The annual programme awards grants of up to £25,000, along with dedicated support, to help teachers across England develop innovative projects that enhance educational outcomes, especially for children and young people from low-income backgrounds in northern England.

Let Teachers SHINE has a proven track record of helping teachers to make a lasting impact. Over the past decade, more than £4 million in grants has been awarded to teachers, nurturing groundbreaking projects such as Bruno Reddy’s Times Tables Rock Stars and Colin Hegarty’s Hegarty Maths.

The programme has also supported countless smaller projects which have also had a major impact on students’ outcomes.

The latest round of the competition is open to practising teachers across England, including those in early years settings, schools, and colleges.

Judges are seeking fresh ideas with the potential to boost attainment, particularly in core subjects like English, maths, and science.

They are particularly interested in projects that use creative approaches to engage students and ignite their passion for learning, and initiatives that specifically benefit children from disadvantaged backgrounds.

2024’s winning ideas included a reading fluency project for primary pupils, a student feedback website, an app for tracking student progress in science and online video resources for maths teachers.

Fiona Spellman, CEO of SHINE, said: “We believe the best solutions for closing the attainment gap come from the classroom. Teachers are the people who truly understand how to unleash their students’ potential.

“Year after year, we see how teachers’ ideas drive change. Every project, large or small, has the potential to make a real impact. If you’re a teacher with a creative new idea, I urge you to apply.”

Applications are open until Wednesday January 15 2025. Winners will be announced in the spring of next year.

Further details and the application form can be found here: https://shinetrust.org.uk/what-we-do/let-teachers-shine/

The recipients of this year’s Let Teachers SHINE awards have each devised potentially groundbreaking projects aimed at helping children from disadvantaged backgrounds to succeed at school.

The awards they have received will help them turn those ideas into reality.

Let Teachers SHINE is a competition run annually by the North of England education charity SHINE.

Alongside funding, SHINE provides all winners with free access to a wide range of development workshops and coaching opportunities, enabling teachers to maximise the potential of their ideas.

Over more than a decade, it has funded innovations of all shapes and sizes, which have helped millions of schoolchildren. Past winners include the likes of Times Tables Rock Stars and Hegarty Maths.

This year’s winning projects encompass the fields of English, maths and science and more than half incorporate artificial intelligence in some way.

This year’s winners are:

Jessica Mellor – Fixing Fluency

Fixing Fluency, which has won Jessica Mellor a £25,000 award, has been designed to develop the fluency of primary-age pupils – particularly those aged between 7 and 11 years.

Jessica, from the Great Heights Academy Trust in Halifax, said: “Reading continues to be one of the most significant barriers to educational achievement, particularly for our disadvantaged pupils.

“Reading fluency is crucial to unlocking the potential and power of reading in terms of academic achievement.”

Fixing Fluency involves teachers leading their whole class in daily activities based on that week’s chosen text, culminating in Readers’ Theatre – a performance of the text.

Jessica added: “I was absolutely delighted to receive the award. It’s a real privilege to be able to work with an organisation like SHINE that prioritises the importance of a shared mission around achieving great things for children and giving them the best possible chances in education, no matter what their starting point or educational background is.”

Mark Robinson – Instant Feedback for Every Child

With his new AI-assisted platform, Mark Robinson hopes to transform the teaching of physics so that thousands of students receive instant expert feedback of the kind often only found with private tutoring.

Mark, a teacher at Ark Burlington Danes Academy in London, has received £25,000 from Let Teachers SHINE to develop his project, Instant Feedback for Every Child.

Mark envisions a future where every student, regardless of background, receives personalised support that helps them achieve academic success. He hopes his project will also alleviate some of the pressure on teachers, allowing them to focus on the most important and rewarding parts of their job.

At the core of Mark’s project lies a comprehensive online platform designed to provide students with immediate feedback with the help of AI, revolutionising how they learn.

Mark said: “I feel it will be possible to make this tool available to everybody, so we have complete equality by raising everyone to the highest level of education so that nobody will be disadvantaged by not having money.”

Benjamin Barker – Progress Checker

The Principal of a brand-new secondary school in Liverpool is developing an innovative app which aims to transform communication between teachers and parents.

Benjamin Barker wants to “build something different from the norm” at King’s Leadership Academy Wavertree, which is due to open in September 2025.

He has received a development grant of £10,000 from Let Teachers SHINE to help him fine-tune his idea to create an app that allows teachers to give video feedback on pupils’ work.

Benjamin wants to “move away from old-fashioned paper reports and parents’ evenings that don’t give the bespoke detail needed to help pupils progress”.

He hopes his Progress Checker app will address “the significant communication gap between teachers and parents in secondary schools”.

“I’m really excited to see how it will develop over this next year and then, hopefully, we’ll be successful in applying for the full grant in the following year,” he said.

Matt Harte – Better on the Big Screen

It is hoped a new project that combines the magic of movies with the convenience of AI will inspire students resitting their English language GCSE.

Better on the Big Screen is the brainchild of Matt Harte, from Leeds City College.

The project blends communal cinema trips and online clips of famous films with AI-generated prose to spark the imagination of students who may have otherwise struggled to engage with the subject.

Matt explained: “The students will see the films and film clips, which match the lesson content they receive afterwards, allowing them to build their analysis of the narrative they have watched.

“The use of AI enables us to curate a wide range of teacher-controlled pieces of prose that are linked directly to the plot, characters and visual richness of the films.”

Jordan Scott – ProVision

A primary school teacher believes his innovative AI-powered system will revolutionise targeted support for disadvantaged students and reduce the workload of teachers and teaching assistants.

Jordan Scott, from Benton Dene Primary School, in Newcastle, has received a Let Teachers SHINE award of £16,000 to fund ProVision, an online intervention and pupil data management system.

Research shows that targeted interventions can improve student progress by more than five months.

Current practices often miss this potential due to systemic issues, Jordan said.

“Existing strategies often fall short of supporting diverse student needs. Inadequate progress-tracking systems also contribute to inefficiency and increased workloads.”

Jordan’s solution is to create a system which uses AI to streamline the planning, implementation, and monitoring of interventions, ensuring they are tailored to individual student needs.

“I really can’t wait to get started on the project and to be involved in the network of SHINE teachers,” Jordan said. “I am excited about being able to access that range of expertise.”

Jon Blackbourn – Revise Chemistry with Mr B

A secondary school teacher’s online video revision aid for chemistry students is to ‘go live’ after he won funding from Let Teachers SHINE.

Jon Blackbourn, who teaches chemistry at Fairfield High School for Girls in Droylsden, Manchester, last year received a development grant for his revision video project, Revise Chemistry with Mr B.

Since then, Jon has created more than 160 videos for YouTube, which have been viewed over 64,000 times. His YouTube channel has over 1,000 subscribers and continues to grow steadily. He has also created almost 200 TikTok videos, which have been watched more than 900,000 times. His TikTok channel has more than 3,000 followers.

Jon can now take the concept to the next level after he received a grant of almost £25,000 from SHINE which will pay for new video equipment and give him more time to produce videos.

Sam Tallintire – Mathematical CPD Library

A Sunderland secondary school teacher hopes to support colleagues across the region by creating online training video resources for maths teachers.

Sam Tallintire, from Southmoor Academy, has been awarded a development grant by Let Teachers SHINE to begin creating her project, The Mathematical CPD Library.

The grant, totalling £5,000, will enable the production of the first part of a collection of high-quality video tutorials for maths teachers to help them develop their subject and pedagogical knowledge in all areas of the curriculum.

These video tutorials will be supported by resources to be worked through or used with students in the classroom.

Sam is excited to get started on the pilot. “I’m really, really pleased to receive the grant from SHINE,” she said. “It is so nice to have people outside of your organisation believe in your idea and believe that it can have an impact on students.”

This year marks the 30th anniversary of British Science Week, an annual ten day celebration of all things STEM which this year will take place from 8th-17th March. The Kick Start Grant aims to give schools with children who are underrepresented in STEM subjects the chance to organise a programme of fun and engaging events and help the students discover the joy of science.

The grant, created by the BSA with support from UK Research and Innovation, intends to widen access and participation in STEM subjects by providing the opportunity for inspiration and engagement for children who may otherwise not have the opportunity to take part in science and discover their own passion for the subject.

In previous years, schools have used the grants to explore exciting STEM topics and activities such as a school-wide bridge building competition, hosting local ‘Festival of Science’ events, arranging visits to the London Zoo and Natural History Museum, hosting sensory exploration activities for SEND pupils, and more.

Applicant schools should be committed to breaking down misconceptions in STEM sectors and boosting confidence and enrichment for ethnic minority students or students from disadvantaged backgrounds and the BSA encourages applicants to reflect this in their proposed activities.

Susan Matambanadzo, Education Manager at the British Science Association said: “On the 30th anniversary of British Science Week, we are reminded of the great impacts the STEM sectors have on our society. From spaceships to solar energy to food science, it is important children of all backgrounds have the opportunity to engage with the world through science.

“We are dedicated to ensuring all children, especially those who come from disadvantaged backgrounds or belong to ethnic minority communities, can engage in science learning through enriching projects and activities that help them discover their own love of STEM. Through Kick Start Grants, schools will receive the funding to help break down barriers to access a quality and inspiring science education.”

Kick Start Grants range from £150 or £700 depending on the level of activity or event applying schools plan to host. Any state-funded, non-selective schools or colleges in England, Wales, Scotland and Northern Ireland are invited to apply if they meet at least one of the following criteria:

• Over 30% of pupils eligible for pupil premium or equivalent.
• Over 30% of pupils who are from ethnic minority backgrounds.
• Small school based in a remote and rural location.

Schools that apply for the grants will also be offered the opportunity to join the BSA’s newly launched Engage Teacher Network, a community of 1,500+ teachers who are committed to delivering science engagement activities for all students and who understand the barriers and potential solutions for schools in challenging circumstances. The Engage community encourages all teachers to share ideas, access free resources and apply for grants to help bring science to life for all young people.

Applications for Kick Start Grants close at 11.59pm, Monday 6th November 2023. For more information on Kick Start Grants, or to apply for a grant, please visit: https://www.britishscienceweek.org/grants/

Many children experience puberty whilst they are still in primary school, with some girls starting their periods as young as eight. Esteem will not only offer quality lessons and resources to help build their understanding and give them confidence whilst their bodies change, but also crucially offer training to teachers, many of whom say they don’t feel equipped to deliver statutory relationships education and have not received enough training in this area.

Over the next 3 years, Esteem schools’ workers will develop a new relationships curriculum to complement their acclaimed secondary school Esteem programme and will research, pilot and deliver relationships education training to over 300 educators who, in turn, will reach 23,000 children. The course will be accredited by the Open College Network.

As a result of Esteem sessions, acet UK expects the children to have increased confidence to build positive friendships, set and respect boundaries, and recognise what an unhealthy friendship or relationship looks like and what to do in that situation. The sessions will also give them a better understanding about body changes during puberty, the differences between appropriate and inappropriate, or unsafe, contact, and how to stay safe online and recognise bullying and abuse and how to seek help.

acet UK CEO Catherine Healey said: “This grant will enable us to develop and deliver a much-needed primary school relationships curriculum which will have a significant impact on children across the UK – increasing their self-esteem, knowledge and confidence so they can understand their worth.”

Patrick Haverty, Head of Year 9 and Head of Citizenship at Compass School in Bermondsey, where Esteem have been teaching secondary students for many years, said: “Their knowledge and skills in this area have been nothing short of vital for all students.”

Usman Saeed, Grants Officer for Benefact Trust, said: “We’re delighted to support acet with the development of the new relationship curriculum for primary schools. We realise the importance of setting foundations for healthy self-esteem and relationships at an early age, as children are becoming more exposed to a variety of influences. It’s also vital that teachers feel they have the training and resources they need to discuss sensitive and complex topics.”

Benefact Trust is one of the UK’s largest grant-making charities and awarded more than £23 million to churches, charities and communities in 2020. Its funds come from its ownership of the Benefact Group.

If you would like your primary school to be involved, please contact info@acet-uk.com.

]]> https://education-today.co.uk/celebrating-30-years-of-inspiring-young-engineers-applications-open-for-esteemed-engineering-scholarship-programme/ Fri, 29 Oct 2021 07:44:26 +0000 https://education-today.co.uk/?p=14247 The search is on for the next generation of engineering talent, with applications now open for students to apply to the highly respected Arkwright Engineering Scholarship programme. The fully sponsored Scholarship, part of children’s education charity, The Smallpeice Trust, aims to widen access and provide young people from all backgrounds with the chance to experience the exciting world of engineering.

Open to 16-year-old students across the UK, the Scholarship offers a two-year fully funded programme of practical experience across a range of sectors, from marine to civil and aerospace engineering. Through the programme, students get to work alongside and learn from real-life industry experts, such as CrowdStrike, McLaren Racing and the RAF, experiencing what it takes to be a pioneering engineer.

This year, the Arkwright Engineering Scholarship celebrates its 30th anniversary of improving opportunities and raising aspirations for young people in engineering.

Throughout the pandemic, we have witnessed the incredible value of engineers. From engineering firms creating essential PPE, to students like former Arkwright Engineering Scholar, Anoushka Patel, who started a global competition to find tech solutions for the Covid-19 crisis.

Despite the pressing need for talented and diverse engineers, 78 per cent of secondary school aged girls wouldn’t consider becoming an engineer in the future, and research from The Smallpeice Trust found that many parents see engineering as “too academic” for their children.

The Arkwright Engineering Scholarship programme is working to break down the barriers and misconceptions preventing young people, particularly girls and students from underrepresented groups, from engaging with engineering, by providing them with the confidence, skills and real-world learning to thrive in STEM.

Arkwright Engineering Scholars benefit from a range of free enrichment opportunities to help them develop their unique interests, including:

• A £600 financial bonus to fund technical or curriculum-based projects, the purchase of equipment and additional courses
• Professional mentorship and networking opportunities with industry experts, providing practical advice and guidance with technical projects, further study and career pathways
• Nationally recognised Scholarship certification to enhance university and apprenticeship applications
• A £400 donation to schools of successful applicants, which they can utilise for STEM events and resources to benefit students.

The Scholarship encourages students to be creative and ambitious in their online application process, as they demonstrate their passion and engineering knowledge, which culminates in an interview at one of the UK’s leading universities for successful applicants.

Nicholas Field, Arkwright Engineering alumnus and student at the University of St. Andrews, said: “The Arkwright Engineering Scholarship programme provided a fantastic opportunity for me to experience engineering in action and learn from real-life industry experts, from the Nuclear AMRC in Sheffield to the Mondelez factory in Birmingham, where Cadbury chocolate is made. The experience certainly influenced my decision to study Chemistry at university and explore further how the different science and engineering disciplines intersect, to help me determine which specialism I may wish to explore as a future career.”

Dr Kevin P Stenson, CEO of The Smallpeice Trust, said: “It’s an honour to welcome students and schools to apply for the 2022 Arkwright Engineering Scholarship Programme. The 30th anniversary year of the programme provides a timely opportunity to celebrate the industry’s progress and achievements, whilst looking ahead to ways we can support the next generation of engineers and ensure a bright future ahead.

“The Scholarship gives students unique access and insights into the dynamic world of engineering, from working on Typhoon jets, and the coding that enables modern products, to getting stuck into the mechanics of making chocolate. Practical opportunities such as this are key to inspire and nurture young talent and help address the engineering shortage.”

The Arkwright Engineering Scholarship programme is open to all Year 11 students in England and Wales, S4 students in Scotland and Year 12 students in Northern Ireland. If you are a school or student who would like to learn more about the Arkwright Engineering Scholarship programme, please visit: www.arkwright.org.uk

These grants will help schools to run CREST Awards with students who are currently underrepresented in science, including those who are from minority ethnic backgrounds, eligible for pupil premium, or based in small and rural schools.

Thanks to the support of UK Research and Innovation, up to £600 will be available for schools that meet the criteria. These grants will assist with CREST registration and resource costs, helping to remove financial barriers that may otherwise prevent students from participating in the Awards.

The CREST Awards aim to inspire young people to think and act like scientists and engineers through energising, curriculum-mapped practical projects that appeal to them. CREST allows students to take the lead on their own investigations and explore the real-life impact of science through a range of topics, from video gaming to the environment, enriching their learning and building their aspirations in science-based subjects and careers.

BSA research has shown that the benefits of CREST are particularly significant for disadvantaged students, with Free School Meals (FSM)-eligible students who completed CREST Silver Awards or higher showing a two-thirds of a grade improvement. FSM-eligible students who completed CREST Silver Awards were also found to be 38 per cent more likely to take a STEM subject at AS level.

Through the underrepresented audiences grants programme, the BSA therefore aims to widen access to CREST’s flexible science-based projects and close attainment gaps, all whilst inspiring young people of all ages and backgrounds to connect with science.

Jane Dowden, Education Innovations Manager at the British Science Association, said: “For many years, certain groups of people have been missing or excluded from STEM subjects. At the British Science Association, we believe that everyone should have the opportunity to engage in science and develop a passion for STEM subjects.

“Through outreach programmes like our grants, we can help to increase science-based opportunities for people from diverse backgrounds, so more students can develop a real interest in STEM. By removing financial barriers to science education, we hope to inspire a whole new generation of scientists from all walks of life.”

Applications are now open and the deadline for submissions is 5pm on Friday 15 October 2021. More information on eligibility and how to apply can be found at https://help.crestawards.org/portal/en/kb/articles/crest-for-underrepresented-audiences-funding

With a love of coding, sixteen-year old Jessica started to teach herself to code when she was just seven using the Scratch educational tool for coding before moving on to the high-level and general-purpose programming language Python. During lockdown, Jessica created a Monopoly predictor program, which predicts which housing properties a player is going to land on; basically playing the game itself. She then created a website for her mother’s business Kirkmillan Consulting.

In addition to Jessica’s love of computer science, the engineering scholarship incorporates wider aspects of STEM skill development including coding.

Jessica said, “the Arkwright Scholarship offers me so many opportunities to develop my skills, including Connect Days where I can meet industry professionals, especially women, to ask questions and explore my potential future career opportunities. It’s fun and I’m positioning myself well to secure the ideal job in the future. My particular scholarship is sponsored by cyber security company CrowdStrike who will provide me with a mentor. I have to fit these experiences into my normal school week but it’s definitely helping me to develop a special insight into the industry.

“I’m not interested in developing games; I want to create things that are useful. My first Arkwright virtual event involved developing a cat feeder app; I always forget to feed mine!”

“CrowdStrike is proud to support Jessica as she continues to build her computer science, engineering and coding skills with the help of her mentor from our Engineering & Technology team,” said Colin Black, CrowdStrike Chief Operating Officer and Executive Sponsor of the company’s Diversity, Equity & Inclusion initiatives. “As the world’s leading cloud-native cybersecurity company, we are committed to making investments in students around the world, particularly those who are traditionally underrepresented in STEM fields, to improve their access and opportunity to high-quality, high-value learning and development opportunities. Congratulations to Jessica and all Arkwright Engineering Scholarship winners. We look forward to welcoming you to the workforce in the years to come and are excited to see the impact you will have in our industry and beyond.”

Arkwright Engineering Scholarships is the most esteemed scholarship programme of its type in the UK, with over 6,000 Scholarships awarded to date. Run by educational charity, The Smallpeice Trust, the programme is designed to inspire and develop the next generation of future leaders as they continue their journey into the exciting world of engineering. The Scholarships are awarded to hard-working 16 year-olds through a rigorous selection process, providing them with financial support, industry experience and real-world learning opportunities, supporting them through their A levels, Scottish Highers or equivalent qualifications.

Applications close on Monday 30th November, at 5pm.

Not-for-profits, schools and charities can apply for funding from £1,000 up to £20,000 from the Millennium Point Charitable Trust to fund their STEM projects, starting in September 2021. Projects can be activity-focussed or for the purchasing of resources and materials which enables STEM-related education to children or communities.

To apply, download and complete the application form on the Millennium Point website, www.millenniumpoint.org.uk/grants/. The completed application should then be submitted to STEMgrants@millenniumpoint.org.uk before 5pm on Monday 30th November 2020.

CEO of Millennium Point Charitable Trust, Abbie Vlahakis (pictured left), commented: “Our annual grants funding forms part of Millennium Point’s strategy to support STEM education in the West Midlands Combined Authority.

“The pandemic demonstrates how STEM touches every facet of our daily lives. It has been instrumental to how we are all navigating through the challenges we are currently facing. Through the grants, we are facilitating positive change by supporting schools and not-for-profits in developing the next generation of STEM talent.”

Since 2018, Millennium Point Charitable Trust has donated over £969,000 through its annual grants process to a diverse range of projects across education, STEM-focused charities, sporting charities and museums. In 2019/20, Millennium Point awarded £560,000 to fund over 60 projects across the region*. Projects funded include ‘STEM stars’ from Aston Villa Foundation, a programme which engages young people in coding using football; and ‘Sensory STEM’ from Longwill School for the Deaf, Northfield; and a programme teaching the science of rollercoasters to children with illnesses, from the Hospital Education Service, which will make science more visual and accessible to pupils, through science-based equipment and an enhanced curriculum.

*The full list of grant recipients can be found here: www.millenniumpoint.org.uk/grants/

For further details about Millennium Point Trust, its grants and how you can get involved, please visit www.millenniumpoint.org.uk/grants/

All of the commercial activity that takes place in the 46,450 square metre landmark Millennium Point building feeds back into the charity, enabling it to donate and invest in STEM-related organisations, projects and initiatives.

This has included a robotics lab and 3D printing facilities at Bishop Vesey Grammar School in Sutton Coldfield, allowing students from surrounding schools to gain experience, knowledge and skills in advanced technology; more than £281,000 to fund four projects by Birmingham Museums Trust including Year of the Engineer 2018 and a Science and Heritage Career Ladder Legacy; working with Birmingham City University’s Faculty of Computing, Engineering and The Built Environment to offer a free undergraduate STEM degree through the Millennium Point scholarship, now in its fifth year. Applications for the 2019 scholarship are now open.

Rebecca Delmore, Commercial Director of Millennium Point said: “We are immensely proud of the quality and breadth of STEM-related projects that the Millennium Point Charitable Trust has been able to support.

“The Trust has made a significant difference and it is encouraging to see young people taking a real interest in STEM as a future career. It is what Birmingham,the West Midlands and Britain need.”

Opened in 2001, Millennium Point is the largest landmark millennium project, in England, outside of London. Inside, it is home to unique event spaces including a 350-capacity auditorium, flexible workspaces, meeting rooms and offices, and largest tenants ThinkTank and Birmingham City University (BCU).

The DfE has targeted recruiting teachers in priority subjects, including Science, Technology, Engineering and Maths (STEM), by offering bursaries of and scholarships to those entering the teaching profession. The Future Teaching Scholars programme works to address this by identifying exceptional A level students studying Maths and Physics and supporting them through a six-year programme into teaching in England.

Funded by the Department for Education, and run by Education Development Trust, scholars benefit from a £15,000 grant whilst they study Maths or Physics at university. Scholars also benefit from in-school experiences and training and support from Regional Training Centres such as Bishop Challoner Catholic College in Birmingham. The Future Teaching Scholars programme ultimately ensures that more children learn from confident, knowledgeable and highly skilled teachers with a passion for STEM subjects.

Toby Simpson from Lincoln, who is studying Maths at Birmingham University, said: “Teaching was always an interest of mine, and the programme seemed pretty dynamic. I was sold on doing a maths degree and becoming a teacher. Being a scholar and student at the same time really enhances the university experience. It’s just so different to the rest of the maths teaching. It teaches you independence to do something that makes a difference.”

Scholars attended a two-day gathering in Nottingham, bringing together future teachers from across the country to learn the crucial skills needed to become highly skilled quality teachers, such as how to make Mathematics more engaging, conflict resolution and how to manage behaviour in the classroom.

Emily Giubertoni from the Bishop Challoner Regional Training Centre in Birmingham, who also ran a popular behaviour management and conflict resolution session at the conference,said: “Future Teaching Scholars programme participants are particularly unique. Most of them start age 18 or 19 and so have real energy. It’s really inspirational to see the journey they go through – moving from shaking for five minutes when they start, right through to leading a Maths or Science class at the age of 20. The programme is amazingly rich for people who are teaching as well, they can share their expertise and their experience. At Bishop Challoner, we’ve used it as a tool for teachers to develop themselves and go beyond the classroom.”

More on Future Teaching Scholars can be found here:

https://www.futureteachingscholars.com