Supported by We Are In Beta and e4education, this event is open and free to all teachers, support staff and school leaders. The inspiring virtual event for the primary and secondary sector starts at 9.30am and includes talks from Matthew Syed, Tom Sherrington, Tom Bennett, Naureen Khalid, Katharine Birbalsingh and Andy Buck.  

Will Smith, CEO of the Greenshaw Learning Trust commented:

“To take away the pressure of schools across the country organising their own inset day we have brought together a packed programme of the very best speakers from education and beyond. The event is an opportunity for the education community to come together to recognise the incredible response of the teaching profession in tackling the challenges of coronavirus, with a particular focus on staff health and wellbeing.”

The event is being hosted on the ‘We Are In Beta’ platform, accessed from school or from home, individually, or as part of a team. All registered delegates will receive updates on the confirmed speakers, a recording of the presentations and a free health and wellbeing pack immediately following the event. Each session will be released live so people can watch together in real-time and share views and comment on the topics discussed.

School staff and School Leaders can sign up for the event here: https://www.weareinbeta.community/courses/3820121/about?utm_source=Twitter&utm_medium=Tweet&utm_campaign=INSET_nationalINSET_about&utm_term=Agenda

End of term planning

We know that school and further education leaders, teachers and staff, as well as nurseries and childminders, have worked tirelessly over the last term. This has included their important role in contact tracing, to help in the national effort to limit the spread of the virus. We are aware that this has led to additional work over weekends and holidays and we are incredibly grateful for this.

We recognise the challenges of this responsibility at the end of term. Public Health England has agreed a 6 day window after the final day of teaching in which schools and further education providers are asked to remain contactable so they can assist with contact tracing where necessary. This will allow enough time for positive coronavirus (COVID-19) cases to be identified and confirmed by a test and for relevant contacts in the education setting to be traced. We are clear that beyond 6 days after the final day of teaching, school and further education staff are not asked to play a role in any contact tracing. It is also likely that the need to support the tracing process will reduce dramatically over the course of the 6 days as the majority of cases should be identified earlier in the week.

End of term – advice for schools

To ensure that staff get the time off they need and deserve, schools may wish to use an INSET day, making Friday 18 December a non-teaching day and using the day for staff training, which could be delivered online. Where term would normally finish in the week commencing 21 December, schools may wish to consider adjusting term dates to make Friday 18 December the last day of term (which could be an INSET day), and bringing forward the start of term in January by the same number of days.

In all circumstances, teaching time must be made up at another point in the academic year. You should not limit attendance at school before Friday 18 December. It remains vital for all children to be in school up to the last day of teaching.

We recognise this communication has arrived with schools late in the term but would ask schools to be as helpful to parents as they can by sharing any changes to end of term arrangements as soon as possible, particularly where schools choose to make Friday 18 December a non-teaching day. Your support with this is appreciated. 

Young people will have the chance to shape and influence the UK’s leading child protection charity with the announcement of a new advisory group.

The Young People’s Board for Change will be a vital part of the NSPCC’s commitment to ensure children and young people are at the heart of its decision-making. The charity is looking to recruit 15 young people aged between 13 and 16 to represent the views of young people and help to shape the work of the NSPCC across the UK.

The Board members will use the platform to raise awareness of what matters most to young people, take action and make change happen. They will also have a big role internally at the organisation advising staff and trustees. The young people will take part in new experiences and opportunities, meet other young people, as well as develop confidence and learn life-long new skills, such as campaigning and public speaking.

Over a two-year period, members will be involved in sharing what’s important to them, take part in residentials, meetings and workshops, and campaign to share their views and opinions.

Recently, the NSPCC appointed Ife Grillo, 22, and Sheanna Patelmaster, 24, as trustees with a specialist focus on working with and supporting the Young People’s Board for Change. The Young People’s Board for Change is the next stage of an important journey to better represent young people’s views and include them in the charity’s work. 

Lucy Read, NSPCC Associate Head of Participation, said: 

“Children and young people all over the UK have had an incredibly difficult year, the Young People’s Board for Change offers an exciting opportunity for them to share what matters most to them, be heard and change the lives of others.” 

“We are committed to ensuring that young people are empowered and that their opinions are listened to. Children are the experts on their own lives, and I am looking forward to learning from the new Board who will provide an important new perspective. It’s vital that we put children and young people first and embed their views into everything we do in our fight for every childhood.”

The NSPCC wants as many young people as possible to have the opportunity to apply, so is encouraging teachers and other professionals to share details with their students and through their networks. They can find a recruitment pack with an A5 flyer, information sheets, application form and parent/carer consent form on the NSPCC website.

The deadline for completed applications is 11^th January and interviews will be held between 18 – 21^st January.

Young people can apply by filling out an application form, or completing one online at: nspcc.org.uk/boardforchange.

For more information about the board and an informal chat please contact participationteam@nspcc.org.uk.

Having spent a year working as a teaching assistant, I completed a PGCE in General Primary with University of Birmingham, undertaking placements in a range of inner-city schools in Birmingham and the surrounding areas. Following this, I taught in Year 5 and Year 6 whilst leading a range of subjects. In my NQT year, I began by leading RE, then History, then SMSC and PSHE, including School Parliament. In my RQT year, I was successfully appointed Maths lead, which earned me a TLR and a position on the Senior Leadership Team whilst being full-time class based. Three years later and, after having tripled our end of KS2 national assessment results in Maths, I was appointed acting deputy headteacher, then a term later I was successfully appointed by governors as the substantive deputy headteacher.

This rapid progression has not been without its obstacles. For a start, I began my career in schools being mentored and trained by support staff whom I now consider myself very fortunate to line manage. The changing dynamic and relationships with staff has undoubtedly been a challenge which I have needed to handle carefully in order to strike the balance between colleague, line manager and, often, friend. I’ve found it important to remove the emotion from professional conversations, which has helped to form effective professional relationships within work. Initially this was a challenge, but one I was able to overcome by reminding myself that every decision I make, every conversation I lead is driven by one thing and one thing only: ensuring the very best for our pupils, families and community.

Early on, I faced more than one colleague who attempted to find flaws in my work, defame me and, even at one point, attempt (unsuccessfully!) to ensure I faced disciplinary action for fabricated events. Again, throughout this time, I remained focused on my sole goal: bringing about sustained improvement for the community we serve. Fast forward three years, and these same colleagues are now highly supportive and work effectively as part of the high-performing team I have worked alongside our leadership team to nurture. In this I learned another key lesson: it takes time for trust to develop. Whilst this can, as it was in my experience, prove to be a rocky path, remaining focused on the end goal helps avoid being side-tracked by setbacks along the way.

The attitude of colleagues can also prove an obstacle, as there will always be those who doubt in your abilities, believe you have been promoted too soon and, perhaps most hurtfully, promoted beyond your capabilities. These are all things which I have first-hand experience of. The most important thing I found is to always remain focused on my main goal: improving the outcomes and life chances of the children we are privileged to serve, not to win the approval of staff. I quickly realised that, by achieving the first, the second would follow very quickly! I developed a thick skin very early on, and worked tirelessly to drive school improvement initiatives and earned the respect of my often more experienced colleagues. This is another important lesson: respect should be earned. School leaders shouldn’t believe that they automatically command respect because of their role.

One of the greatest obstacles I faced was always self-doubt and poor self-belief. This isn’t something I portrayed outwardly, but was an internal battle I faced daily. I found regular coaching invaluable at this point in supporting me to challenge these limiting beliefs. I trained myself to think “what’s the worst that can happen? It doesn’t go to plan but you learn, grow and develop from it”. By flipping my negative, limiting beliefs, I found I was able to win the internal battle with my mind more often than not! That’s not to say that I don’t have crippling moments of self-doubt even now but I am better equipped to challenge them.

For those asking for advice on early career progression, I always tell them to say yes to things which put you in your stretch zone and you initially think are beyond your capabilities. I strongly believe that it is by placing yourself in this stretch zone that you see the greatest professional and also personal development and growth.

I always acknowledge that I am fortunate to have had the opportunities I have had in the school in which I currently work. It has always been of fundamental importance to me to ensure I am the most effective class teacher I can possibly be so that I am able to use my knowledge, skills and expertise to support, nurture and develop others. I have seized all opportunities to further my professional development, including completing an NPQML and recently beginning to study for an MEd in Educational Leadership. The support that my headteacher and other colleagues have provided has been invaluable.

One of the key lessons I’ve learnt over the last seven years is that we as human beings are all capable of far more than we often initially believe. Self-doubt is the one thing which holds many of us back. Sometimes it takes others to recognise your potential but, ultimately, you need to take the leap yourself and trust that you can achieve more than you ever thought possible!

Phew! Having made it to the half-term finish line, and working towards the end of the first full term (as of writing), I am looking back on the past few months and I am experiencing a plethora of emotions.

There have been challenges that I expected, and some that I simply could not have foreseen or imagined. The need to support colleagues, families and students through the difficulties and realities of the current situation meant that sometimes, workdays turned to worknights, and weeks merged into weekends. 

To be completely honest, I am exhausted. But despite it all, I have a lot to be thankful for these past few months that I think is worth reflecting on. Throughout my many reflections these are some of the main points I have learned in my first term as a NQT and I want to share them with you. 

Nail your routines early and reap the rewards later! 

This was my main task at the start of term. From lining up outside the classroom before a lesson, to the weekly raffle, setting up routines for the students was paramount to setting high expectations. All of the students have been off for six months and most – if not all – have had very little routine in that time! So, I made it imperative that as the students came into the classroom, I greet them, check their uniforms and pick out the students that might need to take a minute or two to calm down. Not only does this routine create a safe environment – it also cements the relationships that as a NQT I wanted to build quickly. 

I found that students reacted well to an established-yet-varied routine in the form of a codebreaker or puzzle starter as they entered. I have also found that students of all ability react well to praise for outstanding work. All the above helped to build student confidence and, in turn, my confidence as behaviour improved, the learning environment was positive, and the working relationships began to form. 

Me-time, more important than ever!

As the term progressed, my stress levels have gone through peaks and troughs. One thing that I have been trying to keep constant is having time away from school to relax and recuperate. Something I managed throughout my training year (to the dismay of some of my colleagues) was that I gave myself Saturdays and most Sundays off from schoolwork and emails, and spent that time with my wife and children. This year, I have also given myself mid-week Wednesday evenings off too.

As alluded to above, it is all about routines and prioritising time effectively. I have even managed to come into school early and do some planning or mark a set of books, which has given me more time at the end of the day to relax and enjoy a cheeky departmental beer on a Friday afternoon (pre-second lockdown)!

It is difficult some days to be so disciplined, but having hobbies outside of school and ensuring time for “me” means that when I am at school I feel more focused during the day.

Relationships are more important than ever! 

Hopefully, you have realised the theme running through my reflections…. Relationships! Relationships are key to any NQT, but this year has thrown so many spanners in the works that having someone to talk to about the daily issues, such as those difficult groups, behaviour issues and – more importantly – where the spare jars of coffee are kept. My weekly mentor meetings are very helpful and a great way to share success, reflect, and also vent!

Your mentor is there not only to monitor and help with professional development, but also to check that you are coping and not feeling overwhelmed.

On the flipside, relationships with your students are more important now than ever! For some (like myself), the lockdown was a blessing: second child, finishing a stressful four-year-stretch to qualify as a teacher, and home-schooling our five-year-old took up plenty of time! But for others, the lockdown proved to be a prison that school was the only escape from. With this in mind, take the time to get to know students, what they like out of school, finding commonalities with them, and break down the barriers. 

In my first GCSE lesson I spent 40 minutes chatting with my students getting to know why they picked PE as a GCSE, what they wanted to achieve, and how we can be successful as a group. That 40 minutes has been the best 40 minutes I have had at my school, and has paid dividends on numerous occasions. Like most things in PE and sport, it is a team game and there is no I in team. 

A positive approach

At any time, I can choose to take off the rose-tinted glasses, and there have been days where I absolutely refused to even take them out of the case, never mind put them on (my long-suffering wife will vouch for this). 

However, I still think it is important to reflect on all the good that is still out there. This year is stressful, you will go through an emotional rollercoaster of ups and downs, guilt trips, regrets and highflying achievements when students have that lightbulb moment.

But take time to reflect on all you have achieved and take wins when you can. 

Enjoy the rest of term and use this year to thrive not survive!

Due to recent events, we’ve now blurred the already distorted lines between work / life balance by erecting makeshift offices, or planning everything within a millisecond to prevent chaos. As a result of this, we appear to have encased that big red button in bulletproof glass that ensures that our work-mind is constantly switched on. Unfortunately for most of us, it needs to be. 

So how can we prevent a burnout?

The holidays used to support the prevention of burnout, if only because it was a reprieve from the actual classroom for the allocated period of time. No matter how this time was spent, what was important was that the batteries were being recharged. 

Whether through passing the time exploring on the couch in a blanket, or donned in outdoor gear endeavouring to consume as much fresh air and sunlight as possible, it didn’t matter. That time was yours and there was no second-guessing or running narrative that was taking place at the same time (a board meeting of your subconscious that is endeavouring to solve the problems whilst you act normal: the pinnacle of multitasking).

There aren’t necessarily any new tactics that I can advise in order to help in these situations, but I think that now is an important time to remind others (and ourselves) about some key points to remember:

1. No man is an island

It’s an oldie but a goodie. We’re all aware of it, and yet it’s one that we seem to constantly need reminding about! Burnout occurs when we juggle too many plates. The emotions attack like a tidal wave that can’t be defeated. No one is immune. In the majority of cases prevention is the cure. It’s about knowing yourself and your team. It’s about being able to ask for help without you seeing it as a sign of weakness. Just remember, asking for help is not a sign of weakness, but a sign that you know your own strengths and weaknesses.

2. Take the time to assess 

In a time where we are constantly basing decisions on situational analysis, sometimes issues or factors that can’t be resolved in an instant. The more that we become consumed with making quick decisions, the more likely that we begin to see signs of communication breaking down, or issues arising due to the time not being invested at the start. This is another one of those moments where knowing your team (both at work and at home) really helps. 

3. Communication is key

In all circumstances, communication is vital for all of us to conduct our roles to the best of our abilities. A breakdown in communication adds more issues and further stress that can easily be avoided through ensuring clarity for all. Sometimes we may become trapped in situations where maybe even we are unsure of the way out, but just remember that one torch can only shine so bright; a strong team can illuminate a path. 

4. Remember your box of control

It’s easy to believe that we have to have the answers to all of the questions and that we must be able to SOLVE all of life’s problems. Situations like being put into isolation can often have us arguing with an inanimate object about the travesties of government guidelines, pleading like Ebenezer Scrooge for a reprieve that would allow you to go for a walk. These situations fall outside of our box (unless of course you happen to have a laboratory in your house that can be used to find a cure). What is in our box of control is our reactions. Sometimes evaluation of a situation can play the biggest role in preventing negative reactions or irrational thoughts.

5. Don’t compare!

We all need to be reminded of this. One person’s stress relief can quite often be another’s stress-inducing situation. There is (and never should be) a prescriptive method of dealing with time-allocation or how to manage your wellbeing. It’s all about knowing yourself and how best for you to ‘be you’. Use other’s stories as inspiration, but remember you are your own narrator and sometimes the loudest voice needs to be your own. 

Winner of the 2020 ERA award for Secondary product, Python in Pieces is an interactive coding environment with the ability to easily translate from block-code to Python in both directions. This distinctive feature allows students to develop a better understanding of text-based coding by using familiar block-code, enabling them to explore new concepts and ideas. With Python in Pieces, students can also switch views between text, block, split-view and design view.

“I really love this software. The innovative concept of having the blocks on one side of the window and the related Python code on the other is a fab idea… [Having] both in view at the same time, really allows students (and teachers who are new to Python) to see how the blocks relate to the code and work on which ever one they are more comfortable with. I haven’t found this way of working in any other software. The creative coding challenges really bring coding to life!” – Kay Sawbridge, Faculty Leader Computing and IT, Caroline Chisholm School 

With the ability to include backgrounds and objects, Python in Pieces allows students to create and code visually rich environments, which they can apply to the creation of their own programmes and games. This functionality ensures the experience of learning Python is engaging and creative.

Complete with activities and resources, Python in Pieces by 2Simple allows students to learn the coding language of Python whilst enabling both specialist and non-specialist teachers to teach the computing curriculum with confidence. The guided lessons allow students to manage their own learning and teacher solution guides enable teachers to support student learning at every step. Designed around the curriculum with clear progression built in, Python in Pieces is also perfect for developing the coding capability of Year 6 students. 

Cloud-based with separate teacher and student interfaces, Python in Pieces is well suited to home and distance learning. Each task is marked by the program itself in real time, giving students instant feedback and the data and reporting available to teachers allows you to review and monitor progress of the whole class or individuals. The teacher interface also gives users access to all the relevant activities and answers, thus potentially giving non-expert staff a means of teaching themselves coding as a useful CPD exercise.

Students can also share their creations with the wider Python in Pieces community in the platform’s latest development, the Community Showcase area. By uploading their code to the community showcase other users can view and rate their coding creations. Complete with searching and filters, users can use the community showcase for inspiration or use it as a reference for a particular aspect of Python that they need help with. All uploads to the community showcase are checked and approved by the teacher and by the Python in Pieces team before being made live.

With every Python in Pieces licence, you’ll get:

• Free home access for all learners
• 3 levels with 6 lessons activities in each, all mapped to the curriculum with self-marking functionality 
• Split screen view with ability to flip between block-based coding and Python in both directions
• Free code area
• Detailed teacher guides
• Data to monitor student progression
• Compatibility with the micro:bit
• Separate teacher and student interface
• NEW: Community showcase, to share work and creations with other Python in Pieces users

To celebrate the launch of the new community showcase within Python in Pieces and with Computer Science Education Week approaching, we’re inviting schools to take part in our first coding competition with an extended free trial of Python in Pieces. Launching on 1st December and running until 15th January, the Python in Pieces coding competition makes for a great activity for Computer Science Education Week (7th – 11th December) or as a project for the Christmas break.

{youtube}6HJJzHx9UD0{/youtube} 

Find out more about the competition and extended free trial to Python in Pieces in time for Computer Science Education Week.

No one wants anyone to miss out on some of the greatest memories of childhood. In my case it was watching my son pick his nose as one of the angels, and then my daughter’s moment of triumph as the loudest narrator the school had ever heard, making Mary jump out of her skin.

So, what are the alternatives? What is possible?

No room at the inn

Social distancing may mean that we can’t all be together in one place, but it doesn’t mean we can’t hold a nativity – it just means you will have to record it. Different classes or bubbles can take on different roles and produce something amazing. Alright, it may not be as prone to those wonderful moments when it all goes slightly pear-shaped, but with some careful editing a fabulous production can be created. 

Sending out an invitation to attend through a private “live” performance streamed into children’s homes means we can all watch it together. Perhaps consider setting up a temporary Facebook group to allow parents to chat and communicate while the performance is taking place. Find ways to share the experience and make it interactive. One school is sending home packets of hot chocolate so everyone can enjoy a mug at the same time.

It’s behind you!

Oh no it isn’t… you get the picture. If nativities are possible, so too are pantomimes. You could perform one yourselves, the same way as the nativity, or you could find one of many workshops and theatres that are offering an online pantomime experience. Beamed into schools the excitement of Dames, Villains and some of the best terrible jokes ever uttered can be experienced by all.

It doesn’t have to be a silent night

While singing indoors is frowned on due to the spread of COVID, carol services are still possible outside. One school will be giving each class the chance to sing a couple of carols outside around the Christmas tree. Another opportunity for some creative video editing and a performance to remember can be created. 

A keepsake for the ages

Creative use of space, time and some video magic mean that Christmas doesn’t have to be cancelled. Best of all, you have a ready-made souvenir to send to all the children that participate. No more filming through crowds of people, shoulder cramp, fears of the battery dying or the tone-deaf singing from the enthusiastic parent stood behind you ruining the ambience.

You don’t have to miss out the mistakes either: End the video with a series of outtakes and bloopers and each parent can have those embarrassing moments ready to show when their children get hitched.

Winner of the 2020 ERA award for Secondary product, Python in Pieces is an interactive coding environment with the ability to easily translate from block-code to Python in both directions. This distinctive feature allows students to develop a better understanding of text-based coding by using familiar block-code, enabling them to explore new concepts and ideas. With Python in Pieces, students can also switch views between text, block, split-view and design view.

“I really love this software. The innovative concept of having the blocks on one side of the window and the related Python code on the other is a fab idea… [Having] both in view at the same time, really allows students (and teachers who are new to Python) to see how the blocks relate to the code and work on which ever one they are more comfortable with. I haven’t found this way of working in any other software. The creative coding challenges really bring coding to life!” – Kay Sawbridge, Faculty Leader Computing and IT, Caroline Chisholm School 

With the ability to include backgrounds and objects, Python in Pieces allows students to create and code visually rich environments, which they can apply to the creation of their own programmes and games. This functionality ensures the experience of learning Python is engaging and creative.

Complete with activities and resources, Python in Pieces by 2Simple allows students to learn the coding language of Python whilst enabling both specialist and non-specialist teachers to teach the computing curriculum with confidence. The guided lessons allow students to manage their own learning and teacher solution guides enable teachers to support student learning at every step. Designed around the curriculum with clear progression built in, Python in Pieces is also perfect for developing the coding capability of Year 6 students. 

Cloud-based with separate teacher and student interfaces, Python in Pieces is well suited to home and distance learning. Each task is marked by the program itself in real time, giving students instant feedback and the data and reporting available to teachers allows you to review and monitor progress of the whole class or individuals. The teacher interface also gives users access to all the relevant activities and answers, thus potentially giving non-expert staff a means of teaching themselves coding as a useful CPD exercise.

Students can also share their creations with the wider Python in Pieces community in the platform’s latest development, the Community Showcase area. By uploading their code to the community showcase other users can view and rate their coding creations. Complete with searching and filters, users can use the community showcase for inspiration or use it as a reference for a particular aspect of Python that they need help with. All uploads to the community showcase are checked and approved by the teacher and by the Python in Pieces team before being made live.

With every Python in Pieces licence, you’ll get:

• Free home access for all learners
• 3 levels with 6 lessons activities in each, all mapped to the curriculum with self-marking functionality 
• Split screen view with ability to flip between block-based coding and Python in both directions
• Free code area
• Detailed teacher guides
• Data to monitor student progression
• Compatibility with the micro:bit
• Separate teacher and student interface
• NEW: Community showcase, to share work and creations with other Python in Pieces users

To celebrate the launch of the new community showcase within Python in Pieces and with Computer Science Education Week approaching, we’re inviting schools to take part in our first coding competition with an extended free trial of Python in Pieces. Launching on 1st December and running until 15th January, the Python in Pieces coding competition makes for a great activity for Computer Science Education Week (7th – 11th December) or as a project for the Christmas break.

{youtube}6HJJzHx9UD0{/youtube} 

Find out more about the competition and extended free trial to Python in Pieces in time for Computer Science Education Week.

Winner of the 2020 ERA award for Secondary product, Python in Pieces is an interactive coding environment with the ability to easily translate from block-code to Python in both directions. This distinctive feature allows students to develop a better understanding of text-based coding by using familiar block-code, enabling them to explore new concepts and ideas. With Python in Pieces, students can also switch views between text, block, split-view and design view.

“I really love this software. The innovative concept of having the blocks on one side of the window and the related Python code on the other is a fab idea… [Having] both in view at the same time, really allows students (and teachers who are new to Python) to see how the blocks relate to the code and work on which ever one they are more comfortable with. I haven’t found this way of working in any other software. The creative coding challenges really bring coding to life!” – Kay Sawbridge, Faculty Leader Computing and IT, Caroline Chisholm School 

With the ability to include backgrounds and objects, Python in Pieces allows students to create and code visually rich environments, which they can apply to the creation of their own programmes and games. This functionality ensures the experience of learning Python is engaging and creative.

Complete with activities and resources, Python in Pieces by 2Simple allows students to learn the coding language of Python whilst enabling both specialist and non-specialist teachers to teach the computing curriculum with confidence. The guided lessons allow students to manage their own learning and teacher solution guides enable teachers to support student learning at every step. Designed around the curriculum with clear progression built in, Python in Pieces is also perfect for developing the coding capability of Year 6 students. 

Cloud-based with separate teacher and student interfaces, Python in Pieces is well suited to home and distance learning. Each task is marked by the program itself in real time, giving students instant feedback and the data and reporting available to teachers allows you to review and monitor progress of the whole class or individuals. The teacher interface also gives users access to all the relevant activities and answers, thus potentially giving non-expert staff a means of teaching themselves coding as a useful CPD exercise.

Students can also share their creations with the wider Python in Pieces community in the platform’s latest development, the Community Showcase area. By uploading their code to the community showcase other users can view and rate their coding creations. Complete with searching and filters, users can use the community showcase for inspiration or use it as a reference for a particular aspect of Python that they need help with. All uploads to the community showcase are checked and approved by the teacher and by the Python in Pieces team before being made live.

With every Python in Pieces licence, you’ll get:

• Free home access for all learners
• 3 levels with 6 lessons activities in each, all mapped to the curriculum with self-marking functionality 
• Split screen view with ability to flip between block-based coding and Python in both directions
• Free code area
• Detailed teacher guides
• Data to monitor student progression
• Compatibility with the micro:bit
• Separate teacher and student interface
• NEW: Community showcase, to share work and creations with other Python in Pieces users

To celebrate the launch of the new community showcase within Python in Pieces and with Computer Science Education Week approaching, we’re inviting schools to take part in our first coding competition with an extended free trial of Python in Pieces. Launching on 1st December and running until 15th January the Python in Pieces coding competition makes for a great activity for Computer Science Education Week (7th – 11th December) or as a project for the Christmas break.

{youtube}6HJJzHx9UD0{/youtube} 

Find out more about the competition and extended free trial to Python in Pieces in time for Computer Science Education Week.

Storytelling has captured imaginations since the beginning of time. Using stories to enrich mathematics learning is not a new idea, and educators have been using stories as a stimulus for Maths work, particularly with younger children, for generations. But mathematical stories can be beneficial for learners of all ages, and digital storytelling is an interesting element of storytelling that is perfect for the 21st century classroom.

This article focuses on the benefits of using stop-motion animation for learners to tell their own mathematical tales. Learners are given a starting point for their stories, such as a number sentence, misconception or mathematical character, and can then decide on the setting for their story, and consider how they are going to solve the mathematical problems that arise. 

There are a number of different techniques that can be used for stop-motion, but one of the simplest is object animation. Objects are physically manipulated in small increments between individually photographed frames so that they appear to move independently when the frames are played back. 

Learner Engagement 

Using stop-motion to tell mathematical stories increases learners’ engagement by making them active learners, and also engages with their interests ensuring they can see the relevance of Maths and apply it in meaningful contexts. 

If a learner likes playing with Lego, they can build Lego models for their story. If they like to draw, they can draw, and if they like stories about fairies, their mathematical story can feature fairies.

Conceptual Understanding

Most educators would agree that in order to be confident mathematicians, our learners need to develop good conceptual understanding in mathematics.

Stop-motion enables learners to see and demonstrate mathematical concepts in a variety of contexts, using different representations, which is an essential part of developing good conceptual understanding. 

Developing the narrative, and planning each frame of the stop-motion, makes learning mathematics conceptually effective as learners consider mathematical concepts through the different representations. 

And of course, learners will need to have a secure understanding of a Maths concept in the first place to put it into the context of a story. 

Fluency

When recording a stop-motion production, learners need to break down each step carefully thinking about the mathematical process and repeating the same process several times, eg writing the story, developing the story board, planning the stop-motion, creating the stop-motion, which will all have a positive impact on fluency. 

Setting Maths concepts into different storylines can also help learners to make links. For example, being able to see that counting 6 gold coins in 2s for their pirate story is linked to sharing 6 jam tarts at a picnic, or decorating 3 snowmen with 2 buttons.

Showing the concept of 6 x 2 or 6 ÷3:

Learner resilience

Applying mathematics to solve problems in real-world contexts is a critical part of our everyday lives. Mathematical stories are often based on a character’s misconceptions and several different solutions may be tried before finding the end result. 

Using stop-motion to tell stories with mathematical problems and solutions encourages learners to consider and apply the different solutions, considering possible difficulties and misconceptions that could arise. This builds resilience as well as a sense of achievement and enjoyment, as learners overcome the challenges involved and it encourages them to be creative because they need to experiment, take risks and be flexible to tackle the mathematical problems in their stories. 

As learners reflect on the approaches used in the stories, and on their own learning, they are developing metacognitive skills that can help them improve as mathematical learners. 

I am passionate about authentic, creative experiences for learners and believe this pedagogical approach is a simple but effective way for educators to deliver creative and engaging Maths experiences.

And an added bonus?

Using digital storytelling to improve Maths learning develops a whole host of cross-curricular and wider skills at the same time so why not give it a whirl? Try it in your classroom and see if the power of digital storytelling can help your learners love and understand Maths.