The Evidence

The Day Explorer in action

Watch our short videos to find out from teachers and librarians how they use The Day Explorer in their schools.

Case Studies

Case Study: Hampshire

Over 300 schools in and around Hampshire currently use The Day Explorer, thanks to the support of the county’s pro-active School Library Service (SLS). Hampshire SLS knew that increasing numbers of teachers and pupils are going online to find out information about the world around them, and wanted to provide safe, appropriately written content that was relevant to the curriculum. They chose to take out a group deal with Explorer.

Explorer’s workshop

To help launch the service, we brought together teachers, librarians and members of SLT from schools in the Hampshire area for an interactive workshop. Our mission? To inspire them to further integrate Explorer into their schools and make the most of the service. Take a look at our video to find out more about the day…

What’s the advantage of a group deal?

By partnering with The Day Explorer, a group package means that all the schools within a particular area, county or educational trust benefit from the same high standard of publishing that Explorer provides on a weekly basis, raising educational standards across the board.

We have also found that working with local authorities and other groups, who are well-placed to provide training on how to use the site, ensures a high level of support for schools who are just starting out with Explorer. As ever, though, our team are just a phone call away and are always happy to help each school make the most of the service.

Testimonials from Hampshire SLS

“I absolutely love working with The Day Explorer. It’s a great resource to engage young people with current affairs and to encourage reluctant readers. There’s a huge section on British Values too, which is brilliant as it is currently a heightened Ofsted SMSC focus.”

Andy MacFarlane, Lead Digital Adviser, Hampshire SLS

“The Day Explorer is a really well-designed and thought-provoking publication. An excellent vehicle for promoting discussion and high-quality language in schools. A must use!”

Sarah Goldsworthy, English Teaching and Learning Advisor, Hampshire Inspection and Advisory Service (HIAS)

Case Study: Cheriton Primary School

Cheriton Primary School in Alresford has been using The Day Explorer since 2017. Click on the image below to find out how Kim Reed uses the website to inspire curiosity and improve critical thinking with her Year 5 and 6 students.

Research

Below is a collection of links to the best publicly available research supporting the use of current affairs and debate as a teaching aid in schools and homes.

  • September 2017: The National Literacy Trust finds that young people in Britain do not have the critical literacy skills needed to identify fake news, and that “primary and secondary school teachers are ideally placed to help children develop these skills.” However, it warned that a “lack of teacher training, resources and confidence is prohibiting this”.
  • July 2016: The think tank LKMco found that white working class boys are significantly underrepresented at universities - only 10% go on to higher education. This is, in part, because they have less access to forms of ‘cultural capital’ such as travel and work experience.
  • July 2013: The UK’s National Literacy Trust publishes a study showing that family debate and discussion at mealtimes makes children more assured communicators, willing to speak up in class and work in a team. One in four children in the UK is not enjoying these vital family conversations.
  • May 2012: In an article for Harvard University’s Nieman Foundation, the media analyst Ken Doctor gives evidence for a rapid rapprochement of journalism and education in which the communication skills of journalism are adopted by educators while the teaching role of education is adopted by “explanatory journalists”.
  • May 2012: The British all-party parliamentary group on social mobility reports that “resilience, self-belief and persistence” and the ability to think for oneself, qualities best acquired through debate and discussion with family, peers and teachers, are all crucial requirements for success.
  • December 2011: Research carried out on behalf of the UK charity ‘Think Global’ and the British Council shows that, in the view of UK business leaders, “knowledge and awareness of the wider world is more important than degree classification or A-levels” for job-seekers.
  • November 2011: A special study by the international Organisation for Economic Cooperation and Development (OECD), based on an extensive 2009 report by its Programme for International Student Assessment, shows that 15-year-olds who discuss “political and social issues” and other news with their parents either weekly or daily are nearly one year ahead academically of those who don’t. See page four of the linked pdf.
  • October 2011: A report by the UK’s CfBT Education Trust and The English-Speaking Union shows that debate of topical issues “raises educational aspirations”, is “an effective teaching tool”, “contributes to educational attainment” and “contributes to developing rounded and confident individuals”.
  • January 2009: Times Higher Education’s Rebecca Attwood reports on a study at Britain’s Staffordshire University that shows that “students with a strong interest in current affairs are much more likely to want to go to university than those who are not engaged with the news.”
  • April 2008: The American Press Institute reports on a study by the Newspaper Association of America showing that “students who used newspapers in class or for homework were more engaged in civic activities, better educated and more involved citizens as they grew older”.