Get more SEN funding

I’m sure you understand only too well how challenging it can be for your staff to juggle their time between administrative tasks and supporting SEN pupils, particularly with the increasing demands for SENCOs and other members of staff to manage inclusion in an effective and strategic way.

In response to these demands, our own team of experienced SENCOs developed Provision Map; the time-saving management information software helping SENCOs and other school staff to stay organised and track provisions and interventions. And I’d like to show you how it can do the same for you through an online demo.

The following points show how our powerful PM software will provide staff at Oathill School with:

  • Flexible Learning plans that are in line with the SEND Code of Practice and follow the Assess-Plan-Do-Review approach
  • Easy Provision Mapping, making it fast and easy to map out interventions and to keep track of who’s involved in each one
  • Instant Reports available at the click of a button, saving hours of time to spend with pupils
  • Pupil Passports, otherwise known as single page pupil profiles, for easy individual plan access
  • The opportunity to secure an average of £21,850 extra funding to support your SEN pupils

I’m really excited to show you how Provision Map will make a difference to the work you do with your SEN pupils, I am offering you until September for free when purchasing a licence this summer. If you would like to know more then, just request an online demo here.

Or just reply to this email and we can take things from there.

I hope to hear from you soon.

Best wishes,

Duncan
01348 800 100

Towards literacy perfection

The best way to improve literacy in a struggling student is with 1 to 1 tuition. Now, that is possible.

Indeed where a student really gets on well with the tutor and doesn’t feel pressured or intimidated in any way by having one-to-one tuition, progress will always be beyond anything that can be achieved in a regular classroom.

Of course at this point you might be expecting me to say, “Sadly we can’t offer that ideal…”  But in fact we can, in an approach that allows not only one to one tuition but one to one tuition at a very affordable price, whenever needed.

Every misunderstanding and every concept not understood is instantly spotted, and results in the student being taken back a step for remedial work, after which progress and advancement resumes with appropriate activities to hand for every eventuality.

This approach is available through a program that locates each individual’s literacy needs, directing the student to an engaging set of activities which remedy any deficits, before advancing through to the next set of skills.

Because the level of instruction is so accurately reflective of the child’s current abilities, the student then gets a feeling of success and progress, which itself is highly motivational.

At the same time your colleagues are now free to work with others in the group.  Indeed, they can rotate the students, with some receiving directed help online while others engage with offline paper-based activities which are generated automatically by the system.

Of course you’ll want to see this in action before making any decisions, and you can do that this term, without any cost or commitment.

You can read more about Lexia Strategies® and the extraordinary results that other schools have seen here.

You will then be able to have a free trial which gives full access to the program for 30 days without any payment or commitment.

If you want to know more about the program, we have all the information you’ll need available here.

Of course, you may like to talk first – if so, please do call 0191 482 1939 or email info@lexiauk.co.uk

Rob Kay

LexiaUK Software Consultant.

Better support for your boys – accredited mentoring programme

How to effectively engage young males with education and provide routes into employment and socially responsible adulthood is a concern of many professions.

Education is also a recognised social determinant of health; boys and young men are consistently outperformed by girls and young women in schools and universities. Health improvement also means action on increasing educational opportunity.

Mentoring offers an evidence-based approach to work with young men – helping young men to achieve their academic and vocational potential, addressing concerns related to problematic behaviours – and providing go-to support and signposting to other services.

The Unit Award in Mentoring Boys and Young Men is a Level 2 award providing your staff/students with an understanding of mentoring work. The unit considers:

  • the rationale for work with young males
  • a strengths-based approach to work with young males
  • the role of the mentor
  • qualities desirable in a mentor
  • primary tasks of a mentor
  • dealing with disclosure/safeguarding
  • setting boundaries in mentor-mentee relationships
  • building and sustaining mentor-mentee relationships
  • goal setting and outcomes

The outcome is that your staff/students will have received training enabling them to mentor boys throughout the school. This not only strengthens the school pastoral system but helps to raise the overall achievement of all boys and young men involved. This training and delivery thereof successfully delivers many of the new Ofsted framework for inspection.

The workshop covering the award criteria is 4 hours long. Each staff/student undertaking the award will be provided with their own copy of the Mengage course book: Mentoring Male: A guide to mentoring work with boys and young men. A Level 2 certificate will be issued upon completion.

The workshop costs £1295 for up to 10 staff or up to 15 students or a one-off date on Thursday 12th October CLICK HERE. BOOK BEFORE 31st August for £995.

Mengage is committed to your school’s development; if this is something you would like to discuss or you have other concerns regarding the health or education of young men, please don’t hesitate to get in touch.

For more information or to discuss a booking, you can contact Liam by email at liam@mengage.co.uk or by phone on 07788725318.

Alternatively, you can visit our website at www.mengage.co.uk to see what else we offer with regards to mental health and raising boys’ achievement.

 

FREE GRATNELLS STORAGE KIT * for the maths and science departments …..

Gratnells are the leaders  for storage containers in schools, colleges and universities.

Their products are  designed to make life  more efficient  both for teachers and “back room” staff, particularly in the maths and science  departments.

Did you know that right now, until July 31, when you order selected calculators from Signpost Educational Ltd., you will receive Gratnells boxes completely free of charge!

For every 30  LK 183 or LK 83XP calculators you order*  you will get a free Gratnells storage box, foam insert and a clear lid.  There’s a minimum order of 60 calcs (that means you’ll  get two boxes, two foams and two lids free of charge)  but you must quote  the code  NIVRAM to benefit from this offer.

For details of these two calculators, please see:  www.signposteducational.co.uk or contact Signpost Educational Ltd by phone:  020 7515 1797 or by email:

info@signposteducational.co.uk

Signpost Educational Ltd., PO Box 999  London, E14 6SH

What is the most empowering event that can happen to your school leavers?

An end of year assembly which is produced and performed by year 6 pupils on their last day at primary school can not only leave a significant impression on those who take part, but also on the rest of the school.

The result is that the children who create the end of year event feel motivated through knowing their ideas are valued, and feel confident that they will be appreciated by others.

And it is possible to expand the feelings of self-worth and confidence that can arise from such an event when the children know they’re getting expert advice and support as they work on their presentation – and that’s what Snail Tales storytellers can give.

As published authors and professional performers who have entertained young audiences all over the world, our storytellers will be able to guide your children towards putting their best into their final moments at your school.

And since all five of our national theatre tours have been developed through KS2 workshops, you can feel sure that the final assembly will be 100% your year 6 – we’ll take and develop their ideas, not impose on own.

Over the course of a single day, your storyteller will run immersive, interactive, and engaging workshops with your year 6s on the four elements of producing a great show: pre-production (ideas and role setting); development (writing and designing); performance; and promotion.

The whole day includes a resource pack to help your year 6 teacher direct and mentor your year 6s towards their assembly.

The total cost inclusive of travel to your schools is £350 for up to 35 year 6 children. We can also work over two or three days and thus take in larger groups.

For more information please call 0203 287 6245 or visit our website at www.snailtales.org/leavers

Questions that no one knows the answers to

There are closed questions, open questions, rhetorical questions, leading questions and then there are questions that no one knows the answer to, such as: How many planets are actually in our Solar System? What is Time? Why are we here, what is our purpose? And why do we dream?

But perhaps the most difficult questions to answer are those from your pupils about what we might consider as ‘grown-up’ topics, including those about terrorism, such as: What do terrorists want? How does terrorism start? When will terrorism end? Why do they hate us? And so on…

Which is precisely why we have produced the resource:
Talking about Terrorism: Responding to Children’s Questions

Talking about Terrorism: Responding to Children’s Questions is a resource for you, the teacher. It answers questions that children may ask in clear, easy-to-understand language – providing simple, objective explanations and reassurance where possible, while being careful not to raise expectations.

In addition, the text is interspersed with classroom activities aimed at your KS2 pupils to stimulate critical thinking, including brain storming, group discussions, responding to visual stimuli, and evaluation.

What’s more, not only will this resource help your school to create ‘safe spaces’ for the discussion of controversial issues in response to the Prevent Strategy, but it will also help you to demonstrate to Ofsted that you are addressing this difficult area.

Don’t just take our word for it. “Highly recommended – really great resource for teachers” says Abigail Clay, an expert on Safeguarding and the Prevent Strategy.

You can order Talking about Terrorism: Responding to Children’s Questions on our website either in PDF for £13.99 or as a hardcopy book for £19.99. There is also the option to buy both the hardcopy and PDF together at a discounted price of £24.19.

For more information and to see sample pages, visit www.brilliantpublications.co.uk/book/talking-about-terrorism-740. Alternatively, you can contact us by phone on 01449 766629 or by email at orders@tradecounter.co.uk.

Safeguard my School

Dear Head

As a teacher with 16 years of teaching experience in the classroom I have noticed the ubiquity of smartphones and social media has made safeguarding a much more complicated issue. Experience has taught me that it’s vital for schools to have a robust safeguarding system that allows teachers to respond quickly and efficiently. The reason I built this software is not in the interests of a high Ofsted or Estyn rating, but for the sake of the most vulnerable students.

Safeguard my School is designed to enhance existing safeguarding provisions, allowing your teachers to both communicate and act upon issues quickly from anywhere in your school.

Here are a few bullet points explaining the key features of Safeguard my school, if you have time to read them:

 

  • Speedy, secure & simple recording of any safeguarding concern.
  • Powerful reporting tools deliver management reports for safeguarding leads, senior leaders, governing bodies, local authorities etc.
  • Accessed securely from wherever you have an internet connection and will display across all devices including tablets and smartphones.
  • With Safeguard my School, busy staff can report concerns with a few clicks of a button even when at home or on the P.E. field.

 

  • Each pupil has their own individual safeguarding profile which neatly collates all safeguarding issues that are relevant to them. This means that it is easy to spot trends and patterns.

If you would like to know more, then just request an online demo here, by doing so we would like to offer you until September for free when purchasing a licence this summer.

Or just reply to this email and we can take things from there.

I hope to hear from you soon.

Best wishes,

Duncan
01348 800 100

Discussion – Starter video of Tutor Time

We are delighted that our new FREE discussion-starter resources, geared for Sixth Form Tutor-Time, are being so useful for teachers.

‘I was able to pick it up and run with it without need for much preparation. The video was pitched well and the excellent questions, with their rigour and challenge, provoked discussion and insight.’

There are currently four Tutor-Time resources available on www.Take-One.TV and we plan to create a steady flow of new ones, based on the latest feature films and relevant topical issues.

Please email me at Kate.Laver@EthosEducation.org and I will ensure that we let you know when new free Tutor-Time resources are published.

Yours truly

Kate Laver
EthosEducation.org: Resources Manager
Kate.Laver@EthosEducation.org


LATEST FREE RESOURCES

Releasing on DVD on July 3rd, Hidden Figures tells the true story of African-American women working on the space programme, who overcame gender, race, and professional discrimination with their abilities and diligence.

Some of the key questions raised in the discussion-starter video and supported in the downloadable Leader’s Guide include:

  • Al Harrison, played by Kevin Costner, says ‘We all get there together or we don’t get there at all.’ To what extent is that true in our society?
  • Theodore Melfi, who directed the film, describes the women as ‘the heroes behind the scenes’. In our society, in what ways does the value placed on people in the media affect how we value those whose back-room roles are hidden?
  • Kevin Costner, who played the project leader Al Harrison, says ‘It’s a story of three women whose God-given abilities were allowed to flourish’. How might the belief that all abilities are ‘God-given’ make a difference to the way in which we value them, and allow them to flourish?

Produced in association with the UK Eating Disorder charity Beat and the Be Real Body Confidence campaign, this resource features Dr Elizabeth McNaught, the author of the best-selling book Life Hurts: a doctor’s personal journey through anorexia.

Some of the key questions raised in the discussion-starter video and supported in the downloadable Leader’s Guide include:

  • What insights about Body Confidence have you gained that you wish you had known when you were 13 years old?
  • Do we struggle with Body Confidence partly because, in this world of social media, we compare our ‘behind-the-scenes’ with other’s ‘highlight reel’?
  • What do you think of the vision that we should encourage people to celebrate what their body can do, rather than how it looks?

We work hard to ensure that you only receive emails that are relevant to you delivered to your email address.  If you would prefer to receive emails at a different or additional address or if you have any other comments please let us know by replying to this email.  If you would like to unsubscribe from this list please click on this link  If you choose not to do this we will take it that you are willing to receive emails from us until such time as you indicate that your preferences have changed.

 

Reducing SLT workload

As a teacher, you may have noticed pupil behaviour has been making the headlines of late.

With Ofsted open to taking cues from Behaviour advisor Tom Bennett’s report in future, it makes sense to get your behaviour provisions in place as soon as possible. Even schools with impeccable behaviour and standards look like they will need to offer Ofsted robust reports evidencing their great work.

That’s where ClassCharts comes in.

From my 16 years of teaching experience in the classroom I designed Classcharts, it is built to be easy-to-use for teachers, while offering in-depth reporting and analytics for SLT. Working with your existing Management Information System, ClassCharts enables teachers to access vital pupil data wherever they are, instantly.

ClassCharts is free until September when purchasing a licence this summer. If you would like to know more, then just request an online demo here.

Or just reply to this email and we can take things from there.

I hope to hear from you soon.

Best wishes,

Duncan
01348 800 100

What is the most effective way of improving handwriting and enhancing reading and spelling skills?

MSL offers three sets of structured materials relating to handwriting, literacy and spelling, and details with example materials are available from our website.

First, we have the Handwriting Rescue materials which contain over 300 structured exercises that introduce cursive handwriting and correct poor letter formation habits.  There are also follow-on books for revision, with all the resources designed to establish the correct cursive letter formation, alongside reinforcing important literacy skills.

The Reading and Spelling Literacy Scheme covers every phonic and spelling choice in the English language, introduced step by step in a logical sequence and this allows pupils and students to develop whole sentences from the very start.   Each new phonic and spelling choice is introduced in such a way as to ensure that past knowledge is reinforced, and confusions eliminated.  This is a structured programme that could be delivered by an LSA, and progress can be easily monitored and evaluated using the Placement & Progress Tests, which are included.

To round off each teaching session there are the Dyslexia Games and Association Cards.  These secure the knowledge that has been gained through the Reading and Spelling Literacy Scheme and give the pupils and students a less intense, more relaxed game situation for the end of each lesson.

Handwriting Rescue materials:

The Reading and Spelling Literacy Scheme

Dyslexia Games and Association Cards

Are you doing enough to maintain boys and young men’s interest in their education?

According to the DfE, “Girls are outperforming boys in all the main attainment indicators at ks4” which is what makes it so important to implement a whole-school strategy that will not only engage boys in education but that will also maintain their interest.

Which is precisely why Mengage has devised a workshop entitled
The Boy Problem: Raising boys’ achievement – what can schools do?

The Boy Problem: Raising boys’ achievement – what can schools do? is an evidence-based, experiential workshop in which your staff will be taught about the most effective ways to close the widening gap between girls’ and boys’ attainment in education.

This workshop offers practical solutions and covers five main areas of concern, including: male learning styles, boys’ participation in education, addressing literacy concerns, a male-inclusive classroom, and the importance of creating a whole-school strategy.

The Boy Problem: Raising boys’ achievement – what can schools do? is delivered in three hours and costs £895 or a one-off date on Thursday 19th October at our education centre CLICK HERE. For more information or to discuss a booking, you can contact Liam by email at liam@mengage.co.uk or by phone on 07788725318.

Alternatively, you can visit our website at www.mengage.co.uk to see what else we offer with regards to mental health and accredited mentoring.

English Literature Summer School 2017

In the words of C.S. Lewis, ‘Literature adds to reality, it does not simply describe it. It enriches the necessary competencies that daily life requires and provides; and in this respect, it irrigates the deserts that our lives have already become.’

The English Literature Summer School is an opportunity for like-minded students aged 15-18 to indulge their passion for literature and explore some of the most exciting and challenging ideas in contemporary literary theory. Each part of the course consists of a structured five-day programme taught by expert postgraduate tutors.

The English Summer School – Part 1 will cover literature dating from 650 to 1790, including Middle English, Medieval Literature, Chaucer, The Renaissance, Shakespeare, Restoration Literature and the Rise of the Novel. As part of this course, students will explore Historicist and Feminist critical approaches.

The English Summer School – Part 2 will cover literature dating from 1790 to 2017, including Romanticism and the Gothic Movement, Victorian Sensation Novels, Literature and the British Empire, Modernism, and Postmodernism. As part of this course, students will explore Postcolonial criticism and the ‘Death of the Author’.                                 

The English Summer School – Part 3 will cover Contemporary English Literature, including prose fiction, poetry and drama. As part of this course, students will explore psychoanalytic criticism and theories of the canon.

Please note that although the courses complement one another, they can also be treated as stand-alone events, and there is no requirement to have attended Part 1 in order to register for other Parts of the course.

Classes are small, typically containing twelve to fourteen students, all of whom should have a passion for Literature, a curiosity to build on their existing knowledge and a desire to embrace and exchange new ideas. The tutors for the course range widely in their specialisms, from Medieval folk tales to Renaissance drama to contemporary criticism. This ensures that students will benefit from the broadest possible range of perspectives and approaches. Literary theory and criticism will play an important role in each session, and students will be invited to examine texts they have studied in the light of competing theories of the nature and value of literature and the role of the critic.

Feedback from previous students 

‘This was such an amazing course! I think the thing that made it so enjoyable were the staff running it. Although challenging, the course opened my eyes to a whole different perspective on literature – and the speakers really helped me to understand some of the harder texts. I would definitely recommend this course as it is worth every minute.’

‘I would absolutely recommend this course to anyone doing A-Level English or considering studying English at University. The week left me feeling inspired and wanting to learn more about the subject areas we covered, most of which are not even touched upon at school. The teachers encouraged us to discuss theories and philosophies of literature that piqued our interests, and several of these debates spilled over into lunchtime and even after class! The other students were friendly and easy to get along with. I went home feeling equally uplifted and educated by my time here… Thank you to everyone for making the experience so enjoyable!’

‘The Debate Chamber Summer School was a fantastic experience and one well worth applying for. Not only was it made thoroughly enjoyable by the effort and expertise of the tutors, but will undoubtedly prove invaluable in the future when drawing on the variety of skills learnt.’

‘I found this Summer School immensely enjoyable and extremely beneficial to my English studies. I knew before attending this course I wanted to study English Literature at university, but this informed me greatly of older literature (such as Old English, Medieval literature and the rise of the novel) as well as explaining fascinating literary criticism such as new historicism. I also met some lovely people who I hope to stay in contact with. I can’t recommend this course enough! If you have a passion for analysing and discussing the best texts in the English language, then you will relish this summer school.’

How can my students attend?

The English Literature Summer School will be held at University of London venues in Bloomsbury, Central London, and is open to students aged 15 – 18.

Part 1 will take place on the 24th – 28th July, Part 2 will take place on the 31st July – 4th August and Part 3 will take place on the 7th – 11th August 2017.

You can find full details of schedules, dates, costs, student reviews and tutors at https://debatechamber.com/project/english-literature-summer-school/.

To book a place please visit https://debatechamber.com/project/english-literature-summer-school/, call us on 0845 519 4827, or email info@debatechamber.com. Places will be allocated on a first come first served basis.

 

Yjod od s [orvr pg vtrsyobr qeurubf

Now I don’t want to put you to any stress in working that headline out, and I know it looks like gibberish – but in its own way it makes sense.  And being a kind sort of person, I’m not going to keep you guessing.

What I did was shift my fingers one place to the right on the keyboard as I typed “This is a piece of…” well you can work out the rest.  Same with the last word of the subject line.  Although I may have made some mistakes somewhere.   It got a bit confusing…

So is my headline creative writing?  Well, if a child was writing a story about meeting people with a different language, the piece would have a little more sparkle in it if what these foreigners spoke had some basis to it, rather than just being a collection of random letters.

Which leads to my question: “What is the fastest way to make children more creative, inventive, expressive, and experimental in their writing?”  In short, what makes them better writers?

Turns out that after years of study the answer is… you ask them to be more creative.

Yet there is still a problem here, because there is no universal agreement on what a creative action is.   Is it something not previously done, even if that thing is meaningless, or even harmful? Possibly not.

If I swim a length underwater for the first time (which I am not going to do since it would mess up my computer and make my clothes wet) would that be a creative act?

It’s hard to say.  But I can tell you this.  Telling children that you want them to be creative AND interesting, really is a good place to start.  Because although Yjod od s etc etc is not very interesting of itself, it becomes of interest because it has an underlying logic.

As does the subject line.

Our series of books on creative writing gives children starters for their writing – there is more about the books via this link and you can find samples of the activities by clicking on any of the titles.

And then once they have started, if you want them really to explore their creativity each time you give them another exercise, just ask them to be a little more creative.

Curiously, it works.

You can contact us by phone on 01449 766629 or by email at orders@tradecounter.co.uk.

You can order any of our Creative Writing Resources on our website

Brilliant Publications,
Mendlesham Industrial Estate,
Norwich Road,
Mendlesham,
Suffolk,
IP14 5ND.

website: www.brilliantpublications.co.uk
email: orders@tradecounter.co.uk

phone: 01449 766629
fax: 01449 768047

Summer Schools 2017 – Last Places Available

The Debate Chamber Summer Schools offer students age 11-18 the opportunity to find out more about some fascinating subjects, prepare for university applications, meet like-minded peers and get to grips with some tough intellectual challenges.

The material will be challenging (for the older age-group, about the level of difficulty one might expect in the first year at university), but the atmosphere will be relaxed, with plenty of discussion, debate, and opportunities for students to shape the direction of classes. It is an environment conducive to getting to grips with new ideas.

Working in small groups (usually around 14 students per group) over several days offers participants a real chance to get to know tutors and fellow students and to explore the topics or questions that particularly interest them.

Highlights of Summer 2017:

The International Relations Summer School will introduce the central theories involved in the academic study of IR – realism, liberalism, constructivism and Marxism – and will then look at a range of detailed case studies in order to apply, test and explore these theories. Topics covered will include military intervention, international law, development aid, feminism and foreign policy, regional sessions looking at China and the Middle East, and the European response to the migration crisis.

The Law Summer School, in three distinct five-day Parts to allow time for more cases, more analysis and more debate on some of the most intriguing legal questions. Students can choose to focus on Criminal & Family Law, Civil Law or International and Human Rights Law. Each course builds towards a Mock Trial in which students play the role of barristers, build their case from the evidence, question witnesses and make speeches to the jury.

The Philosophy and Critical & Cultural Theory Summer Schools will look at some of the biggest questions in metaphysics, ethics and political theory, giving an opportunity to engage with the work of some fascinating thinkers, and also to develop students’ own skills of reasoning and argumentation.

For students interested in the Social Sciences or Humanities, we also have Summer Schools in Economics, Politics and History, while Arts enthusiasts should take a look at the English Literature, Classical Civilisations or Art History Summer Schools.

For aspiring scientists and mathematicians we also have the Physics, Mathematics and Medicine Summer Schools.

Practical Details:

All the Summer School events will be held at University of London venues in Bloomsbury, Central London, and will take place in July and August 2017. Please note that these courses are not residential, and accommodation must be arranged independently if required.

You can find full details of schedules, dates, costs, student reviews and tutors at http://www.debatechamber.com/summerschools/.

To book a place on any course please visit www.debatechamber.com/summerschools/, call us on 0845 519 4827, or email info@debatechamber.com. Places will be allocated on a first come first served basis.

 

Why Every Classroom Needs a BabbleGuard

Don’t you just love it when you see a simple idea and you think to yourself – ‘why didn’t I think of that?’ That’s what teachers and education professionals have told us when they see the new BabbleGuard from Connevans.

BabbleGuard is a beautifully simple solution to encourage all students to keep the classroom noise at a comfortable level, promoting concentration, listening and learning.

Using an attractive LED bar which fits neatly on top of an interactive whiteboard and a sophisticated sound sensor, BabbleGuard changes colour depending on the level of sound in the Classroom. Using the traffic light pattern of green, amber and red it is simple for even the youngest children to understand.

BabbleGuard can be used in a wide range of learning environments, is quick to set up and easy to use. The teacher doesn’t need to do anything, the students can see for themselves.

More information on the brand new BabbleGuard is available here … http://www.connevans.co.uk/product/14457645/

To arrange a free trial, either phone me on 01737 247571 or email to phil@connevans.com  and leave the rest to us!  (Please don’t delay, early indications show that BabbleGuard is going to be very popular!)

We look forward to hearing from you.

Phil Boswell

Director – Connevans Limited – supplying schools since 1961

PS: My wife is a Primary School Teacher and being my wife she tells me what she really thinks and she loves the BabbleGuard 🙂

As of 2016 we are very proud to be … by Appointment to Her Majesty Queen Elizabeth II Manufacturer and Supplier of Audio Equipment https://www.royalwarrant.org/directory?query=connevans

Two simple, cost effective products which can transform teaching and learning in schools and colleges throughout the UK……

Over the years I’ve spoken to various teachers (mainly in secondary schools) and one topic seems to crop up more than others. It’s the problem of students  turning up to lessons without a pen, pencil, ruler etc.  Apparently this leads to a measure of disruption and wasted time at the start of lessons while students try to beg, steal or borrow what they need to benefit from the lesson.

Fortunately there are now a couple of simple, low cost  products which can help to  solve this problem.

The first is the “Student Essentials set”  consisting of three good quality black ballpens, two full length HB pencils, a 15 cm ruler, eraser  and a pencil sharpener  …all packed in an A5 size “exam friendly”  clear PVC zip slider wallet. From only 85p ex vat it will almost certainly prove useful for students and teachers alike.

The second is the “Value Maths set”…and once again it comprises the same  A5 size

“exam friendly”  clear PVC zip slider wallet  but with some components which are specific to maths lessons: a metal compass and half pencil, 180 degree protractor, 15 cm ruler, sharpener, eraser,  two good quality black  ballpens and a full length HB pencil. From just £ 1.25 ex vat it should help restore a bit of order at the start of maths lessons!

Both these products can be obtained from Signpost Educational Ltd  via their website:

www.signposteducational.co.uk or by phone (020 7515 1797)

or email: info@signposteducational.co.uk

We understand that the firm holds good stocks of these products and  usually delivers  within 1-3 days of receiving orders.

How can you encourage your pupils to adopt a positive attitude to learning Times Tables?

Mighty Fun Activities for Practising Times Tables is a three-book series which uses superheroes to motivate children to practise the skills needed to solve multiplication, division and word based times table problems.

And we all know that practice makes perfect!

Superheroes appeal to even the most reluctant of learners and will instil a positive and competitive attitude towards learning. Your pupils will be excited and motivated to want to learn and practise times tables.

These enjoyable worksheets will help children to:

  • recall and apply times tables rapidly
  • increase mathematical fluency
  • understand and use a variety of mathematical language
  • make connections between times tables
  • understand the relationship between multiplication and division
  • and develop mathematical reasoning.

The books contain reproducible sheets of practical and written activities, which are designed to be used as flexible teaching aids. Teachers can dip in and out of the book in any order to support the learning of any times table. The activities work equally well as stand alone 5 to 20 minute lesson reinforcements or as regular times table learning.

For more information or to order the three-book series for just £40, visit Mighty Fun Activities for Practising Times Tables.

If you need your maths lesson saved now you can buy ebook versions for instant access to your superheroes on the links below:

Book 1 – 2, 5 and 10 times tables (£11.99)

Book 2 – 3, 4, 6 and 8 times tables (£11.99)

Book 3 – 7, 9, 11 and 12 times tables (£11.99)

Alternatively, you can order

• by phone on 01449 766629

• by fax on 01449 768047

• by email to orders@tradecounter.co.uk

• or by post to Brilliant Publications, Mendlesham Industrial Estate, Norwich Road, Mendlesham, Suffolk, IP14 5ND.

 

Are you struggling to justify school trips?

In these days of ever tightening budgets we understand the importance of providing value for money, particularly in relation to school trips/holidays that may not be viewed as essential.

We are a well-established riding centre (we will be celebrating our 60th anniversary in 2018) and we pride ourselves on providing a riding experience tailored to your pupils needs and providing that added value.

Our residential riding activity holidays provide a variety of experience and build skills that can contribute to both the mental and physical development of your students. Physical abilities such as balance and co-ordination are improved by riding and pupils also learn skills such as building a connection with a horse and taking responsibility for its care. This type of activity is particularly good for boosting self – confidence and increasing self- reliance, both valuable life skills.

We are fortunate to be situated in one of the most beautiful areas of the UK, the Black Mountains in the north east corner of the Brecon Beacons National Park. We have direct access onto the hills from our site and a stay here can provide so many other opportunities that, reinforce classroom study, through linkages with Key Stages 3 & 4, and bring learning to life. For example, the area is a prime site for the study of habitat, biodiversity and ecosystems. Students are usually having so much fun they don’t even realise that they are learning.

We are also close to the town of Hay on Wye the ‘Town of Books’ and the river Wye both of which provide opportunities for a variety of further activities.

If riding isn’t really your thing, our bunkhouse can also be booked as accommodation only, with a separate bungalow for staff.

For further information and prices please click here

If a school ordered 600 of a new scientific calculator in June 2016 and then another 600 of the same model in March 2017, what would your conclusions be?

It’s probably not unreasonable to assume that the school was satisfied with the new calculator and that it met the criteria of their maths department as well as being suitable for use in GCSE exams.

….and the calculator in question ?   It’s the Logik LK 83XP  model, feauring “natural display” format,  dual power (battery & solar) prime factorisation and a host of other features which make it a sensible choice for KS 3, KS 4 and GCSE maths.

Further details of the LK 83XP dual power scientific calc can be found at: www.signposteducational.co.uk or contact Signpost Educational Ltd on 020 7515 1797 or email:   info@signposteducational.co.uk

Autumn 2017: A Christmas Carol @ your school?

Fred Theatre is back in schools this autumn with another great adaptation of a literary classic: Charles Dickens’ A Christmas Carol. Recognised for our quality, professionalism and accessibility Fred has built an excellent reputation for our schools friendly productions.

Our 90 minute adaptation is a fresh and exciting re-telling of the familiar and much loved story. A professional cast of six actors will faithfully present A Christmas Carol in an innovative and low tech setting–all you need supply is a space and an audience.

It’s an excellent introduction to the book for students, or a timely refresher.

A Christmas Carol can be performed in-school at a time to suit your schedule, and is available for bookings throughout October, November and December 2017.

Want to save money on your in-school booking?

If your school can host a public performance around the same time as booking an in-school show for students we may be able to save you money. We are looking for schools where we can perform to the general public in the evening. If you can host one of these shows, in return we will share the box office takings with you as a discount on your booking.

Want to know more?

Simply email our office (admin@fred-theatre.co.uk) or call Robert on 07974 210265. We’ll collect a few details from you and respond with potential dates and a quote soon after.

We look forward to hearing from you.

Fred Theatre Limited

classic drama, contemporary theatre

www.fred-theatre.co.uk    @FRED_Theatre

PS: Our popular 90 minute Macbeth is back on the road in the spring term, along with a new production of Romeo and Juliet. To register your interest in either of these please email the office (address above).

How technology transformed the classroom

No matter what setting or establishment, technology has always been a vital part of anyone’s education – and they have worked hand in hand for years. Starting with the pen and paper, progressing to the desktop computer and now to the mobile tablet, technology is an important part of how we all learn new subjects and skills.

The technological shift in the 20th century

Through the introduction of projected images within the classroom, technology revolutionised the way we learn. First introduced in 1925, the Filmstrip Projector could be used depending on the subject being taught, helping students visualise the subject.

The mimeograph and the radio were also useful tools that could be used in the classroom. Introduced in 1940, the mimeograph allowed teachers to copy and distribute educational materials to students, while the radio could be used to transit lessons to other classrooms in other areas.

Most notably popularised in America, the slide ruler would be known to us as an old-fashioned ruler, used in mathematics to calculate sums. Replacing the mimeograph as a more efficient alternative, the photocopier was also used to help speed up and quantify the distribution of educational materials.

Advancing education and learning, here are some of the most notable examples of developing technologies within the education sector:

  • 1960s. Although it did not become popular within classrooms for another ten years, the calculator was introduced in this decade.
  • 1970s. Used as a device to mark exam papers and other question papers, the Scantron machine has lasted to the present day as a way of speeding up the marking process.
  • 1980s. Personal computers were starting to be introduced and learners could use them to help improve their knowledge of a particular subject.
  • 1990s. While replacing traditional blackboards with interactive whiteboards, desktop computers were also becoming prevalent within most households, helping students to complete homework tasks on office-based packages.

Turning digital

Although the 20th century saw dramatic technological advancements in such a short space of time, with the invention of smartphones, YouTube, tablets and laptops, no decade has seen such radical changes in the classroom as the 2000s. GPS Installations – specialists in audio visual products and public address system installations – are also revolutionising how to best implement interactive technologies within the classroom. Considered as the digital revolution, integrating smart technologies into the classroom has changed the way educators teach and how students learn.

A classroom was divided into two groups (A and B) in a study conducted in 2015. Both groups were asked to research a topic and present their findings to the whole group, however, group A were not allowed mobile technologies whereas group B were. What was discovered is that group B divided into sub-groups, whereas group A stayed together. What this suggests is that technology can help aid integrated organisational structures within learning groups, which leads to more specific and concentrated learning, in comparison to the generalised learning and collaboration witnessed in group A.

Overall, statistics suggest that teachers’ responses to smart technologies were positive overall. In the US, 86% claimed that technology was an essential part of a student’s education. Furthermore, 92% felt that they could have more technology within their classroom to help the quality of their educational delivery improve.

Both students and teachers feel as though they are able to make a cost saving as a result of smart technologies in classroom – and many feel as though smart technologies have improved the quality of lessons. Electronic copies of eBooks and other digital-based learning materials are 33 – 35% cheaper than their physical alternatives. Increasing their chances of passing an exam, tablets and other interactive digital devices have improved literacy and numeracy skills.

Even though digital hardware has helped to improve the quality of education overall, some still believe that digital technologies have become a distraction in the room. This is because children can be distracted by social media apps and other interactive games when they should be learning. In a study conducted by A Common Sense Media, it was reported that 71% of teaching staff felt that a student’s attention span had been compromised by smart devices such as mobiles and tablets. What this suggests is that as digital technologies have been adopted into our classrooms, we still haven’t found the correct balance between utilising digital technologies as a source for quality education, and making sure that they aren’t being used to the extent where they become a distraction.

All educators should ensure that quality education and best practice is being delivered at all times. This is why the digital revolution has benefited the classroom – even though its impact has been received both positively and negatively. If education institutions can get the balance right between interaction and distraction, there is no reason why digital technologies can’t transform the learning capabilities of young people.

 

From the Great Gatsby to Dr Jekyll, from Macbeth to the Little Prince… at just £1.87

Or come to that from Frankenstein to Jane Eyre, from Great Expectations to Romeo and Juliet (both quite interesting journeys!). And all at just £1.87 each (after your 25% discount) with free delivery when ordered directly from us.

I could go further, of course, and add, from HG Wells’ “Time Machine and other works” to John Maynard Keynes’ “General Theory of Employment Interest and Money.”   And that is indeed an interesting contrast!

And, of course, there are plenty more to choose from.  World Literature and Poetry are just £3.99 before discount, and our complete works series for just £7.99.  There’s a complete Shakespeare, complete Jane Austin, complete Brothers Grimm, complete Oscar Wilde…

Wordsworth Editions has over 450 titles in print, covering over 230 works of classic literature and over 50 popular children’s books.  And not only does each volume naturally have the full text, but with all of our classics there is also a set of exclusive introductions and notes.

If you would like to see a list of around 50 of the most frequently used set texts which are available direct to schools at the special price of £1.87 that is available here.

To see the full list of our titles in print along with a ready to use order form, should you need it, we have a page with those details as well. And don’t forget, you get a 25% discount on all of the prices shown, not just on the classics.

And we also have an offer of a free book.  Just in case the notion of books at £1.87 each with free delivery seems just too good to be true, we’d like to assure you of the quality of our publications.

So, if you would like a free sample of one of our classics, just email education@wordsworth-editions.com with your name and the school address, and we’ll put it in the post to you, with our compliments.

We look forward to hearing from you.

The best way to improve literacy in a struggling child is with 1 to 1 tuition. And now that is possible.

Indeed if the child really gets on well with the tutor and doesn’t feel pressured or intimidated in any way by having one to one tuition, progress will always be beyond anything that can be achieved in a classroom.

Of course at this point you might be expecting me to say, “Sadly we can’t offer that ideal…”  But in fact we can, in an approach that allows not only one to one tuition but one to one tuition at a very affordable price, whenever needed.

Every misunderstanding and every concept not understood is instantly spotted, and results in the pupil being taken back a step for remedial work, after which progress and advancement resumes, with appropriate activities to hand for every eventuality.

This approach is available through a program that locates each individual’s literacy needs, directing the pupil to an engaging set of activities which remedy any deficits, before advancing through to the next set of skills.

And because the level of instruction is so accurately reflective of the child’s current abilities, the pupil then gets a feeling of success and progress, which of itself is highly motivational.

At the same time your colleagues are now free to work with others in the group.  Indeed, they can rotate the children, with some receiving directed help online while others engage with offline paper-based activities which are generated automatically by the system.

Of course you’ll want to see this in action before making any decisions, and you can do that this term, without any cost or commitment.

You can read more about Core 5 which achieves these extraordinary results here,

You can read a variety of case studies here. You will then also find on the top right of the page the link to gain full access to the program for 30 days without any payment or commitment.

If you want to know more about the program, please do call 0191 482 1939 or email info@lexiauk.co.uk

Rob Kay

LexiaUK Software Consultant.

From dealing with youth depression to issues of confidentiality in issues of abuse, from gender stereotypes to domestic violence.

Continuing Professional Development DVDs and DVDs for showing to students, on some of the most difficult subjects that can arise.

Many of the programmes below can be rented for less than £4.00.  Please look on the relevant page on our website www.concordmedia.org.uk

Part one: DVDs for CPD

A Confidential Space: Issues of confidentiality relating to counselling children and young people.

DVD  84 Minutes   £40.00 plus postage

An interview with Peter Jenkins, on the issues relating to confidentiality in therapeutic work with children and young people.

Themes covered include: Ethical issues in working with children and young people, Good practice for counselling in schools, Information-sharing and child protection, Disclosures of abuse and pre-trial therapy, Data protection and access to records of therapy by the courts, police and solicitors, Access to records of therapy by parents and children and Therapy as a confidential space.

Beyond the Blues: Child and Youth Depression.  Depression in children and young people, case histories and treatment.

DVD  57 Minutes   £36.30 plus postage

Depression has increased by one-third in the past 30 years. Untreated depression costs a teenager in many ways: lost educational opportunities, lost social opportunities and lost time. Through the personal stories of three young people, this compelling documentary traces the journey of depression, from early signs and symptoms, to assessment, diagnosis and treatment. Bipolar disorder is also covered.

Bullying – The Children Speak:  Bullies and victims speak.

DVD  31 Minutes   £25.00 plus postage

Pupils and students drawn from a cross-section of schools, private and state, middle- and working-class, bullies and their victims talk about what happens, why it happens and what they think about it. Essential viewing for parents, teachers, governors, child care professionals and indeed pupils and students themselves.

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Part 2: For showing to Students:   (As above, many of the programmes below can be rented for less than £4.00.  Please call for details.)

Tell It Like It Is 

DVD  12 Minutes   £27.20 plus postage

Animated film about people at school and the results of gender stereotyping and bullying.

A short animated film by Leeds Animation Workshop which illustrates problems faced by young people at school as a result of gender stereotyping and bullying. Classmates Darren and Sharon are each keeping a video diary.

The results show them the different worlds girls and boys live in, and the different anxieties they experience. Although light in tone, the film raises awareness of male violence – verbal, psychological and physical – in school and in society.

It aims to help young people understand and when necessary withstand social pressure, and stresses their ability to support each other, to help those who are being bullied and to challenge oppressive and abusive behaviour. Especially suitable for 11 – 15 year olds. Booklet also supplied

You and Alcohol – Just Good Friends?

DVD  10 Minutes   £18.80 plus postage

Offers a down-to-earth account of our favourite and dangerous drug: how it works on the body and brain, how it changes our behaviour, why its effects differ for men and women and what constitutes sensible drinking. Aimed at 13 year olds and over, it includes lively contributions by university students.

Made in 1990 this film reflects the cultural attitudes and language of the time it was made. The issues raised are timeless.

Home Truths (LAW)

DVD  12 Minutes  £27.20 plus postage

Animated film of young people talking about domestic violence, for 8-13 year olds

A short animated film in which five young people tell of their experiences of domestic violence. Emma and her mother escape from a violent father by moving to a refuge. Jamie sees the effect on his mother of his father’s violence. For Sidra, the violence of her father is psychological and controlling. Sophie, her sister and mother are all targets of her stepfather’s aggression.

Daniel supports his friend Tom, whose mother is being hit by her boyfriend. The young people respond positively to their situation, and take some action, asserting their right to live in a safe environment. The programme tackles some of the myths: that it’s the woman’s or child’s fault, that the men involved can’t help it etc. Particularly designed for use with 8-13 year olds in a group setting, where it will encourage discussion. Includes booklet with background information.  

Concord Media. A not for profit charity established in 1963. 
22 Hines Rd
Ipswich
IP3 9BG.
Tel: 01473 726012
Email: sales@concordmedia.org.uk 
Website: www.concordmedia.org.uk

Free local speaker and resources for teaching ethical issues in science

Many pupils are passionate about the welfare of animals though, if surveys are to be believed, many of them do not know how their bacon, eggs and milk are produced!

Food production is a growing topic of debate whether you are talking about the ethics of how we treat animals, how we produce healthy food and how we can feed a growing population.

Finding time to discuss topics such as animal welfare and sustainable food production is doubly valuable – it gives pupils an important understanding of a range of ethical issues in science and it encourages great debates!

It is also an opportunity to find a new angle to teach syllabus content such as selective breeding and food chains which feed humans. These issues can be brought to life by discussing different ways of keeping farm animals in organic, free-range or intensive systems.

To help you to engage your pupils in such discussions, we provide a free speaker service and a pack of resources including a film and discussion activities, which can be adapted for pupils of different ages, abilities and levels of confidence.

To enquire about a speaker or to order a free resource pack, please email education@ciwf.org.uk. It will be helpful if you write “Biology mailshot” in the subject title.

To view or download the resources directly, including films, please go to our website which has details of all our resources for science including an archive genetic engineering film.

Yours sincerely,

Phil Brooke
Education Development Manager
Compassion in World Farming

Links and contacts:

Email: education@ciwf.org.uk

Tel: 01483 521 965

Education website: ciwf.org.uk/education

Speaker service: ciwf.org.uk/speakers

Science resources: ciwf.org.uk/scienceeducation

How to use competition to increase student engagement and win fantastic prizes for the school

The ‘gamification’ of learning is proving to be a highly successful method of engaging pupils across all subjects and can easily be applied to a wide range of classroom activities to great effect.

The core requirement is a carefully structured and varied pace, with bursts of high speed and timed challenges, supported by varying difficulty levels and progressively challenging targets.  Motivation levels soar if pupils can achieve immediate and long-term rewards, which can be as simple as points to accumulate and records to beat.

But, to make a real difference, students need to be fully engaged in a challenge they see as relevant.  One in which they are actively solving problems, communicating with others and developing a sense of personal achievement.

The Real STEM Competition is designed to achieve this for up to 72 pupils in a day and is delivered on the school site – so there is no travel required.  Six teams of six pupils compete in a double lesson session that is repeated for a different group after break or lunch – minimalising disruption to the timetable.

This year’s competition is ‘Space Pioneers’ – which reinforces and expands upon the new KS3 & KS4 science curriculum content within a thrilling scenario of a mission to Mars.  It is an effective way to deliver exciting activity weeks, holiday schools, transition events and enrichment days.

A specialist team run the event and, with a hugely experienced teacher leading the workshop, there is no need for school staff to be present.  It allows class teachers to supervise lessons elsewhere, saving on the cost of a cover teacher for the day.  Alternatively, teachers can choose to observe their students compete and then apply the proven strategies to future lessons.

Pupils play as part of a team, against tight deadlines and in a game-like context to develop a wide range skills so highly valued by universities and employers.  Every participant will receive a certificate of achievement listing the skills developed and members of the winning team will be awarded a commemorative medal.

If your winning team achieves one of the top scores by Science Week 2018 the school will win a full-day workshop each term for a year, a Double STEM Workshop or STEM Box 1 – full of fabulous activities to run with multiple classes.

Schools entering the competition will receive performance reports for every participant and a free copy of the highly regarded ‘Caving Conundrum’ resource, which is a fabulous problem solving activity that can be run across Science, Geography and English.

For further information or to enter your school – you can visit the website, email events@thinkersineducation.co.uk or call 01603 520866.

Summer Schools Last Places Available

The Debate Chamber Summer Schools offer students age 11-18 the opportunity to find out more about some fascinating subjects, prepare for university applications, meet like-minded peers and get to grips with some tough intellectual challenges.

The material will be challenging (for the older age-group, about the level of difficulty one might expect in the first year at university), but the atmosphere will be relaxed, with plenty of discussion, debate, and opportunities for students to shape the direction of classes. It is an environment conducive to getting to grips with new ideas.

Working in small groups (usually around 14 students per group) over several days offers participants a real chance to get to know tutors and fellow students and to explore the topics or questions that particularly interest them.

Highlights of Summer 2017:

The International Relations Summer School will introduce the central theories involved in the academic study of IR – realism, liberalism, constructivism and Marxism – and will then look at a range of detailed case studies in order to apply, test and explore these theories. Topics covered will include military intervention, international law, development aid, feminism and foreign policy, regional sessions looking at China and the Middle East, and the European response to the migration crisis.

The Law Summer School, in three distinct five-day Parts to allow time for more cases, more analysis and more debate on some of the most intriguing legal questions. Students can choose to focus on Criminal & Family Law, Civil Law or International and Human Rights Law. Each course builds towards a Mock Trial in which students play the role of barristers, build their case from the evidence, question witnesses and make speeches to the jury.

The Philosophy and Critical & Cultural Theory Summer Schools will look at some of the biggest questions in metaphysics, ethics and political theory, giving an opportunity to engage with the work of some fascinating thinkers, and also to develop students’ own skills of reasoning and argumentation.

For students interested in the Social Sciences or Humanities, we also have Summer Schools in Economics, Politics and History, while Arts enthusiasts should take a look at the English Literature, Classical Civilisations or Art History Summer Schools.

For aspiring scientists and mathematicians we also have the Physics, Mathematics and Medicine Summer Schools.

Practical Details:

All the Summer School events will be held at University of London venues in Bloomsbury, Central London, and will take place in July and August 2017. Please note that these courses are not residential, and accommodation must be arranged independently if required.

You can find full details of schedules, dates, costs, student reviews and tutors at http://www.debatechamber.com/summerschools/.

To book a place on any course please visit www.debatechamber.com/summerschools/, call us on 0845 519 4827, or email info@debatechamber.com. Places will be allocated on a first come first served basis.

 

Pineapples and computers aren’t the only things that are difficult to grasp

While the French sometimes have their own way of doing things… just as the English…

English

German

Polish

Spanish

French

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Computer

Computer

Komputer

Computadora

Ordinateur

French

German

Polish

Spanish

English

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Ananas

Ananas

Ananas

Ananas

Pineapple

 … it is French grammar that is perhaps the most difficult of concepts for children to grasp –  not least due to the gender classification of words. But despite this, there is very little guidance in the Programmes of Study about how grammar should be taught:

“Pupils should be taught to understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.”

Which is why we have picked apart this statement to produce the resource
Getting to Grips with French Grammar’.

Getting to Grips with French Grammar provides a model of progression for each key element (gender, verbs, sentence building and forming questions) by breaking them down into four progressive stages which teachers can build into their planning and teaching.

The resource also provides a number of assessment exemplification tasks which demonstrate how grammar can be taught and assessed alongside other elements of language, rather than in isolation.

For more information and to see sample pages, visit www.brilliantpublications.co.uk/book/getting-to-grips-with-french-grammar-at-key-stage-2-745. Alternatively, you can contact us by phone on 01449 766629 or by email at orders@tradecounter.co.uk.

You can order Getting to Grips with French Grammar on our website either in PDF for £10.99 or as a hardcopy book for £15.99. There is also the option to buy both the hardcopy and PDF together at a discounted price of £19.29.
Brilliant Publications,
Mendlesham Industrial Estate,
Norwich Road,
Mendlesham,
Suffolk,
IP14 5ND.

website: www.brilliantpublications.co.uk
email: orders@tradecounter.co.uk

phone: 01449 766629
fax: 01449 768047

“Since Tom started using Education Quizzes, he has really started to sparkle.”

We have made Education Quizzes free for a whole year so that students like Tom can sparkle too

Despite all the revision tips, tricks and techniques, the best way to help your pupils to retain the knowledge that they have learned in their History lessons is by presenting them with the opportunity to use this knowledge on a regular basis.

However, since there is more than one topic area to cover in History, it can sometimes be a long period of time until a topic is revisited, by which time your pupils will have forgotten much of what they had previously learned.

Which is why we have produced an extensive library of History quizzes and made them free to use for a whole year, so that your students can test and revise their knowledge as frequently as they need and want to.

What’s more, Education Quizzes is ideal to set as homework tasks as it involves little to no PPA time – giving you more time to focus on planning and preparing future lessons and assessing the work of your students from lessons which have gone before.

To get a better idea of what Education Quizzes is all about, simply visit www.educationquizzes.com. And to sign your school up for Education Quizzes for free for a whole year, go to www.educationquizzes.com/schools-uk-registrations/.

If you have any queries, you can easily contact us by sending an email to admin@educationquizzes.com.

What is the most effective way of helping students with literacy issues – without it costing a penny?

When the developers of an approach to enhance student literacy start making dramatic claims for its effectiveness, it is reasonable to be cautious.  After all, virtually all producers of educational materials express the view that their approach is the one that will work wonders.

So how can you decide if any of these claims are true without wasting a lot of time?

We think there are two ways.  One is for us to quote verbatim and in detail what teachers who have used the approach say.  Not the classic two or three word phrases such as “Absolutely brilliant”, but detailed comments about the literacy gains made with their students in their schools.

The other route is to allow you and your colleagues to see and use the approach in your school with your selected cohorts, free of charge.

If it doesn’t work, then I will apologise personally because I will have wasted your time.  If it does, you will have found the route to remarkable gains in literacy achievements of the type that other schools are now enjoying.

The approach is called Lexia Strategies® and you can find the detailed commentaries from numerous teachers  on our website.  You will also find access to a completely free trial of the resource that these teachers are writing about.

What you will find here is an approach to improving literacy skills that works quickly and which is geared to each child’s individual level of attainment and specific needs.

It is also an approach which can be utilised both at home and at school. It is also a method that provides enjoyable lessons for the student which is, of course, the greatest motivational factor of all.

You can now go straight to the free trial on our website but if you want to know more about the program, we have all the information you’ll need available here. Alternatively, if you would like to talk first, call 0191 482 1939 or email info@lexiauk.co.uk.

Rob Kay; LexiaUK Software Consultant

Nurturing Enthusiasm This Summer

How to capitalise on holiday and Saturday STEM events – delivered at no cost to the school

There is an easy way to offer truly extraordinary experiences for your able, ambitious or enthusiastic students and those from your feeder schools.  And, most importantly, it requires no extra work for your staff and costs the school nothing.  In fact, it can generate additional income.

As a school, you aim to provide the best learning opportunities for all students.  As a parent you want to give your children the best start in life.  This is why Saturday and holiday workshops from Thinkers in Education prove to be so highly valued by schools and families throughout the UK.

You can host leading workshops, as recommended by every host school for over a decade, without affecting the timetable, adding to teacher workloads or taking a cut of the budget.  The workshops are an exceptional addition to existing STEM and G&T programmes and the performance reports generated for every student can prove invaluable help during an Ofsted inspection.

Participants benefit from activities that are typically unavailable until they reach higher education and develop vital thinking skills that give them an advantage in education and beyond.

The schemes offer effective promotion too, as parents are always impressed by the additional support made by host schools – particularly those parents in the process of selecting a high school.

For details of 3-5 day Holiday Schools click here and for the Saturday Workshops click here.

To request an event, you simply choose the start date and we send you the literature to distribute to parents to book a place.  They pay for their child to attend, as they would for a school trip, or the school can choose to subsidise the cost or use Pupil Premium funding.  It costs from £22 to £28 per pupil per day and you can choose for payments to be made directly to Thinkers in Education via PayPal or AmazonPay – so the school does not have to manage finances or paperwork.

Once 25 or more pupils have enrolled, we will confirm the event and run the entire day on the date of your choice.  If minimum numbers are not achieved – we will contact you to discuss options.

The presentation team, all with full DBS checks, will simply need access to a hall or large room in which the workshop takes place from 8:30 to 15:45.  They will greet parents, supervise students from arrival to departure and deliver an unrivalled STEM experience.

With an exciting range of workshops to choose from, all developing valuable thinking skills and offering fantastic hands-on practical activities, you can easily provide for your most ambitious and more able students from year 5 to year 12.

For further information, call us on 01603 520866 or email events@thinkersineducation.co.uk

Two of the best dual power calculators for KS 3, 4 and GCSE maths exams……

The Casio FX 85GT+ and the Logik LK 83XP are excellent choices for your GCSE maths students.  They both benefit from battery power with solar power back-up  to provide extra reassurance for your students  in exams. Both calcs have a “natural display” function which enables students to enter expressions and data as shown in textbooks.

The LK 83XP has similar features to the FX 85GT+ but without the “verify” and “recurring decimal” functions. Both calcs have a three year warranty and are available at short notice from Signpost Educational Ltd.,

In addition,  with orders for 100 or more of either  calc  (or a combination of both) you have the option of obtaining the popular “Trident geometry set”   for  just 95p (ex vat) instead of the usual price of £ 1.39 (ex vat) or more.

For more details & prices please see:

    www.signposteducational.co.uk    

 or email to: info@signposteducational.co.uk    or phone: 020 7515 1797

Signpost Educational Ltd  PO Box 999  London E14 6SH

Free activity: A world without mobile phones?

Develop your KS2 pupils’ speaking and listening skills with a free activity from Brilliant Activities for Speaking and Listening

Mobile phones image

Download a pdf copy to print for your pupils.

You can find more activities like this one in Brilliant Activities for Speaking and Listening.

Brilliant Activities for Speaking and Listening contains activities designed to develop the spoken language skills of KS2 children while providing full coverage of the National Curriculum requirements for Spoken Language.

The reproducible activities include: interpreting facts and figures, working out the correct order in which instructions should be given, discussing and debating issues (bullying, junk foods…), role-play, thought tracking, hot seating, retelling stories and responding to and interpreting poems.

For more information or to order Brilliant Activities for Speaking and Listening for £17.99, please visit www.brilliantpublications.co.uk/book/brilliant-activities-for-speaking-and-listening-ks2-713. Alternatively, you can contact us by phone on 01449 766629 or by email at orders@tradecounter.co.uk.

Results of the Minibus Survey 2017 by the Teachers.

We have been running regular surveys relating to school use of minibuses by schools for six years, and during this time we have perceived an increasing tendency for schools to change the way in which minibuses are funded and are used.

This year for the first time, as well as asking senior management for their thoughts on minibuses and their use, we asked heads of department and subject coordinators in secondary and primary schools to tell us whether they had access to a minibus and how it was funded.

The responses summarised here are those from that particular survey to subject coordinators and departmental heads.

What we found was that 20% of our respondents had access to a minibus that was reserved for their particular department or subject area.

This is, as expected, still far smaller than the number of respondents who booked out the school minibus (68%).  7% of respondents felt they had no need for a minibus while 3% had no access to a minibus but would welcome it, and 2% shared a minibus owned or leased by another school.

In terms of ownership 39% of respondents said that the school had purchased its most recent minibus outright, while 30% stated that the school’s most recently acquired minibus was leased.

The use of a minibus shared with another school has risen greatly and has now reached 14% of the schools represented by our respondents while another 21% said that they thought this could be an approach which could benefit their school.

As we found in the past, the number of school minibuses on the road which are over five years old is large and rising – 39% of respondents said that they had a minibus in their school in this age group.

But where the big change came from our past surveys was with the view of future arrangements for minibuses.  6% felt their school was thinking of a secondhand minibus, 11% were considering leasing, and 51% believed the school had no plans for expanding their minibus fleet.

Although sharing a minibus with another school is growing in popularity, our respondents working outside of senior management did not see this as an option, although it is being more widely considered by senior management themselves.

The primary use of the minibus was transporting pupils or students to sporting activities (34%) while the second most popular was taking students to places of interest (22%).

60% of respondents could see the benefit from having another minibus in the school, but despite the huge growth in the notion of learning outside the classroom 34% declared that there was no need to have another minibus in the school.

In this survey schools were split fairly evenly between those which already leased or were thinking of leasing a minibus (38%) and those which have not considered the idea (27%).  Interestingly only 2% of schools said that they had looked at leasing but decided against it.

We invited our respondents to tell us about the way in which minibuses were used and the results were incredibly varied including using the minibuses to support staff in charity events such as the 3 Peaks challenge, as emergency & support vehicles for cycling events, to transport plants etc to the school’s ‘creation’ at the RHS garden Show at Malvern, and as a removal van to transport benches to the local church, sporting equipment for events and even pianos for carol singing!

Several schools spoke of allowing local groups to use the minibuses at weekends and during the school holidays, and one of enabling a group of disadvantaged children to go sailing.  One school spoke of transporting recyclable resources from local factories and another to help parents get to school for parents’ evenings.

We also had a most interesting report from a school that hired the minibus from a local fleet hire company.  However in this case the school was charging the students for use of the minibus for a trip, which of course would only be possible where the visit was not a part of the formal school curriculum in a state-funded school.

As might be expected. 63% of respondents felt that access to another minibus (either by buying it, leasing it, or sharing it) would be helpful to the school.

However 40% of such respondents stated that they were unable to raise the money.  2% of respondents indicated that the school would not take on a lease as a matter of policy, but 14% indicated that they had not previously thought about leasing a minibus.

In terms of gaining a business or commercial sponsor for the minibus, 37% of respondents thought that this could be a good idea – but it was not one that they had pursued – while 32% thought it would not be right for their school.

If you would like more information on the leasing of minibuses please contact us on 01753 859944 or email minibus@benchmarkleasing.co.uk or go to http://www.minibusleasing.co.uk/

If you would like to read our short report on how schools are arranging the sponsorship of minibuses by local businesses and other organisations please email Sam@schools.co.uk

Politics Summer School 2017 – Additional dates added 21st-25th August

This is an exciting time for UK politics, no matter where you see yourself on the political spectrum. Brexit offers significant challenges and opportunities to both left and right, while the election of Donald Trump looks to usher in a new era of global economic and military relations.

At the Politics Summer School we will be exploring the underlying reasons for the radical shifts of recent years, and equipping students with the knowledge and analytical tools to begin to develop their own opinions as to where we will go next, and how they might be a part of those changes.

With seminars and workshops on both political science and theory, including the nature of democracy, representation and freedom, human rights, populist movements and political economy, this Summer School offers a fast-paced and fascinating look at a discipline which is in a state of very rapid development.

This five-day Summer School for students aged 15-18 offers a stimulating combination of practical activities, (including an extended Mock Parliament), and seminars on key topics in political philosophy, as well as workshops on political campaigning and briefings on key policy areas.

This event is well suited to anyone who is interested in a political career, or who would like to know how to get more involved or informed about the world around them. It is particularly recommended for anyone considering Politics, PPE or related disciplines at university.

Course highlights for 2017 include:

  • Seminars on key concepts in political theory such as liberty, equality, and representation. We will engage with some classic texts and thought experiments, as well as looking at how we can apply theories and philosophies in contemporary contexts.
  • A full day Mock Parliament in which participants form parties and take the roles of MPs and Ministers, debating and voting on bills, taking account of constituency opinions, party lines and personal views.
  • A look at the wider European picture – in the past few years ‘outsider’ and populist political movements have gained in momentum and popularity all across Europe. We will be asking what has prompted this shift in the political landscape, and whether any of these movements represent a genuine long term challenge to ‘business as usual’.
  • A critical look at the new world of ‘post-fact’ politics and how we might successfully navigate it both as individuals and as democratic societies.

Students interested in current affairs should also consider our International Relations, Economics and Philosophy Summer Schools – details of which can be found at http://www.debatechamber.com/summerschools/

Practical Details:

The cost of the five-day course is £475 and it will be held at the University of London in Bloomsbury on the 24th-28th July, and additional dates now added on the 21st-25th August – please check the website for current availability. Places will be allocated on a first come first served basis.

There is bursary funding available for those who would otherwise have financial difficulty in attending – please see our website for details.

To book a place please visit http://debatechamber.com/project/politics-summer-school/ call us on 0845 519 4827, or email info@debatechamber.com. Places will be allocated on a first come first served basis.

 

Summer Schools 2017

The Debate Chamber Summer Schools offer students age 11-18 the opportunity to find out more about some fascinating subjects, prepare for university applications, meet like-minded peers and get to grips with some tough intellectual challenges.

The material will be challenging (for the older age-group, about the level of difficulty one might expect in the first year at university), but the atmosphere will be relaxed, with plenty of discussion, debate, and opportunities for students to shape the direction of classes. It is an environment conducive to getting to grips with new ideas.

Working in small groups (usually around 14 students per group) over several days offers participants a real chance to get to know tutors and fellow students and to explore the topics or questions that particularly interest them.

Highlights of Summer 2017:

The five-day Computer Science Summer School, new for 2017, will explore modern developments in the field and provide students aged 15-18 with a practical programming tool-kit for use in future projects.

The Law Summer School for 15-18s, in three distinct five-day Parts to allow time for more cases, more analysis and more debate on some of the most intriguing legal questions. Students can choose to focus on Criminal Law, Civil Law or International Law.

The Philosophy and Critical & Cultural Theory Summer Schools will look at some of the biggest questions in metaphysics, ethics and political theory, giving an opportunity to engage with the work of some fascinating thinkers, and also to develop students’ own skills of reasoning and argumentation.

For students interested in the Social Sciences or Humanities, we have Summer Schools in Economics, International Relations, Politics and History, while Arts enthusiasts should take a look at the English Literature, Classical Civilisations or Art History Summer Schools (all for students aged 15-18).

For aspiring scientists and mathematicians we also have the Physics, Mathematics and Medicine Summer Schools.

Last but not least, we also have a smaller number of courses available for younger students (ages 11-14) in Law, Medicine, Creative Writing, Critical Thinking and Law.

Practical Details:

All the Summer School events will be held at University of London venues in Bloomsbury, Central London, and will take place in July and August 2017. Please note that these courses are not residential, and accommodation must be arranged independently if required.

You can find full details of schedules, dates, costs, student reviews and tutors at http://www.debatechamber.com/summerschools/.

There is a limited amount of bursary funding available for students who would otherwise have financial difficulty in attending – please see our website for details.

To book a place please visit www.debatechamber.com/summerschools/, call us on 0845 519 4827, or email info@debatechamber.com. Places will be allocated on a first come first served basis.

What can your school do to help the children celebrate 1000 years of England?

Most countries have a national day, celebrating the founding of the nation.  Unfortunately our nearest equivalent (St George’s day) suffers from the fact that little is known of St George, although we do know he wasn’t English and the dragon story isn’t true.

What’s more, it is curious that the oldest dates most people remember from English history are dates when the country was invaded – 55BC and 1066 – rather than dates which commemorate our coming together as one nation.

But next January will be the moment in which we can celebrate 1000 years of England, as the country became united under one ruler: the start of the long journey ultimately to the United Kingdom and what we now call “British Values”.

For 7 January 1018 was the date on which King Knut consolidated his power across the whole country, and England was effectively born.

And so to celebrate this date we have developed a programme that sensitively highlights the issues of today by exploring them through stories within the context of the very beginning of England, 1,000 years ago.

Through the stories we tell, children can invest their imagination in creating the story world with their mind’s eye.

And since it is quite possible that most children’s parents don’t know about the creation of England in 1018, the power of the story will be ever greater. For children love nothing more than educating their parents!

Storytellers from Snail Tales are travelling the country sharing the legends of the Anglo-Viking period, from Alfred’s burnt cakes to Knut’s wet feet – tales which reveal how England was forged by the great Anglo-Saxon and Viking leaders.

The storytellers will also run workshops on life in Anglo-Viking England to help your children understand how Knut united the various tribes that made up the country.

We’ll also supply an activities pack marking England’s 1,000th, including: recommended music; Who Made England? book from The History Press; a special commemorative coin from the Royal Mint; and a special discount on tickets to your nearest performance of our theatre tour celebrating Knut, The First King of England in a Dress.

If you would like one of our storytellers to come to your school to engage in the activities above, please do click here to find out more.  Alternatively you can email us at stories@snailtales.org or phone us at 020 328 76245.

General Election FREE Worksheets

Download our series of free work and discussion sheets to get your pupils ready for the General Election. Topics covered include democracy, what happens in a general election, the main jobs of Parliament and much more.

The worksheets are ideal for English and History lessons and will help promote British Values.

Worksheets

Download your worksheets HERE

The Team
Gresham Books
www.gresham-books.co.uk

Free local speaker and resources about animal welfare and the environment

Many pupils are passionate about the welfare of animals though, if surveys are to be believed, many of them do not know how their bacon, eggs and milk are produced!

Food production is a growing topic of debate whether you are talking about the ethics of how we treat animals, how we produce healthy food and how we can feed a growing population.

Finding time to discuss topics such as animal welfare and sustainable food production is doubly valuable – it gives pupils an important understanding of a range of ethical and environmental factors and it encourages great debates!

To help you to engage your pupils in such discussions, we provide a free speaker service and a pack of resources including a film and discussion activities, which can be adapted for pupils of different ages, abilities and levels of confidence.

To enquire about a speaker or to order a free resource pack, please email education@ciwf.org.uk. It will be very helpful if you write “PSHE mailshot” in the subject title.

To view or download the resources directly, including films, please go to our PSHE/Citizenship webpage.

Yours faithfully

Phil Brooke
Education Manager
Compassion in World Farming

PS We’ve had some wonderful evaluations from teachers for our talks and resources:

“Students were engaged throughout … Tutors reported a high level of interest and informed/considered discussion”

“Brilliant – outstrips any resource on any related topic I have ever seen”

“Even the least amenable groups were interested and involved – a tribute to the quality of the presentation”

Links and contacts:

Email: education@ciwf.org.uk

Tel: 01483 521 965

Education website: ciwf.org.uk/education

PSHE/Citizenship webpage: ciwf.org.uk/pshe

Speaker service: ciwf.org.uk/speakers

What can be done to help students on the autistic spectrum overcome their anxieties?

For many young people on the autistic spectrum, everyday events can become very challenging and can generate high levels of anxiety.

Of course, everyone suffers from a certain amount of anxiety, and indeed this is both normal and helpful.  For anxiety raises our awareness of and prepares us for responses to unusual and challenging aspects of the world we experience.

But when everyday events cause too high a level of anxiety this can be debilitating and can become a major difficulty for some students on the autism spectrum as they prepare to live independent lives.

However, such overly high anxiety levels can be reduced by offering such students an understanding of what they perceive as worrying and challenging experiences, through preparatory activities in the classroom.  These activities make the challenges of the world beyond seem more manageable, and ultimately, more every day.

To help in this regard SEN Press has produced the “Life and Times” pack of materials covering the specific topics and issues most likely to generate anxiety among students.

Part one of the pack considers six Everyday Challenges, such as travelling alone, leaving school and going to college, shopping for mum, learning to speak up, etc etc.

The second part of the pack deals with Making Sense of Money, again in six separate sets of activities.  These include a variety of everyday issues, what something is worth, keeping money safe, making ends meet, and the cost of everyday items.

Finally in Scary Things we cover a series of individual topics that really can heighten the anxiety levels of students: bullying, the dark, getting lost, injections and more.

There is a CD Rom and teacher’s book for each of these 3 elements, with ebooks, whiteboard resources, worksheets, and two copies of each of the readers covering all the topics mentioned above.

If purchased individually these materials would cost £383 + VAT.  However when purchased together as the “Life and Times” set of resources they are available for just £195 + VAT.

This offers you a complete set of resources that can help young people on the autistic spectrum overcome their anxieties about the everyday world around them.

There are more details here or you can call 01582 833205 or email info@senpress.co.uk.

To place an order please email orders@senpress.co.uk

Results of the Minibus survey 2017 by the School Decision Makers.

This year’s minibus survey of secondary schools showed once again that minibus use in schools is continuing to expand, with 38% of our respondents saying that they have two or three minibuses in the school which are for the exclusive use of the school.  A further 15% of schools said that they had more than three minibuses being used by the school, while 30% of schools had one school minibus.

As a result the minibus is clearly now a mainstream part of a school’s facilities with 83% having their one of their own.  A further 4% shared a minibus with another school leaving just 13% of schools with no minibus facility.

We then asked about the schools about the ownership of the minibuses.

45% stated that they owned the minibuses outright, with just 4% having bought the last minibus with a loan.  However, there has been a further continuation of the rise seen in the last three years of minibuses that are being leased – 50% of respondents told us that the most recent minibus acquired was acquired on a lease.

The number of minibuses shared with another school has also risen, and now 11% of schools are involved in this sort of arrangement.  A further 13% of respondents stated that they had not considered sharing a minibus but felt this could be of interest.

Thus, although the sharing model is still only used by or being contemplated by around a quarter of schools, the majority do not see this as the way forward.  But it is interesting that 13% of respondents said they had not come across this model of ownership before.

In past surveys we have expressed concern about the age of the school minibus fleet, which is why we have sought to let schools know about the options of sharing and of leasing.

While these two options continue to grow, our research shows that 57% of schools with one or more minibuses have one such vehicle on the road that is over five years old.  This is up from around 50% two years ago.  This is understandable but worrying, given the propensity for older vehicles, which might be driven by a number of different people, to break down while being used for carrying pupils and students.

When we asked about the plans for the future, the trend towards leasing became clear once again.  35% of schools said that they were interested in getting another minibus with the leasing of the minibus now being the main option.  The notion of buying a secondhand minibus appears to have almost vanished from the agenda, with only 2% of respondents mentioning this as an option.

The most common reason – in fact one should say the only reason – given for not getting another minibus when one was needed was finance, but half of those who stated this, also said that they had not considered leasing as a way around the problem.

This year we also asked about the use of the school minibuses with respondents being asked to indicate as many replies as were relevant.

The most common usages were:

  • Transporting pupils/students to sporting activities (swimming, matches etc) – 93%
  • Departmental visits to places of interest – 91%
  • Transporting pupils/students to other education sites – 70%
  • Transporting pupils/students to lessons or events relating to music or other arts – 68%.

One new innovation that we found this year mentioned by schools in our survey was that of schools loaning out the minibus to another organisation (for example, a local scout group) for their events during the summer.  We also had reports of secondary schools loaning the minibus to small feeder primary schools for their day trips.

Other uses besides the mainstream uses mentioned above included transporting students and their instruments to musical events, as well as taking students and teachers to the airport for a school trip, and as a support vehicle, for example with the National Three Peaks Challenge in June 2016.

Next we asked about sponsorship of minibuses. This appears to be an area where many respondents (31%) felt this could be of significant in the future, but the number actually engaged in this remained low. Certainly there is an interest in this area as over 50% of the respondents to our survey asked for a copy of our report on sponsorship.

Overall we saw a continuing growth in interest in the use of minibuses as a way of developing educational options – something that we noted in our previous survey of the use of minibuses as part of Learning Outside the Classroom programmes.  This was combined with other innovative use, and a growth in awareness of leasing as an alternative method of financing minibuses.

While the option of sharing a minibus between two schools (typically a secondary and a primary) remains modest, it too is growing, often meeting the need of the secondary school for an extra bus for part of the week, with the primary school having use of it on specific days.

If you would like more information on the leasing of minibuses please contact on 01753 859944 or email minibus@benchmarkleasing.co.uk or go to http://www.minibusleasing.co.uk/

If you would like to read our short report on how schools are arranging the sponsorship of minibuses by local businesses and other organisations please email Sam@schools.co.uk

Win by Working Scientifically

How to develop the scientific skill set and win fantastic prizes for the science department

Overcoming the misconceptions and reservations many students have about studying science can be a challenge.  In fact, the OECD (Organisation for Economic Co-operation and Development) still indicates a significant STEM skills deficit in the UK.

To make a real difference, students need to be fully engaged in a hands-on project they see as relevant.  One in which they are actively solving problems.  One in which they develop a sense of personal achievement.

The Real STEM Competition is designed to achieve this for up to 72 pupils in a day and is delivered on the school site – so there is no travel required.  Six teams of six pupils compete in a double lesson session that is repeated for a different group after break or lunch – minimalising disruption to the timetable.

A specialist team run the event and as the lead presenter is a hugely experienced science teacher there is no need for school staff to be present – allowing class teachers to supervise other lessons, effectively saving the cost of a cover teacher for the day.  Of course, teachers can always choose to observe their students compete and then apply the proven strategies to future lessons.

‘Space Pioneers’ is the exciting theme for this year’s competition – which reinforces and expands upon KS3 & KS4 curriculum content within a thrilling scenario of the mission to Mars.

Every competitor will build advanced electronic sensors, using semiconductor components, to represent features of a Mars Lander.  Then they will conduct redox reactions using microchemistry (the reduction of Copper Oxide with Hydrogen) to represent the analysis surface materials in areas of scientific interest around the landing site.

Most importantly, students will develop a wide range skills specified by the Working Scientifically criteria.  They will do so as part of a team, against tight deadlines and in a game-like context – which not only makes the experience relevant and challenging but maximises engagement.

Schools entering the competition will receive performance reports for every participant and a free copy of the Caving Conundrum activity, which applies the approach to the marble chip investigation.

Every participant will receive a certificate of achievement listing the skills developed and members of the winning team will be awarded a commemorative medal.  If the highest score is one of the top scores by Science Week 2018 the school can win a full-day workshop each term for a year, a further Double STEM Workshop or STEM Box 1 – full of fabulous activities to run with multiple classes.

The competition is a superb addition to upcoming activity weeks, holiday schools and transition days.  For further information or to enter your school – you can visit the website, email events@thinkersineducation.co.uk or call 01603 520866.

The Social School Award

Does your school use social media to connect, promote and engage with parents, the wider community and the global community?

If the answer to any of these activities is ‘yes’ then your school might qualify to go for the new Social School Award which launched last week at the Lancashire Association of School Business Managers conference.

Benefits to your school include

  • recognition, prestige and celebration for its innovative communication and engagement work in reaching out to the community and world using social media in different ways
  • being part of a realistic assessment process, designed by school social media education specialists, designed to challenge and help your school to do even better
  • being given examples of good practice from a range of school settings
  • the opportunity to get connected with other like-minded schools
  • receiving the Social School Award plaque, website graphics and press release.

To get started and find out if your school could qualify to apply follow the quick 5 step self-evaluation process at socialschoolaward.com/getstarted

Our contact details are available on the website but you can also email us via team@socialschoolaward.com or call 01772 657 100 .

Thanks in advance,

The Social School Award Team

Connect • Promote • Engage

Free Textbooks for the new A and AS Mathematics Syllabuses

Send for a FREE copy of each of the new Aiming High Books for A & AS Level Mathematics

The Aiming High Mathematics textbooks for C1&C2, C3&C4, M1, M2, M3&4 have been very popular with both mathematics teachers and students and have contributed to excellent exam results.

Four new textbooks have been produced for the new A- and AS- Mathematics syllabuses, based on the textbooks listed above:

PURE MATHEMATICS BOOK 1   – Topics 1-13   (An A-Level Mathematics Course)

PURE MATHEMATICS BOOK 2  –  Topics 11-20 (An A-Level Mathematics Course)

PURE MATHEMATICS BOOK 3  –  (An AS-Level Mathematics Course)

MECHANICS                                      –   (both AS- and A-Level Mathematics Courses)

The MECHANICS book has an unusual structure:
Topics 1-6 are for both AS-Level and A-Level students.
Topics 7-10 are just for A-Level students.
It took many weeks to get this structure right, but the result was well worth the effort.

Each head of sixth form is invited to send for a FREE COPY of each of these texts.
Just email me
at barbara.young@mathsisjugglers.com or ring me on 01428 717113

What can you do with these free texts?
You have my permission to use the material in these texts to supplement any other A-Level Maths texts that you are using, within your school only.  You can print off parts of these texts for your students use.
OR – you could purchase more of these texts for use with your students. A price list will be sent with the free textbooks.

Some information about Aiming High texts:

The original Aiming High A-Level texts were developed in the classroom with the enthusiastic aid of my students. Teachers’ can decide what they wish to teach but all the information students’ need is embedded in the text.  So, students who miss lessons, for whatever reason, do not miss any theory. All students, whatever their ability, are motivated to achieve the best grades they can.

Able students could – and often did – romp ahead of the rest of the class. Extension problems take students beyond the level of the basic techniques. If students want to aim for the higher grades, they are advised to tackle as much of the extension work as they can find time for. This includes A-Level examination-type questions. This is where the top grades are earned.

Kind regards,

Barbara (maths enthusiast, teacher, writer and publisher)

 

“Since Tom started using Education Quizzes, he has really started to sparkle.”

We have made Education Quizzes free for a whole year so that students like Tom can sparkle too

Despite all the revision tips, tricks and techniques, the best way to help your pupils to retain the knowledge that they have learned in their science lessons is by presenting them with the opportunity to use this knowledge on a regular basis.

However, since there is more than one topic area to cover in science, it can sometimes be a long period of time until a topic is revisited, by which time your pupils will have forgotten much of what they had previously learned.

Which is why we have produced an extensive library of science quizzes and made them free to use for a whole year, so that your students can test and revise their knowledge as frequently as they need and want to.

What’s more, Education Quizzes is ideal to set as homework tasks as it involves little to no PPA time – giving you more time to focus on planning and preparing future lessons and assessing the work of your students from lessons which have gone before.

To get a better idea of what Education Quizzes is all about, simply visit www.educationquizzes.com. And to sign your school up for Education Quizzes for free for a whole year, go to www.educationquizzes.com/schools-uk-registrations/.

If you have any queries, you can easily contact us by sending an email to admin@educationquizzes.com.

TutorPear.com launches GCSE Maths website to help students with free online resources

NEW GCSE MATH WEBSITE LAUCHED TO HELP STUDENTS STRUGGLING WITH GCSE MATHS AND ALSO INCLUDES PAST EXAM PAPERS AND SOLUTIONS.

A new GCSE maths website has been launched to help students struggling with the subject which is also mobile and tablet friendly.

GCSE maths is a mandatory core subject as well as being one of the most difficult. It is also crucial in terms of progressing onto A ‘levels and onwards to University which makes it is the main subject students and parents worry about.

Topics covered on the website include Numbers, Algebra, Geometry and measure, Probability and Handling data. The lessons have been structured in a way that make it simple and easy to follow. Past exam papers are available as far back as 2010 and the exam boards covered include AQA, EDEXCEL and Cambridge. The past exam paper section includes both mark schemes and examiner reports.

Other features of the free service includes a news section which is updated with the latest news on GCSE and iGCSE maths, a syllabus section on the Pearson, EXEXCEL and Cambridge GCSE variants and a blog section with hints and tips on how to prepare and succeed in GCSE Maths exams.

CONTACT INFO

Email: learn@tutorpear.com

Web Address: www.tutorpear.com

Strawberries and cream!

Hello! Simon from Easy Peasy Plays here. With summer rapidly approaching, I just wanted to remind you that time’s running out to claim your £10.00 Amazon voucher 

Our Very Own Graduation

 

“Our Very Own…” range of plays are specially created to be fun-packed and easy to stage, with no lines to learn! Told with simple actions, brief narration, and super-simple songs, they’re the perfect showcase for your children – even if you’ve never put on a musical before!

Every play includes everything you need for the perfect show – book, CD, backing tracks, performance licence, karaoke videos… even a full money-back guarantee, so you’ve got nothing to lose!

And for a limited time, when you order any summer play we’ll send you a £10.00 Amazon voucher – woo-hoo!* Just click here for full details, but don’t delay – time’s running out…

Amazon voucher with every summer play

Any questions? Don’t hesitate to get in touch – we’re always happy to help.

Very best wishes for an easy peasy day!

Simon Horton

Simon and the team at

Easy Peasy Plays

* Terms and conditions apply. Click here for full details.

For, and on behalf of, Easy Peasy Plays.
Easy Peasy Plays is a trading name of Popcorn School Ltd, a limited company registered in England and Wales under number 8534985 and whose registered offices are located at 20-22 Wenlock Road, London, N1 7GU.

 

What is the most effective way of giving rapid help to those who struggled with this year’s tests?

The end of the early summer testing season can often be something of a relief, and at such a moment looking forwards to future tests might not be what’s on your mind.

But when it comes to preparing for tests and exams if you have any children who have particularly modest levels of achievement in literacy, they are the ones who obviously suffer.  The question arises, what is the most effective way of supporting them?

In discussing this with many teachers we found three issues that were on almost everyone’s list of desires for the future.

First there is the wish to find an approach to improving literacy skills that works quickly and which is geared to each child’s individual levels of attainment and specific needs.

Second it should be an approach which can be utilised both at home and at school, and finally it should be enjoyable for the child, for if the child enjoys the work that will be the greatest motivational factor of all.

Now I appreciate that delivering on these three wishes might well sound like a dream.  And yet in a study in 2016, at-risk pupils across nearly 3,000 schools made substantial and rapid progress using our approach.

During this time, the percentage of pupils working two or more years below their expected level was reduced by almost half.  (These results are taken from the Lexia Core5 Half Year Progress Report 2016.)

To achieve such success, our approach starts with a highly accurate and rapid system of placing pupils according to their current literacy ability.

Then, through giving the pupil one-to-one tuition in a way that is utterly engaging and responsive to her or his immediate literacy needs and within the school’s budget, the literacy issues are resolved and the child’s attitude towards reading changes.

The analysis, the comparisons with other pupils, the progress, the remedial work – each and every element of each pupil’s learning journey is tracked and evaluated by the Core5 program from Lexia UK.

If you would like to read the case studies involving UK schools which are already using the system please click here. You will then also find on the right of the page the route to having access to the full program for 30 days without any payment or commitment.

If you want to know more about the program, we have all the information you’ll need available here. Alternatively, if you would like to talk first, call 0191 482 1939, or email info@lexiauk.co.uk.

Rob Kay; LexiaUK Software Consultant

What’s the best way of solving the problem of students who turn up for lessons or exams without a pen, pencil, ruler .. ?

It’s not easy to ensure that every student comes to school or college properly equipped for lessons or exams.

But NOW there’s a simple, effective and low cost way of solving the problem: The “STUDENT ESSENTIALS” set

Consisting of, three quality black ink pens, two  full length HB pencils, a 15 cm ruler, metal sharpener, eraser, all contained in a clear “exam friendly” PVC wallet with a zip slider.

From just 85p each ex vat it’s a simple and effective way of improving productivity and helping students succeed in their lessons and exams.

More details can be found at: www.signposteducational.co.uk

or you can contact them on: Tel: 020 7515 1797    Fax: 020 7515 4420   email: info@signposteducational.co.uk

Signpost Educational Ltd   PO Box 999   London  E14 6SH

Orders are usually delivered within 1-3 working days.

Your trial of a portable outdoor PA system, perfect for School Sports Days & Summer Fayres

Have you got an outdoor event coming up this summer? Will everyone hear everything that is being said?

With an easy to use SoundRanger portable PA system – everyone across the school field, children, parents, helpers and staff will hear everything easily and clearly.

Your special event will take on a really professional atmosphere as everyone will hear all of your results, information and announcements.

Built-in rechargeable batteries give you all the power you need, without mains leads trailing across the playground or field.

When you are not speaking, you can play music from your phone, that’s easy too!

Karen from Aldershot said … “Sports Day with a megaphone days are GONE! It was used today for the PTA Summer Fayre …………… oh my wow, the difference is amazing!!’

But don’t take Karen’s word for it – try the system for yourself with no charge.

Simply tell us about your event and we will put together the best SoundRanger system for you and arrange for you to try it on a 30 day Free Trial.

Set up takes just 15 minutes and then you can use it straight away.  After your event, you can of course use the SoundRanger system in your school hall as well!

There is more information about the SoundRanger systems on our website here:  www.connevans.co.uk/catalogue/3215538/

To hear what Karen heard and arrange a free 30 day trial simply call or email and leave the rest to us!

The SoundRanger Compact 4 is so reliable and robust, it has been used by the British Army to play battlefield sound effects to their recruits on assault courses!

Please reply quickly as these systems are understandably very popular during the summer!

We look forward to hearing from you soon.

Best wishes

Phil Boswell
Director

As of 2016 we are very proud to be … by Appointment to Her Majesty Queen Elizabeth II Manufacturer and Supplier of Audio Equipment  https://www.royalwarrant.org/directory?query=connevans