Leadership

Drawing The Future

Young people in developing countries often have more aspirational career ambitions than boys in the UK, according to this research by the charity Education and Employers. While boys in the UK aimed to be footballers or YouTube stars, their counterparts in Uganda and Zambia wanted to be doctors or teachers. Leadership Briefing 12.05 (137)

The study asked primary school children, aged seven to 11, in 20 countries to draw pictures of the jobs they wanted to have when they grew up. The careers charity said the results showed how much gender stereotypes were established from an early age.

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      string(345) "... innovative developments in science, technology, engineering and maths (STEM) education. Inspiring young people in STEM is so important, not only for the sake of the future labour market but for its intrinsic benefits to the development of thinking skills and positive attitudes to learning such as curiosity, creativity, and the ..."
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      string(363) "... school students across GreatBritain aged 11 to 14 to join the conversation. Their task? Todevise innovative solutions to the energy challenges faced bycities of the future.Drawing on Shell’s Scenarios work, the Challenge presentsstudents with facts around the energy and resourcing needs offuture cities. It challenges them to consider ..."
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      string(787) "Welcome to this free special issue of Creative Teaching & Learning! As you may know, one of our key aims as a magazine this year is to bring our readers some of most exciting and innovative developments in science, technology, engineering and maths (STEM) education. Inspiring young people in STEM is so important, not only for the sake of the future labour market but for its intrinsic benefits to the development of thinking skills and positive attitudes to learning such as curiosity, creativity, and the ability to take risks and learn from mistakes. Most young children adore the freedom to imagine, design and invent, but unfortunately, as they grow older, their interest in STEM declines. This especially applies to girls, who are severely underrepresented in this field."
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      string(5664) "thebrightest idea.Editor’s commenthttp://www.engineeringuk.com/Research/Engineering-UK-Report-2016/http://www.engineeringuk.com/Research/Engineering-UK-Report-2016/TheBright IdeasChallenge4Special Issuen CreativeTeaching & LearningHow will cities be poweredto be vibrant, healthy andclean places in 2050?Enter Shell’s new competition for the chance to win up to£5,000 for your school…Fast forward to 2050. The world is going to be a very differentplace.  It’ll be home to over 9 billion of us – about 2 billionmore than today. And around 7 billion of us will live in theworld’s cities.This urbanisation will have a huge impact on how we live,work and play. Cities can be crowded, energy-hungry,congested places. But with careful planning, they canbe vibrant, healthy and clean places to live, providinginnovative and dynamic spaces for ideas, communitiesand economies to flourish.Shell’s new schools competition, The Bright IdeasChallenge, invites secondary school students across GreatBritain aged 11 to 14 to join the conversation. Their task? Todevise innovative solutions to the energy challenges faced bycities of the future.Drawing on Shell’s Scenarios work, the Challenge presentsstudents with facts around the energy and resourcing needs offuture cities. It challenges them to consider ways to increasesupply of clean and affordable energy, or reduce demand forenergy by making cities more efficient.Eleven regional winners will receive £1,500 to super-size STEMteaching at their school, a tablet computer for every team member andfunded trips to Make the Future London. Three of these schools willgo through to the national final where one will be crowned champion,receiving a total of £5,000 for their school. With these prizes on offer,there’s every reason for schools to think big!The Challenge has been developed to support cross-curricularlearning, drawing on topics and skills from various STEM subjects,alongside geography, English, D&T and computing, depending on howyou choose to approach it.At Creative Teaching & Learning, we’re impressed by howcomprehensive and flexible the supporting resources are. There’s anintroductory video to help you set the scene, four practical engineeringwarm-up exercises to get creative sparks flying, along with a TeacherToolkit and Student Workbook.Students can enter in teams of up to five, and schools can enteras many teams as they like, although each student can only be onone team.  All teams have to submit a ‘Bright Ideas Report’, whichoutlines the problem they’re solving, their solution and an overviewof the skills they used to get to their ‘bright idea’.Teams can also bring their idea to life with photographs, technicaldrawings, prototypes and up to three minutes of video.  So the skyreally is the limit when it comes to creativity!Rise to the challenge – visit shell.co.uk/brightideaschallenge today for the Termsand Conditions and to download the resources. Remember! The deadline to enter is5pm on 29 April 2016.http://www.shell.co.uk/brightideaschallenge5Special Issuen CreativeTeaching & LearningTheBright IdeasChallengeGet the inside trackLayla Conway, Senior Communities and Business Manager andCompetition Judge, London Legacy Development CorporationWhat makes a winning ‘bright idea’? That is the £5,000question. The judging criteria are set out in the Terms andConditions (see shell.co.uk/brightideaschallenge), but I cangive you an insight into what I’ll personally be looking for.For me, winning teams should show: n Creativity – Students should approach a problem ina genuinely different, fresh way. n Relevance – An ingenious idea is one thing, but itwill need to address an issue and justify the needfor the solution. A great way to demonstrate thiswould be through thorough research. n Connection – How is the bright idea supported by theSTEM skills your students have accumulated at school? n Awareness – No innovation is ever introduced in avacuum. I’ll be excited by entries that demonstratethe team has a wider understanding of the contextand issues they’re dealing with and the people theiridea may impact. n Resources – Teams that go the extra mile in bringingtheir concept to life, whether through prototypes,videos, photography or detailed drawings, will havethe best chance at winning.I can’t wait to see the entries! It’s going to be aprivilege to sit on a panel that will consider the ideasof hundreds of secondary school students, all drivento play a positive role in making the future.The future holds a fascination for us all.  It’s in our DNA tobe intrigued about how we’ll live in ten, 20 or 50 years’ time– to try to improve on how we live today and to imaginewhat future life could look like. It’s that natural curiositythat this competition will tap into and I can’t wait to seehow secondary school students tackle these big problems.Future gazingMartin Haigh, Senior Energy Advisor andCompetition Judge, ShellPrizes withsuper-sizing powerAt Shel l ,  we’re passionateabout helping schools enhancestudents’ STEM learning, andwe’re also huge believers inrewarding innovative thinking.That’s why we’re investing insubstantial prizes for The BrightIdeas Challenge.Eleven schools will be named asregional winners and will receive: n £1,500 to super-size STEMteaching n Student prizes n Funded trips to Make the FutureLondonThree of these teams will then gothrough to the national final, to wina further: n £3,500 – 1st place n £2,500 – 2nd place n £1,500 – 3rd placeGareth Thistleton,"
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Creative Teaching & Learning

CTL_Special Issue with Shell

17 Feb 2016

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Leadership Briefing 5.04 (52)"
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      string(5609) "ResourceBusiness Priorities For Science, Engineering And TechnologyOriginal DocumentSET For Growth – Business Priorities For Science, Engineering And Technology. Recruiting staff with science, engineering and technology skills is set to become increasingly difficult. This CBI report warns that one in five UK undergraduates should be studying science, engineering and technology subjects and recommends that specialist science teachers, school leaders and business need to work together to raise young people’s interest and enthusiasm.KeywordsSpecialist science teachers, school leaders, business, science, engineering, technology, skillsSummaryThis new policy brief sets out the importance of improving the number of those qualifying with SET skills. Though the new government has recognised the importance of science, engineering and technology, action must be taken now to promote SET study – this starts with ensuring that those who are capable study triple science at GCSE, and ensuring that there are enough specialist teachers to make this possible. Young people also need better information about career choices, so that the value of studying SET subject is not overlooked.Science, engineering and technology are the foundation for innovation and technological advance, and are traditional strengths of the UK economy. But skills shortages will threaten businesses capacity for growth unless action is taken now.Recruiting staff with science, engineering and technology skills is set to become increasingly difficult: over half (59%) of employers predict problems finding staff with SET and maths skills over the next three years. The UK should set an ambitious aspiration – for one in five UK undergraduates to be studying science, engineering and technology subjects.Business is looking for a range of SET-qualified employees to fill a variety of roles:· The most brilliant graduates, to become future scientific leaders drawing on advanced academic knowledge and depth of experience.· Graduates with good scientific or engineering literacy, developed at the best universities in the UK. They will have good workplace experience, along with excellent laboratory and technical skills.· Trained and technically qualified people are the third key group – enthused about science and technology, with the techniques at their fingertips. Many of these people will have had a vocational route into SET careers supported by their employers.The report recommends:· Teachers, school leaders and business need to work together to raise young people’s interest and enthusiasm.· More specialist science teachers are needed to ensure high attainment levels.· The top 40% of young people should be automatically enrolled into triple science GCSE and more schools must offer it to students – less than half of maintained schools do so.· High quality, impartial careers advice about apprenticeships, academic study and the subjects valued by employers must be made available to all young people.ActionNotesRaise young people’s interest and enjoyment of science at school:Teachers, school leaders and employers need to work together starting from the first encounters with science in primary school. In the 2010 CBI/EDI survey just over two thirds of employers suggested engagement with schools was a way business can help encourage STEM study. Every year over 50,000 primary school children take part in workshops that encourage them to explore and question science through hands-on investigations. The workshops, run by expert tutors, focus on primary education with curriculum based support for teaching on physical processes together with materials and their properties.Recruit and retain more specialist teachers, to promote high attainment:Attracting high quality graduates into specialist science teaching is necessary if the quality and quantity of SET education is to improve. Physics accounted for 30% of science PGCEs in 1983 – by 2007 this had fallen to just 12%, meaning that almost one in four secondary schools in England does not have a specialist physics teacher.Shortages extend to primary education where the number of science specialists must triple to ensure that every primary school has a dedicated science specialist.There is more to be done to improve the quality of school facilities for science and engineering through new schools and academies programmes. Most teachers believe new classroom design supports effective teaching and that if pupils are happy with school buildings, this improves their behaviour and aspiration. But many schools have poor science facilities – refurbishment and rebuilding programmes should prioritise science labs and technology centres.Ensure more students opt for triple science GCSE – the best basis for A-level study:Studying all three sciences as separate GCSEs is the best way to help young people develop an enthusiasm for science. However, only a small minority of pupils (13%) currently study triple science, and less than half of maintained schools (45%) are currently able to offer the courses to their students. This restricts the numbers of those who progress into SET subjects at A level and beyond. Timetabling difficulties are sometimes cited as blocking provision of triple science: best practice should be shared between schools to avoid this problem. To improve uptake, two thirds of maintained schools should offer triple science by 2015. The government must also implement a policy ofautomatic enrolment into triple science for the 40% of young people achieving level 6 at Key"
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Leadership

Business Priorities For Science, Engineering And Technology

1 Sep 2010

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      string(442) "... future. The research focussed on reciprocalvisits, exploring perceptions and facilitating jointworking. The outcomes included increased commonunderstanding and creating a sustainable programmeof teacher learning and development, drawing heavilyon peer training.Future leaders and managersThe reference section begins with an interview withHeath Monk, founder of the Future Leaders programme.It is a ..."
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      string(4744) "individuals.” Similar to Gerver, Clarke callsfor a new professional development which generatesspace to learn, a quality of attentive listening andopportunities for contemplation and retreat which areseen as core learning entitlements.Jane Reed also sounds a clarion cry for a movefrom an industrial mindset to a more ecologicaland sustainable world, and sees sustainable schoolsas leading the way. The change that is needed is“essentially a question of learning, unlearning andre-learning” with educational professionals being “thedirect representatives of tomorrow’s generation.” Sheconcludes by providing questions about what kindof professional learning “will connect people to theimportance of a sustainable world for their lives andthe future.”How to transform your school!The HOW TO section has contributions fromthe Essex local authority team that is dedicated todeveloping schools for the future. Abigail Williamsdescribes how they have developed school ICT ChangeChampions to transform both local education policyand school practice. Through the innovative work ofthese change champions schools have put in placeprocesses to bring about fundamental and sustainedchange in teaching and learning.Alison Gold and Lorraine Laudrum give an accountof how they recently came from their own schools towork with others on a transformation programmethey have developed. This involved intensive workon visioning, parent and pupil voice sessions andchange management. Readers are given a range ofvaluable tools to be used with their own schools andcommunities. Above all we are given clear, practicalguidance on how to challenge staff to think moreradically about the organisation of learning in termsof space.Joined-up transitionNext, Jane Jones reflects on how cross-phase transitionbetween primary and secondary schools has been aComment�……………………………………………………………………………………………………………………………………………………………………………contentious problem for 50 years. In a year long researchproject involving 20 language teachers across bothphases she aimed to bring about some improved practicefor the future. The research focussed on reciprocalvisits, exploring perceptions and facilitating jointworking. The outcomes included increased commonunderstanding and creating a sustainable programmeof teacher learning and development, drawing heavilyon peer training.Future leaders and managersThe reference section begins with an interview withHeath Monk, founder of the Future Leaders programme.It is a forthright and provocative conversation. Monk forinstance considers that “whereas school has tended to beabout perpetuating traditions of learning, education isreally more fundamentally about preparing young peoplefor what comes next.” In tune with the times he calls formore developments like Academies, commenting that“out of what is likely to be a certain amount of creativechaos, some will emerge that will be exceptional.” OnFuture Leaders he says this competency-based frameworksearches out the types of things that people are good at,and helps them to effectand manage change. Inappointing leaders thefocus is on “not whatsomeone did last year,but what they could donext year and in the nextfive years.”Monk talks aboutfostering a culture inwhich the leaders oftomorrow can growand develop and thisi s shared by Nik i iMesser in her pieceon developing SchoolBusiness Managers. Shesees SBMs as increasinglytaking on the challengesof professional leadershipand considers how theyneed to equip themselves with the appropriatedevelopment. This starts within the school itself,gaining a deeper understanding of educational issues,together with a wide range of professional programmesprovided by the National College and a number ofhigher education institutions.The final contributions include first a report on oneof the TDA’s regional conferences. Peter Earley reflectson a range of conference contributions, including ajoined-up approach to drive forward a coherent nationalstrategy for professional development. This is followedby my review of the recent book by Peter Earley andVivienne Porritt on effective practices in CPD. In allthe clamour of the current debate about new formsof school organisation this publication reminds usthat re-modelling and reforming the school estate willcount as naught unless we also invest in developing andtransforming staff. In these cash stricken times this is atimely message for all school leaders and managers toresist making CPD the easy target of budget cuts andausterity savings.graham.handscomb@essex.gov.uk"
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Professional Development

Preparing schools for the future

22 Jul 2010

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      string(365) "... an interesting project in itself and the images would workwell as stimulus for P4C discussions as well as geography based work. Pupilscould follow this by drawing/creating collages on ‘Postcards from the future’of their local area.Teaching Approaches20Volume4.1n CreativeTeaching & LearningOnce you have the scene in mind, have the ..."
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      string(5645) "persuade them to join usor leave them to disagree?’ This tactic meant that the rest of the group workedtogether to hone their persuasive arguments and on turning round, the boyswere now desperate to join in and not miss out!What then will we find behind the wall?Creating the world behind the wallHaving actually used ‘conscience alley’ on the Inset, I found some of the staffto be cautious, while others were more ‘go for it’ types. In the end though, wedecided to go. One member of staff wanted to know how we would then movethis forward with a class – I personally would ask the group if we should sendan advance party to have a look so we can make informed choices as to whatto take and what dangers there might be. How will we decide who to send?How long will they go for? Will they take photos? Is there a designated signalthat means they are in danger?I would set up the image of where we were going so that they could‘photograph’ it and maybe provide some items for them to bring back.There are infinite possibilities for scenarios or scenes that could be behindthe wall depending on the curricular focus you want (see figure 3). The imageyou settle on could be projected onto another wall or displayed on an interactivewhiteboard. It could alternatively be a huge poster (many Internet companieswill print huge posters on ordinary paper for minimal cost)  actually pinnedbehind the wall or a series of envelopes with different images in depending onwhether you wish to be ‘random’ or if you have a particular context in mind.Possible scenarios include scenes from another country, from the past, or fromthe future.Another countryYou could choose anywhere from around the world – the image on the oppositepage is taken in Uganda. This approach gives scope for geography as well asPHSE. You can explore housing conditions, the rich/poor divide, life styles,vegetation, climate and so on.The pupils are suddenly in the middle of this scene. What does it feel like?Figure 319Volume4.1n CreativeTeaching & LearningTeaching ApproachesIs it hot or cold, and how canwe tell? What can they seearound them? What are peopledoing? There’s a wall and gate– why? If they had to pick aperson in this scene to talkto, who would it be and whatquestions would they want toask them?Pupils can work in groupshere and put their questionsonto post-it notes. These canbe categorised by pupils whocan also create headings.At this point, you can explainthat the easiest way to getanswers to these questionswould be to ask one of thepeople in the scene, butobviously we can’t .  Youcan then ask ‘Would it beacceptable to you if I played the part of one of those people and answeredyour questions?’ And then: ‘What would you want to call me?’ and ‘What shallI use to ‘signify’ that I am in role?’ A signifier is often helpful until pupils areused to you being in role. This could be a pair of glasses, a bright shirt (in thisinstance), a coat or simply a name badge.Obviously you can choose a specific country based on whatever curricularneeds you wish to fulfil.Past or futureThe image behind the wallcould also be one from anyperiod in history or a futuristicone.The website ookaboo.comallows you free use of imageslike the one on the right (whichshows immigrants at EllisIsland, New York Harbour,1902) – it just asks that thephotographer is credited,where possible.Postcardsfromthefuture.co.uk is a brilliant site to visitfor photographs from the‘future’. The postcards are aseries of images, produced bythe Museum of London, whichdepict what the artists think London will look like in the future if climate changecontinues. There are paddy fields alongside the Palace of Westminster, theGherkin is now high rise housing and a potential slum and Trafalgar Square isnow a shanty town – home to ‘environmental refugees’ from the uninhabitableequatorial belt.This would be an interesting project in itself and the images would workwell as stimulus for P4C discussions as well as geography based work. Pupilscould follow this by drawing/creating collages on ‘Postcards from the future’of their local area.Teaching Approaches20Volume4.1n CreativeTeaching & LearningOnce you have the scene in mind, have the group walk through the sceneand on large sheets of wall paper/sugar paper get them to draw and label whatthey can see and hear.Useful appsThere are a variety of apps which would be of use in this work:Ideas Sketch is a basic mind mapping app, but would aid you in your planningor would allow pupils to generate ideas for themselves. It is a free app at thetime of writing.Paper by Fifty Three is one of the most amazing drawing apps I’ve comeacross. It allows a choice of pen, shading, draw, sketch and outlines – if youlook at their website (www.fiftythree.com/paper) and blog there are someamazing examples of work. The hash tag on twitter #madewithpaper againgives brilliant examples. A word of caution – check these prior to classroomuse and download as obviously this is not an app aimed specifically at children.This app could be used when pupils are drawing their own walls, how to getacross or what to take – there is also the option to create a book within theapp itself. Well worth investigating.Explain Everything allows you to create a movie using text and images veryquickly. You could include photographs of the ‘Wall’ that your pupils havecreated and even of the pupils themselves.Endless possibilities across the curriculumRanging from Graffiti, street artists and the debate about whether it is art"
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Creative Teaching & Learning

What's behind the wall?

18 Jul 2013