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(5611) "It has never been more obvious than during the recent pandemic that our children need vital socio-emotional skills if they are to thrive in this uncertain world. Even before this seismic event, the PISA 2018 results were raising concerns about young people’s wellbeing. We know that when our students return many will find it hard to adjust back to school life, let alone put in the hard graft needed to catch up with the skills and knowledge missed.Clearly, a ‘one size fits all’ approach, which is our education default, will be less effective than ever. Some of our students may have thrived and made good progress during lockdown but many have retreated into their heads and become overwhelmed and anxious. The students who flourish will be those with high levels of self-regulation, self-confidence and with supportive parents who have had the time and wherewithal to deliver quality home schooling. Many of our most disadvantaged will have fallen further and further behind and, even more worryingly, have become more and more convinced they can never be or don’t want to be great learners.In February 2021 NFER published a summary of the factors that considered why, despite the challenges, some disadvantaged students succeed in making good progress [i]:In it they said:Recent national and international evidence suggests that the Covid-19 pandemic has had an adverse effect on young people’s wellbeing and has increased the negative impact of disadvantage on educational success. Although conducted prior to the pandemic, NFER’s analysis of data from the Programme for International Student Assessment (PISA) 2018, provides new insights into pupils’ wellbeing and what sets apart disadvantaged pupils with good reading, maths and science skills from those with low skills.NFER’s analysis finds strong personal relationships are crucial to pupils’ wellbeing. Feeling a sense of belonging at school was most strongly linked to higher life satisfaction, closely followed by strong relationships with parents and teachers. These findings emphasise the importance of the wider aspects of school life – of ensuring pupils have a voice, supporting positive relationships between pupils, teachers and family, and the importance of positive feedback from teachers.How can we establish that sense of belonging and strong relationships in our schools for staff and for all our students? One of the most powerful methods of creating a school culture that is inclusive and which can engender a real sense of community values is introducing peer coaching. Peer coaching promotes empathy, exemplifies and fosters shared values and gives a personalised approach to wellbeing. It can also offer insights for both staff and students into what worries and motivates us. By embedding peer coaching into the culture of every staffroom and every classroom we develop that inclusive ‘culture of allies.’ As Carol Dweck said, this is a prerequisite to having a growth mindset culture in the classroom and crucially also, in our own heads, where mistakes become opportunities and learning is the key.Peer coaching for allIt’s not a quick fix and if you are thinking of peer coaching as a privilege only leaders can enjoy or that it is only for trainees or for those who are struggling – think again! Peer coaching is for everyone. It is simply about:having short, focused conversations that empower both partiesdeeply listening to and connecting with another human beingbeing understood and knowing that the person coaching you absolutely knows you have all your own answers and will commit to helping you see for yourself the actions requiredreleasing yourself from limiting beliefs and the stories you have in your head that make you a cruel judge of yourself and other people.committing to action to make progress on a challengedeveloping new neural pathways that create fresh thinking and that challenge unhelpful habitsSo how can this help boost post-pandemic achievement?A key lesson we have learnt from these strange times is that when we support each other, anything is possible. My experience in schools and in my own one-to-one and group coaching is that the process of unconditional support for each other’s growth enhances a feeling of belonging, powerful relationships and fearless thinking.Peer coaching has many applications in a school setting which I will present in this course and these include:Training all staff to peer coach each otherTraining teachers to use coaching techniques in the classroomMaking progress in subjects using coachingTraining LSAs to do effective one to one or group coaching for certain children.Training students to coach each otherLeaders using micro-coaching as leadership styleHere’s an example of a simple coaching conversation with a pupil:The ‘Coaching for Kids’ course will cover all of the above and include lots of ideas about how to apply these skills in your setting. The purpose is to inspire you to develop the coaching culture for staff and students in your school to help to support the wellbeing and progress for all your students.The Coaching For Kids online course begins with an introduction session on 4th March 2021. Followed by three sessions: 19th, 26th April and 10th May 2021. For more information on this course, click here[i] NFER Press release: NFER analysis of wellbeing of 15-year-olds reveals strength of personal relationships and a sense of belonging key – NFERJackie Beere is a former headteachers, writer and trainer."
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}

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