Digital Learning

The Swine Flu Pandemic – What do Schools Need to be Thinking

Headteacher, Eileen Field, looks at the issues schools face with Swine Flue and how technology could be used to help minimise the impact of swine flu on pupils' achievement.

Raising pupils’ attainment is not the only issue occupying the minds of school leaders. Many heads will also be thinking about how they can best support their staff and pupils in the event of a swine flu outbreak in their school. Headteacher, Eileen Field, looks at the issues schools face and how technology could be used to help minimise the impact of swine flu on pupils’ achievement.

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Leadership Briefings Issue 4.04 (40)"
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      string(4744) "ResourcePLANNING FOR A HUMAN INFLUENZA PANDEMICOriginal DocumentPlanning For A Human Influenza Pandemic – Guidance To Schools And Children’s Services. Now that the Swine Flu virus is established in the community, expert advice is that there is no longer a strong case for closing schools to contain the spread of infection. However, the UK Health Departments have published a framework for how the Government should respond during an influenza pandemic. This DfES report provides emergency planning guidance for schools and recommends that all schools work closely with their local authority in dealing with the pandemic.KeywordsSwine flu, influenza pandemic, framework, schools, adviceSummaryNow that the virus is established in the community, expert advice is that there is no longer a strong case for closing schools to contain the spread of infection. Current HPA advice is that schools with confirmed cases of swine flu should stay open unless specifically advised otherwise.Given current information on the virus, which for most people results in a mild illness, experts have advised against mass closure of schools.This DfES report, first published in 2006, recommends that all schools work closely with their local authority during an influenza pandemic.Advice To Head Teachers– What you should do in a pandemic:· You should put into practice plans prepared earlier with your governing body and all staff, involving staff unions. Your employer will receive information on whether the Government nationally has advised that schools should close when the pandemic reaches their area, and information from the local authority on whether that now applies to your school.· If your school is remaining open, you should activate contingency plans for dealing with likely staff absence. In these circumstances, it is important that you give very high priority to rigorous infection control measures, and ask parents to collect and take home any pupil who becomes ill – though you may need arrangements to look after such children until a parent can collect them.· If the school is closed to all pupils, attendance registers should show that the school was closed and pupils should not be marked as absent. The sessions affected should not be included in the number of available sessions when compiling attendance data returns. If a school sends some pupils home or closes completely during a session but after the register has been taken for a session, the marks in the register must not be changed. If some pupils are sent home during a session before the register is taken then the register should show them as having authorised absence. Those schools using electronic registers should use codes such as “closed to all” or “enforced closure”.· If your school closes because of staff absences, you should ensure you have contact details that will enable you to tell parents when you are able to re-open.· If your school closes for an extended period for child welfare reasons, you should work with your local authority to put into effect their plans to provide a reasonable level of education for children at home. Your employer or governing body will contact you when they receive advice to re-open all or part of the school, and will tell you whether it is to re-open for all pupils or only those who have had pandemic flu and recovered.· A head teacher (under delegated authority from the governing body) might decide to close a school because insufficient staff are available to run the school safely. The head teacher and governing body should agree in advance the minimum number of staff in different categories needed to continue operating.· The Government may also advise that schools in affected areas should close to pupils on child welfare grounds, to reduce the spread of infection among children.· In maintained schools, governing bodies will remain legally responsible for school closures and should ensure that the head has delegated powers to close the school at short notice if advised to do so.· In the case of schools with sixth forms, it is likely that any advice to close to pupils would apply up to Y11 only. Schools will however need to take account of practical issues that might affect their ability to operate for sixth form pupils only.ActionNotesAuthorRaspal Chima, Imaginative MindsDate CreatedSeptember 2009Enquiries to:raspal.chima@yahoo.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Planning For A Human Influenza Pandemic

25 Aug 2009

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      string(4131) "42 AUTUMN 200914-19 diploma43AUTUMN 200914-19 diplomachallenge for most students. Teaching in thesalon is particularly difficult – it requiresintense timetabling and cannot happenfull-time.That’s where computer learning comes in.It provides flexibility to learners – learningcan be delivered anytime and anywhere. Andit means students whose local schools don’toffer the course don’t have to miss out.The theoretical elementFunctional skills (the compulsory numeracyand literacy aspect of the diploma) can  betaught with ease using distance e-learning.So can many theoretical aspects of the course– like the social history of beauty, salonbudgeting and marketing.The industry’s standards body, Habia, hasproduced a useful online and interactivepackage, Diploma U2Learn. It provides userswith engaging content including video clips,animations and activities.Another Habia training package, U2Learn,for hairdressing Level 2 students, teachestheoretical elements of the practice likecutting, colouring and perming. Becauseit provides instant feedback, learners candiscover what they need to do to improve.VTCT will also be launching a qualificationto start in September 2010.What’s next for the diploma?Like every other aspect of the business world,salon management has become totally IT-based – as should hairdressing teaching. It’snaïve to think that perfectly manicured handscan’t design a website or plan a budget inExcel! The hairdressing and beauty diplomais set to thrive, and distance e-learning willsupport and nourish it.The 14-19 diploma in hairdressing and beauty waslaunched in September this year. For schools alsolooking to offer the course, but fearful of its heavilypractical component, Nic Robinson explains howdistance e-learning can help.Classroom learning has been truly transformed by the mass availability of technology. Learners can studythe theory of a subject with computers, thenfurther their practical skills with traditionalclassroom based practice. But with a subjectas practical as the Hair and Beauty StudiesDiploma, it’s amazing to discover the extentto which teachers are embracing IT.The use of distance learning in educationhas become surpr isingly farspread. Ineducation now, technology’s function nowexpands beyond just using a computer fortyping up an essay. An example of howwidespread technology in education hasbecome is the swine flu outbreak. TheGovernment revealed its plans to use virtualschools if a pandemic breaks out – wherestudents would be taught via email. This isalready largely in place – learning platformsalready facilitate home access to schoolwork for sick or excluded children. Thisservice could be extended to allow teachersand pupils to achieve live communication– ‘video conferencing’.CriticismsThe Hair and Beauty diploma has receivedmany criticisms. At some schools, reportersdiscovered that the students need never cuthair to get an A. Students are also critical –one pupil asked what the difference betweenA levels and the diploma is said: “Diploma’seasier, innit?” Many people question how thehair and beauty diploma can be worth 3.5A levels when it covers subjects of nebulousintellectual value like ‘Beauty in AncientEgypt’.But  wi th a  number  of  teenager sdisheartened by the traditional educationsystem, the diploma is an ideal solution tocapture their attention and encourage themto persevere with education or progress toprofessional training. Like it or not, diplomasare on the rise – there are currently 10subjects, and by 2010 there will be 14.Why distance e-learning?The ciriticisms are fair – with hairdressing,there should be a high level of training –which must take place in a salon. But becauseso many students are involved across so manydifferent colleges, scheduling is difficult – asis transport for students expected to attendlessons with specialist teachers miles fromhome.Blending school work with FE Collegelectures and work experience is a realCyber CutsNic Robinson has written for severalhair and beauty titles"
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Digital Learning

Cyber Cuts

31 Oct 2009

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      string(350) "... schools, collegesand local authorities in 2010. According to asurvey conducted at the recent BETT 2010 show,unforeseen school closures due first to last year’s swine fluoutbreak and then the heavy snow last winter have pushedremote access for pupils high up the agenda.Access to mobile computing technology, such aslaptops ..."
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      string(5689) "32 Vol 2.2 n www.teachingtimes.comLeading Learning ICT for LearningSchool Leadership TodayLessons on demandThanks to the digital mediarevolution, TV and other mediaare increasingly accessed ‘ondemand’. Dave McCollomsays there are distinct benefitsif schools offer lessons in asimilar wayProviding mobile technology and online learningmaterials is a top priority for schools, collegesand local authorities in 2010. According to asurvey conducted at the recent BETT 2010 show,unforeseen school closures due first to last year’s swine fluoutbreak and then the heavy snow last winter have pushedremote access for pupils high up the agenda.Access to mobile computing technology, such aslaptops and netbooks, is becoming the norm for manypupils. Another recent study by Microsoft of around 500families estimates that 37 per cent of secondary pupils usecomputers for studying every day at home, compared to 30per cent who use them during the school day.To complement this, many secondary schools andcolleges now have a virtual learning environment (VLE),or similar resource, providing access to learning contentoutside of normal school opening hours. However, suchresources often contain only repurposed lesson materials.The challenge facing teachers and school leaders is howto ensure that pupils still receive quality teacher-led lessonseven when working from home due to a school closureor prolonged illness or when completing homework andcoursework. With some schools even in danger of missingGCSE examinations during the recent cold spell, the need tocreate such resources is higher than ever. Although teacher-led lessons can never be replaced, the impact on learning ofunforeseen closures could be lessened if teachers were ableto give lessons remotely to their pupils’ homes.The swine flu scare and subsequent school closuresduring 2009 led to some interesting rumours, including thatthe government would use the BBC to broadcast lessonsdirect to pupils’ homes. While this might be a useful stop-gap measure, creating learning materials to suit all pupilswould be a near-impossible task.Rather than such extreme measures, one preferredsolution is for schools to create their own bespoke learningmaterials for pupils to access online when unable to attendlessons. Although this sounds like a significant undertaking,it can be relatively straightforward. In creating suchmaterials, teachers are able to take advantage of existingrelationships with their pupils and tailor materials as theywould with traditional lesson plans and classroom activities.Going onlineIt’s no secret that many pupils are keen users of the internet.Creating learning that can be accessed and viewed onlinefrom home, through a VLE or similar resource, is a simpleway to take advantage of this.33www.teachingtimes.com n Vol 2.2Leading LearningICT for LearningLessons on demandOne method of creating such content is through theuse of screencasting software to create ‘lecture captures’.These programs allow teachers to record all the activityon their computer’s screen and save the recording as avideo to be viewed by their pupils. These videos, or lecturecaptures, can be augmented with a teacher’s voice ascommentary or even a webcam video of the lesson beingtaught. While this is no substitute for a traditional teacher-led lesson, on a basic level lecture captures provide a usefulrevision aid or ‘catch-up’ resource for pupils who wereunable to attend a specific lesson. Screencast learningmaterials can be particularly effective when instructingpupils how to use a complex piece of software, website orcomputer system for the first time.Many teachers have begun using screencasting softwareto create lecture captures of their lessons as they are taught,including teachers at the Madeley Academy and CostelloCollege (see case studies overleaf). A simple way to begin isby recording a lesson taught using PowerPoint, or even anassembly, with the teacher narrating the content. This is arelatively straightforward process, but if completed regularlyover the period of a term it will create a whole series ofdigitally recorded lessons. These can then be uploaded to aVLE to provide students with revision materials or serve as auseful resource for pupils who miss a lesson.In addition to simple lecture captures, teachers also havethe capacity to create short video tutorials for pupils to viewand learn from outside the classroom. This is an area that is34 Vol 2.2 n www.teachingtimes.comLeading Learning ICT for Learningparticularly useful for ICT or design & technology teachers.However, with the continuing uptake and use of technologyin schools, it is becoming more and more common and easyto adopt across the wider curriculum.Teachers have the option to instruct pupils in how touse software – Photoshop in an arts or graphic design class,for example – using a live demonstration during class time.However, this means less time is spent on practical activitiesand projects. In addition, it is very difficult to monitor andaccess how much each pupil is learning. An alternativesolution is to provide notes and instructions for pupils to useeither during class time or at home.By creating a screencast of software being used, teacherscan cover the exact areas of interest for an upcominglesson. For example, if the next week’s lesson was due tocover editing and resizing a photograph, then the teachercould create a short video demonstrating exactly how to dothis. This video could then be made available online, withpupils required to view it before the next lesson as part of ahomework"
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Leadership

Lessons on demand

24 May 2010

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      string(4211) "not just getting a video tour of the college but can see courses in action. They can visualise themselves in that environment. It gives them an authentic taste of college life, the atmosphere and the facilities available so a college can quickly become the destination of choice.’A school view of virtual realityThe pandemic hasn’t just had an impact on academic achievement it has also narrowed young people’s horizons. They are stuck in the here and now but come September many students will be entering the next stage of their life without the usual preparation.I talked to three year 10 pupils. They had all used VR before, mostly in primary school and on school visits so it was not a novelty for them. Only one had an idea of a future career and was thinking about A levels and then primary teacher training. The other two wanted to carry on in education but had no clear sense of direction.Transition is an issue. Schools rightly focus on the move from primary to secondary but the transition at 16 is in many ways harder. It is a step into the unknown and a time when students have to choose a specialism. Many are ill-prepared in the current system with its emphasis on the National Curriculum and exams. While many know, or think they know, what to expect from drama or catering, most students have little notion of what engineering or construction involve.The year 10 pupils liked the VR tour and commented, ‘We could go at our own pace’; ‘It was easy to concentrate’; ‘I just spent the time looking at what they could offer for sports,’. They felt that the virtual reality tour had at least helped them to sort out priorities. ‘It’s not like just sitting watching a video.Careers education facing difficult timesLara Hall is Principal of The Nuneaton Academy. She started last September and is yet to see the whole school cohort in one place. The virtual visit to NWSLC meant that pupils had to bring in their phones. The school does not subscribe to a Bring Your Own Device policy. She believes that while there could be benefits, they have to be weighed up against the amount of time staff would have to devote to safeguarding, dealing with online bullying and that in the post Covid world schools need to focus on teaching and learning. However, she welcomed the chance to use the technology for the day and to give pupils an immersive experience.The school has 800 pupils 11 to 16. The vast majority go on to local sixth forms or further education provision. This has been a difficult year on every front but it has proved impossible for schools to meet  all the requirements of the eight Gatsby benchmarks of Good Career Guidance:A stable careers programme.Learning from career and labour market information.Addressing the needs of each pupil.Linking curriculum learning to careers.Encounters with employers and employees.Experiences of workplaces.Encounters with further and higher educationOvercoming the hazards of disrupted educationLara’s school is one of four schools in a multi academy trust. Careers provision runs across the trust and In normal times year 10 would have been out doing work experience, having talks in assembly and maybe attending careers fairs. Nuneaton has seen a rising demand for new recruits to STEM industries and more information about this sector and its opportunities would have opened their eyes to different vocational areas and helped some to develop career goals.‘It has been hard for teachers this year to talk about careers as part of the curriculum when thre have been so many other pressures,’ said Lara. She feels that there needs to be more discussion about catch up funding. It should also take into account the needs of the community including mental health and personal well-being. ‘They have had their schooling disrupted and exams cancelled. Visits to further or higher education institutions are not on the agenda right now,’ said Lara. ‘We need to help young people widen their horizons, looking at what is needed locally and the opportunities further afield. It’s imperative that we help them to prepare for their future.’"
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Digital Learning

Virtual Reality Opens The Door To New Careers

25 Apr 2021

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