As the month of June begins there are some interesting activities taking place to draw our attention to the natural world.
The first is the annual event run by The Wildlife Trusts: “30 Days Wild“.
At the link you can sign up to take part as a family, a care home, a business or a school or group. When you sign up you will receive a downloadable wall chart to help you plan a month of wildlife centred activities along with some other useful and fun resources.
You can see the first two weeks of the calendar here.
Another activity that takes place next week is international Nature Journaling Week (1st to 7th June 2020). The aim of the week is to “come together as a world-wide community to celebrate and document the beauty and diversity of the natural world”. (NJW, 2020, lines 7-8).
As well as a theme of each day and “live” online activities there is a useful ‘for parents and teachers” page. It has suggestions for how to involve children in observing and recording nature in the early years, primary years and teenage years along with a website link to John Muir Laws’s resources.
Finally, of course, as always at this time of year Springwatch is running on BBC and social media channels.
There are live broadcasts on social media at 9am, midday and 5pm along with the terrestrial BBC2 program at 8pm on Tuesdays to Fridays for three weeks. There are live webcams streaming all the time, allowing wildlife to be observed live from wherever you are.
The weather is great so now is the time to go and look at the outdoors wherever you are and notice what is happening in the world around.
Nature Journaling Week (2020) Welcome to International Nature Journaling Week. NJW website. [online] Available from: https://www.naturejournalingweek.com/ [Accessed 29/05/2020].
Nature Journaling week. (2020) For parents and teachers webpage. NJW website. [online] Available from: https://www.naturejournalingweek.com/parents-and-teachers [Accessed 29/05/2020].
BBC 92020) Springwatch. BBC. [online] Available from: https://www.bbc.co.uk/programmes/b007qgm3 [Accessed: 29/05/2020].
The Wildlife Trusts. (2020) 30 Days Wild calendar. The Wildlife Trusts. [online] Available from: https://www.wildlifetrusts.org/sites/default/files/2020-04/combinepdf%20%282%29.pdf [Accessed: 29/05/2020].
On Wednesday 14th November at 7pm Front Row is recording an arts and education special from Soar Valley College, Leicester. If you are a student based in Leicester this could be a very interesting opportunity for you.
This is an interesting radio programme, especially if you are in FDLT Year 2, and thinking about the curriculum and how we organise learning in schools. As you listen, think about what the presenter finds out about cross curricular approaches, creativity and how current ways of working relate to future changes in employment for our pupils.
It was first broadcast on BBC Radio 4 on Sunday 28th October at 1.30pm. Check here to see if it is available on iPlayer and if not you can listen to it through Box of Broadcasts.
Here is the supporting information:
“Sathnam Sanghera investigates how children can compete with machines for jobs in the future.
We live in a world where robots, algorithms and the incredible speed of computing have replaced jobs that used to be common. Secretaries, bank clerks and factory workers are becoming rarer. In the future, as robots and computers develop, whole new areas of work will be impacted. Even traditionally safe professions like accountancy, medicine and law could be under threat. So how do we make sure our children get the education they need to compete against machines that haven’t even been invented yet?
Sathnam hears from people who have a vision of how to prepare children for the modern world. They include Daniel Charny, the co-founder of Fixperts which gets children to solve practical problems using traditional making skills. Geoff Mulgan, Chief Executive of NESTA, the UK’s innovation foundation, talks about what the job market of the future might look like. Andreas Schleicher from the OECD explains how we should begin to measure our children’s skills when thinking about the careers they might have in future.
American educationalist Michelle Garcia Winner teaches what she calls social thinking, the kind of skill that no robot could ever match. Sathnam visits the XP school in Doncaster which is dropping some subjects in favour of getting children to conduct “learning expeditions”.
Sathnam considers whether, in the end, the best way to beat the robots will be to become more human.” (BBC, 2018, lines 1-15)
BBC (2018) How do our kids beat the robots? [online] Available from: https://www.bbc.co.uk/programmes/b0b9z4ng#play [Accessed: 28/10/18]
The Springwatch team are excited to announce eight new live programmes especially for schools!
Beaming direct into your classroom, the Wild Academy will open for business at 1:30pm on Monday 4th June.
Join us Monday to Thursday for two weeks, where your host Maddie Moate will be meeting exciting guests, watching live wildlife, setting challenges and quizzes for all you nature nuts out there, all live from the National Trust’s Sherborne Park Estate.
We’d love to hear from you! Have you found a mystery poo in the school playing field? Are there fragments of broken eggshell under a tree? Have you done something amazing for wildlife in your school? Are your pupils full of ideas for how to help their local environment? Let us know and we’ll mention the best ones live on air!
Live programmes will be shown at 1:30pm daily on the Springwatch website and on the Red Button (channel 301 on older style televisions) on these dates:
On Monday 15th January at 2pm there’s a live lesson available to watch to inspire your participation in the BBC Radio 2 500 words writing competition. You can see information about the live lesson here.
Calling all story writers!
Now in its 8th year, Chris Evans’ 500 Words is one of the most successful story writing competitions for kids in the world and is open to every 5-13 year old in the UK. Its mission is to get children excited about reading and writing, regardless of their ability.
We’re creating a literacy Live Lesson to celebrate the launch of this year’s competition on 15th January. Content and resources will be tailored to different levels, but some of the higher-level content will be more appropriate for ages 7 and up.
Joining our hosts Helen Skelton and Barney Harwood, are acclaimed authors and 500 Words Judges Charlie Higson and Frank Cottrell Boyce who will be on hand to help and inspire children. The lesson will be brimming with top tips, and will provide pupils of all abilities with an essential story-telling toolkit to get them started on their stories.
We will also be featuring a follow-up programme called Live Lessons EXTRA. This will not be broadcast live but will be published on our website a day or two after the live broadcast, and will build on the outcomes of the live programme and put more of your questions to our experts.
Want to get involved?
Closer to the lesson date, we’ll be releasing more information on this page, including a full lesson guide for teachers and downloadable activity sheets.
If you’d like to be reminded by email or sent more information about the Live Lesson, contact email@example.com. Also, please send your 500 Words related questions for our special guests, authors and 500 Words judges Charlie Higson and Frank Cottrell Boyce.
We love to hear from you and see photos of your class at work. If you are sending in any images or videos that feature children, please ensure that you have parental permission, as they may be shown during the Live Lesson and on our website.
In the email, please confirm your official relationship to the child/children featured, e.g. teacher, Brownie group leader, sports coach etc. and confirm that you have sought prior parental consent. Please also ensure the material is not sensitive or controversial.
Please note that this page is for the 500 Words 2018 – Live Lesson only. The 500 Words story-writing competition opens on 15th January and competition entries close at 7pm on 22nd February 2018. Full details on the 500 Words 2018 website here.
BBC. (2018) 500 Words 2018 – Live Lesson. [online] Available from: http://www.bbc.co.uk/programmes/articles/2yRxNT9ws7MkJsFvbxPfhry/500-words-2018-live-lesson [Accessed: 12/01/18]
The current Children’s Laureate is Lauren Child and she is in this role from 2017 to 2019. This is what the Book trust said about her:
“The role of Children’s Laureate is awarded once every two years to an eminent writer or illustrator of children’s books to celebrate outstanding achievement in their field.
Lauren Child is a multi-award-winning, bestselling writer and artist whose books are known and loved the world over. She is the creator of characters such as Clarice Bean, Ruby Redfort and Charlie and Lola.” (Book Trust, 2017, lines 3-7)
Last week in a newspaper article she argued that children should be given more time to “daydream and dawdle” and be allowed to have free, unstructured time in which to be creative and improvise. (Child, 2017, line 10) Supporting children to be creative is something you might consider as a TA. How do we provide conditions or an environment that will encourage creativity in school? What is the adult role in this?
Book Trust. (2017) Waterstones Children’s Laureate. [online] Available from: https://www.booktrust.org.uk/books/childrens-laureate/ [Accessed: 29/09/17]
Child, L. (2017) We should let children dawdle and dream. [online] Available from: https://www.theguardian.com/books/2017/sep/09/lauren-child-let-children-dawdle-and-dream [Accessed: 29/09/17]
Over the last two weeks BBC2 have screened ‘No More Boys and Girls – Can Our Kids Go Gender Free?’ and it is also available on iPlayer until mid September. You can read more about it here.
Dr Javid Abelmoneim poses some of the most profound questions facing the UK today. Is the way we treat boys and girls in childhood the real reason we still haven’t achieved true equality between men and women in adult life? And could stripping away the pink and blue – and the other more subtle ways that boys and girls are shaped to be different – be the way to raise kids with abilities and attitudes that are the same regardless of their gender?
In two hour-long programmes, Dr Javid sets out to find answers in a bold but simple experiment. He is taking over Year 3 in Lanesend Primary School on the Isle of Wight, aiming to remove all differences in the way boys and girls are treated and to see if, after a term of gender-neutral treatment, he can even out the gaps in their achievement across a range of important psychological measures – from self-confidence to emotional intelligence.
Dr Javid Abelmoneim poses some of the most profound questions facing the UK today. Is the way we treat boys and girls in childhood the real reason we still haven’t achieved true equality between men and women in adult life? And could stripping away the pink and blue – and the other more subtle ways that boys and girls are shaped to be different – be the way to raise kids with abilities and attitudes that are the same regardless of their gender? Dr Javid is taking over Year 3 in Lanesend primary school in the Isle of Wight, aiming to remove all differences in the way boys and girls are treated and to see if, after a term of ‘gender neutral’ treatment, he can even out the gaps in their achievement across a range of important psychological measures – from self-confidence to emotional intelligence.
Before he begins, he wants to understand what the kids themselves think – and their comments are shocking. Aged just seven, these kids have already absorbed the idea that boys are more important than girls, that strong is a word than only applies to boys and that the only thing that girls are better at than boys at is being pretty. As a doctor, Javid knows that there are basic biological differences between the sexes, but he believes our biology can’t fully explain why men and women’s life chances in the UK are still so unequal. He believes that how we treat our children in childhood has to be the deciding factor – and the latest research in how brains develop backs him up.
A visit to Prof Gina Rippon at Aston University, one of the UK’s leading experts in brain imaging and neuroscience, reveals that there is no such thing as a male or female brain type. Instead the brain is a plastic organ, shaped and moulded by experiences in which childhood is key. Giving boys and girls different toys to play with and different experiences as they grow up means that the genders develop different skills and different behaviours. So in theory, giving kids a childhood in which their gender doesn’t define how they are treated should enable to them to develop more equal abilities and attitudes – and ultimately allow them to forge their own paths in life regardless of their gender. But to be sure that his changes really do make a difference, he commissions Dr Stella Mavroveli from the psychometric lab at University College London to record what level of difference there currently is between the boys and girls across the spectrum of school subjects, but also in a range of behaviours and psychological traits from confidence and self-esteem to empathy and social skills. However much he was expecting to find differences between the boys and girls, Dr Javid is shocked by the test results. Girls show a consistent pattern of underestimating their academic abilities and lack confidence and self-esteem in comparison with the boys, while the boys demonstrate a worrying inability to express their emotions in comparison with the girls. The test results are enough to convince class teacher Graham Andre to adopt a broad range of changes and to eradicate from the classroom anything that reinforces the idea that boys and girls are fundamentally different. From the books the kids read to the way they are spoken to, the mission is to emphasize to the kids that gender makes no impact on what they are capable of achieving.
To achieve deeper transformation, Javid designs a series of focused interventions to target some of the children’s mostly deeply held views – from transforming their view of which jobs men and women are able to do to shocking them with the fact that contrary to what they have always believed, girls at their age are just as strong as boys. An emotional breakthrough for shy and under-confident girl Lexi convinces Javid his gender neutral approach is starting to work, but if he is to achieve real change he realises he is going to have to take his mission out of the school gates and into the kids’ home lives.
Out of school, Javid is astonished at how much childhood has changed since he was growing up. Clothes and toys have become a tsunami of pink and blue – ensuring that boys and girls play with toys that encourage very different behaviours. Boys playing with construction toys develop spatial awareness skills that girls simply don’t while surrounded by princess play outfits and dolls. He challenges the parents of Mr Andre’s class to clear out all of the gendered toys and clothes – and to change the way they divide housework and childcare. Will the parents get on board? And will Dr Javid’s gender neutral mission have produced meaningful change when he repeats his tests at the end of term?
How do the experiences shown in these episodes relate to your school and the pupils you support?
As a student of education there are many sources that you use to gather information to support your studies. As you begin your course you will be introduced to university resources to help you access academic books and journal articles that will be crucial to your study. before that though you can look around for other sources of information and research.
This evening, for example, there is a documentary on Channel 4 called ‘Excluded at Seven’.
Inclusion and the management of behaviour is an issuer of concern to everyone who works in education. If you watch this documentary try to take an objective view, rather than a subjective or emotive view. Ask yourself how the scenarios shown relate to your experience and also how they relate to your school policy and education legislation.
There is a link here to take you to the government’s School discipline and exclusions information page.
On the radio there are more opportunities to begin to think about areas relevant to your study. A series called ‘Bring Up Britain’ on Radio 4 explores issues such as nuturing critical thinking in children, raising happy children and summer learning loss in the summer holidays. There is a list of episodes here. You can browse this list and find a few that interest you to listen to.
As you watch and listen remember that these are sources made for an audience of the general public, not for students who are studying education. As a student of education you need to consider where the information that underlies these documentaries comes from and how reliable it is. In some of them, or in the supporting information about them, you will find reference to research and academic studies and it is these that you should find and read to more deeply into the subject.
Look out for other interesting opportunities to broaden your knowledge and understanding of the wider world of education on Tv and radio.
On BBC Radio 4 ‘More or Less’ examines the data behind the headlines. Tim Harford responds to listener questions, seeking experts to deconstruct the research and statistics that underpin what we read in the media.
As students you often hear us say “return to the primary sources” and this is what happens on ‘More or less’.
Last week one of the items referred to headlines in the popular media about teacher retention. You may have seen these yourself. In particular the listener refers to this page on the BBC news website linked here. . In the edition broadcast on 11th November 2016 the issue was discussed. You can listen to it here and it begins at 11.00 minutes in. It also refers to an earlier investigation of the same sort of question from 2015 which you can listen to here. I’m not going to tell you here what the verdict is – you can listen for yourself. I will just say that you might be surprised!
This confirms that it is important for all of us to consider what we read and hear in the news critically. For you as students it reinforces that need to track down and evaluate primary sources for yourself.