The Great Leap Forward

Facing the unfamiliar can be very traumatic and damaging to a child’s academic performance. Mark Bowles, Director of The Training Effect, outlines a new approach.

Graduating from primary school is a challenge for most children, but Risk-Avert Primary is a new approach to educating Year 6 pupils about risk-taking and coping with the transition from primary school to secondary school.

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      string(5621) "We are on the verge of an explosion of virtual reality technology and innovation. The quality of affordable commercial headsets has seen a Great Leap Forward in the past four years thanks to companies like Oculus and Valve.As classrooms have advanced greatly in the past twenty years from blackboard to interactive whiteboards to personal tablets, we can expect to see huge advancements into the virtual world over the next twenty. Virtual and augmented reality technology represent an untapped goldmine of creative learning experiences for children of the Internet Age.These are some of the way’s VR technology can assist in school and I have included links to other articles from TeachingTimes.com and around the web to provide a comprehensive picture of current technology, applications and implementation of VR tech that can enhance curriculum delivery.Art – no longer constrained by the limitations of pen, paper and the school’s resourcesWhen I first brought my Oculus Quest, I was able to visit the Guggenheim in New York and the Louvre in Paris in a single afternoon. I explored their unique architecture, both inside and out and saw a wide variety of paintings and exhibits using a completely free app called ‘Wander’. (Then I took a gentle stroll around Machu Pichu via the Grand Canyon but that’s incidental).Many students across the country are never given the opportunity to visit these places courtesy of a school trip. If they do, they may be at the back of a large crowd and miss many of the finer details.Now they can visit them totally free of charge. Believe me this is so much more than simply viewing these places on a computer screen. The exhibits retain their true scale in virtual reality and they retain that striking sense of presence that normally one only gets from viewing them in person.But art is not just for spectators. For the doers and makers, there already exists a plethora of apps designed to help in the creation of paintings and sculptures in a virtual 3D environment.Apps such as Sculpt0r VR and Tilt Brush by Google represent the first generation of commercially available 3D sculpting apps. They offer a huge selection of tools for an artist to create whatever they want, from portraits, to marble busts, to video game characters to detailed landscapes and environments.Much of what would be considered impossible before, is now perfectly doable in VR. For example, it is now quite possible to create a free-standing replica of the solar system that can be fully explored, all within the confines of the classroom and with absolutely no mess to be cleaned up.Try these for more art experiences:Transforming the Classroom with Augmented and Virtual Reality Headsets Jory Debenham, Assistive Technology Nov 2018 VR apps being used in the Washington Museum of journalism, Connecting Children and History … The VR Experience, E-Learning Update Issue 67 Piotr Baczynski, March 2018 7 best tools for painting, 3D modelling and sculpting in VR Miriam Harris, September 2018 An interesting article called VR in the Art Classroom with Google Carboard’ which includes a fascinating 360 degree video called Dreams of Dali, Anonymous, July 2016VR can now bring challenging science concepts to lifeInstead of students reading words and trying to visualise what is happening, they can inhabit a virtual world, hypothesise, test and push the boundaries to see science in action.We have already seen real world doctors using VR to give medical students access to clinical experience on demand and making surgery safer by generating 3D models of tumours from MRI scans.Now in the classroom it is clear that VR technology enables students to grasp the anatomy and functions of cells and organs which are not visible to the human eye.High School biology teacher, Rebecca Girard from Belmont California, has been using apps such as Cyber Science and the Human Anatomy Atlas. These demonstrate functions of the heart and blood flowing through the arteries, so students witness the opening and closing of the valves in real time using augmented reality, which projects the 3D models from a flat computer screen.Her view is that: ‘students never understood the structures, relationships, and orientations of the organs with the same clarity as when they used virtual reality.’ By comparison, real organs used in dissection are ‘preserved and inflexible and the valves and muscle no longer pump’. There is no comparison.As a former chemistry student, I now often think that it would have been hugely beneficial to explore and experiment with models of atoms and molecules without the need for real world chemicals and lab tests.There already exists an app called MEL chemistry VR. This lets you take a familiar object such as a pencil and zoom in on it. You can fly between the molecules of graphite and disassemble an atom so that the subatomic particles can be counted. It is as if you shrink down and witness at first hand the inner workings of the real world.Physics based VR games are already proving to be one of the most naturally synergetic VR experiences. It would be a small step for a developer to take the complex physics engine from a game like Bone-works and apply it so that concepts such as centrifugal force and conservation of momentum could be explained, demonstrated and most importantly experimented and interacted with, without the need for any lab set up.Hannes Kaufman and Bernd Meyer from the Vienna University of Technology took a physics engine developed for the PC games market and created PhysicsPlayground, an educational"
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Creative Teaching & Learning

The Hitchhiker’s Guide To The Galaxy Of Edtech

15 Jul 2020

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      string(5110) "primaryleadershipTODAY •••••     Issue 242My profileBefore transferring my teaching skills to the world ofprimary education, I was head of English at Bilbrook9–13 Middle School in Staffordshire, which was the firstmiddle school to be PC networked in the country. Wepioneered cross-curricular links between classroomswithin the school. It didn’t need a great leap ofimagination to realise the potential of the technologyto raise pupils’ standards in an interactive way.My first headship was at Castle Hill J & I School inTodmorden, Yorkshire, where serving Calderdaleheadteachers had the facility of booking supplyteachers on line. My first introduction to the Internet!After my second headship in Tamworth, Staffordshire,I was appointed to Cheslyn Hay Primary School, whichhad no website.I did a trawl of school websites across the UK andTime to chatthe thing that struck me was that they basicallyrepresented a school prospectus in ‘cyber space’ withno ongoing changes made to their home pages. Relyingon my previous Bilbrook Middle School classroomexperiences, I set about creating an interactive, daily-changing school website to serve not only the pupilsbut also the wider learning community. A password-protected ‘pupil section’ was created, where pupils hadfreedom to express views about the school, knowingthat the only other person with knowledge of the pupilpassword was the headteacher.Managing the websiteWe engaged the services of a web author. I realisedthat setting up a website and maintaining it, using HTMLformats, would be too time consuming for aheadteacher and that it would take me away from otherhat rooms have had some bad press. However, MartinTibbetts, headteacher at Cheslyn Hay Primary School,gives an account of why he wanted to set up a schoolinteractive website in his current school and the benefits ithas subsequently brought to his pupils.How do youmanage yourwebsite? Have youany recommend-ations? Pleasecontact us atpltquestions@hotmail.co.ukCCREATIVE APPROACHES TO THE CURRICULUM43November/December 2005     ••••• primaryleadershipTODAYduties in school. The web authorship of the site is partlysponsored by a local company. I provided the webauthor with my vision, he set up the website, and it hasbeen changed and refined over time.The ‘Pupil Forum’ is used by pupils to expressconcerns about the school. Comments are moderatedby the web author and myself. There has been onlyone inappropriate pupil posting since the creation ofthe website, which has now nearly attracted 60,000visitors from the community we serve and prospectiveparents moving into our village.Since then a new password-protected forum hasbeen set up by the web author as a result of my school’sinvolvement in a national primary networking initiativeby five Staffordshire Schools.The RATS projectThe ‘RATS project’, (Raising Achievement ThroughSport) has improvement of boys’ writing in Y6 as itsfocus across the five schools. The project also involvesY6 girls, who are the benchmark of the project’ssuccess. All schools have shared collective SAT dataand set our stalls out to improve writing by 3–5% acrossall the schools, judged by SAT results in July 2006.This new forum is divided into two sections for thestaff and pupils of the schools involved. The staffsection enables teachers of the five schools tocommunicate with each other. The pupil section enablespupils to talk to each other as well as sharing workSee an example ofan internet policyin the Manager’sBriefcaseFor more ideas…Good Connections is a joint Staffordshire, NATE, South Bank University publicationavailable at the Bodleian Library, Oxford. This was financed by NATE and subsequentlycopied onto cassette tape for Mr David Blunkett.Many of the Good Connections recommendations have informed government ICTagendas in schools.PROFILEMartin Tibbetts is also a past Chair ofthe National Association for the Teachingof English and was also involved as anadditional inspector for HMI evaluatingthe effectiveness of NOF’s ‘ICT SchoolTraining Programme’projects being published on the site: a celebration ofpupil work shared and achieved. The project is subjectto educational research which will be publishedsubsequently. 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Leadership

Time To Chat

1 Jan 2005

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the system as a whole might raise high
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      string(3017) "a market where schoolspay and choose. This is a big leap at a time of reductionsin funding. The system needs to support school in makingthis transition, and an earmarked or suggested fundingallocation of the percentage a school needs to spend onbuying in professional development could be a very simpleway of helping schools, school leaders and governors inmaking that provision. Finally, the question of the need forquality assurance of providers and a place to go so you canknow what available and how it is regarded was viewed asbecoming increasingly important.Conclusions and actionsA key lesson is that, in these new and changedcircumstances, there is an agenda to be seized and wedo know what needs to be done. It is also clear that in amore diverse system there will no longer be one solutionfor the system but a range of solutions and ways ofachieving our goals. This is in the end something weshould celebrate, as a ‘one size fits all’ set of answersare rarely good answers. Further, the clearest lesson ofall in the McKinsey research is that greater informedprofessionalism and creativity are needed if our ‘goodand improving’ system is to take its next steps. Top-down solutions are reasonably good at raising the floorbut they are less good at raising the ceiling.The Inspirational Schools Partnership and its foundinggroup of head teachers have committed to respondingto the agenda and applying the lessons of the McKinseyreport, and is launching its ‘Good to Great’ programmethis September. It accepts that schools will need to makea choice for themselves and that they will need to investin this agenda if they want to move forward. It recognisesthat there is a gap in provision and it is one where we canoffer one option and way of helping schools ‘mind thatgap’ in the new environment. The solutions lie in our handsand we are inviting schools to join us and together createa solution to what we do next and how to help the systemtake its next steps forward for students, teachers andthe whole school – by, in Ben Levin’s words, “combiningvision, optimism and realism” and through an absolutecommitment to our moral purpose and a shared a belief inour young people.David Crossley is executive head of Wildern School inHampshire and director of strategy for the Tribal Group’sInspirational Schools Partnership. If you are interestedin finding out more about the Good to Great programmeemail david.moran@tribal group.com or visit www.inspirationalschoolspartnership.com.ReferencesCrossley, D; Corbyn, G (2010), Learn to Transform: Developinga 21st Century Approach to Sustainable School Transformation,ContinuumHargreaves, A; Shirley D, (2009), The Fourth Way: The InspiringFuture for Educational Change, CorwinLevin, B (2009), How to Change 5000 Schools, HarvardEducational PressMcKinsey & Company (2007), How the World’s Best Systems ComeOut on TopMcKinsey & Company (2010), How the World’s Best Systems KeepImproving"
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Leadership

Moving from good to great

26 Jul 2011

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      string(350) "... helping them to complete the one-pageprofile.Special Needs Jungle has been enthusiastic andoptimistic throughout in relation to the reforms.They see it as a great step forward as a means ofacknowledging the important role parents have toplay. However, they also recognise what a leap it willbe for many institutions ..."
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      string(4813) "‘Some ideas for teachers getstarted with parental co-production’, is aparticularly useful contribution if you want toconsider the reform from the parents’ perspective.In the article, she provides a bullet point list for waysin which schools might approach the transition,including through holding a coffee morning forparents and helping them to complete the one-pageprofile.Special Needs Jungle has been enthusiastic andoptimistic throughout in relation to the reforms.They see it as a great step forward as a means ofacknowledging the important role parents have toplay. However, they also recognise what a leap it willbe for many institutions.Behind the scenes, work is continuing in schoolshttps://www.gov.uk/government/publications/p-scales-attainment-targets-for-pupils-with-senhttps://www.gov.uk/government/publications/p-scales-attainment-targets-for-pupils-with-senhttps://www.gov.uk/government/publications/p-scales-attainment-targets-for-pupils-with-senhttp://www.specialneedsjungle.comhttp://www.specialneedsjungle.com/ideas-teachers-get-started-parental-co-production/http://www.specialneedsjungle.com/ideas-teachers-get-started-parental-co-production/www.teachingtimes.com n Vol 5.2In sharp focus – SEN reform Every Child Journal19as ever before. As Ofsted acknowledges, schoolswill be on a continuum of implementation. Perhapsby next year we will start to get an indication ofwhether SEN reform is turning out to be a reason forcelebration.The peer network programme 2015–2016From April 2015, the DfE has been aiming toencourage a peer support and challenge programme.The intention is that the network should build on theSEN and disability pathfinder champions and involveLAs in leading regional events and local workinggroups to address issues that are causing concern inthe region. The peer network regional leads will besupported by delivery support contractors.Local and national accountability forSENThe document ‘Special educational needsand disability: supporting local and nationalaccountability’ addresses some of the concernsthat have been raised about how the DfE andstakeholders can be sure that SEN reform is beingimplemented effectively and that it is having thedesired effect.In the document, the DfE identifies a set ofindicators that will enable the impact of SENDreform to be monitored both at a local and nationallevel.The broad areas include:n Positive experience of the SEND system forchildren, young people and their families. To bemonitored through:❏ SEN appeals and outcomes❏ EHC plan completed on time❏ LA and parent survey data❏ Children and young people’s PersonalOutcomes Evaluation Tool (POET)❏ Feedback from independent supporters.n Positive outcomes for children, young peopleand their families. To be monitored through:❏ Attainment data❏ Outcomes for looked after children❏ Destinations after Key Stage 4 and Key Stage5❏ School absence and exclusion rates.n Effective preparation for adulthood. To bemonitored through:❏ Employment status for adults with learningdifficulties and disabilities (LDD)❏ Accommodation status for adults with LDD.There are plans for a survey ofusers’ satisfaction in summer 2016and the development of a mappingtool which can be used by the DfEto track customer satisfaction.The document also outlinesschools’ responsibilities:‘The governing body andschool leaders are responsiblein mainstream schools and haveduties to use best endeavoursto make the provision requiredto meet the SEN of children andyoung people. All schools mustpublish details of what SENprovision is available through aninformation report and co-operatewith the local authority in drawingup and reviewing the Local Offer.‘Schools also have duties tomake reasonable adjustmentsfor disabled children and youngpeople, to support with medicalconditions and to inform parentsand young people when SENprovision is made.’Warning to schoolsThere is concern LAs in some areas are placingtoo much responsibility on schools themselves tosupervise the change from the statement to an EHCplan.Schools are reminded that it is the responsibilityof the LA to co-ordinate and organise this processand not that of schools.Help and informationSupport is available for implementing SEN reform:n The Council for Disabled Children has puttogether a list of support organisations andtheir contact details.n Dyslexia Action has launched their own guideto the SEN reform aimed at parents.n NDCS (The National Deaf Children’s Society) hasproduced their own webpage indicating theresources available.n Sense for deafblind people has released aguide for families.n The Special Needs Jungle provides insightinto what is happening from a parent’s point ofview and legal advice and help for parents stillstruggling with the"
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Special Needs

Progress in SEN reform

23 Jul 2015