Tag: learning

It’s Results Day

Record number of Higher and Advanced Higher passes

Scottish school pupils will receive their official grades today. There were more than 200,000 entries for Higher and Advanced Higher courses this year – and this year’s students have achieved new records.

The number of Higher passes is at a record level since the advent of Devolution, and the number of Advanced Higher passes is the highest since their introduction in 2001.

Almost 137,000 learners are receiving Scottish Qualifications Authority (SQA) results today – the most since 2017.

Pass rates overall remain high, despite the exceptional challenges caused by the COVID-19 crisis, and are significantly higher than the historic picture – up 12.6 percentage points for Highers compared with 2019, but down slightly on last year.

With an exam diet not possible because of the pandemic, this year’s grades for National 5s, Highers and Advanced Highers were based on teachers’ judgement of evidence of attainment.

The results show:

  • the highest number of Higher passes since at least 1999
  • the highest number of Advanced Higher passes since the qualifications were introduced in 2001
  • an increase in the number of entries for National Qualifications compared with 2020
  • the percentage of grade As awarded at National 5, Higher and Advanced Higher level is at a record high
  • pass rates at National 5, Higher and Advanced Higher are higher than in 2019, although slightly down on 2020
  • the poverty-related attainment gap is narrower than in 2019, although slightly wider than in 2020

Education Secretary Shirley-Anne Somerville said: “This is a strong set of results, achieved under extraordinary circumstances.

“It’s been one of the toughest academic years we’ve ever known, with the pandemic throwing significant challenges at our young people. So to have this many learners receiving certificates and for the number of passes at Higher and Advanced Higher to be so high is incredible.

“These results are testament to the hard work, resilience and determination of learners – and to the dedication of their endlessly supportive teachers and lecturers, who have been with them every step of the way, going above and beyond to make sure pupils got the grades they deserve.

“Learners can be confident that their awards are fair, consistent and credible. Indeed, industry representatives have made it clear how much they value this year’s qualifications.

“As in any year, the results highlight some areas for us to focus attention on. Closing the poverty-related attainment gap and ensuring every young person has the chance to fulfil their potential remains central to our work. We know that the challenges presented by the pandemic mean our efforts to deliver equity in education are more vital than ever, so we are investing a further £1 billion over the course of this Parliament to help close the gap.

“While congratulating those receiving SQA results today, we should also recognise, and celebrate in equal measure, the successes of young people whose achievements are not measured in national qualifications but in other ways. They should be proud of their hard work and resilience during such a difficult year.

“For some young people, today’s results may not be what they would have liked. There is always a next step – and there is a range of support and practical advice available for learners, and their parents and carers, to help in that onward journey, whether it’s staying in education, training, or moving into the workplace.”

Fiona Robertson, SQA Chief Executive and Scotland’s Chief Examining Officer, said yesterday: “Results Day, when learners receive their certificates and find out their grades, is always a significant and important annual date in the calendar.

“This year is very different for lots of reasons, not least because teacher judgement has replaced exams and because learners already know their grades after receiving provisional results before the end of term.

“The 2021 approach to assessment – the alternative certification model (ACM) as it is formally known – has not been without its critics.

“Perhaps that was inevitable given the need to agree and build a new model at pace, but it was the best possible solution in the exceptional circumstances we faced and I have yet to hear a credible alternative put forward. 

“As we approach Results Day 2021 tomorrow, it is time to put those criticisms aside and to focus on paying tribute to the tremendous efforts made by Scotland’s young people in what has been a very difficult and challenging time for many.

“It’s also important to recognise the tireless professionalism and commitment of Scotland’s teachers, lecturers and support staff who have gone the extra mile to do their utmost for their learners, whom they know best.

“Following the cancellation of exams by the Deputy First Minister, the education sector came together last autumn to form the National Qualifications 2021 Group, which was tasked with developing and implementing an alternative.

“There was no ‘off the shelf’ solution but we quickly agreed that the ACM had to have evidence of learners’ learning and skills at its heart.

“And so provisional results, decided by teachers and lecturers using assessments completed by learners that followed the national standard set by SQA, were used to award this year’s National 5, Higher, and Advanced Higher courses. Those provisional results are the same as the final results learners will receive tomorrow unless the SQA, in very exceptional circumstances, discovered an administrative error.

“As we all know, through this year there have been further restrictions and lockdowns and together with teachers, lecturers, learners, parents and carers, the ACM had to quickly adapt.

“Ways in which the model adapted include the in-built flexibility around when and how schools and colleges assessed learners so that they had the best chance to demonstrate their knowledge and skills. 

“A big congratulations to each and every learner getting their certificate. You have achieved so much.”

Open Letter to Young People

Introduction from Sandy Begbie, CEO Scottish Financial Enterprise, Chair of Young Person’s Guarantee Implementation Group, Chair of DYW:

We all know that this year has been a year like no other and understand that the impact on young people has been significant.

Research undertaken with young people by Young Scot reveals anxiety that this year’s qualifications and achievements will not be valued as highly by employers in comparison to previous years.

My many discussions with industry and employers resoundingly confirms the opposite. Instead my experience is widespread employer admiration for the fortitude and resilience young people have shown throughout all the challenges faced in the past year, and a solid commitment to create opportunities to help shape futures.

Official SQA results are due to be issued on 10 August. This is an opportune moment to communicate through an ‘open letter to young people’ that Scotland’s industry and employers stand in support of them, recognise their qualifications, and congratulate them on their achievements. The content of the open letter is attached and includes a number of signatories who represent a broad range of Scotland’s employers. We couldn’t include everyone, however I know there will be many more who stand ready to endorse it.

I therefore kindly ask for your support now, to get behind our campaign and help re-build youth confidence at this critical time.

An open letter to Scotland’s Young People

While you enjoy the summer and a well-deserved break from your studies we wanted to write to you in our role as Scotland’s business leaders and on behalf of our networks of thousands of Scottish employers.

As you receive your official SQA results, we want to reassure you that we recognise and value your qualifications as much as any other year. We congratulate you on everything you’ve overcome and achieved this year, and you have our support, whatever your needs and wherever your ambitions lie.

Over the past 18 months you’ve had to deal with a situation like no other and the flexibility, ingenuity and resilience you’ve shown gives us confidence in you as future employees.

We are committed to helping to create job opportunities for you so that you can have a positive future. We are also committed to ensuring that there are opportunities available for every young person and that you have help and support to develop further.

Many people in interesting job roles across Scotland may not have taken an obvious or traditional path. Look out for #NoWrongPath which will show you that, whatever your results, there are different routes into jobs.

There are lots of industries continuing to grow and new ones emerging which offer exciting opportunities. Employers need young people with fresh ideas and experience to get involved and work together with us to tackle big challenges, such as climate change. We will do all that we can to help you find ways to use your skills and talents in the workplace.

We all support the ambition of the Young Person’s Guarantee and its commitment that within two years, every young person aged between 16 and 24, will have the opportunity of a job, apprenticeship, further or higher education, training programme or volunteering. And we’ll keep speaking to young people across Scotland to understand how we can keep delivering on our commitment to you.

Wishing you the very best of luck with your next steps. Scotland’s employers stand ready to support you. This is our #CommitmentToYOUth.

Signed:

Sandy Begbie, CEO, Scottish Financial Enterprise
Marc Crothall, CEO, Scottish Tourism Alliance
Louise Macdonald, National Director Scotland, Institute of Directors Damien Yeates, CEO, Skills Development Scotland
James Withers, CEO, Scotland Food and Drink
Dr Liz Barron-Majerik, Director, LANTRA
Lee Ann Panglea, Head of CIPD Scotland and Northern Ireland, CIPD Tracy Black, Director Scotland, CBI
Anna Fowlie, CEO, SCVO
Fiona Hodgson, CEO, SNIPEF Training Services
David Lonsdale, Director, Scottish Retail Consortium
Karen Betts, CEO, Scotch Whisky Association
Martin Crewe, Director, Barnardo’s
Susan Love, Head of External Affairs, The Federation of Small Businesses Liz Cameron, CEO, Scottish Chambers of Commerce
Sara Thiam, CEO, Scottish Council for Development and Industry
Paul Carberry, Director for Scotland, Action for Children
Iain MacRitchie, Founder and Chair, MCR Pathways
Anne Wexelstein, Director for Scotland, Career Ready
Kate Still, Director Scotland, The Prince’s Trust
Kirsten Urquhart, CEO, Young Scot
Linda Hanna, Interim CEO, Scottish Enterprise
Carroll Buxton, Interim CEO, Highlands and Islands Enterprise
Jane Morrison-Ross, CEO, South of Scotland Enterprise

Wendy Robinson, Service Head of Childline, said: “At Childline we know that results day and the period running up to it can be a really challenging time.

“The impact of the pandemic has made this even more difficult – and young people have told our Childline counsellors they are understandably feeling anxious and stressed.

“The last year has been incredibly tough for young people with school closures, exam cancellations and changes to the assessment process – so it is vital that they are supported and listened to.

“Young people have told us they’re concerned that they may get lower grades than if they’d been able to sit their exams, or that their results are out of their control – whereas others are concerned that they won’t get the results they need for their future.

“Some also said they struggled to prepare and do the work they were being graded on due to having so much time out of school because of restrictions.

“If any young person is feeling apprehensive and worried about their results, I’d urge them to talk to someone about it.

“And if they don’t get the results they need, there are options they can take and there are trusted adults that they can turn to for help and support. This could be a teacher, careers advisor, parent, carer or Childline.

“Our counsellors are always here to talk to young people whether that be on the phone or online.

“The conversation will be completely confidential and no worry is ever too small. If it matters to a young person, it’s important to Childline.”

One 16 year old girl said: “It is exam season and I am missing three very important papers because I have COVID. I feel so trapped and alone in my room. I’m expected to study for exams as if the pandemic hasn’t happened.

“The exam board said they’d cancel exams yet they proceed to give the papers to schools to give to us to sit which I find so unfair.  I have missed months of school, had to learn online, and now I have COVID right before exams. None of this is my fault and I don’t understand why my grades should suffer for something that is out of my control. (Girl, 16, Scotland)

Advice

For young people who may not achieved the results they wanted:

  • Ask a teacher, careers advisor or any adult you trust what they think and discuss your options and how you are feeling.
  • Remind yourself of what you did well in whether that be specific pieces of coursework, or other parts of your life.
  • Don’t compare yourself to your friends.
  • If you do not feel your grade reflects your ability speak to your school about making an appeal. This doesn’t always mean you’ll get a better grade but it can help if you think things would have been different had you sat the exam.
  • Look at other courses or training programmes and apprenticeships that you can do.
  • If you haven’t got a place at your chosen university, try not to worry as there is a chance you could get a place at another university through the clearing process.
  • Take a gap year and do something different like volunteering.
  • Look at different courses that you can do with the grades you have achieved.

For parents and carers:

  • Your child may find it hard to talk to you about their results so be patient and supportive until they feel ready to talk about how they feel.
  • Encourage your child to take their time to think about what they want to do next. There’s no need to rush into a decision straightaway.
  • Help them think about their choices by writing down a list of pros and cons for each of their options
  • If they are finding it hard to talk to you, let them know they can contact Childline for free, confidential support and advice on 0800 1111 or www.childline.org.uk

Childline data for the UK 

  • Between April and June this year Childline has delivered 1812 counselling sessions to young people who spoke about concerns relating to exams and exams being cancelled.
  • This has more than doubled when compared to the same period last year where 861 counselling sessions were delivered.
  •  In 43% of these counselling sessions, a young person also spoke about their mental and emotional health.
  • 985 sessions were delivered to girls (54%), 220 were delivered to boys and 607 of the sessions the gender of the child was either other or unknown (34%).

The EIS has congratulated Scotland’s senior students after a strong set of qualifications results were confirmed.

Commenting, EIS General Secretary Larry Flanagan said, “Scotland’s young people have endured a particularly difficult period over the past year, with the ongoing Coronavirus pandemic creating many challenges in all aspects of their lives including their education.

“The late decision to cancel the exam diet and to move to the Alternative Certification Model (ACM) inevitably created additional pressures on students, but it is clear that Scotland’s young people have performed exceptionally well in the most trying of circumstances and they can be extremely proud of all that they have achieved.”

Mr Flanagan continued, “The additional pressure and workload created by the late move to adopt the ACM, compounded by a three-month lock-down, placed a particularly heavy burden on teachers and lecturers, and they deserve sincere thanks for their absolute commitment to ensuring that young people could receive the grades that they deserved.”

Mr Flanagan added, “As we look ahead to the welcome replacement of the Scottish Qualifications Authority and a refresh of a qualifications system that still places too much emphasis on high-stakes end of year exams, there will be lessons to learn from this year’s experience.

“Today, however, is about recognising and celebrating the successes of Scotland’s young people.”

Free online courses for community councillors

Community councillors are already making the most of the online courses developed by the Improvement Service and The Open University in Scotland. 

There have been over 700 hits on the portal where you can sign up for free courses on digital skills, business skills, finance and fundraising, and community and society.

More information here: https://www.open.edu/openlearn/skills-supportOU-CC

Community Councillors from all over Scotland have already benefited from the free online courses developed by the Improvement Service and The Open University in Scotland

Find out more and register for a free account here: https://www.open.edu/openlearn/skills-supportOU-CC

Edinburgh Napier receives funding from Turing Scheme

Study abroad opportunities will be available for students

Students from Edinburgh Napier will be able to study across the world after the University was awarded a significant level of funding from the new Turing Scheme.

The funding, which was announced this week, is part of almost £100m that was distributed to education providers following the inaugural call for bids. It will enable and increase global mobility activity in the 2021/22 academic year, supporting students in accessing a range of international opportunities, regardless of their background.

The Turing Scheme is the UK Government’s programme to provide funding for international opportunities in education and training across the world. It supports Global Britain by providing an opportunity for UK organisations from the higher education, further education, vocational education and training and schools sectors to offer students, learners and pupils life-changing experiences to study or work abroad.

As part of the new global scheme, Canada, Japan and the USA are among more than 150 international destinations where UK participants will be funded to take up placements – with 48% of places going to those from disadvantaged backgrounds. 

The Turing Scheme gives participants the opportunity to benefit from working and studying abroad, while boosting the UK education sector’s ties with international partners in the process. It also aims to improve social mobility across the UK by targeting areas which had seen lower uptake up of other mobility programmes. 

Edinburgh Napier University Principal and Vice Chancellor Andrea Nolan said: “We are delighted to have been successful in our bid to the Turing Scheme.

“We have a long history of both widening participation and global mobility at Edinburgh Napier and it will be fantastic to be able to provide yet more opportunities for students from all backgrounds to experience some time abroad as part of this exciting new scheme.”

Universities Minister Michelle Donelan said: “Our schools, colleges and universities have worked tirelessly to make this programme a success, and I am grateful to them and their global partners who have truly embraced this opportunity for international collaboration.

“I look forward to seeing the innovation and expertise our students, pupils and vocational learners bring back to this country from their journeys to every corner of the globe – from Canada to Japan, and Australia to the United States.”

More information on how students can apply to the scheme will be announced in due course.

40,000 students to study across the globe as part of Turing Scheme

UK Government announces 40,000 students and pupils are set to study and work abroad under new student exchange programme, spanning 150 countries

40,000 students will be able to study and work abroad thanks to the government’s new Turing Scheme, with universities and schools due to be told this week that their bids for funding have been successful.

Over 120 universities, as well as schools and further education colleges across the UK, will be awarded grants from the £110m Turing Scheme – which will see 48% of places go to those from disadvantaged backgrounds.

As part of the new global scheme, Canada, Japan and the United States are amongst over 150 international destinations where UK students will be funded to take up work and study placements – alongside popular European countries like Germany and France.

At the heart of the Government’s post-Brexit vision is an ambition to create a truly Global Britain where we learn, work and trade with countries well beyond Europe’s frontiers. The Turing Scheme, which has replaced the UK’s participation in Erasmus+, gives young people the opportunity to benefit from working and studying abroad, while boosting our ties with international partners in the process.

The scheme also aims to improve social mobility across the UK by targeting areas which had seen lower uptake up of the Erasmus+ programme, including across the Midlands and North of England – with education providers in the West Midlands set to receive the most funding.

Education Secretary Gavin Williamson said: “The chance to work and learn in a country far from home is a once-in-a-lifetime opportunity – which broadens minds, sharpens skills and improves outcomes.

“But until now it has been an opportunity disproportionately enjoyed by those from the most privileged backgrounds. The Turing Scheme has welcomed a breadth of successful applications from schools and colleges across the country, reflecting our determination that the benefits of Global Britain are shared by all.

“By strengthening our partnerships with the finest institutions across the globe, the Turing Scheme delivers on the Government’s post-Brexit vision, and helps a new generation grasp opportunities beyond Europe’s borders.”

Ministers have set out a range of measures to improve access to international opportunities through the programme, including funding for travel and expenses such as passports and visas, as well as a grant for living costs, to tackle the barriers some students face to studying overseas.

Extra support has also been guaranteed for preparatory visits to make sure placements meet the needs of participants with disabilities and special educational needs.

Universities Minister Michelle Donelan said: “Our schools, colleges and universities have worked tirelessly to make this programme a success, and I am grateful to them and their global partners who have truly embraced this opportunity for international collaboration.

“I look forward to seeing the innovation and expertise our students, pupils and vocational learners bring back to this country from their journeys to every corner of the globe – from Canada to Japan, and Australia to the United States.”

The total number of individual placements supported this year through the £110m scheme stands at over 40,000 – exceeding the Department for Education’s own estimates. This includes 28,000 placements for university students – compared with only 18,300 under Erasmus+ in the academic year 2018/9.

The Turing Scheme, announced by Education Secretary Gavin Williamson last year, is named after pioneering UK war hero and father of modern computing Alan Turing, who studied abroad at Princeton University before going on crack the Enigma code in World War Two.

Vivienne Stern, Director, Universities UK International, said: “The Turing Scheme will create opportunities for thousands of students from all over the country to gain experience working and studying abroad.

“We know from the evidence we have collected that students who have such experience tend to do better academically and in employment outcomes – and that this is especially true for students from disadvantaged backgrounds.

“We want more students from a wider range of backgrounds to get these sorts of opportunities and believe, that if they do, the UK economy will benefit in the long run.”

David Hughes, Chief Executive, Association of Colleges, said: “The opportunity to work, study or compete abroad is so important for the life chances of all young people.

“It’s encouraging to see colleges taking up all that Turing can offer – including colleges that are newer to international partnerships – exploring exchanges across a broad range of countries.”

Student mobility will be crucial post-pandemic as the world reopens and learners from all backgrounds access their chance to develop technical and personal skills, build their confidence and experience other cultures.

Capital primary school is top of the class for outdoor learning

An Edinburgh primary school has become the first in Scotland to receive a national award for its commitment to taking learning outside the classroom.

St Andrew’s Fox Covert RC Primary School has been given the national Learning Outside the Classroom Mark (Gold), the highest accolade of its kind.

The award has been given by the Council for Learning Outside the Classroom (CLOtC), the national voice for teaching beyond the classroom which is known to contribute significantly to raising attainment and improving pupil and staff wellbeing.

As part of their submission for Gold status, St Andrew’s excelled in the following important areas:

  • capitalising on their resources, including nearby Corstorphine Hill, to ensure learning was based in local, accessible places
  • maximising commitment to learning for sustainability and their core ecological values; nurture, inspire, flourish
  • ensuring that their work was rooted in Curriculum for Excellence and that all learning was underpinned by progressive skills for learning, life and work

Rebecca Favier, Head Teacher at St Andrew’s, said: “Being awarded the gold mark is a tremendous achievement for all the staff and pupils. That we are the first school in Scotland to achieve this makes it even more special! It shows that we are providing our pupils with potentially life-changing opportunities to learn in meaningful contexts.

“We’re thrilled to get national recognition for our efforts, and we look forward to continuing to develop what we do, helping our pupils achieve their potential and to promoting the many benefits of taking teaching and learning beyond the classroom walls.”

Primary 5 pupil Billy said: I love learning outside my classroom on Corstorphine Hill. We do maths, language, science, nature studies and art and it’s fun doing it in the fresh air.

“Even when it isn’t sunny we keep our outdoor clothes in school for all weather. It makes learning feel like playtime with my friends. St Andrew’s is the best school ever!”

Councillor Ian Perry, Education Convener for the City of Edinburgh Council, said: Well done to all the teaching staff and pupils at St Andrew’s who have made such a massive contribution to achieving this award.

“It’s great to see such innovative learning and teaching being taken out of the classroom and getting the national recognition that it fully deserves.”

Councillor Alison Dickie, Education Vice Convener for the City of Edinburgh Council, said: “This past year has been a real challenge for our young people and teaching staff so a massive thumbs up to St Andrew’s for leading the way in Scotland.

“This is creative learning at its best and these outdoor experiences both improve pupils’ academic attainment but also personal development and health and wellbeing.”

Kerr Willis, Chair of St Andrew’s Parent Council, said: “Big congratulations to all the staff and pupils for achieving Gold Award status in LOtC.

“It’s great to see the school making use of the incredible outdoor space near the campus to provide the children with a creative and practical approach to learning. Keep up the great work!”

Dr Anne Hunt, Chief Executive of CLOtC said: “Learning outside the classroom has many proven educational benefits as well as providing some of the most valuable and memorable experiences in a child’s school life. 

“Achieving LOtC Mark (Gold) demonstrates that St Andrew’s Fox Covert RC Primary is a leader in providing learning experiences outside the classroom and that these sessions are a genuine part of the everyday life of the school, are available to all of their children and young people.

“I congratulate them on achieving this award.”

For more information about LOtC Mark, please visit http://www.lotc.org.uk/lotc-accreditations/lotc-mark/

Faster, higher, stronger: some Olympic-themed fun to keep your children on track with learning

After a year that’s taken its toll on parents’ and children’s physical and mental health, we’re all longing for a bit of rest and relaxation. 

But the school holidays can leave children’s learning brains a little too relaxed. So with the Tokyo Olympics in full flow, keep the kids’ brains sharp with these Games-themed activities from former primary school teacher Abby Milnes of education champs PlanBee:

Learn about…

… time zones

There is an eight-hour time difference between the Games and the UK. This is a great opportunity to teach your children about time differences between countries and why they exist. Challenge your children to work out what time they will need to turn on the TV if they want to watch an event live (hypothetically of course; some of the events may be broadcast in the early hours of the morning in the UK!).

Download this FREE Time Zones Map to help teach your children about Time Zones.

… measuring time

Many of the Olympic events are measured and scored against how long it takes to complete the event. Events under a minute such as the 100m sprint, 200m kayak, team sprints in cycling etc will provide suitable contexts for younger children to think about when measuring time. Older children may like to take on slightly longer events.

This PlanBee lesson may help teach your younger child about measuring time.

Challenge your child to see how many things they can do within the same time as it took an athlete to complete their event. For example, the Olympic record for running 100m was 9.63 seconds set by Usain Bolt at the 2012 Olympics. How many blocks can your child stack in this time? How many ticks can they do on a sheet of paper? After showing children how to read the amount of time on a stopwatch, get them to time each other and take it in turns to see who can beat the record in your own events.

… measuring distance

Other Olympic events such as long jump, javelin, shot put and discus are scored and measured using distance.

Using a metre ruler or measuring tape, challenge your children to take part in a long jump event. They can take a run-up, or go from a standing jump. Mark where the back of their foot landed and help your child measure how far they jumped!

… averages

Some events such as gymnastics are scored by a judges panel. Each judge gives the performance a score which is then averaged out to give a final score. Challenge your child to take individual judges scores and find the average score by adding them up and dividing the total by the number of individual scores.

… variables

“I wonder… do you run faster on grass or concrete?” Challenge your children to think about conducting simple investigations with “I wonder…?” questions like the one above. Younger children may need help with timing but they should be able to make verbal conclusions with you such as “I ran faster on the concrete”.

Older children (7+) should be encouraged to think scientifically. Is it fair if you wear sandals to run on the grass, but running shoes on the concrete? No, they should be the same. What about the distance you run?

Other things they could test:

●        Do I run faster wearing trainers, or when I’m barefoot?

●        Will I jump further with a run-up?

●        Will I jump further with a long run-up or a short run-up?

●        Does someone with longer legs jump further?

… pentathlons

What’s the difference between a triathlon, a pentathlon and a decathlon? The number of events! (This is also a perfect opportunity to look at the prefixes tri- pent- and dec- to mean three, five and ten e.g. tri-angle, tri-cycle, pent-agon etc.)

Challenge your children to come up with their own events for a family tri, pent or decathlon! They don’t have to be Olympic events, just a number of events that an athlete will be timed to complete. They don’t even have to be sport related: Who will be the fastest person to put on their socks? Who will be the overall winner?

… drawing figures

Do you have a budding artist in the ranks? Why not challenge them to draw their favourite athlete from the Olympics. Up the challenge by asking them to draw the figure in motion as they complete their event.

Use these FREE Paper Mannequin Templates to help support your artist in their challenge.

… architecture

Having held the Games before in 1964, Tokyo already had venues to host different Olympic events. The newly built National Stadium was finished in November 2019. Challenge your child to investigate its design, including the different ways it has been designed to be eco-friendly.

Work together to create your own model of an Olympic stadium, making sure there’s enough room for a track and spectators.

… map skills

Some of the cycling events in the Olympic Games require a set route to be planned out over a certain area. Print out a map of your local area and identify where you are and any areas they are not allowed to go to. Together, plan out a cycling route for your own Olympic cycling event. You could repeat the route several times to try and beat your personal best!

Beware: If you are riding on roads, make sure your child can ride confidently on them and is aware of safety rules.

… clothing design

Take a look at the designs for the athletes’ kits. How is the country represented in the design? What functionality does there need to be? This could link nicely with investigating the different countries’ flags.

Challenge your children to design a uniform for the country of their choice using this FREE template: https://planbee.com/products/design-a-sports-uniform

  • PlanBee would love to see your OIympic achievements: give PlanBee a shout on social media or share your children’s work with them at info@planbee.com!
  • Want more in-depth learning about the Olympics? Check out  Olympics Topic with lessons in Art, History, Geography and more!

Scran Academy shortlisted for industry award

Scran Academy is celebrating after being shortlisted for a leading UK industry Award. This week, Scran was announced as a Finalist in the Apprenticeship and Skills category of the Public Sector Catering Awards and the recognition will see the youth-led organisation appear at the Ceremony in London later this year.

Scran Academy’s initial focus was to use the innovative food social enterprise to help young people from North Edinburgh to overcome their learning and life barriers and lead more meaningful lives.

Scran’s community-based school uses food to support learners disengaged from mainstream school to access qualifications and work. Despite being less than four years old, they have grown and scaled their impact to support thousands of people throughout the pandemic and city wide.

This includes the creation of the youth-led Scran Café based at the Comely Bank NHS Centre, which creates a welcoming, relaxing and safe haven for as many as 100 frontline NHS workers and clinical trainees on a daily basis.

Last year Scran also launched the Scran Van, a food truck that provides free healthy food to children and families across the city to combat hunger and increase positive youth activities.

All of these food initiatives puts employability skills, job opportunities and personal development for youth at the heart of what they do.

This award nomination comes as this ground-breaking social venture seeks to empower hundreds more young people with the skills and confidence to lead in the hospitality industry.

At the same time the programme will take a significant bite out of the poverty-related barriers, life challenges and injustices the young people face on a daily basis – being care-experienced, disengaged from mainstream school, at risk of homelessness, unemployed or suffering from poor mental health.

Nominee and Founder of Scran Academy and social entrepreneur, John Loughton BEM, said: “This nomination is a real vote of confidence in our community work and a recognition in the power of food to change lives.

“Will Bain and his team work magic at Scran to ensure food is positive for all people, not just those that can afford it. At Scran we do hand-ups, not just hand-outs and young people go on to change their own lives once they realise people believe in them.

“Scran’s story shows is that if we support local community organisations that are run with passion and authenticity, we can develop creative solutions to social inequality. It also shows that unlike the stereotypes so often in the media, young people make a real and positive contribution to society and your postcode does not have to be your destiny.”

Applicants to Scottish universities reaches record high

11% rise in individuals applying from most deprived areas

Scottish universities have seen a record number of prospective students applying to study for the academic year ahead, according to new figures from the Universities and Colleges Admission Service (UCAS).

The number of individuals applying to Scottish institutions increased by 10% to 140,440. The figures show the number of Scottish applicants from the most deprived areas applying to UK providers has increased by 11% and there has been a 23% rise in non-EU international applicants.

This year’s statistics also highlight a 41% decrease in applicants based in EU countries looking to study in Scotland.

Higher and Further Education Minister Jamie Hepburn said: “These statistics show a steep rise in prospective students looking to study at Scottish Higher Education Institutions (HEIs), with applicants from Scotland’s most deprived areas increasing by 11% to a record high.

“We have seen a big percentage increase in applicants from international students outside the EU and that again demonstrates the attractiveness of Scotland as a place to come to live and study.

“There was however a sharp drop in EU students applying to come to Scotland, which was always going to be an inevitable consequence of leaving the EU. We will continue to work with our international partners to strengthen our education and research relationships through scholarships and by promoting Scottish learning and research globally, recognising the ongoing importance of our close relationships with our European neighbours.”

2021 cycle applicant figures – 30 June deadline sample CSVs | Undergraduate | UCAS

Honours degree for the grandson of country’s ‘oldest PhD’

David follows in the footsteps of his inspirational grandfather

A YOUNG student has followed in the footsteps of his education trailblazer grandfather to graduate from Edinburgh Napier University.

David Hughes drew inspiration from the academic exploits of Dr David Dick – the first Vice Principal of Napier College who returned to the institution after it was granted University status to complete a PhD at the age of 84.

Growing up, the younger David was driven to succeed in his own right by his grandfather’s achievements, anecdotes and enthusiastic interest in his education.

Now, less than six months after his grandfather passed away, it’s 22-year-old David’s turn in the spotlight as he has been awarded a BA (Hons) in Social Sciences as part of the Class of 2021.

Ex-Royal High School pupil David said: “My grandfather’s knowledge and scholarship, alongside his genuine interest in my studies, were an inspiration during my journey to becoming an undergraduate student and continued throughout my time at University.

“I was excited and encouraged by his anecdotes, as well as his academic achievements in his retired life.”

Wartime telegram boy David Dick became a hydroelectric engineer then lecturer, and following his Vice Principal stint at Napier College from 1964, he was Principal at Edinburgh’s Stevenson College from 1970 – 1988.

He spent his retirement years engaged in the constant pursuit of learning, securing a BA (Hons) at the Open University, a Masters of Literature at the University of Dundee, and his doctorate in philosophy at Edinburgh Napier in 2013, which saw him reportedly crowned Scotland’s oldest PhD graduate.

He was awarded an OBE in 1982 for services to both education and the fire service, of which he chaired the examination board in Scotland for 17 years.

David said: “My grandfather and I spoke on numerous occasions about the difficulties of my dissertation topic, titled ‘Analysis of Scottish Nationalism in 2021 and how it is perceived amongst generational cohorts in Scotland’, and he always asked how I was getting on as the research was coming together.

“His passing in January at the age of 91 was extremely difficult. However, the perseverance he showed in his work spurred me on to complete my own studies in the belief that my grandfather would have been proud of my work and achievements.

“I have dedicated my dissertation in his memory.”

David now hopes to follow his childhood dream of achieving an aircrew role in the Royal Air Force or Royal Navy.

Dr John Burnett, lecturer in Edinburgh Napier’s School of Applied Sciences, said: “David’s enthusiasm, diligence, intelligence and determination to succeed are qualities clearly evident in his grandfather’s incredibly rich and impressive life story.

“The first class mark he achieved for his dissertation is a testament to the hard work, resourcefulness and considerable academic skill in the planning, design and execution of what is a complex and challenging topic – even without the trials and tribulations of the ongoing pandemic.

“I’m sure David’s late grandfather would’ve been incredibly proud of his achievements – and rightly so!” 

Revealed: The facts you were taught at school that aren’t true

Ten things you learnt at school which are no longer true

Our knowledge of the world is constantly evolving, and as such, some of the things which were once taught in schools are no longer true.

Remember when Pluto (above) was declassified as a planet and you began to doubt everything your teachers had ever told you? Turns out, that was just the start.

From science and history to English grammar, Oxford Home Schooling has compiled a list of 10 ‘facts’ which you may have heard in the classroom but are now considered outdated.

1) Diamond is the hardest material

Correction: There are six materials on earth which are harder than diamond

It was once taught that diamond is the toughest substance on the planet, but, while it remains the most scratch-resistant, there are actually six materials now known to be harder.

These include wurtzide boron nitride – a crystal lattice formed during volcanic eruptions, which is 18% harder than diamond – and graphene – a carbon lattice that is only one atom wide but is the strongest material we know of, in proportion to its thickness[1].

2) Water can only be found on Earth

Correction: There is water in multiple places in our solar system

We used to think that earth was the only place where water can be found, but NASA has since proved its presence on some of our galactic neighbours.

In 2015, it confirmed water flows intermittently on Mars and then, later that year, discovered an ocean beneath the icy crust of Saturn’s moon Enceladus[2]. Many suspect that there’s also an ocean on Jupiter’s moon Europa.

3) King Tutankhamen was murdered

Correction: He either died from a chariot crash or from genetic impairments

Some schools used to teach that King Tutankhamun of Ancient Egypt was murdered when someone struck him on the head.

However, a 2014 BBC documentary suggested that he died in a chariot crash that ultimately ended in an infection and blood poisoning.

Around the same time, a virtual autopsy of the pharaoh’s body indicates he may have died because of genetic impairments, with evidence suggesting his parents were siblings[3].

4) You can’t split an infinitive

Correction: It’s now acceptable

Star Trek’s famous line “to boldly go where no-one has gone before” annoyed a lot of hard-line grammatists by breaking a long-standing rule of the English language – that the infinitive form of a verb (I.e. to go) should not be split.

However, researchers at Lancaster University and Cambridge University Press found that split infinitives are now almost three times as common now as they were in the 1990s[4], and as language keeps evolving, most linguists now consider them acceptable.

5) There are three states of matter – solid, liquid and gas

Correction: There are at least five

One of the fundamentals of chemistry, most school students were told that there are three states of matter – solid, liquid and gas.

However, scientists now know of a fourth natural state, plasma, which despite not being common on earth, is thought to be the most prominent form in the universe.

There’s also a fifth state, the Bose-Einstein condensate (BEC), where molecular motion almost stops completely. BECs were discovered in 1995, but so far have only been found in laboratories[5].

6) Neanderthals were not very intelligent

Correction: They were skilled hunters with advanced tools

Many people used to believe that Neanderthals died out largely because they were less intelligent than Homo sapiens, but recent studies suggest they had similar cognitive abilities and were actually quite skilled hunters[6].

New archaeological evidence shows they used relatively advanced tools and were also better at socialising than once thought.

7) The universe is 13.7 billion years old

Correction: It’s actually 100 million years older

Science lessons used to teach that the universe is 13.7 billion years old, but it turns out we were out by around 100 million years. The European Space Agency’s Planck mission scanned the sky for radio and microwaves and in 2013 concluded that previous estimates were slightly short – the universe is actually 13.82 billion years old[7].

8) No-one knows where Richard III’s body is

Correction: He was buried under a car park in Leicester

For over 500 years, historians and archaeologists had been searching for the body of King Richard III, who died from injuries sustained in the Battle of Bosworth in 1485.

The long mystery was solved in 2013 when researchers from the University of Leicester announced that they’d discovered the controversial monarch’s remains beneath a car park in the city[8].

9) Nothing can travel faster than light

Correction: Things can move faster than light under the right conditions

It’s still true that nothing can travel faster than light in a vacuum or in similar conditions in space.

However, scientists have managed to slow light down by either trapping it inside waveguides made with photonic crystals or inside ultracold atom clouds.

This can reduce the speed of light from around 300,000km per second to near zero, so lots of things could outpace it[9].

10) We have five senses

Correction: We have way more than five

The five main senses – touch, taste, sight, hearing and smell – are still our most fundamental, but we also have lots of other mechanisms helping us to make sense of the world.

For example, we have proprioception – a sense of space. This is how our brain understands where we are in relation to other things. We also have others, such as neuron sensors, which help to control balance[10].

Greg Smith, Head of Operations at Oxford Home Schooling, said: “Every year in every subject, experts are constantly learning and updating our knowledge. This means that some things which were once taught at school now don’t tell the whole story, or have even been proved to be wrong!

“This can only be a good thing, however, as it shows that we are developing a greater understanding of our world.”

For more ‘facts’ you learnt in school which are no longer true, visit: 

https://www.oxfordhomeschooling.co.uk/blog/15-facts-you-learnt-at-school-that-arent-true-any-more/