The AD-Cademy, a free, 8-week virtual course has officially launched nationwide, kickstarting improved access to the advertising, marketing and digital industries for younger talent, no matter their background.
The course is targeted at 18-25 year-olds across the UK, to prioritise the next generation of creative stars entering the advertising industries in the wake of diminishing opportunities caused by the pandemic.
Developed by the award-winning employment inclusion project, Brixton Finishing School, the AD-Cademy’s aim is to ensure the progression of multicultural and working class talent into the creative and technology industries.
The programme has been designed with national reach and accessibility in mind, to ensure that fresh talent from the 20 most challenged places in the UK and Scotland, including Manchester, Liverpool and Glasgow, stop being overlooked by agencies which can have a London-leaning bias when it comes to recruitment.
The programme is packed with industry masterclasses and professional skills workshops. It has been created to upskill participants in key aspects of marketing, creativity, and digital, help build their networks and increase the chance of them securing a role through employability workshops including personal branding, accountability, interview tips, and CV writing.
The course modules have been designed to allow participants to learn from home and fit it in around their schedule, and graduates will have an opportunity to be placed in the industry at an agency. 200 young people are actively learning in the course so far.
The AD-Cademy is supported by big name sponsors including KFC, and will feature presentations and workshops from some of the biggest advertising and media agencies and technology partners, including Adam & Eve DDB, Saatchi & Saatchi, R/GA, GSK, Mail Metro Media, Clear Channel, Kinetic, Wolff Olins, Blis, RAPP, AD YOU LIKE, Anomaly, Amplify, Brand Advance, Oglivy, 21st Century Brand, Oliver, Westmill, M&C Saatchi and 1000 Heads.
Launched in 2018, the Brixton Finishing School is the brainchild of Ally Owen, former exec at Unruly, MailOnline and Yahoo. Ally saw the urgent need to diversify talent in advertising and encourage untapped talent from traditionally underrepresented backgrounds – whether multicultural, neuro-diverse, or female – into the industry through training and work experience.
Ally Owen, Founder of Brixton Finishing School said: “The AD-cademy is a game-changing moment for the rebalancing of the future talent pipeline at scale. Young people in Liverpool, Burnley, Manchester, Glasgow and all across the country will have access to amazing teachings from some of the stars of the creative and media industries.
“The AD-Cademy will be an awesome self-serve learning platform of lectures, as well as showcases and events that will enrich young people’s knowledge of the advertising industry.
AllyOwen concluded: “Covid-19 is having a hugely negative impact on young people’s futures across the country. Internships and work experience opportunities have been put on ice as businesses look to stay afloat, and entry-level roles have all but disappeared.
“Brixton Finishing School’s mission has always been to break down the barriers that prevent young people from working class, multicultural and neurodiverse backgrounds having an equal chance to succeed in their careers. It’s also incredibly important to challenge companies to see the massive value you get from a diverse and inclusive workforce.”
The UK Government has withdrawn from a proven scheme that has involved over 10m young people – students, apprentices and more – in exchanges across Europe in favour of an untested one-way scheme. But the Scottish and Welsh Governments are talking to Brussels about rejoining Erasmus.
How good are the prospects? Join us at 4:00 pm on Monday 8 February when we will examine why Erasmus-Plus has been such a success, why the mooted replacement Turing scheme is no alternative and how Scottish and Welsh young people should continue to enjoy the huge opportunities the EU scheme offers.
Chaired by Mark Lazarowicz, Chair of the European Movement in Scotland, we draw on the expertise of three/four authorities, including the founding spirit behind Erasmus, to explore the challenges and options ahead.
From Glasgow, Prof Anton Muscatelli, principal of Glasgow University and senior advisor to the Scottish Government, will give us his in-depth knowledge of an extensive range of economic and European issues. The university has been Britain’s biggest HE participant in the scheme.
From Cardiff, Hywel Ceri Jones, former European Commission director for education, who led the design and implementation of Erasmus and became director general for employment, social policy and industrial relations, will give a Welsh and European perspective.
From Glasgow, Rachel Sandison, vice principal, external relations, Glasgow University, will offer insights into we can best negotiate Scotland’s and Wales’s re-entry to the scheme.
From GlasgowMary Senior is Scotland’s official of the Universities and Colleges Union since 2009 and has been STUC (Scottish Trades Union Congress ) President since November 2020. Originally from the West Midlands, Mary has two decades of working within the trade union movement in Scotland.
Anti-poverty campaigners have called for increased action from the Scottish Government to tackle the educational attainment gap, after new analysis (which can be read in full here) found stark gaps in attainment between young people from Scotland’s least and most deprived areas.
The analysis, undertaken by the Poverty Alliance on behalf of The Robertson Trust, examined the evidence on the links between poverty, education and work pathways for young people in Scotland and across the UK.
It found evidence that the poverty-attainment gap – already identified by the Scottish Government as a key priority – shows signs of increasing and risks being further compounded by the impact of the Covid-19 pandemic.
The review reveals that as of 2018-19:
Infants living in deprived areas, aged 27-30 months, are 16% more likely to display development concerns
Just over 2 in 5 young people living in the most deprived areas achieve one or more Higher when leaving school (43.5%) compared to almost 4 in 5 young people living in the least deprived areas (79.3%)
Inequalities continue into post-16 education and work pathways with one in ten school leavers living in the most deprived areas in Scotland unemployed nine months after the end of the school year, compared to 2.6% of young people in the least deprived areas.
Despite a range of policies, strategies and initiatives having reformed the Scottish educational and employment landscape over the last six years, most notably the expansion of early learning and childcare and the Scottish Attainment Challenge, the review highlighted Covid-19’s disproportionate impact on single parents and low-income households.
Emerging evidence has also shown the negative impacts of the pandemic on the educational outcomes for children and young people from deprived areas due to the digital divide and lack of access to educational related resources.
Income inadequacy prevents children from low-income households being able to fully participate in education and initiatives seeking to reduce the attainment gap should put reducing financial barriers at the centre.
The review also highlights the importance of initiatives like one-to-one tutoring, mentoring and careers education targeted at young people living in more deprived areas; initiatives that, the review concludes, are currently lacking in Scotland.
Poverty Alliance Director, Peter Kelly, commented:“Scotland is a country that believes that every child should have every chance. However this review makes clear that too many of our young people are seeing their life chances restricted by poverty. The educational attainment gap is stark in Scotland, and is an injustice that we cannot allow to continue.
“We know that the pandemic is compounding the gap. But we also know the action that we have to take to loosen the grip of poverty on the lives of families across Scotland, and to ensure that every young person in Scotland has access to the same opportunities.
“That means using every lever at our disposal to boost family incomes, as well as increasing support for interventions like one-to-one tutoring and mentoring for young people from low-income backgrounds.”
Chief Executive of the Robertson Trust, Jim McCormick, added:“At The Robertson Trust, we are keen to understand how best we can maximise the contribution of education and fair work in reducing poverty.
“This report not only highlights the stark differences in educational experiences that children and young people from different backgrounds face across Scotland but also where some of the evidence gaps currently exist when it comes to what works and why.
“Although many of the findings will be familiar to those working tirelessly to narrow the attainment gap, this analysis shines a bright light on the disproportionate impact Covid-19 has had on those already most affected. This is particularly concerning given the clear link between childhood disadvantage, low educational attainment and future poverty.
“We will use the findings to help us shape our own role as an independent funder in this area and it is our hope that the review will stimulate renewed commitment to act across Scotland.”
The RVC is calling for students from Years 10, 11 and 12 to apply for its 2021 Summer Schools
Applications for the Royal Veterinary College (RVC) 2021 Summer Schools, including the RVC Sutton Trust Summer School, are now open for students in Year 10, Year 11 and Year 12.
The outreach team is calling for those who meet the Widening Participation eligibility criteria to apply for the opportunity of gaining experience of what it is like to study animal science careers including Veterinary Medicine, Biosciences and Veterinary Nursing.
Taking place between July and August 2021, the three RVC Summer Schools offer students first-hand insight into what it is like to study at the internationally renowned RVC. As part of this, participants will get involved with online lectures, virtual practical demonstrations, and question and answer sessions with world-leading researchers.
This year, the RVC also hopes to be able to welcome each of the participants to campus for at least one day to gain hands-on experiences across its animal hospitals, Clinical Skills Centre, laboratories, and farm.
Following the success of last year’s Summer School, which was the first to be hosted online due to the pandemic, 91 per cent of participants surveyed either agreed or strongly agreed that the Summer School made them feel more confident about applying to university. Additionally, 91 per cent of respondents felt like they would fit in at the RVC after taking part.
Varying from two to five days experience, students were able to meet current RVC students and professionals, take part in online lectures, virtual dissection demonstrations, team projects and social activities led by RVC Student Ambassadors including a pet show and tell, an escape room and lockdown Zoom quizzes.
Reflecting on the 2020 Summer School, one student, Kaya, said:“I found the lectures and videos fascinating and enjoyed learning about new topics such as animal handling.
“I also feel much more confident in my career goals, as before the summer school started, I was unsure if I wanted to be a vet or vet nurse, but now I have decided on veterinary nursing.”
Reflecting on their child’s experience of the 2020 Summer School, one parent said:“My daughter has really enjoyed attending. This is the start of her childhood dream to be a vet and I can see her enthusiasm has grown this week thanks to you. Even before she started you sent her some items to help her in the sessions, she was over the moon.
“I’d like to extend my utter gratitude to you and take this opportunity just to say thank you all so very much.”
Both the RVC Summer Schools (for Years 10 and 11) and RVC 2021 Sutton Trust Summer School (Year 12) are part of the RVC’s Widening Participation Scheme which was established to support young people who are under-represented at the RVC on their journey to studying animal science.
The RVC runs a range of programmes for young people from low-income backgrounds, areas with low participation in Higher Education, and targeted groups such as care experienced young people, asylum seekers, or young people from ethnic minority backgrounds.
Nina Davies, Director of RVC Access and International Engagement, said:“We are so proud of the success our Summer Schools have had in engaging students from the widest possible range of backgrounds and providing them with an experience that may encourage them to study with us.
“We work hard to ensure students from underrepresented backgrounds have equal access to the RVC, feel welcome here and able to achieve their goals.
“I would like to encourage any young budding animal enthusiasts and prospective vets out there, to take part in one of our Summer Schools this year; it is a wonderful experience for young people seriously considering a future in animal sciences.”
The RVC has a long history of running Summer Schools and has hosted the RVC Sutton Trust Summer School since 2013. This year it will offer 60 young people from underrepresented backgrounds the chance to take part.
With home schooling on the agenda for at least the next few weeks, a new digital tool from Quality Meat Scotland’s (QMS) Health & Education team, Farming Foodsteps, is offering a different way to engage in the sciences, home economics, maths and geography.
The free interactive resource is aimed at secondary school children and supports teachers and pupils in subjects across the curriculum through the story of red meat production, from field to plate.
As well as introducing the red meat journey and livestock farming, Farming Foodsteps also covers important messages around sustainability, the environment, food safety, careers and the role of red meat in a healthy diet. The preparation and cooking of red meat is also included.
Jennifer Robertson, Health & Education Manager at Quality Meat Scotland, who has school-age children herself, said: “Educators as well as the agricultural industry are keen to ensure that food and farming retains a significant place in the curriculum.
“Not only is it a key player in Scotland’s culture, but it can be easily integrated into subjects across the curriculum from literacy and geography to science, cooking and maths.
“It is also demonstrating to young people the many skills needed in modern agriculture, including technology, statistical analysis and environmental management in addition to the more traditional practices young people often associate with farming.”
Farming Foodsteps has been developed in line with the national curriculum and focuses on STEM (Science, Technology, Engineering and Maths), a key priority of the Scottish Government and Education Scotland.
It sits on an easy-to-use interactive platform online, with five main lessons full of colourful presentations, interactive games and tools, editable worksheets, and quizzes ideal for the home learning environment.
The nature of Farming Foodsteps is that it can be taught digitally, and it can be intuitively worked through by a pupil who has access to a laptop, tablet or phone, without support from an adult.
The “Glorious Grass” activity found in Lesson 2 – To Field, is a real maths challenge bringing to life the science of grass and its importance to Scottish farming. The unique Scottish difference is also peppered throughout the resource.
Another science-based activity found in Lesson 5 – To Fork, focuses on the Maillard reaction that occurs when cooking red meat, often called the browning reaction, but could be called the flavour reaction too.
The resource has been devised by working parents who appreciate the struggle to balance work with schooling, and has been sense checked by children who have tested the resource and its accessibility at home.
Ms Robertson concluded: “Learning has definitely changed over the last few months, and we would love to see Farming Foodsteps bolster home learning for families across Scotland. We are asking families to share their experiences on our social pages, and we are here to support anyone who needs help getting to grips with it.
“Farming Foodsteps is all about interactive fun while delivering some important messages, and it is another step towards equipping a new generation with the STEM skills, knowledge and capability needed to thrive in the changing world around us.”
QMS’ Scotch Kitchen in Schools will be featuring a suite of recipe videos on Twitter (@scotchkitchensc) that can easily be created at home, whilst supporting learning in the Home Economics and Hospitality set curriculum.
Now lockdown lessons are firmly underway again Barnardo’s is launching a website to help teachers support their pupils who may be experiencing mental health and wellbeing issues.
Called Barnardo’s Education Community (BEC) the site is aimed at teachers, lecturers and staff working in the education sector.
Its aim is to be a ‘one stop shop’ where educators can go for trauma-informed resources, support and advice about how to help children and young people cope with any issues they are experiencing.
Crucially there is also a selection of resources for education professionals with a focus on both their wellbeing and that of their department.
These will help them deal with the immense strain they are under in managing their own experiences, while also coping with the impact of secondary trauma through supporting children and young people.
Visitors to the site, which launches today (January 21), will find useful materials about how best to support pupils who are experiencing feelings of loss, grief and bereavement, including the impact of trauma, because of the Covid-19 pandemic.
Funding for the BEC came from a generous grant from the Westminster Foundation, which has made £12.5m of funding available since the start of the pandemic to charities and community organisations tackling the repercussions of coronavirus.
But the website will not stop when the lockdown restrictions are relaxed. Instead the content within BEC will be continuously evolving to meet the ever changing needs of children, young people and educators.
A key part of this evolution will be the ‘community of practice’ section of the site where visitors will be able to take part in facilitated and peer-led discussions about current and emerging topics.
These discussion forums will provide the opportunity for education professionals to discuss and share best practice at a nationwide level.
And people who participate in these discussions will also be helping shape the site and its content because the Barnardo’s team will be creating resources to help educators deal with these emerging issues.
Uniquely, on top of all this, BEC includes free access to video, webinar and audio training on the resources, as well in-person training where necessary.
Barnardo’s Chief Executive Javed Khan said: “As a former teacher I know just how difficult it can be to support children who are struggling with challenges at home or a history of trauma.
“In the age of COVID this is so much harder, with many children falling behind in their learning during the lockdowns, facing anxiety and mental health problems, and worrying about their parents’ jobs or their grandparents’ health. On top of all this teachers are facing huge pressures personally and professionally.
“This is why I’m delighted to be launching Barnardo’s Education Community today, with vital health and wellbeing resources to support educators at this uniquely difficult time.
“I’d urge everyone to treat this as your community. Take part in online discussions with your peers and bookmark the page on your browser so it is always there when you need help.
“And if there are any resources you need but cannot see on there already then get in touch and we’ll work on creating them for you. The goal is for the site to be constantly evolving to meet your needs.”
The Duke of Westminster, Hugh Grosvenor, who Chairs the Westminster Foundation, said: “We may not know for some time the true extent of anxiety and trauma that children are experiencing through the pandemic, but we do know that changes to education have placed teachers and families under immense strain as they try to support children adapt or come to terms with the negative consequences of Covid.
“We also know that lockdown learning has a greater impact on the more vulnerable children in society as they face the real possibility of poor mental health compounding their existing disadvantages.
“We shouldn’t assume that education professionals can simply react to this without any extra help, on top of the many existing challenges they face. I’m proud the Westminster Foundation’s support has helped create the Barnardo’s Education Community and hope it will become a vital resource to everyone in the education sector.”
A leading charity and coalition of leading organisations has expressed its disappointment that special schools are not set to re-open and has urged the Scottish Government to reconsider its position. It has also urged that teachers and support staff at these schools be among the priority groups being vaccinated.
The call has been made by Kindred, an advocacy organisation supporting parents of children with complex needs. Its director, Sophie Pilgrim, has written to the Scottish Government’s deputy First Minister and Cabinet Secretary for Education, John Swinney MSP, urging it to reopen special schools to full time-placements who want to return.
The Scottish Children’s Services Coalition, an alliance of leading organisations that campaigns to improve services for vulnerable children and young people has also given its backing to the call.
In England, Wales and Northern Ireland special schools have remained open, whereas in Scotland there is a patchy picture, with some local authorities keeping all special schools open while others are offering pupils a few days at school each week, or no provision at all.
In addition, some independent grant-aided special schools appear to have closed altogether and reverted to ‘on-line’ learning for their children, even though it is evident that many of the children cannot engage in this form of learning.
In her letter, Ms Pilgrim has expressed her concern that with this second lockdown, children’s physical and mental health is also degenerating as they are not able to access the therapy and support required.
It notes that parents single-handily cannot provide that treatment and therapy for the children, without the support of the schools, highlighting that attendance at a special school goes beyond a child not getting an education, it is the therapeutic support that those children are getting and the respite support for the parents. The charity has heard that some children are being very violent towards their parents or their siblings, behaviours which are very hard to unlearn
Parents of children with complex needs are also in many cases experiencing physical and mental breakdown, impacting on their long-term capacity to care for their children.
In Scotland there is a presumption of mainstreaming, meaning that only children with the most complex needs are given a place within specialist provision, which is delivered through a rigorous process of assessment. There is no doubt that all these children would be classed as vulnerable and these are children who cannot be left alone and unsupervised and some require 2:1 care.
The UK Government has stated: “Special schools should continue to welcome and encourage pupils to attend full-time where the parent/carer wishes for their child to be able to attend. Special post-16 settings should continue to welcome and encourage students to attend as per their usual timetable where the young person wishes to attend. [1]
On these grounds, special schools have been kept open in the other nations of the United Kingdom.
Sophie Pilgrim commented: “We are really disappointed that special schools are not set to reopen. As a charity we have been speaking to parents of children with complex needs and they tell us that their children’s physical and mental health is degenerating because they are simply unable to maintain therapy and support within the home environment.
“The weather is now too cold for many parents to take children out. Added to a loss of routine, this has created further stress and anxiety for these children, often leading to challenging behaviour not seen before. Many parents in turn are sleep deprived and often neglecting their own medical and care needs.
“Special schools have a vital role to play, providing respite from care for parents, as well as therapy, education and social engagement for our most vulnerable children. Without these reopening we will pay a heavy price as a society.
“We would urge that Scotland follows the lead shown by England, Wales and Northern Ireland and we re-open our special schools to full time placements for those who want to return.“
Kenny Graham from the Scottish Children’s Services Coalition also backed this call: “There is a current patchwork approach to opening special schools across Scotland and we fully add our support to this call by Kindred to ensure that these are fully reopened.
“Many of those we are supporting are finding the current situation incredibly challenging, with greatly increased social exclusion through being at home.
“The loss of routine has proven extremely difficult for many, impacting in many cased on both the children and their parents. It is vital for those who want to, that they have the opportunity to return to school and have full access to the care and support they feel they need.”
Claudia’s son Christian is 11 years old and has complex needs, uses a wheelchair and is visually impaired. He also has respiratory problems, but the most difficult issue is his uncontrollable seizure activity. Christian is fed by tube, requires constant suction and needs an apnoea monitor during the night because sometimes he stops breathing.
Christian normally attends Oaklands School in Edinburgh but is now at home full-time.
Claudia has two other boys (aged 14 and 15) to look after and her husband is working at home.
Christian gets a day of respite at Calareidh, which is an NHS facility supports the needs of children with very complex needs.
Claudia however notes she is:
“Really struggling to do the physiotherapy, hydrotherapy and various sensory therapies that Christian needs and I feel that I am unable to fully meet his care needs. These were previously done at the school and with another lockdown, everything has stopped with a huge impact on Christian’s engagement and progress.”
Juggling Christian’s needs, medical, personal care, therapy and education with home-working and home-schooling his older brothers is also challenging because each one needs a dedicated space, so that means that Christian and Claudia have to be in only one room for most of the day. Christian would be developing better at school because the staff are trained to help in his development and Claudia is concerned that she can do a fraction of what they do at school.
Claudia believes all special schools should be open, with precautions in place, and offering children full provision during lockdown.
Kirsty Watt, Edinburgh
Eilidh Watt is 13 years old and has complex needs including learning disability and Autism Spectrum Disorder. Her mum, Kirsty Watt, is a single parent.
Eilidh is non-verbal, has balance and coordination problems and is tube-fed. She has intractable epilepsy and can experience as many as 10 seizures a day, with her oxygen needing to be monitored. Each night Kirsty stays up until 11.30pm or 12 to ensure that Eilidh’s tube-feeding has been completed.
Eilidh is usually up at least once in the night and sometimes on three occasions. Kirsty has to be up again at 7am to try get her ready for the school bus.
From being at Braidburn special school full time, which was a real godsend for the family, she is now at school in Edinburgh three days a week and has two night of respite care each week,
Kirsty notes that “Being at school is very important for those with special needs as they have a routine and home learning has left Eilidh incredibly unsettled and her behaviour can become quite unsettled.”
Maya James, Edinburgh
Maya’s son Dillan (above) is 10 years old and is at Prospect Bank School. He is now attending school only two days a week following the lockdown.
Maya has three children and says that she is able to explain to the other children about Coronavirus including her youngest who is 4 years old.
Dillan however has no understanding and with the loss of routine “his whole world has collapsed, he is very distressed and has become aggressive.”
Maya says the family is not coping and there is nowhere to take the children.
As the country remains in lockdown with millions of parents, carers and students facing weeks of remote learning, Amazon is offering free and inspirational learning essentials to help while schools are closed.
Below we have listed a range of educational resources freely available from today across Science, Mathematics, English and Physical Education.
· Amazon Maths4All now offers hundreds of free maths games, apps and challenges on Alexa, worksheets for Kindle and Fire Tablets, and caters for a range of ages across primary and secondary school, learning styles and abilities.
· Students can tune into a maths lesson from Rachel Riley, Countdown presenter and the nation’s favourite mathematician, who joined our Very Important Breakfast Clubs to play the numbers game and show that maths is ‘easy as Pi’.
· You can even involve Alexa in learning from home. Get started by saying, “Alexa, ask the Maths Coach to start a test”, or “Alexa, ask the Maths Coach for a hard addition test”.
The Hour of Code Dance Party is the perfect feel-good Friday finish after a long week of remote learning. This interactive dance-themed online coding tutorial gives students the opportunity to build their computer science skills while have some fun coding characters to dance to songs from leading artists.
Dr Ranj Singh, the NHS doctor and BAFTA award-winning TV presenter, is providing a short brain-busting lesson in biology. Children in years 1 -7 can learn about the growing brain and how to keep your brain healthy.
Amazon Future Engineer is our comprehensive childhood-to-career programme designed to inspire, educate and enable children and young adults from lower-income backgrounds to try computer science. Earlier this year, Amazon Future Engineer launched free virtual coding programmes to help young people build computer science skills while learning at home.
Those aged 11-16 can enter the Amazon Longitude Explorer Prize, which challenges students to develop technological innovations to help solve some of the world’s biggest issues (entries close 12th February 2021)
English
· Young people and parents can listen to stories at Stories.Audible.com, with specially curated categories such as ‘Littlest Listeners’ and ‘Elementary’ offering free audio books. Get whisked away to Alice In Wonderland (read by Scarlett Johansson), Jane Eyre (read by Thandie Newton), Anne of Green Gables (Read by Rachel McAdams) and Frankenstein (read by Dan Stevens).
Physical Education
· As breaktime moves from the playground to indoors, students can practise their football freestyle flair with Lia Lewis, British freestyle footballer and TikTok superstar, who will teach neck stalls, knee blocks and how to do a cross catch in her lesson.
A new package of £45 million will help local authorities to provide support to schools and families as they deal with the challenges of remote learning during lockdown, Education Secretary John Swinney confirmed yesterday.
Councils may use the funding – sufficient to fund 2,000 additional teachers – for purposes including recruitment of additional staff, additional digital devices or to provide additional family support.
This is on top of £160 million already committed for education recovery since the start of the pandemic, bringing the total additional support provided to more than £200 million since the start of the pandemic. Private and third sector day care of children settings will also receive almost £4 million in temporary financial support.
Mr Swinney has also asked HM Inspectors of Education to commence with a national review of the quality and effectiveness of remote learning across the country with the first report published next Friday, 22 January.
The Scottish Government will ensure all appropriate mitigations are in place to support a safe return including enhancing our testing programme in schools. We expect that pilots of two different testing models – one using in-school testing with Lateral Flow Devices (LFD), and another involving at-home testing using PCR tests – will begin in a small number of schools from next week.
Mr Swinney said: “I appreciate only too well the additional burden home learning is placing on many of our children and their families. After the last period of school building closures we commissioned an Equity Audit, published today, to better understand the impact on children’s learning and health and wellbeing, particularly disadvantaged pupils.
“Since the start of the pandemic our funding has led to an additional 1,400 teachers and over 200 support staff being appointed. The new funding can be used to recruit further staff – which might include teachers, classroom assistants, administrative staff, home/school link workers or other support workers – as well as the resources that families and schools need to support home learning, including additional digital devices where there is any remaining unmet need, and other home learning resources.
“The quality and effectiveness of remote learning across the country will be reviewed by HM Inspectors of Education. A programme of ‘national overviews’, will commence immediately and last for the duration of remote learning. These will seek to identify what is working well and where further improvement is required. These overviews will be published weekly to ensure they are available for everyone to learn and build from, starting week ending 22 January.
“I am aware that remaining open for very small numbers of children creates pressure for some childcare providers, and I can therefore confirm we will make temporary financial support of up to £3.8 million available for each four week period of restrictions to day care of children providers and childminding settings caring for 12 or more children who remain open for vulnerable and keyworker children during these restrictions. We will confirm details as soon as possible.
“If the evidence tells us we can get some pupils back safely, we will do that, and we will ensure the package of mitigations in schools remains robust and tailored to the circumstances we face. As part of that work, we expect that pilots of two different testing models – one using in-school testing with Lateral Flow Devices, and another involving at-home testing using PCR tests – will begin in a small number of schools from next week, helping to inform options for wider rollout.
“I am grateful to our hardworking, dedicated teaching professionals for their intense work to plan, organise and deliver learning. The virus will be beaten, and schools will return fully to intensify our efforts to achieve excellence and equity for all of Scotland’s children.”
Advice and support for parents and carers is available at the Parent Club.
If you had a hundred home educators in a room, each of them would likely have a different approach, but there are various steps you can take to get the most out of homeschooling.
With a third national lockdown closing most UK schools, Greg Smith, Head of Operations at Oxford Home Schooling, one of the UK’s leading home education providers, has given his 10 tips for how to effectively homeschool.
1. Take breaks
A bit of experimentation should identify what works best for you and the child. You might find 30-minute blasts followed by 10-minute breaks help to keep your concentration up. Alternatively, you might prefer to work for longer periods at a stretch and then enjoy a longer break.
Boring as it might sound, giving your learning a predictable structure and routine does help to make sure you get everything done!
2. Make a routine
Children get the most out of homeschooling when parents decide when and what they should be studying. At school, the typical day might consist of seven 40 minute periods – four in the morning and three in the afternoon. So should parents try to emulate this?
It’s important to remember that most children (and adults) are not able to concentrate for long periods of time, whatever the learning environment and kids do not concentrate on their studies for five hours a day at school. The average lesson is filled with interruptions and irrelevancies and the real ‘work’ might be condensed into 10 minutes. The same is true at home. Even if you have assigned 40 minutes to a subject, do not be surprised if the useful work is done in just 10 minutes and the rest is spent in (apparently) less productive activity.
Organisation is not simply a matter of time slots. It is a combination of timetabling and study objectives. By setting routines, children will find it easier to stay focused, engaged and make progress.
3. Get rid of distractions
It’s really hard to focus when the TV’s blaring, the radio’s on or there is lots going on in the place you’re working, so try and get rid of the distractions.
Also, concentrating is easiest when you’re in a quiet, comfortable place, so play around with how you and your child study – sitting, standing or lying down; inside or outside; with lots of light or without – and find a method that helps them concentrate.
4. Divide up the work
Sometimes it can be difficult to motivate yourself when faced with a really big or difficult task. The best solution is to break it down into smaller pieces, planning out the various stages that need completing before you start. This way, your child will know what needs doing and you’ll both get a good sense of progress as you work.
5. Get lots of sleep
It’s an accepted fact that if you don’t get enough sleep, you’ll find it harder to concentrate, learn and retain information. The trick is pretty simple – get some sleep! Most people between the age of five and 11 need 10 to 12 hours of sleep per night, while 11 to 18-year-olds need 8 to 10 hours.
6. Don’t multitask
Sometimes, particularly when there’s a lot of work to be done, it can be hard to resist the urge to multitask and try and get lots of jobs done at once.
This is best avoided though, as, in essence, you’re dividing up the amount of brainpower you have available to a given task, meaning you might miss out on important bits of information.
7. Meditate and reduce stress
Plenty of scientific studies have shown the benefits of sitting silently, with your eyes closed and the mind focused on the present. This can dramatically reduce stress levels – a factor that’s been proven to exacerbate tiredness and reduce memory retention.
8. Utilise TV and online learning
Technology is a massive part of education both in schools and at home. Sites like BBC Bitesize and Geography Games are great for delivering educational content in a fun, engaging way.
It can also be used to keep in touch with the homeschooling community to share tips and advice.
If you’re temporarily homeschooling, then tools like Google Classroom can help you interact with your class and teacher from school.
9. Stick to the curriculum
It’s important to try and cover all of the subjects your child is used to learning about, but don’t worry too much about spending an equal amount of time on each.
You will naturally have greater knowledge in some areas than others and it’s fine to lean on these more heavily. However, your child may have interests in subjects you are less familiar with, and it would be a shame if they were unable to continue learning about these during this period. Avoiding these topics altogether could result in your child losing their passion.
If you are unsure about any content, it can be quite refreshing to do some research yourself and learn something new, before passing on the information to your child.
10. Make it fun
Learning doesn’t have to be a chore, there are hundreds of games you can play to exercise your brain, including the following memory tests.
There are card games where you have to match pairs or groups of face-down cards, flipping two each turn and reverting them face-down if they’re not a pair.
You could also place a number of small, random items on a tray, memorise the items for a minute, then cover the tray, listing as many of the items as you can remember in a given time period.
Then there are two-player games, such as Memory Master, where one player stares at a picture (magazines, books or photos all work) for a minute, after which the second player quizzes them on all aspects of the picture.
