Creative Teaching & Learning

Countdown to 2012 – Beyond Blunderdome

PE&ST reports on the recent More than Just Medals conference and looks at the plans for London’s Olympic Park – with Wembley and the Millennium Dome for a track record it must be third time lucky…

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      string(5616) "working with Achievement for All comment on the value added to this through the online Bubble. ConclusionWe cannot predict the future that children and young people will live within. We can, however, be future-aware in our pedagogy and practice. We are future-aware when our teaching and engagements with children and young people develop the resilience, resources, skills and capacities they will need to overcome future challenges and live happy and stable future lives. In essence, there should be a focus in schools and settings on building the core strength of every child and young person and in deploying effective pedagogies and practices that support children and young people to meet the challenges of an unknowable future.  (Schools, early years settings, colleges and other educational settings can explore the key future-aware pedagogies and practices outlined in this article through Achievement for All https://afaeducation.org/)Stefan Burkey is a freelance education researcher, writer, and evaluator. He has worked for the Department for Education, along with a number of UK universities and charities in the UK, USA and India.NotesSources: Andriopoulos (2001); Blandford and Knowles (2013); CBI Pearson Education and Skills Survey (2016); Holm (2011); Holton and Clarke (2006); IBM (2010); McKinney (2012); Microsoft Educator Network (2015); Pino-Pasternak et al. (2014); Proctor (2010); Siraj and Taggart (2014); Young (2013. p.3) An evidence-based model developed by Achievement for All, 2017ReferencesAchievement for All (2017). Every Child Included. Available at: https://afaeducation.org/news/achievement-for-all-unveils-plan-to-deliver-success-for-every-child/Adams, P. (2014). Policy and Education. Abingdon, Oxon: Routledge.Andriopoulos, C. (2001) Determinants of organisational creativity: a literature review. Management Decision, 39 (10) pp.834 – 841Argyris, C., and Schon, D. (1978). Organisational learning.  Reading, Mass: Addison WesleyBarber, M. (2000). Making of the 1944 Education Act. London: ContinuumBlandford, S. and Knowles, C. (2013). Achievement for All: Raising Aspirations, Access and Achievement. London: Bloomsbury EducationCBI / Pearson (2016) The Right Combination: CBI/Pearson Education and Skills Survey 2016. London: CBI / Pearson. Available at: http://www.cbi.org.uk/cbi-prod/assets/File/pdf/cbi-education-and-skills-survey2016.pdf Department for Education (2014) Statutory guidance: National curriculum in England: framework for key stages 1 to 4. Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4/the-national-curriculum-in-england-framework-for-key-stages-1-to-4 European Strategy and Policy Analysis System (ESPAS) Shaping the Future Thoughts on the Future of Society and Governance Available at: http://reports.weforum.org/future-of-jobs-2016/chapter-1-the-future-of-jobs-and-skills/ Hirst, P.H., (2010). Knowledge and the curriculum: A collection of philosophical papers. London: Routledge.Holm, M. (2011). Project-Based Instruction: A Review of the Literature on Effectiveness in Prekindergarten through 12th Grade Classrooms. InSight: RIVIER ACADEMIC JOURNAL, 7 (2) Holton, D. and Clarke, D. (2006). Scaffolding and metacognition International Journal of Mathematical Education in Science and Technology 37(2),pp. 127-143IBM. (2010). IBM Global CEO Survey: Leadership, Complexity and Creativity. [Last accessed 6th September 2015] Available: http://www-935.ibm.com/services/us/ceo/ceostudy2010/Ilott et al. (2016) Making policy stick: Tackling long-term challenges in government. Institute for Government. Available at: https://www.instituteforgovernment.org.uk/sites/default/files/publications/5225%20IFG%20-%20Making%20Policy%20Stick%20WEB.pdf Legislation.gov.uk. (1988). Education Reform Act 1988. Available at: http://www.legislation.gov.uk/ukpga/1988/40/contents McKinney, P. (2012). Beyond the Obvious: Killer Questions That Spark Game-Changing Innovation. London: Hachette BooksMiddleton, K. (2013). Arthur C Clarke predicts the internet in 1964. Available at: https://www.youtube.com/watch?v=wC3E2qTCIY8 National College for Teaching & Leadership (undated) Changing contexts for strategic leadership and management of schools. Available at: https://www.nationalcollege.org.uk/transfer/open/dsbm-phase-3-module-1-thinking-about-strategy-in-schools/changing-contexts-for-strategic-leadership-and-management-of-schools/dsbm-p3m1-s2-t1.htmlNorris, E. and Adam, R. (2017). All Change: Why Britain is so prone to policy reinvention, and what can be done about it. Institute for Government. Available at: https://www.instituteforgovernment.org.uk/sites/default/files/publications/IfG_All_change_report_FINAL.pdf OECD (2016a). 21st Century Transitions: Opportunities, Risks and Strategies for Governments and Schools. Available at: https://www.oecd.org/site/schoolingfortomorrowknowledgebase/futuresthinking/trends/21stcenturytransitionsopportunitiesrisksandstrategiesforgovernmentsandschools.htm Ovenden-Hope, T., and Blandford, S. (2017) Understanding Applied Learning: Developing Effective Practice to Support All Learners. Routledge.Parliament. House of Commons. (2010). From Baker to Balls: the foundations of the education system Ninth Report of Session 2009–10. (HC 442). London: The Stationery Office. Available at: https://publications.parliament.uk/pa/cm200910/cmselect/cmchilsch/422/422.pdf  Pino-Pasternak, D., Basilio, M. & Whitebread, D."
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Digital Learning

Future Proofing our Young People

22 May 2018

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      string(5617) "within.  We can, however, be future-aware in our pedagogy and practice.We are future-aware when our teaching and engagements with children and young people develop the resilience, resources, skills, and capacities they will need to overcome future challenges and live happy and stable future lives. In essence, there should be a focus in  schools and settings on building the core strength of every child and young person and in deploying effective pedagogies and practices that support children and young people to meet the challenges of an unknowable future.(Schools, early years settings, colleges and other educational settings can explore the key future-aware pedagogies and practices outlined in this article through Achievement for All  https://afaeducation.org/)Stefan Burkey is a freelance education researcher, writer, and evaluator. He has worked for the Department for Education, along with a number of UK universities and charities in the UK, USA, and India.More informationSources: Andriopoulos (2001); Blandford and Knowles (2013); CBI Pearson Education and Skills Survey (2016); Holm (2011); Holton and Clarke (2006); IBM (2010); McKinney (2012); Microsoft Educator Network (2015); Pino-Pasternak et al. (2014); Proctor (2010); Siraj and Taggart (2014); Young (2013. p.3)An evidence-based model developed by Achievement for All, 2017ReferencesAchievement for All (2017). Every Child Included. Available at: https://afaeducation.org/news/achievement-for-all-unveils-plan-to-deliver-success-for-every-child/Adams, P. (2014). Policy and Education. Abingdon, Oxon: Routledge.Andriopoulos, C. (2001) Determinants of organisational creativity: a literature review. Management Decision, 39 (10) pp.834 – 841Argyris, C., and Schon, D. (1978). Organisational learning.  Reading, Mass: Addison Wesley Barber, M. (2000). Making of the 1944 Education Act. London: Continuum Blandford, S. and Knowles, C. (2013). Achievement for All: Raising Aspirations, Access and Achievement. London: Bloomsbury EducationCBI / Pearson (2016) The Right Combination: CBI/Pearson Education and Skills Survey 2016. London: CBI / Pearson. Available at: http://www.cbi.org.uk/cbi-prod/assets/File/pdf/cbi-education-and-skills-survey2016.pdf Department for Education (2014) Statutory guidance: National curriculum in England: framework for key stages 1 to 4. Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4/the-national-curriculum-in-england-framework-for-key-stages-1-to-4 European Strategy and Policy Analysis System (ESPAS) Shaping the Future Thoughts on the Future of Society and Governance Available at: http://reports.weforum.org/future-of-jobs-2016/chapter-1-the-future-of-jobs-and-skills/ Hirst, P.H., (2010). Knowledge and the curriculum: A collection of philosophical papers. London: Routledge.Holm, M. (2011). Project-Based Instruction: A Review of the Literature on Effectiveness in Prekindergarten through 12th Grade Classrooms. InSight: RIVIER ACADEMIC JOURNAL, 7 (2) Holton, D. and Clarke, D. (2006). Scaffolding and metacognition International Journal of Mathematical Education in Science and Technology 37(2),pp. 127-143IBM. (2010). IBM Global CEO Survey: Leadership, Complexity and Creativity. [Last accessed 6th September 2015] Available: http://www-935.ibm.com/services/us/ceo/ceostudy2010/Ilott et al. (2016) Making policy stick: Tackling long-term challenges in government. Institute for Government. Available at: https://www.instituteforgovernment.org.uk/sites/default/files/publications/5225%20IFG%20-%20Making%20Policy%20Stick%20WEB.pdf Legislation.gov.uk. (1988). Education Reform Act 1988. Available at: http://www.legislation.gov.uk/ukpga/1988/40/contents  McKinney, P. (2012). Beyond the Obvious: Killer Questions That Spark Game-Changing Innovation. London: Hachette BooksMiddleton, K. (2013). Arthur C Clarke predicts the internet in 1964. Available at: https://www.youtube.com/watch?v=wC3E2qTCIY8 National College for Teaching & Leadership (undated) Changing contexts for strategic leadership and management of schools. Available at: https://www.nationalcollege.org.uk/transfer/open/dsbm-phase-3-module-1-thinking-about-strategy-in-schools/changing-contexts-for-strategic-leadership-and-management-of-schools/dsbm-p3m1-s2-t1.htmlNorris, E. and Adam, R. (2017). All Change: Why Britain is so prone to policy reinvention, and what can be done about it. Institute for Government. Available at: https://www.instituteforgovernment.org.uk/sites/default/files/publications/IfG_All_change_report_FINAL.pdf OECD (2016a). 21st Century Transitions: Opportunities, Risks and Strategies for Governments and Schools. Available at: https://www.oecd.org/site/schoolingfortomorrowknowledgebase/futuresthinking/trends/21stcenturytransitionsopportunitiesrisksandstrategiesforgovernmentsandschools.htm Ovenden-Hope, T., and Blandford, S. (2017) Understanding Applied Learning: Developing Effective Practice to Support All Learners. Routledge.Parliament. House of Commons. (2010). From Baker to Balls: the foundations of the education system Ninth Report of Session 2009–10. (HC 442). London: The Stationery Office. Available at: https://publications.parliament.uk/pa/cm200910/cmselect/cmchilsch/422/422.pdf  Pino-Pasternak, D., Basilio, M. & Whitebread, D. (2014). Interventions and classroom contexts that promote self-regulated learning: Two intervention studies in United Kingdom primary classrooms. Psykh., 23(2), 1-13Proctor, T. (2010) Creative Problem Solving for Managers:"
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Inclusion

Future Proofing Teaching & Learning

17 Apr 2018

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      string(5630) "42 PE & Sport Today • Winter 2006FeaturesSport DevelopmentIn the first of two articles, PE&ST introduces some of the starsof the past and the future involved in the Atos OriginChampions and Challengers Bursary Scheme…Countdown to2012 – Champsand Challengers43PE & Sport Today • Winter 2006success have received anincredible boost.The ‘Champs andChallengers’ scheme is part ofAtos Origin’s long-termcommitment to support TeamGB in its role as Worldwide ITPartner for the OlympicGames and was launched afterLondon secured the Games tosupport promising youngBritish athletes as they striveto become Olympians.Challengers receive financialsupport to pay for coaching,equipment and other essentialsto help them in their trainingand competitions, enablingthem to concentrate on theirsport and have the very bestfacilities and coaching available.Working with the BritishOlympic Association (BOA),which also helped develop thescheme, seven ‘OlympicChampions’ were identifiedand asked to nominate, withthe relevant sports governingbody, a young athlete fromtheir own sport who they felthad the potential to representTeam GB in the future. These “challengers” willreceive their bursary eachyear up to and including2012, with the funds beingmade available upon requestby the athletes for specificactivities such as coaching,equipment, medical servicesor to attend training andpreparation at one of theBOA’s dedicated trainingcentres.Simon Clegg, ChiefExecutive of the BOA, said:“The British OlympicAssociation is delighted to beworking alongside Atos Origin,one of its committedsponsors, on this initiative tosupport talented youthathletes who are the future ofTeam GB.”So just who are theindividuals hoping to formpart of the next generation ofTeam GB – and who are theirChampions?For aspiring youngOlympians, London2012 represents agolden opportunity to fulfilltheir potential – the ultimatesuccess at the ultimate level.And for some, thanks tothe Atos Origin Championsand Challengers BursaryScheme, the chances ofChallengerHarry Aikines-Aryeetey (17)Gold at 2005 World YouthChampionshipsAndy Tennant (18)2005 World Junior IndividualPursuit ChampionNick Woodbridge (19)2004 World Youth ChampionSamuel Scott (14)Gold at IWAS WorldChampionships (Discus andJavelin)Charlotte Dobson (19)2004 European YouthChampionshipJan-Michael Kochalski (19)2004 Super G FIS Ranking – 448Francesca Halsall (15)Gold at 2005 European JuniorChampionshipsOlympic ChampionLinford ChristieSilver (1988)Gold (1992)Jason QueallyGold and Silver (2000)Georgina HarlandBronze (2004)Danny CratesGold (2004)Bronze (2000)Shirley RobertsonGold (2004)Gold (2000)Konrad Bartelski12th (1980)Steve ParryBronze (2004)AthleticsCyclingModern PentathalonParalympic AthleticsSailingSkiingSwimming44 PE & Sport Today • Winter 2006Harry Aikines-Aryeetey is a17-year-old London basedsprinter who has enjoyed anexcellent couple of years. Thisyear (2006), he won Gold atthe IAAF World JuniorChampionships in Beijing andin 2005 he was the firstsprinter in history to win boththe 100m and 200m at theWorld Youth Championships,rounding off the year bywinning BBC Young SportsPersonality of the Year.Harry started running forhis school at the age of 11 andhas progressed each year tonew levels of competitionthanks to exceptional talent andgreat mentors and coaches. Hegradually built confidence in hisown ability but never loses sightof the need to train hard andremain aware of theinternational standards at whichhe is now competing.At 13, faced with a careerdecision, Harry choserunning over football as theindividual sport posed amore considerable challenge,taking out the variables ofteam dependence and relyingon hard work and talentalone – a choice that ischaracteristic of Harry’sfocus on being the best.Harry has his heart set oncompeting at the OlympicGames and stresses theimportance of the Championsand Challengers BursaryScheme. He told PE&ST: “TheOlympic Games has alwaysbeen a dream of mine but with2012 in London I feel moremotivation and reason toaccomplish this dream andbecome an Olympic champion.Any financial support means alot to an athlete like me.”His Champion LinfordChristie, who won a silvermedal in Seoul and Goldmedal in Barcelona, isconfident that Harry is oncourse for the London 2012Olympic Games: “Harry is anextremely dedicated athleteand an amazing raw talent. Ibelieve he has the attitudeand talent, given theopportunity, to make it asuccessful transition to thesenior level. Harry isdefinitely an athlete to keepan eye on for 2012.”Stars of theAthleticsThisyear(2006),Andrew Tennant, a19-year-oldWolverhamptoncyclist, was part of theGB team that won aBronze medal at the2006 World Cup eventin Sydney. He made hisGreat Britain debut atthe Moscow WorldCup in 2005 where heperformed excellently,securing an impressive13th position in the teampursuit and 10th for hisindividual performance – asuperb start to his seniorcyclist career.Andy is now based inManchester where he is amember of the OlympicAcademy Programme thathas been set up by BritishCycling for cyclists withpotential for 2012. He isworking hard in training,cycling a gruelling average of110 miles a day. This is a farcry from his earlier yearswhen Andy’s only goal was toget lapped 4times in hisraces rather than 5!Andy’s mentor and“Champion” isOlympic Gold andSilver medalist JasonQueally and Andytold PE&ST: “WithJason as my mentor,I will be able tolearn from his vastexperience as asuccessfulOlympian, whichwill hopefully helpme to develop myown Olympic career.”Still"
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Creative Teaching & Learning

Countdown to – Champs 2012 and Challengers

1 Feb 2007

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      string(5636) "40 PE & Sport Today • Summer 2006FeaturesSport DevelopmentOlympicambitionsWith the UK School Games set for Septemberand to be held annually in the countdown to2012, Amanda Palmer explores the initiative’spotential impact on grassroots athletics…The UK School Gameswas recently unveiledin Gordon Brown’sbudget speech as the biggestever school sports eventlaunched to date. This andother sporting initiatives arebeing rapidly implemented inwhat looks to an observer as aseemingly panic-stricken raceto groom more young ‘home-growns’ into potential medalwinners at the 2012 Olympicsand hopefully result in an all-round healthier youngerpopulation on the way.But what potential impactmight this have on grassrootsathletics in schools, how willthese schemes be delivered andhow realistic a notion is it in anation facing all-time highobesity rates in young people –the majority of whom wouldrather lead a sedentary lifestyledominated by play-stations andprefer the role of a sportsconsumer instead of taking part?41PE & Sport Today • Summer 2006young sports people but theoverall aim is to use the eventas a catalyst to modernise theprovision of competition forschool-age children and thusimprove the structure of sportin the UK.” He continues:“Through the regionalqualification competitions, ahuge number of young peoplewill be able to take part.”The Youth Sport Trusthopes that the event will alsocreate opportunities foryoung people to volunteerwho may not be competing.The Youth Sport Trust iswell placed to deliver such ascheme.  A charitableorganisation committed toimproving the lives of youngpeople through sport, it hasalready established a numberof partnerships and schemesdesigned to do just that. TheYouth Sport Trust claims tohave reached over five millionyoung people through theirTOPS programmes andcontinues to play a centralrole in the development andsupport of Sports Collegesand the increasing number ofSchool Sport Partnerships.With the first UK SchoolsGames pending and a couple ofOlympics looming, the need forworking partnerships is greaterthan ever and the powers thatbe are looking to corporatesponsorship to assist in realisingthe dream of a sporting nationThe UK School Games is afour-day multi-sportingchampionship taking place inGlasgow from 7 -10 September2006 at the City’s Kelvin HallInternational Sports Arena,Scotstoun Leisure Centre andTollcross Park Leisure Centre.  ANational Lottery Grant of £1.5million will be provided by theMillennium Commission, as oneof its final acts, to the YouthSport Trust who will coordinateand stage the Games inconjunction with Fast Track, theexclusive sports marketingpartner to UK Athletics, thenational governing body.  TheChancellor has also committed£6 million toward staging furtherGames until 2011. Events willinclude athletics, swimming,gymnastics, table tennis andfencing, as well as disabilityevents in both athletics andswimming. The expectation isthat this type of event willencourage and build on theGovernment’s plans for puttingcompetitive sport back on theagenda in schools. SteveGrainger, Chief Executive of theYouth Sport Trust, believes: “TheUK School Games will help usdevelop for the first time anational competition frameworkfor school-age children.”According to the YouthSport Trust, the visions aremulti-faceted and include:● the planning and deliveryof UK level sports event toshowcase talented youngpeople;● using the event to changethe nature of competitivesporting opportunities;● using the event to profileat a local and regional levelparticipating young peopleand through this improvePE and school sport.A spokesperson from the YouthSport Trust explains: “The finalof the UK School Games willbe about showcasing talentedfrom grassroots to the elite. TheNational Sports Foundation hasrecently been launched and ishoping to encourage investmentfrom the private sector ingrassroots sport with thegovernment matching donationsfrom commercial investors.One current investor isNorwich Union who hasinvested nearly £6 million ingrassroots and elite sportssince 1999. Currently workingin partnership with globalcommunications agency, MECand UK Athletics, they havecommitted almost another £50million to athletics from January2007 until 2012 of which one-third will be earmarked forgrassroots sports.InitiativesThey have a number of initiativesin the pipeline.  A spokespersonfor the organisation explains:“The aim of the funding fromNorwich Union is two-fold – toprepare future champions forelite success by 2012 andprepare children for life’s futurechallenges through sport.”Describing some of the keyinitiatives, he continues: “Theexpansion of existing grassrootsschemes (in particular NorwichUnion’s Star:Track) will allowmore children to get involved.Event Festivals will take place,which will engage localcommunities (families inparticular) when a majorathletics event is held locally.Free festivals in whichcommunities can participate inathletics and Norwich Union’sGet Britain’s Kids Active, whichis designed to empower parentsand teachers with the deliveryand monitoring of children’soverall health and fitness levels.”One initiative beingpioneered specifically inschools is ‘Elevating Athletics’.Norwich Union describes thescheme: “Elevating Athletics is aresource that will be deliveredin every school in the UK.Pupils will use athletics as thebasic theme for learning keyacademic subjects as part ofthe national curriculum, helpingthem learn about the sport aswell as encouraging literacyand numeracy.”With no specific"
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Creative Teaching & Learning

Olympic ambitions

1 Jan 2005

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