest names in STEM to exhibit at this year’s event, including the NHS, Rolls Royce, Unboxed, Network Rail & HS2 and the Environment Agency.


Dr Hilary Leevers, Chief Executive of Engineering UK, said: “We are so excited for young people and their families to experience this year’s event. With some of the biggest names in STEM, visitors will be able to hear about the brightest ideas from those working at the cutting edge. We are sure that everyone will be inspired, and we hope that young people will feel welcomed and attracted to explore STEM further.”


The Big Bang Competition:

An award ceremony on Wednesday will crown overall winners of UK Young Scientist of the Year and UK Young Engineer of the Year, who will receive a £2,000 prize.


A snapshot of this year’s incredible finalists, who have produced the following projects will be on the show floor:

  • ElectroPi – a robot designed to plant and water seeds, based on soil moisture levels, to speed up planting time and improve the quality of planting conditions
  • Air Quality Pavilion – an invention designed to explore how indoor spaces react to the air quality inside and how to improve the overall experience for the user
  • Working Healthy – a weather-proof open-air office that allows for a healthier work environment when working from home
  • AgriPod – an invention designed to tackle fertiliser misapplication by farmers
  • Smoothie Crusher – a bike powered smoothie maker
  • ISOPOD – a waterproof cardboard tent with a concertina design, created with the aim of tackling the number of non-recyclable tents left at festivals each year
  • Girls into school – a new design to provide a durable and affordable period product for the young women and girls living in Kibera in Kenya

Families, home educators and school groups have the chance to visit at The Big Bang Fair Unlocked, taking place on Thursday 23 June from 4pm to 8pm.


Book free tickets to The Big Bang Fair Unlocked at

Clean Air Day 2022: Air pollution impacts every organ in the body

  • For the first time the weight of scientific evidence has come together to confirm that air pollution affects every organ in the body.
  • Contrary to this evidence, when asked most Brits are not aware of the broad health impacts caused by air pollution.
  • The co-ordinators of Clean Air Day, Global Action Plan, want to ensure that the public know that there are actions they can take to decrease both air pollution and its negative health impacts.


The evidence base behind Clean Air Day, the UK’s largest campaign on air pollution by Global Action Plan, today reveals the weight of scientific evidence has strengthened, thereby allowing the organisation to publicly confirm for the first time that air pollution can impact every organ in the body.

The relationship between air pollution and our health has been studied for decades. However, 2022 is the first year Global Action Plan’s review of the evidence base, which is approved by a number of expert bodies[*], has been able to confirm that air pollution can have health impacts on every major organ in the body, can shorten our lives, contribute towards chronic illness and put us more at risk from COVID-19. When we breathe polluted air, it can inflame the lining of our lungs, moving into our bloodstream ending up in the heart and brain, causing lung disease, heart disease, dementia, strokes, and cancer. 


As part of Global Action Plan’s ongoing measurement of public attitudes and behaviours around air pollution in partnership with Opinium, survey data (conducted in June 2022) shows the lack of public awareness on the extent of the health impacts of air pollution. Poor air quality dirties every organ in the body, but Brits only connect it with lung related health issues.


  • Nearly half (49%) of people think air pollution is connected to worsening of asthma symptoms and 46% to development of asthma.
  • 44% also rightly connect it to poor lung function development, 42% bronchitis, and 35% lung cancer.
  • Only 12% of Brits associate it with strokes, 10% with dementia, and 18% poor brain development.


While public understanding on the health impacts of air pollution is imperative, it is also important that people understand there are actions they can take to decrease air pollution.


Global Action Plan’s Clean Air Day campaign explains the health impacts, but also showcases the simple steps we can all take to reduce the air pollution we cause and the positive impact that taking action will have for us and our wider community. Whilst these actions are important to give people the agency to tackle air pollution, the campaign also recognises the crucial role that decision makers play in creating clean air communities for all.


In line with the evidence and this year’s Clean Air Day theme “Air pollution dirties every organ in your body. Take steps to improve your health and the planet this Clean Air Day”, Global Action Plan is promoting the primary action of walking for shorter journeys, for those who can. A quarter (25%) of journeys in England are under one mile, so for those who are able, swapping the car to walk can make a difference. The charity has also launched its first ever Clean Air Day Walking Playlist and walking toolkit to motivate Brits whilst out walking.


The key actions for Clean Air Day 2022 include:

  • Talking to someone about the harms of air pollution.
  • Walking those short distance trips and leaving the car at home, where you can.
  • Asking local and national decision makers to make it easier to walk more and have clean air in your community. 


The public can also access free resources on the Clean Air Day website, learn more about air pollution on the Clean Air Hub and calculate their air pollution footprint with suggested actions to reduce it using the Air Pollution Calculator. Ahead of Clean Air Day, Global Action Plan has also launched a free healthcare tool, in partnership with Boehringer Ingelheim and Newcastle Hospitals, designed to help NHS leaders tackle air pollution.


Larissa Lockwood, Director of Clean Air at Global Action Plan says: “Air pollution puts the health of our whole body at risk, it is beyond just a lung health issue. With a growing evidence base, we are able to talk even more clearly about the health harms that air pollution causes for everyone, not just those who are vulnerable. But we want the public to know that there is hope – simple actions do have a positive impact on our health and our communities. By asking those who can, to ditch the car for short journeys this Clean Air Day, we hope to inspire and normalise walking and cycling for short trips. Not only will walking reduce your air pollution footprint and exposure, it is also the healthiest and cheapest way to get around. But it’s not always easy, so we also want people to ask local decision makers to make it easier for them to walk more and have cleaner air in their community.”


Dr Karen Exley, UK Health Security Agency says: “Air pollution damages our health in a number of different ways and even shortens our life expectancy. Our understanding of the effects of pollution is increasing all the time and improving the quality of the air we breathe in could prevent thousands of respiratory and cardiovascular diseases over the next two decades. We must all make it a priority to reduce air pollution. Every one of us has a shared responsibility to take action and campaigns like Clean Air Day demonstrate how every action has a positive impact.’’


Professor Stephen Holgate, Air Quality Expert, says: “Even though we can’t see it, air pollution impacts our health from our first breath to our last. When we breathe polluted air, it can inflame the lining of our lungs and get into our bloodstream ending up in the heart and brain. It is the biggest environmental threat to our health, no matter who you are or where you live, as air pollution is toxic right down to zero. This growing body of evidence, however harrowing, provides an opportunity to showcase the health impact air pollution has on all of us. I hope this latest analysis highlights the need to act urgently – air pollution is a public health crisis.”


Professor Frank Kelly, Air Quality Expert, says: “The health and planetary impacts of air pollution and where you are most exposed to poor air quality is still widely misunderstood by the public. Analysis like this, as well as public campaigns like Clean Air Day are imperative to raising awareness and further system level change. We need bolder clean air policies and regulation.”


[*] Including: Professor Sir Stephen Holgate CBE, UKRI Clean Air Champion and Clinical Professor of Immunopharmacology at the University of Southampton; Professor Jonathan Grigg, Professor of Paediatric Respiratory and Environmental Medicine at Queen Mary University of London; and Dr Benjamin Barratt, Deputy Director of the Environmental Research Group at Imperial College London

F1® Manager 2022 partners with F1® in Schools to support future STEM talent


Frontier Developments joins the Aramco F1® in Schools World Finals as a judging partner, with F1® in Schools appearing in F1® Manager 2022.


Cambridge, UK – June 15, 2022  Frontier Developments plc (AIM: FDEV, ‘Frontier’) announced today a partnership with F1® in Schools, which will see the F1® Manager developer join the judging panel at the 2022 Aramco F1® in Schools World Finals, held at Silverstone, UK from  9th  – 15th July 2022 . The  Aramco F1® in Schools World Finals will also appear in the upcoming F1® Manager 2022 via the game’s in-game email system, as an annual marketing opportunity for budding Team Principals to support Science, Technology, Engineering and Maths (STEM) talent.


As well as presence on the judging panel, Frontier will also attend the World Finals with their careers team, to talk about graduate and entry level opportunities at their studio in Cambridge.


In the officially licensed F1® Manager 2022, fans will write their own chapter in a bold new era for Formula 1®, stepping into the role of Team Principal at one of 10 2022 F1® teams to put their name in the sport’s illustrious history books. From designing components and recruiting talented drivers and key staff, to making reactive, data-led decisions on track, experienced through broadcast quality visuals and audio. Players can learn more about F1® Manager 2022 in the latest gameplay trailer and step onto the pit-wall themselves from August 25 across PC, PlayStation® 5, Xbox Series X|S, PlayStation® 4 and Xbox One.


F1® in Schools, now in its 22nd year, is the world’s biggest, most exciting student STEM initiative. Researching, designing, making, and racing an F1® car of the future is at the core of F1® in Schools. Teams then race each other head-to-head on the F1® in Schools 20 metre racetrack. The challenge can be used as an education tool or hook to engage students in STEM subjects. This gives students the opportunity to develop key skills such as communication, presenting and teamwork, while forming the foundation for any career path they choose to follow.


Chad Young, Director of Publishing at Frontier Developments said: “We are delighted to partner with F1 in Schools to support the excellent work they do in promoting Science, Technology, Engineering and Maths (STEM) related subjects. At Frontier, we are regularly recruiting promising talent across our development and publishing teams, and we are very lucky to have a wealth of technical and creative expertise within the entire organisation, so ensuring that the next-generation have access to opportunities like the F1 in Schools competition is very important to us. We’re very excited to join the Aramco F1 in Schools World Finals 2022 as judges and to witness schools from around the world showcasing their skills.


Andrew Denford, Founder and Chairman, F1 in Schools added: “We’re very excited to be linking with Frontier Developments and F1 Manager 2022 at this year’s Aramco F1 in Schools World Finals. I know that their judges will be blown away by the outstanding talent of the teams competing at Silverstone. Our competition has so much synergy with the game too, with our teams taking on roles and racing their own design of cars, developing strategies and making many decisions along the way, so I’m sure all the students will be keen to put their talents to the test as a Team Principal in F1 Manager 2022. 

F1® Manager 2022 launches on August 30 on PC, PlayStation® 5, Xbox Series X|S, PlayStation® 4 and Xbox One for a suggested retail price of £44.99/$54.99/€54.99. However, players looking to get ahead of the grid will be able to pre-order the game digitally and experience F1® Manager 2022 five days early from August 25. The game will also be available in physical format for PlayStation® 5, Xbox Series X|S, PlayStation® 4 and Xbox One for a suggested retail price of £44.99/$54.99/€54.99.


*Early access and discount is exclusively available to those pre-ordering digitally. On PlayStation platforms, players must be a PlayStation Plus subscriber to receive the 10% pre-order discount.


For more news and information about F1® Manager 2022:







For more news and information about F1® in Schools.






We cannot talk about students’ futures without passionately making the case for STEAM and creativity


Lauren Wallace, Physics teacher and STEAM Lead from Bishopbriggs Academy, shares why she sees cross-disciplinary collaboration between Science, Technology, Engineering, Arts and Maths as an integral part of her students’ development

As a sector, we’ve happily moved beyond the belief that Science, Technology, Engineering, Arts or Maths (STEAM) should sit isolated in a vacuum. It’s self-apparent that the most impressive, important and engaging developments in society are taking place at the convergence of these fields, with new initiatives in business, environmental conservation, healthcare and much else drawing on the knowledge (and talent) of people collaborating across these different areas. 

All the STEAM subjects can creatively complement one another, each offering different tools and perspectives to address an enormous range of challenges and opportunities. Science and Technology might combine to create new diagnostic tools for health issues, while Arts and Maths might enable people to better understand important numeral information through beautiful illustrations. In the real world, these opportunities for creative cross-disciplinary collaboration are truly unlimited (just think of the internet or the aeroplane) but are only possible when we can take step back and use creative thinking to conceive of how they might be successfully combined.

To thrive professionally in a future workforce, students must develop an appreciation of how all the STEAM subjects can interact to produce new innovations – and vitally, must also recognise the fundamental need for creativity in order to make this happen.

That’s why as a STEAM lead, I’m interested in UNBOXED. Creativity sits at the heart of the UNBOXED Learning Programme, which is designed to support schools in developing these skills within young people in their classroom.

This free programme, for young people aged 4 – 19, is an example of placing creativity centre stage in a STEAM-based learning environment. From a bio-diverse forest in a city centre to an epic scale model of the solar system, schools can experience first-hand these creative successes when engineering and art, scientific research and technological innovation come together.

What drew me to the UNBOXED Learning Programme was how its various projects, and the resources available, showcase what can happen when creativity and STEAM are combined. It is evident both inside and outside the classroom, from digital learning to in-person experiences. As an educator, you’re teaching the same curriculum. The variety of this programme gives teachers the chance to add excitement, real-world learning and innovation into our lessons to inspire students.

The barriers to teaching STEAM are that teachers don’t have the time or confidence to build and deliver a lesson. As a Physics teacher, my specialism is in the ‘S’ part of STEAM but the range of activities from UNBOXED gives teachers more confidence in broader STEAM teaching whilst not needing to be a specialist in any particular area. The quality of the resources from high profile artists and scientists is also to a very high standard which means that staff feel confident in presenting the material.

UNBOXED’s Dandelion project has been empowering students in Scotland to learn about growing, share in community harvests and work together for a more sustainable future. We are currently running the project with over 200 students in our school. To date, the feedback has been that it was their favourite part of the year for many students.

One of the questions I often get asked is how other teachers can build STEAM into lessons. My response? Let young people explore their creativity. With STEAM learning, you’re facilitating this. Using the ready-made activities from the UNBOXED Learning Programme can be used to support those conversations.

Created for young people aged 4 – 19, the UNBOXED Learning Programme is a once-in-a-lifetime opportunity that brings together digital and in-person learning experiences across STEAM from March to October 2022. Learn more here:



Two Discovery Education Services Win 2022 SIIA CODiE Awards



The Discovery Education K-12 learning platform won the Best Education Platform award for PK-20 and the Mystery Science service earned the Best Science Instructional Solution award for Grades PK – 8 as part of the recent 2022 SIIA CODiE Awards. The prestigious CODiE Awards recognize the companies producing the most innovative education technology products across the country and around the world. 


“Discovery Education is proud of SIIA’s recognition of its K-12 platform and Mystery Science service and we thank the CODiE Award judges’ for their commitment to carefully reviewing all the entries in this year’s competition,” said Scott Kinney, Discovery Education’s CEO. “Discovery Education is dedicated to preparing learners for tomorrow by creating innovative classrooms connected to today’s world, and we are proud of the role our services play in supporting that mission. This recognition will inspire the Discovery Education team to continue to create innovative services that support the creation of the dynamic digital learning environments today’s educators and students demand and deserve.” 


The Discovery Education K-12 learning platform, which earned the Best Education Platform award for PK-20, connects educators to a vast collection of high-quality, standards-aligned content, ready-to-use digital lessons, intuitive quiz and activity creation tools, and professional learning resources. Providing educators an enhanced learning platform, the Discovery Education platform facilitates engaging, daily instruction in any learning environment. The flexible K-12 learning platform is designed to work within the school systems’ existing infrastructure and workflows and provides safe, secure, simple access methods for educators and students. Through expanded, lasting partnerships with Microsoft Teams, Google Classroom, Schoology, Canvas, Brightspace, and Clever, integrating Discovery Education’s K-12 learning platform into existing IT architecture is easier than ever.   


Mystery Science, which joined the family of Discovery Education services in 2020 and won the Best Science Instructional Solution award for Grades PK – 8, provides K-5 educators simple to use, open-and-go, hands-on lessons that inspire students to love science. Each lesson begins by posing a question commonly asked by young students, followed by a series of brief videos and prompts to guide class discussion. The lesson concludes with a hands-on activity designed to bring learning to life. 


As the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place, Discovery Education has previously won CODiE awards for STEM Connectsocial impact educational initiativesScience Techbook, and the Social Studies Techbook Series


“The 2022 EdTech CODiE Award winners exemplify the outstanding products, services and overall innovation that enables learners of all types to connect with educators and educational materials,” said SIIA President Jeff Joseph. “We are so proud to recognize this year’s honorees – the best of the best – that provide solutions to many of the critical challenges facing learners today – from access and equity, to personalized and tailored learning and beyond. Congratulations to all of this year’s CODiE Award winners!” 


The Software & Information Industry Association (SIIA), the principal trade association for the software and digital content industries, announced the full slate of CODiE winners during a virtual winner announcement. Awards were given for products and services deployed specifically for education and learning professionals, including the top honor of the Best Overall Education Technology Solution. 


A SIIA CODiE Award win is a prestigious honor, following rigorous reviews by expert judges including educators and administrators whose evaluations determined the finalists. SIIA members then vote on the finalist products, and the scores from both rounds are tabulated to select the winners. 


More information about the Awards is available at  


Details about the winning products can be found at


For more information about Discovery Education’s digital resources and professional learning services, visit, and stay connected with Discovery Education on social media through Twitter and LinkedIn.  

The most Googled questions about tutoring, answered by an education expert

During the pandemic, learning and education shifted online. Gone were the classrooms, pupils and teachers, the reality soon became learning via a screen at home. Even though it was a hot topic, many people are still unaware of the concept of one-to-one learning, and the benefits it can bring. With traditional learning back in action, tutoring is still misunderstood, and the effectiveness of the platform is often overlooked. Whether you want to become a tutor yourself, or need one-to-one help with your subjects or course, these are the common questions that people turn to Google for.

To help bridge the gap between the facts and myths, education expert at The Profs, Richard Evans has answered the most Googled questions about tutoring.

1. What skills and qualities are needed to be a tutor?

As a tutor, you are a guide to the student on their way to achieving a goal. A good tutor must be able to help with the basics and guide the student to success. While working with students, you must always follow their educational needs, even if it goes against what you would normally do in your classes. Because of this, you have to be flexible with your methods while tutoring. You can not teach or lecture them like you would any other class. Also, you have to take into consideration that your student may not know all of the information you are giving them.

It is also very important that you have knowledge about the subject you are tutoring in because it allows you to explain concepts better to your students and gives you credibility over someone who is less experienced in  the subject than yourself. Finally you need a love for the job – to perform well as a tutor, the subject and teaching must be something you thoroughly enjoy.

2. How long does an average tutoring lesson last?

The time required for tutoring sessions is always a very important question for students, since you want to be sure they are getting the most out of their sessions. The minimum amount of time needed per session depends on a number of factors: what level the student is at, how long they’ve been studying, whether they are using online or in-person classes, and if they need extra help with specific areas. We usually recommend 1 hour for primary, 90 minutes up to GCSE and 2 hours beyond that, and then adjust depending on the student’s concentration levels and frequency of sessions.

3. Does tutoring improve grades?

In addition to helping you to succeed, hiring a tutor can pay real dividends – 81% of our students achieved a grade increase in their final examinations. One-on-one tutoring sessions are more comprehensive than group learning because they allow a tutor to help with specific problem areas. The student will be able to work on these problems and gain the skills needed to conquer them on his or her own. They can help you to understand how to interpret a question, break down an assignment into manageable components, and approach a problem from different angles.

4. Can tutoring be a full-time job?

Tutoring offers great flexibility – if you want to work part-time, it’s easy to do so. You can also do it alongside another job or career, which means you don’t have to give up your financial independence or professional identity. It can also make for a rewarding full-time career, 38 of our tutors have earned over £100,000 and some top tutors have earned over half a million. The average rate for a private tutor session is between £30 and £42 per hour. We start at £50ph and that rate can increase upwards of £200ph for the very most in demand professional tutors.

5. Which is better between online or in-person tutoring?

The best method of tutoring depends largely on the student’s needs. Online tutoring has the benefit of being accessible around the clock and to everyone.  The drawback is that students need an internet connection that can support video chat, as well as reliable computer equipment. In-person tutoring is limited by location and availability, but it allows for a more in-depth exchange between student and tutor. This type of tutoring is great for students who are interested in speaking with someone face-to-face about their problems or issues. The drawback is that it often requires more time out of class and after lessons, which means more time away from studying other subjects.

For anyone post 13 years old, with the exception of special educational needs, I believe that online tutoring is better. Ask tutors about their online set up and experience because only the very best tutors are making the most of new technologies: interactive software, recording snippets of sessions, online whiteboards such as and remote control and screen sharing options to bring sessions to life.


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