In this week’s WimLearn Morven Ross and Callista McLaughlin explore how passion can build intellectual resilience at A Level.
We are two Early Career Teachers from very different fields – Design and Technology and Classics. However, in our conversations during our time at Wimbledon High School, we have constantly noticed similarities between our approaches to teaching, and the approaches of our students. Perhaps it is because we both teach subjects that are non-compulsory from the Middle School, and almost always sought for their intrinsic value, with our students’ desire to study them stemming from a particular interest and passion, or niche skillset. Given the same sort of motivation is what has led us to teaching, we seek to magnify that motivation in our students, by creating conducive conditions to instil the intellectual resilience prized in A Level students.
Breadth to match depth
In our A Level teaching, we have noticed
that the courses in both Product Design, and Latin or Greek, focus on
understanding a particular topic or text in depth, compared to the, albeit more
cursory, breadth which characterises many GCSE courses. To build intellectual
resilience though, students need to indulge their curiosity and open
themselves up to further aspects of the subject at hand, weaving a safety
blanket of breadth to match that depth. Furthermore, due to the
intrinsically specialist nature of our subjects, our aim is not solely to get
pupils through their A Levels, but to create Classicists and Product Designers.
While the A Level
Latin candidates this year would only be tested on 124 of the 9883 lines of
Virgil’s Aeneid in Latin, and only the twelfth of the twelve books in
English, to inject real meaning and fulfilment into this study, the students
are encouraged to read the whole of the Aeneid in English. While this
kind of breadth would be of some obvious help to A Level, we have found the
magic really starts when the breadth goes further. In Product Design, students
are encouraged to go beyond the curriculum. The A Level Microsoft Team is used
as a platform for inspiration; we post interesting products and articles as
well as links to industry talks and external competitions. These posts create meaningful
small talk at the start of subsequent lessons, bridging the gap between the
outside world and the A Level in a way that can often be a nice segue into the
lesson content. Socratic questioning is seen across departments as a
method of building intellectual resilience – it’s interesting to note that the
Socratic dialogues written by Plato would often start with this kind of small
talk.
We would love to know…
In what ways to do you encourage
students to go beyond the curriculum and engage with your subject from a purely
curious yet scholarly viewpoint?
Modelling and
nurturing passion
For students looking to continue to study
our subjects in the future, the subject must exist for them outside as well as
inside the classroom. We as teachers must model this. A Level Product Design
students have come to understand that having a design sketchbook is not an
over-ambitious and fanciful suggestion of their teachers, but an achievable
must-have for a Product Designer. Students highlight how inspiring it is to see
their teacher’s current design work in a raw, unfiltered sketchbook as well as
hearing about, and seeing, their prior industry experience via their design portfolios.
We like to model everyday subject engagement in Classics too: a small
book of Sappho, tried and tested by their teacher as hand-bag size, is a proven
realistic acquisition for a Classical Civilisation student with a long reading
list.
This is not to suggest a binary between
the prescriptiveness of the A Level syllabus and the passion that can be
nurtured outside of it. We love finding quick hacks to exploit the joy our
subjects can offer even in the most pressed moments of the course. In A Level
set text teaching, reading the lines of Classical verse as a class in the metre
reminds pupils that they are reading beautiful poetry before settling down to
find the main verb for translation. In Product Design, the teacher stopping to
scribble a rough napkin sketch in the middle of a lesson is not uncommon. After
all we never know when inspiration might strike.
We would love to know…
In what ways to do you model an element
of your subject to students in order to nurture their passion?
Care through
challenge
We have found that when these attitudes are inculcated and this environment
is created, intellectual resilience follows. Because young people in particular
push harder when it comes to things they really care about. If you’re sketching
all the time, you become comfortable with raw, unfiltered work. In A Level Product Design lessons, work is regularly laid
on the table for open and honest critique by the class; this builds a culture
of trust. True designers know the process is what’s important. Classicists
can learn from this too; giving a pupil a deliberately hard Latin unseen and
praising their guesses, or critiquing them from a place of mutual
understanding, irrespective of their accuracy, can produce the most fascinating
linguistic conversations.
As we look ahead to the vast openness of the summer holidays,
Product Design are devising a list of intellectual challenges to stretch the
pupils. Classics are always elaborating on their reading lists so that the aim
of summer reading is not to get ahead for the A Level, but to warmly challenge
their students to be Classicists all year round.
A final thought…
How would you answer this question, posed by an A Level Product Design
student this week, based on entirely independent and whimsical research. The question
happens to be of just as much interest to a student of ancient languages. So,
in true STEAM+ fashion, how would you use your language and design skills to
signpost radioactive material which will outlive us all, and potentially the
human race…?
In this week’s WimTeach Laura Murphy and Annabel Smith explore the concept of Strong Body/Strong Mind in their subjects.
Strong Body Strong Mind refers to, as quoted by Mr Turner, ‘challenging
the minds, nourishing the bodies, and feeding the souls’ of our community,
particularly the students. The school has made this theme pertinent throughout
the years as students are guided and provided opportunities to build a mind of
happiness, resilience and connectivity with others and themselves, as well as a
body that will enable them to take on the challenges, activities and enjoyments
of life. As established in the month-long programme in January 2023, the school
provides a multitude of opportunities for students to grow their bodies’
physical capabilities, understand the benefits of positive psychology and
nurture their overall wellbeing. However, it is not only within extracurriculars
that students are learning and developing their mindfulness and skills but also
within academic curricula. This post will look at how Biology and Physical
Education encompass aspects of the theme, helping students learn how to build a
Strong Body Strong Mind from the ground up.
Strong Body Strong Mind is integral throughout Biology across all years. In KS3, we introduce them to the digestive system and look at how all food groups are important to help their bodies grow and function. This could be from carbohydrates providing ‘brain power’ energy for lessons or to take part in their many extracurricular activities to calcium helping their bones and muscle function, producing a ‘strong body’. In KS4 we continue with this theme, but with students covering a range of topics from their GCSE specification. For example, we delve into the world of hormones, which are vital for both a ‘strong body and a strong mind’. This is a key topic in Year 10 where students learn how hormones work through specific examples. This also provides them with the opportunity to undertake a research project; looking into the hormones that affect their mental and emotional wellbeing and how they can manipulate these to increase their overall wellbeing. For example, one group of students researched and presented on:
How serotonin influences learning and happiness, whilst a lack of serotonin may play a part in experiencing anxiety. They spoke about how, particularly at exam periods, it is important to stimulate the release of serotonin to aid mindfulness. Ways they suggested through their research included spending time in the sun (serotonin tends to be lower after winter and higher in summer and autumn) and eating food that naturally contains tryptophan, the amino acid from which serotonin is made, such as eggs, salmon, tofu and pineapple, which are beneficial within your diet for a strong mind.
We are very excited to welcome the new GCSE specification which
looks into the different areas of the brain such as the frontal cortex, responsible
for emotions and learning, and linking this to positive psychology
complementing GROW and mindfulness in the wider school.
Whilst Biology looks at the internal body through one lens, Physical Education also lends itself to the notion of Strong Body,
established both in the curriculum and co-curricular teaching that is done
throughout all ages and stages of the school. The undertaking of physical
activity, whether it be a Year 7 Games lesson or a Friday afternoon Swim Squad
session, all links to positive related health outcomes, such as the decline of
chronic diseases and improving lifespan. However, we now look towards the
interconnectivity between the body and the mind, the Strong Mind part of the
initiative, has never been more relevant or more needed in both the education
of our pupils but imbedded as part of the Physical Education curriculum. In the
past 30 years, studies have shown a decline in the combined aspects of physical
and cognitive health in children from industrialised nations. The advantages of
a Strong Body/Strong Mind are shown in more recent studies which have gone
beyond the suggestion that time spent in physical activity does not come at a
cost to academic goal but suggests in growing evidence that physical active
children outperform their less active peers in the classroom. As well as taking
part in higher levels of physical activity, it can lower the levels of
depressive symptoms and anxiety. As a department, we encourage the challenge
sport brings to help shape the young people of our school with hopes that this
will lead to pupils that accept competition in any form, and learn that losing
is a part of life that helps us grow.
In GCSE PE, we study what a healthy body needs in terms of the
right nutrition to fuel itself as well as the different body types and how they
each lend itself to certain sports and activities. This helps pupils assess how
to maintain a healthy lifestyle from both a physical, mental and social
viewpoint. As previously mentioned, this is echoed in Biology from KS3 to KS5.
However, instead of looking at a particular activity, we look at how each group
is vital for cell function, e.g. proteins for enzymes, and how this overall
affects their physical and mental wellbeing. In the PE curriculum pupils from
Y7 learn the importance of a warmup, knowing concepts that can help prevent
injury as well as getting focused in a game situation. Whilst in Year 13,
students will look in depth at how muscles function, once again linking back to
the importance of different food groups, particularly calcium. They can then go
onto further think about how they can use this knowledge to increase their
strong body. GCSE PE students also learn concepts in Sports Psychology such as
mental rehearsal and the use of imagery to remain calm and focused, techniques
that can be carried into different scenarios such as exam technique and
interview preparation. They can link this to thinking about what parts of the
brain they are using, developing their learning from their Biology lessons.
Furthermore, this is important across all academics and extracurriculars,
helping them to train their brain in the best way building a strong mind.
Should Biology and
Physical Education be more connected in linking common themes like our Strong
Body/Strong Mind initiative? On one hand both subjects evaluate the human
body’s strengths and weaknesses, assessing the body as a whole holistic being,
working together to create a common goal. Whether that be the hormones within
the body or coordinating a gymnastic tumbling routine to perfection. On the
other hand, both subjects’ approaches are very different stemming from either scientific
or kinesthetic concepts. There are arguments for both pathways. However, the
overarching idea remains the same: learning about and implementing a strong
body and strong mind strategy into the curriculum is vital for children’s
health and wellbeing, helping our pupils to grow and strive and most
importantly become well-rounded and strong adults as leave our community.
References
Booth, F.
W., & Lees, S. J. (2006). Physically active subjects should be the control
group. Medicine & Science in Sports & Exercise, 38, 405-406.
Hillman, C.
H. (2014). An introduction to the relation of physical activity to cognitive
and brain health, and scholastic achievement. Monographs of the Society for
Research in Child Development, 79(4), 1–6. http://www.jstor.org/stable/43773269
Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: Exercise effects on brain and cognition. Nature Reviews Neuroscience.
McDowell, C.P.,
MacDonncha, C., and Herring, M.P. (2017). Brief Report: Associations of
Physical Activity with Anxiety and Depression Symptoms and Status Among
Adolescents. Journal of Adolescence, 55, 1–4.
In this week’s WimTeach, Mathu Abimanju and Harriet Fordy explore the concept of Maths anxiety.
Following
the Covid-19 pandemic and the ongoing increase of social media usage, mental
health disorders such as anxiety are on the rise. Mental Health UK believes that
“1 in 10 of us will be living with an anxiety disorder at any one time,” [1] meaning
about 8 million people in the UK currently facing this on a daily basis. With
the pressure of excellent exam results, university applications and navigating your
way through adolescence, it is no surprise that anxiety disorder is becoming
more evident in schools across the country. There are many different types of
anxiety disorder but one that often goes under the radar is Maths anxiety. In
this blog we are going to look at the cause and consequence of Maths anxiety and
what can we do as teachers to provide the correct tools to help students
overcome it.
What is
Maths Anxiety?
It is very common in our society for
people to have strong negative beliefs about their Mathematical ability and the
phrase ‘I cannot do Maths’ is commonly used by both adults and children. English
and Maths are seen as the two core subjects for students at school and are
looked for, to GCSE level, by employers in a large variety of jobs. For this
reason, a lot of emphasis is put on these two subjects and there is a lot of
pressure on students to achieve. As a result, some students don’t just see
Maths as a challenge, but it can cause them high levels of anxiety and stress. It
is normal to feel nervous or worried as it is our body’s natural reaction to
stressful situation, but anxiety disorder is when these feelings continue for
long periods of time and it affects everyday life. Maths anxiety is defined as “a feeling of tension and anxiety that
interfere with the manipulation of numbers and the solving of mathematical
problems” [2]. Maths anxiety is not linked to intelligence or academic
achievement but can have a dramatic effect on a student’s achievement in a
high-pressure situation such as an assessment or exam. Not only does it make
concentrating a struggle, cause a cloudy mind and nausea, but it can cause students
to avoid situations which involve Maths altogether. This further escalates the
problem as they become demotivated and avoid revision, leading to worse results
and increases levels of anxiety further and the cycle continues. When we spoke
to a 6th form student she described the high levels of anxiety she
felt not only when sitting a Maths assessment but when faced with a difficult
problem in the classroom, she described the panic that lead to her mind going
blank, being unable to recall key skills which she had learnt previously and
overtime led to results that did not reflect her ability and a lack of
self-belief.
How can
we make Maths more inclusive in the classroom?
In order to
make the classroom a more inclusive environment it is important that tools are
implemented throughout the school which reduce the levels of anxiety so that
all students have the same opportunity to make progress. It has been suggested
by Ashcraft, (2002 cited in Craig Barton [3]) that timed tests can be a factor
causing Maths anxiety. The author mentions, if we take something as simple as a
times table calculation, this can take longer for a student who may use a
method to calculate it, when compared to a student who remembers it
‘instantly’. From our experience we have seen that ‘open book’ tests have
allowed students to solve a problem without being ‘anxious’ about remembering
everything they have studied, as they have the chance to look back at their notes.
Doing timed practice in lessons also has a positive effect, as students
familiarise themselves and this will ‘normalise’ the idea of doing a test.
It can be
gratifying when you struggle on a question and then solve it, it’s like a light
bulb moment and you feel rewarded. There are many forms of reward in the
classroom such as positive praise, giving out stickers or stamps for excellent
work and sending post cards home. Praise is particularly significant as it
gives specific and immediate feedback to students. It allows students to learn
formatively rather than being given a score or a number which tells them
nothing. Craig Barton suggests that the praise should be ‘sincere’ and
“emphasize process not ability” [3]. Praise and encouragement could therefore
lead to a reduction in students’ anxiety around Maths, as they start to have
more belief in their ability, starting a positive spiral.
OneNote has played a key role in making Maths
in the classroom more inclusive. Students can refer to specific parts of the
lesson when they need to and feel they do not need to copy down every single
detail, enabling them to engage fully with the lesson. Getting students to do
work on whiteboards is another useful way, as they can rub their work out and
start again which can result in gained confidence and encourage the students
that it is OK to make mistakes and start again when solving a Maths problem.
Having clubs
or drop-in sessions available for students to attend can be reassuring, as they
feel supported if they need help outside of lesson time. The Hans Woyda club
has been a great way to challenge, stretch and nurture students’ passion for
Maths, as it allows time to make mistakes, fail, and most importantly not give
up!
Maths
till 18?
Studying
Maths until the age of 18 posed by Rishi Sunak [4] ties in with this topic
quite closely. Whilst this has a lot of benefits such as having more
opportunities of higher paid jobs and developing numeracy skills that could be
used in real life situations. This also has some disadvantages. When discussing
this topic during a training day,
one of the risks was the potential demotivation of students when Maths
is not their chosen subject, and additionally the increased attention on Maths
may shift the attention from other subjects. If Maths becomes compulsory until
18 it prolongs the amount of time that students who experience anxiety around
Maths spend studying it, potentially further increasing the problem, especially
if the Maths is of a higher level. How could we make Maths more fun and
inclusive for those that may find it more challenging?
Conclusion:
Different
approaches work for different classes, so first we need to know what works best
for our class and how we can make the atmosphere more positive with the focus
being on the learning rather than ‘how good am I at Maths?’
[2] Ashcraft, M. H. (2002). Math Anxiety: Personal,
Educational, and Cognitive Consequences. Current Directions in Psychological
Science, 11(5), 181-185. https://doi.org/10.1111/1467-8721.00196
[3] Barton,
Craig, How I wish I’d Taught Maths, Learning Sciences International,
2018.
In this week’s WimTeach, Rachel Evans (Director of Digital Learning and Innovation) sets out the school’s AI position.
Since I last wrote about AI and the advent of ChatGPT in January, we have researched, experimented and discussed the topic with colleagues, students, parents and experts. You may have seen that our Year 12 students, Lauren, Olivia and Rada, were featured in a recent article in the Financial Times (1): the journalist captured their reflections on their experimentation and use of AI so far. I feel the most important comment closed the piece –
“It’s so vital not to ban the use of it in education, but instead … learn how to use it through proper, critical thinking” […] Olivia adds. “Because it will be a tool in our futures.”
And, in short, that is what we shall be doing as we head into the next academic year. Suzy Pett (Director of Studies) and I have spent the past weeks researching and writing about our Wimbledon High position on generative AI. This short article summarises our thoughts, our red lines and our intentions.
Our position on the use of AI
PEDAGOGY
Our classrooms are intended to be places where dialogue and debate are at a premium, and where knowledge and understanding is constructed contextually and collaboratively among the thinkers in the rooms. – Suzy Pett
We believe that human connection is central to learning, and that metacognition is vital to students. We want to ensure that our use of AI extends students’ knowledge construction and communication skills, rather than undermining them.
In evaluating the use of AI we will bear in mind the intersection of the importance of human relationships and carefully constructed activities which benefit learning. A matrix such as the one below is helpful as staff and students experiment and evaluate.
AI Evaluation Matrix
We will evaluate carefully the impact of using AI for teaching and learning, bringing our pedagogical thinking to the process.
We encourage ourselves and our students to critically assess information generated and to be transparent about its source.
We acknowledge the potential of AI to stimulate conversation, enhance learning and decrease administrative workload.
We will critically evaluate the impact of AI tools. We aim to identify AI-driven learning tools or strategies that align with our pedagogical approach.
ACADEMIC INTEGRITY & SAFETY
Students’ assessment performance could be tested or confirmed using an oral examination; an approach which would also work within the classroom through a focus on oracy and dialogic learning. – Rachel Evans
We will work within national approaches for the use of AI in public examinations and welcome further clarification and thinking from government and national bodies. Within school, our teachers’ expertise and knowledge of each student, alongside technical solutions, can be used to guard against students using AI inappropriately in assessed work. A culture of honesty around the use of AI will be shared by students and staff alike. Data protection, privacy and cyber-security are significant risks which schools must manage; as we do at present in other areas of e-safety.
We should take a risk-averse approach to the use of AI in the preparation of Non Exam Assessment work, while we await clarity on the Joint Qualifications Council guidelines for use.
We should move to make some changes to our academic and teaching processes to reduce the likelihood of undetected use of AI and deploy technical solutions available to us.
Staff and students should be transparent and honest when AI has been used in the preparation of work or resources. AI could be used to open dialogue, enhance learning or reduce workload.
No member of the school community should enter personal data about staff or students into an AI chatbot or submit material which does not belong to them, or use age-inappropriate AI services.We follow the advice of the National Cyber Security Council on privacy and data protection.
EQUITY & JUSTICE
AI has the potential to level the learning playing field in our classrooms. An increasing range of digital learning tools utilise AI to allow all students to access materials and build confidence. – Suzy Pett
We know that critical evaluation of edtech tools, wherever possible including the students, is vital if they are to be effective in practice. We are excited by the potential for AI technologies to bring new approaches and opportunities for all students. We also hold in mind the risks of bias and inequality inherent in some technologies. We consider those students in our wider community who may not have access to this technology, and seek through our partnerships work to address this where we can. We hope that our students, educated about these issues, will be equipped to advocate for better governance as they ‘Stride Out’ from school.
We are committed to ensuring that AI tools we use promote inclusivity and equity in the classroom.
We aim to educate our students about the potential for AI tools to perpetuate inequalities or create divisions, in our own school and in the wider world.
FUTUREPROOFING
Recent research (2) suggests that many young people feel optimistic about AI and welcome a future where assistive technology will improve their working lives. However, the GDST Futures Report (3) paints a wider picture of concern about the future among young women; we must take care to balance these two viewpoints in our work with our students. – Rachel Evans
Students need to leave school equipped with resilience, mental agility and creativity to meet whatever lies ahead. Our contention is that we achieve this goal through an extension of our existing strategies to become a Hub for Innovative Teaching & Learning, and a Hub for Wellbeing. The human attributes of empathy, compassion, self-reflection, learning and creativity remain paramount in our practice of education and our hopes for our students.
We are committed to equipping our students with the skills needed to navigate an AI-influenced future.
We will strive to understand the implications of AI technology, both positive and negative, within our chosen fields of study and work, in order to better inform our students.
We aspire to maintain a balanced and informed perspective about AI, promoting civil discourse to help our students develop nuanced opinions.
Acknowledgement:
The research paper which underpins this blog post was written by Suzy Pett and Rachel Evans. In preparing this article I have made use of ChatGPT Plus (GPT4) to assist in summarising and organising key points.
The academic scholars in Year 10 recount their day in Oxford, edited by Evie M and Holly M.
Our first
lecture was given by inspirational Julie Arliss, a renowned author and teacher.
We explored the themes of justice, truth, and beauty, analysing the connections
between these dimensions. First, we considered the meaning of justice and its origin,
linking it to the history of law. She explained Plato’s definition and
thoughts: he argued that our view of justice could not be acquired by
experience as we have never lived in a perfectly fair world, suggesting it is a
quality of the soul. This is directly linked to how we envision the notion of
truth – a moral instinct in ourselves, similar to beauty, the innate ability to
judge someone or something.
The second exciting activity of the day was a lecture informing us on Oxbridge interviews. It was very interesting to see how the interviews were structured, and how much they varied from your expectations! They told us to prepare for the unexpected, such as French and Spanish students being asked ‘Can statues move?’. The presenter talked us through more unique angles you could answer the question, not just a ‘no.’ She explored examples such as ice sculptures melting, or the statues’ atoms moving around.
The Y10 students enjoying their day in Oxford.
After a short break, we were fortunate enough to receive a talk from Dr Christopher O’Neill a fellow of Harris Manchester College, University of Oxford, about the psychology of outstanding achievement. Dr O’Neill focused on four aspects that actually produce a life of outstanding achievement contrary to popular belief regarding genetic profile and IQ, including the ‘stickability and marshmallow effect’ – a person’s ability to persevere with something. He delivered the talk with great enthusiasm and passion, and we definitely feel inspired to strive in all walks of life, knowing that outstanding achievement is entirely within our control.
The debate
began with introductory arguments from professional speakers who summarised the
argument in support and opposition of the statement: “This house believes that
it is never ok to comment on someone’s body”. The debate was then opened up to
the students, who all had insightful and thought-provoking comments. Each
student brought to the table their own perspectives, taking into consideration
the experiences of not only themselves but their friends and family. The
variety of complex answers and thoughtful responses were received positively by
the community of students, who all came to the day with open minds and an
eagerness to learn something new and expand their knowledge. These varied
opinions helped to emphasise the importance of being able to adapt to new
information and listen carefully to the perspectives of people in different
positions from different backgrounds.
The very last talk of the day was Dr Mark Lewney. Dr Lewney is a physicist, but he teaches in a very distinctive way – using the electric guitar. It was like our own private concert as he discussed concepts such as string theory, the Big Bang, the speed of light and many more, through the power of music. Even though some of these are generally difficult to comprehend, the engaging and amusing way in which it was presented to us made it easier to understand. He rounded it off with a rendition of Queen’s Bohemian Rhapsody adapted to explain these concepts. The format, his sense of humour and educational aspect made it an unforgettable experience!
Overall, we thoroughly enjoyed the day as we felt it gave us a good insight into the different ways of interlinking subjects. In particular, the debate was incredibly engaging as it provided us with different perspectives from that of just our own school: a true example of academic collaboration. We would definitely recommend attending similar events as it was a unique opportunity for academic expansion.
In this week’s WimLearn, Thandi (Y10) explores the options for humans beyond planet Earth.
For many
years, people have wondered if the Earth is the only planet with such variety
of life, if any life at all. Surely, we are not the only ones out there?
While we may not know if there is extra-terrestrial life, we know that there
are many planets that are earth-like, found in the project Kepler, which was
launched in NASA on March 7, 2009. The name of the project is from Renaissance
astronomer Johannes Kepler, who gave us the Three laws of Planetary Motions.
By the time
Kepler was closed on the 15th of November 2018, two thousand, six
hundred and sixty-two planets had been found. Some being more earth-like than
others. A few examples are Kepler-186f, Kepler-69c and Kepler-1649c, but one
planet that stands out from the others is Kepler-452b.
Earth 2.0?
Kepler-452b,
also known as KOI-7016.01, was discovered on the 23rd of July 2015.
It is known as Earth 2.0 because its traits, from orbital period to estimated
atmosphere, are similar to earth. More similar than most other planets spotted
within the project. One of the main attributes being that it is the smallest
planet orbiting in the habitable zone of a G2-type star, just like our sun. Its
orbital period is around 384 days, which is only 19 days longer than Earth’s,[1]
and its star- Kepler-452, is 6 billion years old, which is 1.5 billion years
older than our sun.[2] Considering that the oldest star discovered
is Methuselah, which could be as old as 14.5 billion years old (which clashes
with the universe’s calculated age of around 13.8 billion years, mind you),[3]
those two stars are very close in age.
Similarities and differences:
When stars
get older, they increase in surface area, their temperature rises and the light
waves’ amplitude increases, which makes the star brighter. All this has a big
effect on its planets and Kepler-452b is no different. It gains 10% more stellar radiation flux from
Kepler-452 than the earth does from the sun. Looking at its atmosphere, Earth
2.0 may be too hot to be habitable depending on how much silicate weathering
there is. If too small, then there would be too much carbon dioxide for us to
breathe.[4]
The
composition of the exoplanet is similar, however, but its levels of nitrogen
and hydrogen are greater, making the air denser. And, despite the planet being
in the habitable zone, meaning that water can exist in liquid form, we do not
know if Kepler-452b could have retained its water storage after 6.0 billion
years.[4]
In terms of
size, Kepler-452b is certainly larger than earth, making it one of the
‘super-earths’ where the planet is larger than earth but smaller than the ice
planets of our solar system- Uranus and Neptune. Its radius is about 1.5 times
bigger than the earth,[1] and the diameter is, therefore, around 60%
larger.[5] Because of its small radius, there is a big chance that
the planet is a rock planet. We do not know its mass exactly, but it is at
least 5 times bigger than the earth, making the planet even more likely to be a
rock planet when comparing the mass to the diameter.
EARTH
KEPLER-452b
Radius
6,371
km
Around
9,500 km
Mass
5.972 x 1024kg
52M Earth
Age
of its star
4.5
billion
6
billion
Distance
from its star
150.86 million
km
156 million km
But
can we go there?
Now that we
have gone through most of the physical facts, you may be wondering if we could
ever live upon that planet.
Firstly, we
do not know if we would be able to breathe on the earth because it is very
unlikely that the ratio of oxygen-hydrogen is the same.
Secondly, it
is very far away. So far away in fact that we are unable to use telescopes or
next generation telescopes to work out its true mass or determine its
atmospheres, though some next-gen telescopes such as TESS and CHEOPS, will be
able to do so with other, nearby planets.[1]
Thirdly,
because of the point above, it would take ages for us to get there. The average
rocket would take 28440 km/h to get into space alone.[6] And if we
wanted to get there by a quicker, more specific mode of transport- for example,
the New Horizons spacecraft which goes at 59,000 km/h, it would take
approximately 30 million years to get there because the planet is about 1800
light years away from our solar system.[1] Unless we stopped
ourselves from ageing, for example freezing our bodies, we obviously would not
make it there alive.
So perhaps we are currently unable to live on another planet. But, despite the end of the Kepler telescope, the search for Earth 2.0 continues. And who knows? In the future, we may be able to travel for one planet to another like a trip to Disneyland.
In WimTeach this week, Rachel Evans, Director of Digital Learning & Innovation explores our initial response to ChatGPT.
Across many sectors of the economy and all across the world people are feverishly discussing ChatGPT. In November 2022, OpenAI launched an open access version of their latest generative AI in the form of a chatbot, with an interface that looks like a messaging app. We hasten to sign up, try it out and speculate about what this means for our collective futures. When the server is busy, as it so often is now, it amuses us with jokes or a poem. Each time I can’t help wondering if a human actually wrote that bit, to entertain and reassure us. Is it the start, or end, of everything?
In conversation with colleagues, students, parents and experts, we have set out three areas for research, discussion and consideration before we take action about ChatGPT.
Wimbledon High students in the classroom
Academic integrity
This is the immediate concern for many educators, and students and parents too. Quite simply, that students will use the AI to cheat, generating answers and essays which they can pass off as their own. This is a (fairly) novel software system, but this problem is certainly not new. In terms of technology, it’s one which MFL teachers have been wrestling with for some years now, since Google Translate first appeared. The challenging conversations we have when a teacher knows, from their knowledge of the pupil, that the work may not be their own will continue.
During my reading for this article, I came across this phrase in a blog by the education leader Conrad Hughes: “Artificial intelligence should be where thinking starts, not where it ends.” This seems to me a good place to start. The value we place on scholarship and curiosity means that we can hold open conversations with students about the importance of doing the intellectual work of developing the foundations of your own knowledge, rather than resorting to an inauthentic response. Our focus on metacognition will stand us in good stead when having conversations about how learning happens. That discussion will lead, in turn, to our next area of research and consideration.
Positive uses for AI in education
If this AI – or others like it – fulfils its early promise, there may be positive and exciting uses in education. For students, there is the opportunity to use the text generated by the AI to test out their own critical thinking skills and analysis, or to find out how accurate their input needs to be to get a good output. For teachers, there is potential to use AI as assistive technology to support the creation of teaching materials, marking or analysis of data. We are already using AI to assist us in small ways – every time we use Word Editor or make a PowerPoint presentation smarter. As always, the goal is to achieve time savings which we can then spend in those important face-to-face interactions with students or giving rich and timely feedback. We would be remiss not to explore those opportunities, but as in all organisations, we will need to carefully select those uses which match our existing aims and values. We will evaluate carefully the cost and benefits, literal and figurative, before proceeding.
New skills & Futures
UCL speaker talks to Wimbledon High Year 13 on the History of Spain
Popular books about AI such as Human Compatible by computer scientist Stuart Russell (2019), and Daniel Susskind’s A World Without Work (2020) both paint convincing portraits of a future where AI has dramatic effects on the economy. Some of the media narrative around ChatGPT draws on these ideas – and we hear from friends and parents in various sectors that uses are already being found for the chatbot in creating content for websites and social media and writing analytical reports involving large amounts of source material – but mediated by a human who will critically assess, improve and extend the text. Microsoft’s further investment in OpenAI seems to signal an intention to find integration for this kind of AI in the apps that we use every day. Other commentators are unconvinced – but whether it is this AI or a later iteration, this is a change that will surely come. It is vital, therefore, that we engage students with this technology. We want to ensure that they learn how to use it to extend and enhance their own productivity and capabilities, and that they can bring their own knowledge, experience and critical capabilities to bear. We will be discussing how we incorporate this technology into our digital and study skills, and Futures programme.
There are so many ideas and approaches to explore within these three areas of concern, but also around pedagogy, the future of examination and assessment. I see the opportunities this term for staff and students to discuss the issue from all angles as the best way to shape our approach in the coming months. We need to encompass not only practical aspects of the impact of this technology, but ask questions too about the nature of ‘Big Tech’ and the cost of such AI tools both in terms of sustainability and ethics and equality. It is the start of the thinking and the start of a conversation.
It seems to me that the only suitable response to a popular narrative of upheaval and radical impact around this technology is to hold steady: to pause, read, research and discuss. To have the humility to recognise that we can’t predict the future. To hold firm to our values and approach to learning. I feel confident that our open, dialogic and human approach to education will ensure that – together – we find the right response to this technology for our school.
In this week’s WimLearn, Lara K in Year 11 explores the ethical dilemma authorities face when regulating the dark web.
What is the Dark Web?
Often, the internet is thought of as one large, online platform. In actuality, the internet more closely resembles an iceberg with 3 layers: the surface web, the deep web, and finally, the dark web. The surface web is what you probably visit every day; accessible through a standard browser, this is where you find public pages like Wikipedia, YouTube and my Grandmother’s food blog. The next layer, the deep web, consists of web pages that are access-controlled (so not fully accessible to the public). For example, emails or bank records require a login, JSTOR has a paywall, even our school firefly website is on the deep web. The third layer, the dark web, exists on dark nets which requires special software to access. These dark websites take many forms: both small friend-to-friend peer-to-peer networks and popular, sprawling networks like Tor and I2P1. Many people, including academics and law enforcement agencies, have struggled to formulate an opinion on the dark web and- crucially- whether or not it should be allowed to continue.
Why Should We Shut Down the Dark Web?
Activity on the dark web is completely anonymous and very
difficult to trace2. As a result of the anonymity, it’s becoming a
cancerous hub for criminal activity that is near impossible for governments to
regulate. In a 2015 study, researchers at King’s College London studied 2723
dark websites over 5 weeks- 57% of these sites hosted illegal content3.
Recently, studies have placed this percentage even higher4.
Prevalent crimes on the dark web include illicit (particularly child) pornography,
publication of private/sensitive information, marketplaces which sell illegal
materials: drugs, weapons, slaves, information (e.g. Netflix passwords or
social security numbers), and services (e.g. hackers)5.[1]
This use of dark web markets means that terrorists, in
particular, can undermine UN and governmental measures which aim to stop
weaponry and other such resources from reaching them6. Furthermore,
the use of encrypted communication (via the dark web) means that authorities
are unable to intercept terrorist plans- potentially putting countless lives at
risk. Evidence of this encryption was acquired in 2013 by the US National
Security Agency which intercepted communications between the leaders of
al-Qaeda6.
Why We Should Not Shut Down the Dark Web?
There are ethical concerns about whether removing the dark net
would be justifiable. Contrarily to public perception, the dark web hosts
numerous legal activities7– simply giving users access to private,
surveillance-free communication without the anxiety of an accumulating digital
footprint. For example, many dark web activities resemble the surface web (like
Facebook8). As a result, some argue that attempts to terminate the
dark web are authoritarian and impede freedom of speech.
Furthermore, dark websites can provide invaluable platforms for
advocacy and whistleblowing- allowing people to overcome censorship or taboo.
To illustrate, ProPublica is a Tor publication which gives readers access to
journalistic content that their governments may have censored9. In
fact, Human Rights Watch, in a statement to the UN Human Rights Council,
declared:
“we urge all governments to promote the use of strong encryption technologies and to protect the right to seek, receive and impart information anonymously online.”10
Photo by Soumil Kumar from Pexels: https://www.pexels.com/photo/photo-of-person-typing-on-computer-keyboard-735911/
So Should We Shut Down the Dark Web?
Despite ethical concerns, many countries have concluded that the
criminality of the dark web outweighs any benefits of its existence. For
instance, the UN- supposedly representative of the international body- has
expressed concerns over the dark web11. Furthermore, the Centre for
International Governance Innovation surveyed people across 24 countries: 71% of
the respondents believed in dark net termination12.
Can we shut down the Dark Web?
In short, no; it is probably not feasible to shut down the whole dark
web. Like the surface web, it consists of thousands of private websites- to
shut each of these down, and ensure new websites don’t emerge, is simply
impossible with current technology13. As with the internet itself,
the dark web is not a centralised operation with one big red button to shut it
all down.[2]
Instead, countries/organisations have attempted to shut down
specific dark websites one-by-one- somewhat unsuccessfully. Even if a dark website
is terminated, there is a sprawling network of pages from which another site
will spring up in its place. For example, when the FBI shut down The Silk Road
(a notorious dark net drug market) in 2013, dozens of similarly harmful
replacement sites emerged4.
Other solutions?
Whilst shutting down the dark web is not feasible, there are
several other approaches which may prove more fruitful. For example, many law
enforcement agencies have tried rooting illegal activity out of the dark web.
This has proved a challenging endeavour. Typically, authorities collect a range
of evidence about cyber criminals (like IP) to catch and eventually prosecute
them14. However, the dark web encryption means that tracing
criminals is a technically complex, often futile process. Additionally, illegal
dark web marketplace transactions can’t be tracked as the use of cryptocurrency
(typically Bitcoin or Monero) renders both distributors and customers anonymous6.
Another method is for law enforcement agencies to go undercover
on the dark web. For example, in 2013 the FBI arrested Ross Ulbricht, the
leader of the aforementioned Silk Road, after acting as an undercover agent on
the site15. Similarly, the “honeypot trap” method has also
proved successful, but deeply unethical1. In this method, law
enforcement agents also go undercover on the dark web but partake in illicit
activity with the aim of catching those who try to access the illicit content.
Infamously, in 2014-2015 the FBI obtained a search warrant on
“Playpen”- a dark website hosting child pornography. Instead of
closing down the site, the FBI operated “Playpen” and received a further
warrant to send malware to the devices of those who accessed the content. The
malware searched their computers for child pornography and, using IP addresses,
the FBI was able to locate criminals16. As a result, by May 2017,
548 related arrests were made17. However, by not terminating
“Playpen”, the FBI was actively enabling the further spread of child
pornography for nearly two weeks- allowing thousands of people access.
Additionally, the malware used invaded the privacy of thousands16.
It could be argued that the sweeping warrant issued to the FBI to use the
malware breached the fourth amendment:
The
right of the people to be secure in their persons, houses, papers, and effects,
against unreasonable searches and seizures, shall not be violated, and no
warrants shall issue, but upon probable cause, supported by oath or affirmation,
and particularly describing the place to be searched, and the persons or things
to be seized.18
Indeed, the malware “violated” thousands with
surveillance- many of whom did not possess child pornography. In spite of this,
the remarkable outcome of “Playpen” (shown below in the bar chart17)
proves the effectiveness of undercover operations.[3]
[17]
Alternatively, countries have dealt with the dark web offline-
drawing on the principle that the dark web is merely a platform to enable and
display criminal activity; the actual crime happens in the real world
with real people. Hence, organisations- like the UN- are
working to improve regulatory measures which prevent crime before it reaches
the dark web. To illustrate, the International Tracing Instrument (2005)19
legally requires small arms to be marked with identifying information (like
serial number, country of manufacture and more) and record-keeping be kept on
all weapons. With refinement and stricter adherence to the policy, this could
enable law enforcement agencies to track down where dark web marketplace
weapons are produced, supplied, and sold. Therefore, efforts to target relevant
offline crime would be more targeted. The principle could be similarly applied
to other dark web crimes.
Furthermore, increased social support could avert people from
the dark web. This may include education about the risks and consequences of
cybercrime. In the UK, cyber security/crime and ethics feature in computer
science curricula20 and PSHE. Also, protecting and supporting those
vulnerable to various aspects of dark web crime could curb illegal activity.
For instance, the UK Prevent Strategy (2011) aims to prevent the radicalisation
of people susceptible to terrorist recruitment using various methods21.
From 2015-16, 7,631 people were referred to Prevent; 7,631 potential dark web
terrorists had there been no intervention. Whilst Prevent was not ideal- facing
allegations of institutionalised Islamophobia22– similar policies
tackling each of the numerous dark web crimes could prove fruitful. For
example, perhaps intervention could be provided to those vulnerable to
trafficking, illicit sexual activity, drug abuse, illegal arms possession, and
more.
Finally, many organisations have researched specific issues
surrounding the dark web- aiming to increase the efficiency of tackling crime.
For instance, the United Nations Office on Drugs and Crime (UNODC) collects
data about dark web drug sales, publishing this in their annual world drug[4]report23
Developing knowledge and increasing transparency around the dark web can
help guide international efforts against cybercrime and enlighten the public
about the all-too-often misunderstood layer of the internet.
Perhaps, although there may never be a ‘lights out’ for the dark
web, there may be a ‘lights on’ for our understanding and our capability to
fight back.
11 Secretary-General
Calls Cyberterrorism Using Social Media, Dark Web, ‘New Frontier’ in
Security Council Ministerial Debate. UN Press. 25-09-2015. https://press.un.org/en/2019/sgsm19768.doc.htm (Accessed
2022-22-08)
18 J. Madison. US Constitution. Pennsylvania, 1787,
amendment 4.
[4]19 International
Instrument to Enable States to Identify and Trace, in a Timely and Reliable
Manner, Illicit Small Arms and Light Weapons, New York: United Nations, 2005
In this week’s WimLearn, Alba G in Year 12 looks at the science behind antioxidants and whether they are all that marketers claim them to be.
A Marketing Dream
If you have ever found yourself walking
down a food aisle, or flicking through a health magazine at the hairdressers,
or stumbling across health and fitness media, you will have almost certainly
come across boxes of, adverts for, or articles selling the virtue of
antioxidants. They’re everywhere – the trendy health miracle.
You may be aware of antioxidant rich
foods such as goji berries, citrus fruits, and even dark chocolate, branded
clearly as ‘healthy’.
The media has become obsessed with
grouping foods into ‘healthy’ or ‘unhealthy’, ‘good’ or bad’, ‘beneficial’ or
‘harmful’ categories. But how far is this scientifically accurate – are
antioxidants really anti-aging, anti-inflammatory, do they protect against
cancer, or are they a marketing con backed insufficiently with scientific
research?
The benefits of antioxidants seem
endless – I have already picked only a few ground-breaking claims. An article
from ‘live science’ explains the science behind antioxidants with claims laced
in terminology using words such as “research”, “free radicals” and “oxygen-reactive
species,” to give their article more weight due to a scientific foundation, yet
says ‘this article … is not meant to offer medical advice.’ So what is
the science behind this media frenzy?
What are antioxidants?
To understand antioxidants, we first
need to know about free radicals. Free radicals are highly unstable reactive
atoms in your body as they have an unpaired electron. They are made by your
body (e.g. when converting food to energy,) and you can also be exposed to them
(e.g. cigarette smoke.) When reacting with each other they create a chain
reaction, as they produce more free radicals. When they react they can cause
cell deterioration, a process called ‘oxidative stress’, which can lead to
cancer.
Antioxidants react with free radicals
preventing further production of free radicals. Therefore, many concluded that
antioxidants get rid of harmful chemicals in the body, so eating more
antioxidants will increase this positive effect and further improve health.
What do scientists think?
Analysis by NCCIH (National Centre for
Complementary and Integrative Health) says ‘most clinical studies of
antioxidant supplements have not found them to provide substantial health
benefits’, and that ‘the relationship between free radicals and health
may be more complex than has previously been thought.’ Free radicals are
not entirely bad – they help to destroy bacterial infections, so the media has potentially
oversimplified the roles of free radicals and antioxidants.
Ben Goldacre claimed in his book ‘Bad
Science’ that we should be ‘wary of blindly following hunches based on
laboratory level and theoretical data’ after discussing a Cochrane review
that found an ‘increase in risk of lung cancer in participants taking
B-carotene and retinol together.’ Feedback mechanisms within the body
complicate theory, which is why research trials are so important.
Why is there a gap between public understanding and science?
This research is not new – antioxidant
benefits are highly contested, yet the ‘live science’ article I referred to was
published recently, and antioxidants are still advertised very positively by
many companies playing on public fear and paranoia of diseases such as
cancer.
Corporations and advertising companies
look for eye catching headlines and desire, for a healthy life, to instil confidence
in the public that their product will work. They want certainty – they feel the
need to box foods into ‘good’ or ‘bad’ categories to prove their product is
effective. Science isn’t always so black and white – new research is conducted
all the time stretching our understanding, yet I believe public opinion is
based on emotion and trust as well as facts, hence it struggles to adapt as new
knowledge emerges.
So next time you’re walking down a
food aisle and see expensive products advertising antioxidants promising to ‘prevent
cancer’, think twice before buying – it may be more complex than it seems.
With the impending World Cup tournament in Qatar polarising
support, Suzanne Stone, French teacher, considers whether a different curse of
the title holder might come into play as the French national team tries to defend
its crown.
‘Le compte à rebours est enclenché’ read the
headlines across the French media this week, as the countdown to the 22nd
World Cup kicks off in Doha this Sunday. This most unusual of World Cup
competitions, unusual not only in the fact that this four-yearly summer
competition finds itself starting in November, but also because alongside the
anticipation of exciting, international football ahead, this World Cup has
courted controversy and media scrutiny for some time. With international concerns
raised on humanitarian and environmental grounds, this World Cup is indeed ‘un
Mondial polémique’.
Since the World Cup was awarded to Qatar in 2010, two
opposing camps have emerged – not two opposing footballing nations hoping to
edge closer to the final in Doha on 18th December, but rather those
who agree with Sepp Blatter’s view that ‘’Attribuer le Mondial au Qatar
était tout simplement une erreur’’ and Gianni Infantino’’s view, President
of FIFA, that it will be ‘’la meilleure Coupe de tous les temps’’ (1).
Holding the World Cup in Qatar has aroused criticism amongst
many well-known French figures and institutions. Widely reported again in the
French media lately is the alleged involvement of former President Nicolas
Sarkozy in using a lunch at the Élysées Palace with a member of the Qatari
royal family to influence the former President of UEFA, Michel Platini, to
change his support from backing the US bid to the Qatari one. The influence of
two such national figures continues to play out in the French media who still hold
dear the memory of Monsieur Platini in particular as one of France’s greatest
footballers of all time who not only captained the national side but managed it
also.
French politicians have also been using the media to
denounce the tournament in recent months. The left alliance political party, la
Nupes, have made public their opposition to the World Cup (2). Jean-Luc
Mélenchon, leader of the left-wing party la France Insoumise who ran for la
Présidentielle earlier this year, has called for a boycott and even called the
organisation of the competition ‘shameful’ (3), citing the figure of 6500
migrant workers who have died in the construction of the stadia in Qatar,
although official Qatari figures state only 3 deaths (4).
Former French President François Hollande admitted that
whilst the position of individual French players not to participate may be
untenable, the French public are free to make up their own minds: ‘Quant aux téléspectateurs, heureusement que personne ne
se trouve derrière pour lui dire ce qu’il a à faire ou pas’. (5) Indeed, some players and
football associations have made up their minds and aired their views. Éric
Cantona, ex-international French footballer, has been vocal in his opposition:
‘Mais le Qatar, ce n’est pas le pays du football…Ce n’est qu’une question
d’argent et la façon dont ils ont traité les gens qui ont construit les stades
est horrible.’ (6)
In response to FIFA’s directive to all participating nations
at the beginning of November to ‘se concentrer sur le football’, ten
European football federations, including Belgium, Switzerland and Germany,
wrote an open letter saying that they would be openly supporting the issue of
increased human rights in Qatar. La Fédération Française de Football however
did not choose to sign this letter. Noël le Graël, President of the FFF, has
been under continuing media scrutiny, most recently following his response to a
French TV documentary highlighting the cramped and squalid living conditions of
migrant workers in Doha. Complément d’Enquête, broadcast on FR2 on
10.11.22, focussed on the staff at the hotel in Doha where the French national team
will be based during the tournament. ‘This is not unsanitary…If there hadn’t
been any football, it would have been worse’ was his reply below:
«s’il n’y
avait pas eu le foot, ça aurait été pire».
This brought an immediate reaction from the French Minister
for Sport, Amélie Oudéa-Castéra the next day who, when interviewed on the radio
station RTL, stated that the FFF must assume some responsibility here: ‘Il
faut que la FFF prenne sa part de responsabilité.’
Elsewhere, several towns in France (Lyon, Marseille,
Strasbourg, Lille, Bordeaux, Rennes, St Étienne, Limoges amongst others) have
announced that they will not be showing matches on giant screens in city
centres for this tournament. Many bars and restaurants in France have also united
to create the website ramenezlacoupealaraison.com, encouraging cultural
and social spaces to join together in voicing their criticism of the tournament
by advertising alternative events during the tournament.
Media scrutiny has not just been limited to mainland France,
l’Hexagone, as France’s overseas territories have also voiced their discontent.
The national newspaper in la Réunion, Le Quotidien (below) has stated that out
of respect of its national values it will not be covering the tournament.
In Qatar itself, the French ambassador, Jean-Baptiste
Faivre, has been using the media to try to quell opposition and dispel any
preconceptions about Qatar that people in France may have by reassuring the
host nation: ‘La réponse est, bien sûr, non. La France ne boycottera pas la
Coupe du monde.’ (7)
The debate as to whether football fans should be ‘up for the
cup’ is being discussed amongst French supporters too. Around 10,000 fans are
expected to make the journey to Doha, although many members of the supporters’
association Irrésistibles Français have voiced concern ranging from
freedom of movement and accommodation once there. The co-founder of this
association, Fabien Bonnel, stated in a recent French radio interview (8) that
because of Qatar’s human rights record, he himself will not be going to the
tournament nor watching any of the games. Elsewhere in neighbouring Germany,
the site boycott-qatar.de has gathered signatures from thousands of
supporters and many sports’ associations calling for people not just to boycott
the tournament but also products from its sponsors.
So where does this lead those of us who love watching international
competition such as this which showcases the skill and excitement of some of
the best footballers in the world? For me, I follow the fortunes of the
talented Kylian Mbappé, whose proud father is pictured below. But whether that
will involve watching this Coupe du monde? I, like others, am undecided.
References:
Libération 10.11.22
Le Monde
23.9.22
RTL
1.4.22
France Info 19.9.22
Maison de la radio conference, Demain le sport, Paris
22.9.22
