BESA CORNER
This month, in our ongoing feature highlighting the work of members of the UK education suppliers’ trade body BESA, we hear from ANTHONY BYRNE of education suppliers GRATNELLS; and we get creative with MAPED HELIX.
Do we need better environmental monitoring?
Comment by ANTHONY BYRNE, Product Manager at Gratnells Ltd
Despite claims from some quarters that the rollout of carbon dioxide monitors to schools is falling behind schedule, the government says it is on track and expects monitors to be delivered to all state-funded schools and education settings by the end of the Autumn term in December 2021. The initiative is backed by £25 million of government funding and aims to give educators the ability to quickly determine the quality of the air in their space and make alterations to their environment based on the readings shown.
It’s well documented that high carbon dioxide levels in the classroom can lead to drowsiness, a lack of concentration and even headaches and nausea. Worst case, this can lead to absenteeism which in turn can adversely affect academic performance but it’s as a result of the pandemic that CO2 build up in learning environments is now being taken more seriously. However, as far back as August 2020, in an article in The Sunday Post, several specialists were calling for better ventilation and the monitoring of CO2 to combat increased risks of CoVID-19 transmission in schools. Doctor Julian Tang, honorary associate professor in the department of respiratory sciences at Leicester University and a hospital consultant, urged the use of monitors to measure levels found in indoor settings, such as schools, to warn teachers when ventilation was poor. He is quoted as saying, “CO2, which can be measured by a monitor, is an indicator of how poorly ventilated the air in a classroom is. If it goes up, then there is less ventilation and less fresh air. Any virus in the air will stay there longer at higher concentrations.”
Better monitoring of carbon dioxide should therefore be applauded but does it go far enough and should we be taking other environmental factors into account and measuring those too? According to Professor Stephen Heppell, a leading expert in the science of improving educational outcomes (
heppell.net), other environmental factors should be considered when we’re thinking about the transmission of Covid in schools. His research focuses on improving learning outcomes through the aggregation of marginal gains and in addition to CO2, he believes volatile organic compounds, fine dust particles, temperature and humidity can all be useful indicators to track in a time of higher CoVID transmission rates.
For example, thanks to enhanced cleaning routines with strong chemical sprays, many classrooms are seeing higher levels of volatile organic compounds (TVOCs). They can have a detrimental effect on cognitive function and learning. Again, better ventilation can help as in the case of CO2 build up but knowing when levels are highest can also help schools to better plan cleaning routines and minimise expose to TVOCs in the first place. Research into CoVID-19 transmission suggests that aerosol droplets may travel on fine dust particles (PM2.5) and these could be present in significant concentrations even when CO2 levels are low. Similarly, aerosol transmission may be higher in more humid environments or those with very low humidity, again signalling the need for better ventilated spaces. Temperature is a tricky one because CoVID likes the cold whereas if classroom temperature is too high, students are less alert and learning suffers. Finding the correct balance is key.
Of course, finding a suitable temperature range for learning environments is relatively simply but this and other environmental factors are being overlooked in the current discussion about environmental monitoring which is presently limited to CO2.
www.gratnells.co.uk 14
www.education-today.co.uk
Get creative in the classroom with Maped Helix
The past year has presented teachers and educators with significant challenges guiding pupils and parents through lockdown learning and home schooling. Using technology and screens as the main method of teaching presents new complications for both teachers and students that haven’t been experienced before. Among other issues, learning through a screen has meant that traditional methods of teaching and group classroom activities may have been neglected over the past year. This increased dependance on computers and screens means there has never been a better time to encourage creative, hands-on activities in the classroom.
Igniting a spark in a child’s imagination can aid all areas of learning and further development in all core subjects. Allowing a child to express their creativity not only increases their confidence but also encourages them to explore their ideas. Creating a story through their artwork can develop language skills and widen vocabulary. Choosing a colour from a selection of pens or crayons to use in their artwork helps with identifying and recognising colours. Using scissors to cut out coloured paper and different shapes develops hand eye co-ordination and spatial awareness. These skills can be transferred to other areas of the child’s learning later on in their education. It’s important to provide children with the correct tools and equipment to develop these skills. The Maped Koopy scissors were designed in collaboration with education professionals to provide a product which supports young children to learn how to use scissors correctly and safely. With ergonomic handles to ensure correct grip and an automatic opening system to assist with opening and closing the blades while the child’s hand muscles are developing.
Creative activities such as painting, craft and colouring can also help develop a child’s fine motor skills. The simple act of holding a crayon or colouring pencil helps develop the necessary co-ordination and muscle growth needed to correctly hold and use a pen and promote handwriting skills. Maped’s range of craft and colouring products are developed with a child’s needs in mind. The Color’Peps colouring pencils have a triangular barrel which ensures the child is using the correct finger position to develop their fine motor skills and in turn their writing skills. Each pencil is also printed with a unique name such as bubble blue and sunny yellow helping the child with their colour recognition and inspiring them to create a masterpiece they can be proud of.
A child’s social skills, which may have been neglected during lockdown, can be nurtured though creating artwork with classmates. Working together on a creative project and sharing materials such as colouring pencils and crayons will develop communication between children and promote listening skills. Creative activities also provide an opportunity to support a child’s emotional development. Drawing and colouring allows children to express and understand how they are feeling in a way they may not be able to verbally, and help them to make sense of the world around them.
Most importantly, creative activities allow children to learn in a way that is fun and allows them to connect with their classmates. At Maped Helix, we value the importance of creativity in the learning journey, which is why we constantly work in partnership with education professionals to develop a range of products that spark creativity in younger children and assist them with learning to draw, colour and create, and set the foundations for their education for years to come.
www.mapedhelix.co.uk November 2021
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48
