PPE to support Education

Senior leaders and Governing bodies are trying to work out how to provide a safe learning environment so that children can return to school as soon as possible. Being an education company we want to help and support in any way we can. We have managed to source supplies which may well help in creating a safe learning environment and also give pupils, staff and parents confidence in the school procedures.
We are happy for a school to order small quantities so that money is not tied up in stock. We are happy to work with you to work out weekly or monthly regular orders. If you find you do not need to order on one week or month then let us know and we can defer the order. We are here to help you maximise your budget.

We have a variety of products available please see below.

Hand Sanitiser

UK Manufactured

500ml 70%

Price: £3.85  (500ml)  excl VAT and delivery

FS-PPE-3LM Mask

Three-ply medical mask.

Features include:

  • Pleated with ear loops
  • 3 ply / 3 layer construction
  • Splash resistant protection against blood and bodily fluids
  • Non-sterile

Price: £20.00 (pack of 50)   excl delivery

FS-PPE-KN95M Mask

Respirator Mask

Features include:

  • Tight-fitting respirators create a seal with the wearers face to protect from harmful pathogens
  • Provides two-way protection by filtering inflow and outflow of air
  • Prevents 95% of particles >0.3 microns in size

Price: £ 7.00 (pack of 5)  excl  delivery

Please contact us with your requirements
info@tyncan.com tel. 07949293995

COVID -19

Now we all know how to wash our hands. For goodness sake we have been doing it since we were young and we certainly don’t want anyone telling us what to do in this department.

Is this true? Do we really take the care and attention we should when we wash our hands? Think of everywhere your hands fingers have touched?

Now ask your self if you are really doing a good job? How many times do you wash your hands? Do you wash your hands before eating? Do you wash hands after gardening etc.

Do you do a good job of washing your hands?

Watch the video and decide!

Relationships Education, Relationships and Sex Education (RSE) and Health Education

Statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers.

DfE

We need to look at delivering Online Safety through different subjects but we need to be joined up concerning the message. This document has references to Online Safety and what we need to be concentrating on.

Online relationships
Pupils should know:
• that people sometimes behave differently online, including by pretending to be someone they are not.
• that the same principles apply to online relationships as to face to face relationships, including the importance of respect for others online including when we are anonymous.
• the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them.
• how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
• how information and data are shared and used online.

Paragraph 80.

Internet safety should also be addressed. Pupils should be taught the rules and principles for keeping safe online. This will include how to recognise risks, harmful content and contact, and how and to whom to report issues. Pupils should have a strong understanding of how data is generated, collected, shared and used online, for example, how personal data is captured on social media or understanding the way that businesses may exploit the data available to them.

By the end of secondary school:

Online and media
Pupils should know:
• their rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online.
• about online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online.
• not to provide material to others that they would not want to be shared further and not to share personal material which is sent to them.
• what to do and where to get support to report material or manage issues online.
• the impact of viewing harmful content.
• that specifically sexually explicit material e.g. pornography presents a distorted picture of sexual behaviours, can damage the way people see themselves in relation to others and negatively affect how they behave towards sexual partners.
• that sharing and viewing indecent images of children (including those created by children) is a criminal offence which carries severe penalties including jail.
• how information and data are generated, collected, shared and
used online.

Internet safety and harms
Pupils should know:
• that for most people the internet is an integral part of life and has many benefits.
• about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing.
• how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private.
• why social media, some computer games and online gaming, for example, are age restricted.
• that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.
• how to be a discerning consumer of information online including an understanding that information, including that from search engines, is ranked, selected and targeted.
• where and how to report concerns and get support with issues
online.

• the similarities and differences between the online world and the physical world, including: the impact of unhealthy or obsessive comparison with others online (including through setting unrealistic expectations for body image), how people may curate a specific image of their life online, over-reliance on online relationships including social media, the risks related to online gambling including the accumulation of debt, how advertising and information is targeted at them and how to be a discerning
consumer of information online.
• how to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours.

Delivery and teaching strategies

Paragraph 107.

The national curriculum for computing aims to ensure that all pupils can understand and apply the fundamental principles and concepts of computer science, including logic, algorithms and data representation. It also covers e-safety, with progression in the content to reflect the different and escalating risks that young people face as they get older. This includes how to use technology safely, responsibly, respectfully and securely, how to keep personal information private, and where to go for help and support.

Sources of Information

Online safety
Education for a Connected World is the UK Council for Internet safety (UKCCIS)
framework of digital knowledge and skills for different ages and stages.
Sexting advice from UKCCIS for schools on preventative education and managing
reports of sexting.
Thinkuknow is the education programme from the National Crime Agency (NCA) and Child Exploitation Online Programme (CEOP), which protects children both online and offline.The site offers materials for parents, teachers and pupils on a wide range of online safety issues and facts about areas such as digital footprints, recognising fake websites and checking URLs.

 

 

Online Safety information for Parents

We have just signed up to offer free advice on our website for parents regarding online safety.

Take a look at the information available for parents from CEOP and Parentzone.

Every parent should be able to access this information and every school should sign up to have the information displayed on their website.

https://www.tyncan.com/parent-information

 

Mobile Phones in the Classroom

June 21st 2018 “the Chief Inspector of Ofsted, Amanda Spielman supported schools who ban mobile phones.” The Headmaster of Eton “endorsed confiscating mobile phones.”

From an article on the Blog Safeguarding Essentials

The LSE study states “Our research shows that not only does pupil achievement improve as a result of a ban, but also that low ­achieving and low ­income pupils gain the most.”

 

Digital Teaching v Traditional Teaching

We all know that digital devices are ubiquitous not only in developed countries. Mobile are often a life line to farmers and fishing communities who need to get the best price for their goods. We also know that many adults in “developed” countries use their digital devices to:

  1. Entertain their children ( keep them quiet) by allowing them to watch films and animations etc.
  2. Allow their children to access inappropriate information because the parents are unaware of how to control the use.
  3. Access inappropriate content.
  4. Misuse social media outlets including bullying and sharing images and video
  5. Too much screen time effects children’s well being and mental health

In the latest Children and Parents: Media Use and Attitudes Report from Ofcom, findings suggest that almost a quarter of 8-11s and three-quarters of 12-15s have a social media profile. Their findings also concluded that one in eight 12-15s with a social media profile say there is pressure to look popular all of the time.

The popularity of social media combined with these risks and added to all the other stresses of growing up, it’s easy to understand how almost 1 in 4 children and young people show some evidence of mental ill health (including anxiety and depression), as reported by Young Minds.

(Safeguarding Essentials)

In schools though

“Digital learning is replacing traditional educational methods more and more each day. With how rapidly classrooms are changing, it is best to forget methods you may remember from when you were in school and start thinking about newer teaching and learning techniques based on digital learning tools and technologies. The inclusion of digital learning in the classrooms can vary from simply using tablets instead of paper to using elaborate software programs and equipment as opposed to the simple pen.”

Read this article for more information

 

Analysing Data

Image result for big data
What has Big Data ever done for me?

The term Big Data is used quite frequently today and it seems that it is an important facet of our daily lives. Is it something that we should be worried about or should we be looking at what it is and work out how to incorporate it in our teaching?
What is Big Data?
Big data is a term for data sets that are so large or complex that traditional data processing application software is inadequate to deal with them. We produce 2.5 exabytes of data every day which is the equivalent of 90 years worth of High Definition Videos. The idea of Big Data is not just the amount but the variety of devices which are abe to store the or collect the Data. Being able to analyse data from a variety of sources and being able to draw conclusions from the data is really what the idea behind Big Data is all about. Big Data is information gathered from anywhere be it number of Tweets in a day to the indexing the DNA.

The ability of a computer to process the data varies and even when theImage result for big data analysis is carried out on a subset of the data the amount  of information can be colossal. So why should we consider including data analysis in our teaching plans? Firstly we need to have a skilled work force which can obtain information from data. Governments, schools and businesses make decisions based on the information which has been provided by data collection. If we do not teach our young people these skills then we will be unable to make sense of our world because we are unable to interpret the data being provided.
In my view we should be actively teaching data analysis or data handling. We need to make sure that our young people are able to understand the information they are given on a daily basis from a variety of sources. From the moment they wake up they are making sense of their world. The clock or the mobile tells them what time it is. The weather app provides information so that they can make decisions about what to wear. The television or a buzz feed app lets them know what is going on their world depending on what information their mobiles have about their likes and dislikes based on the information they share with the various apps that they interact with. Having the ability to understand and process this information is a key part of growing up in a digital world so why wouldn’t we teach how to collect and understand the data that is out there.We need to teach data handling so that we have a source of expertise for the future. The decision makers of tomorrow will be very much dependent on the data collected, especially in real time, which could effect the way they do their jobs. We need people who can analyse and report back.
The skills needed can be taught in a cross curricular fashion which takes account of Computing, Science, Mathematics, History and Geography. As an example we can gather data collected about earthquakes from the USGS or BGS. We can use this data to simulate an earthquake and allow the young people to make decisions based on the data that they have, this will involve Science, Technology, Engineering and Mathematics (STEM). Once the young people have made decisions based on their interrogation of the data they can put together a presentation for an assembly to the rest of the school. This would allow writing and presentation skills to be worked on and celebrated.Image result for data visualisation
The presentation could involve the use of data visualisations which allow information to be shared in an image format aiding understanding.
A person in a local authority responsible for highways needs to have information about weather conditions and traffic data both in real time and historically so that they can plan for adverse weather conditions. Having the ability to interrogate data in a variety of locations and bring it together for a particular purpose is a skill we need to ensure our young people acquire. Analysing Big Data has its own problems. The very fact that there is more data to analyse means that there will be a bigger error rate and it is really important that we have people who are able to decipher the information and record accurately what is happening.In our example regarding the local authority highways person if the data is analysed incorrectly it may result in too much salt being purchased or too many wagons being deployed on the roads when there is no real weather threat.It is worthwhile looking at the data provided by Traffic England as this site provides real time updates of traffic around the UK and is an excellent resource for interrogation.
As we are all governed by data collected by us or on our behalf. Recent revelations around data collection of personal data by social media companies has come as real surprise to many people and we should be teaching our young people about the way personal data is used and how we can protect them in a digital world. I think it is only right to make sure that our young people are able to make sense of the data around them and interrogate it confidently and make the correct value judgements.

Internet safety: Children ‘fending for themselves online’ – BBC News

Please read this article and use the comments to discuss how organisations working with children and especially schools are working to help young people. Schools have safeguards on their networks to prevent access to unsuitable sites but once a child is ‘let loose” with their tech they can access anything. Schools work with parents but in my experience parents tend not to attend online sessions specifically aimed at them and often feedback from schools shows those who do attend are the parents who are, or will, take control of their child’s Internet use. Those parents who do not attend are the ones who are often oblivious to the challenges of Internet use. 

http://www.bbc.co.uk/news/education-38508888

The Internet Is Broken. Here’s How I’d Fix It – Medium Walter Isaccson

This article can be an excellent talking point in a Computing lesson. It could be a way to illicit from young people how they would like the Internet technology to evolve and would also be an excellent starter to look both at online safety and cyber security

https://medium.com/@walterisaacson/the-internet-is-broken-heres-how-i-d-fix-it-19d0b2503aee#.k503j8ofa