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Education

Pupils face phased return to school

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WALES’ teaching unions reacted cautiously to the Welsh Government’s announcement of a phased return to face-to-face schooling.
Most under-16s in Wales have not attended school since before Christmas. At that time, a rolling series of lockdowns in schools combined with parents’ anxieties to cut classroom time.
At the last minute, the Welsh Government abandoned a planned return to direct teaching for the current school term.
Since January, the overwhelming majority of under-16s have got their lessons online.
FIRST MINISTER
SETS TARGET
Last Friday (Jan 29), Mark Drakeford announced the youngest children in Wales could begin returning to school after the February half-term. Their return will depend on rates of coronavirus continuing to fall.
Rates of coronavirus across Wales have fallen below 200 cases per 100,000 people for the first time since early November. And every day, thousands more people receive their first dose of the Covid-19 vaccine – the latest figures show almost 11% of the population have been vaccinated.
The return to primary school will be planned in a phased and flexible way from February 22, if the public health situation continues to improve. Students studying vocational qualifications will also be among those prioritised for the phased return to colleges.
However, those studying at Welsh universities will not return to their campuses until after Easter.
SCIENCE & SAFETY
MUST LEAD WAY
Dilwyn Roberts-Young, UCAC General Secretary said “Everyone wants to see a return to face-to-face learning as soon as it is safe to do so – the advantages for children, young people, families and staff are clear.
“We welcome the fact that the final decision about any possible phased and flexible return will be based on the latest scientific and medical evidence. We note the need to provide schools and colleges with sufficient notice to put the relevant arrangements in place, before half term.
“We will continue discussions with the Welsh Government, local government and Further Education colleges to ensure that any return is as safe as possible for everyone. We will certainly be raising the issue of vaccinating staff in these discussions, as well as the need to ensure support for the mental, emotional and physical health of staff and pupils.”
First Minister Mark Drakeford said: “We are making steady progress in bringing coronavirus under control once again. Every day, the vaccination programme is speeding up as more people are vaccinated and more clinics open. Each vaccine is another small victory against the virus.
“We’ve seen a really welcome fall in cases of the virus all over Wales, but they are still too high and the NHS continues to be under intense pressure.
“We need to keep the lockdown restrictions in place for a little while longer to help us bring rates of the virus down further. If we can do this, we will create the headroom we need to get children back to school after half term – starting with the youngest at primary schools
“We will work with teachers, colleges, local authorities to plan for the safe return of children to school over the next couple of weeks and keep parents updated.”
CAUTION
CALLED FOR
NEU Cymru’s Senior Wales Officer, Gareth Lloyd, said: “We welcome that Welsh Government want to use any ‘headroom’ created by sustained efforts to suppress the virus, to support the education sector. We have highlighted the need for a range of measures to be put in place – such as smaller class sizes and social distancing. NEU Cymru continues to work with the Welsh Government to try and make any wider return as safe as possible.
“We must be mindful that everyone will be apprehensive about a potential rise in the virus levels if we open up too quickly, so a phased approach is welcome, as a safe return is essential.
“It is really important to remember that schools and colleges are open now, and that education professionals are working hard to support children and young people with their learning, through this challenging time for everyone. Educators want a full return to the classroom, as nothing is better than face-to-face learning for everyone. But sadly we are not in that place at the moment.”
Laura Doel, director of school leaders’ union NAHT Cymru, said: “It has been a challenge for families to juggle employment and home-learning, and school leaders want to see nothing more than pupils back in class as soon as it is safe to do so.
“But it is clear that there are still too many unknowns, such as the effectiveness of the vaccine and the pace at which infections are falling, to put the February 22 date firmly in the diary yet.
“Talks have already begun between the Welsh Government and trade unions to make sure that there is a workable plan for lifting the lockdown. This includes reviewing all of the safety measures that schools have been using up to now, to make sure they are still effective.
“The Welsh Government will also have to put effort into reassuring families that it is safe to send their children back to school – there is a confidence test the government must pass to make the return a success.
“It is also important that the teaching workforce is prioritised for vaccinations. This would give confidence as well as providing a better chance that once lockdown measures are lifted, children’s education is less likely to continue to be disrupted by staff absence and illness.”
VACCINATE
TEACHERS
The Welsh Government has so far resisted calls to move teachers up the priority list for vaccinations, although Suzy Davies, the Conservatives’ Shadow Minister for Education first called for it to do so at the beginning of January.
Speaking on January 8, Suzy Davies said: “Welsh Conservatives have called for early vaccination of school staff. Everyone recognises how the virus has damaged education, affecting pupils and teachers alike, and no stone should be left unturned.”
At the same time as making that call, Mrs Davies highlighted the digital deficit which discriminates between those with access to devices to enable remote learning and those without. This week, the Welsh Government confirmed it had provided thousands of devices and means of access to school students in need but could not identify how many children remained without online access.
Responding to the First Minister’s announcement last week, Suzy Davies said: “The effectiveness of remote online learning across all age groups during the pandemic has been at best patchy, and our young people’s education has consequently suffered terribly for almost a year now.
“So, we welcome the announcement that a phased return for pupils, beginning with primary-aged ones, will begin from February 22. It’s what Welsh Conservatives have advocated as a safe and sensible approach to take knowing that Coronavirus doesn’t seem to follow any sort of predictable pattern.
“What we want now is a can-do, will-do attitude to opening all our schools as quickly as possible”
“We’re all hoping that this lockdown will be the last one, and Welsh Conservatives will work with the government to make this happen because too many futures depend on it working.”
Plaid Cymru’s Shadow Minister for Education, Siân Gwenllian MS said that the safety of all pupils and school staff should be the main driver of policy in preparation for the reopening of schools.
Ms Gwenllian continued: “The UK Labour Party has called for teachers to be vaccinated, suggesting this be done during half term week ahead of schools re-opening. Yet – in Wales – the Labour government has ruled out prioritising giving teachers the vaccine.
“The safety of all pupils and school staff should be the main policy driver as we prepare.
“Vulnerable groups should not be de-prioritised as the vaccine is rolled out, but the staff in school settings should be added to the second tranche of the rollout unless sufficient vaccine supplies allow them to be included earlier. This will give maximum confidence that schools can re-open as safely as possible.”
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Business

University to host industry summit online

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SUPPORTING industry’s recovery from the impact of the pandemic is a key priority for the University of Wales Trinity Saint David (UWTSD).

The University has a track record for working with industry through knowledge transfer, research innovation, workforce development and by providing a ready pipeline of skilled students and graduates, in partnership with employers.

In addition, UWTSD’s MADE Cymru initiative was established to support manufacturing industries in Wales to adapt to the challenges of Industry 4.0.

The initiative, funded by the EU via the Welsh Government, aims to support the economic recovery of manufacturers in Wales by offering part and fully funded training to businesses to upskill staff, as well as research and development that improves processes and products to reduce waste and costs.

In addition, UWTSD and MADE Cymru have organised an Industry Summit to be held online between June 8-10 to inform, engage and inspire businesses during this critical period of post-Covid recovery.

Expert speakers will be sharing their insights including James Davies from Industry Wales, Carol Hall, Regional Investment Manager, Development Bank of Wales, Chris Probert, Innovation Specialist, Welsh Government and Geraint Jones, Knowledge Transfer Adviser at KTN.

The line-up also includes Welsh manufacturers who will be sharing their own experiences, including Tim Hawkins, Managing Director, Markes International, Julia Chesney-Roberts, Commercial Manager, Riversimple, Angus Grahame, Founder of Splosh and Jacques Bonfrer, Co-Founder and Team Lead, Bot-Hive.

There will be guest talks from circular economy expert Eoin Bailey and lean author Daryl Powell and an opportunity to find out about the range of services offered by the University.

Graham Howe, Executive Head of the MADE Cymru project at UWTSD says: “This Industry Summit aims to explore issues and challenges facing manufacturing in Wales so that we can work together with employers to find solutions. 

“We always start with asking a manufacturer what their biggest problem is today and look at how we can help them with it.

“We aim to unravel potentially confusing challenges like these. Our approach begins by looking at what companies need to increase their productivity and competitiveness.

“We aim to lead the businesses we work with through a journey of continuous improvement – a journey that makes the most of Industry 4.0 technologies and their ever-growing digital capabilities to help solve the specific problems faced by each company.

“All of the feedback we receive from businesses shapes our curriculum – we want to produce employable, digitally literate graduates who can contribute to their workplace from day one”.

Alison Orrells is CEO and Managing Director of Safety Letterbox and has been one of the organisations participating in the MADE Cymru initiative.

She said: “It was important to keep innovating and investing to set us apart and come out stronger. It’s been intense but we had a game plan – now it is all about business future-proofing, being agile, collaborations and being adaptable.”

Covid-19 has affected every part of a business and shifted the focus from production to survival.

UWTSD recently led a round table discussion with Welsh manufacturers about the future of manufacturing in Wales.

That discussion found that their outlook is positive about the future.

Manufacturers accelerated their adoption of new technologies to enhance and optimise production.

With many employees on furlough, managers took the opportunity to rethink and invest in better IT, particularly communications, training and diversified into new product areas. They looked to local colleges and universities to help shift perceptions of jobs in manufacturing and demonstrated the career opportunities and pathways available.

They also loosened their reliance on overseas imports and looked for suppliers in the UK to minimise future risk of disruption.

All sessions of the Industry Summit are free to attend and places can be booked on the UWTSD website: https://uwtsd.ac.uk/made/made-cymru-industry-summit/

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Education

A long road back for education

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EVEN before schools find out what the new normal will be, the pressure is already on the education system to deliver significantly more.

Some talk about a ‘lost generation’ needing to ’catch-up’ amid concerns those comments stigmatise children. However, the reality is that children have missed months of face-to-face teaching, and that has inescapable consequences.

DISADVANTAGED SLIP FURTHER BEHIND

Wales’s learners have been part of the pandemic’s ‘collateral damage.’

Although, for now, there are more questions than answers, solutions to repair that ‘damage’ will need to be carefully considered and delivered during the Welsh Parliament’s sixth term.

Even before the pandemic, Wales already faced an uphill struggle to secure good educational outcomes for all its learners.

The most disadvantaged learners have extra challenges which can prevent them from achieving their full potential.

Even though the previous Welsh Government invested £585 million since 2012 through the Pupil Development Grant (PDG), the attainment gap it was seeking to close, didn’t narrow.

It also typically widens as learners get older.

There’s a stark difference between children eligible for free school meals and their peers at Key Stage 4, the two years where learners usually take GCSEs and other examinations.

Children and young people themselves are well placed to give their verdict.

A 2021 Children’s Commissioner survey of 20,000 children found that 35% didn’t feel confident about their learning, compared to 25% in May 2020. 

63% of 12–18-year-olds were worried about falling behind.

There are countless reports setting out adults’ views about how missing more than half a year of ‘face-to-face’ schooling has affected learners.

One of the major concerns is the variation between what schools have delivered to pupils.

There’s a long list of potential impacts:

·        ‘Lost learning’ meaning pupils could underperform academically and have their long-term prospects affected.

·        A loss of confidence in the examination and assessment system.

·        Long-term reductions in school attendance, a factor known to be key to educational outcomes.

·        Difficult transitions between school years and from primary to secondary.

·        Challenges in re-engaging learners and addressing low motivation.

·        An unhelpful ‘catch up’ narrative about lost learning placing unnecessary psychological pressure on children and young people; and

·        A negative effect on learners’ ability and confidence to communicate in Welsh where they haven’t been able to do so at home.

WIDER EFFECTS

As well as these obvious educational issues, there are wider predicted effects.

Current learners could earn less, with one estimate of up to £40,000 in a lifetime.

The harm to children’s physical health and a higher prevalence of mental health issues, including anxiety and depression, are also serious concerns.

 The pandemic’s wider economic impact is also likely to increase the number of children living in low-income families.

Again, it’s the most disadvantaged learners who are predicted to bear the brunt in the longer term.

For example, in March 2021, the Child Poverty Action Group found that 35% of low-income families responding to its UK wide survey were still without essential resources for learning, with laptops and devices most commonly missing.

The Fifth Senedd’s Children, Young People and Education (CYPE) Committee heard that there is “plenty of evidence” that” there are striking differences between families in terms of their ability to support young people in their learning: the resources they have around them, the enthusiasm, the engagement, the commitment”.

REBUILDING TRUST

There must be work to rebuild relationships that have been under significant strain during the past 12 months.

Those between teaching unions and the decision-makers within the education system; between parents/carers and schools; and perhaps, most importantly, re-establishing the relationship between learners and their teachers.

Some of the immediate solutions which are already on the table or up for discussion are: more money, including the ‘Recruit, Recover and Raise Standards funding’; more teachers and learning assistants on the ground; changing term times; and setting up summer schools, holiday clubs and home tuition.

However, the longer-term problems are far harder to solve.

One estimate puts the cost of Wales’s journey back from COVID-19 at £1.4 bn to meet the challenges to the education system alone.

The opportunity exists for major reform and an examination of the whole approach to and aim of education.

Children and young people’s return to the classroom has been heralded as a big chance to put their well-being at the heart of education. As well as having a positive impact on well-being, put, mentally healthy children are much more likely to learn.

Following pressure from the Fifth Senedd’s CYPE Committee and its stakeholders, Wales has already made a significant shift towards establishing a ‘Whole School Approach to Mental Health’. The challenge during the Sixth Senedd will be to deliver it.

PERMANENT CHANGE

The potential sting in the tail is that, at the same time, the education system is getting children back to school, it also contends with major legislative reform.

This is in the form of wholesale changes to both the school curriculum and support for learners with Additional Learning Needs.

Some may argue that there’s been no better time to have such significant changes.

If the education system can successfully implement these three major reforms, arguably Wales will complete significant leg work and be on a firmer footing to meet the challenges presented by Covid-19.

At this stage there may be many more questions than answers for the education system.

The world into which learners will move has changed forever.

Not only has the pandemic interrupted their schooling, but the future journeys they were expected to make into the workplace or further and higher education could be unrecognisable.

The skills and aptitudes needed in the ‘new normal’ are only now beginning to be identified and are likely to be different from those needed before the pandemic began.   

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Education

UWTSD launches new Vocal Performance degree

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UWTSD has launched a new Vocal Performance degree for the next academic year.


Building on the success of the postgraduate programmes at the Wales International Academy of Voice, the newly devised BMus (Hons) Vocal Performance is a specialist industry-focused programme for singers.
The new programme is delivered by expert academics and practitioners of national and international repute within a specialist facility.


Students will be offered extensive 1-to-1 vocal tuition, and masterclasses from world-renowned artists, and of course all of this will be located within our specialist facility in Cardiff.

Modules on the programme examine areas such as vocal technique, performance studies, movement, music theory, technologies of performance and performance projects designed to develop a holistic approach to vocal performance.


Assessment on this programme is by a range of methods offering opportunities to present learning in a variety of different ways throughout the course.


Learning methods include performances, portfolios, technical assessments, recording, electronic testing, arranging, mock auditions, podcasting, essay writing and presentations.


The staff at the Wales International Academy of Voice are looking forward for students to enrol on this newly designed degree.


David Bebbington, Academy Manager and Programme Director said: “Students on the new BMus programme will study voice in a holistic context, enabling them to engage with performance in a variety of settings, and introducing them to the multitude of opportunities available in their future careers.


“Central to the vision of the programme is ‘the industry’, and as such elements of the course will involve aspects of performance, recording, movement, music theory and studio techniques for example.


“At the end of the course, students will move into performance, music creation, teaching or a host of other session music opportunities.”


Barry Liles, Pro-Vice-Chancellor and Head of the Wales Institute of Science and Art (WISA) said: “The University is pleased to witness the strategic development of a BMus in Vocal Performance at the Wales International Academy of Voice.


“We believe this programme will provide an exciting opportunity for a significantly greater number of undergraduates to join our prestigious, world-class academy.


“Based on our enviable reputation within this vocal domain, the new programme will provide progression opportunities for our students on to postgraduate study or as practitioners in the sector.”


It is anticipated that graduates of the Vocal Performance programme will commence careers as performers, creators, teachers, recording artists and within various other related disciplines. The BMus (Hons) Vocal Performance may also lead to further postgraduate study.

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