This isn’t likely to be the most popular blog post I’ve written, but I believe that in amongst Gove’s idea to buy the Queen a yacht are some genuinely good ideas.

Here’s what happens in my mind…

Before the much scorned memo is circulated, someone at the Department for Education gets hold of it and makes a few minor amendments.

1. The ship is named RV QE2 – yep that’s right, it’s a research vessel

2. The cost of the vessel – proposed £60 million is split between the cost of a research vessel (£30 million) and a national endowment of the other half to run the good ship RV QE2

3. The RV QE2 circumnavigates Britain on an ongoing basis with a rotating crew of scientists, teachers and pupils learning about the oceans

4. The UK becomes the most-aware nation on this blue planet – spinning out great research, ideas and technologies for more sustainable seas

5. HM Queen Elizabeth II launches the ship on behalf of the country for her Diamond Jubilee and calls for a renewed sense of ourselves as an island nation and the value of our marine resources and the importance of the oceans to humanity

In terms of funding, reckon we could get a good lot of private money behind this – not a bad PR opportunity.

But that’s just in my mind. Not a bad idea in itself, just not quite the right focus. Who knows, this idea could have made this country the first in the world to have a floating academy.

Chris Jordan: Polluting Plastics from PopTech on Vimeo.

A very moving account of the issue of marine plastics by the photographer Chris Jordan. If you haven’t seen his work, take a look at the Running the Numbers series, a emotive take on our attitude to ‘stuff’.

It’s not that I am necessarily against the teaching of computing in schools. Running an organisation called Digital Explorer, it would be pretty contrary if I were. However, statements such as Ed Vaizey’s comment that knowing how a computer works should be “on a par with a knowledge of the arts and humanities” don’t really help.

It would be great if this latest fad in the national education conversation actually highlighted the good practice that exists in UK schools rather than repeating how poor everything is.

There needs to be a three-pronged approach to the issue of ICT in schools:

First, a decision about which items of ICT usage should be taught through other subjects (if they still exist in a years’ time). Examples could include:

• Use of word processing in English
• Use spreadsheets and databases in Science and Maths
• Internet research and analysis of reliability of sources in History
• Video conferencing with partner schools in MFL
• Digital photography and video in Art
• Online and social media safety in PSHE
• Blogs and digital mapping in Geography
• Use online campaigning tools in Citizenship

You get the idea. Pupils use digital tools to learn and communicate their ideas throughout the curriculum, a bit like previous national strategies on literacy and numeracy. This is already happening in many schools. It may well save time and energy for teachers if levels of competence in using various tools were agreed between departments. This would mean that as a Geography teacher you would know what your GCSE class should know about using spreadsheets and creating and interpreting graphs (they learnt this in Key Stage 3 Maths of course!).

Second, decide what should go into a computing class. ICT is probably a misnomer as this subject develops. This is where I become a bit stuck. What would I expect an intern to be able to do, when they come to work for Digital Explorer?

• An understanding of how to write a blog post and use html tags
• Formatting a range of digital media for use online, using tools such as image and video editing software
• An understanding of media sharing platforms and their relative benefits
• Use of digital mapping
• Basic coding (I taught myself how to write simple games in Basic using a Spectrum many moons ago and I think that this introduction made it easier for me to pick up using coding languages such as kml later in life)

I would like to be able to adapt and fix hardware in the same way that I would like to be better at car maintenance. I would love to be able to write little scripts that made life easier for me. In short, computing appeals to my creativity. I want to be able to make stuff. I find joy in the translation of lines of code into a wondrous digital environment.

The third aspect is rather more prosaic: infrastructure. Are there enough computers in working order for ICT to become a regular facet of teaching and learning across the curriculum? Will our attitudes to mobiles change with most students bringing a pocket to computer to school every day? Who will come to teach coding? Out of 28,000 new teachers in 2010, just 3 had computing-related degrees. I don’t blame them, when they can be out making a mint in the digital economy. Gove, do something clever, like subsidise company NI contributions if digital employees volunteer in schools once a week.

A caveat to end: technology is a tool not an end in itself. Digital Explorer uses technology because it enables us to share stories from the far-flung corners of the planet with classrooms across the world. Technology allows us to create and share content with a new ease. It cannot and does not replace the physical, personal and emotional journeys that lie at the centre of our work. This new emphasis on digital literacy in education must remember that young people still need to communicate and learn about ‘something’. My favourite example of innovation in ICT was the example of a school a few years ago now that had scrapped ICT classes completely and instead taught the Citizenship curriculum full-time, using ICT as a tool to support and extend the development of young people as engaged citizens. Now there’s an idea.

Also have a look at resources on English, Citizenship and RE on the newly launched Culture channel! Here you can watch film episodes from last year’s Journey to Pakistan expedition or even book a student Ambassador from the trip to visit your classroom. All of these resources are designed to increase your pupil’s understanding of other cultures and perspectives through interactive  peer-to-peer education!

Happy exploring!

The brilliant light show that occurs every winter in the Arctic is created when the magnetic pull of the North Pole lures in electrically intense particles evaporating from the sun. As the solar wind particles collide with those of the polar region they create an aurora that  acts as a reminder of the sun’s presence during the dark days of  Arctic winters.

While Aurora Borealis captures our attention as an amazing natural phenomenon, scientists recognize that the lights possess the potential to have a negative impact on the whole Northern Hemisphere. The geometric storm can affect satellites, power grids, navigation and communication systems as well as deteriorate  oil pipelines.

A main way scientists research the relationship between the atmosphere and space environment is through launching smoke rockets into the air at bases such as the Poker Flat Research Range in Alaska. They are able to track the way the chemical trails released by the rockets are affected by the winds created from Aurora Borealis and then use their measurements to predict future space weather. Professor Dirk Lummerzheim, aurora expect from the Poker Flat Range stated that “If we can predict space weather, we can prepare for it and mitigate the dangers.”

Read more about the wonders of the Northern Lights on BBC Nature and on Frozen Plant!

Here are some personal highlights in no particular order (I missed lots, I know, so please feel free to add comments on what I should have seen, who I should have spoke to, etc.)

1. Janapar film screening

Much praise to Tom Allen for having the courage to put his emotions and journey on the big screen for all to see. Delighted that this private screening was a part of Explore. Do sign up to hear more about the next part of this adventure – bringing the film to festivals and the public.

2. Atlantic Rising

A wonderful, humorous and thought-provoking talk from the Atlantic Rising crew, recipients of the Land Rover Go Beyond Bursary. Great that they had the platform they deserve and fantastic to see a continuing educational legacy on their new website.

3. foldedsheet

It’s simple, elegant and packs a huge communications punch. I hope you had the chance to meet Luce and see the examples of her work. Here’s an example of Al Humphreys’ latest book using foldedsheet…

4. Pangaea Expedition

I was sorry to miss Emily’s talk but managed to catch up afterwards to hear more about this fantastic oceans expedition project. They are looking at oceans plastic at the moment and hope to be able to work with them in the future.

5. The fact that this happens at all

Massive thanks to Shane, Amy and all the team at Geography Outdoors at the RGS. It’s an annual highlight, meeting with old friends, making new ones and finding out that exploration in the UK and beyond is in rude health. A huge achievement!!

Oh and I’ll never think about hippos in the same way…

Scientists believe to have explained the mystery behind the formation of the extraordinary Gamburtsev mountain range which is part of the Antarctic Landmass. The Gumburtsev range looks very similar to the Alps is 800km long – and is hidden under 4,000m of ice. Models show an unbelievable insight into geologic history and were ‘uncovered’ using aircraft radar, listening to seismic waves, conducting gravity and magnetic surveys, through the cooperation of seven nations.

In order to fully understand how such a remarkable process can occur it is necessary to understand both tectonic and climate processes; the key processes to recognise are rifting and uplift.

Researchers hope that they can drill out the oldest ancient ice sample to date, possibly over 1 million years old- a tough challenge as water has frozen in layers over the base of the ice sheet disrupting the ancient ice.

Fly through the Gumburtsevs with the BBC here!

This information came from the Marine Conservation Society who is working towards improving the management and mapping of the overflow pipes. While the MCS does believe that these pipes are necessary, they also see the need to ensure that they are only used in emergency situations and for more water companies to invest in the sewer network.

According to the Environment Agency £8bn has already been devoted towards bettering the sewage system and 98% of bathing waters in England and Wales now meet the safety regulations. Yet with this being said there is still apparently much more work to be done. Some outlets still release more than the allowed sewage per year and one was even reported to have released sewage for 1,000 hours in 2010 during the bathing season. This release of sewage into the waters where kids and families swim leads to more issues such as stomach aches and ear infections.

The Environment Agency helped acquire £4bn more for improvements to continue until 2015.

Since leaving Tower Bridge 7.5 months ago Sarah has peddled and paddled 18,700km across the world and has overcome all the obstacles placed in front of her. She heads for home from Gulliver in Spring 2012 when she will do it all again.

To see more of her inspirational journey visit her blog. Also check out her resource page full of activity sheets and and lesson plans produced by Sarah and Digital Explorer!

While Amelia is toughing it out in the freezer she still realizes the reality that it is no match for the actual weather she will experience on her expedition. She even states herself, “you can’t prepare yourself enough for those temperatures and that wind”.

This type of training should sound familiar to those teachers who took part in our training weekends!

Check out the BBC coverage of Amelia here!