Creative Teaching & Learning

What’s the bright idea? New competition to inspire young scientists and innovators

How can countries produce the energy their cities need without destroying the planet? It’s one of the biggest challenges facing humans in the 21st century and one Shell is posing to secondary pupils across Great Britain in a national competition to £5,000 to supersize their STEM teaching. Anna Haslam reports.

How can countries produce the energy their cities need without destroying the planet? It’s one of the biggest challenges facing humans in the 21st century and one Shell is posing to pupils aged 11 to 14 across Great Britain in a new competition to inspire future scientists and engineers. Anna Haslam reports.

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      string(5124) "Children have long hit an educational brick wall when they fail to get the grades at GCSE. Are policymakers finally beginning to realise this?Tweet this article | Share this on Facebook																							There is a new hero protector for the less academic child. Step forward none other than Sir Michael Wilshaw, Ofsted’s chief inspector. He has recently been speaking up for the child who needs vocational training but has precious few choices of a quality experience post GCSE. While being careful to praise the current education system relative to the past, he bemoans the educational brick wall all children hit if they fail to get the grades at GCSE.There is, he argued in a speech to the CentreForum, a moral imperative as well as an economic one to improve the vocational provision open to them. ‘People have criticised our vocational and technical education for the last 50 years,’ he said. ‘But it’s as bad as it ever was.’He criticised the ‘one size fits all’ approach to education – a clear swipe at the academic obsessions of the current government and its EBacc – and looked wistfully at Germany and the Scandinavian countries where vocational education is taken much more seriously. Whereas here: ‘Preparation for employment remains poor, and careers guidance in both schools and colleges is uniformly weak.’He added: ‘The statistics show that those who fail to achieve the required grades in maths and English at 16 make little or no progress in further education colleges two years later.’ Better vocational education would reduce the amount of youth unemployment, he went on to say, before quoting the City & Guilds report on the much lower rates of youth unemployment in countries with good vocational education systems.Sir Michael has previously criticised poor quality apprenticeships which failed to give young people the professional and technical skills employers required, and blamed schools for not preparing children for the world of work. His dire forebodings about vocational education were echoed by a former Tory Education Minister, Kenneth Baker, who accused secondary schools of refusing to allow University Technical Colleges (UTCs) into schools so they could show 14-year-olds a different educational path. They were, he said, snobs about vocational education and didn’t want to lose the pupil-led funding if students moved across to more appropriate environments.Sir Michael’s comments were summarily dismissed by the DfE, who said: ‘We know that young people benefit from studying a strong academic core of subjects up until the age of 16, which they can complement with additional arts subjects or vocational qualifications. That’s why we are making the EBacc the expectation for every child who is able.’The government wants to make the presentation of apprenticeships as a career path, but everything about their academisation of the secondary school curriculum militates against vocational training being seen as anything other than second class. And it starts at a very young age. Science and technology in primary schools, which was blossoming under the original National Curriculum, has now become a much more diluted and desultory affair, drained by the obsession with maths and English and the inspection regime which enforces it.For Wilshaw to cry ‘shame’ about vocational education and for the government to legally enforce the presentation in schools of apprenticeships is like two policymakers getting into a little rowing boat and paddling vainly against a raging torrent they have both created.Innovative approaches to STEM – a key issue for 2016On the bright side, the need to inspire young people in science, technology, engineering and maths (STEM), both for the sake of the future labour market and for the sheer thrill of it, is well recognised – even by the DfE who’ve done so much to thwart it. Here at Creative Teaching & Learning, we hear much about the innovative teachers and schools all over the country experimenting with exciting approaches to STEM; it is our aim this year to share these with you, from the most ambitious initiatives to simple creative strategies to try in your own classroom. (For a start, check out Ed Walsh’s article this issue on creative approaches to primary physics).In fact, we’re so committed to helping you inspire your pupils to become the scientists, engineers and innovators of tomorrow, that, this February, we’ve teamed up with Shell to bring you a free special issue of Creative Teaching & Learning. The issue focuses on Shell’s new national competition, The Bright Ideas Challenge, which invites pupils aged 11 to 14 to imagine creative solutions to energy challenges faced by future cities, and will help you get the most from the competition in terms of teaching opportunities. And we can’t forget the grand prize: £5,000 to supersize your school’s STEM teaching!Our special issue is available to download now."
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Creative Teaching & Learning

Will we ever take vocational education seriously?

26 Feb 2016

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      string(4299) "http://www.tomorrowsengineers.org.ukhttp://www.shell.com/energy-and-innovation/the-energy-future/shell-scenarioshttp://www.shell.com/energy-and-innovation/the-energy-future/shell-scenarioshttp://www.shell.com/energy-and-innovation/the-energy-future/shell-scenariosSponsored76Volume6.2n CreativeTeaching & Learningstep-by-step teacher toolkit, video resourcesand fun engineering warm-up activities tomake it as easy and rewarding as possible forteachers to deliver.Supplying the world’s energy transitionrequires a mixture of vision and realism, urgencyand thoughtfulness – all qualities that arecentral to The Bright Ideas Challenge.  Studentswill need to develop these qualities togetherwith their ingenuity, problem solving skills andSTEM expertise to push the boundaries ofcreativity and to research the potential valueand feasibility of their ‘bright idea’. In additionto 11 regional winners, the national winner ofthe competition will win £5,000 to super-sizetheir school’s STEM lessons.Ultimately, it is challenges like this that willhelp future talent recognise that they havean exciting opportunity to apply their STEMskills to tackle big problems and make a realdifference.Make the FutureThe winners of The Bright Ideas Challengewill be revealed at Shell’s second real-worldeducation initiative – Make the Future – a fourday festival of innovation to be held at QueenElizabeth Olympic Park from 30 June to 3 July2016.At Make the Future, students will be ableto see future energy ideas and technologiesfrom around the world, take part in a wealthof interactive science shows and hands-onexperiments, as well as immerse themselvesin STEM-related career experiences.The showpiece of the festival will be ShellEco-marathon Europe, one of the world’slongest running student initiatives, which iscoming to London for the first time in its 30year history.The race will see hundreds of studentteams from across Europe push the limitsof engineering creativity to design and buildhyper-efficient cars fuelled only by ingenuityand a litre of fuel.  The current record standsat 3,771km – that’s from London to Rome andback again on just one litre of fuel!This challenge provides older studentswith a European-wide platform to test thevehicles they have designed and built to thevery limit. Perhaps most importantly though,it also inspires younger students to see howSTEM skills can be applied to the creation ofinnovative products that can power low carbon,high quality lifestyles in our future cities.Any school in Great Britain is invited to attendwith students in Years 6, 7, 8 and 9 on ThursdayGet involvedFor more information on The BrightIdeas Challenge, visit: shell.co.uk/brightideaschallenge. Here you’ll findeverything you need to enter thecompetition, which could see yourschool winning £5,000! http://www.shell.co.uk/brightideaschallengehttp://www.shell.co.uk/brightideaschallenge77Volume6.2n CreativeTeaching & LearningSponsored30 June or Friday 1 July 2016. Save the date inyour diary – we recommend teachers registertoday as tickets are being issued on a first-come, first-served basis.Get involvedRegister your school forfree tickets to attendMake the Future Londonat: shell.co.uk/mtfschools.But hurry, because they’regoing fast!Shell’s hope for the futureWe hope to demonstrate to a broader rangeof students than ever before that some of theworld’s brightest ideas are generated by STEMconversation, by STEM collaboration and bygreat minds coming together.It’s the possibility of a great idea that inspiresevery engineer and scientist to keep oninvestigating, keep on researching and keep onpushing new boundaries. And that’s exactly theopportunity we want to give to young peoplethrough our education programmes, to inspirethem to become the scientists and engineersof tomorrow.Anna Haslam is Head of UK SocialInvestments at Shell (shell.co.uk).References1.  EngineeringUK (2015)EngineeringUK 2015: The stateof engineering. [online] Availableat: www.engineeringuk.com/View/?con_id=490 [Accessed 19January 2016].http://www.shell.co.uk/mtfschoolshttp://www.shell.co.uk/http://www.engineeringuk.com/View/?con_id=490http://www.engineeringuk.com/View/?con_id=490"
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Creative Teaching & Learning

Bright Ideas: The new schools competition to inspire future scientists and engineers

11 Feb 2016

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      string(5786) "How will wepower the cityof the future?You decideEnter The Bright Ideas Challengewith an innovative solution to a majordilemma facing future cities – yourschool could win up to £5,000!CreativeTeaching & Learning Special Issuewww.teachingtimes.comCreative Teaching & Learning    Volume 6.1Battle of the brightideasWhat are the judges looking for?Get insider information fromcompetition host ShellTake a trip to thefuture today!Plan your trip to Shell’s freefour-day festival of ideas andinnovation – coming to London insummer 2016!http://www.teachingtimes.com/zone/creative-teaching.htmTeacher InformationAt Shell we’re committed to inspiring the next generation of scientists and engineers. That’s whywe’ve launched The Bright Ideas Challenge. It’s a new cross-curricular schools competition, invitingsecondary students across Great Britain aged 11-14 to imagine creative solutions to energychallenges faced by future cities. The Challenge is student-led, but we’ve developed a toolkit tosupport you through each activity, step-by-step. You can download the toolkit and find out aboutthe national, regional and student prizes online. Full terms and conditions apply.See www.shell.co.uk/brightideaschallengeWhat willcities look likein 2050 – how will theybe powered to be vibrant, healthyand clean places for people to live?We’re looking for students’ bright ideas to solve theenergy challenges of tomorrow. To find out more,including how your school could win up to £5,000visit shell.co.uk/brightideaschallengehttps://ad.doubleclick.net/ddm/clk/300763216;127742883;f3Special Issuen CreativeTeaching & LearningTheBright IdeasChallengeWhy education isour passionAnna Haslam,Head of UK SocialInvestment, ShellOur world today is more exciting,dynamic and fast moving than ithas ever been, and it is scientistsand engineers that have madethis modern life possible. They’vecured diseases, transformed communicationsand sent mankind to the depths of the oceansand into space.That power to transform and to positivelyshape our future should make being a scientistor engineer the most coveted, over-subscribedcareer in the world, with students clamouring tobecome one. But unfortunately nothing could befurther from the truth. EngineeringUK predictsthat the UK has an annual shortfall of over69,000 engineering graduates and technicians.1The UK’s skil ls shortage in science,technology, engineering and maths (STEM) is abig challenge facing our future. We simply haveto inspire more secondary school students topursue STEM careers. It’s therefore critical thatschools and industry work together to bringSTEM ingenuity and innovation to life and helpchange the world around us.References1.  EngineeringUK 2016: The state ofengineering. Available at www.engineeringuk.com/Research/Engineering-UK-Report-2016/[Accessed 10 February 2016].That’s why we work with Tomorrow’sEngineers. Our investment of over £1millionhas enabled the launch of a new programme– The Energy Quest. This programme is givinghands-on engineering experience and careersinformation to 70,000 students over the nextthree years.To build on this work, we are inviting studentsacross Great Britain to participate in twoexciting new initiatives: our brand new schoolscompetition, The Bright Ideas Challenge, andMake the Future London, our four day festivalof ideas and innovation.It’s the possibility of a great idea thatinspires every engineer and scientist tokeep on investigating, keep on researchingand keep on pushing new boundaries. Andthat’s exactly the opportunity we want togive to secondary school students throughour education programmes – to inspire themto become the scientists and engineers oftomorrow.Welcome to this free special issue ofCreative Teaching & Learning! Asyou may know, one of our key aimsas a magazine this year is to bringour readers some of most excitingand innovative developments in science, technology,engineering and maths (STEM) education. Inspiring youngpeople in STEM is so important, not only for the sake ofthe future labour market but for its intrinsic benefits tothe development of thinking skills and positive attitudesto learning such as curiosity, creativity, and the ability totake risks and learn from mistakes. Most young childrenadore the freedom to imagine, design and invent, butunfortunately, as they grow older, their interest in STEMdeclines. This especially applies to girls, who are severelyunderrepresented in this field. That is why Shell’s exciting new schools competition,The Bright Ideas Challenge, and their upcoming festivalof innovation and ideas, Make the Future London, areof so much interest to us. Both are aimed at secondaryschool students across Great Britain aged 11 to 14 –that critical time when interest and enthusiasm forscience and other STEM areas begins to decline – andwill show pupils the amazing things they can achieve,now and in their lives beyond school, if they just puttheir minds to it. In this special issue, find out how to enter The BrightIdeas Challenge, plus how to get the most out of it interms of teaching opportunities. Remember, the teamwith the brightest idea wins £5,000 to super-size theirschool’s STEM teaching, so the stakes are high!And don’t forget to check out our own list of resourceson page 11. From a step-by-step guide to running aclass project, to the do’s and don’ts of web research insecondary schools, we’ve compiled a bank of articles andresources from the Creative Teaching & Learning libraryto get you and your pupils started on your journey to"
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17 Feb 2016

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Creative Teaching & Learning

Download your free special issue of Creative Teaching & Learning

17 Feb 2016