December 2010

The know zone

  • Hopes and fears
    Be wary of creating ‘legitimate expectations’ in parents and others, warns Richard Bird, as failure to meet them could lead to unintended consequences. More
  • Time to clock off?
    The interim Hutton Report published in October outlined the likely changes in store for public sector pensions. As we await the final report, ASCL is continuing to make the case to ministers that deep cuts to pensions could lead to an exodus of schools leaders. More
  • Getting into hot water
    How is a school defined as ‘poor’ in financial terms? Sam Ellis looks for some facts and figures beyond the budget sheets. More
  • Lead vocals
    Quotes from Norman Vincent Peale, Alan Alda, and Guillaume Apollinaire More
  • An enduring spirit
    A decade ago, ASCL member Sean Crosby – a recently appointed deputy head and active sportsman – had an accident on his mountain bike which was followed by two devastating strokes. With the help of his wife Maria, he talks about coping with his disability and preparing for a 250-mile charity bike ride in India. More
  • SPACE TO LEARN
    With more than a quarter of engineers citing outer space as a reason behind their career choice, a new space programme aims to entice more youngsters into science and technology. More
  • Adding value
    As we all face up to the harsh reality of reduced spending and investment, it is inevitable that stress levels in the workplace rise. At times like these, the role of the employer in supporting wellbeing becomes even more important. More
  • The perfect blend?
    Is the traditional model of school governance out-of-date? Should schools have more say over who sits on the board and for how long? Is it still necessary for parents and the LA to be represented? And should governors be selected for their expertise, rather than elected to the post? School leaders share their views… More
  • Leaders' surgery
    The antidote to common leadership conundrums More
  • Increased pressure
    It could have been worse... but the spending review will still have far-reaching consequences for the funding of schools and colleges once the dust settles, says Brian Lightman. More
  • A head for heights?
    When looking to appoint a new headteacher, governors should throw the recruitment agency advice in the bin. Instead, says David Nicholson, think big and bold. Think Titan. More
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With more than a quarter of engineers citing outer space as a reason behind their career choice, a new space programme aims to entice more youngsters into science and technology.

SPACE TO LEARN

Schools are being invited to boldly go into space. Esero-UK, the latest branch of the European Office for Space Education, is offering teachers and students a wealth of information, materials and activities geared towards science, maths, engineering and space exploration.

Funded by the European Space Agency (ESA) and the Department for Education, the new office’s aim is to encourage more students to pursue STEM (science, technology, engineering and mathematics) subjects. It is also supported by the UK Space Agency, the Science and Technology Facilities Council (STFC), the National STEM Centre and the Specialist Schools and Academies Trust (SSAT).

Website resources

The website offers a launch pad to a range of downloadable space education resources held by the National STEM Centre eLibrary for use in curriculum development and lesson planning. They are arranged by topic, age group, and type of activity.

It also features the latest news on space activities across the UK and Europe, space education events, topical and inspirational space-related news stories, the UK space sector and higher education institutions offering space-related degree courses.

Space Ambassadors

A network of Space Ambassadors – experts including teachers, geologists, astronomers and chemists – has been established to support schools and colleges and help them to tackle science in all its complexity.

The new office will also share good practice and will be the first point of contact for the education and space communities when seeking information about each other, thereby raising the profile of the education work of ESA, the UK Space Agency and other related organisations.

Mission

The UK operation is the fifth Esero launched by ESA after the Netherlands, Belgium, Norway and Ireland.

“Like other European scientific and technological institutions sharing similar educational objectives, ESA is deeply committed to contributing to building the scientific and technical workforce of tomorrow,” says Peter Hulsroj, ESA’s director of legal affairs and external relations.

“We believe the best way to achieve this is joining forces with the national education institutions in order to reach students from the early stages of their educational journey in a manner which is tailored to the national curricula. We are confident that bringing space into the classrooms may effectively help to sustain the future of our own knowledge-based society.”

Extra space

The Leading Space Education Programme, funded by STFC, has also focused on space as a way to boost participation in STEM subjects. A network of 30 specialist schools was established and supported by the SSAT to develop and embed high-quality, space-themed educational practice. It included partnerships with the space industry and universities, plus sharing practice with networks of primary and secondary schools.

STFC funding for the programme ceased in June 2010 but case studies and other information – including the SSAT publication Leading Practice in Space Education – are still available via the science section of the trust’s website at www.esero.org.uk

Space: credit ESA / LFI and HFI Consortia

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