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Learning how we learn

Thu, 02 Feb 2012 16:25:00 +0100

Finally – I can justify to my parents all those school reports that mentioned how ‘vocal’ I was in school. According to a study by Durham University, reported on the BBC, it appears that pupils who shout out in class achieve better results than those who appear to be better behaved and quiet. The study of 12000 primary school pupils found that the outspoken pupils tended to perform better in maths and English.

We all have different learning styles, and even today, if I’m reading an article on a topic I’m unfamiliar with, I’ll find myself reading aloud to myself. Speaking aloud obviously helps me to process and retain information. Although perhaps there’s more to it? The lead author of the research, Peter Tymms, believes that pupils who are outspoken in classes perhaps benefit from receiving additional feedback and attention from their teachers.

What this article has made me think about is the fact that we do all learn in different ways and at different speeds - a real challenge for any teacher faced with a class of 30 children. With a daughter due to start school later this year, it’s also made me realise that I need to be aware of different learning styles and to ensure I try to identify my daughter’s preferred style in order to help encourage and support her learning. If you’re unsure of what your learning style is and you’re keen to find out, here’s a link to the BBC Open University site which features an online survey designed to find out which way of learning works best for you.

http://www.open2.net/survey/learningstyles/

BETT 2012

Wed, 25 Jan 2012 18:37:00 +0100

Running the press office at BETT, the world's largest technology in education show, is always a momentous event in the Mango calendar. This January was the 7th BETT we've worked on, and they do say time flies when you're having fun!

The Mango team works non-stop throughout the show to look after the 400 journalists who visit BETT, and it is a fantastic opportunity for us to catch up with people, show off what BETT has to offer, and give our feet a workout - the poor things are still recovering now.

For all of you who stopped by the Press Office to visit us, we would like to say a big thank you for helping to make this year our best BETT ever! Visitor numbers were up by 3.84 per cent which, considering it was BETT's last year at Olympia, truly ensured BETT went out with a bang.

The real highlight for us this year was the attendance of The Rt Hon Michael Gove MP, Secretary of State for Education, topped off by HRH the Duke of York, Prince Andrew. Mr Gove delivered the opening address and it was fantastic to see his recognition of the importance of technology in education. Every national newspaper and broadcaster published a news item about Gove at BETT with the BBC running a follow up news item specifically on BETT the following day.

Exhibitors showcased their latest resources and as always wowed the crowds with fascinating technology and CPD opportunities. Learn Live and Education Leaders @ BETT CPD sessions provided much sought after best practice ideas and as always, the BETT Awards celebrated innovation in the sector.

Next year BETT will be held at ExCel, so it will be bringing its wonderfully successful personality to the east. Also, please put the new dates in your diary too – for BETT 2013 will take place from the 30^th January to the 2^nd February. So, new venue, new date and plenty of time for teachers to settle back to school after Christmas before taking a day off to attend BETT.

And if you just can’t wait until the next BETT, catch us at the Education Show: http://www.education-show.com where we will be running the Press Office too!

Teachers Tweet Gove

Tue, 24 Jan 2012 10:43:00 +0100

When the coalition government arrived in May 2010 there appeared to be a rush of significant changes. Firstly schools received the devastating news that the Building Schools for the Future Programme (BSF), established to re build or refurbish run down schools, was to be scrapped.

Academies, which had previously been defined as failing schools that were rebuilt and restructured schools to save them from closure suddenly became the cream of schools – the ‘outstanding’ ones. This was swiftly followed by ‘Free Schools.’ The curriculum was put on ice and schools were given the freedom to make their own decisions.

These significant changes un-nerved the sector – not just because none of us like such major changes, but more so because there appeared to have been no consultation process prior to these announcements.

Today however we hear the news that the public have responded enthusiastically to a Twitter appeal for questions for MPs to ask the Education Secretary, Michael Gove. A spokeswoman for the committee said the MPs want to reflect the most pressing concerns in education.

This move also demonstrates how MPs are moving into the 21^st Century. Graham Stuart MP, chair of the committee, believes this is the first time MPs have used Twitter to ask for questions for a select committee.

Clearly Gove now wants to hear from those who experience the sector’s issues every day of their working lives. Great news for the sector – we wait to hear the outcomes!

The questions can be submitted by 11:00 GMT on Friday 27 January by adding the hashtag #AskGove to the tweet.

Christmas is coming

Thu, 15 Dec 2011 15:53:00 +0100

Secret santa presents have been opened, mince pies have been eaten and mulled wine has been drunk…it’s Christmas! We’re all so excited about the holidays, and are busy planning how we’re going to spend time with friends and family. Sitting around enjoying our festivities we began saying how Christmas appears to come round earlier and earlier each year and it got us thinking about the smells, sights and sounds that make us feel Christmas is on its way. For me, I know Christmas is coming when I've seen the Coca-Cola advert and can't stop humming - holidays are coming... holidays are coming...

Here’s how some of the other Mangos know that the festive season has well and truly arrived.

Rachel says: “I know Christmas is coming because my house smells like pine trees and oranges, I’m excited to see my mum and I’m craving mince pies and mulled wine!”

Sue says: “I know Christmas is coming because when you walk in the town centre the Christmas lights make everyone smile and children walk around with big eyes looking at all the toys in the shop windows.”

Rebecca Rocca says: “I know Christmas is coming because I’m on a desperate mission to drop a whole dress size in just three weeks!! I always seem to start a new faddy diet on Dec 1^st so I can catapult myself into some glitzy, sequined little number just in time for the party season!! I am going to fail… again…this year – but who cares? It’s Christmas! And ‘being bold’ and scoffing down cheeky chocolate truffles and mince pies with friends is half the fun if you ask me!”

Rebecca Thomas says: “I know Christmas is coming because the house at the top of my road that uses about half of the National Grid’s entire supply in electricity for its fairy lights has them up and running once again.”

Jackie says: “I know Christmas is coming because I have a countdown in the house with my children as to when they can open the first window of the advent calendar!”

Lydia says: “I know Christmas is coming because I feel constantly sick from eating too many mince pies and other treats (despite spending the last two months dieting in an attempt to drop a dress size for the occasion!!!) Also, a combination of the smell of Marks and Spencer’s festive spice candles, satsumas, Fairytale of New York on the radio and films like Home Alone and Elf all fill me with Christmas excitement!

We hope you all have a very merry Christmas.

Sarah

Flipping out for Flipped Learning

Fri, 02 Dec 2011 15:01:00 +0100

According to the Times Educational Supplement recently, ‘flipped learning’ is the latest teaching craze. But what is it?

Today we are in little doubt that technology has, and is having, an enormous impact on the way we teach. We only have to look at the ongoing popularity of events such as BETT, and the proliferation of discussion around the topic of social media to see its impact. However, up until now, the focus on classroom technology has been just that: technology for the classroom.

Flipped learning takes this trend and literally turns it upside down; it takes technology out of the classroom and puts it instead in the home, making the classroom a place for learning rather than teaching. On a practical level, this means that students are given videoed lessons or online activities to complete at home, and in class the teacher would set the work that cements a grasp on the topic that would usually be given as homework. This suggests that the actual applied learning can therefore happen in the classroom, with the added benefit of the teacher being present to help facilitate it.

For those that attended university I hear you say, hang on a minute – isn’t the way you learn in higher education similar? I recall needing to go away and watch a video, prepare a reading or research a topic in my own time. The following day the actual discussion and debate could then take place to reinforce this learning in seminars or tutorials. However, this has always been easier said than done in schools as student co-operation and dedication can prove hard to stimulate outside the school walls where there is no direct teacher involvement (how many of us have used the ‘the dog ate my homework’ excuse?)

On a day to day basis here at Mango, we see, hear and work with technology that is designed to have take-home ability. As a result, I can see the benefits of flipped lessons; allowing students to take responsibility for their own learning, offering the flexibility to progress at their own pace without the distraction of other students, and allowing contact time to be used in a more meaningful way to discuss what has been learnt. However, to be successful, it will require students who are willing and committed to taking control of their learning, educators trusting their students to do so, and will need to ensure that each student has equal opportunity to access resources in the home environment – something that is not always easily possible.

Flipped learning certainly sounds like an interesting proposition, but can it really be the future of education? Could it support a greater education divide? We will have to wait and see.

The purpose of awards

Fri, 18 Nov 2011 09:56:00 +0100

Wikipedia defines an award as something given to a person or a group of people to recognise excellence in a certain field; a certificate of excellence. It is interesting why people enter awards. Is it for the status, in the same way as a gold medal at the Olympics, is it for the company to celebrate internally and receive confirmation that what they are doing is working, or cynically is it simply a money-earner? For the team at Mango Marketing receiving the silver award for ‘outstanding PR agency of the year’ award last Friday was about celebrating what we do. It gave us the excuse to travel to the awards dinner in Brighton to celebrate the fact that we love our work, our clients and each other.

I have to say that for me, if we needed to win an award to show our clients that we excel at what we do, then we are doing something wrong.

We are at work for over half of our waking hours and therefore when I set up Mango Marketing in 2001 I wanted to build a team of people who were the best at what they do, work well with each other, work hard for our clients ensuring they are always overjoyed with what we achieve and of course have fun in doing this!

On Friday night we collected the top award at the Chartered Institute of Public Relations (CIPR) awards dinner for being the ‘outstanding PR agency of the year.’ However I am more honoured that every day the Mango team wins its own awards for achieving excellence in every aspect of what we do.

Now that's what I call 'Girl-Power'!

Wed, 09 Nov 2011 13:05:00 +0100

This week Google's home page honoured Polish-French physicist and chemist, Marie Curie with a doodle in celebration of the 144 anniversary of her birth.

Sure, we learned about Marie Curie and her amazing achievements in school, but I had never considered her the original poster child for ‘Girl Power'... that was until I did a little further research this week. Unconvinced? Let's take a look at the evidence...

Born in Warsaw in 1867, Marie was one of five children and grew up in a very poor family.
With a deep desire to educate herself a young Marie agreed to work so her older sister, Manya, could attend university. When Manya became a doctor, she returned the favour.
She moved to Paris in 1891 to pursue her studies in mathematics and physics having been refused entry to University in Poland because of her sex.
While living there she lived in a cold apartment and survived on very little food but graduated with the highest grades in the class and was awarded a scholarship.
She went on to achieve a master's degree in mathematics and a doctorate in physics.
She is credited with discovering the elements polonium and radium.
Marie pioneered research in radioactivity, and along with her husband is accredited with its discovery.
She was the first person honoured with two Nobel Prizes in two different fields.
She was the first female professor at the University of Paris.
Marie became the first woman to be entombed on her own merits in the Pantheon in Paris.
Albert Einstein is reported to have remarked that she was probably the only person who was not corrupted by the fame that she has won.

Françoise Giroud's Marie Curie: A Life, emphasizes Marie's role as a feminist precursor- undoubtedly ahead of her time, emancipated and fiercely independent. Not so long ago ‘Girl-Power' simply meant encouraging legions of ladies and young girls to ‘spice up [their]life', don a union jack mini-dress and chant ‘zig-a-zig-ahh'; light-hearted fun, if not a tad opportunistic. Marie, on the other hand, had to overcome real barriers that were placed in her way because she was a woman, and she spectacularly knocked each one down, empowering generations of women long after her death. She makes me extremely proud to be a woman - if that isn't the true meaning of ‘Girl-Power', then I have no idea what is?!

Twitter chat - making it work for you

Mon, 24 Oct 2011 09:04:00 +0100

Twitter. It’s the ‘marmite’ social medium. We seem to either love it or hate it. As with any communication tool there are right ways and wrong ways to use it. But perhaps more importantly than trying to follow the rules, you need to discover how to make it work for you. There’s a lot of white noise on twitter. Fight your way through the football banter between Lord Sugar and Piers Morgan, the style tips offered by celebrities known more for their clothes than their talent and the general moans of people that use twitter as an outlet for their daily frustrations, and you find genuine people having interesting and informative discussions.

This week Mango used twitter to facilitate the second #BETTChat, a weekly discussion platform for BETT exhibitors, visitors and anybody interested in the role that technology has in enhancing learning. The first week was a learning curve for everyone involved. We wanted it to be for debate and discussion and whilst many were keen to share information related to the products and services they offer it quickly became an interesting conversation on how we can most effectively share best practice globally. In this week’s #BETTChat we got straight into a debate on how important it is for schools to engage with parents and the role that technology has in facilitating this relationship.

We averaged more than one tweet a minute during the hour of #BETTChat with a variety of people contributing to the discussion and keen to continue the debate the following week. If you’d like to join in the discussion yourselves, or merely act as a spectator to see how this format could work for you, feel free to join us on twitter between 4pm – 5pm (GMT) every Tuesday afternoon. Simply search for #BETTChat to find out what’s being discussed and to get involved ensure you add #BETTChat to your tweet.

Rising concerns over care of the elderly

Fri, 14 Oct 2011 16:15:00 +0100

I was particularly interested in reading the results of a report by the Care Quality Commission this week, which found that elderly patients in half of NHS hospitals are not being properly fed or cared for due to a lack of 'kindness and compassion'.

The report found that pensioners, who account for almost half of hospital in-patients, are routinely denied the most basic care because of a culture of neglect among staff; suggesting that this is a concern that needs to be addressed sooner rather than later.

It revealed that twenty hospitals in England had broken the law by failing to protect the dignity of older patients and ensure they got sufficient food and water. In addition, thirty-five others subjectto unannounced visits this year, also needed to make improvements, with just 45 out of those 100 involved considered ‘satisfactory’ by the Care Quality Commission.

But what is the underlying problem? Is it a general lack of respect for the elderly, or are nursingstandards too low? Or, could it be the ‘tick box culture’, which is perhaps resultingin nurses spending being forced to spend too much time completing paperwork;time that could be spent with patients?

I have no doubt that nurses and otherhospital staff are under immense pressure, and the majority of them, I’m suredo a very good job in caring for sick people. I do however think that thereneeds to be an investigation into why this is happening, and something needs tobe done to ensure that there is a significant improvement next time round.

University: Is it really all so necessary for everyone to go?

Fri, 07 Oct 2011 11:27:00 +0100

Mango Marketing had Charles Rose spending the week with us on work experience. Charles shares his view on higher education.

Despite the ever present increases in university fees, students are constantly told of the importance of a good education and how important further education is in terms of our future lives.

However, the increasing costs are starting to make a number of students, parents and professionals from all fields ask, “is it really necessary to go to university, should we even think about going, is it all worth the fuss?”

The face of higher level education for over 18s changed beyond any recognition since the government announced late November/December 2010 that tuition fees from 2012 would increase to a jaw dropping £9,000 per annum.

“Education, education, education”, said Tony Blair back in the late 90s. He believed this was a crucial factor in the wellbeing of our country’s future successes and it is without a doubt that education does have paramount importance to our ambitions and our lives in general. However, we are all too aware of the fortunes of the Dragons from Dragons’ Den or of the business might of Sir Alan Sugar - many of today’s top earners who started their fortunes from very humble beginnings did not graduate from university. So what does this show us?

It goes to show that it is not necessarily the educational credentials that you hold that determine your success in the workplace. It is about your motivation and determination to work for a productive life. The rising popularity of apprenticeships continues as the government in May announced a package worth £60 million to increase apprenticeships by 250,000 over the next four years. Apprenticeships in a variety of professions and skills such as construction, agriculture, catering and even childcare are an enriching way for many students struggling up the education ladder to build an excellent future for themselves.

To conclude, all I would say is that as important and crucial as degrees may be for the foundations of a long, motivating and productive working life, it is important to know as shown by some of the top earners and future workers in our country that anyone can have the chance to prove themselves”.

Technology in schools; a student's view

Fri, 30 Sep 2011 14:35:00 +0100

Eleanor is 18 and currently finishing her A-Level exams at a sixth form in Surrey. We asked her about her experiences of technology at school:

During my time at school, there was a great use of interactive whiteboards in pretty much all subjects. What seemed to be lacking, I felt, was a truly interactive experience for the students. My English teachers tried to improve this by including individual handsets for the students. Through this, they were able to post questions on the board and pupils could type their answers on their handsets that would then be shown on the whiteboard.

I always felt that we should have had more of a chance to comment on the information displayed on the whiteboard; especially important for those who didn’t have the confidence to do so out loud. I now imagine a piece of technology that enables students to annotate, change and highlight what is on the board on their own personal handsets; they would have the opportunity to illustrate opinions through drawings that they may have found difficult to articulate in words. This way, the teacher could encourage more class discussion while closely monitoring what progress the students are making.

Earlier on in my school days, I remember becoming disillusioned when it came to certain subjects, particularly when learning my times-tables which was never my strong point! Seeing all the new technology that is now around, I would have loved to be able to play interactive games to help learn these seemingly mundane skills. I now imagine an incorporation of something similar to the Nintendo Wii into the interactive whiteboards. We did have online games and puzzles, but to have games that seem as in-depth and exciting as Call of Duty or Sims 3 to young children, but with hidden maths problems, would be extremely appealing.

I have brothers that, at a young age, seemed to only excel in computer games! At school, they responded badly to wrong answers and poor grades, and thus chose to do less and less work and to play more and more X-box, where they achieved highly and felt better about themselves. To be able to incorporate these skills into productive learning would, I imagine, minimise these issues. Creating a more exciting and interactive learning environment seems exactly what they need to improve their key skills and make students more excited about school than they are about getting home in front of the games console!

Destined to be a GP, debt collector or Elvis Presley!?

Thu, 15 Sep 2011 16:28:00 +0100

The Sunday Times recently commissioned research from the Office for National Statistics (ONS) to determine the role that birth month played in determining a baby’s future career, health and life expectancy.

I have to admit, the very first thing I did when I read the title of the article was scroll down to my own birth month, January, to learn something ‘cool’ about my own ‘destiny’. The only exciting fact I discovered was that I share the same birth month (not even the same date) as Elvis Presley! The research shows that a high proportion of GPs and debt collectors are born in January; not exactly the claim to fame or thrilling future I was hoping for!

February proved a little more exciting with a high percentage of artists born in this month...of course they are prone to narcolepsy so that taints the appeal somewhat. Interestingly, June has produced five of the last 22 Nobel peace prize winners; those born in October are likely to live the longest – 215 days more than someone born in March; April increases a child’s chances of health problems and December has produced an above average number of dentists and...wait for it..Messiahs!

After careful consideration I have decided that March is the definitely the best month to give birth. March is most likely to produce pilots and musicians; imagine having your very own mini Lady Gaga and John Travolta? September would be a close second for me, with children born in this month most likely to do well academically and at sport. November, however, is a month to be avoided at all costs, with a higher number of serial killers and schizophrenics born in this month.

So, do you think the research is accurate or absurd? In all honesty, if my birth month listed prospects as exciting as those in March then I may have been swayed a little towards ‘accurate’. However, suggesting that I am destined to become a debt collector... it’s going to be a staunch ‘absurd’ from me! Still, it’s fun to have a look.

Many vocational courses axed

Tue, 13 Sep 2011 08:44:00 +0100

This week we welcomed Bethan Thomas, a second year student from Royal Holloway University of London in to the office for work experience. We asked Bethan to write a blog on a topic of her choice.

Vocational Courses for many years have been seen as an alternative for those students who are not highly academic. But now according to the BBC, The Guardian and many others, many of these specialised vocational courses will be axed by 2014. Much of this is apparently due to ‘strict new criteria’ that have been brought in to prevent courses such as NVQ level 2 in hairdressing being awarded the same level of merit as six GCSEs.

Schools Minister, Nick Gibb, states that he is in support of this change. He says that these changes have been long overdue and “young people should be taking only the best qualifications in academic and vocational subjects that allow them to progress”. With the changes he is supporting, students must achieve A*-G grades. However, as Marius Frank, Chief Executive of ASDAN Education argues, in some cases this could have a detrimental and damaging impact upon weaker learners and those with learning difficulties such as dyslexia. I myself have dyslexia and therefore I have personally experienced how difficult academic subjects such history can be to understand. I do believe that some steps must be taken as every student deserves any qualification they achieve to be worthwhile and as helpful for their future as possible, but I do not think this should be at the detriment to those who are weaker learners. Malcolm Trobe, Policy Director for the Association of School and College Leader, believes that the pressure that would be put on schools to only offer the courses included in the new league tables may result in the loss of a variety of courses that are of importance to many students.

According to The Guardian, thousands of vocational qualifications will be removed from the league table because they are not broad enough and do not offer the chance for further study. Will this mean that students who have always dreamt of being a hairdresser or a plumber will have to study courses that are irrelevant to their chosen career, making them spend longer in education just to get back to the same point they could have been at before these changes? For the more academic of us these changes may make sense but it must remembered that a ‘one size fits all’ education cannot realistically work, and those that need the most help may end up being left behind.

Outstanding PR consultancy!

Fri, 26 Aug 2011 09:28:00 +0100

Great news received today at Mango; we have been shortlisted for the Chartered Institute of Public Relation’s (CIPR) 'Outstanding Public Relations Consultancy' award with just one other agency in the category!!

We all feel that we are a very lucky agency – continued success blended with a great team and most importantly wonderful clients. For our clients, we operate as if we are their in-house agency with regular informal chats mixed with formal strategy and planning meetings.

Our award entry focused on our belief in the importance of immersing ourselves in the education sector and our client’s business, so we are trusted by editors to contribute relevant editorial.

We also believe that public relations should extend beyond just media relations; a mistake that we feel many agencies make. At Mango we are always looking for opportunities for our clients whether that involves meeting with key sector stakeholders, government agencies or a speaking opportunity at a conference. It is all a part of the path to raising the profile of our clients within their target audience.

The benefits of PR are notoriously hard to measure. It is common for agencies to measure PR in terms of the advertising value equivalent for the page where media coverage has been achieved. However, this does not take into account how relevant this publication is to the client’s audience, whether the article in question just mentioned the client name in passing or whether the article was solely about the client and finally whether the client’s key messages were included in the article. Once these factors are measured we feel you have achieved a closer measure of the effectiveness of coverage.

All in all, we hope the judges recognised our passion to achieve for our clients and the pleasure we get from working with such a lovely group of clients!

The Kids are Alright

Fri, 12 Aug 2011 16:00:00 +0100

I doubt I’m the only person who is feeling upset and angry, wondering what on earth has happened in London and across England over the last few days. Videos and photos of violence, burning buildings & cars and stripped-out shops have made news reports similar to scenes you would expect to see in a film.

For me, the saddest thing of all is the fact that decent people are suffering because of this minority of mindless criminals, who have such little respect that they have destroyed their own communities. Even worse, these children, as young as seven years old, are creating a negative image of young people as a whole and their generation is being blamed.

Though it is hard to be positive at times like this, we do have to remind ourselves that most youngsters are not involved and have the common sense to realise how wrong all of this is; they are in fact just as concerned and troubled by all this as any adult is.

I really dislike the fact that the media has decided to blame the problems on a ‘lost generation’, for the faults of a minority - it is unfair to tar all children with the same brush. I’m sure us adults would have something to say if we were bandied in with everyone of our age group because a few people did something wrong.

It is times like this that I realise we rarely hear stories about the young people who are doing good things, those who deserve some recognition for being decent citizens. Believe it or not, there are plenty of inspirational, passionate and hard-working teenagers out there, who play an active and positive role in their communities.

So here's to the young people who are contributing to our society, the ones who should be dominating the news with their hard work and success that goes unrecognised and gets overshadowed by the few who decide to spoil it.

Update from the fruit bowl!

Fri, 05 Aug 2011 16:24:00 +0100

This week we thought we would give an update of what has been unfolding in the Mango world – perhaps quite an apt description as we have begun preparing for BETT 2012 and the publication of our new “BETT Update” which will be issued to all pre registered visitors coming to BETT 2012. The “BETT Update” is an exciting new publication allowing us to give our visitors a small taster of what they can expect to be happening at the exhibition. Some of the features will include the new and improved products being exhibited again and the products that have never been seen before at the show as well as the most current technology that we can expect to be displayed. Information from our exhibitors has been flying in giving us plenty to do and keep us nice and busy as well as discovering the sorts of things we can expect from our exhibitors BETT 2012.

We are all waiting in anticipation as our MD Sue puts the final touches to her Channel swim next week. As this will be the last blog before she takes part in this monumental swim we would all like to wish her GOOD LUCK!!

Kent school invests in an iPad for each child

Fri, 15 Jul 2011 16:11:00 +0100

This week we had the pleasure of having Joe Ball, a Year 10 student from Bishop David Brown school in for work experience. We asked Joe to write a blog on a topic of his choice.

This was one of the news headings in the Daily Mail this morning, which grabbed my attention “School orders parents to buy their children a £600 iPad2”

A school in Dartford, Kent has ‘ordered’ their student’s parents to buy them iPad 2’s. Apparently this will ‘revolutionise learning’ and give students the chance to ‘improve their learning wherever they are’. I think that using this latest piece of technology in schools will appeal more to the students, than the teachers. The iPad 2 has two cameras, Internet (safari), Email, iBooks (book store), Videos, Photos, iPod, iTunes, App Store, Maps, YouTube, Notes, Calendar, Contacts. Out of that list of basics on the iPad 2, I can only see one thing that would not be a potential distraction in class (depending on the teacher and/or student), and that’s the calendar.

What’s more, parents will have to pay £16 a month (per child) for three years, to equal a full payment of £576. But, in a recession, what will happen if parents can’t afford this? Every child has one but yours? The head says that 90% of parents support this movement, but what about the other 10%? Will they just be excluded from this update in technology?

I am unsure that there are any features on the device, which are educational, that are not on a computer. For instance, the internet is easily accessed via a computer (as are emails), compulsory books which are needed for educational purposes are purchased by schools and extra non-educational books can also be supplied in most school libraries. Educational videos can be watched on a computer, notes can be made in word documents and most schools supply their students with a planner to write dates in, so a calendar isn’t needed.

So why has the school chosen to purchase iPad 2’s instead of mini notebooks, for example? In terms of mini notebooks, most students are familiar with them, know how to use them, they are generally more durable, simpler, and are fitted with all the essential programs so you don’t have to keep spending money on updating them.

There are some very good points to the iPad 2, for instance, it has a 10 hour battery life, is light weight, ‘super fast’ and it’s fun to use. But on the other hand, it doesn’t allow you to multi-task, its easily scratched and broken, has a smaller display screen than most computers and its files cannot be put on a flash drive or removable device.

Therefore I believe that computers could be used just as effectively as iPad’s, for educational purposes. iPad’s could be used by staff however, if it makes their work easier, or students could purchase their own iPad through a similar payment system, by building up pocket money over a number of years. Although, by then, there will no doubt be a new and improved replacement for the iPad!

Summer of '69, or 1986 in my case

Fri, 08 Jul 2011 08:39:00 +0100

With the summer school holidays almost upon us, I am reminded of my own school days and all the wonderful feelings that last day of the school term evoked. Knowing that what lay ahead was three full months of freedom; no teachers, no homework and no ‘not on a school night'. The smell of freshly cut grass filled the air, the sun was guaranteed to shine every day and our usually quite cul de sac was a hive of activity and laughter long into the evening.

Full of nostalgia for summers gone by, I decided to ask all the Mangos to share their best childhood summer memories with me...

Me(Rebecca R): My childhood summer's always involved at least one mandatory visit to Ballybunion Beach in Co. Kerry, Ireland, and for a moody teenager, any activity that involved been seen with your parents, much less in their ‘swim suits' was considered the ultimate in social suicide. Packed into the car we would set off and when lunch time rolled around it meant three things...sand laced ham sandwiches, warm coca-cola and cheese & onion crisps! While my sister and I moaned and groaned about it at the time...now the memories of our BallyB trips never fails to make us smile!

Sue: My happiest memories come from the summers of my childhood. My father was a college lecturer and the most wonderfully able eccentric, so we took a week or two extra holiday before the school summer holidays to head off in our caravan across Europe for six to eight weeks. The ferry trip across the channel left me with an, as yet, unfulfilled dream to swim across it. We then spent the next few weeks driving through tiny villages across France, Germany, Spain, Italy and even as it was known then, Yugoslavia, stopping for the night in some of the most exciting and varied camping sites. Games of badminton and boule with the local children occupied our evenings. Sadly my sister and I were less interested in the trips to Pisa, The Colosseum, Vesuvius and the Kazbar in Tangier than the beaches and friendships we made with everyone and anyone. If I had to summarise these holidays I would simply say "happiness, sun and freedom"

Rachel: Summer holidays in Derbyshire meant days by the river, Stickleback fish, ice-pops, strong orange cordial, jelly shoes and wasp dodging. When we ventured out of the park there were the hours spent playing tig, French cricket and kerby. Then there were the incipient business ventures - would anyone like to buy a plastic cup of strong orange cordial? A homemade ice lolly? A jewellery box made from an old Dairylea container? Summer holidays were like Narnia - six weeks felt like six years and there were fairies all around each time the breeze picked up a Dandelion's seeds. The smell of hot pavement cooled by a bit of a summer rain storm, your bike was your ticket to the world and your garden was a campsite that somehow always felt unfamiliar at night. Summer days were long, dusty, fruit-picking and fun. Just writing this has made me smile. Long live summer.

Lydia: With 5 children to contend with, my parents made the sensible decision of not venturing much further than Cornwall when we were kids. Our school holidays were always focused around our week's holiday in Cornwall, and what fun it was... Back in those days my Dad had a 7-seater estate Volvo, one with two seats in the back that faced backwards. My brothers automatically got to sit in the middle (still not sure how that worked) and so did one of my sisters, who, luckily for her, suffered from car-sickness (still not sure I believe she actually did). So it was always me and my youngest sister in the back, which sounded like such fun when our Dad pitched the idea to us. He didn't happen to mention that we'd be so wedged in amongst all the luggage that we wouldn't even be able to see each other, let alone talk...it turned out there were no benefits of sitting in the back whatsoever.

My eldest brother liked to rebel against my Dad's music choice, and so decided he would spend most of the journey listening to Guns ‘n' Roses on his walkman. He would listen to it so loud that even over the music we'd be listening to in the car, all we could here was the loud drumbeats - when we tried to get his attention to turn it down, he'd pretend he couldn't hear us - not irritating at all. When he wasn't listening to his walkman, he was generally doing anything else he possibly could to wind us girls up...and he succeeded every time. In saying that, some sweeter memories of those trips include lemon sherbets in the car and those yummy little lollipops we used to get from the Little Chef, and the holidays themselves were such fun. When I look back now those 5 hours journeys make me chuckle...in fact they are almost happy memories. In saying that, I am pretty glad they are now memories; the thought of going on one of those journeys again sends me into a mild state of panic - my eldest brother is now 30, but something tells me he would still do all he could to irritate me and my sisters!

Sarah M: Childhood summer holidays were all about being outside for as long as possible. Growing up in a small village in Lincolnshire my brothers and I were lucky to have a large garden. I've got wonderful memories of having our garden full of friends from dawn till dusk playing swing ball, jumping in and out of the paddling pool, riding bikes or setting up intricate obstacle courses round the garden! My poor Mum thought nothing of having to provide twenty ice pops at a time or keeping up a never ending supply of orange squash. Those were the days...

Rebecca T: Summer holidays. When you are younger, those words sound like magic. You picture long, sunny, warm days that drag on forever. For me, spending every summer holiday in Wales, this was not always the case! It was however always guaranteed fun, whether or not the sun was shining. With both my parents working in a school, we would have six glorious weeks together, and would pack the car up to the brim to go stay on my Uncle's dairy farm in Pembrokeshire every August for two weeks. Here my cousins, my sister and I would spend our days herding cows, learning to drive tractors, building mud dams in streams and shaking water out of our wellies after setting off to explore how far down the river we could get! It was always the best time of the year with a freedom that living in a town couldn't provide, and I wouldn't swap those memories for the world.

NB. Sue is currently in training to fulfil her dream of swimming the channel. At the moment this involves three, four, five and six hour swims in the sea by Dover most weekends (no wetsuit). If we're honest, we're glad it's her and not us but we think it's incredibly brave and very cool (and yes, possibly a little bit odd too). We support her every step, or stroke, of the way and ask that everyone keeps their fingers crossed for warm seas and calm waters come August. If anyone can do it...

Facebook Education Research

Fri, 17 Jun 2011 15:30:00 +0100

Eleanor recently joined us at Mango for some work experience. We asked her to select an education news topic for a blog for our website. This is her blog...

Following the recent survey from Microsoft that found 82 per cent of 16 to 18 year olds in education log on to Facebook everyday, the question must be raised about how such massively popular social networking sites can be incorporated into education. Interestingly, it has also been found that although a substantial number of students use these sites, few translate their knowledge and interest into learning technology skills at school.

A recent survey conducted in San Diego found that college students who use Facebook spend less time studying and have lower grades than students who have not signed up for the social networking website, despite the fact that over a third of Facebook users claim their use of the site does not interfere with their studies.

Conversely, researchers at the University of Minnesota have suggested that social networking sites can actually have educational benefits for students. The principle investigator of the study, Christine Greenhow, commented that: "Students using social networking sites are practicing the kinds of 21st century skills we want them to develop to be successful today...they are developing a positive attitude towards using technology systems, editing and customising content and thinking about online design and layout.”

So, do social networking sites such as Facebook allow students to learn employable technological skills, or do they present a distraction? It seems evident that, though these sites can produce computer-savvy students, they can create many risks as well; a Consumer Reports survey conducted in the US in early 2011 reveals the shocking statistic that one million children were harassed, threatened, or subjected to other forms of cyberbullying on Facebook in the past year. Can a site that produces such negative effects really be productive for students? Interestingly, Facebook has just released its official guide for educators, on how they can promote the use of Facebook in the classroom. You can read more here: http://facebookforeducators.org/educators-guide.

Eleanor

Too much too young?

Fri, 10 Jun 2011 13:19:00 +0100

It has been reported in the news this week that Prime Minister David Cameron has backed proposals for children to be protected from exposure to sexual imagery. Padded bras, sexy MTV videos and adverts with scantily clad women before the watershed are being blamed for ‘sexualising’ children; but, do we need to accept that this is part and parcel of the changing society in which we live, and learn to control it, rather than battling to put an end to it?

Children are undoubtedly growing up in a high-speed world that is becoming more and more sexualised. With social networking sites, unlimited internet access and mobile phones, no generation of children has ever had such freedom to explore the ‘secrets’ of the adult world.

I’m sure we would all agree that children shouldn’t be exposed to too much sexual material at too young an age; but, at the same time perhaps it is the way we deal with it that needs addressing. Hiding children away from the realities of the world in which they must live is perhaps a naive and unhealthy way to deal with the problem.

In an ideal world it would be great if parents could block all adult and age-restricted material from children, but realistically, it is never going to be possible. If the media is to blame, parents and educators could control it to a certain extent, by providing children with positive role models and messages to balance out the potentially damaging ones they may come across.

By talking openly to children about their understanding and interpretation of sexual images, and broader issues around sexuality, which they will inevitably come across, perhaps they would come to realise that those models in adverts and those pop stars in music videos are sensationalised, and that they don’t have to look like them to be accepted into society.

Personally, I think children are growing up far too quickly, but I do feel it all comes down to this fast-changing and commercial world, which is something we have to learn to live with. I am extremely thankful that I was still worrying about what my dolls were wearing when I was eight, rather than what I was wearing!

I think it is all about a creating a balance and firmly believe that alienating children from these ‘sexualised’ images and videos will create as many problems as making such content available to them.

Three in ten UK children own no books

Fri, 03 Jun 2011 10:39:00 +0100

This week’s news that 30 per cent of children in the UK do not own a book is, at first, seen as tragic. The fact that boys are less likely to own books than girls is a less surprising finding. However in 21^st century education, I question whether it is still appropriate to use books as the measure.

However, findings from an independent study, has shown, for the second year running, that the gap between gender differences in reading is starting to close, with boys progressively reading as much as girls, although boys are revealed to be reading books at a much lower level than girls as they get older.

A study entitled “What Kids Are Reading: The Book-Reading Habits of Pupils in British Schools 2011,” conducted by Professor Keith Topping, University of Dundee, commissioned and published annually by Renaissance Learning showed that primary schools have made impressive gains in improving literacy standards but, as they move towards secondary school stage, reading levels decline year on year, with children selecting increasingly less difficult books to read being less inspired to read.

We are all aware of the importance of parental involvement in our children’s education. We are also aware of the common battle between parents and children to ply them away from their computer games. And certainly, in today’s multi-media environment it is vital to enrich each student’s experiences to stimulate their love of reading. The part that I feel we are forgetting is that now is the time to take advantage of the way children entertain themselves today, to employ those same media and thinking habits they foster for the betterment of reading. eBooks have been around for several years but I feel that parents and schools should take a longer look at using technology to inspire them to read.

30 per cent of children may not own a book but if they own and read eBooks I do not feel we have a problem.

A tweet a day, goes a long way

Thu, 26 May 2011 13:00:00 +0100

One teacher recently described Twitter in TES as “the most efficient, fastest, most focused version of that conversation you can have online”. Over the last year, we’ve witnessed the education world has been going crazy for social media. In fact, one education sales manager has told me that she no longer uses email – she does all her communicating on Twitter.

So, why is Twitter so popular amongst the teaching profession?

It’s free!

Twitter is essentially a completely free platform for communication. Each message can be no more than 140 characters – helping focus the mind and providing an immediate way of communicating ideas and finding answers to problems. It does not consume much time or other resources – it is called ‘micro blogging’ as a result.

Source of best practice

Through connecting on Twitter, teachers can source best practice ideas for classroom strategies, educational theories and teaching and practical ideas. In school, where lessons are long and lunchtimes are short, Twitter acts as a virtual staffroom, creating a ‘community of learning’ outside the school gates. Teachers can make contact with teachers and educationalists they would never meet otherwise.

Feedback

Educators use Twitter as a ‘sounding board’ for new ideas as it allows quick feedback. Many do this with class blogs – they post links to their class’s blog and then ask their Twitter followers for comments.

Quick, quick, quick!

The speed and frequency of response is very important on Twitter. Dan Roberts, a popular blogger and tweeter, has been noted as saying that Twitter allows him to ‘have his finger on the pulse’ – an advantage to many teachers who have a minimum amount of time on their hands.

We manage social media channels for many of our clients; not to directly ‘sell’ their products, but so that they can have conversations with their audiences and most importantly, listen. We’ve been running competitions, posting fun pictures, gaining feedback on resources, sharing ideas and even just chatting about the weather!

Social media is forever evolving and new functionality will no doubt arise in the foreseeable future, so Mango regularly holds social media update meetings with our clients to ensure they are always up-to-date with the latest trend. Whether it is lists, checking in, bit.ly links, Welcome pages or Facebook’s new Educator’s Guide, we consider how social media can best be used for our clients. Who knows what it might be next? Well, whatever it is, we’ll be sure to let you know!

To study or not to study?

Fri, 20 May 2011 10:10:00 +0100

The head of McDonalds in the UK hit the headlines this week by claiming that many school leaders would be better off getting a job in a burger place than going to university. Speaking at the Institute of Directors’ annual conference, the appropriately named Jill McDonald contended that business helped in preventing a “lost generation” of unemployed young people and that apprenticeships at companies such as McDonald’s were an alternative worth considering. Hers is not a lone voice.

Almost half of this summer’s graduates are expected to be “under-employed”, i.e. they will take a job which no degree is required for. So is it worth getting yourself in debt for an education that might not actually get you ahead? Would apprenticeships be a better alternative? The Government have announced a £60m package to increase apprenticeships by 250,000 over the next four years in a bid to alleviate the problem of over-subscription to apprenticeships (BT’s chief exec has claimed that it’s easier to get into Oxford than get one of their apprenticeships) but in the meantime, what does this mean for school leavers? To study or not to study?

Not everyone agrees that apprenticeships are the best choice. In an interview with the Guardian, Kirk Kinsell, the European president of InterContinental Hotels says he believes that degrees will be even more important in twenty years time than they are today. So we don’t have a consensus yet.

I can’t help but think that the answers could be found in our curriculum – the global economy is shifting and changing, and it’s fair to expect education to change in sync. We need to create a curriculum that reflects the skills needed in the 21^st century marketplace. This may mean a radical overhaul of our exam system (can you think of a job in finance or technology that requires mathematical legwork to be completed with pencil and paper?) but fortune favours the brave.

'So, you're a genius, huh? Cool! Maybe I'll give that a go?'

Tue, 10 May 2011 11:39:00 +0100

With the GSCE exams looming, some students will certainly take comfort from the theory - which recently resurfaced in the national papers this week - that there is no such thing as talent; that nobody is actually born with mathematic or science excellence set in their DNA. This suggests that anybody can become a ‘genius’ in any chosen area - all they have to do is focus their efforts to study and practice. Simple! This is an encouraging ethos for students to work within as it suggests a level playing field, where nobody has an inherent head-start and where brilliance isn’t reserved for a lucky few.

However, many counter theories exist as the nature/nurture debate is an age-old, unresolved one, which may prove unnerving for students in the run up to exams. Many theories suggest that any successful student could, for example, cite that in a right triangle, the area of the hypotenuse is equal to the sum of the squares of the other two sides according to Pythagoras’ theorem. Explaining why this is the case, relating it to other theorems or indeed proposing a strong argument to the contrary, takes real mathematical talent or ‘genius’. Counter theories believe that brilliance cannot be taught, that individuals fail or flourish by virtue of inherited characteristics and that this is pre-determined through Darwin’s theory of natural selection.

What do you think? Is genius or talent something you are born with or something you can acquire along life’s road? Are we selling ourselves short if we choose to believe the former? Writing off dreams or goals before we’ve even given achieving them a chance seems defeatist and silly. Setting goals, overcoming challenges and achieving them is hugely satisfying and failing to believe we can do anything we set our minds to leaves us with nothing to strive for.

From someone who is no quitter, and believes ‘talent’ is something everyone can achieve, my motto is ‘practice makes perfect’!

Getting out into the great outdoors

Mon, 09 May 2011 09:56:00 +0100

Over the past few weeks, there have been a number of stories in the media relating to childhood activity outdoors. However, these as a whole are not indicative of a proactive and supportive approach in society; stories have included the banning of traditional playground games, ‘couch potato’ youth showing early signs of ill health, and the growth of the average childhood waist size.

For those involved in the care and education of young people, many believe that this points to a worrying trend that outdoor activity and childhood play is no longer what it used to be. While today’s children are often inundated with a wealth of plastic, electronic and computer games that are often exciting, and can teach IT literacy that will be important later in life, there exists a strong argument that this removes the chance for children to truly experience and enjoy what generations before them have – the great outdoors.

Children should have the ability to explore, experiment and experience using their natural inclination to play in the natural world. This access to the world around them can provide valuable opportunities for learning outside of the classroom; introducing key concepts about the world, numeracy and communication skills. A holistic education should inspire and develop the whole person, mentally, creatively, socially and also physically. However, there is growing argument that many schools do not provide ‘adequate’ levels of access to innovative and compelling outdoor spaces that enable this development potential to be maximised. Whether this is the case remains a matter of debate, but it is clear that for many of today’s children, their experience of the natural world might differ greatly from those before them.

University Fees Rising

Thu, 21 Apr 2011 13:55:00 +0100

The Coalition Government has been under the spotlight in the last few weeks following the announcement of tuition fees reforms. With one of the key policies of the Liberal Democrats election campaign being “No Rise in Student Fees”, there has been a widespread disappointment amongst the student community since it came to light that fees would rise to double the current amount.

With the rise in fees, future students now face paying up to £9,000 a year to attend the UK’s top universities such as Oxford, Cambridge and Durham amongst others. David Willetts, University Minister, justifies the rise, claiming it will allow extra freedoms and a greater standard of teaching in universities. It is thought that raising fees is the only way the UK can remain a serious global competitor in higher education.

However, the lack of public funding from the Government to universities, is forcing two thirds of universities in the UK to charge the maximum (£9,000). As a result the government is to cut the number of university spots to meet the need for a higher student loan per person. Currently, students are getting around £7,000 per year from the Student Loan Company for tuition fees and maintenance, but to accommodate the new fees, they will need nearly double this. This cut could potentially deny 36,000 students the opportunity to study at higher education level.

Reports suggest that the “£9,000 fees” are becoming a status symbol for universities. They are charging the highest fee to avoid being seen as sub-standard, rather than meeting the basis of cost.

It is possible that over the next few years, the impact of the fee increase will result in a lower number of Qualified Professionals in the UK. The question remains however, as to what the government will propose to overcome to potential impact on Britain’s young people in the global job market? Watch this space!

Parents and the SEND Green Paper

Mon, 04 Apr 2011 08:42:00 +0100

When the Special Educational Needs and Disability (SEND) Green Paper was announced in March by Sarah Teather, children’s minister, it was clear that its proposals could mean the biggest reform in the education and health support for children with SEN in 30 years.

If you have not had a chance to read the report, it covers five key strands: early identification and support, giving parents control, learning and achieving, preparing for adulthood and services working together for families.

Greater visibility, control and information for parents of children with special educational needs formed a core part of the Paper. In the majority of cases, a parent can offer valuable and well-rounded insight into the needs and requirements of their child. Any new system should be developed to recognise and build on this knowledge to create a tailored approach to the education and support of each individual child.

The proposals set out to establish parents as at the heart of the decisions to be made about their child, including being given personal budgets. By 2014, it proposes that children with SEN will have their own education, health and care plans (EHC), lasting from birth to the age of 25. Every family with a single plan or statement will have the right for it to be delivered through a personal budget, giving them control over how they spend the money. Additionally, the paper sets out the Government’s aims to offer parents a clear choice of school, a promise of the election campaign. Parents will also have the right to express a preference for state-funded school if they would prefer.

There have been mixed views on the proposals of the Green Paper, but it is clear that regardless of the specific details, all parties involved are keen to see parents and families at the heart of a child’s development, providing support and guidance to give children with SEN the best possible start in life. It remains to be seen what the outcomes of the final legislative changes will be after the four-month consultation period, but if you wish to contribute your say, then you can do so by visiting the Department for Education website http://tinyurl.com/6ctu9w6.

Contrasting ideals? - Jamie's Dream School and the Wolf Report

Fri, 25 Mar 2011 12:10:00 +0100

Professor Alison Wolf of King’s College, London, was commissioned by the Secretary of State for Education to carry out an independent review of vocational education; her findings were published earlier this month. She was asked to consider how vocational education for 14 to 19 year-olds can be improved in order to promote successful progression into the labour market and into higher level education and training routes. In the report, a good understanding of traditional, academic subjects such as English and maths are viewed as fundamental for developing a well rounded skill-set and, ultimately, well rounded individuals. Therefore, it comes as no surprise that Professor Wolf believes that the education system needs a shake-up; she suggests that vocational education is not enough for students and recommends that they study mainly academic subjects until they are 16.

On the other hand, we see national treasure Jamie Oliver waging his own, somewhat contrasting, campaign to change the current educational system. Inspired by his own school experiences, Jamie set up Dream School to encourage a group of teenagers who left school with few qualifications to return to education. Jamie, who himself left school with just two GCSEs, decided to focus on a more practical approach to learning for the TV programme. Where traditional methods and subjects had failed him (and the students in Dream School) he believes a more diverse and practical approach to learning will be much more beneficial in inspiring them to achieve, as it did him. Therefore, focussing on subjects such as, photography, art, cooking, music and science ranks high on his agenda.

Of course, a ‘one size fits all’ approach to education is never going to be the answer; some students will excel in academic subjects, others in practical subjects. The question remains unanswered as to which approach is best, however, a study that monitors both approaches to determine what success looks like for students when they enter the work force would certainly be interesting.

Great feedback at the Education Show

Fri, 18 Mar 2011 17:01:00 +0100

A brilliant show, beautifully laid out, offering a fantastic opportunity to see state of the art resources, is how Kevin Eveleigh of Barnby Road Academy described this year’s Education Show.

I had the pleasure of meeting Kevin on the BESA stand as he collected his Resource Box prize, a scheme run by BESA in association with Emap. As each school registers for the show’s bus scheme they are entered into the draw, then the winning schools are selected out of a hat at random.

As an outstanding school, Barnby Road is the country’s first full stand alone primary academy under the coalition government’s academy scheme. Kevin explained how he’d registered for the bus scheme to get himself and 31 of his colleagues to the Education Show. Kevin explained that their objective is about spending less, and using their money more wisely, and that was a feeling shared by the majority of visitors to the show.

Barnby Road Academy was one of many schools who had scheduled an INSET day so they would have the time to make the right choices and in Kevin’s words; “If it’s out there and good then it’s here at the Education Show.”

And what a show it was – like BETT, as schools have more autonomy and freedom to invest their budgets how they wish they have an increasing need for such shows, to truly evaluate all the options available to them.

It was a pleasure running the press office at the show again – we look forward to seeing you all again next year!

Why a garden shed would make a great library

Fri, 11 Mar 2011 13:11:00 +0100

Last Thursday (3rd March) thousands of people across the country celebrated World Book Day. Of course, the digital age is upon us and the need for brilliant IT resources for schools is ever important, but that satisfaction of a good book between our fingers is never forgotten.

Nowadays, there are a number of ways for children to read. They can do it the traditional way, with a hard copy book in front of them, or they can read online, or on an interactive whiteboard. They can even listen to an audio book through headphones, or watch a story being told on the TV. Whatever the method, the experience of a good story is still the same.

But how about where children read? When I was at school, we'd have our daily ‘dose' of reading in the library - a small, dark, basic room with concrete walls and plain carpet. For me, this wasn't a place of magical tales and inspiration; it was a lifeless area which I didn't enjoy being in.

One of my earliest memories is reading ‘Charlie and the Chocolate Factory' lying on the floor of my garden shed, wrapped in a warm blanket, surrounded by my favourite toys, objects and furniture. Dad would be playing football with my younger brother, Mum would be pottering around the garden, and I would be in my own world of imagination, unaware of anything around me. This was much more enjoyable that reading in the school library!

So, it got me thinking as to why we don't use garden sheds as libraries? Famous author Philip Pullman reads and writes in a shed at the bottom of his garden, surrounded by objects and things that he collects, like a dead magpie (strange but true!). After posting this on Twitter, journalist Gerald Haigh suggested that the late, great Edward Blishen also worked in a garden shed, and he knows others too.

Primary School teacher Oliver Quinlan then tweeted that he'd just visited a school that was creating a library out of a London Bus. He didn't have any pictures, but said it looked great.

It's a great idea to challenge the boundaries of the four walls of the classroom, and explore unconventional areas which may just provide for more inspiration. Perhaps we might see more sheds, buses, ships, offices and even planes transformed into libraries in the future!

Carly

The Baccalaureate Vs A-Levels

Fri, 18 Feb 2011 15:51:00 +0100

The Baccalaureate Vs A-Levels

There has been much debate recently about the introduction of the International Baccalaureate diploma (IB) to all schools in place of the traditional A-Level system. Some experts argue that the IB is a much fairer system that accurately measures a pupil’s overall academic ability, while others argue that pupils should be only examined on their selected subjects in order to make the determination accurate.

In the IB students are assessed on a large variety of subjects, and not just those that they themselves elect; in this way they are encouraged to improve in their weaker subjects. Students takes six subjects; three at higher level and three at standard, which must include maths, a science, English and at least one foreign language. It is argued that they receive a more worldly and extensive education, enabling them to make more informed decisions when choosing their future career paths in later life. While specialisation may happen later on, some experts believe that this mix of subjects early on is fundamental to the development of well rounded individuals.

The A-Level system places more emphasis on individual subject knowledge. Students are free to select their subjects - usually those of interest or of particular relevance to their future educational plans- with no compulsive electives. While those in favour of the IB argue that the A-Level system allows students to ‘skip’ any difficult subjects, those in favour of the latter argue that this system enables students to concentrate on subjects and areas that they know they want to pursue in the future. They are also better placed to achieve higher points in their exams as they are focussing on subjects they are good at. However, with the IB there is a possibility that results in compulsory subjects could bring down a student’s overall average, thus limiting their choices in university.

So who is right? Which system is the most accurate, fair and beneficial to students? The debate continues.

Christmas wishes!

Fri, 24 Dec 2010 11:40:00 +0100

As Christmas is now within reaching distance, this can only mean one thing...BETT 2011 is almost upon us. As the world’s largest technology in education show, the event attracts around 700 exhibitors and 30,000 visitors, providing a launch platform for exciting innovations in technology and uniting educators globally.

The BETT team at Mango Marketing have been hard at work for the past 6 months to help ensure that BETT will continue to be bigger and better than ever as it enters its 27^th year. After the success of the inaugural BETT Middle East in November which we had the pleasure of working on we are, as ever, looking forward to the buzz and excitement of BETT in January and hope to see many of you there.

The team would like to take this opportunity to say a big thank you to our clients for your support during 2010. We are fortunate to work with a fantastic set of clients, and it has been, and will continue to be, a pleasure working with you all.

Last but not least, the team at Mango Marketing would like to wish you all a very merry Christmas and a happy New Year into 2011!

Best wishes,

The Mango Team

P.S. As a side note, below are the results of our annual mince pie taste-off; a very strict, experiment conducted in a controlled environment by our dedicated team. Each pie is judged on the crucial criteria of taste, texture and taste bud satisfaction.

1^st place – Asda Extra Special

2^nd place - M&S Luxury

3^rd place - Tesco Finest

4^th place - Waitrose

5^th place - Co-op

6^th place - Waitrose All Butter

7^th place - Sainsbury’s Deep Fill

Beat the bullies

Thu, 25 Nov 2010 10:06:00 +0100

Beat the bullies
Cyberbullying is a key issue in the education sector, and one that regularly gains attention. The latest newsflash is that one of the industry charities, Beatbullying, is calling for a law to overcome the bullies. The CEO has suggested a Cyberbullying Act or a School Safety Bill to protect children.

Bullying in any shape or form is not condoned, however the idea of passing a law is proving a controversial one. Schools minister, Nick Gibb has highlighted concerns with potentially criminalising children at such a young age and instead is in favour of a zero tolerance to bullying across schools. Some feel that this is simply not enough; it is certainly an idea that will no doubt continue to be debated.

Cyberbullying is an issue that Mango Marketing has raised on behalf of our clients across various media for some time. For instance we recently gained coverage on prime time TV for our client Securus, an e-safety solution provider. The Tonight Programme, aired on ITV, focussed on online bullying. The 30 minute programme highlighted how the increased use of social networking sites, emails and mobile technology has led to a growth in cyberbullying.

The presenter explored how St Pauls Catholic College in Sunbury has implemented a state-of-the-art software package, Securus, to monitor online activity. The coverage included clips of the headteacher, MD of Securus, ICT manager, and students talking about a range of topics relating to cyberbullying. The feedback received following the programme was highly favourable for everyone involved.

Raising awareness of cyberbullying within the education sector and beyond is crucial if we are to tackle the issues as a collective.

Back to basics

Thu, 11 Nov 2010 17:45:00 +0100

With the introduction of a new Government came rumours that a traditional approach to teaching may be due to return. As part of the Coalition Government’s education reforms it is thought that ‘old-fashioned primary schooling of the 1950’s’ could be on the cards. According to recent news reports, this would mean a greater focus on the three R’s and little else. This approach to primary education is bound to divide opinion.

In March of this year, Michael Gove was quoted saying, “Most parents would rather their children had a traditional education with children sitting in rows, learning the kings and queens of England, the great works of literature, proper mental arithmetic, algebra by the age of 11, modern foreign languages” but is this really the case? Due to developments in technology, our attitude to teaching and learning has come a long way so is rewinding 60 years going to be a hit with the parents, teacher and children of today?

Watch this space!

Rise in pupils scoring five good passes at GCSE

Tue, 09 Nov 2010 21:51:00 +0100

A staggering 50 per cent of England's pupils are now getting five good GCSE passes, according to Department for Education figures.

The provisional results show that this year, 53% of pupils attained the benchmark level - between A* and C - compared with 49.7% last year.

Adding to this good news the figures showed that almost three in four (74.7%) pupils achieved five C grades not including English and maths.

The figures also suggested that the gap between the rich and poor remains with the highest scoring local authority in terms of good GCSE passes including maths and English was Kensington and Chelsea, with 70.9%, while the lowest was Knowsley in the North West, with 37.8%. Schools Minister Nick Gibb stressed the need to "to narrow this historic and entrenched attainment gap, especially between those from the poorest and wealthiest backgrounds.”

However he went on to praise the original Academies which were established by Labour targeting low-performing schools in deprived areas. These schools were pinpointed by Gibb for their "exceptional progress" in achieving an increase of 7.4 percentage points on five good GCSE pass rates, including maths and English, compared with last year.

Pulling the plug on Teachers TV

Mon, 18 Oct 2010 16:37:00 +0100

It has been announced that the Department for Education has decided to end its £10m contract next April with Teachers TV, the online training site for British schoolteachers.

Since its creation in 2005, Teachers TV, which begun as a digital TV channel before moving online, has provided training material for teachers. It provided 783,000 training day sessions online last year and claims it has saved schools an estimated £235m.

With the potential loss of Teachers TV, what would the implications be for the 400,000 registered users viewing more than 3,115 different videos each week? Ten Alps and ITN, the co-owners of Teachers TV are seeking alternative funding to keep the site going, including the possibility of a subscription service.

A statement from Claire Healy, chief executive of Teachers TV, says: "All of the 4,000 programmes will continue to be made available online. This will ensure that teachers, head teachers, teaching assistants and governors can continue to access www.teachers.tv for practical support, advice and guidance."

As a valuable and respected resource for education professionals throughout the UK, the loss of Teachers TV would be sorely felt. However, even in light of this recent announcement, the channel's international arm looks to be flourishing, with plans for Teachers TV to be set up in Thailand, the US, Canada and potentially the Middle East. Although UK funding may be in question, the future for Teachers TV worldwide looks bright.

University and a depleting ROI?

Wed, 13 Oct 2010 08:39:00 +0100

With university tuition fees set to rise to a reported £7,000, alarm bells ring! When you calculate the amount paid back to the government in interest, in addition to the £21,000 plus for actually going to university, we need to question; is it really worth it?

Realistically most 18-year-olds aren’t fortunate enough to know the career path they wish to pursue, and if they do there is a great likelihood this will change in five or ten years. Essentially, if you dedicate three years of your life to studying drama for example, plus the tens of thousands of pounds it costs, only to decide you really want to be a vet then it’s a bit of a waste.

I’m not discouraging people from going to uni. The experiences and skills it offers are invaluable and virtually impossible to gain whilst living at home with parents. However, for people who aren’t sure what they want to do with their lives, and have arrived at their degree selection based on it seeming easy, or a simple whim, I’d recommend WAIT!

...Even if it’s just for a year or two. University is amazing and having a degree is useful, even essential for many careers now, but just make sure it’s worth the debt!

Another BETT waiting just around the corner!

Thu, 29 Jul 2010 10:54:00 +0100

It may feel like just a short while ago that exhibitors and visitors fought the snow to attend the world’s largest education technology event, BETT 2010. However, with 6 months to go until BETT 2011, the BETT PR team at Mango are already getting to work to help make 2011 another fantastic show!

As one of the biggest events in the education calendar, BETT 2011 will be crucial for educators looking to gain a positive insight into how to manage the mountain of change that has been thrown at the sector since the May election. With the government’s encouragement of the set up of academies and more freedom for schools in terms of procurement, educators will have the chance to touch and test the latest resources on offer. BETT will even help with the creation of new learning environments, with an area dedicated to Future Learning Spaces. An exciting gaming feature, organised by the legendary Prof. Stephen Heppell, is also hitting BETT 2011 with demonstrations of the newest gaming resources on offer to schools each day.

As many of you know, Mango always encourages the 700 exhibitors to let us know what they are doing at the show, whether it is launching a new product or showcasing an existing solution or service. If you are reading this, knowing that you are exhibiting at BETT 2011 – let us know your plans, we want to hear!

The Academies Bill: What's next?

Mon, 26 Jul 2010 16:22:00 +0100

Academies Bill: What's next?

The Academies Bill is generating much discussion recently, and with the possibility of the Bill being passed this week, the debate intensifies.

Concerns have been expressed that the Government is trying to rush this legislation through by adopting a compressed process whereby a panel of MPs debate the proposed law for a mere five hours. The reason this is gaining so much attention is that this process is generally only used for anti-terror laws or constitutional matters. It also raises the question of whether such a minimal amount of time is suitable when contemplating a bill that could have such an enormous affect on our education system?

Further concerns have been raised over the fact that this could lead to an elite proportion of schools. Feelings on this side of the fence are clearly strong. Ed Balls, former education secretary, opposing the process said: "I cannot remember a time when a major reform of public services was rushed through parliament in a way that's only normally done for emergencies like anti-terrorism legislation."

So what are the benefits of this? Those backing the Bill believe that if it is passed quickly it will allow schools to opt out of local authority control and become academies directly funded by central government by September of this year. It is said that it would allow more autonomy, freedom and flexibility to improve standards. In addition it could facilitate a greater level of curriculum control, improve outcomes for the disadvantaged, and potentially lead to better results.

It is the announcements this week which are being eagerly awaited that will reveal exactly what's next for academies, and what lies ahead for our ever changing education system.

Food for thought

Thu, 01 Jul 2010 16:17:00 +0100

Healthy eating in schools is a topic that has dominated the headlines recently, not more so than since the launch of Jamie Oliver’s healthy school dinner campaign. Schools and parents alike have faced criticism for providing children with a choice of unhealthy lunches. In the past week, Oliver’s approach to overhauling school lunches has been slated by health secretary, Andrew Lansley, who commented that people should take responsibility for their own health. Lansley believes that Oliver’s campaign has failed and not had the desired effect, resulting in a decrease of children opting for school lunches that are provided. Oliver has retorted to this comment as being untrue and blames a continuing lack of funds for training of school catering staff.

In a society where we are faced with quick fixes and often unhealthy convenience foods, the focus needs to prominently be on educating children and their families to support them in making the right choices regarding diet. A balance is essential. However, as Oliver revealed when he initially embarked on his campaign, for many families quantity overrides quality and when you have hungry mouths to feed and a lack of funds, the seemingly filling and less expensive foods tend to win. Although Lansley makes a valid point in that people don’t like being dictated to and should have the freedom to make independent decisions, Oliver’s campaign has successfully achieved an increase in government funding, which surely can only be a positive.

The bottom line however, is that we live in a free society, in which adults and children are entitled to make personal choices. Enforcement leads to rebellion. Educating people is instrumental; it is through this that we can hope individuals make a positive and informed decision towards selecting healthy choices.