VIEWS & OPINION


Forming positive connections with nature


from an early age Comment by NICOLA BRIDGE, Head of Conservation Education and Communication, Ocean Conservation Trust


We’re delighted to hear about plans to introduce a GCSE in Natural History to schools across the UK to reconnect teenagers with wildlife. As a conservation charity, we know that forming positive connections with nature at an early age can lay the foundation for life-long support for conservation – something really important given the current threats to nature across the world.


Our charity has been providing an exciting and engaging learning


programme, using the Ocean as a hook for teachers to deliver all subjects of the curriculum, for 22 years. Co-created with teachers, it comprises sessions and workshops that support curriculum-based learning at all key stages and abilities. As we head towards the UN Decade of Ocean Science for Sustainable Development, the relevance of the subject is only increasing. So, too, is public awareness – in part, thanks to the impact of David Attenborough’s ground-breaking Blue Planet documentaries, or the ‘Blue Planet effect’. We recently initiated a scheme to get ocean topics into primary


school curriculums and are working closely with the Connect Multi Academy Trust to develop an Ocean Conservation Curriculum set to launch in five primary schools in South West England in September. We’re hopeful it’ll be the catalyst to support widespread Ocean learning across the UK, inspiring teachers and providing them with the tools needed to engage students with the topic in an exciting and impactful way. We want children to feel empowered and optimistic that they can all be a part of the solution - creating a healthier future for our Ocean and our planet. Eventually, we’d like to see all schools taking advantage of this pioneering opportunity for pupils to learn and develop their knowledge of a topic of significant importance for the future. We feel strongly that the Natural History GCSE should have an


equal balance between terrestrial and marine flora and fauna. Marine examples are notably absent from the English National Curriculum, despite the Ocean representing the largest living space on the planet and providing 50 per cent of the oxygen we breathe – making it essential for the survival of us all. It is now more important than ever that young people understand


how the ocean influences their lives and how their own behaviours can impact upon Ocean health. Creating an Ocean literate nation will help to ensure a healthier future, for the Ocean and for us. In England, young people are never more than 70 miles from the


coastline, and this GCSE should deliver a balanced perspective of the nation’s biodiversity. We feel that students should be able to identify common types of seaweed and explain the difference between aquatic and terrestrial plants. Undertaking shoreline surveys, including the identification of common rockpool species would also provide an excellent insight into a range of biological principles, from competition and adaptation to interdependence and human pressures on local ecosystems. It’s imperative we support young people in understanding that


there are many rich and varied career opportunities linked to the marine environment. Many of the jobs of the future will be Ocean based – something that they could become a part of. The UK is a national and global leader in marine science, and ocean


related teaching should be an essential part of the core curriculum for all schools.


February 2020 Are your students safe


in school? Comment by RICHARD MANBY, Managing Director, Bodet Class Change Systems


The legal duties schools and colleges in respect of the safety of children are outlined in the new statutory guidance documents were published by the Department for Education (DfE) in September 2019. These address the social, criminal and online risks children face, but they make no mention of any procedures should a lockdown situation arise on school premises. The NASUWT published guidelines for


school lockdown(1) November 2018(2)


in 2018, and the DfE launched a consultation in to seek views from school staff aimed at putting


together a comprehensive national plan for school lockdown procedures, but to date nothing has been published.


Attacks on schools The Metropolitan Police recorded 291 instances of suspects armed with a knife on school premises, 21 instances of gun possession and 3,500 reports of violence during a 12-month period up to May 2019. However, incidents risking children’s safety in schools extends beyond the M25. A Warwickshire school went into lockdown following intruders on


site, as did a Sheffield school after a boy was chased into the school by a group of youths. A Birmingham school locked down twice after reports of three intruders on site as did a Tonbridge school after a man was seen brandishing an axe in the car park, and an Angus school locked down when an excluded pupil returned to the campus for the second time wielding a knife. Nearby events can also pose a threat. An Academy in Braintree


went into lockdown when armed police officers responded to an incident in a nearby estate, as did a Plumstead school after a pupil was stabbed at a nearby bus stop. Gordon’s School in Woking went into lockdown as a precautionary measure following police advice as emergency services dealt with unknown chemical spill nearby. These are just some of the reported school lockdown incidents


which occurred during a four-month period between September and December 2019.


Lockdown procedures In any emergency, clear information communicated quickly throughout the school is critical. A fire bell announces that an emergency situation has arisen, but doesn’t differentiate between evacuation or lockdown which can cause confusion amongst students and staff. It also goes against current government guidance from NaCTSO (National Counter Terrorism Security Office). Many schools also use fire bells to announce class changes, but this can cause further confusion and lose precious time in a real emergency. An integrated system such as Bodet’s Harmonys can broadcast


specific alarms for evacuation or lockdown as well as routine announcements for class changes, lunch or end of school. Triggered from wired control boxes, remote controls or even smartphones it lets staff and pupils know exactly what’s happening and what to do. As well as clear announcements, regular practices should be


conducted so everybody is familiar with the actions they should take should an emergency occur. This not only avoids confusion, but the time saved could mean the difference between successful outcome or tragedy.


(1) https://www.nasuwt.org.uk/advice/health-safety/school-lockdown- procedures.html


(2) https://consult.education.gov.uk/teacher-regulation-safer-recruitment/non- statutory-school-security-guidance/supporting_documents/ School%20security%20consultation%20document.pdf


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