It's generally widely accepted that people feel much happier when the sun is shining down on their faces. At Kidology HQ, when the sun is shining outside, we frantically plan how we can work (and lunch) outside to make the most of the weather, and this is a trend which is also rife amongst the youth of today.
So far August has been a strange month in terms of weather offerings; we've had torrential rain, vibrant sunshine and dull, overcast shadows. How has this affected where children can play, and does the weather effect where children play? A while back we did some work in a local Primary School and asked Year 4 pupils how they felt about playing out in different weather conditions. It seems that children these days are very much aware of the threat that the sun can pose to their skin (many felt that playing outdoors in the summer months was more dangerous than in the winter). But children are also aware of the freedom that July and August bring. As part of our work, we asked the pupils to design a piece of play equipment that could be used in any weather condition, and the results were fantastic; we had giant outdoor water parks, fairground rides and climbing frames.
What does this prove? Well that children are able to engineer ways to combat the weather and not let it affect their play time. They embrace the sun, and find ways to overcome the rain. What jolly jelly beans they are.
Tuesday, 17 August 2010
Monday, 9 August 2010
An enterprising success
Our blog entry this week is an unashamed plug of a fellow Gateshead-based company who are doing great things for enterprise, young people, and the environment.
Set to launch in September, WhipBikes is an innovative bike-hire scheme for students and staff at Newcastle University. The team behind it – Robert Grisdale and Jack Payne – are two Engineering graduates who conceived the idea of making trips across campus that little bit quicker, and much more fun. Indeed, the bright green bikes are certainly eye-catching (having been on Whip1 twice I can vouch for their ability to capture attention) and with a fleet of 150 there's sure to be enough to go around.
The WhipBikes team demonstrate that ideas do not have to be complex to succeed; they came up with the idea whilst they were students, and over the past couple of months have won over the support of numerous competition panels and funders.
We wish them the best of luck and are hoping that when the launch is over they'll be willing to come along to some of our school-based enterprise sessions to talk about their experiences.
Set to launch in September, WhipBikes is an innovative bike-hire scheme for students and staff at Newcastle University. The team behind it – Robert Grisdale and Jack Payne – are two Engineering graduates who conceived the idea of making trips across campus that little bit quicker, and much more fun. Indeed, the bright green bikes are certainly eye-catching (having been on Whip1 twice I can vouch for their ability to capture attention) and with a fleet of 150 there's sure to be enough to go around.
The WhipBikes team demonstrate that ideas do not have to be complex to succeed; they came up with the idea whilst they were students, and over the past couple of months have won over the support of numerous competition panels and funders.
We wish them the best of luck and are hoping that when the launch is over they'll be willing to come along to some of our school-based enterprise sessions to talk about their experiences.
Monday, 2 August 2010
Out all night
Last week I went on a glorious 8 mile bike ride along the Northumberland Coast, starting at Tynemouth and venturing up to a quaint little lighthouse near Blyth. The boys at WhipBikes – who work in the office below us – needed someone to test out one of their bikes and I duly volunteered. It felt so liberating cycling up the coast and, although I was unsteady at first, having not ridden a bike for many years, the technique soon can back to me and I was on my way.
Now as the nights get lighter, and schools draw to a close, children can play out longer and make the most of the great outdoors. Indeed, we've been sat considering what games young people can play in the summer that they can't in the winter, and reminiscing about our own childhoods. As part of our ongoing work with young people, we're interested in finding out what the 'must play' game of the summer is. Do children still have water fights? Is swingball still in existence? We're keen for anyone's input into this...
Now as the nights get lighter, and schools draw to a close, children can play out longer and make the most of the great outdoors. Indeed, we've been sat considering what games young people can play in the summer that they can't in the winter, and reminiscing about our own childhoods. As part of our ongoing work with young people, we're interested in finding out what the 'must play' game of the summer is. Do children still have water fights? Is swingball still in existence? We're keen for anyone's input into this...
Tuesday, 20 July 2010
Enterprising fun
It’s been a while since our last post – we’ve been very busy the past two weeks, delivering enterprise sessions in schools and college across the region. It seems fitting therefore that our latest post should reflect on how truly enterprising Year 9s and 10s can be, especially when it comes to designing a product that is close to their heart.
We set the students the task of coming up with a new piece of technology; a snazzy mobile phone for 2020 society. The ideas were fantastic, ranging from laser eye equipment – the cunningly named ‘eye’ phone - to phones that connect to the car and home. All of the students were unfazed when we asked them to present their product, and several really relished the opportunity to be in the spotlight.
After chatting with some of the pupils it became apparent that several were heading towards Further and Higher Education, and others towards the world of work. No doubt all of them will have taken something from the workshop, whether increased awareness of the business potential within, or more confidence in social situations. A job well done we feel.
We set the students the task of coming up with a new piece of technology; a snazzy mobile phone for 2020 society. The ideas were fantastic, ranging from laser eye equipment – the cunningly named ‘eye’ phone - to phones that connect to the car and home. All of the students were unfazed when we asked them to present their product, and several really relished the opportunity to be in the spotlight.
After chatting with some of the pupils it became apparent that several were heading towards Further and Higher Education, and others towards the world of work. No doubt all of them will have taken something from the workshop, whether increased awareness of the business potential within, or more confidence in social situations. A job well done we feel.
Monday, 28 June 2010
One giant leap..
As we sit preparing sessions for the Newcastle College Summer School – and the wealth of confidence building activities we are about to deliver - we thought it appropriate to reflect on our own experiences of Further Education and how it provides that vital bridge between school and University.
Coming from a relatively small Secondary School, where everyone knew me and I knew the majority of the student body, the local Sixth Form College seemed a huge and daunting place, not least because of the lack of uniform and opportunity for individual style that this resulted in. There were around 15 of us who progressed from my school to college. At the beginning of Year 12 we sheepishly stuck together for fear of the other groups who seemed to possess an inordinate amount of members in comparison. But once Year 13 struck things began to change; new groups formed and, as the older kids, we were finally able to embrace college life – move from canteen to common room - and with it new beginnings.
Although now dotted around the country, the college group are some of my closest friends, for we had all experienced the uncertainty of Sixth form life, had found each other, and had gone through the anxiety of University applications together. The experience made me a more confident person, not only socially but also academically; I was ready for University when the time came, purely because I had been coached and guided by my peers and tutors.
This week we intend to share our experiences with prospective students, and equip them with the skills necessary to enter Further Education at speed.
Coming from a relatively small Secondary School, where everyone knew me and I knew the majority of the student body, the local Sixth Form College seemed a huge and daunting place, not least because of the lack of uniform and opportunity for individual style that this resulted in. There were around 15 of us who progressed from my school to college. At the beginning of Year 12 we sheepishly stuck together for fear of the other groups who seemed to possess an inordinate amount of members in comparison. But once Year 13 struck things began to change; new groups formed and, as the older kids, we were finally able to embrace college life – move from canteen to common room - and with it new beginnings.
Although now dotted around the country, the college group are some of my closest friends, for we had all experienced the uncertainty of Sixth form life, had found each other, and had gone through the anxiety of University applications together. The experience made me a more confident person, not only socially but also academically; I was ready for University when the time came, purely because I had been coached and guided by my peers and tutors.
This week we intend to share our experiences with prospective students, and equip them with the skills necessary to enter Further Education at speed.
Monday, 21 June 2010
Technology fever
Every year I help out at The Town Moor Fair School – a temporary school for the show children of the Hopping’s funfair. I work with the older kids, generally those in Years 7-9, and enthuse them about the joys of English Literature, amongst other things. Every year I’m amazed by the latest technology that they seem to be in possession of, and this year it is without doubt the iPhone. The iPhone keeps cropping up in art sessions and is used for internet research, replacing the laptop which was a common feature at the school last year.
Technology, like the iPhone and the laptop, undoubtedly plays an important role in these children’s lives; because they’re travelling around most of the time they need to find ways to stay in contact with base schools and their fellow show friends. But what about children in more mainstream education?
We’re currently doing some research into the use of technology in the Primary setting, and the issue keeps arising as to the place of popular technology – such as the iPhone and the iPod – in an educational setting. Now we know that lots of work has been done around technology and its ability to engage male learners - and that's fantastic - but what about in more general terms? Could the mobile phone be successfully incorporated into lessons? So this is the question we are left pondering; can popular technology be incorporated into the classroom effectively?
Technology, like the iPhone and the laptop, undoubtedly plays an important role in these children’s lives; because they’re travelling around most of the time they need to find ways to stay in contact with base schools and their fellow show friends. But what about children in more mainstream education?
We’re currently doing some research into the use of technology in the Primary setting, and the issue keeps arising as to the place of popular technology – such as the iPhone and the iPod – in an educational setting. Now we know that lots of work has been done around technology and its ability to engage male learners - and that's fantastic - but what about in more general terms? Could the mobile phone be successfully incorporated into lessons? So this is the question we are left pondering; can popular technology be incorporated into the classroom effectively?
Monday, 14 June 2010
Calling all missing post
Our language, the joyful words we use on a daily basis, is both fascinating and (it would seem) potentially hazardous; the slightest error can result in a highly amusing faux pas. Now we know that it gets confusing at times because we have a different trading name (Kidology) to our umbrella company (ANYTHING But Limited), but combining the two has never been something we’ve thought of experimenting with. That is until we glanced at our newly erected post box; Anything But Kidology.
Hmmm...
To those fellow English graduates out there this incident will no doubt evoke memories of Lynne Truss’ fantastic work Eats, Shoots & Leaves; a book which had me crying with laughter and howling for hours (a sure fire way to make friends in the first year at Uni; confess that a book on grammar had you in hysterics). Whilst at first understandably tickled by the above postal incident, I am now rather concerned as to what we may find in place of our mail, and where indeed Kidology’s post, which has clearly been excluded from the box, will end up. We will keep you posted (ha).
Hmmm...
To those fellow English graduates out there this incident will no doubt evoke memories of Lynne Truss’ fantastic work Eats, Shoots & Leaves; a book which had me crying with laughter and howling for hours (a sure fire way to make friends in the first year at Uni; confess that a book on grammar had you in hysterics). Whilst at first understandably tickled by the above postal incident, I am now rather concerned as to what we may find in place of our mail, and where indeed Kidology’s post, which has clearly been excluded from the box, will end up. We will keep you posted (ha).
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