Leadership

“Fake News” must be challenged

With so many impressionable young people devouring online content every single day, how do they tell what’s real, what’s fake?

A feature of 2017 has been the frequency with which reference has been made to “fake news” in the reporting of current affairs stories. Fortunately, the concept is not difficult to pin down. Speaking on the BBC radio programme Law in Action (2017), Magnus Boyd defines “fake news” as “false reporting, inaccurate content but dressed up as real news”. Joshua Rozenberg adds that it is “content deliberately designed to misinform and mislead”.

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      string(5657) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.SCHOOL FUNDING PRESSURES IN ENGLANDKeywordsSchool funding,pressures,local authority,maintainedschools,balances, cashflow, deficit,financialstrugglesSummaryThis new report by the Education Policy Institute examines the latest trends in local authoritymaintained school balances, and assesses whether all schools will be able to meet costpressures over the next two years, following recent government funding reforms.It shows that the number of state secondary schools falling into deficit in England has almost trebledin the last four years to more than a quarter.The EPI report focuses on local authority schools because the data is publicly available. It excludesacademies, which account for about 60% of secondaries and 20% of primaries in England.The research adds to growing evidence of the financial struggles faced by a significant minority ofschools. The report also found two-thirds of council schools spent more than their income in 2016-17,while 40% have had balances in decline for at least two years in a row.Key Findings: ■ The number of local authority maintained secondary schools in deficit reduced from 14.3 per centin 2010-11 to 8.8 per cent in 2013-14. Strikingly, however, over the period of four years up until2016-17, the proportion of local authority secondary schools in deficit nearly trebled, expandingto over a quarter of all such schools – or 26.1 per cent. The average local authority maintainedsecondary school deficit rose over this 7 year period, from £292,822 in 2010-11 to £374,990 in2016-17. ■ The number of local authority maintained primary schools in deficit has also risen. In 2010-11, 5.2per cent of local authority primary schools were in deficit – this reduced in the following year to3.7 per cent, before staying at a level of around 4 per cent until 2015-16. However, in 2016-17,the proportion of primary schools in deficit increased significantly, to 7.1 per cent. The averageprimary school deficit also noticeably increased, from £72,042 in 2010-11, to £107,962 in 2016-17. ■ At a regional level, the South West had the highest percentage of local authority maintainedsecondaries in deficit over this period – with 22.1 per cent of schools in deficit in 2010-11, risingconsiderably to over a third of schools (34.9 per cent) in 2016-17. The East had the lowest – with7.5 per cent of local authority maintained secondary schools in deficit in 2010-11, rising to 17.5per cent in 2016-17. ■ The North East had the highest number of local authority maintained primary schools in deficit inWeek Commencing 26th March 2018https://epi.org.uk/wp-content/uploads/2018/03/Schools-funding-pressures_EPI.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.2016-17 at 10.1 per cent. The East of England consistently had the lowest, with 2.6 per cent indeficit in 2010-11, rising to 3.4 per cent in 2016-17. ■ A large proportion of local authority maintained schools are now spending more than their income.Over two-thirds of local authority maintained secondary schools spent more than their income in2016-17. Significantly, such events are not just occurring for one year – we find that 40 per centof local authority maintained secondaries have had balances in decline for at least two years in arow. ■ Similar figures are found for local authority maintained primary schools – in 2016-17, over 60 percent were spending more than their income. A quarter of local authority maintained primarieshave had a falling balance for two years or more. ■ Funding allocated by the government through its new National Funding Formula for schools(NFF), fails to meet pressures on schools budgets produced by this cost alone. This is despitethe announcement of an extra £1.3 billion in funding for schools by the government in July 2017. ■ As many as 40 per cent (around 7,500 schools) are unlikely to receive enough additionalgovernment funding in 2018-19 to meet these pay pressures alone. For 2019-20, this proportionrises to nearly half of state-funded mainstream schools in England (around 9,000 schools). ■ Schools are facing a variety of cost pressures, yet this analysis shows how many schools arestruggling just from this staffing cost alone. In addition, our assumption of 1 per cent staff payincrease over the next two years is cautious – with the government having signalled that futurerises in teachers’ pay may be higher than the current 1 per cent cap over the next few years. ■ For a significant proportion of schools in England, being able to meet the cost of annual staff payincreases from a combination of government funding and their own reserves looks highly unlikely,even in the short term. ■ In response to pressures, schools have undertaken various efficiency measures to deliver costsavings, such as switching suppliers, reducing energy usage and reducing the size of leadershipteams. ■ However, education staff account for the majority of spending by schools – around two-thirds. It islikely that schools will find it difficult to achieve the scale of savings necessary without also cuttingback on staff. Many schools will face the challenge of containing budget pressures and"
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Leadership

School Funding Pressures In England

22 Mar 2018

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      string(5610) "Entering someone else’s wpr;dStories have long been part of human tradition – from paintings on cave walls to the blockbusters on our screens and now increasingly as the basis for videogames.  We all love a narrative. There is an instinct in all of us that wants to follow people on their journey, to share their emotions, to find out what happens next and to see if there is a happy ending.Throughout human history, storytelling has been used as a powerful tool for teaching and learning. We can make sense of the world through the stories of a few individuals as we imagine their lives, plan their possible futures, and identify shared values. This is why great storytelling can spark empathy: it makes those whose lives are so distant from ours come closer and makes caring for them less difficult. 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She wanted to see if their attitudes might change after accessing a series of human stories.Children were presented with six faces – photos of individuals of different age, gender and ethnicity – and asked if they felt they could find common ground with each of the people (their answers were weighted from “strongly agree” to “strongly disagree”).Making judgments and then  learning the real storyInitially, the children felt that they were likely to have more common ground with the people who looked similar to themselves. So images 1, 4 and 6 scored significantly higher than images 2, 3 and 5.The children then got to meet all of the people by learning about their experiences through digital stories. When the teacher asked the same question at the end of the day, the change was remarkable. After their experiences, the children felt they shared more in common with all of the people they had met, with the biggest positive changes towards people 2, 3 and 5. 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Applications and Software

How Digital Storytelling Can Transform Your Classroom

23 May 2021

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      string(2582) "9th February2021 marks the 18th year of Safer Internet Day with the theme‘An internet we trust: Exploring reliability in the online world’.  Kate Jonesfrom Childnet, one of the organising charities, explains why theychose this year’s theme:   ‘The online world is a great source ofinformation for young people and adults alike, and opportunities to research,learn new facts or skills, and even broaden viewpoints are extremely importantto all internet users. The online world has become even more important to youngpeople over the last year, with more of them spending more time online thanever before; for socialising, keeping in touch with family, sharing their liveswith their peers and for schoolwork. As young people navigate these socialspaces, they are constantly making decisions about who and what to trust onlineas they play together and socialise online. Safer Internet Day gives youngpeople the chance to build the skills they need to be able to make the bestdecisions as they navigate an online world where everything is not always as itseems.’ A guide for adults 2Simple has beenworking with the UK Safer Internet Centre and Amazon Web Services to puttogether a guide to support parents in recognising the reliability of theinformation to be found online. This guide will helpparents and carers to offer informed advice to children, so they will them togrow up to be responsible digital citizens who can keep themselves safe while,at the same time, getting the very best from the digital world.The guide covers:Reliability of sourcesMotives behind news andsocial mediaDoes the internetprovide a balanced view?Conversation starters Showing your supportWhat to trust onlineHow to be secure in thecloudAWS (Amazon WebServices) EducateTheinternet is an amazing place to find a range of information and opportunitiesonline. It helps us see the world from different points of view while onlinecommunication has many positive aspects for connecting and informing people.However, the internet also causes many of us anxiety because we are not experts. We have not grown up in the age of online technology and we have not had childhood experience to draw upon when providing guidance for our own children. The digital world can be embraced as a tool for building a better future for us all if we have our eyes open to possible pitfalls for ourselves and our children.Link for download: Download Exploring reliability in the online world parent and carers guide hereRachel Allman is marketing manager at 2Simple"
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Digital Learning

Fake News? Learning To Question, Challenge And Change The Online World

31 Jan 2021

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      string(5622) "judgements.Critical thinking is a crucial skill for achieving success at school and at work in later life. It involves observing, analysing, assessing and evaluating evidence in an objective, open-minded manner. It also asks that we cultivate a sense of curiosity that is always willing to ask questions. This skill will be developed in all the lessons in this book, but these particular lessons and activities will focus on sharpening children’s abilities in this area, so that they can recognise and use this powerful tool for learning.Socratic questioning is at the heart of critical thinking. Using open questions in the classroom and for homework helps deepen students’ understanding and helps embed knowledge. In addition, developing the habit of critical thinking will help your students grow up to be open-minded and willing to listen to both sides of an argument before making up their minds. This could be a recipe for a less divisive society!In There Is No Planet B, Mike Berners-Lee concludes that we need to develop new thinking to ensure our survival on planet Earth. This includes global empathy, which means becoming more aware of our wider impact on others as our ‘daily lives affect those on the other side of the world’.7 Developing a critical thinking perspective will help our future citizens to stand back from their personal needs and consider the wider implications of their lifestyles.It is crucially important for our students to be able to discern who and what to trust in our current world of fake news and self-curated imagery. Critical thinking will give them the ability to discern fact from fiction in an ‘increasingly complex media and political sea of claim and counter claim.’8 If we can develop this skill in the next generation in schools, democracy stands more chance of remaining protected from corruption.CreativityAim: To make students consider ways in which they can have the courage to take necessary risks to find new ways of thinking.Creativity develops new thinking, leading to different approaches and novel ways of doing things, solving problems and finding new answers. It takes courage to be creative because as we grow older, we get used to doing things in ways that make us feel comfortable. We become creatures of habit, with the tendency to sit in the same places, read the same newspapers, listen to the same style of music and have similar friends with similar hobbies.To step out of this comfort zone and become more creative involves taking a risk. Being creative means breaking the rules – innovating, finding new solutions and pushing back the boundaries. This takes courage and confidence as it could go wrong. These lessons encourage children to be brave and to create new experiences and new thinking – habitually.If you don’t embrace the fact that you think about the world in different ways, you severely limit your chances of finding the person that you were meant to be.Ken Robinson9Creativity can be a risky business: that’s why it’s linked to resilience. We all have our comfort zones, and they mould our behaviours until they become habits. Students also like to stay in their comfort zones, but we can help them get comfortable with pushing the boundaries. They need to work with a variety of different people, enjoy the challenges and opportunities presented by new experiences and new thinking.Creativity demands risk-taking and the inevitable failures it incurs should be seen as part of the iterative process. Becoming comfortable with experimenting with novel ideas, taking feedback and redrafting work enables our innate childlike creativity to grow. Developing in our students theconfidence to be as creative in their school lives, as they were when they played happily as toddlers, will insure them against personal stagnation and help ensure economic success for the enterprises and societies in which they work.Leadership and social influenceAim: To help students develop the skills to lead and communicate effectively.The skills needed to get on with other people are key to success at school and in the workplace. Good interpersonal relationships and the confidence to be a leader can be developed and nurtured in school. In these lessons we will explore strategies that can help children develop empathy, communication and leadership skills. These strategies can be built on in every lesson, as students work on their curriculum tasks in groups or pairs.Students are massively influenced by their peers, especially as they get older. These lessons will help them understand how to lead, rather than to follow, and understand how to work in harmony with their peers. 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Blogs

After Covid-19 We Need A New Paradigm For Education

26 May 2020

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