 Good afternoon everybody, it's Ross here at the Peacock Toolkit, I'm either large on your screen or I'm in the top right hand corner, I'm just going to do a little bit of admin and let people have a moment just to log in. And if you can just say hello in the chat box that comes to me only. And wherever you are a little village by the sea or in the countryside or a large town or city, I'll give your town a shout out to everyone watching this. So let me know where you're watching from. And while we just get a few more people joining in. While you are doing that in the chat box, I just show you where people have signed up from. It's a 40 fundraise. People signed up today, and I know one or two will be watching this recorded. So in the chat box, let me know where you're watching from. So we've got Graves Ends, Greater Manchester, Mozzly, The Beat for Dines, as I pronounced correctly, Ruth. South Wales from Barry Island, I've been to Barry Island Dawn. I don't know where else anyone international. Hi Pam from Cambridge. I know you very well. So it's nice for you to join me. Open, Fonzie, Margate, Abby, Debbie, Liverpool. I can't pronounce that is it good. Yeah, in Poland. So thanks for watching the Scottish Highlands, Andrew, you get my vote today. In fact, Sarah just beat me with the Island of Mull. If someone watching from New Zealand. Okay, I want me to read them all out, Sheffields, Texas. Okay, so literally everywhere. And if I just take that slide off for a second. And I'm just going to show you a little bit more of a heat map of people that have signed up from the UK. So there you go. That's where people have signed up from UK. So you might be able to see your little dot. I can see the highland there. I'm not biased. So while people log in. And you get familiar with the technology, some of you will be new to do. And in the right hand corner or on your device, you should be able to switch between speaker view or gallery view. You can have your cameras on or off. And your microphone are muted by default. It's all getting recorded and I'll share it with everyone in the event right for each afterwards. And so just a kind of little introduction and to make sure that you're in the right place. I wonder how many of us have joined an accidental zoom call without us really know where it's supposed to be. So this is a teach active session. We're looking at active learning and reason being it's a perfect time for us to step back, realign the curriculum in front of having a curriculum, which is really purposeful to children. And I know that people are watching from a variety of locations. So we are going to try and put a English education hat on. When I bring John in and Steve will try and add in an international place to it where we can. And so the key questions that we're going to be going through today is how teach active in this kind of covered catch up solution. It could be a solution to your school. How active learning can help your children's mental health. How teach active can be used in other schools. We're going to bring in a head teacher Steve Kindle to explain how he is in his school. A couple of others, how schools can meet the Department for Education, that quick place and remote teaching as that's here in England. And how teach active can reduce teacher workload, which is a deep fascination of mine. And so just some technical stuff before we start. And when there's recordings getting and it's getting recorded. And there are three or four slides. It's going to be a bit more of a chat discussion. I'm going to keep an eye on the chat box. Those messages come to me only. And so I can read out any questions on your behalf. Once we get to the end of formalities, and you can hang on the line and we can just throw some just general questions if you want to have a discussion. I'm going to do some introductions and let you know who's participating. And I've got a little survey that I would like to put on your screen just to get a bit of feedback. See who we're working with. And then we'll get started. So grab yourself a cup of coffee. And we'll crack on in five minutes. And so I'm going to ask John first. And if I meet yourself, John, and then just introduce yourself. Everyone and tell us what you know. Okay, brilliant. Good evening to everyone or whatever time it may be. You're joining this fun. Nice to be working with you all this evening. I can see some names and something that I am familiar with. And I know. So great to see some of you again. And yeah, for all of those people I haven't met before, lovely to meet you. So as Ross said, my name is John Snedley. I'm the founder of teach active. I'm a teacher. I've taught mainly primary school. I have taught primary and secondary, but mainly primary school for years. I was a P advisory teacher. So hence my love of getting children open about an active. And then looking at the wider benefits of that. And then I went back into school. I was a deputy head. And for seven years, I was a deputy head. And then I went back to school. I was a deputy head. And then I went back to school. And then I went back to school. I was a deputy head. And for seven years. And I left six years ago in order to set teach active open. Teach active. We do two things. Basically. Number one is the, the resource and the website that we have. Which we'll demonstrate to you and show you later. And that's a resource that schools all over the UK and internationally subscribed to. And they use that in order to bring activity into their English and math lessons. But the other part that we do is that. We deliver lots of teacher training. And over the six years, we've worked with thousands of schools. Last year or face to face doing a lot of. You know, my life was traveling around a lot. Teacher CPD. And this year, like many, it's now a life of delivering to teachers over zoom. So it's still great that we could in some ways, you know, some great things have come for me because. As Ross said, 40 different countries joining us today. So it's great that we can do that. Yeah. And I hope that you're going to find the, the session really informative and beneficial. And we can give you some key nuggets to go away with to. Try back at school. And something that's, you're going to really enjoy doing with the, the, the children that you work with in the schools that you work with as well. Thank you. Thank you. John, Steve, I'm going to ask you to unmute yourself and introduce yourself. So for people watching overseas, Steve is a head teacher of a primary school. In the south of England. So maybe Steve, just give us a bit more kind of demographic data plus your experience. And then we'll get started. Thanks. Yeah. Thanks Ross. Evening everyone. It's, it's also a privilege to, to talk to you. So my name is Steve Tindall. I'm the head teacher of the Holy Family. School in Adelston in Surrey. I took up that post in September of 2012, just after the London Olympics. I've been a teacher 30 years now. And my, one of my greatest passions. Two things really, I guess, P. But my greatest passion was, is for breaking down barriers for children in math and math. And I, I, I, but my greatest passion was, is for breaking down barriers for children in mathematics in particular. And so that's when I sort of met up with John five, six years ago. And a lot of my work, most of my work, I'm probably talking about sites is linked to maths rather than to English. But teach active can do both. I think the success we find in our school for maths can be replicated quite easily for English too. Okay. Thank you, Steve. So in the chat box, everybody Steve, I could just ask you to make yourself. Thank you. In the chat box, you've got the link to Steve's. So you can find out a little bit more about his work and the wonderful teachers in his school, in his community. And so we're going to get started before I do. I'm going to put a survey on your screen. Now, if you're not going to zoom survey before, there's three questions and you need to complete all three to submit. And I'll give you 30 seconds or so. And to do that on your side. And so throw down, press submit, and then I will reveal the results. But just getting a little bit about who are you, why you're here, that type of stuff. So 30 seconds. And while you're doing that, if you would like to double your workload in the chat box, let me know what your current challenges are. And I'll share some snippets with everybody. So people working in outside of the UK, we've really interested in your COVID challenges as a teacher, as a parent, homeschooling, et cetera. So once you've done the results, put those in the chat box and I will share them. So I know we've got a wide range of people from parents, consultants, head teachers, government, et cetera. And if you can't see the survey, if you just let me know which device you're working on, I can give you some advice. So if you're watching on the phone or iPad, you might need to just tap the screen to reveal some options. But again, iPad, Android devices, those type of things. And apologies if I've not put the wonderful work of our support staff and teaching assistants on that survey, that has an error on my part. Okay. So we've got a number of responses in. Let me just share those results with you on the screen. So there they are there. So just take a moment to digest those. And while you're doing that, let's just read out some comments from some of you in the chat box. So new teachers joining the profession right now, that's going to be a tough gig, learning your teaching techniques in a remote world. How to engage and be interactive, being stuck in the classroom at the moment with limited options. Not being able to move around the school. And any other comments, send them through. So they're all the kind of challenges that we have. I'll read some of those as we go through. Okay. So there's our first survey. And let's take that off the screen and back on. So we've got our introductions. So John, Steve, and myself, the Department of Education here in England has passed skills and to prioritize physical learning, you know, recovery curriculum, lockdown, all those types of challenges. So how can schools best achieve this? But rather than a new initiative after another and asking teachers to do more, how can we incorporate physically active learning into our lessons? But I'm going to start with John on this one. What is active learning, John? Maybe kind of clarify some misconceptions and myths and maybe sign for some good examples that you're aware of. Okay. Billy, thanks for us. Yeah, it's always an interesting one. And it's probably a battle with over the last six years in really trying to perhaps get in front of teachers and head teachers and talk about the difference that it can make. Because of course, you know, in many schools, the priority is reading, writing and maths. And, you know, as you know, as being a school leader in the past myself, I understand the reasons of that. But active learning, I think some people think, oh, it's just more PA. It's just going out. It's running around. It's getting a sweat on. And actually it's, and perhaps thinking it's airy-fairy and it's all good fun. And yes, it is good fun. It is enjoyable. Children do love it. It really helps with that love of learning. But it's not PA. You know, PA is great and has its own place. But what we mean by active learning and physically active learning is simply just children getting up and getting up and getting about and moving. And that can be simply just in the classroom. And it can be bums off seats. It can be non sedentary behavior where we, we don't want the children to be sat down for long periods of time. So we're using the space which we perhaps have got, which is just the classroom. And of course it's great that if we can go down to the hall, if we've got other areas within the school that we can utilize, if the weather's lovely, let's get the, I laugh because perhaps it's definitely not in the UK at the moment. But then we can get the children outside and learning in that respect as well. But yes, it's not PA. It's perhaps incorporating movement into other areas of the curriculum. And of course the part that I specialize in that is, is actually how can we teach maths and English, but rather than being that formal way of sat down at a desk at a chair, how we can do it in alternative ways, which are perhaps fully engaging and just as effective if not more effective as well. Okay, thank you, John. Steve, I'm going to bring you in here. I'm probably going to give you two or three questions in one here. And what kind of physical curriculum did you offer before COVID? What have you tried to deliver during COVID from a remote perspective? And maybe just tell us, to begin with how you use TeachActive. So three questions there. Before, during and then how are you using TeachActive? Okay. So before, I think it's worth pointing out, you know, children in primary school, in the classroom for around about 7,000 hours between reception and year six, that's a lot of time to be sitting down. We talk about 60 active minutes a day. It's a long time. So before COVID, we introduced, when I started in 2012, we introduced active, an active learning element to our curriculum. And what that means is John's right. It doesn't mean charging around the playground. It means getting children up and engaging them in a different way. Children taking ownership of their own learning. It's based on a theory of constructivism, which is about children building their own learning or constructing their own learning by taking the knowledge and understanding they've got and then using, analyzing, synthesizing their ideas, communicating with others so that they're taking ownership, not just of their own learning, but those around them. So we, as often as possible pre-COVID, if you come into my school, you'd see them out of there, out of their seats, you know, and a simple example, if we're doing year five Victorians and we teach them about the diseases of Victorians, we can just give them that information, but research tells us that you can't just transmit learning by telling them so. So we will get our face painted, six children, put them in a, create a hospital, give them the symptoms of the illness, six different illnesses, we'll give the children the opportunity to interview them, to talk to them about their symptoms, how they're feeling, and then by doing that, they then go back and they understand more deeply the concepts that we're trying to teach them, because they've lived it and they've done the role play and they've acted it out and they've taken ownership with their questions. They get a deeper level of learning. Active learning gives a deeper learning than just transmitting information, which is a surface level. So we would do that right across our curriculum. Children are used to role play, to discussion, to group work, to be out of their seats, to going outside for maths. During the lockdown, it's been, because it's so embedded in our school, it's been relatively easy to get children to do things at home, because parents are used to it. Now we've been doing it five or six years. So parents are used to it, so they know how the children work in school. So they've been able to use those sort of investigation skills and the discussion skills that we take in school. It's not the same. It's not as good as being in school, obviously. But it's allowed a smoother transition, I think, and we were really worried when they came back in September that they'd be miles behind and their social skills would have gone and their investigation skills would have gone, but they actually were pleasantly surprised. The stamina had reduced, but the actual skills were still there, just needed to be repolished. And in terms of Teach Active, I started, it's really important with something like this, that you start small when you build. Don't try and run before you can walk. We started with some very specific target groups of children that we felt were underachieving and it was maths. Back then it was maths of the day. So we targeted specific groups of children. There was a group of six or seven girls in year four, able, committed, hard-working, reliable girls, but they were massively underachieving in maths. So we started with then plus a group of boys in year three. And we did group work with them, extra sessions, built the confidence, then we rolled it out from there. We had incredible success with that group of girls when they got to the end of year six. And that really was the catalyst for us to say, this is the way we want to go as a school moving forward. Physically active learning is inextricably linked to positive mental health and well-being and both of those things contribute to high outcomes. And so if you're looking for your school to be successful, there are many ways to judge success other, but for me it's about children wanting to learn. The biggest thing we have to do as a primary school is to instill in our children a love of learning. How do you feel when you take part in a maths lesson? I want children to say, I love it. And John knows this story. When I first went to Holy Family, we did a survey of children, 10 favourite subjects, put them in order. As a mathematician who wanted to break down barriers in maths, I was horrified to see maths at number nine after 10. And now it's up in the top three. You know, we had a year two, did some biographies last term, 23 out of 30 wrote in there independently. Either they were good at maths or that maths was there, where they love maths. And that's what we wanted. Children are saying, I love it. Then they're going to put themselves, heart and soul into their learning. How long have you been using TeachActive? Since 2014, I think, John, is it right? Quite some time. So in a moment, I'm going to come back to you, Steve, and ask, you know, what does it look like? And kind of maybe talk about some of the benefits that your children are now showing. And before we do, John, can I get you to just do a kind of first real four-minute demo on people's screens so they can just, you know, people haven't, for the first time, don't know what TeachActive is. Can you give a kind of little whistle stop for us, please? Yeah, of course. And what I'll do is I think it's always nice. If I share my screen with you, it's always nice to actually see it in action. So if I just come to this, and I will actually share with you and let's see if we can actually get to it. Yeah, we'll see that. We'll have to see some children taking part and having a go. So there's just a little bit of delay there. So on the video, you'll see some children taking part. Some teachers talking a little bit about the impact that it's had at their school. And then I'll just give you a little bit of an overview of the actual resource itself. John, we can't see anything yet. Steve, are you passionate about active learning? Incorporating physical activity into the English math curriculum and using this approach? No, I think it wasn't working. On the activity. No, it doesn't seem to be on the screen. OK, guys, what we'll do then. So sorry, Ross, you didn't hear anything. OK. But I'm hoping that you can hear me now and I'll give you, we'll go back to the video afterwards. Yeah, OK. So technical glitch. OK, so let me give you a little overview of what teach active is. So as I mentioned, when I was a peer advisor, this is kind of where it all started and thinking, just like Steve did at his school, how can I use my, the children's love of being active to engage them in physical activity. And I had a slide of ideas and I saw the file of ideas and that had a huge impact into the schools that I worked. It was part of an off-stead sharing of good practice paper. It was part of the DFE project. And actually, because it had such success where I taught, which was on the wiggle, sort of between Chester and Liverpool there, then we actually thought, well, why can't it have impact on schools and teachers and children all over the country and further afield? So it's the online resource that provides you with lesson plans and resources on how to deliver the English in the maths curriculum through physical activity. It's not a scheme of work. Teachers don't say I have to use it in this particular way. What they do is they pick it up and use the aspects which are most relevant to them. And they can say, I like that. I don't like that. I like that, but I'm going to personalise it. And I think that's one of the beautiful things about Teach Active is its flexibility. And it can sit alongside and complement any scheme of work. And it can be used as a whole class tool. So you'd be able to pick up any of these plans and be able to say, OK, I'm going to do this with all of my children. But also it works really well as an intervention programme with groups of children as well. Just like Steve mentioned with that group that he had where perhaps they were disengaged or maybe underperforming or they need that little bit of a confidence boost. So I'm going to try the video again. I'm going to go back one slide and I'll look at what Ross has faced to give us or no, depending on whether we want to stick with it. But I just think it's always lovely to see some children taking part. So let's try again. Teach Active are passionate about active learning, incorporating physical activity into the English and maths curriculum and using this approach to really drive opportunities and attainment within these key subjects. Fit some Teach Active because the minute we mention we're going to do one of the activities straight away. I'm keen to get involved, smiles on the faces and really want to join in, which is just so pleasing as a teacher. But it gets the children engaged, it gets them active, gets them moving and thinking. Once you've tried it a couple of times, it's a go-to for lessons because it is so easy. They can choose their objectives, go to a drop-down menu and the resources and lesson plans are there for you. That helps safety teachers hours of planning time. The biggest thing is pupils really want to join and take part with all the different activities that we've given them. So I would definitely recommend it to other schools. We've got children now that love maths and really enjoy and are engaged in it and that's really showing them the results. They want to learn then. They don't realise they're learning actually. Not only will it impact on your data, your standards, your outcomes, but you're seeing a renewed vigor and enthusiasm and enjoyment across both pupils and staff. Containing over 3,000 plans mapped to the primary curriculum and covering every objective from foundation stage to year six. Teach Active will save your teachers hours of planning time and complement any scheme of work and it will really allow Active Learning to become embedded within your school. Thank you, John. Can I bring Steve in again, Steve? Can I just ask, you know, what are the benefits that you've seen in your school with your children? I guess prior to COVID, maybe if I can put it in the corner and just talk about what difference it's made to maybe attendance, to energy levels and questions and such, I think. Sure. I think I need to start with the biggest barrier to learning, which is a sort of fear of being wrong. Again, going back to maths for this. What Active Learning has done is it's broken down the barrier of fear. You see children outside or doing an active lesson, they're far more willing to give it a go. That's the first thing. If you don't get children on the road, you can't teach them. That group, going back to that group we had, the biggest issue was where they didn't like to get things wrong. In the classroom it was too in close for them. They felt people were looking at them. So we've had a huge increase in confidence and a willingness to have a go at everything. They've learned that mistakes are part of life. You know, that I don't, in life, I'm not going to be expected to do everything on my own, to do all my own thinking, to do all my own problem solving. I'm going to, in a job, talk to other people. I'm going to ask advice from other people. They do that quite naturally now in Active Learning. And it's fabulous to watch them. If you put them in a pair and let them go, it's wonderful to see two or three pairs coming together, sitting together and discussing, working through a maths problem. And that's a life skill. When we consider that, we try to set children up for a successful, happy life. You know, and employers now, I think 95% of employers now say that life skills or life readiness is far more important to them and far more critical in academic qualifications. And Active Learning, Physically Active Learning gives you that communication skills, social skills, teamwork, leadership, problem solving skills, critical thinking. These are the types of skills that we've seen in our children really, really develop the independence. And we sort of lost it a little bit when they came back up from the first lockdown. That little bit of independence and confidence had dropped a little bit. And we've gone back to where we wanted them for Christmas. And we're probably going to have to do the same again. So that's it. That's a really big thing for us. I think what was you saying, question Russ? I'm just curious to learn, you know, what differences you've seen in your children before COVID in terms of attendance, you know, better memory recall, you know, emotons. And I know the COVID restrictions are going to put it all back to kind of stage one again. But what kind of things were you seeing using Teach Active prior to the pandemic? Well, our attendance is, we're sort of averaging about 98.5% attendance. Children love coming to school. If we put on any clubs, we had a maths club going for Ohio, which was essentially active maths after school. We had 24 children coming to that, which was the maximum we could have. They loved the lessons. You know, I currently go into year five every Friday morning. So that's our year four every Friday morning to teach active maths. They absolutely love it. It's just made a massive difference to the way they look at their school life. You know, and I think someone once said to me, you know, you never really remember what people say to you or what they do, but you'll always remember how they made you feel. And we've got a situation at our school where they feel good about maths. And it's not just down to active learning, but I think a huge, huge part of it is, and if we took that away, I think they would really miss that. Okay. Thank you, Steve. Don, I'm going to bring in the second, maybe ask for your expertise and you're clearly passionate about physical activity. Just before I do everyone, I've got a little survey on your screen there. Just tell us briefly what kind of physical things did you do? I haven't covered everything, but maybe just tick as many as you can. And let's just get a little snapshot as to what you were offering your children in your school settings. And if I haven't got your choice there, just put it in the chat box and I'll read one or two out. So, John, your kind of physical active learning expertise has gone. Tell us a bit more about what it can do from memory. We all kind of know that there are benefits, but maybe give us some concrete evidence. You have done mute yourself, sir, so we can hear you. There we go. Okay. So I'm sure there might be, you know, there'll be other people on the chat who actually can, you know, offer something here as well. And, you know, I, it's great to look at what neuroscientists say. It's great to say what psychologists say, but often what I prefer to hear is actually teachers who are on the shop floor who say, this is what I've done and this is the difference that I see. But I could give you a list as long as my arm, but I tend to break it down into four things. And the first one is that it's going to make your children more active. And that's really important. We've got a generation of children that are, you know, not active enough in fairness. And therefore we have to try and make the school day more active. We're challenged to do this. And what I say to schools is, you know, they might do all sorts of things like, they might do extra cricket clubs. They might do wake up and shake up. They might do go nude or they might do daily mile, all of these things which I absolutely love. And I did them as a self, as a teacher. But as an addition to that, I say, rather than doing more, more, more, just do what you're already doing, but in a physically active way. And therefore for teachers to think, oh great, I don't have to do more. I just maybe need to change my, perhaps mindset a little bit. And just like we're planning when we plan our, you know, our learn to learn and our Kagan structures, we don't think about planning movement in as well. But the other one is attitude. You know, I weren't going to too much, but Steve's mentioned that children love it. Children love being open active. They're not born to be sedentary and sat down for long periods of time. The third one is it supports attainment. Children will retain information learning in this way. They'll make good progress. They'll be able to master key skills then retain that information, recall that information at a later date. And it really is something really powerful that I've seen in terms of being able to really help children achieve better in these key subjects. And for some children who then find it quite hard to engage with something like maths, for example, just breaking down those barriers, showing them that it's enjoyable. That can really help. And then the fourth one is the idea of whole child development. And the idea that I would give here is that I often say to children, why is physically, why is being physical important? And children will tell you, and you can ask your children this tomorrow. They'll say it's to be slim and fit and healthy. And I would say yes, but do you also know that it helps your memory? It helps your concentration. It helps you to be more productive within the school day. It's going to give you, you're going to sleep better. You're going to have more energy in terms of social skills, less anxiety, teamwork, resilience, determination, all of these things. And I think a great example of that at the moment is, you know, all of these people joining us today and either live or watching this afterwards, you think during lockdown, what, you know, for many others, we made sure that every day we went for a walk, we did a bike ride or we maybe started pilates or yoga or we did some form of exercise. And it wasn't about staying slim, fit and healthy. It was about our emotional and mental well-being because we know that we are in a better place and we know that our life is enhanced when we are physically active. And that's what we want to ensure with children that 70%, which some research will show you, 70% of the school day, we don't want it to be sedentary. We want them to be all active. And, you know, that helps whole child development. It's happy children. And it's why we all came into teaching. And of course, it's one of many brilliant things that you will do as a teacher, but I do think it can be a key component. Thank you, John. In a moment, I'm going to actually to log in and just show us behind the scenes and teach active and how people can sign up for the free trial. Before I do, on the screen, everyone, you've got the results from that last little survey so you can kind of just see what everyone's said. I'm going to read out a few comments. I've been to a forest school in Cyprus, 35 degrees Celsius. Let's not forget forest schools. Yes. Comments. I'm a video working in special education. You've looked back and learning with autism and developmental delay. I can see my good friend, Professor Pam Bernard, watching Pam give us away from the University of Cambridge. Pam's put in the chat box, active learning, sensual experience, paramental learning, offers alternative ways of learning and knowing and being proactive, engaging the body and overwhelming research evidence to support this. Thank you, Pam. So keep your comments coming through. Now, Steve, I know you as a head teacher will be just as passionate as I am about teacher well-being. And I guess from two progs. Again, we'll do two questions in one for you. One, during lockdown, managing teacher well-being, but also how has, you know, teach active supported your teacher's workload? Yeah. Thanks, Ross. Just before I answer that, just to add something to what John said, there was a recent study about active learning, which said that regular active learning once a week can increase your memory tasks by up to 20% after one year. And this thing about red brain, blue brain, your brain goes cold after 20 minutes. When I was a year six teacher, I went through a phase off before I used to do practice sets test, which I hated. I used to take mine outside for exercise before they did the test. So when we were doing back in the days when there were two papers for one paper, I'd take them outside for 20 minutes exercise. And then the other one I wouldn't. And the results were quite remarkable how much better, how much better they did after exercising than when they didn't. So that's just an aside. In terms of teacher well-being, during lockdown, as it's been really tough, they're working harder than ever. My teachers at the moment are saying they're doing double the workload for half the output. So really it's just a case of praising them and telling them how well they're doing all the time, taking away as much as I can possibly take away from them. And teacher active is a classic example of what really works because I don't have a problem ever with working hard or thinking or planning things. But I don't want to be building a wheel if a wheel is already there for me to use. If I can polish the wheel and put the bells and whistles on it. That's what I'd rather do. I'd rather spend my time thinking about those 30 children in my class and how I reach them and make sure every single one is challenged and supported and learns. And that's what teacher active does. The lesson plan is there. The teacher can print it off. It's all adaptable. You can change the resources. You can change the numbers. You can change the questions. So you've got your structure. So the teachers can sit down and say I've got the structure of my lesson. How am I going to make this really meaningful to my children? So then they can adapt it. Then they can use their skills and their knowledge of every child to make it work. So they're not planning from scratch. They're just trying to use them to make it really work. So in terms of workload, Ross, that really does bring it down. You've got one or two sound bites from your teachers that have said, oh, wow, this is great. X, Y, Z. Yeah. So what was it? I wrote one down. So one of my teachers said it's very easy to use as it's tailored to every single area of the curriculum. So one of my teachers said it's great because I've got a lesson structure already in place. I can spend my time and tap in the lessons to effectively target the children. And another one said it's wonderful to see they lose the reticence to the children lose the reticence to join in. They really go for it. They're all engaged. And that gives a great satisfaction. And that came from somebody who said at the start when I first went, no, it doesn't work. She was a very, very traditional style of teacher. So yeah, that's three different people. John, I'm going to bring in for another demo in a second. Steve, one question. Have you been looking after your kind of physical well-being during COVID? What have you been doing? My personal physical well-being. Yes. Well, I established a charity back in July to support children's mental health. I called Belief Foundation. And on the 19th of September I did marathon. So I was training from February. So I did lots of that, lots of outside stuff, lots of gardening. I was busy. Can you just remind us all what the charity is called? It's called Belief Foundation B-W-E-L-I-E-V Okay. Thank you. John, why teach active you've given a little whistle stop more again. Show us the platform a little bit more. Okay. Yeah, I would love to. Okay, so I'll just take you over to the homepage here. So you can all just go and take a look by going on to teach active in your browser or of course just googling it or use whatever search engine. You can have a little read here just about teach active itself and kind of what it is, as well as Steve's school. There's other case studies here as well about how they've used teach active in the success that they've had and we are also we work in partnership with the youth sport trust that some of you may know. Okay, so here just in the top right just sign up for a free trial. So it's completely free. It's not like anything else. It's not going to start charging you after so many months or anything. It's completely free. So I'm going to go to the page. Reading, writing and maths through physical activity. Have a go. Log into the full site and show you why. So you know my name is John, but I'm just logging in as a colleague of mine Gareth. So as I log in, this is what we are presented with. So this is just the typical dashboard and on the left hand side tends to be what we're going to be doing. We've also got at the moment things to help like Steve, like for example remote learning lessons like isolation packs homework, which is really important and just something if any of you ever do consider introducing teach active we do launch it for you and do free whole school training to get everyone on board because we want to make sure that your school is going to have maximum impact. But all you need to do is to look at what you're making with. What's the area of maths, what's the objective and then you'll get a list of games on how to teach it through physical activity. So for example, maybe I'm a year six teacher and this is exactly what Steve's teachers will do. They'll then look at the what is it that they want to cover in maths and we've got all of the different areas here and it's mapped to the primary maths curriculum, the English curriculum, the English math curriculum. I then choose my objective that I might be looking at for that week or for that particular day. Every single objective from the maths curriculum is here. So once I've chosen that I then get a list of games on how I can teach it but through getting the children open about and you can have a look like that or if not there's always games to choose on but if it is something that you like then on the right hand side you'll see your teacher and you'll see that you need for the activity to go ahead. So an example of this is like maths sons. So this is like when Steve says about doing the sats paper outside. This is typical year six sats questions but rather than having the children sat down we're going to do maths oriented. A lot of teachers have done this. They love it, the children love it but it takes us a long time to plan it and therefore we might just do it during national year six or seven. So what I would suggest is let's do active maths once a week at least so everything can be here and whatever your group you're teaching, whatever area of maths you're delivering, whatever objective you want to teach your children you will find activities on how to do it through movement and this is why of course there's over 2,000 lesson plans. Very quickly if I just take you back to what Steve mentioned we used to be called maths of the day and then it worked so well that our school said well what about English so the same I'm going to choose my year group. Is it writing? So perhaps with writing I can have a look at all my grammar work here. So I'll give you an example here. So have we ever taught about paragraphs? Now this might be quite mundane it might be quite boring we might have to go back to the time when the two weeks later they've forgotten well let's play a game let's put it into an activity let's help them to recall and retain that information and very similar of course with Ofsted at the moment fostering the love of reading is very very important and will be in every school regardless of where you are can we teach reading through getting children up and about? Well of course we can so we're going to choose what genre we want to look at the key skills that I've got to get the children to be familiar with and then once I've done that I can get a game. Now the other thing to mention here is on the right hand side as well as the lesson plan and resources we also now provide you with the text. So for the story we provide you with the text here and similar if it was a poem or it's a letter or it's a diary entry or piece of persuasive whatever it may be we always provide the text for you in a single thing so if your teachers believe in the benefits of physical activity and they think actually this could really make a difference within my school then of course what you can do is use each active to allow that perhaps to become really sustainable and give teachers the to go wow. I have a question for you John in the chat box in Emma we are running successfully in maths and the math check can you tell us how the English is doing. Yeah of course of course so thank you for the question so with maths it was very much well our journey we started with English last year and we've had some now the vast majority of our schools introduced the English as well and we started off with all the grammar and the gaps and then only since at hand really if we had the full array of all of the teaching so that's still within its early days but certainly with the feedback that we get from schools is again ones have been really positive children's engagement and enjoying it but also the attainment element is I always say yes active learning and yes teach active is great but we could give this to any teacher you know it's the teacher that then makes the difference it's the school the other elements as well. I'm going to come from me and I'm going to go to Steve in regards to the lessons how long do they last for and are there four activities. That's the question from Dan. I heard the first yeah how long do they last some of them last the whole kind of the whole main part of the lesson where others would be kind of the old school kind of starter and plenary if you think of it like that so I think again the beauty of it is if you had a if you perhaps had four and you might say well I've got three games here that are quite short you might actually go and take all three of them or do a bit of circuit training and get the training around activities where others are bigger. So just the context people watching overseas the terminology starter is literally a kind of first five ten minute starter exercise to get the lesson started and my sticking question John is how much are you going to cost if I switch from three and you know my whole skill and then I'm going to talk about the head team perspective in a moment this team. Okay obviously your trial is free if you want to the price on the website if you want you can buy English or maths on its own for £575 if you want to buy the full teach active package it's £975 and that's for an annual subscription. Our retention rates are running really high around about 82% schools tend to stay with us we deliver training for you to make sure it's working and just how schools just in the UK primary schools get their PE and sport funding internationally hopefully you'll get something similar women doorsters are good use of spending that money so for you know £975 is that you can put active learning across your school How long did I use the free trial for? It's for two weeks it's for 14 days you can print everything off if you want to and if you ever want an extension we're a nice company we'll allow it to go on a little bit longer Steve put my headteacher hat on I've seen teach active in a webinar as a teacher I want to come to my headteacher and say you know funding and all sorts of things what would be your best advice for a teacher who's seen this loves it wants to talk about their headteacher and sell it to them and as a headteacher how would you kind of engineer your funds to be able to purchase this maybe just a year to begin with and then maybe a longer term like yourself Well in terms of the cost obviously John's mentioned the PE and sport premium £900 out of 17 bit thousands for a school like mine is not very much I think the biggest selling point for a teacher going to a headteacher is the impact this will have on your outcomes I think in 2017 the charity Mines did a report where they said there's too much focus on academic achievement and not enough on children's on promoting the well-being of children but I would argue that I agree with that to an extent but I would argue you can marry those two things in because physically active learning will give you higher outcomes ultimately and I've sold it to other headteachers Ross who haven't been that interested I've sold it on that and said look if you really really are I'm giving your children the best opportunities in life and you also want to take your results box this is the way to go give it a go it makes a massive difference Steve what evidence do you have that it works give me kind of some hard facts data results attendance maybe just kind of key key points I always get embarrassed about talking about results because I honestly we didn't start this off to get into the top whatever percentage of schools we started this off to make children say I love maths but if you look at the impact in our school we've been in the top quartile for the last five years for maths we've been in the top 2% and top 4% you know our progress scores have been I think we've averaged 3.9 progress score over the last few years our scale score for maths 109 over the last three years you know our disadvantaged children progress in 2018 and 2019 was over 3 I think the national average was 0.3 so it's had a massive massive impact on results as well alongside attitude which for me is what it's all about we want our children to go to secondary school and really be confident so they can do well there and then move on in life Steve I've got a good question here from Matthew Preston what have been the barriers that you faced introducing it into your school yeah great question Matthew great question you know it's getting everybody on board you know and for this to work you have to have your headteacher and your leadership team on board it needs to be a culture in school which is the way we're going to go but even me as a headteacher it's taken some convincing for some teachers they'll do a couple and enjoy it and then you realise they haven't done anything for weeks because they're just not that way inclined so it's reaching everybody if it's not their natural inclination to be physically active themselves and not all the time but you sometimes find that's the more experienced members of staff who've been around the block of bits and perhaps don't want to change as quickly and any advice for you know teachers wanting to approach their headteachers and then protect the budget or new headteachers trying to work out I guess what people are thinking here in an English context that maybe you could give some insights into how you've maybe protected some kind of PE funds those kinds of things Steve yeah as I said earlier I think whilst the PE and sport premium is there to spend this type of money something which it isn't just a fadteach activity it works and there's a lot of research behind it if we're looking especially now children coming back there was a survey in 2019 by the Children's Society in 2019 so pre-pandemic which said that children were the least happiest they've been 10 years and something like 220,000 children in a national UK survey said they had low well-being to improve your well-being physical activity is proven, research proven that it will lift your well-being so this is the time now they've been locked up in their houses especially this time round let's get them active, let's get them moving it's going to help their well-being it's going to help their physical well-being and also it's going to improve their engagements, their attendance, their love of learning and ultimately their outcomes Thank you Steve I totally agree now I'm going to bring John in in a second I just want to quote some statistics from our survey when we started and we'll put one more survey on your screen everybody John's mentioned that you get free training as part of the sign up and we've got one more question John as I bring you in here you know one of the kind of recurrent results is how can it support students with learning difficulties and just before I pass over to you just a reference when we first started there was 68 of you watching now 24 of you said you don't do any physical active learning in your tool I don't know where you're located but that's a good quarter and then the other question I asked was that many of you wanted to see what it is so I'm going to put a question on your screen telling me a little bit more about what you think about each active now and I can feed this all back to John so that's on your screen John over to you, free training and how can you support students with learning needs Free training is something that we've just introduced we want to make sure that our schools are using teach active we work with schools all over the UK and internationally we monitor your progress we phone you up if you're not using it do you need some help in the nicest possible way because we know that teachers are busy and sometimes it can just because another initiative has come along so on the dashboard every single week during term time we offer free training for either schools who are in their first three months of their licence or for schools who have been on longer and you can simply sign up we do a zoom online with all of your staff and we ensure that they're really understand the benefits to their children and understand how can they then go away and plan it into their teaching and learning in terms of it helps all children we work with a lot of mainstream schools we work with a lot of special schools as well and those schools coming back saying of course it works really well for perhaps where children have certain learning difficulties and they need that over learning will really help them and that learning in a little bit of a different way and this can really unlock the potential in terms of how active learning can do that again there's lots of research which would show us that our brain is going to act better act like a sponge and soak up that information lots of research again specifically about children with special educational needs and active learning being something that can unlock the potential for them as well and all I would say to schools is I'm a teacher at heart I never give schools a hard sell I just say try it with your schools, with your children and see if exactly what we said at the start are they more active have they got a smile on their face is it supporting attainment and is it helping that whole child development and I'm sure it will and if anyone wants to further chat after this you can sign up for one to one with me via our website I'm quite happy to give you a further demonstration to talk to you about your bespoke needs that perhaps you've got at your school for example earlier on today I was on with a teacher from a special needs primary school and we spoke specifically about her children so again if I can help you in that way do get in touch okay so thank you John we're coming to a close everybody where you put questions in the chat box I'm going to explore all the chats and then I'll send them to John as we can tomorrow with the recording and John slides in an email to you all tomorrow morning with this video here are the results I guess from me five people not sure but it's good to see the majority of people really interested in teacher active I think there's nothing wrong with trying to have a little sleep through and what's going on Steve kind of bringing you back in just for one more kind of nugget of wisdom and then we'll put you on the spot about how teacher active has made a difference to your children more confidence better collaborative work communication skills have been improved social skills have improved willingness to have a go greater resilience and fortitude when they're faced with problem solving happier they're just a happy bunch of people and they want to learn we've been in a good place results have been great keeps offset off my back but I think the most important thing any teacher we do this job because we love it we put up with a lot of rubbish but when we're in the classroom or wherever we are with our 30 children we absolutely love it and to see the children bursting with excitement and a buzzer going around the place it's a brilliant feeling for a teacher and certainly for a head teacher when maths goes on in the morning that's how it that's just a great reward I think I would encourage anyone to try it and if your head teacher from the teachers out there if your head teacher has given you a hard time and doesn't want to listen to you then give him or her my number and ask them to call me because it works thank you Steve John your chance to share a nugget of wisdom for it all please final comment my final comment would just be to have a go some of you do get in touch because I love talking to people I love the partner organisations and as I said have a go and see if this is something I can help you in any way in trying to get other staff members on board sharing with you some slides or anything like that then do get in touch I'm quite happy to share anything that I've got in order to do that but do have a go give it a try and then get in touch okay so that brings us to the end everybody thank you John for your expertise thank you Steve for your wisdom and all your hard work you're doing with your community during this very very challenging time hard enough being a head teacher it's very difficult right now I put the teach active free sign up in the chat box I'll export the chat deal with all the questions and send everything over to you tomorrow my name is Ross I've been your host I wish you a pleasant day evening morning wherever you are in the world and just for a little bit of virtual fun until we meet again physically I've been playing a bit of sad piano music so as you log off just wave goodbye and we'll see each other again soon thanks for watching everybody it's nice to meet you all look forward to working with you all in the future bye everybody I'll stay here till you all log off take care