IoE News and Events

Below you’ll find some tips compiled by IoE staff to help children stay engaged during COVID-19. 

Generally: 

• Take your time to work out what works for you. Something that works well for one family or child, e.g. creating a timetable so that there is a clear structure for the day, might cause pressure and stress for another.
• It’s also important to recognise anything that you have achieved together. Try not to worry about or compare with what other children seem to be doing or what they might have got done in a typical school day. Learning takes place in small, uneven steps over long periods of time and isn’t always immediately obvious!
• Try to focus on what the child CAN do. If they see how the newly introduced material links with what they already know they will find it easier to learn, and what they learn will be more readily recalled.

Language learning:

• Time at home could also be a good opportunity for children and their parents/carers to learn more about other countries and cultures, an area that can be sometimes overlooked but which is important to develop. 
• There are lots of online materials to aid with language learning, but the challenge is to find things that are at the right level for your child.  There are some useful ideas on this site, with guidance about the level of proficiency needed (mainly for French but touching on other languages too).  It’s aimed at teachers setting work for their pupils, but could be used by parents/carers too: https://frenchteachernet.blogspot.com/2020/03/setting-work-for-home-study.html.
• https://www.goethe.de/en/spr/ueb/stu.html?wt_sc=couchpotato is a good source for German.
• A collection of links for younger learners of Spanish can be found at https://www.all-languages.org.uk/primary-2/primary-resources/spanish/
• Resources for French can be found here https://www.all-languages.org.uk/primary-2/primary-resources/french/
• There are also interesting materials for exploring how language learning can develop creativity – for children, parents, and everyone else. See https://www.creativeml.ox.ac.uk/resources

Mathematics: 

• Cooking could be used to teach maths by writing a recipe/ measuring out ingredients. 
• Board games such as snakes and ladders and monopoly are all good for developing mathematical thinking. 
• Creating subject specific questions and placing them around the house as a maths trail could work well too  e.g. if a child has been learning multiplication facts, they can then develop a trail around the house with clues and questions. This not only consolidates their learning but also develops problem solving! 
• You could also use Lego to develop volume, area and perimeter. 
• Using art can also be a good way to think about mathematics as well- e.g using geometry to create shapes through pictures and identify those shapes.  This can be linked with nature- if there is access to a garden. 
• Questions about time linked with simple fractions could work for young pupils. Older pupils could be asked to look at journey times online and work these out i.e ask them to work out how to get from Reading to Edinburgh in the least costly and most timely way. 
• Time conversions – asking what time will it be in another country if it’s 10:00 here, same as money conversions can help with arithmetic. 
• For learning how to multiply, see if they can suggest more than one way to think about multiplying e.g. five threes, or three fives, or 3+3+3+3+3 or a rectangle with a 3cm side and a 5cm side etc. 

Further sources:

• https://www.accessart.org.uk/
• Joe wicks for kids: https://www.thebodycoach.com/blog/pe-with-joe-1254.html
• https://www.scouts.org.uk/the-great-indoors/
• https://twitter.com/hubnature/status/1240672046885081088?s=12
• https://www.radiotimes.com/news/radio/2020-03-20/audible-just-made-hundreds-of-titles-completely-free-to-help-during-coronavirus-crisis/

Dr Karen Jones, Associate Professor of Educational Leadership and Management, Institute of Education, University of Reading recently attended the Advance Higher Education (HE):  Women in HE Conference 2020 Conditions for change –how can we accelerate change that tackles the treatment and inclusion of women?

Held in London on 23 January 2020, it marked the first Women in Higher Education Conference held by Advance HE.  The conference brought together academics from a wide range of disciplines and professional roles, who share an interest in addressing the deficit of women in senior leadership, both within the academy and beyond. In this blog post Dr Karen Jones tells us about the key messages from the event.

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The conference began with statistical reminder of disparities in the gender composition of UK university students and the professorial staff who teach them. Data from 2017-18 (Advance HE, 2019) shows the student population comprised of 43% males and 57% females, while the gender breakdown of postgraduate research students was 51.4% males and 48.6% females (Advance HE, 2019). Clearly this illustrates a healthy proportion of female students are participating in UK higher education. By comparison, in the same year, 74.5% of professors were male and only 25.5% female. Intersectional analysis of UK professors by gender and BAME/white identity reveals just 6.7% of professors were BAME males and 2.1 BAME females.

Of course, the picture is not all doom and gloom. As Alison Johns, CEO Advance HE, pointed out – we must celebrate the achievements of women like Baroness Valerie Amos, the first Black female Vice Chancellor in the UK and Professor Dame Janet Beer, the first female president of Universities UK, and Professor Louise Richardson, the first female Vice Chancellor of the University of Oxford. Still, while many women are making it to the top echelons of leadership in higher education and many other sectors, Advance HE estimates that at the current rate it will be 170 years before parity for women is achieved across the world. This set the scene for some lively debates in the sessions that followed.

One topic of debate was the gender pay gap and occupational segregation. Although the gender pay gap has narrowed across the sector, figures for 2017-18 for all university staff show the mean pay of men was £43,348 compared to just £36,128 for women. This equates to a 16.7% mean gender pay gap. Occupational segregation is a key explanatory factor for this pay gap, because a higher proportion of female staff in higher education occupy lower paid roles such as administrative occupations (80%), cleaning and catering (60%), and a higher proportion of males occupy better paid roles. For instance, males are 74% professors, 67% academic heads, 69% heads of school/faculty and 64% vice chancellors.

Other critical issues debated by delegates at the conference include the poor value given to women’s work, unconscious bias, discrimination and sexual harassment.

Key messages from the conference, supported by research and statistics from Advance HE (2019), act as a call for action in the sector:

1. There is evidence that women do have an appetite for leadership. Indeed, 86% of women take on roles in higher education that require them to have influence over others, but at the same time no authority. In consequence, women who go beyond the requirements of the role risk losing recognition.

2. Many women are confident that they possess the relevant leadership skills, but greater support needs be provided to help women implement their skills in a political workplace.

3. Too often promotion and development opportunities are opaque and poorly run. More needs to be done to create transparent and fair processes for career advancement.

In the meantime, real and perceived barriers persist for women seeking advancement in UK higher education.

Read more about these key messages from the conference here:

Equality in HE statistical report 2019: www.advance-he.ac.uk/knowledge-hub/equality-higher-education-statistical-report-2019

Statistics on pay equality in HE and links to former ECU resources: www.advance-he.ac.uk/guidance/equality-diversity-and-inclusion/employment-and-careers/equal-pay

UCEA and new JNCHES resources on the gender pay gap and pay equality in HE: www.ucea.ac.uk/library/publications/Taking-action-Tackling-the-gender-pay-gap-in-higher-education-institutions/ 

Dr Rebecca Berkley is a Lecturer in Music Education at the Institute of Education, University of Reading. She is the Subject Convenor for the BA in Primary Education (QTS) with Music Specialism, Deputy Director for the MA in Education and is also the Music Education Pathway convenor.

Rebecca’s main focus is to ensure trainee teachers at the University of Reading develop their expertise as teachers by being expert musicians in their classroom.

Read Rebecca’s reflections on musicianship and leadership and why this is applied to teaching at the University of Reading.

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Every music teacher inspires children by leading practical music making in their classroom. They use their musicianship skills every day. Musicianship training is at the core of all the music education provision we offer in the IoE, and in Music at Reading’s choral and instrumental ensembles. Musicianship starts by training the musical ear through games and practical activities, linking movement, singing and instrumental performance with a deep understanding of musical sound as it is represented in music notation. It is a really inclusive way of teaching music, enabling all learners from 0100 to develop strong musical skills to support them in their lifelong music education.

A fundamental part of our teacher training programme for primary and secondary music teachers at the IoE is teaching them the skills of classroom musicianship and leadership. We believe that every music teacher should be an expert musician in their classroom, using their skills of singing, playing, improvising, composing and directing in every lesson to inspire their students through creative work.

Recently, I was delighted to hear from a year 2 Music specialist on the BA in Primary Education (QTS) that she had taught a series of successful music lessons on placement in the summer term built around singing and rhythm improvisation which the children really enjoyed. Her mentor, who was not a music specialist, described the way she led the children in part singing as being ‘like a magic trick.’ The mentor was so impressed by the student’s leadership that she asked the student to show her how to do the same kind of teaching, and also asked for the student to observe her and give some feedback.

Music teachers trained at the University of Reading have a deservedly strong reputation for having solid practical skills as musical leaders, as a result of this approach in our Initial teacher Education, and on our Masters programme.

For more information in about teacher training in Music at the University of Reading, take a look at our Music Secondary PGCE, BA in Primary Education (QTS) with Music Specialism and MA in Music. 

Education. To join any Music at Reading ensemble and find out about our events and concerts, please go to the website (https://www.reading.ac.uk/music/) or follow us on social media

@UniRdg_Music.

Roy Blatchford CBE has worked in education for the past forty years. He has been a teacher, headteacher, school governor, government adviser, director of various educational charities, Ofsted inspector, national trainer and keynote speaker. 

More recently, he has helped establish inspection and school review systems in New York, Dubai and Mumbai. He is also a Visiting Fellow at The Institute of Education, University of Reading and presented the BA Education Studies annual lecture this year. Below you’ll find his impressions from a trip to Shanghai along with reflections about education. 

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Over the past fifteen years I have reviewed and inspected over 1000 schools, colleges and faculties around the world. Most recently I was in Shanghai. Wherever I travel I write a Postcard From……- trying to capture my impression of place together with some reflections about education. 

My own adult education journey began as a graduate of Reading University in 1973. I have been in teaching ever since: in schools, colleges and universities, home and abroad. I am particularly proud to have been granted the title of Visiting Fellow in the Institute of Education at Reading, starting October 2019.

Away from its gridlocked, elevated highways the largest city in the world works. Shanghai: a modern, socialist, international metropolis.

Contrast frenetic New York, chaotic Mumbai, the bedlam of Cairo – Shanghai hums with purpose. Twenty-six million souls occupy countless high-rise towers cheek by jowl with the stylish housing and municipal legacies of the French, British and American Concessions. The Huang Pu river bends through the downtown like a proverbial dragon’s tongue.

Bicycles of all descriptions, electric scooters, trams, cars, buses, pedestrians rub along politely. While ‘partageons la route’ is a vain exhortation sign in France, here it is practised unfailingly. No horns, no red-light jumping, no unpleasant jostling for road space – just simple courtesies.

Spring in Shanghai reveals handsome boulevards bright with luscious cherry blossom. Parks and lakesides fill with walkers, card-players, early morning and evening Tai Chi groups, grandparents match-making their grandchildren. By night, the competing colours of the iconic tall towers, neon adverts and laser beams illuminate the Pudong skyline.

The foods on offer from China’s diverse provinces are eye and mouth-watering, served up in enticingly named restaurants. Lost Heaven features Yunnan cuisine; Crystal Jade specializes in Cantonese dim sum; Guoyuan has super spicy Hunan

dishes on the menu. All this is an increasingly cashless society. Even the few street beggars can accept a contribution through WeChat the ubiquitous, multipurpose messaging app.

Shanghai hums to the tune of a global future, rooted in a colourful history of welcoming peoples from anywhere and everywhere.

Like Russian dolls, new cities rise up annually within the megalopolis, each larger than a combined Birmingham, Manchester and Leeds. I visit four schools in the new urban developments to glimpse China’s dazzling educational frontiers.

Where once the Chinese middle class sent their children to famous boarding schools in the UK and US, now those distinguished brands have come East, spawning hundreds of local for-profit and not-for-profit competitors. To meet the demands of the exponential growth in international and bicultural schools, Shanghai and Bejing alone need an additional 100,000 English speaking teachers over the coming decade.

The medium of instruction in lessons alternates between English and Chinese, frequently blending the two: humbling bilingualism at work and play. The country’s thoughts, culture and traditions properly lie in the core curriculum, just as they do in India and Arabia.

A student-led assembly invites teachers to share extracts from their favourite books in English and Chinese. The Principal is welcomed to the microphone to present a few prestigious awards won by students in recent pan-Asia competitions. In turn he challenges students to speak ‘English only’ on the corridors in the run up to the exam season. British and American English compete for students’ head-spaces. The anglophile, bilingual Head of Maths tells me she speaks fluent Chinglish and demonstrates in style.

Cambridge IGCSE reigns supreme in these impressive schools where student attainment is high, where IB scores are at their global best, where the students are MIT, Yale, Zurich and Oxford bound. I reflect on the political mugging of IGCSE in England. 

And Shanghai Mathematics is self-evidently in operation here, a reminder that context is everything, that a curriculum model cannot be readily imported in the way naïve UK politicians have contested.

In another school I encounter The Brain and The Oxygen Bar, attractive airy spaces for independent study. A number of classrooms have smart sofas and bean bags in part of the room, enjoyed by small groups of senior students to peer mark essays and plan oral presentations. QR codes are posted on doors for students to offer feedback to teachers and BYD (bring your own device) is embedded practice.

The co-curricular programme in a fourth school takes your breath away. Recent months have welcomed a world-class harpist, an international choir, national poets and artists of distinction. British leaders are pioneering an innovative, bilingual ‘head, hand, heart’ curriculum, fusing the best of Western and Eastern cultures for the 2 – 18 age range. And tasty lunch menus are something else: stirfried baby cabbage, pickle and egg soup, sautéed duck fillet and pepper.

The education market booms like a Californian gold rush. Entrepreneurs are in their element, Supermarkets proclaim Kumon Math, Saturday schools, tutoring agencies, university crammers. Education, anywhere and everywhere, is the investment the current generation makes in the next. In Shanghai there is no mistaking that imperative.

Teeming, urban China – through its young people – thoughtfully, optimistically modernizing without Westernising. The long march of the Silk Road continues.