What is Summer Learning Loss?

Summer is an ideal time for students of all ages to strengthen their academic skills while still having plenty of time left over for summer activities.

When the school doors close for the summer, many children struggle to access educational opportunities. Summer Brain Drain is another term for learning loss and is the loss in academic skills and knowledge over the course of summer holidays. On average, children lose about 2.6 months’ worth of grade level equivalency in mathematical skills during their summer break! What’s more, children only need to spend 2 – 3 hours per week using educational resources during the summer break to prevent any learning loss!

Studies have found that all children, regardless of background, made similar improvement during term time. It is during the long summer break that differences occurred: children from wealthier backgrounds had better access to the kinds of activities that keep their brains active, be that summer camps, physical activity programs, formal tutoring or simply more conversation with adults. In short, summer brain drain affects all children, but unfortunately is much more apparent with children from less-wealthy families.

Summer Learning Loss Facts:

• Equivalent of one month of overall learning is lost after summer break
• Six weeks are spent re-learning old material to make up for summer learning loss
• Two months of reading skills are lost over the summer
• 2 – 3 hours a week during the summer break is need to prevent any learning loss
• As early as Reception summer learning loss can be recognized
• Two months of all subject focused learning is all it takes to improve specific learning skills
• Two thirds of income based achievement gap is attributed to summer learning loss
• It can take up to 2 months from the first day of school for a student’s brain development to get back on track.

How can you prevent the learning loss?

When it comes to helping to stop the flow of learning loss, parents have a key role to play. Learning loss is much less pronounced, if there at all, in families that provide learning opportunities. As a parent, we know that you want your children to have a break from formal learning this summer but it is also important for you to understand the importance of learning and try and introduce the opportunity to keep their brains active. Thanks to the 10ticks Home Learning System, the power to stop Summer Learning Loss is literally at your fingertips.

Further GCSE Reforms to be Introduced to "set every child up for life"

Photograph: WPA Pool/Getty Images

Education Secretary Nicky Morgan will insist that all pupils study the English Baccalaureate (EBacc) subjects up until the age of 16.  At present, only 39 per cent do - itself up from 22 per cent when the EBacc measure was first introduced in 2010 by her predecessor Michael Gove. This means that every pupil in Secondary School will have to study the five core academic subjects; English, maths, science, languages and geography or history up to GCSE level as a result of radical reforms.

This policy outlined by Nicky Morgan is set to be introduced alongside the new GCSE grading system being introduced for first teaching this September, which replaces the A to G system with a new nine-to-one numbered scale. The new grading system has been designed to reveal the differences between candidates at the top end. Currently, candidates are expected to achieve a C to attain a "good pass", although grades below this are still officially considered passes.

Teachers’ leaders will argue the plan on studying the EBacc subjects is too prescriptive - and that not every pupil is suited to such a demanding academic diet.

Christine Blower, general secretary of the National Union of Teachers, said last night that Ms Morgan had reversed the previous government policy of allowing schools to decide which pupils to put in for the EBacc “with just one speech” and “without the least consultation”.

She said the new policy would “cause dismay amongst parents”, adding: “Parents, like teachers want a broad and balanced curriculum for their children”.

However, Ms Morgan states her plans are a key element of the Government’s commitment to social justice. “We want every single person in the country to have access to the best opportunities Britain has to offer - starting with an excellent education,” she said.

In addition, she will announce the appointment of school behavioural expert Tom Bennett to draw up plans for training teachers how to tackle low-level disruption in the classroom - which, education standards watchdog Ofsted estimates, is losing pupils up to an hour of learning a day.

The inspectorate found that children were having a significant impact on the learning of others by swinging on chairs, playing on mobile phones, making silly comments to get attention and passing notes around in class.

Schools that ban mobile phones see better academic results

Banning mobile phones from schools saves one week's worth of learning per pupil over an academic year, it has been claimed.

According to new research by Louis-Philippe Beland and Richard Murphy, published by the Centre for Economic Performance at the London School of Economics, the effect of banning mobile phones from school premises adds up to the equivalent of an extra week’s schooling over a pupil’s academic year, according to research schools which banned the devices saw their 16-year-olds' test performance improve by 6.4%.

Mobile phone usage in Schools has only become a problem within the last 15 years. In a survey conducted in 2001, no school banned mobiles. By 2007, this had risen to 50%, and by 2012 some 98% of schools had opted to restrict them. In the UK, more than 90% of teenagers own a mobile phone; in the US, just under three quarters have one. The prevalence of the devices poses problems for head teachers, whose attitude towards the technology has hardened as it has become ubiquitous.

However, some schools are starting to allow limited use of the devices. New York mayor Bill de Blasio has lifted a 10-year ban on phones on school premises, with the city’s chancellor of schools stating that it would reduce inequality.

The study was run in schools in Birmingham, London, Leicester and Manchester before and after bans.

Should Pupils be allowed to use Google when sitting GCSE and A-level exams?

Pupils should be allowed to use Google when sitting GCSE and A-level exams to adapt to the way they learn, according to Mark Dawe, the OCR exam board chief executive.

Introducing tools like Google or calculators will help teachers assess the way students draw on information and apply it to their learning. Mark said everyone has Google available to them and students will only have a limited amount of time to conduct online searches anyway.

Speaking to the Daily Telegraph, Mr Dawe said: “Everyone has a computer available to solve a problem but it’s then about how they interpret the results. We have tools, like Google, why would you exclude those from students’ learning?"

“Surely when they learn in the classroom, everyone uses Google if there is a question. It is more about understanding what results you’re seeing rather than keeping all of that knowledge in your head because that’s not how the modern world works.”

He compared the idea of introducing Google to examinations to the old-age debate about whether to have books available during a test. He said: “In reality you didn’t have too much time [to consult the book] and you had to learn it anyway.”

Despite his enthusiasm about the introduction of technology during examinations, he said this reality was at least a decade away in the UK. He added: “It is important that parents and teachers understand and believe this is fair. The government would need to ensure they have the right regulation to ensure the quality of standards are maintained.”

Should maths be taught from state-approved textbooks?

Photograph: Martin Godwin/the Guardian

Is England moving closer to having pupils taught maths through “state-approved” textbooks, modelled on those used in China and Singapore? That is the fear among some attendees of a meeting earlier this month, when the DfE told education publishers it wanted to see the introduction of a “quality framework” against which maths textbooks could be assessed.

One version of what this might look like has already been devised by the government-funded National Centre for Excellence in the Teaching ofMathematics. Now, under pressure from ministers, publishing organisations are working on their own version.

The move is being driven by Nick Gibb, the traditionalist schools minister running curriculum policy, following a paper published last November by Tim Oates, head of research at the exam body Cambridge Assessment. Oates argued that the quality of England’s textbooks has declined since the 1970s. Favourably citing Singapore, where textbooks are “state-approved”, he seemed to advocate such a structure here, saying publishers would have to raise their game to fulfil government expectations of the quality of their materials.

Ministers, who have set up a network of “maths hubs” around England which are welcoming visiting teachers from China, are impressed by textbooks used in the Far East.

Publishers hope that a voluntary code will assuage Gibb, who wants English schools to match the Pacific Rim in global education league tables. But the threat of a formal government approval process for maths textbooks still also seems to be around in the background.

(Full Article: http://www.theguardian.com/education/2015/feb/24/maths-state-approved-textbooks)

Half term: a break from the busy

With half term fast approaching, many parents and children are asking themselves the question “what should we do with the February mini-break?” Around the country during the half-term break, there are plenty of activities put on, so inspiration can be found all over. From late-night openings at the National History Museum to whizzing down a zip-wire at Go Ape, there is plenty on. But because it is a week off school, we thought it diplomatic to ask a selection of head teachers what they would ideally like their children to be doing.

If you are studying over the week off, get organised, Ros Kamaryc, headmistress of Queen’s Gate School in South Kensington, London  says “It is essential for those preparing for GCSEs and A-levels to use the February half-term holidays wisely, whilst also finding some time for rest and relaxation.”

Although many students may be pre-occupied thinking of the exams after half-term, a week off at home provides both an opportunity to build on work done so far and to step away from it to do other things.  

Click on the link below and check out 10ticks Valentines page for lots of fun maths activities and worksheets.

http://www.10ticks.co.uk/valentinemathsactivities.aspx

The Telegraph, supported by education professionals, have created a list of things you can during the February break.

The great outdoors

Some pursuits are more old-fashioned than others. Catherine Mawston, headmistress of Dodderhill School in Droitwich Spa, is all for a very Enid-Blyton-style half-term. “Have a camp fire, toast some bread, go for a bike ride or a walk in the woods,” she enthuses. “Just getting out in the fresh air is the important thing; even though it’s cold, you can still have lots of fun. This time of year is perfect for climbing trees — there are no leaves to get in the way.”

Reading

“Reading” is Warwick School headmaster Gus Lock’s first response to the question. “Ideally books that help [children] think beyond their current place and time, but any books are better than none,” he says.

Over February half-term, Warwick School opens its doors to pupils from all schools. From robotics, to squash, to kayaking, tag rugby, table tennis and stop-motion animation, Warwick has ticked almost every box for February half-term fun. “I hope that people who experience any aspect of Warwick School enjoy it,” Lock says.

Fred de Falbe, of St Richard’s School in Herefordshire, suggests a triple threat of reading for the week off: “The Hobbit is essential February reading, as is The Thirty-Nine Steps and Frank Cottrell Boyce’s Millions.”

Expanding the mind

Roedean’s Oliver Blond encourages pupils to find out something new, for learning can happen both in and out of school hours. “They should be looking for entirely unexplored land,” he explains.

“I would ask them to explore, research and read, delighting in the process of uncovering more and more about this area, whatever it might be. This is, itself, an exciting process.”

Sport

For some, the rugby sevens season is just around the corner. “I will be setting up a two-day camp for local boys to hone their skills,” Stephen Mulryne of Terrington Hall Preparatory School, near York, explains.

“This is an exciting time in their prep school lives, so we will be encouraging those of a sporty disposition to take this opportunity.”

Skiing is a popular exploit for February half-term, and the prices on travel company websites inevitably reflect this. “Many of our parents take the option to have their annual trip to the Alps during [February half-term],” Mulryne adds. “As skiing is such an active holiday, I have known children to return to school more tired than when they left for their week off!”

Bonkers fun

The supremely superior option of a traditionally bonkers project also makes ideal February half-term material. “Dismantling a redundant Hoover is a great plan,” de Falbe beams. “You don’t have to turn it back into a robot, but a good glue gun will get this going wonderfully well.” Jolly good fun, wouldn’t you say?

Blond has the final words of wisdom. “Although it is, no doubt, something that every new generation feels, it does seem to be true that life is busier for pupils these days than ever before.” That truth is the real reason for February half-term: a break from busy, and some time for calm. Enjoy.

Full article - http://www.telegraph.co.uk/education/educationopinion/11395541/Half-term-a-break-from-the-busy.html

Has your child started revising yet?

Starting revision early is one of the best ways to make sure your children achieve their full potential. It has been proven on many occasions that shorter bursts of revision over longer periods of time are far more effective than cramming for hours just a few weeks before exams. Download our free revision survival guide, which gives lots of hints and tips on how to best prepare and revise for exams.

Click here to download your free 12 page Revision Survival Guide 

Lego and maths: building blocks for an education?

Birchfield School in Shropshire has become the first school in the world to teach maths to five-year-olds using a programme supported by one of the best known brand names on the planet, Lego. The use of the new product of Lego Education called MoreToMaths in primary schools divides opinion among teachers but is a hit with pupils.

Primary schools have been using Lego informally for decades. But what is happening at Birchfield, an independent preparatory school is different; its pupils are using a product of Lego Education – an arm of the Danish toymaker – called MoreToMaths, which officially launches worldwide this month.

MoreToMaths had been under development for more than two years at Lego’s Billund headquarters in Denmark and in the US, before being adapted to teach mathematics as part of England’s national curriculum for five to seven year-olds, also known as key stage 1.

Emma Grant-King the Year 1 teacher at Birchfield says “It worries me that the children go home and tell their parents they’ve been playing with Lego” as she watches her young class, busy with their set maths task to solve questions using hens made from Lego bricks and counting nests of Lego eggs.

Sebastian, one of her pupils on the other hand has no such reservations. “I love it,” he says, as he and classmate Amar carefully move the white eggs between Lego nests and write answers in their worksheets. “I’ve got loads of Lego at home,” Sebastian explains with enthusiasm. “But this isn’t the same.”

However, the price of the product could pose a problem for some institutions. MoreToMaths kits for a class of 30, which include lesson plans, software and teaching guides, will cost £750. 

Andrew Chadwick, a maths subject leader at a primary school in Devon, doubts that the cost could be justified and that the lesson plans did not put enough emphasis on pupils becoming fluent, as required by the new national standards. “The lessons would require children spending a significant amount of time to build the Lego models – even assuming they stay on task – and so less time would be available to practise key skills and thinking about maths,”

René Lydiksen, managing director of Lego Education Europe, hopes that Birchfield School will be the first of many. “I fully understand some of the concerns, because we are owned by a toy company. However, we have our own agenda at Lego Education that is all about delivering learning impact". With its slogan of “There’s more to maths than facts,” MoreToMaths will, according to Lydiksen, allow teachers to concentrate on “the learning process”.