Education
Minister SKIPS to school
REBECCA EVANS AM, Minister for Social Services and Public Health has visited The Meads Infant and Nursery School in Milford Haven to see the impact of the SKIP project – Successful Kinesthetic Instruction for Pre-schoolers.
The SKIP project is a major programme of professional development in West Wales that aims to develop pupils’ motor development in the Foundation Phase. SKIP is run by the Wales Institute of Physical Literacy, part of the University of Wales Trinity Saint David, and The Meads School was one of 100 schools that trialled the innovative scheme.
The programme is part of the Welsh Government funded Physical Literacy Programme for Schools which the Wales Institute for Physical Literacy manages in the region.
It is led by Dr Nalda Wainwright, Director of the Wales Institute of Physical Literacy, who has been instrumental in changing behaviour by working with schools across south west Wales.
“We are facing issues that we have never encountered before in our society,” says Dr Wainwright.
“As a result of the increased levels of inactivity in children it has been predicted that they may die five years earlier than their parents despite improvements in modern medicine.
“The bill to the NHS is estimated to be £30b for the treatment of conditions linked to inactivity, which is one of the leading risk factors for death worldwide. Changes in society have created a ‘perfect storm’ for sedentary behaviours. “Modern technology, lack of green space, fear of strangers, a habit of driving, baby gadgets, coffee shop culture and screen time have all eroded time that would have been spent moving.
“Research into the implementation of the Foundation Phase shows that in Wales we have a potential solution to this with a world leading play based early childhood curriculum.
“However, this potential has not been realised as teachers and supporting adults don’t always have the necessary knowledge to ensure children are having appropriate experiences to develop the important movement foundations for good brain development and life-long physical activity.
“Drawing on research which identified the gap in knowledge, a programme of training and support was implemented in target schools.”
Working with Professor Jackie Goodway of The Ohio State University and honorary research fellow at the Wales Institute of Physical Literacy, SKIP trains teachers, teaching assistants and parents about the importance of early movement for child development. The training shows how children learn to move through developmental stages; how to alter tasks and the environment to move children through these stages, and crucially, to achieve the mastery of these skills needed for life long physical activity.
Part of this project also involves running parental engagement sessions with parents taking a bag of equipment home to play with their children and in some cases, even taking over the running of sessions.
“We have been assessing the impact of the project on samples of pupils from schools across the region. The analysis of the data thus far shows we are having a significant impact on pupils’ motor skill development. Importantly, teachers are developing their understanding and confidence so we are building real capacity for sustainable long term change,” continues Dr Wainwright.
“It’s great news that our research on the SKIP programme in Wales has shown that in as little eight weeks there is a significant impact on motor skills. Teachers also report huge improvements in the children’s concentration, focus and engagement in the classroom.”
Sonja Groves, Acting Head of The Meads Infant and Nursery School, Milford Haven has seen the positive impact of the SKIP project on both pupils and parents in the school.
“Since beginning the SKIP project we have been overwhelmed with the improvement in our pupils’ physical well-being. The training that the staff received has enabled them to teach vital skills of physical literacy in a developmental and sequential way. This means that pupils’ motor skills have improved significantly as well as developing positive behaviour and an enthusiasm for physical activity,” says Ms Groves.
“The parental workshops have provided an opportunity for parents and children to work together to build coordination and physical stamina. The weekly workshops have allowed parents, children and staff chance to engage enthusiastically in SKIP activities. The parents thoroughly enjoy the ‘Parental Engagement’ bags that the children bring home weekly. These bags contain a range of equipment and suggestions on how to get their children physically active.
“As a result of the success of the project, staff have been proactive in developing opportunities to integrate SKIP skills across the curriculum. Getting children moving at this young age is vital for their long term health and for the health of the community. It is crucial that the skills of physical development are understood by all teachers to enable this to happen effectively,” she continues. Having seen aspects of the project being delivered during her visit, Rebecca Evans AM, Minister for Social Services and Public Health added: “It was great to see the physical literacy programme at Meads Infant and Nursery School, which aims to give all children the opportunity to develop physical skills, as well as the confidence, motivation and opportunities to take part in sports and physical activity.
“We are committed to creating opportunities for children to develop healthy behaviours and I encourage all schools to develop innovate approaches to make physical activity part of the school day.”
The Wales Institute of Physical Literacy at UWTSD has a range of projects such as SKIP that will help Wales become a more physical literate nation. SKIP is aimed at early years and young children but Physical Literacy is developed throughout life. It is much more than learning skills and playing sport.
It’s about being confident, motivated and about understanding why activity is important and how to be active – whether that’s playing sport in a club, walking in the hills, doing yoga, cycling, swimming or taking a dance class.
Education
Stonehenge may have been built to unify the people of ancient Britain
THE RECENT discovery that one of Stonehenge’s stones originated in Scotland supports a theory that the stone circle was built as a monument to unite Britain’s early farmers nearly 5,000 years ago, according to a new study by researchers at UCL and Aberystwyth University.
In a research article published in the journal Archaeology International, academics analyse the significance of the recent discovery of the Scottish origin of the six-tonne Altar Stone, which confirmed that all of the stones that make up Stonehenge were brought to Salisbury Plain from many miles away.
In their new paper, the researchers say that Stonehenge’s long-distance links add weight to the theory that the Neolithic monument may have had some unifying purpose in ancient Britain.
Lead author Professor Mike Parker Pearson from the UCL Institute of Archaeology said: “The fact that all of its stones originated from distant regions, making it unique among over 900 stone circles in Britain, suggests that the stone circle may have had a political as well as a religious purpose – as a monument of unification for the peoples of Britain, celebrating their eternal links with their ancestors and the cosmos.”
Co-author Professor Richard Bevins of Aberystwyth University, said: “It’s really gratifying that our geological investigations can contribute to the archaeological research and the unfolding story as our knowledge has been improving so dramatically in just the last few years.
“Our research is like forensic science. We are a small team of earth scientists, each bringing their own area of expertise; it is this combination of skills that has allowed us to identify the sources of the bluestones, and now the Altar Stone.”
The study has been published (on 20 December) the day before the winter solstice, when the setting sun dips below the horizon over the middle of the Altar Stone and between the two largest upright stones (one of which is now fallen). During this winter period, Neolithic people feasted close to Stonehenge at the great village of Durrington Walls, and the midwinter solstice was probably central to these events.
Stonehenge is famous for these solar alignments on the solstice and even today attracts large crowds to the site on the shortest and longest days of the year. In addition, it was also the largest burial ground of its age. Some archaeologists think it might have been a religious temple, an ancient observatory and a solar calendar, and this new research adds a political dimension.
Professor Parker Pearson, a Professor of British Later Prehistory, added: “We’ve known for a while that people came from many different parts of Britain with their pigs and cattle to feast at Durrington Walls, and nearly half the people buried at Stonehenge had lived somewhere other than Salisbury Plain.
“The similarities in architecture and material culture between the Stonehenge area and northern Scotland now make more sense. It’s helped to solve the puzzle of why these distant places had more in common than we might have once thought.”
Stonehenge’s 43 ‘bluestones’ were brought from the Preseli Hills in west Wales some 140 miles away, while the larger ‘Sarsen’ stones were hauled from their sources at least 15 miles away to the north and east of the stone circle.
Transporting these massive monoliths was an extraordinary feat. Although the wheel had been invented, it had not yet reached Britain so moving these massive stones must have required the efforts of hundreds if not thousands of people.
The researchers point to how Stonehenge’s horizontal Altar Stone is similar in size and placement to the large, horizontal stones of the stone circles of northeast Scotland, where the Altar Stone originated.
These ‘recumbent stone circles’ are found only in that part of Scotland and not in the rest of Britain, so there may have been close ties between the two regions. Megalithic stones had ancestral significance, binding people to place and origins. The Altar Stone may have been brought as a gift from the people of northern Scotland to represent some form of alliance or collaboration.
It is difficult to pin down a precise date when the Scottish Altar Stone was brought to Stonehenge, but it probably arrived around 2500 BCE around the time that Stonehenge was remodelled from its original form.
This is the timeframe when the Neolithic builders erected the large sarsen stones forming an outer circle and the inner horseshoe of trilithons – paired upright stones connected by horizontal ‘lintels’ – that is present today. The Altar Stone lies at the foot of the largest trilithon, which frames the midwinter solstice sunset to the southwest. This was the second stage of construction at Stonehenge, long after the first stage (around 3000 BCE) when it is thought the bluestones from Wales were erected.
This second iteration of Stonehenge was built at a time of increasing contact between the people of Britain and arrivals from Europe, mainly from what are today the Netherlands and Germany. The researchers suggest that this period of contact may have been what spurred this second-stage rebuilding, and the monument was a reaction to these newcomers meant to unite indigenous Britons.
The new arrivals brought with them knowledge of metalworking and the wheel and, over the next four hundred years, their descendants – known as the Beaker people on account of the distinctive pots they buried with their dead – gradually replaced the population of indigenous Britons, and people with this European ancestry became the dominant population across the island.
The geological research was supported by the Leverhulme Trust.
Ends
Picture: The Altar Stone, seen here underneath two bigger Sarsen stones. Credit: Professor Nick Pearce, Aberystwyth University.
Education
Tutor banned after Pembrokeshire College drug incident
A PEMBROKESHIRE COLLEGE tutor has been struck off after admitting to police that he had cocaine on college premises but later denying the offence to authorities.
The Fitness to Practise Committee of the Education Workforce Council (EWC) found Phillip Lewis, a former tutor at Pembrokeshire College, guilty of unacceptable professional conduct. The committee said Lewis provided inconsistent explanations about how he came into possession of the Class A drug.
Lewis accepted a police caution in January 2023, which is considered a full admission of the offence. Despite this, he later challenged the allegations, raising concerns about the police’s handling of the matter.
Maxine Thomas, the safeguarding lead at Pembrokeshire College, told the committee that CCTV footage from November 23, 2022, captured a packet of cocaine left on a counter shortly after Mr Lewis had been in the area. The footage also showed Lewis retracing his steps as if searching for something.
The committee reported that Lewis gave conflicting accounts of the incident, including differing accounts of where and when he claimed to have found the packet. His explanations did not match the evidence from the CCTV footage.
“He provided inconsistent details about the circumstances in which he came to possess the packet, none of which aligned with the CCTV evidence,” the committee’s report stated.
Lewis claimed he had discovered the packet in a corridor but lost it shortly afterward. The panel, however, concluded that he should have reported the find immediately if his account were truthful.
“The committee concluded that Mr Lewis brought the packet onto college premises himself and did not hand it in because of its illegal nature,” the panel’s findings read.
The panel deemed that possessing cocaine on college grounds and accepting a police caution constituted unacceptable professional conduct. While no direct harm to students was noted, the panel highlighted the significant risk posed by such actions during working hours.
In deciding to remove Lewis from the professional register, the committee acknowledged his prior good record and his participation in the EWC process. However, these factors were outweighed by aggravating considerations, including his attempts to cover up the incident, providing contradictory accounts, and failing to demonstrate insight or remorse.
Lewis will be eligible to apply for re-registration in two years.
Business
World of engineering and welding SPARCs interest in Ysgol Harri Tudur’s female learners
AN EVENT hosted by Ledwood Engineering gave girls from Year 8 and 9 at Ysgol Harri Tudur first-hand experience of the world of engineering recently.
Engineering is a booming sector in Pembrokeshire with a high demand for skilled workers in exciting career pathways associated with the development of low carbon and renewable energy industry and the Celtic Freeport.
The young women heard from industry experts on the importance of engineering in Pembrokeshire, and had hands on experience using a welding simulator, at the company’s Pembroke Dock site.
The learners are part of the County’s SPARC (Sustainable Power and Renewable Construction) initiative aimed as inspiring and empowering young females to consider careers in science, technology, engineering and mathematics (STEM) pathways where females are under-represented in the workforce.
SPARC is funded through an alliance comprising Blue Gem Wind, Ledwood Engineering, Port of Milford Haven, RWE Renewables, Pembrokeshire County Council, Pembrokeshire College and the Swansea Bay City Deal.
Mrs Laura Buckingham, SPARC practitioner at Ysgol Harri Tudur said: “Our learners had a fantastic experience at Ledwood Engineering. They were given lots of advice by industry experts on the different career options and pathways within the engineering sector.
“They appreciated the opportunity to ask their questions and found the session very informative. Having the chance to trial their welding skills on the simulator was an experience they continue to talk about and has definitely piqued their interest.”
Poppy Sawyer, Year 8 SPARC learner added: ‘It was a really good trip. Talking to the different people there has helped me know more about the jobs we could get which will be very useful when making choices for my future.”
“They helped us a lot by giving us lots of information. We were able to look around and try welding. It was really fun,” added Tianna Marshall, Year 8 SPARC learner.
The Regional Learning and Skills Partnership also launched its Explore Engineering interactive website at the event.
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