Tag: learning

BT and Computing at School launch home schooling resources

As part of its Skills for Tomorrow programme, BT has teamed up with Computing at School (CAS), to launch dozens of activities, designed to support parents with their children’s digital skills at home.

The series of activities is based on the Barefoot Computing programme, a programme funded and managed by BT in partnership with CAS, to help primary school teachers deliver free, curriculum-aligned lessons in fun and relatable ways. CAS are part of BCS, The Chartered Institute for IT.

This Friday (24th April), comedian David Walliams will be showing the UK how to use some of these Barefoot resources in an ad break takeover on STV as part of BT’s Beyond Limits: Top Tips on Tech campaign.

This three-week campaign featuring a host of famous faces including TV presenter Rylan Clark-Neal and broadcaster and author Fearne Cotton, has been created to help the nation with the digital skills it needs to get through this unique and challenging time.

David’s lesson sees him inspiring the nation from his own home with ideas for how to maximise home schooling using a variety of digital tools, including Barefoot Zoo; one of the interactive and educational Barefoot games helping children learn about computing.

So far, more than 8,800 primary school teachers in Scotland have already accessed Barefoot, across more than 1,600 Scottish primaries. However, with most children now having to be schooled at home, the scheme has been swiftly adapted to provide new lessons, activities and games.

Content has been developed to be easy for parents to use, with no prior subject knowledge required. Many of the activities can also be done offline without the need for a computer – ideal for managing screen time and digital wellbeing.

A recent BT study revealed that millions of parents across the UK can only spend up to two hours a day teaching their children during lockdown.

Just 24% of parents say they feel comfortable teaching IT and computer science, with nearly all (92%) saying they’re uncomfortable with key topics such as coding. It’s likely that many parents will shy away from computing in favour of more familiar subjects.

The new Barefoot content includes dozens of varied activities and games to support parents and carers by inspiring children to think, learn and thrive in a digital world.

From making pizza with an algorithm ‘recipe’, to using the power of abstraction to save a struggling zoo, parents and carers will find tailored educational activities to keep young minds busy and curious for hours and hours:

  • Learning Together Activities – Downloads that parents and kids can do together based on our expert Barefoot Computing resources for teachers
  • Mini Missions – Thirty quick, fun and easy ideas to introduce children to key computing concepts at home
  • Interactive Learning Games – Imaginative online games that help children explore computing concepts independently
  • Weekly ‘Computing at Home’ YouTube Live classes by schoolteacher and Barefoot Ambassador Dr Jon Chippindall
  • Computational Thinking quick guide for parents, with a simple introduction to key skills taught through the national curriculum

Marc Allera, CEO of BT’s Consumer Division, said: “As a parent myself, I know how challenging it can sometimes be to balance working from home with entertaining and educating the kids.

“That’s why BT – with our key education partners – is supporting families to keep kids learning in these difficult times. This exciting new computing content, as part of our Barefoot programme with Computing at School, can really help parents, grandparents, and all carers to inspire their children to discover and explore the world of computing.”   

Julia Adamson, Director at BCS, The Chartered Institute for IT, said: “We are passionate about ensuring that every child has a world-class computing education. However, BT’s research has shown that computing is the subject that parents feel least comfortable with.

“Given the current challenges, it’s even more important that families are given as much support as possible in this area. The new Barefoot toolkit will help parents keep their children stimulated, engaged and progressing, even if they’re unfamiliar with computing themselves.”

Skills for Tomorrow is a major new programme designed to empower 10 million people by giving them the skills they need to flourish for the digital future. Everyone is included, everyone is welcome, and no one is left behind – from school children to the older generation; from young adults looking for employment, to SMEs looking for growth.

BT continues to collaborate with leading digital skills organisations, such as CAS, to collate the best courses and information, in one easy to navigate place.

All it takes to get started is to visit www.bt.com/skillsfortomorrow.

Getting tourism ready for recovery

A call has gone out to those with skills, expertise and experience, who are currently ‘furloughed’ or on a reduced working pattern, to help address the challenges facing Scotland’s tourism sector. 

In 2017, the sector provided employment for eight out of every 100 Scottish workers, but thousands of tourism business owners are naturally feeling anxious about the future in the wake of coronavirus.

The call to arms – ‘Getting ready for recovery’ – has been championed by around 120 alumni of the Destination Leaders Programme (DLP), a joint initiative for tourism industry professionals delivered for the past seven years by Edinburgh Napier University and Scottish Enterprise.

DLP alumni to mentor furloughed tourism workers along the road to recovery

The aim of the furlough initiative is to help small tourism businesses recover by providing targeted support and mentoring that can enable them to take forward identified actions, outputs and outcomes during this period of enforced reflection.

Professor Jane Ali-Knight (above) of Edinburgh Napier University’s Business School, explained: “It is intended that involvement will fall under the acceptable category of professional training for ‘furloughed’ professionals, and will help maintain and extend their professional skills, expertise, experience and network.”

This will mean projects taken up will be focused on objectives that underpin The Scottish Tourism Strategy to 2030, as well as wider destination leadership, development, management, industry resilience and recovery, and destination promotion.

Aileen Lamb from Scottish Enterprise said: “The objective is to support recovery and potential restructure of the Scottish tourism industry. We want to use this opportunity to encourage innovative thinking across a range of themes.

“Most importantly we want to encourage the supportive and adaptable nature of tourism professionals to shine. The initiative will include a weekly online session called DLP Assemble giving businesses a collaborative place to gather regular updates on initiatives and government funding as we look towards the point when restrictions can be lifted.”

Ali-Knight says: “We will guide participants on themes and tasks arising through the DLP Assemble initiative, to help form project groups with a good mix of experience and expertise, and to match groups with mentors and professional support.”

Kenneth Wardrop, a fellow DLP founder, says: “We want to act quickly, working with existing groups such as ETAG [Edinburgh Tourism Action Group] and STERG [Scottish Tourism Emergency Response Group] in order to start applying practical thinking and solutions in response to the evolving and devastating impacts on Scotland’s tourism industry.”

Edinburgh Napier University is also running a free online course through FutureLearn to help small tourism businesses understand the power of data they hold or can access in helping them market themselves more effectively at this critical time.

‘Understanding Data in Tourism’ is open now for people to register for the next starting point, on 16 May, by visiting: 

futurelearn.com https://www.futurelearn.com/partners/edinburgh-napier-university

Scottish government issues new guidance to support home learning

New guidance to support the home learning of children and young people during the new term has been issued by the Scottish government.

It aims to build on the significant amount of positive work that has already been undertaken by teachers and education professionals across Scotland to support learning at home, as well as the advice and resources that are already available.

The guidance covers three main areas:

  • learning and teaching at home: this includes support for digital learning; children who are likely to be disproportionately impacted; and learners with additional support needs
  • parental involvement and engagement: this includes details of local and national support and how local authorities/schools will require a different approach to being updated on a child’s development
  • support for teachers and school leaders: including advice on learning resources; supporting pupils’ and staff health and wellbeing; and on leading colleagues and teams during this period

Deputy First Minister John Swinney said: “Given the unprecedented circumstances, we cannot predict when schools in Scotland will reopen. However, our focus is that while schools are closed, learning continues, and we all have a role to play.

“Local authorities, schools, teachers and practitioners know their learners really well and have shown extraordinary dedication and professionalism in adapting and making decisions in the best interests of the children and young people.

“While we do not expect teachers, parents and families to replicate schools or classrooms, we are committed to working with all partners in Scotland’s education system to protect pupils’ wellbeing, and ensure learning can continue in an appropriate way, wherever possible.

“The guidance is aimed at those working in our education system. We are working closely with the National Parent Forum of Scotland (NPFS) on further advice, aimed specifically at parents and carers, which will be published in the coming days.”

Education Scotland Chief Executive Gayle Gorman said: “Moving into the summer term, practitioners, learners and their families will be preparing for more learning at home. Education Scotland is working with partners, prepared and ready to support all who are working with our learners across Scotland.”

Educational Institute of Scotland (EIS) General Secretary Larry Flanagan, said: “This acknowledgement of the work being undertaken by teachers and schools is welcome as is the commitment to provide further support to parents, pupils and teachers across an unprecedented period of extended closure.

“The EIS also welcomes the recognition that supporting the health and well-being of pupils and staff is a critical aim, as without that, maintaining engagement with education at any level becomes even more difficult.”

The guidance is aimed at those working in our education system. We are working closely with the National Parent Forum Scotland (NPFS) on further advice, aimed specifically at parents and carers, which will be published in the coming days.

Guidance: Supporting Pupils, Parents and Teachers – Learning During Term 4 is aimed at those working in Scotland’s education system.

The guidance has been developed by the Scottish Government and Education Scotland, with advice and input from COSLA, Solace, The Association of Directors of Education in Scotland (ADES) and professional associations.

Find Practitioner support for Online Remote Learning.

The Parentzone Scotland website continues to be updated with relevant information on home learning for parents.

A hundred days on: looking for a silver lining

Six months ago this virus didn’t exist. There was no such thing as Coronavirus Covid -19. The first known case dates back to 17 November in Hubei, China and we’ll probably never know if Case Zero was indeed the first person to contact the disease.

This first case was first brought to the attention of the World Health Organisation on 31 December and today, one hundred days on, there have been 1.8 million cases worlwide and more than 110,000 people have died.

Our world has changed out of all recognition from the place we knew as we brought in the New Year what seems an age ago.

Coronavirus has brought out the best in some people, the worst in others. The unsung community heroes, the supermarkets, the care workers and the NHS staff on the frontline. And then there are the stockpilers, the profiteers, the guidance floughters and the fraudsters.

We worry about family and friends. We miss the simple things: the cinema trips, a pint in the pub, a football match, a family meal.

Just a few short weeks ago, we worried ourselves over other things that don’t seem quite so important now, but they will resurface again when coronavirus is under control.

Brexit will become an issue again and we can be pretty sure that politics will return to the pre-Covid Punch and Judy Show it was before the virus took hold.

And we’ll talk again about our Edinburgh – we’ll debate Air BnB, we’ll seethe over ‘student flats’ planning development applications, the dire state of our public services and we’ll discuss the commercialisation of Edinburgh’s city centre at festival times.

The virus is a cruel, terrible thing but it does have one blessing: it gives each of us valuable time to think. To think about what is important. To think about what we as a society need, not want. To think about how we can do things differently to ensure that all are included and none are left behind.

We CAN do things differently if we choose to. We must use this precious time wisely.

A happy Easter to everyone – please stay safe at home

 

Plans in place to support vulnerable pupils

Plans to ensure learning continues for Edinburgh’s vulnerable young people are being put in place across the Capital.

Two dedicated hub schools opened today for identified children with complex additional support needs, including those of key workers.

A programme of activities, planned in conjunction with the pupils’ own class teachers, will be delivered by staff from special schools and supported by teams from the Additional Support for Learning service (ASL). Both schools will continue to be open over the Easter holidays.

Other children and young people with additional support needs are being supported by their schools through a combination of video conferencing, online learning activities and learning packs which have been sent home by their schools.

Class teams are in regular contact with these pupils to support their wellbeing and ensure their learning continues with 250 iPads being allocated to allow face to face contact for vulnerable children.

Our schools are teaming up with psychological services and other partners to provide further family support, advice and remote learning for vulnerable pupils. The ASL service has shared a list of recommended resources and contact details with schools, early years settings and families to support children with complex needs.

The ASL teams have also put in place bespoke one to one support for our children, young people and families with the highest need with a large focus being on the outdoors. To achieve this they will be using the hubs they have set up at Urban Nature and our own Seaview Centre.

Th council is currently working with partners to ensure that provision is available for children with complex additional support needs whose parents are key workers, and our children with the most complex needs, over the Easter holidays.

Information about this will be shared directly with parents next week.

Council Leader Adam McVey said: “Our special schools and the Additional Support for Learning service have been working extremely hard to make sure parents and carers for children with additional support needs have been supplied with online and digital resources along with home learning materials.

This is clearly a very worrying time for everyone in the city but even more so for those families with children who have additional support needs. The team have pulled out all the stops to ensure learning can continue for these young people and support for keyworker families continues.

Depute Leader Cammy Day said ‘Opening the two schools means that those young people with the most complex needs will continue to receive learning and their parents and carers are being supported.

This is very much a team effort and I would like to thank all partners for their support for our vulnerable learners during this challenging time.

Still time to enter Tes Schools Awards

Have you started your submissions yet?

There are just ten days left to enter the Tes Schools Awards 2020.

From your wellbeing initiatives to your environmental endeavours, or the innovative ways you’ve improved results in core subjects, the awards are your school’s opportunity to shout about your triumphs and celebrate the teachers, staff and teams that are making a real difference to the lives of your students.

We know that it can be hard to find the time to complete your entries all at once, so you can start your submissions, save what you’ve done, and return to complete them by Friday 27 March.

Entry is free and open to state schools throughout the UK.

Find out more and enter

This year’s categories:

Classroom support assistant of the year
English teacher or team of the year
Maths teacher or team of the year
Science, technology and engineering teacher or team of the year
New teacher of the year
Headteacher of the year
Best use of technology
Wellbeing and mental health award
Community and collaboration award
Environment champion of the year
School business leader of the year
Creative school of the year
Early years setting of the year
Primary school of the year
Secondary school of the year
Alternative provision school of the year
Lifetime achievement
Overall school of the year

For full details of this year’s awards and to enter, visit
tesawards.co.uk

Tes Schools Awards 2020 now open for entries

The Tes Schools Awards, celebrates the extraordinary commitment, quality and innovation shown by teachers and school staff across the UK.

Tes would like to hear about the teachers and teams within your school who are raising the standards of education and making a positive impact on the personal and academic success of students and the wider community.

The awards have 18 categories, including primary school, secondary school, headteacher and healthy school.

Entry is free and open to state schools in the UK. Submit 500 words on why you deserve to win by midnight Friday 27 March 2020.


The list of this year’s categories is as follows:

  1. Classroom support assistant of the year
  2. English teacher or team of the year
  3. Maths teacher or team of the year
  4. Science, technology and engineering teacher or team of the year
  5. New teacher of the year
  6. Headteacher of the year
  7. Best use of technology
  8. Community and collaboration award
  9. School Business Leader of the year
  10. Wellbeing and mental health award
  11. Environment champion of the year
  12. Creative school of the year
  13. Early years setting of the year
  14. Primary school of the year
  15. Secondary school of the year
  16. Alternative provision school of the year
  17. Lifetime achievement
  18. Overall school of the year
Full details of the criteria can be viewed here
The winners will be revealed at a gala awards evening at the JW Marriott Grosvenor House, Park Lane, London on Friday 19 June 2020.

Edinburgh College Open Day tomorrow

Edinburgh College is encouraging prospective students to find out more about the range of courses available at the College in 2020 at an open day at Sighthill Campus tomorrow.

Sighthill Campus will welcome guests between 10am and 2pm, and those in attendance will have the opportunity to speak to teaching staff about the courses on offer at each campus and to discover the best study options available to them.

Prospective students can also get advice and guidance on funding and fees, tour the College’s facilities and even apply for their chosen course on the day.

Edinburgh College Principal Audrey Cumberford said: “We look forward to welcoming prospective students to the College and I encourage anyone thinking of studying with us to come along to the open day to find out more about the courses we offer.

“We have courses to suit everyone, from school leavers, to people wanting to improve their job prospects, boost their qualifications or learn new skills in 2020.”

To find out more about the courses on offer at Edinburgh College visit the college website:  www.edinburghcollege.ac.uk/opendays.

A further open day will be held at the College’s Midlothian Campus on Saturday 29 February 2020.

Making the case for Scotland’s colleges

The principals of Scotland’s two largest colleges have highlighted the strengths and potential of the sector in a report which makes plain the economic impact of colleges in Scotland.

The Cumberford-Little Report, One Tertiary System: Agile, Collaborative, Inclusive  was commissioned by the Scottish Government to consider what more Scottish colleges can do to help improve businesses’ performance and productivity.

It was co-authored by Edinburgh College Principal and CEO Audrey Cumberford and City of Glasgow College Principal and CEO Paul Little.

The findings identify the significant economic impact colleges already have – a £3.5bn annual boost to GDP according to the latest figures – and identify how colleges support a wide range of Scottish Government national priorities, highlighting examples of best practice across Scotland.

The authors also make a series of recommendations aimed at allowing colleges to make a still greater contribution to business growth, particularly among Scotland’s huge SME and micro-business communities in an economic environment where the full challenges of Brexit are yet to become clear.

Edinburgh College Principal and Chief Executive Audrey Cumberford said: “Scotland’s colleges represent a huge national asset and so we were delighted to be asked to undertake this review to highlight the important role of our colleges.

“Whilst our findings show the significant contribution that colleges make across the country, we cannot overstate the importance of creating an environment that supports an immersive symbiotic relationship between colleges and industry.

“In the report we address the challenges and constraints, which need to be overcome to enable us to realise our full potential. Together with peers and partners, we absolutely believe our colleges can tackle the challenges – and seize the opportunities – that lie ahead for Scotland.”

City of Glasgow Principal and Chief Executive Paul Little said: “Scotland’s colleges represent a huge national asset – yet their economic impact is not widely understood, nor recognised – despite very significant government investment.

“We think colleges’ multiple roles and diverse responsibilities sometimes combine to make it difficult to describe what they’re for – so we propose a refreshed purpose for colleges that is unambiguously focused on helping businesses to grow by making sure they have access to people with the technological, vocational, and ‘meta’ skills needed in the decade ahead – and beyond.

“We also say we need a fresh approach to how colleges are funded and how their success is measured so as to incentivise a business-focussed approach. And, since colleges thrive in a system, not a hierarchy, we make clear that, building on the Government’s plans to reform the learner journey, our proposals need to be anchored in a fully connected and collaborative system of pre- and post-16 learning.”

Minister for Further Education, Higher Education and Science Richard Lochhead said: “Today’s publication – authored by the principals of Scotland’s two largest colleges – showcases some of the excellent work already taking place right across the country’s thriving college sector to support our learners, communities, and businesses.

“Essentially it makes plain the existing strengths and huge potential of a sector, which has an increasingly powerful impact on the Scottish economy as a whole.

“Since 2007, the Government has invested more than £8 billion in our colleges, and in last week’s draft Budget we proposed allocating over £670 million in total for resource and capital in 2020-21, underlining just what an important national role they play.

“The recommendations made in this report set out ambitions for an agile, collaborative, inclusive and dynamic college community. They include those aimed, particularly, at making an even greater contribution to Scotland’s huge SME and micro-business communities – very timely indeed, in an economic environment where the full challenges of Brexit are yet to become clear.

“We look forward to considering all the recommendations in detail, and responding in due course.”

Read The Cumberford-Little Report, One Tertiary System: Agile, Collaborative, Inclusive.