Welcome to this week’s education news digest, where we explore the latest developments impacting schools and education in the UK. While our focus is STEM-related, many of these stories offer significant insights for all educators.
Mobile-Free Schools Law Takes Centre Stage
The push for mobile-free schools gained momentum this week with Labour MP Jeremy Clyne introducing legislation to make the ban compulsory across all state schools in England. The plan aims to combat distractions and improve student focus, while critics argue it might infringe on student autonomy. Whether or not this law passes, it's clear that the debate around technology in classrooms will continue to shape policy.
Read more here | Sky coverage
Challenges in Special Educational Needs (SEN) Provision
With over 400,000 children waiting for autism and ADHD assessments, there has been a renewed call for action. Both families and schools are feeling the strain as children continue to face delays that hinder their educational and personal development. Schools need additional resources to support these students while the government has acknowledged a need for systemic reform.
Read more here
Mobile Technology and Classroom Exclusion
A new report published by Schools Week highlights an increasing trend in school exclusions, particularly among children eligible for free school meals. The data suggest a direct correlation between poverty and exclusion rates, raising questions about inequality in the school system. Schools with a higher focus on oracy (teaching students to speak fluently and persuasively) have been shown to reduce exclusions by engaging students more effectively.
Read more here | Read about oracy
Rise in SEND-related Legal Challenges
In another SEND-related development, the Department for Education has allowed local councils to skirt minimum funding rules in order to prop up SEND provision. While this has relieved immediate pressures, it has also sparked legal challenges from parents who feel their children are not receiving adequate support. Schools are urged to review their SEND policies in light of this ongoing debate.
Read more here
GCSE Grading Uncertainty and Bias Concerns
As GCSE results in 2024 return to pre-pandemic grading levels, concerns have been raised over the fairness of marking. A survey found that 1 in 3 teachers felt that GCSE marking was biased, disproportionately affecting certain demographics. This is particularly alarming for STEM subjects, which rely heavily on consistent and objective grading.
Read more here
UCL National Competition – Can Your Students Solve the Ocean Plastics Crisis?
In an inspiring national competition launched by UCL, students are being encouraged to tackle the pressing global issue of ocean plastic pollution. This competition not only aims to raise awareness of the environmental challenges but also promotes STEM learning by asking students to come up with innovative solutions. Teachers are invited to integrate this challenge into their curriculum, fostering real-world problem-solving skills and creativity among their pupils.
This initiative also aligns with the broader drive to engage students with sustainability and environmental issues, which are increasingly relevant across STEM fields.
Read more here
Retrieval Practice: A Promising Tool for STEM Education
The Education Endowment Foundation (EEF) has released a new podcast on the benefits of retrieval practice, an evidence-based teaching strategy that helps students retain key information. STEM educators, in particular, will find this useful as it helps students grasp complex concepts by recalling and applying knowledge consistently.
Listen to the podcast here
T Levels and Vocational Education Progress
BGT’s Alesha Dixon has been singing the praises of T Levels, describing them as ‘game-changing’ for students pursuing vocational education. With growing interest in STEM-related T Levels, educators are being encouraged to support students in making informed decisions about their futures.
Read more here
Reflections for Educators
As STEM educators, it’s essential to consider how these developments can impact your students and your teaching practice. Here are a few questions to reflect on:
-
Digital Distractions: How can we balance the use of technology in the classroom without letting it become a distraction? Would a mobile-free policy enhance focus, or would it restrict useful learning tools?
-
SEND Provision: With ongoing delays in SEN assessments, how can schools ensure that students with additional needs don’t fall through the cracks? Are there local resources available that could help?
-
Retrieval Practice: How can you implement more retrieval-based strategies into your lessons to help students retain key concepts over time, particularly in STEM subjects?
-
Exam Grading: Given the concerns over GCSE grading bias, how can we support students in preparing for assessments in a way that mitigates potential inequities?
-
Sustainability in STEM: How can the UCL ocean plastics competition be used to inspire creative problem-solving and environmental awareness in your students?
-
Vocational Pathways: With the rise of T Levels, how are you informing students about vocational pathways in STEM fields? Could you do more to link learning to career opportunities?
By staying up to date with the latest education news, we can continue to improve our practice, advocate for our students, and shape the future of STEM education. Keep an eye on these developments and reflect on how they might influence your own approach to teaching in the weeks to come.