We had started to move staff to the Cloud two years earlier, by migrating 90% of staff files per department to SharePoint sites. We were also encouraging the Senior Leadership Team to use Microsoft Teams at a basic level to collaborate on files and communicate with each other, but there was no use of Microsoft Teams in class lessons. 

As an Academy we had implemented TeamViewer for a small number of our SLT and admin staff to access computers remotely, but this was often unreliable and difficult to use, especially if the physical computer devices had been switched off.

Finding fast paced solutions

One of the biggest challenges we faced was upskilling staff to using Microsoft Teams, as many had not used it before. We also had not yet fully embraced the technology for our pupils. The DfE are offering schools free funding for training and installation of one of two digital education platforms, and after a discussion with our long-standing IT partner, RM, we confirmed that we would operate Microsoft Teams across the school – for staff and pupils.  

RM proved a great support for us at this time – they helped us reset all of our learner’s passwords to something memorable which they would already know, without having to send them to each learner individually in the post. This reduced a lot of the support queries immediately and like many young people, our learners were quick to adopt new technologies. They also had a web page with a number of videos and “Top Tips” that helped them learn more about the software.

As soon as pupils knew what their new passwords were, many were able to get on to Microsoft Teams and begin learning straight away, with little to no guidance. Where a learner did need some support, RM have been there for them, and – when appropriate – have been able to call on their relationships with Microsoft for the more complex issues.

Beacon Hill Academy has also been faced – like many schools – with challenges around ICT access for learners who do not have laptops. The DfE scheme to provide free laptops and 4G routers for disadvantaged learners has helped and we have also been creating work that can be accessed and used via mobile phones, converting voice over PowerPoints into MP4 files and using Microsoft Forms rather than worksheets, to engage with learners. Alongside this we’ve been offering free laptop hire, internet dongles, reward incentives and regular phone calls home to support families with home learning.

Looking to the future

The lockdown period proved challenging for everyone, but the education sector has adapted quickly and efficiently to support learners throughout school closures. We have found that support from parents and carers is key during these tough times and we made every effort to engage with parents and carers in order to help support their children at home. This was successful with many parents reporting they feel more confident using the online software to support their child.

It comes down to having the focus and commitment to move staff and learners who had never used software like Microsoft Teams before to producing all of their remote lessons on this platform. After some initial challenges we saw a significantly increased proportion of learners accessing and engaging with the software week on week.

As we now prepare to re-open our gates to all learners, we are determined to continue to use Microsoft teams within our lessons and across the school. I personally hope that schools up and down the country further embrace technology in their classrooms. Our aim is to ‘develop inspirational schools which instil ambition and desire in young learners, open their minds, widen their horizons and equip them to succeed in a challenging world’ and I think technology is a great tool in helping us – and others – to achieve this.

If you want to find advice and support to get your school online and make the most of digital education platforms, visit The Key today, or if you just want some advice on what to consider, RM have produced a very useful webpage on choosing the right integration partner.

From my experience as a Citizenship and humanities teacher, two quotes have come to symbolise the purpose of Citizenship. Firstly, one from Gandhi which is to help inspire students to “Be the change they wish to see in the world” and the second is a proverb from the Wiradjuri, that our students will have “The wisdom of knowing how to live well, in a world worth living in.” These quotes are the backbone of how I believe Citizenship can improve teaching and education in 20/21. 

Being the change – Active Citizens

The impact of Brexit, US Elections in November, #BlackLivesMatter, a recession, COVID-19 and Tik-Tok mergers vs Facebook Reels; there’s going to be a lot of issues and topics that students are going to be impacted or influenced by this academic year and potentially for a lifetime.

What’s been great to see is how active they’ve been to participate in ways that have raised awareness of these issues and how demanding they’ve been when holding those in power to account. Empowering students who believe in their ability to change their community, their country and the world is essential, they are after all the future. Even better is that they are not only able to advocate for change, but see the changes occurring. 

The wisdom to live well… – Fundamental British Values

The closest thing we have to a constitution in the UK is our values: Democracy, The Rule of Law, Individual Liberty and Mutual Tolerance and respect. Knowing who you are and what you are meant to represent is a handy metric for decision making, creativity, problem-solving, critical thinking and teamwork.

They are also the social subconscious basis for measuring how well we are doing as a country, a team. Recessions and house prices raise questions about our individual liberty; immigration, feminism and racial tensions have raised valuable questions about mutual tolerance and respect, as well as the rule of law; while Brexit, COVID-19 (especially issues surrounding GCSEs and A-levels) have raised questions about how our democracy works.

Simon Sinek stated in “The Infinite Game” that we’re all born “players” in the game of life, in this case, citizens of the world and either become; or are born as players/citizens of the UK.” Citizenship is the core subject where students learn how to play the game and how their country works for them and others. It’s a matter of identity, an issue that from experience evades definition from both adults and students when they are first asked: “what does it mean to be British?” You’ll get the usual links to royalty, football and internationally famous dishes such as the “Great British Breakfast”. Citizenship is where students will learn the wisdom of how to critically assess their world and the world as British citizens and see how they can either protect it or make progress according to their values, towards a world worth living in.

Why does this matter? So that political debates like Brexit aren’t as toxic and divisive; so that students are better prepared to engage in their economy; to prevent arbitrary discussion and precious time and energy being wasted on proven inequalities and issues related to systemic racism, xenophobia and the most vulnerable in society – instead the time and resources saved are put into finding more efficient and sustainable policies and systems that consistently represent who we are and what we represent.

Here are my top tips to improve your student’s wisdom and engagement in Citizenship:

1. Relate your lessons to at least one of the Fundamental British Values.

2. Make time to engage in current issues that students are aware about:

       a. Newsround is a great resource for daily current affairs for students.

       b. Highlight news articles, each week for 10 minutes at the beginning of the lesson, based upon either the Fundamental British Values (KS3) or key themes of your GCSE classes (KS4).

       c. TLDR news, Infographics and Crash Course are great YouTube resources.

3. Structure your discussions in a debate format or using Socratic methods to improve their ability to communicate and understand varying perspectives on different issues and topics.

4. Mock Elections are great ways to engage your students writing and speaking skills with political discourse.

5. Meet them where they are! Students, like adults, will care more if they know how the issues will affect them and their near future. Find relevant role-models and representatives who are actively engaged in politics or change.

• Restlessness and agitation
• Aversion and ill-will
• Sensory pleasure
• Sloth and torpor
• Doubt

We all bring varying degrees of these obstacles to our workplaces as we return – or in the case of teachers and school leaders – or continue to work through the changing world we inhabit. As educators, we are expected to have all the answers – but we don’t. There’s a lot of ‘noise’ (think ‘government guidance’ and media analysis of educators that is anything but!!) in the world of education and as we navigate our way through this liminal place, we no longer have certainty in the answers that we once relied on in the classroom and indeed in the educational system.

While there is a lot of analysis on what is needed with regards to ‘lost learning’, there is a real need to address some of the basics that need to be put in place to ensure that successful learning can begin to take place. More importantly, there is a conversation to be had on what is taught – we were already in the process of looking at curriculum review prior to the pandemic. In light of the #BlackLivesMatter consciousness/awareness, this has enabled some thinking of how we manage our approaches to learning and how we are more inclusive.  

We also need to recognize that we are all holding so many different voices and we carry trauma in our bodies – it’s a sensory experience. It definitely contributes to the list of hindrances of uncertainty and we are all bringing some form of trauma – whether we have physically suffered the loss of family or friends from Covid 19 – or our loved ones and family contributing to the front line through their work and the difficulties that this brings up. A definition of trauma is given below:

 “Trauma is an experience or series of experiences and/or impacts from social conditions, that break or betray our inherent need for safety, belonging and dignity.”  Staci K. Haines

I believe that we need to primarily focus on good relationships and good educational outcomes but before we can build on this we need to rediscover the basics – the ‘look’ of school and how to manage this; re-establishing relationships (parents were teachers, so what are teachers now? What do parents need to learn from teachers?); the process of learning – is it important? Why is it important? We need to develop a model of interconnectedness between teachers, pupils and families. Nurturing – at all levels – is crucial in gaining the certainty that we crave, whether we present this outwardly or not. Schools are inundated with demands from so many stakeholders and audiences.  

The following key points are important to consider as we return to our classrooms – which, in all honesty, will look and feel different:

• The focus on relationships was crucial but it’s now a non-negotiable part of our pedagogy – between all stakeholders 

• Staff wellbeing is not a bolt on – it’s an essential and integral part of re-building the school’s resilience
• Inclusion of children and young people’s viewpoints is required in ensuring their voices are heard in order to promote a strengthened sense of belonging 
• Reassurance from ALL staff that the environment is SAFE will reduce anxiety – potentially through challenging behaviours –  from children and young people
• Consistency is key – good communication will reduce mixed messages

More importantly is the need to recognize that we are teaching the next generation to not only be academically able, but to be successful, confident, happy and resilient human beings. Modelling these attributes through the delivery of values based activities will assist in this objective.

As the country and our schools start to fully reopen amid warnings of second peaks and the reality of local lockdowns, now seems a good time to pause and review the next steps. As a SENCO, my reflections always start with the needs of students with SEND in mind. At a time when blended learning needs to be embedded into the teaching and learning model, I am reflecting on how students with SEND can continue to access specialist support when they are at home.

Remote learning via platforms such as MS Teams and Google Drive has allowed us to continue delivering lessons. We have been able to engage with students in real time, share resources, provide assessment and feedback, and importantly stay in touch with our students during a time of isolation. For students with SEND, accessing remote learning presents a significant challenge –  but the challenge of accessing additional and specialist support is even greater. Just as with remote learning, online specialist services are no substitute for the ‘real thing’. Whilst interventions such as counselling, speech and language and literacy lessons have remained up and running, the impact of these services has been limited. Some students, especially those with high levels of anxiety, attention and listening difficulties or ASC have been unable to participate in online or telephone sessions or assessments. This means they may have missed out on over four months of specialist intervention, support and assessment. Educational Psychology services have been able to continue with assessments, however the elements relating to student voice and observations have been impacted.  

But there is also a plus side. Specialists and SEND staff have learnt how to use online platforms as an alternative to the traditional model of 1-1 support/small group interventions. Some have included apps and video content into their sessions, moving away from a reliance on hard copy materials. Staff have used this time to review and create more interactive resources. We have also found that some students have engaged proactively in their sessions and have used apps independently to continue learning. Some students with SEND have benefitted from a slower pace of learning and a reduced level of sensory overload. Where students have been unable to engage with the sessions, we have been able to use this time to engage directly with parents and share strategies and resources they could use to support their children at home. We have also been able to reassure parents and acknowledge any challenges they may face whilst encouraging their children to learn at home. 

We have found that students who were able to access a combination of in-person and online interventions made the most progress and had the highest levels of engagement when working from home. Going forwards, I am committing to using a blended intervention model by incorporating a combination of online and home learning activities into our Academy SEND offer. 

We’re proud to be a Demonstrator school, which means we support other schools and colleges to make the most out of the technology available to them. During school closures we have seen the benefits of digital education platforms more than ever before. It has helped reduce teacher workloads, created efficiencies, improved accessibility and ultimately supported excellent teaching and learning in a time where children may otherwise miss out. 

We are often asked by the schools we support which platform we think works best. There are lots of platforms available, but Office 365 Education and G Suite Education are good places to start. Most Primary schools already have Office software installed which makes it easier, but G Suite for Education contains a free set of productivity tools for classroom collaboration. Accessible from any device, it is used by over 120m+ users worldwide and enables teachers and students to continue teaching and learning remotely. To find out more about the pros and cons of the different software available visit The Key for School Leaders.

What are the benefits?

Whichever system you choose there are a number of benefits to gain and endless opportunities to create new learning experiences for pupils. We have found that Google Classroom really helps many of the teachers we work with to organise learning activity. The teachers have been using the system to hand out and mark assessments, and to provide structure for students learning at home. It has also proved effective in improving learning outcomes, particularly for pupils who are struggling, by prompting better knowledge sharing, reducing teacher workload, and streamlining processes to save time and money.

You don’t have to limit yourself to using digital tools just for the delivery of lessons – one of the main things we have missed during school closures is feeling connected as a community. So during lockdown we shared Zoom dial-in details with each of our students so they could all log into a shared assembly. This helped all of us to remain connected to the school community and the students are reminded that the support system the school provides is still available to them. Technology doesn’t just play a key role in the delivery of lessons but also in protecting the wellbeing of all students and pupils and maintaining some normality to the routine.  

The future of remote education?

At Coupals, we were already using education technology to enhance learning before lockdown. but the last few months have given us all the opportunity to really rethink how we teach and think about how technology can help us to achieve that. We’re now even keener to implement flipped learning throughout the school in which children learn fluidly between home and school – this wouldn’t be possible without the remote education experience we’ve had during the pandemic. 

There is no denying that digital education platforms have long-term benefits for schools and pupils. They improve learning outcomes, reduce teacher workload and streamline processes to save time and money. We want to continue to use technology to complement traditional teaching after children return to the classroom this September. 

Over the last twelve years I have been to twenty-three countries and to simply say that travel changed me a little each time would be an understatement. Now, the philosophical world traveler in me feels the need to describe these moments as rich cultural experiences, but, truth be told, at first I was only interested in getting pictures for Facebook – the social and cultural education was a convenient bonus. Over the years, I have spent most of my time attempting to prepare children for life. I’ve learned from some incredible mentors, taken great courses, and had many professional development opportunities. Yet my travel experiences have taught me just as much and helped me become a better educator.

Shared-Learning

Sharing my travel stories with my students allows for intercultural understanding. It allows me to share my learning with them, inspiring and encouraging them to chase their passions and dreams. Personal travel stories allow me to address and hopefully debunk stereotypes, biases and presumptions towards cultures. They have the potential to awaken students to traditions and values of cultures, helping students recognise and value new ideas. 

Making Sense of the Past 

I remember standing inside the cavernous hall of the Armenian Genocide Musuem in Yerevan and thinking to myself ‘Why didn’t we learn about this in school’? But when it comes to history, there are plenty of things we don’t know. More than a hundred years on, the impact of the Armenian genocide reverberates loud, and is echoed by the other atrocities that dot our social media feed daily. Too often despair stands in the way of action and knowledge leads to a sense of hopelessness. We cannot bring back to life the dead of the past or those who have been victims of political mass murder throughout the ages, but, through courage as well as knowledge, we can act to bring about a world free from the scourge of hatred. In committing ourselves to everyday things to create a world of peace, freedom, and mutual respect, we honor the memory of those who have fallen victim to the ultimate crimes. The genocide will soon turn 100, but the capacity to forgive is infinite. Mercy forsakes logic, math, numbers – I hope my students will always remember that.

Look Beyond the Textbooks

Some years ago, while travelling around Jordan, a friend arranged for me to spend 2 days at an orphanage school in Amman. The school was full of Syrian refugee kids trying to come to terms with their new circumstances. Recounting those experiences to my students, I realized that many of them admitted to knowing very little about the refugee crisis and the political landscape of the Arab countries. Before I began travelling, my Private School education too had actually taught me very little about it. Our curricula is sometimes so western-focused that we hardly really learn about the histories of people and nations in less developed parts of our planet.

I started this post thinking I would list ten ways in which travel helps me inspire my students, and I could go on listing my reflections; but I must keep my terminal verbosity at bay, so I’ll just leave you with some thoughts to consider with students in your classrooms.

• In a world that is constantly assaulting the senses, travel teaches young people the value of doing nothing and using time and space to unwind and make sense of their experiences
• The last twelve years has also cemented the idea that learning doesn’t end with a high school degree. In fact, graduating high school can be like baby steps – true education happens while you’re living and experiencing life in the real world
• Culture connects us all; despite having unique ways of experiencing the world, once you spend enough time with people you will realize that we have more shared humanity than we realize. The things that make us different, make us special, but the things which we share in common unite us too.
• Until I moved to the UAE, world travel seemed like a distant dream; the kind that sits at the back of your head, but you never give it any importance because you doubt it will happen for you. Over the last twelve years I have gained confidence in the idea that dreams are attainable if you work at them. I know that sounds cliché, but it is true, and when I tell that to my students, I believe it; because that has been my own experience.

So there you have it, if I were to sum up everything that I am feeling as I type this, I would say that sharing my travel experiences with my students has helped me create a safe zone for learning about life. Students are always interested to know about their teachers’ personal lives and sharing my travel experiences with them helps me intersect the personal with the profound in a way that subject content might never be able to. 

I hope that each of my students can have some degree of world travel experience. When I started wandering and wondering, I discovered things about the world I had not known before and through it, I discovered who I was. I hope they too have the wonderful opportunity to discover themselves and the history of shared humanity through the joys of travel.

The reason I started with this small brief, is because the first step as educators is understanding what’s happening in society, admitting that racism still exists, admitting the biases and inequalities that still prevail. Current affairs have made me refocus my energies on the education sector where I can have the most impact and begin to lead change. Another reason I began this piece giving a brief summary (from my point of view) is to encourage learning. By no means have I gone into any detail, so I would urge educators to understand this is a process of learning and potentially changing our views in line of new information gained from research, conversations, books etc. To effectively be a Champion For Change, we must engage in learning, educating ourselves and thus enabling ourselves to educate the students we teach, being confident in having open conversations about these topics with staff and students alike. Only when we do this can we effectively tackle inequalities within the system. 

One thing that I’ve begun doing a lot more of is reading. Now if you know me, you’ll know I read pretty slow. I have a long reading list which I’m probably not going to get through anytime soon, but this is okay – as I mentioned previously, this is a learning process so I’m in no rush. I couldn’t recommend the book I’m slowly making my way through enough: For White Folks Who Teach in the Hood… and the Rest of Y’all Too: Reality Pedagogy and Urban Education by Christopher Emdin is fantastic. Don’t worry, no spoilers, but it encourages reflection on your teaching practice, your own bias, and provides actionable points through pedagogy. It’s also important to understand nobody is perfect: we will make mistakes and we may get it wrong, which is why having safe spaces is incredibly important. I regularly mention safe spaces in conversations with students and my fellow teachers. Usually the reason why we don’t speak up is due to fear. Fear of how whatever we want to say maybe perceived, fear that you’ll lose friends, fear that you’ll cause tension… the list goes on. A culture of fear is damaging especially within an educational environment which is meant to nurture and encourage growth through mistakes and learning opportunities. Safe spaces are crucial for both staff and students.

I created this short animation which includes my top tips for teachers to begin promoting cultural diversity in their classrooms:

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I won’t repeat anything from the animation, but I will say this: Through my many conversations with educators over the past couple of weeks, it seems that some people think the promotion of cultural diversity or adapting your curriculum only suits black children. I would say this couldn’t be further from the truth. A classroom which is based on and becoming enriched through diversity, with a holistic curriculum to support the development and education of urban youth, has benefits for all students regardless of their ethnicity. 

‘Representation matters’ is a phrase which I truly believe. This is ultimately how educators should engage and teach students, this is how students will develop a love of learning with a curriculum and teaching body that cares about their skin colour. But not just their skin colour, also their heritage, backgrounds, upbringing, culture – representation matters. 

5 quick tips to get you on your way:

1) Understand that it’s okay to make mistakes. Nobody is perfect, but an open mind helps us respond to feedback, to learn and improve. 

2)  Tackle bias head on. Biases exist for everyone, but how we let these impact our teaching is our responsibility.

3) Cultural diversity is important for ALL students. Even if you don’t teach any Black or Asian students it’s just as important for white students to be aware and understanding of various cultures and backgrounds.

4) The learning doesn’t stop – continue reading and engaging in conversation with both students and staff.

5) Be a champion for change in your classroom and school community. Promote safe spaces in class for students to ask questions, discover new things and challenge societies perceived norms & inequalities. 

At the same time, the school maintained regular and substantial communication with homes and placed an even greater emphasis on safeguarding and student welfare. As a Head of Year focusing on transition, my priority was to work to minimise the inevitable impact that lockdown would have on a successful transition from primary to high school. That involved lots of communication with parents, students and primary schools through phone calls and online conferences. It also meant providing online experiences for students through the ‘Transition Zone’ on the school website, an online Induction Day on the final Thursday before holidays, and transition activity booklets to be sent out.

Preparing to support the well-being of students in September was a key whole school focus in our final half term, and the subject for several CPDs and team meetings. We have developed a recovery curriculum for September, drawing on Barry Carpenter’s research on the ‘5 losses’ to routine, structure, friendship, opportunity and freedom following trauma. In my view, it is appropriate that schools acknowledge this trauma and work therapeutically with students to ‘recover’ from the losses brought on or exacerbated by the pandemic, whilst recognising that return to routine and structure – getting back to normal – is of real importance. How to navigate these seemingly contradictory objectives will no doubt have been a focus for many schools.

What priorities should teachers and school leaders have over the summer?

In many ways I think the answer to this question is the same as it always is. Summer needs to be a time where teachers switch off from work – and we are in a very privileged position to have this time each year in order to do that. It can definitely make us better at our jobs in the long run. 

This summer, I think it will be more difficult than normal to do that. As so many have gotten used to working – at least in part – from home, that physical separation from school and home life has, to some extent, fallen away and this has certainly made it more difficult to make a ‘clean break’. I found myself checking school emails on Monday, and even absent-mindedly opening the electronic sign in sheet we had been using. In recent years, many leaders have acted to support teacher well-being by banning work emails at weekends and holidays, by giving more time for strategic planning in term time and by incorporating well-being practices into CPD and INSET days, which goes a long way. 

What priorities should schools have as the new school year begins?

Teachers, leaders and schools interested in social justice and social equity need recognise the urgency of addressing prejudice and discrimination in schools. This requires schools to acknowledge that they operate within broader societal structures. 

Due to the significance of the historical moment we find ourselves in today, this means leaders and teachers making anti-racism an active priority in their schools. To start, schools need to reflect and clarify what it actually means to be anti-racist as an institution. The problem isn’t going to be solved by an ‘an-assembly-here-a-lesson-there’ approach. To promote anti-racism in schools means to look at the fabric of the organisation itself, from curriculum to staff attitudes, recruitment to funding. Two facts are true of schools in England today: while 25% of pupils in English schools are from ethnic minorities, 93% of heads are white British; 62% of black Britons believe that the education system has a culture of racism. There are systemic issues that need addressing. Schools do not exist in isolation to the rest of society and are in fact often reactive agents within it. For schools to move towards becoming anti-racist, it will mean supporting societal change as a whole and recognising the voices, experiences and values of those who have traditionally been disenfranchised by mainstream education – and crucially, making this part of the way the school operates, not as a one off, impermanent measure. This will inevitably mean teachers challenging themselves and changing aspects of what they do. A priority for leaders in the next academic year is to work with staff to recognise this. 

At the same time, the school maintained regular and substantial communication with homes and placed an even greater emphasis on safeguarding and student welfare. As a Head of Year focusing on transition, my priority was to work to minimise the inevitable impact that lockdown would have on a successful transition from primary to high school. That involved lots of communication with parents, students and primary schools through phone calls and online conferences. It also meant providing online experiences for students through the ‘Transition Zone’ on the school website, an online Induction Day on the final Thursday before holidays, and transition activity booklets to be sent out.

Preparing to support the well-being of students in September was a key whole school focus in our final half term, and the subject for several CPDs and team meetings. We have developed a recovery curriculum for September, drawing on Barry Carpenter’s research on the ‘5 losses’ to routine, structure, friendship, opportunity and freedom following trauma. In my view, it is appropriate that schools acknowledge this trauma and work therapeutically with students to ‘recover’ from the losses brought on or exacerbated by the pandemic, whilst recognising that return to routine and structure – getting back to normal – is of real importance. How to navigate these seemingly contradictory objectives will no doubt have been a focus for many schools.

What priorities should teachers and school leaders have over the summer?

In many ways I think the answer to this question is the same as it always is. Summer needs to be a time where teachers switch off from work – and we are in a very privileged position to have this time each year in order to do that. It can definitely make us better at our jobs in the long run. 

This summer, I think it will be more difficult than normal to do that. As so many have gotten used to working – at least in part – from home, that physical separation from school and home life has, to some extent, fallen away and this has certainly made it more difficult to make a ‘clean break’. I found myself checking school emails on Monday, and even absent-mindedly opening the electronic sign in sheet we had been using. In recent years, many leaders have acted to support teacher well-being by banning work emails at weekends and holidays, by giving more time for strategic planning in term time and by incorporating well-being practices into CPD and INSET days, which goes a long way. 

What priorities should schools have as the new school year begins?

Teachers, leaders and schools interested in social justice and social equity need recognise the urgency of addressing prejudice and discrimination in schools. This requires schools to acknowledge that they operate within broader societal structures. 

Due to the significance of the historical moment we find ourselves in today, this means leaders and teachers making anti-racism an active priority in their schools. To start, schools need to reflect and clarify what it actually means to be anti-racist as an institution. The problem isn’t going to be solved by an ‘an-assembly-here-a-lesson-there’ approach. To promote anti-racism in schools means to look at the fabric of the organisation itself, from curriculum to staff attitudes, recruitment to funding. Two facts are true of schools in England today: while 25% of pupils in English schools are from ethnic minorities, 93% of heads are white British; 62% of black Britons believe that the education system has a culture of racism. There are systemic issues that need addressing. Schools do not exist in isolation to the rest of society and are in fact often reactive agents within it. For schools to move towards becoming anti-racist, it will mean supporting societal change as a whole and recognising the voices, experiences and values of those who have traditionally been disenfranchised by mainstream education – and crucially, making this part of the way the school operates, not as a one off, impermanent measure. This will inevitably mean teachers challenging themselves and changing aspects of what they do. A priority for leaders in the next academic year is to work with staff to recognise this. 

I see Teams as a massive interactive classroom that brings a presentation, teachers and students together, allowing all of us to communicate in real time, responding to the needs, answers and questions that arise there and then.

Teams has allowed me to be able to assess pupils quicker than in a normal classroom environment. I can see their responses in the chat instantly, I can provide instant feedback and their peers can read and like their comments too. The pupils are instantly rewarded by their teacher and others too, which benefits the pupil’s self-esteem and wellbeing.

I like the way Teams give their pupils the opportunity to shine, to be the fastest person to respond to a question in the chat and to be able to participate more freely than they might well do at school.

I also like the way Teams has allowed pupils to have a sense of normality by hearing their teacher’s voice and seeing their faces on the screen, direct to their homes.

Teams has allowed the delivery of my lessons to develop and change for the better. I have evolved my lessons to include activities that engage and allow greater pupil participation. Pupils have shown they enjoy speed rounds, multiple choice questions, playing games and quizzes and using the functions that Teams has to offer like the ‘raise your hand’ button.

Sharing hyperlinks in the chat for pupils to watch clips or having a Microsoft Form to complete at the start or end of the lesson has also enhanced the learning experience of Teams. I can definitely see Teams continuing to be a firm part of the remote teaching and learning experience for the foreseeable future!

My 5 top tips for delivering lessons on Teams:

1. Plan a lesson that is going to allow for the most pupil participation, what works well in a classroom situation might not transfer to teams, you want to know they are taking part and are not passive, so use the chat function as much as possible within your lesson.

2. Talk to your pupils during the lesson, read the comments they make in the chat and use their names to verbally praise them; this gives them instant feedback and makes them more involved in the lesson.

3. Use emojis to respond to the pupils’ comments. If you are team teaching with another member of staff use the time that they are delivering to like and love the comments that are being generated in the chat. This gives the pupils instant feedback.

4. Make sure you are mixing your style of questions up; use multiple choice, speed rounds, games like picture reveal, who/what am I, wait time questions; to make sure that the pupils do not get bored of just listening to you read from a screen.

5. Use YouTube clips or video links in the chat for pupils to watch short extracts independently to be a time saver; this stops the transferring over of sharing a screen, and less likely for sound or lagging issues.