New research in science education from the IOE

New research in your subject area from the Institute of Education, University of London

The IOE was ranked first in the world for education in the 2014 QS World University Rankings. We undertake around a quarter of the funded education research carried out in UK. It is our mission to promote excellence in education through advancing knowledge and understanding, and as part of this, we aim to make our research available to those to whom it is relevant.

We have recently published a research report in your subject area. If you would like to receive a PDF copy of this report by email, please follow the link below and complete your details in the form provided.

‘The Place of Fieldwork in Geography and Science Qualifications’ by Professor David Lambert and Professor Michael Reiss

In addition to receiving this report, you can also choose to find out more about our subject-specific masters degrees. Gaining a masters degree in your specialist area is an excellent way to extend your skills and expertise as a subject leader. Masters degrees provide a formal academic framework for thinking more broadly and deeply about teaching and learning in your subject area. You will draw upon research findings in education and related social science disciplines, as well as subject-specific research.

Taught by world-leading academics and providing the opportunity to exchange experiences with your peers, these programmes offer flexible learning to fit in with the demands of your job. Previous graduates have progressed into leadership positions within their existing careers, have moved into policy-making, educational consultancy or teacher training, or have used what they have learned to enhance their work in their existing roles.

“The course was clearly designed to encourage us to question our preconceptions of the subject and how it is represented in education”

Former student, MA Geography Education

If you would like to find out more about subject-specific masters degrees at the IOE, please visit our website at www.ioe.ac.uk/masters or call Sarah Tyson on 020 7911 5307.

Best wishes

Dr Clare Brooks
Head of Department, Curriculum, Pedagogy and Assessment
Institute of Education, University of London
www.ioe.ac.uk

New research in citizenship education from the IOE

New research in your subject area from the Institute of Education, University of London

The IOE was ranked first in the world for education in the 2014 QS World University Rankings. We undertake around a quarter of the funded education research carried out in UK. It is our mission to promote excellence in education through advancing knowledge and understanding, and as part of this, we aim to make our research available to those to whom it is relevant.

We have recently published a research report in your subject area. If you would like to receive a PDF copy of this report by email, please follow the link below and complete your details in the form provided.

‘Teaching and learning about human rights’ by Dr Hugh Starkey

In addition to receiving this report, you can also choose to find out more about our subject-specific masters degrees. Gaining a masters degree in your specialist area is an excellent way to extend your skills and expertise as a subject leader. Masters degrees provide a formal academic framework for thinking more broadly and deeply about teaching and learning in your subject area. You will draw upon research findings in education and related social science disciplines, as well as subject-specific research.

Taught by world-leading academics and providing the opportunity to exchange experiences with your peers, these programmes offer flexible learning to fit in with the demands of your job. Previous graduates have progressed into leadership positions within their existing careers, have moved into policy-making, educational consultancy or teacher training, or have used what they have learned to enhance their work in their existing roles.

“The course was clearly designed to encourage us to question our preconceptions of the subject and how it is represented in education”

Former student, MA Geography Education

If you would like to find out more about subject-specific masters degrees at the IOE, please visit our website at www.ioe.ac.uk/masters or call Sarah Tyson on 020 7911 5307.

Best wishes

Dr Clare Brooks
Head of Department, Curriculum, Pedagogy and Assessment
Institute of Education, University of London
www.ioe.ac.uk

Lively posters for teaching French!

This new set of 63 pdf posters is the ideal way for children to learn and understand everyday French phrases.

  • Strong visual images capture their attention and interest.
  • These posters make a lasting impression unlike textbooks and worksheets which are put away and soon forgotten.
  • Enough posters so you can make the whole school a language learning environment.
  • Flexible: print as many as you like. Use too on whiteboards – the price includes a site licence.

There’s also a Powerpoint version of the posters with sound files by a native French speaker for the correct pronunciation. You can download a free sample of this Powerpoint.

You can save £5 by ordering before 31st October. The 63 pdf posters are only £24.95. The Powerpoint is only an extra £10.

Learn more and order here http://www.carelpress.co.uk/hh_primaryfrench/

Ann Batey
Office Manager
Carel Press
(01228 538928)
www.carelpress.co.uk
Follow us on Twitter:
http://twitter.com/carelpress

Helping your future healthcare students

Helping potential healthcare students to stand out with
their UCAS applications

It is a fact that students who are interested in pursuing a career as a doctor, nurse, midwife or dentist, need to ensure that they have something in their university application that makes them stand out from the rest.

Of course they can talk about their interest in medicine, their desire to help humanity, and the rest. But most applicants do this. There needs to be something more.

And the best “something more”, the ideal way to make an application stand out, is to include as much work experience as possible and show a commitment to learning.

This then naturally generates extra talking points for the interview, as this type of experience is an ideal way to demonstrate their commitment and desire to a career as a doctor, nurse, midwife or dentist.

It is with all this in mind that we have built our work experience placements for students aged between 16-25 and interested in a medical career. We currently are offering students the opportunity to travel to Tanzania during the October half term break to witness firsthand the work of the medical professionals in various departments.

During the October half term we have spaces available for the weeks:

  • 12th October – 18th October
  • 19th October – 25th October
  • 26th October – 1st November

Students can select the dates that correspond to their school holidays.

Students are assigned their own mentor and will attend three global health tutorials a week, run by local doctors and healthcare professionals. These tutorials will help them to have a deeper understanding of healthcare, including socio-economic factors that effect treatment within the country.

If you have students this year who are interested in a career in medicine, please ask them to take a look at our website. Alternatively they can call us on 0191 230 8080 or email us at info@gapmedics.com and we’ll send them a brochure in the post.

Regards

Mark Williams
Student Placement Manager

How to get top marks in French speaking and listening

What is the best way to ensure students get top marks in French speaking and listening exams?

Experience suggests that success in French speaking and listening exams comes in three ways. Obviously a well-grounded knowledge of the language is needed. But also the student needs confidence and the ability to use the knowledge of the language that he/she possesses.

Unlike most books that deal with speaking and listening, the copiable volume “How to get top marks for my French speaking and listening exams” deals with all three issues: knowledge, confidence and the application of knowledge in relation to Foundation and Higher Tiers GCSE and Core and Extended IGCSE French.

As the book stresses to students on the first page, “Success is deliberate.” In these exams, the author says, intonation, exam skills, and vocabulary are the key. Along with a real motivation to get better at speaking French.

And because motivation is considered so important, the book starts with exercises in motivational techniques. It may seem unusual that in the opening few phrases there is no French, but the fact is that without motivation and a sincere desire to pass the exam the student will not improve.

When the focus does move to the language, there is a constant focus on the nature of the task in hand. Listening is made a central part of the task in hand, and from here the work in French begins to flow.

In all there are 100 copiable pages, provided either as a copiable text or on CD Rom so that they can be loaded onto the school’s learning platform for all students to access.

The sheer variety and down to earth honesty of the book will enthuse the students, and they will particularly appreciate the section on “bluffing and improvising” which shows them how to deal with unknown words and phrases.

Indeed it is sections such as that, that enthuse the students to work in much greater depth and with much greater focus when they work through the dialogues.

This is a truly remarkable book.

How to get top marks for my French speaking and listening exams is available as a book or CD and comes with a full photocopy license for use of the book within your school so yiou can share it with colleagues. You can see a sample pages at http://www.pdf.firstandbest.co.uk/modlang/T1780.pdf

Publisher’s reference: T1780EMN ISBN: 978 1 86083 815 6

Prices

  • Photocopiable book: £24.95 plus £3.95 delivery
  • CD with school-wide rights: £24.95 plus £3.95 delivery
  • Both the Book and the CD £31.94 plus £3.95 delivery
  • Prices include VAT.

You can purchase the report… please quote the order ref: T1780EMN

2014 – the Year of Code

From this year onwards, the study of computing – and specifically coding – has become mandatory in UK state secondary schools – making it the first country to do so. This is part of a long-term strategy with immediate challenges; is your department ready to deliver?

ZigZag Education has a range of great resources to support your needs – including resources for popular languages such as Python, Scratch and Visual Basic. Below are details of the top five bestselling titles. Click the links below for full resource details and to preview!

Python for KS4

Explanations, examples, tips and a wealth of questions and programming tasks make this the perfect companion for any KS4 student learning to program with Python. An essential resource for GCSE Computer Science – but still more than useful for A Level. Answers and code solutions included.

Provided in photocopiable format with Python code on CD.

Also for Python: Python Challenges for KS3/4
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Scratch Programming (2nd Edition)

Ten progressive tutorials for Scratch v1.4, providing students with the skills and understanding they need to develop their own future projects. Takes students on a journey from basic introduction through to more complex applications – making it suitable for KS3 and KS4.

Provided in both photocopiable and electronic formats (PDF files, Scratch files and HTML front-end on CD).
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PHP on a Stick

This unique all-in-one tool allows students to learn about and develop PHP and SQLite projects on their own computers using a memory stick! Contains 32 complete interactive tutorials on programming and databases, 8 working demonstrations with detailed explanations, and a unique Sandbox tool to build, run and save projects.

Provided as electronic master files on CD, for copying directly to students’ memory sticks.

Also for PHP: PHP and MySQL for A Level Projects
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Programming with Java

Comprehensive theory notes and practical activities provide a rich programming experience. Packed with troubleshooting and ‘best practice’ tips throughout. Includes everything your department needs to successfully teach Java at Key Stage 3, 4 or 5. Answers and code solutions included.

Provided in both photocopiable and electronic formats (PDF files, Java code and HTML front-end on CD).
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Visual Basic .NET Tasks

Twenty-two procedural programming tasks for students writing console applications at KS4 and KS5. The exercises challenge students’ grasp of programming fundamentals as well as more advanced areas. Also includes background theory notes offering recaps of different aspects of programming. Code solutions included.

Provided in both photocopiable and electronic formats (PDF files, VB code and HTML front-end on CD).

Also for VB.NET: Practical Programming Guides for GCSE OCR and A Level AQA Computing
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To view the full list of programming resources, click here
For a full list of ICT and Computing resources, click here
ZigZag resources come with a site copy licence, allowing you to pay once and copy as often as you need, or share on your school’s internal network.

——————————————————————————–

ZigZag Education, Unit 3, Greenway Business Centre, Doncaster Road, Bristol BS10 5PY
t: 0117 950 3199 | f: 0117 959 1695 | WJ98@zigzageducation.co.uk
Give your promotional code WJ98 to get free postage!

New AS students? Download our free AS English resources

Welcome back! We hope you enjoyed the break and you’re looking forward to the new academic year.

Over the summer we received some great feedback about how our OnBoard service is working for you. It was great to hear how teachers throughout the UK are enjoying the service and making use of the free resources we provide!

One of the recommendations that popped up a few times was that some of you would like to see what we have for A-Level students, so we’ve provided a set of free resources from Boardworks AS English Literature!

Entitled “Starting Points”, this presentation is ideal for introducing to students the new depths of analysis and understanding they will require at AS-Level. Download it today – it’s available on our English free stuff page!

Regards,

The Boardworks team

P.S. Explore our A-Level product further: try out some samples on our website!

There has to be meaning, otherwise, well, there isn’t

Being able to read is obviously important, but it isn’t much use unless the meaning of the text is clear.

And this is the reason for “comprehension” using diverse material that is enjoyable for children to tackle and which leads to the attainment of a higher level of performance in reading.

Thus we use missing word questions, interrogation of the facts, inference and deduction type questions and lots of texts throughout seven resources ranging from Year 1 to Year 7 (for gifted and talented Year 6 pupils).

Most question pages are split into three sections. Section A gives an overview of the text with missing words or phrases to find. Section B contains open-ended questions requiring inference and deduction. Section C is a relevant written challenge for more able pupils or those who work quickly.

The “Comprehension” resources are available either as photocopiable books or full colour ebooks via downloads.

What’s more they include landscape pages, which allow you to make maximum use of space on the interactive white board.

All books in the series include specimen answer sheets and written challenges at the end of each section.

If you’d like to see exactly how we have tackled this issue there are free sample pages for each resource available from our website.

You can order the Year 1 to Year 7 Comprehension books in any of these ways:

On our website
By phone on 01772 863158
By fax to 01772 866153
By email to sales@topical-resources.co.uk
By post: Topical Resources, P.O. Box 329, Broughton, Preston, Lancashire PR3 5LT

Topical Resources
P.O. Box329
Broughton
Preston
Lancashire
PR3 5LT

www.topical-resources.co.uk
sales@topical-resources.co.uk

Tel: 01772 863158

The first time I saw myself…..

Seeing oneself as others see us is probably the most powerful self-improvement tool that there is

For most of us, the first time we see a recording of ourselves teaching it can be something of shock.

But having such a shock is worthwhile, for hearing and seeing ourselves can be incredibly beneficial. Indeed there are many teachers for whom the breakthrough from being a young, inexperienced and not particularly effective teacher, to a person who commands the classroom, starts with this experience of seeing oneself.

In many cases there are significant teaching points that can be revealed from viewing such a video. But it is also the fact that quite often teachers particularly benefit from knowing they will be the only person to see the video.

If they are then asked to report back on one or two changes that they are making as a result of watching themselves teach, then the journey to self-improvement can start.

And this is one of the key points about recording lessons: self-reflection without anyone else seeing the video can be a very powerful approach.

Many of us do find watching ourselves teach quite difficult, and the last thing we want is to share our embarrassment with others. But when we have watched such videos a few times in private, some simple issues do become revealed.

From this, most of us can understand that a slight change in the way one approaches a class can make a significant difference to the way a class responds.

It was the consideration of this process which can be the very earliest stage of self-reflection and self-improvement that led us to set up Classwatch.

With the Classwatch video system any lesson recorded can be reserved to be reviewed only by the teacher who took the lesson, with the teacher’s analysis of what he/she has discovered being discussed without others seeing the recording.

Only later when the teacher has had the chance to implement changes in his/her approach need a recording be made and shared with a relevant colleague.

You can find more information about the Classwatch system by clicking here.

Alternatively you can call us on 0800 043 9510 or email us at info@classwatch.co.uk

I look forward to hearing from you.

Andrew Jenkins

BTEC Level 2 Science Crime Scene Investigation

In the Training Room there is a body lying in a pool of blood.
The students need to grab their evidence gathering tools, don protection suits and head for the training room..

Having seen the body, the students gather the evidence which is spread around them, but of course without in any way contaminating the crime scene.

Instructions and updates are given aurally as well as appearing on in-game plasma TVs. As the investigation progresses students are taken around the Store Room, the Locker Room, the Scene of the Crime, and the Crime Lab itself, finally ending up at the Crown Prosecution Service.

The students use the equipment in the Crime Lab to examine fingerprints, fibres and blood samples taken from the crime scene.

A computer with a scanner within the program can be used to identify the owners of fingerprints. A microscope allows the examination of fibres. The blood is processed using electrophoresis which is represented by a comprehensive animation of the process.

Once the evidence has been gathered and processed the student can forward the findings to the Crown Prosecution Service office where a further task involving the use of gas chromatography can be attempted by students who have the completed the initial processes successfully.

Students absorb the vocabulary and learn the required sequence of actions and behaviour of crime scene officers whilst playing a game. They experience an immersive view of the apparatus of crime scene analysis and, because they are in control, they fully assimilate this knowledge.

CSI School costs just £59 for a site licence. There is an order form available by clicking on http://www.keylinkcomputers.co.uk/orderform.html

If you would like to see how it works in much more detail, which includes a video go to http://www.keylinkcomputers.co.uk/csischool.html

Alternately, for more information call us on 01926 850909 or email us at sales@keylinkcomputers.co.uk.

Science Day 2015

Science Day 2015
University of London
Institute of Education
Logan Hall
20 Bedford Way
London W1H OAL

Thursday January 29th 2015
10.30 – 3.30
Free Event
To book or for further information, please email
scienceday2015@gmail.com

Following the success of last year’s Science Day, we are now planning our 7th. It will follow a similar format to last time, with lectures, films and displays. Three eminent speakers from Israel, from a variety of backgrounds, will talk about their latest research, all relevant to A Level Biology:

Dr. Fahid Hakim on his work on the effects of sleep deprivation on the development of cancer; Dr. Illana Gozes on her work on new drug development for protection against neuro-degeneration, including Alzheimer’s disease and stroke. Once again we will welcome a researcher from Dan Kaganovich’s lab to discuss new research into stem cells and their applications. There will also be films on groundbreaking medical innovations. We hope to be able to invite a recipient of one of these advances to come and demonstrate its use.

Some feedback from last year’s students:

“I really liked the layout of the whole day as we were not only listening to lectures but saw some videos which changed the outlook of some things and the day wasn’t monotonous”.

“I found the trip to be really interesting. My favourite part of the trip was learning about tissue engineering as I felt that it related to what we were doing in lessons which helped me improve and extend my general knowledge of the topic. I felt that the presentations were presented in a way which was suitable to us as 6th form students as it was easy to understand. I also thought that the topics on advancements to the medical equipment was very interesting and relevant to issues society faces every day”.

“What I liked best about the trip was how relevant the lectures were to what we were learning in school and what I want to embark on in the future”.

“I really enjoyed the trip and it provided me with an insight into the world of biology outside my textbook and how it applies to everyday life”.

“I really enjoyed the Science Day and was very inspired by all the lectures, particularly the talk on potential treatment of Alzheimer’s. Alzheimer’s is a big issue in today’s society, and the talk enthused my interest in the ongoing research and I found this, along with the other lectures, very stimulating.”

Organised by Anne Smith and ZF Science Day

Giving an insight into the very challenging issues some students face

Four films offering a professional insight into Equality and Diversity, Addiction, Drugs and alcohol, Stress and suicide.

Just Listen – Race, Religion, Disability, Sexuality and Gender
35 Minutes

Stories about equality and diversity.

Interviews with people who come from groups which are prejudiced against. They talk frankly about their experiences and the problems they encounter.

1. Race and Religion: Ibraham and Clair: Tragic story of a refugee; a British Muslim describes her religion. Ibraham’s story of personal tragedy dispels many of the myths that exist about refugees and asylum seekers. Clair is a Muslim and tells how lack of understanding leads to prejudice towards other religions, particularly Islam. Running time: 12 mins

2. Disability: Linda: How other people regard those with a disability. Linda is a wheelchair user and talks about how people treat her and other disabled people differently. We see examples from her perspective, giving viewers an insight into Linda’s world and the difficulties disabled people have to face. Running time: 13 mins

3. Gender and Sexuality: Alice and Mick” A transvestite and a gay man talk about prejudice they have encountered. Alice is a transvestite. She describes how transgendered people have to live with abuse and ridicule. Mick is gay and has been attacked because of “what he is”. He talks about the stress that hiding your true identity brings. Running time: 10 mins

£40.25 plus postage, and VAT

You can easily order by going to our website http://www.concordmedia.org.uk/products/just-listen-race-religion-disability-sexuality-and-gender-495/ or you can order by e-mailing us at sales@concordmedia.org.uk Please put ref HH1 in your order.

Addiction and the Human Brain
25 Minutes

How drug addiction affects the human brain, particularly relating to teenagers.

How drug addiction affects the human brain. Teenagers are at the highest risk of drug addiction. This programme combines factual information and interviews with recovering teenage addicts, counsellors and brain experts to help viewers understand the effects of drugs on the brain how the brain responds to drugs and why the brains of teenagers make them more vulnerable to the effects of drugs; developing tolerance how drug use actually changes the brain, leading to a reduction in the response to the drug after prolonged use and the need to take higher doses to get the same effect; dependence and addiction how continued voluntary drug use can eventually become involuntary sand compulsive, as the brain becomes accustomed to the drug and can’t function without it; treatment and recovery how recovering addicts have to overcome the power of cravings, resist triggers that cause cravings, and change their behaviour in order to quit successfully, and preventing addiction is better than treating it. USA.

£44.85 plus postage, and VAT

You can easily order by going to our website http://www.concordmedia.org.uk/products/addiction-and-the-human-brain-1044/ or you can order by e-mailing us at sales@concordmedia.org.uk Please put ref HH1 in your order.

Drugs and Alcohol series
74 Minutes

Four short programmes which are available together on one DVD: Have a Good Time, Learning Together, Alcohol in the Dock and Drugs: a Simple Choice.

Have a Good Time: Leigh Conroy and John Evans, two recovering alcoholics, were alarmed to see youngsters making the same mistakes they had made. They gave talks in schools, formed ‘High & Dry’, and made this film, which looks at the problems associated with young people and alcohol, in a series of linked sketches involving a group of a young people going to a disco and drinking too much. Good discussion starter. For ages 10-18. 23 mins “When we explained the underage figures to parents they were shocked. They didn’t think it was their children” Schools Health Education Unit.

Learning Together: Introducing drug education in primary schools at Key Stage one and two, involving parents going into the schools. For Primary/Middle School Teachers. 13 mins.

Alcohol in the Dock: Young people made this programme themselves, looking at the Health Angle, the Legal Angle, and the Business Angle, as well as Your Angle – their own stories and opinions. For ages 12 +. “A very refreshing film that allows youngsters to have their say…never fails to get them talking” Eden Youth Project. 20 mins.

Drugs – a Simple Choice?: Three young drug users tell their stories. A discussion starter particularly for young people. Three young drug users are interviewed, and the sections examine why take drugs? What in addition to addiction, are they risking? What problems do they now have because of drugs? and what does the future hold for them? They tell their own stories and comment on what could happen next. Reconstruction based on real people. For ages 10-18. 18 mins.

Programmes developed in conjunction with Suffolk Drugs Action Team

£28.75 plus postage, and VAT

You can easily order by going to our website http://www.concordmedia.org.uk/products/drugs-and-alcohol-series-209/ or you can order by e-mailing us at sales@concordmedia.org.uk Please put ref HH1 in your order.

Breaking Point
53 Minutes

Three short programmes together on suicide and stress: In the Same Breath, Friday 21.03 and the Stress Case Studies

In the Same Breath: Quentin’s wife took her own life. He talks about the impact this had, and the periods of guilt and feelings of helplessness, depression and self-pity. It shows how one man has survived the tragedy, learnt to embrace a new life and live with the past. “Very sensitive, the difficult words are eased by good photography ..;.eloquently describes his grief journey…a hopeful message” Norwich Cruse bereavement Care. 11 mins.

Friday ..21.03: Teenage suicide. Why do young people commit suicide? What signs should we look out for? What can we do to help?. Tells the story of Sarah’s last day and, through her thoughts, we get an insight into her state of mind. The film covers a range of issues that will be readily identifiable by young people and is supported by discussion notes. ” I have watched many films on this subject but this one really hit the nail on the head” Doreen, Outreach Director Ipswich Samaritans. 12 mins

Stress Case Studies:

A series of four case studies showing how stress can affect people’s lives, particularly in relation to work. Psychologist Peter Holden introduces each study with an explanation of stress and its causes, and concludes with advice on coping with it.
1. Peter Rogers – Successful Accountant Peter Rogers is 38, a successful accountant who recently received promotion. This meant added responsibility and a move. He and his family moved into a large comfortable house and everything seemed fine.. but was it ?
2. Pauline Marshall – Catering Supervisor Pauline Marshall, married with two teenage children, worked for the last six years for a local company as a canteen assistant. She enjoyed the work and the atmosphere, but when she was appointed supervisor things started going wrong.
3. Robert Fraser, Retired Robert Fraser had worked for the same company for over 30 years. He and his wife had looked forward to his retirement, and had planned to enjoy the extra time together. But it didn’t work out like that.
4. Sandra Taylor – Head f Personnel Sandra Taylor is 26 and recently divorced. She had worked for a successful public relations company since leaving school, and she seemed very efficient and level headed. She was appointed head of personnel. But all was not well.

£40.25 plus postage, and VAT

You can easily order by going to our website http://www.concordmedia.org.uk/products/breaking-point-85/ or you can order by e-mailing us at sales@concordmedia.org.uk Please put ref HH1 in your order.

The motivational test

What’s the most effective way of providing evidence to both Ofsted and parents on each MFLstudent’s progression?

Knowing and recording exactly how each student is progressing in Modern Foreign Languages is obviously essential, but it is also a time consuming task.

You need the information and data for yourself, for parents and for Ofsted, and it needs to be collected and stored over time. But the storage and collection of such data can take so long that it can get in the way of the actual teaching.

Which is why AQA developed AlfieCloud – an online system that allows you to pick and choose the assessment for each student.

Not only is the test completed online, but the marking and feedback is immediate for both you and the student so you both instantly know what they need to work and improve on.

Over time the students can then take the test again to see how their understanding and knowledge has developed, an approach which of itself can be highly motivational for students.

Additionally parents can see how their son or daughter has progressed, giving them the whole picture and the ability to identify times when their child is working hard or is being distracted by outside events.

Likewise Ofsted inspectors can see each student’s progress as they can instantly access evidence to show where each student is now and where they need to get to. Ofsted will also count this approach as part of the student’s independent learning.

You can find more information and a free test demo on our website.

If you have any enquiries or questions please do call 08456 171 500 or email us at info@alfiesoft.com

Listening to Music Revision Activities

Listening to Music Revision Activities is one of those books that does what it says – it covers everything in the syllabus and does it in a way that starts from the premise that the lessons have already been taught but the memory has faded just a bit.

What is also nice is the way in which the sections follow a set pattern so that you know exactly what to find and where to find it. Being photocopiable means one can just find the page needed, run it off, and there it is, revision preparation done.

The main body of the book describes the history of western music from 1200 today, and world music, and for each category sets out the characteristics of the music and the instruments used. There is also a section on listening activities followed by page after page after page of revision quizzes – in fact over 100 pages of photocopiable worksheets in all.
Sample pages can be viewed at http://pdf.firstandbest.co.uk/music/T1656.pdf

ISBN: 978 1 86083 589 6; Order code: T1656emn

The volume is available as…

Photocopiable report in a ring binder, £19.95 plus £3.95 delivery
CD with school-wide rights: £19.95 plus £3.95 delivery
Both the Ring Binder and the CD £26.94 plus £3.95 delivery
Prices include VAT.

You can purchase the book or CD…

By post to First and Best, Hamilton House, Earlstrees Ct., Earlstrees Way, Corby, NN17 4HH
On the phone with a school order number at 01536 399 011
By fax to 01536 399 012
On line with a credit card at http://shop.firstandbest.co.uk/product_info.php?cPath=36&products_id=479

When a minibus does more than just transporting pupils from A to B

What is the most effective way of showing parents your commitment to investing in the school?

For many primary schools the minibus is used for the regular trips to the local swimming pool or to the various sports fixtures, but it can also be an extraordinarily powerful PR message.

When a new minibus arrives, this demonstrates to parents just how committed you are to investing in the school.

What’s more, the parents will also be impressed and appreciative when they realise that they no longer have to transport their children to sports fixtures or to trips in the local area, especially without the additional cost of hiring a coach.

Obviously you need a school minibus which is modern, safe and itself a positive advertisement for the school – which is why Benchmark focuses on leasing minibuses.

The great benefit of leasing is that the purchase of the bus doesn’t come in one lump from school funds. Rather the bus is paid for as it is used by the school.

A further benefit is the fact that a new minibus is far less likely to have problems – plus you have the option of having a professional undertake all the standard maintenance and servicing.

This effectively reduces the onus that is put on the person who is nominated in the school’s transport policy to look after the minibus. Indeed, it was to overcome issues and difficulties such as this that we introduced full maintenance as part of our minibus leasing.

Not only do the schools that use our service get a new minibus without having to use current capital to buy it, but they have the comfort of knowing that qualified engineers have kept it serviced and maintained.

You can find more information on our website or give us a call on 01753 859944.

 

What is the most effective way of having my educational book published?

Twenty years ago the answer was simple: authors would just send their ideas for a book to a few publishers, and then wait to see if any of the books were published.

Digitalisation changed all that. Today fewer and fewer publishers are taking on new authors, and it can be a fruitless task to send out an idea to all the relevant publishers listed in a trade directory.

But there are still some publishing companies that are looking for books from writers. These tend to be specialist publishers, working with a specific audience in one specific field, and they tend to be publishers that are embracing the new media as well as publishing in printed form.

First and Best is one such publishing company, and we are indeed seeking authors who can produce volumes that will be purchased by teachers in secondary schools.

The books we publish often move across various media – they can be sold as printed copies, on CD with permission for the schools to put them on their learning platforms, and as downloads. But the one thing that all our books have in common is that they are copiable under licence by the school.

You can see exactly what we currently publish by going to www.shop.firstandbest.co.uk and look at the category headings down the left of the screen. From there you’ll be able to read some details about any of the books that are of interest. However I must stress that although we have some books for primary schools listed there, we are not currently looking to expand that range.

Our books are advertised through direct marketing – which means that we write to teachers who might be interested, telling them of the items on sale. We also advertise on www.ukeducationnews.co.uk and other websites of a similar type. Our authors receive a royalty of 10% on the price of each sale.

If you have a book that is ready to be published or if you have an idea for a book, we’d like to hear from you. Just email Anne@firstandbest.co.uk with the following information:

The proposed title of the book
The target audience (eg GCSE history teachers, senior managers, administrators…)
A contents list and outline of the book’s coverage
A short extract from the body of the book (ie not the introduction).
I’m sorry to say that it is very hard indeed for us to make a judgement about a book just by hearing about it on the phone, so if you have any questions please do email me at the above address. If you prefer you can submit your proposal by post, but please note we can’t return any materials unless you provide a stamped, self-addressed envelope.

You can write to me at Anne Cockburn, First and Best, Hamilton House, Earlstrees Ct., Earlstrees Rd., Corby, Northants NN17 4HH

I look forward to hearing from you.

Anne Cockburn

BUSS4: Let’s get started with Manufacturing in the UK

This year’s BUSS4 research theme has just been released – and it’s all about manufacturing in the UK. This issue may be difficult to enthuse some students on, but at least you can organise visits to local manufacturers! Now, how to incorporate this research theme into your A2 AQA teaching…

To help both you and your students prepare for the exam, two unique resources are being written now, specifically for the 2015 research theme!

The Digital Resource Pack will guide your students through the research theme from the start, supporting their independent research of each of the bullet points. Provided on CD, it’s easy to dip in and out of, and to focus students on particular areas one at a time. Three practice exam papers are included.
The Comparative Case Studies provide a wealth of information for students to analyse. Plenty of comprehension and discussion questions ensure students get the most out of the case studies. Model A-Grade Essays show students how to compete in the exam!
Here’s what teachers have said about ZigZag Education’s previous resources:

‘Brilliant. I purchased two others but ZigZag’s was the best – it was much more manageable and not too detailed… Worth every penny!’ – E Parfitt, Head of Business Studies & Customer (2010 & 2011 Resource Packs)
‘Our results exceeded expectations: one-third of our students achieved A* grades!’ – G Kenny, Head of Business Studies & Very Satisfied Customer (2010 Resource Pack)
‘An extremely thorough group of case studies, with excellent coverage of the Research Theme… asked questions that allow students to carry out thorough research… the material is so relevant.’ – G Nocher, Head of Business & Independent Reviewer (2012 Case Studies)

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All resources come with a site/network licence, allowing you to pay once and copy as often as you need, or put on your server for all your students to access directly.

BUSS4 Digital Resource Pack (WJ14/5590, £49+VAT – fully digital resource, with option to add a paper copy)
BUSS4 Comparative Case Studies (WJ14/5592, £59 zero VAT – photocopy master with option to add electronic)

——————————————————————————–

Order now at http://zzed.co.uk/WJ14

ZigZag Education, Unit 3, Greenway Business Centre, Doncaster Road, Bristol BS10 5PY
t: 0117 950 3199 | f: 0117 959 1695 | WJ14@zigzageducation.co.uk

Give your promotional code WJ14 to get free postage!

Succeed in English posters for EAL

A stimulating set of monthly pdf posters for English as an Additional Language.

A vital visual support to help students remember.

Visual resources are more effective than textbooks and worksheets because they are memorable and punchy.

Covers: Grammar, verbs, expressions, vocabulary, register, common mistakes

Only £24.95 for a year’s subscription – 4 new posters a month. Print as many copies as you like. For whiteboards too.

Subscribers can suggest topics for new posters.
http://www.carelpress.co.uk/HH_EAL/

Ann Batey
Office Manager
Carel Press
(01228 538928)
www.carelpress.co.uk
Follow us on Twitter:
http://twitter.com/carelpress

From dyscalculia to understanding

What is the most effective way of helping dyscalculic students to understand basic maths?

In many ways the answer to this question is simple. Where maths is taught in a multi-sensory way so that the calculations can be seen, heard and touched as the maths progresses, then students can make rapid progress.

To give a simple example, a dyscalculic child who doesn’t understand the essence of fractions can be helped by approaching the topic via the cutting up of sheets of paper in many different ways and seeing how these fractions combine, physically and mathematically – while writing the mathematical symbol on each resultant piece of paper.

Since the Dyscalculia Centre started to explore this approach some ten years ago we have produced a significant number of resources to help teachers of dyscalculic students on their journey to numeric literacy using this multi-sensory approach.

However, during this time one of the most interesting things we’ve discovered is that many students who clearly are dyscalculic do not need to engage in a full course of multi-sensory maths in order to get themselves up to speed.

Instead, they simply need guiding through the elements of maths that remain hard for them to grasp.

For these students and their teachers we have produced Dyscalculia Practice Activities. The practical activities can be conducted in a small group at school (or copied for parents to use with their children at home), and cover the whole range of maths from the essence of number to fractions, shapes and decimals.

You can start by locating an area of difficulty (for example, fractions) that the student has and then focus on the activities relating to these until the student is confident in the topic.

The volume contains 90 sets of activities, with each set incorporating ten or more individual tasks for the student to undertake with the teacher.

Dyscalculia Practice Activities is available as a printed copiable volume or as a CD which can be put on the school’s learning platform for use by other staff.

Dyscalculia Practice Activities by Tony Attwood
Publisher’s reference: T1782emn
ISBN: 978 1 86083 820 0
Sample pages can be viewed at http://www.pdf.firstandbest.co.uk/dyscalculia/T1782.pdf

Prices

  • Photocopiable book: £24.95 plus £3.95 delivery
  • CD with school-wide rights: £24.95 plus £3.95 delivery
  • Both the book and the CD: £31.94 plus £3.95 delivery
  • Prices include VAT.

You can purchase the book…

Helping your future healthcare students

Helping potential healthcare students to stand out with
their UCAS applications

It is a fact that students who are interested in pursuing a career as a doctor, nurse, midwife or dentist, need to ensure that they have something in their university application that makes them stand out from the rest.

Of course they can talk about their interest in medicine, their desire to help humanity, and the rest. But most applicants do this. There needs to be something more.

And the best “something more”, the ideal way to make an application stand out, is to include as much work experience as possible and show a commitment to learning.

This then naturally generates extra talking points for the interview, as this type of experience is an ideal way to demonstrate their commitment and desire to a career as a doctor, nurse, midwife or dentist.

It is with all this in mind that we have built our work experience placements for students aged between 16-25 and interested in a medical career. We currently are offering students the opportunity to travel to Tanzania during the October half term break to witness firsthand the work of the medical professionals in various departments.

During the October half term we have spaces available for the weeks:

  • 12th October – 18th October
  • 19th October – 25th October
  • 26th October – 1st November

Students can select the dates that correspond to their school holidays.

Students are assigned their own mentor and will attend three global health tutorials a week, run by local doctors and healthcare professionals. These tutorials will help them to have a deeper understanding of healthcare, including socio-economic factors that effect treatment within the country.

If you have students this year who are interested in a career in medicine, please ask them to take a look at our website. Alternatively they can call us on 0191 230 8080 or email us at info@gapmedics.com and we’ll send them a brochure in the post.

Regards

Mark Williams
Student Placement Manager

 

 

How can assembly songs provide a positive and hugely creative experience for young children?

SEALSONGS is a collection of assembly songs which aims to get children engaged through the experience of making and creating music. The lyrics were written with considerable input from Year 4 and 5 pupils, so speak from children to children, and the musical backing tracks were professionally recorded.

But the resource goes further and offers teachers detailed advice on writing new lyrics, leading singing and other ways that SEALSONGS may be used in the classroom. Thus it enables teachers to give young children the positive experience of working with others in creating new songs within the SEAL framework. There is also guidance for non-specialists in how to teach songs.

The SEAL themes are:

Song 1: New beginnings
Song 2: Getting on and falling out
Song 3: Say no to bullying
Song 4: Going for goals!
Song 5: Good to be me
Song 6: Relationships
Song 7: Changes

Two further general songs – one about writing songs and one providing a Rhyme Game – are also included in the pack.

SEALSONGS was written by David Stoll, a well-known composer of music for the concert hall, the theatre, and for television and radio. He also writes children’s songs and for school ensembles, and designs projects in creativity for schools, higher education and the corporate sector. His music is now being published by Novello & Co.

JENNY MOSLEY (Founder of Quality Circle Time) said “SEALSONGS is a wonderful gift to any adult who wants to truly help their class or school embed SEAL as a way of ‘being’ with ourselves and others. We all know that song can lift you to a different spiritual dimension – David Stoll has given us the perfect package to help even the most music-shy amongst us to engage young people in the process of creating heart-warming songs as part of a creative team….. This is an excellent resource.”

HOWARD GOODALL (National Ambassador for Singing) said “These SEALSONGS have the authentic ring of children’s ideas and feelings in every line. This, for me, makes it a valuable and empowering set of musical tools….. with excellent supporting materials and explanations.”

Purchase of SEALSONGS includes a licence for full use of all the material within the school, including recording new versions of the songs. The complete package is split into different files so that schools may choose which elements they wish to record or print.

Sample music can be downloaded from www.pdf.firstandbest.co.uk/music/SEALSONGSSamples.rar

You can purchase SEALSONGS in the following ways:

1. As a download, price £10 plus VAT

2. As a copiable book plus CD, price £19.99 plus £3.95 delivery

 

Enterprise Education The Course Book

So fundamental is the notion of Enterprise to our society that it is rather sad to think that many young people leave school – and indeed many leave university – without much of an idea as to what enterprise is all about.

One way or another they earn money, and generally speaking they spend it. But the whole basis of the system, and their part within it, can often remain a mystery.

It was because of the utterly fundamental nature of enterprise within our society, and the fact that so many young people don’t seem to grasp what it is all about, that we commissioned “Enterprise Education: The Course Book”.

Written by a teacher who went on to set up his own successful business this copiable volume starts from a detailed review of what Enterprise Education is, and then helps the students come to terms with what the world of business is all about.

The volume explores the notion of Enterprise and how it can be applied throughout the school, as well as examining the career implications of enterprise.

The volume then covers the setting up of a work-related programme before going into examples of enterprise opportunities including simulations, school generated projects and engagement with business.

At the end of the book there is a set of forms that can be used in terms of an agreement with companies over work experience, report forms, placement letters, etc etc.

Enterprise Education: The Complete Coursebook includes everything that is required for the successful implementation of the Key Stage 4 Enterprise Education programme, from classroom teaching materials to an in-service training programme, from work-based learning modules to simulations and live enterprise projects.

Enterprise Education: The Complete Coursebook is available as a book or on CD and includes:

  • INSET activities – as a result of which staff will feel confident in their knowledge and understanding of the enterprise culture within industry and how it will impact on pupils who are exposed to it.
  • Champions of Enterprise: Pupils can evaluate local business enterprises and draw their own conclusions as to which firms are truly involved in enterprise culture.
  • Simulations: Mini-enterprises in which pupils can engage in an enterprise activity in a controlled environment.
  • School generated projects: Pupils organise an actual event or act in the local environment in a planned and organised way.
  • Real life situations: The Coursebook sets out programmes which ensure that the organisation, the school and the pupil all work together to generate a true understanding of enterprise.

The copyright licence allows the copying from either the book or the CD, so that all students can have pages relevant to their study at any time. It is also possible to place the CD on the school’s learning platform, so that students may access it at any time.

ISBN: 978 1 86083 8606

Price:

  • £25.95 for the book or CD, plus £3.95 postage.
  • £32.94 for the book plus CD, plus £3.95 postage.

You can order in four different ways. In each case please quote our reference T1790emn. Sample pages and a contents list can be viewed prior to ordering on http://www.pdf.firstandbest.co.uk/business/T1790.pdf

 

Organising successful school trips and visits

What makes for a brilliant, memorable and, above all, highly beneficial school trip?

A recent survey of secondary schools by the School of Educational Administration and Management found that over 96% of schools run overseas school trips each year.

Indeed, that number just took into account overseas trips organised by the foreign languages departments. Additional visits were arranged by geography, science, history, music, art, sport, business studies… Plus of course all the trips that take place within the UK.

What makes the figure so interesting is that it came after years of argument and debate concerning legal requirements, risk assessment and liability, and a period when a reader of the national press might have assumed that school trips were a thing of the past.

But no. Every year tens of thousands of us put ourselves through the hard work of organising and running the trips because of the good that we know it does for the pupils and students we teach.

So, to help with the practicalities of setting up and running contemporary out of school trips and visits, a new edition of Organising Successful Trips and Visits: a practical guide for secondary school teachers has been published.

This aims to help with the arrangement of trips and visits by covering all the main points, from the “loco parentis” debate to turning the idea into a trip, from transport issues to the letter to the parents, from staffing issues to kit lists.

In just over 50 pages it gives you all the basics – not least so that if a colleague in the school is looking to organise a trip for the first time he/she will be able to read up on all the key issues presented in a straightforward way.

If you would like to see some pages from the book these are at:

http://www.pdf.firstandbest.co.uk/authordownloadsamples/T1772samples.pdf

Organising Successful Trips and Visits: a practical guide for secondary school teachers is published as a download so that you can receive immediately a copy onto your computer which you can print out for colleagues as often as you want. You can also put it on your school learning platform so all staff can access the document – and indeed you can make it part of the induction documentation for new members of staff.

You can obtain Organising Successful Trips and Visits: a practical guide for secondary school teachers by going to

http://shop.firstandbest.co.uk/product_info.php?products_id=747

The price is £10 plus VAT.

If you are unable to pay on-line with a credit card please send in a school order in the normal way. We’ll issue a pro-forma invoice and as soon as we receive payment we will email you a copy of the book. There is a handling charge of £2.50 for this service which does not apply if you are able to buy on-line with a credit or debit card.

Organising Successful Trips and Visits is published by First and Best in Education, Hamilton House, Earlstrees Ct., Earlstrees Rd, Corby, Northampton NN17 4HH. Phone 01536 399 011. A full catalogue of our books and downloads set out by subject and topic can be found at www.shop.firstandbest.co.uk

First and Best in Education
Earlstrees Road
Corby
UK
NN17 4HH

Website: www.shop.firstandbest.co.uk
Email: sales@firstandbest.co.uk

KS4 Geography – The Global Citizen

This resource has been designed for KS4, GCSE Geography. A wide range of topics are covered looking at the ‘Global Citizen’. Topics range from consumerism to the textile industry, trade and energy.

This Unit particularly fits with OCR Specification A GCSE. Topics can be extracted from the Unit to support a range of GCSE Geography Specifications, for example the textile industry which can be taught as a standalone topic.

Each topic starts with an enquiry question and the activities that follow enable the question to be answered and to support the enquiry approach. Each slide requires the learner to think, research, discuss and gain a sound understanding of each particular topic. Where appropriate answers to questions are provided on the slides. Activities range from the understanding of key geographical terms to role play and the interpretation of maps and graphs.

179 PowerPoint slides – £ 49.99 (£ 59.99 inc. VAT) – Order code H6032

Once purchased the CD’s can be freely copied and networked throughout the school.

To see sample pages please email sales@classroom-resources.co.uk quoting the order codes above.

You can order the KS4 Geography – The Global Citizen in any of these ways:

  • On our website through the web links above
  • By phone on 0117 940 6409
  • By fax on 0117 940 6408
  • By email (quoting a school order number) to sales@classroom-resources.co.uk
  • By post to: Classroom Resources, PO Box 1489, Bristol, BS99 3QJ

Classroom Resources
PO Box 1489
Bristol
BS99 3QJ

www.classroom-resources.co.uk
sales@classroom-resources.co.uk

Tel: 0117 940 6409

 

Solidworks Projects for KS3 and KS4

This resource will enable pupils to become familiar and competent at using ‘SolidWorks’ CAD software.

They will use CAD (Solidworks) to develop their designs solution and be aware of the many advantages and dis-advantages that such software has in the real world.

This book contains a number of projects suitable for Key Stage 3 and as a revision guide for pupils in Key stage 4. It allows pupils to quickly get up to speed with using such a complex piece of software and, most importantly, allows them to become competent in designing better products.

Pupils will become familiar with the range of sketch tools and features available. They will be shown step by step how to build a Frisbee, Lego Block, Memory pen, IPOD Nano and a Digital camera. They will also be shown how to assemble parts step-by-step.

The resource also includes two further projects to extend your pupils’ skills – building a Die and a Child’s Stacking Toy. After completing all seven projects they should be able to create something by themselves using the skills they have learnt from the book.

Solidworks Projects for KS3 and KS4 is published as a download so that you can receive immediately a copy onto your computer which you can print out for colleagues as often as you want. You can also put it on your school learning platform so all members of your department can access the document. YOu can view sample pages at http://www.pdf.firstandbest.co.uk/authordownloadsamples/T1781samples.pdf

You can obtain Solidworks Projects for KS3 and KS4 by going to http://shop.firstandbest.co.uk/product_info.php?cPath=76_114&products_id=754

The price is £10 plus VAT (the VAT can be reclaimed in most cases by the school).

Solidworks Projects for KS3 and KS4 is published by First and Best in Education, part of the Hamilton House group. If you have any enquiries you can call 01536 399 011, or email sales@firstandbest.co.uk or write to us at First and Best, Hamilton House, Earlstrees Ct., Earlstrees Rd., Corby, Northants NN17 4HH.

The full range of First and Best books can be seen at www.shop.firstandbest.co.uk

First and Best in Education
Earlstrees Road
Corby
UK
NN17 4HH

Website: www.shop.firstandbest.co.uk
Email: sales@firstandbest.co.uk

The best solution for your SRE?

Teaching SRE can be at times challenging even for the most experienced PSHE practitioner, students in year 8 will have different issues than those faced in year 10, and those in year 12 different still.

With this mind the charity Health Behaviour Group have developed Apause , a straightforward and engaging way for schools to implement an effective SRE curriculum.

The programme is enjoyable, welcomed by pupils, teachers, school managers, governors and parents.

It offers a wide range of materials to enable straightforward training and delivery by tutors or specialist teachers, safe in the classroom from hijacking by ‘testing’ pupils.

Priced at just £100 the ‘School Set’ bundle (co-ordinator file and laminated resources) provides materials for one class. Additional class packs can be supplied at just £60 each.

Endorsed by the PSHE Association, the DfE Teenage Pregnancy Unit and the Sex Education Forum.

Evaluated positively by the National Foundation for Educational Research, the National Institute for Clinical Excellence, Public Health in Ireland and a US based International Review of programmes that work.

This resource Increases satisfaction with SRE, knowledge, healthy attitudes and beliefs and has the added benefit of decreasing early and unprotected intercourse.

TOO GOOD TO BE TRUE? NO! All True and evidence based, please see http://www.sreproject.org/apause-resources-available for details of the full content of the pack and resources.

Ordering is simple – order on-line or email enquiries@sreprojects.org or call 01392 829450.

Furthermore, If you quote code HH1 on your order we will give you a 5% discount.

Health Behaviour Group, 2b Manaton Court, Manaton Close, Exeter, EX2 8PF.

 

The simplest way to raise grades in exams

What is the single most effective way of raising student exam grades?

There is little more frustrating than a student who you know has plenty of ability within a subject, but who simply does not seem to be able to study and reveal his/her aptitude in exams.

Fortunately, however, there is a fairly simple way of helping such students overcome this situation so that they make far more of their study time, learn more rapidly, and develop an ability to use the knowledge that they have gained within examinations.

This approach breaks learning into two simple parts: learning how to study, and then applying this knowledge to the subject matter being studied.

Self-evidently, once the student can study in a more effective and efficient manner the student also becomes more adept at reproducing this knowledge in a meaningful way when required. Then, inevitably, the student’s grades will go up.

This is where Raising Grades through Study Skills comes in. The volume, which is available either as a photocopiable master or on CD (so that it can be placed on the school’s learning platform), focuses on the ways in which students can both be helped and can help themselves by learning more quickly and more effectively.

Since the first edition of this work was published it has been adopted in several thousand schools, in some cases being used within an individual department, sometimes across the whole school.

22 separate methods of learning are detailed in the volume, plus details of 10 teaching methods which can be used to help develop the learning approaches.

There is also a series of active learning assignments and a further 15 sections on memory and how students may enhance their own memory abilities and increase their ability to utilise the knowledge that they have gained.

Results from the use of this approach have shown that once students have been shown how to study and how to ensure that they can remember and use the material they have studied, the motivation gained from the rapid success that results becomes a factor in motivating them to ever further achievements.

The activities developed in this volume can either be set up as separate lessons or can be integrated into the existing timetable.

Raising Grades through Study Skills is available as a photocopiable book or on CD Rom which can itself be copied or loaded onto the school’s learning platform or intranet.

Cat No: 978 1 86083 845 3. Order code: T1787emn – please quote with order.

Sample pages can be viewed at http://pdf.firstandbest.co.uk/education/T1787.pdf

Formats, prices and delivery cost…

  • Photocopiable report in a ring binder, £24.95 plus £3.95 delivery
  • CD with school-wide rights: £24.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £31.94 plus £3.95 delivery
  • Prices include VAT.

You can purchase the report…

Show Science in perfect clarity…

From the enormity of the Solar System to the less visual existence of friction, the vast range of topics that we cover in science is exciting to say the least!

Technology in the classroom can help to make lessons even more engaging – particularly when working with smaller scale objects which need an explanation and those which need to be shown to the whole class.

This is where visualisers can help.

Instead of the disruption of students crowding around a table with an object being passed around, or the worse situation where only some pupils are able to see the object, it is possible to see the object in stunning detail on the classroom screen.

The Vidifox DV560S, for example, with its 9x optical and 20x digital zoom, shows the finer details of an object in outstanding clarity. So whether an electrical circuit board, a textbook, a pupil’s work or a Monarch Butterfly as pictured, this is a piece of teaching and learning equipment which can transform the classroom experience.

To find out more, to organise a demonstration in your school or to hear our Autumn Term multibuy deals, please just reply to this email or call 0844 357 5197.

Elementary Technology is a leading supplier of audio-visual technologies into schools, with strong partnerships with a range of leading global manufacturers.

With over 10 years of experience in the education sector we are ideally placed to advise the best solution for your school. We can also support you with unlimited training.

Find out more on our website – www.elementaryuk.com

Request an independent university talk

Request an independent university talk for your
students from UniTasterDays.com, the award
winning resource for Sixth Form Heads and
Careers Advisors.

We can come in and talk to your students about key university topics including:

- University applications and personal statements for Years 12 and 13
- Key facts about student finance
- An introduction to university (for Year 9, 10 or 11)

All talks will be delivered by staff with over ten years’ experience of working in higher education, and a wealth of experience delivering school and college talks.

The talks are independent and bespoke based on your requirements and start at just £250 + VAT.

Find out more about all the events HERE

Or for more information, please contact Jon Cheek at UniTasterDays by email: jon@unitasterdays.com

“A successful and very informative presentation to our Year 11 students, with lots of useful advice for them to act on now and going forward.”
Julia Martin – Highworth Warneford School

 

Why one Christmas event works better than another

What makes one Christmas musical much more memorable than another?

Of course all Christmas musicals need to have witty lyrics, humorous situations and catchy tunes that the children and their parents can’t get out of their heads.

That’s a standard starting point.

And by and large Christmas musicals have to have the opportunity to involve all the children – even those who are reluctant to be on stage and those who can’t sing in tune. Again, that’s a given.

But there is still something else that marks the very best Christmas musical out from the rest. Something that delivers an event which leaves the parents talking about the show from Christmas to Easter, and beyond.

Something that makes the parents who have seen it sing the praises of the event, and indeed the school, when talking to their friends whose children receive their education elsewhere.

That “something else”, is, quite simply, the journey.

Not so much the journey of Joseph and Mary, nor the journey of the Wise Men, but rather the journey of the musical production itself.

For if you take a look at any successful, long-running, musical, you’ll find that they are always much, much more than just a collection of songs tacked around a story.

This musical journey is a key element within “Baa!” – a musical for KS2 pupils. For it not only has the tongue-in-cheek (and yet not irreverent) tale of an accident-prone Joseph, a rock ‘n’ roll camel, and a flock of sheep that count shepherds. It has more.

Thus the journey is enjoyable, meaningful, and complete. For it also takes the audience on a journey that ends more seriously with lyrical songs portraying the universal themes of the Christmas story – new birth, humility, poverty and wonder.

“Baa!” includes a musical score complete with guitar chords, a CD including rehearsal tracks and backing tracks, plus an optional narration.

There is a review of “Baa!” by Music Teacher Magazine at www.tonybiggin.com/Tony_Biggin/BaaReview.html, where you will also find our money back guarantee and where you can also hear some of the songs.

The score, complete with CD, as outlined above, costs just £14.95 plus postage and packing. You can order it:

Teaching Religious Ethics

What exactly are ethics, and how to do they change?

From Utilitarianism to Deontological Ethics, from Virtue Ethics to Free will and Determinism there are a lot of ethical systems around.

And that is before we get to environmental ethics, medical ethics (including abortion, euthanasia and embryo research) and business ethics.

So what are they all, and how exactly they relate to religious ethics?

That is the question that “Religious Ethics” by Francis Beswick examines, considering ethical thinking in relation to various religious traditions, while considering how religious and secular ethics differ from each other.

The book commences with the phrase “I ought to …” and notes that from this kind of statement ethics, whether it be secular or religious ethics, begins.

Throughout the book the student is aided by a large number of questions presented for consideration which take the student back to the various topics that have been covered in order to ensure that each different ethical system and viewpoint is understood.

Religious Ethics is available as a copiable spiral bound book or on CD Rom. The book comes with an unlimited photocopiable licence for the school, and costs £21.99 plus £3.95 delivery for either the book or CD. If you wish to buy both together the price is £28.98 plus £3.95 delivery.

You can order in four different ways. In each case please quote our reference T1697emn. Sample pages and a contents list can be viewed prior to ordering on http://pdf.firstandbest.co.uk/re/T1697.pdf

 

Every school runs its admin in its own way. But what is the most effective way?

“Is your school effective in carrying out its aims?”

It is a question that school administrators and bursars were recently asked by the School of Education Administration and Management. Almost everyone answers “yes”, which is reassuring.

However when discussions develop to cover specific processes and arrangements that are central to the running of the school’s administration a different picture emerges.

It is an interesting dichotomy, and one that is quite probably caused by the ever expanding and ever changing role of the bursar, SBM and administrators – an expansion and set of changes which in many cases have not been planned, but have emerged.

The fact is that change is everywhere – and unless one looks at both the overall process and approach of a school’s administration, and specific issues within the administration it is hard to see where the problems are and what needs to be done.

As a result, stress can rise as unpaid overtime rises (75% of school administrators now report doing unpaid overtime at least three days a week), and a sense of progressive improvement is replaced by a sense of making do.

However, school administrations that recognise change as an inevitable part of running the school’s systems and by accepting that the drive towards efficiency and effectiveness is part of the job that these various parts of the school process can be brought back into balance.

Hence the new edition of the Bursar’s Survival Guide.

The report opens with a single example idea, one idea that takes only a few minutes to implement but which could reduce the school’s non-salary expenditure by 10% at a stroke, without changing the quality of the goods and services provided.

After that the volume considers 57 separate topics that affect the role of the bursar and the bursar’s department in the school, and analyses each one in a way that is (in most cases, if not all) different from the way in which standard text books on bursaring and financial control approach the topic.

Finally, we have two reports from research recently undertaken by the School of Education Administration and Management. The first reveals the fundamental structural problem that the majority of schools face with the running of the school office, and shows the simple reform that will enhance productivity, and staff well-being at once.

The second analyses the single biggest problem that school administrations face, and shows how, without spending any money, schools have transformed their administrations by dealing with this problem.

With these two new reports The Bursar’s Survival Guide will help to ensure a smoothly run bursar’s office generating excellent results in all aspects of its work in the years to come.

You can see some sample pages at http://pdf.firstandbest.co.uk/bursar/T1795.pdf

Publisher’s reference: T1795EMN ISBN: 978 1 86083 885 9

Prices

  • Photocopiable book £24.95 plus £3.95 delivery
  • CD £24.95 plus £3.95 delivery
  • Book plus CD £31.94 plus £3.95 delivery

Prices include VAT.

You can purchase the report… please quote the order ref: T1795EMN

 

Are your procurement contracts protected?

 


How confident are you that all your school procurement
is protected within a robust contract?

School contracts come in many forms and cover many products, from the lease on the photocopier to the contract with the after school cleaning company, the agreement with the teaching supply company to the contract with the IT maintenance provider.

All of these have different contractual terms. Are you happy that the contracts you sign are in the best interest of the school? Did you know that the terms of many contracts are laid down by the supplier, often in their interests, you have the power to change these.

Planning and putting together a robust contract at the start will save time, worry and potentially money as the contract goes through its term.

Corporate Contracts Ltd in conjunction with the Schools of Education and Management run two on-line courses specifically for school procurement. The aim of the courses are to equip the participants with a full practical knowledge of being able to plan, construct and implement solid contracts in the best interests of their school.

The courses show how to put you and the school in a position of control over procurement and contracts. Being in control of the contract is the most effective way of ensuring robust contracts, effective requirements, positive performance by way of performance measurements and, of course, saving money, because it allows you to negotiate what you require, including the best prices, and ensures that your contracts are effective for both sides.

The course is taught on-line and is available in two forms. The Introduction to the Certificate in School Procurement covers the importance and impact of procurement and contracts, risk management, tendering, contract management, performance management, the issues surrounding decisions as to whether to lease or purchase and the relationship with the supplier. The course costs £225.

The Advanced Certificate in School Procurement is a more in-depth course. It incorporates the introductory course above but also goes on to incorporate contract management, having an effective procurement policy and procedures, strategic contracts and sustainable procurement. This more comprehensive course costs £375.

Through the courses you will not only receive a fully detailed manual containing all the information you need, but you will also have as a tutor Margaret Gilbert who has 25 years experience in procurement, contracts and tendering with schools. Each course contains a set of assignments, as well as a helpline through which you can ask any questions relating to specific issues in your school.

There is more information on our website at http://www.admin.org.uk/CCMintro.html

“I would highly recommend this course to anyone who thinks they know a bit about procurement. I had some knowledge but in hindsight and with reflection I wish I had done this course years ago, I think I had been procuring with a wing and a prayer!”

Part of a testimonial from the School Business Manager – Mexborough St Johns C of E Primary School.

To see the full testimonial http://www.admin.org.uk/CCMreview.html

Corporate Contracts Management Ltd, Earlstrees Court, Earlstrees Road, Corby, Northamptonshire NN17 4HH Phone: 01536 399007 Fax: 01536 399012 e-mail enquiries@admin.org.uk

Can tectonic plates reverse their motion?

Probably not, yet the North American Plate
just got closer to Ireland!

You have always known that Iceland is just about the best Geography classroom available, with its geysers, volcanoes, glaciers and waterfalls, but it’s been so awkward to get to.

Well, you can now plan to take your students to experience its scenery without a detour across the Irish Sea.

From December, there will be two flights a week from Belfast International direct to Reykjavik (Keflavik) on Monday afternoon and on Friday morning – so schools can plan for a three-day or a full week’s guided visit.

We have planned itineraries to fit with the flight patterns and get the most out of your tour.

Take a look here: Iceland

Culture Trails
Travel House, Llwynmawr, Llangollen LL20 7BB, Wales

Tel: (+44) 0 16 91 88 61 61 e: geography@culturetrails.co.uk

A graphic and friendly way of saying welcome to your visitors.

Many schools in parts of the country now have a mix of pupils from a variety of different ethnic backgrounds.

Whilst in many cases the pupils will speak and read English there are instances where the parents themselves are less well equipped, this can make a visit to the school a daunting experience.

One simple way to help a parent, or in fact a new pupil with limited English feel more at ease is a simple welcome in their own language.

Upson Downs have produced a range of school welcome signs which you can adapt with your own message and language requirements.

Furthermore, these signs are a great way to introduce the understanding and promotion of diversity.

To see more about these signs http://www.upsondowns.co.uk/create-your-multilingual-welcome-circle-p-1680.html

Orders placed before the end of September will get a 10% discount if you Quote code MCHH1.

To order call 01423 521654 or fax us 0844 443 2455
Email info@upsondowns.co.uk

Upson Downs Ltd
13 Claro Court Business Centre
Claro Road, Harrogate
North Yorkshire, HG1 4BA

How can we help students make better decisions?

We all make decisions all the time.  And then, having made them, we defend them – no matter how awful they were.

No matter how bad that decision looks in retrospect, it takes a very confident and self-possessed individual to say, “yes I got that one wrong.”

Instead the blame is put elsewhere.  It was “not my fault”.  It “couldn’t be helped”.  “Events conspired against me.”  We blame the environment, the individuals around us, and society, but rarely do we blame ourselves and the decisions we took.

Yet the fact is that it is quite possible to improve our reaction to the society in which we live, and through that our decision making – if only we can practice.

Which is why the copiable volume, “Life Games” exists.

The volume contains 50 different decision-based games that can be played in the classroom with anything from eight to 40 players from Key Stage 3 to the sixth form.

Each game is presented in the form of a single page of copiable teaching notes – normally with a separate set of student notes also provided.  Each also focuses on a theme, ranging from the working of the media to lifestyle balances, from government decisions and consequences to healthy eating, from stress to addiction.

In short, there are enough activities in this volume to provide more than a year’s worth of citizenship and PSHE education, taught and explored in a way that the students will find refreshing, engaging and meaningful.

Life Games is available as a photocopiable book or on CD Rom, and individual activities can thus be readily copied and distributed to students as required. The copies can also be shared with colleagues or given to supply teachers, without any fear of the original book being misplaced.

An extract from Life Games, ISBN 978 1 86083 718 0, order code T1730EMN, is available at http://www.pdf.firstandbest.co.uk/pshe/T1730.pdf

Prices

  • Photocopiable report in a ring binder, £24.95 plus £3.95 delivery
  • CD with school-wide rights: £24.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £31.94 plus £3.95 delivery
  • Prices include VAT.

You can purchase the report…

When ordering the book please quote the reference T1730EMN.

Getting a book published

What is the most effective way of having my educational book published?

Twenty years ago the answer was simple: authors would just send their ideas for a book to a few publishers, and then wait to see if any of the books were published.

Digitalisation changed all that. Today fewer and fewer publishers are taking on new authors, and it can be a fruitless task to send out an idea to all the relevant publishers listed in a trade directory.

But there are still some publishing companies that are looking for books from writers. These tend to be specialist publishers, working with a specific audience in one specific field, and they tend to be publishers that are embracing the new media as well as publishing in printed form.

First and Best is one such publishing company, and we are indeed seeking authors who can produce volumes that will be purchased by teachers in secondary schools.

The books we publish often move across various media – they can be sold as printed copies, on CD with permission for the schools to put them on their learning platforms, and as downloads. But the one thing that all our books have in common is that they are copiable under licence by the school.

You can see exactly what we currently publish by going to www.shop.firstandbest.co.uk and look at the category headings down the left of the screen.  From there you’ll be able to read some details about any of the books that are of interest.  However I must stress that although we have some books for primary schools listed there, we are not currently looking to expand that range.

Our books are advertised through direct marketing – which means that we write to teachers who might be interested, telling them of the items on sale.  We also advertise on www.ukeducationnews.co.uk and other websites of a similar type.  Our authors receive a royalty of 10% on the price of each sale.

If you have a book that is ready to be published or if you have an idea for a book, we’d like to hear from you.  Just email Anne@firstandbest.co.uk with the following information:

  • The proposed title of the book
  • The target audience (eg GCSE history teachers, senior managers, administrators…)
  • A contents list and outline of the book’s coverage
  • A short extract from the body of the book (ie not the introduction).

I’m sorry to say that it is very hard indeed for us to make a judgement about a book just by hearing about it on the phone, so if you have any questions please do email me at the above address.  If you prefer you can submit your proposal by post, but please note we can’t return any materials unless you provide a stamped, self-addressed envelope.

You can write to me at Anne Cockburn, First and Best, Hamilton House, Earlstrees Ct., Earlstrees Rd., Corby, Northants NN17 4HH

I look forward to hearing from you.

Anne Cockburn

What is the best way to raise achievement

What is the best way to raise achievement, improve peer relations and develop students’ emotional literacy?

Developing students’ emotional intelligence to become effective coaches’ is an exciting new resource designed for use in secondary schools.

It could be used in health and social care lessons or as part of a wider school initiative. It contains a forty page student workbook seven 90 minute lesson plans that can be adapted to your needs, comprehensive teaching notes, activities and PowerPoints

The activities have been thoroughly researched and are targeted to cater for the demands of year 8 and 9 students in particular, equipping them with the tools needed to support their peers academically by building on their strengths and addressing their weaknesses.

Activities include personality tests and questionnaires which encourage students to reflect critically on their strengths and weaknesses, looking at ways to develop their skills and mind set.

The resource will help students to move away from the idea of fixed intelligence to the idea of intelligence and skills growth, empowering them to work hard to reach their full potential.

The CD-ROM normally costs £69 containing copyable Word and PDF files. This includes a CD-ROM with a whole school license. The resource is exclusive to Tempo Publishing and can only be purchased via our website www.tempopublishing.co.uk

Many schools have already integrated the program into their curriculum and I am confident that you will find the resource of real benefit. The end result should be a direct impact on student engagement, learning and behaviour across the curriculum.

Yours Sincerely

Jason Boyd – Tempo Publishing

PS: To order (please quote code HH1) and see sample pages visit www.tempopublishing.co.uk. Purchase orders can be emailed to sales@tempopublishing.co.uk. If you have any questions or queries please feel free to drop me an email or phone.

Tempo Publishing
24 St. Andrews Road, Bexhill-on-sea, East Sussex, TN40 2BQ
www.tempopublishing.co.uk / sales@tempopublishing.co.uk
07564 291815

The Philosophy of Religion

What is the most effective way of helping students come to terms with all the key topics within the subject?

One of the problems that some students face when coming to the philosophy of religion is that of the multiplicity of concepts. They learn about verification and falsification, but then as other new issues arise, that piece of knowledge slips from their mind…

What is needed is a quick and easy way of going back and being reminded of each of the topics that arise within the philosophy of religion course, so that when there is any uncertainty (for example, half way through writing an essay) they can resolve that at once.

With this in mind Francis Beswick created a straightforward book which can be photocopied, or put on the school network and made available to everyone, and which covers 22 of the key topics within the philosophy of religion.

Thus every student taking A level religion, and those in the sixth form who are interested in such topics, can get an immediate insight into the issues.

Each topic is dealt with in a short article (usually around 1000 words) which gives the student an immediate awareness of the key points within the topic and which is ideal both as a basic learning resource and as a source for revision when needed.

The essential philosophical arguments covered in this book are supplemented by research topics and discussion points which will make philosophical language more accessible and enjoyable for your students.

Topics within the volume include: Design Arguments; religious experience; verification and falsification; theories of revelation; near death experiences; life after death and reincarnation, etc.

The essential philosophical arguments covered in this book are supplemented by research topics and discussion points which will make philosophical language more accessible and enjoyable for your students.

The Philosophy of Religion by Francis Beswick
Publishers reference: T1700; ISBN: 978 1 86083 741 8

A sample of the book is available on line at http://pdf.firstandbest.co.uk/philosophy/T1700.pdf

Prices

  • Photocopiable book: £21.99 plus £3.95 delivery
  • CD with school-wide rights: £21.99 plus £3.95 delivery
  • Both the book and the CD: £28.98 plus £3.95 delivery
  • Prices include VAT.

You can purchase the report…

 

FM4 World Cinema – Empowering Women

The Empowering Women unit of the World Cinema unit is a great opportunity to look at how film can explore these wider issues and themes.

Selecting films which have significant similarities and differences is obviously key in engaging students but given a world of cinema to choose from, which ones?

Girl with the Dragon Tattoo (Sweden) and La Femme Nikita (France) are two films which make an ideal pairing and are suited to a range of questions asked by examiners. The pair have striking similarities in terms of central characters who stimulate questions relating to male dominated societies and women’s place in such cultures.

In each case the films present a female character in a genre most often associated with male protagonists. Girls with the Dragon Tattoo is a crime thriller based upon Stieg Larson’s Millennium Trilogy while La Femme Nikita draws on the action movie.

These genres are recognisable and enjoyable for most students but immediately confront gender expectations in presenting unconventional female figures.

In each case the narratives bear comparison as the protagonists have to cope with mental trauma, significant psychological issues, forming a trust relationship with a male character and confront societal attitudes toward females through violent confrontations.

The presentation of each film is, however, quite different and so they also lend themselves to a debate of directional style and approach.

This resource presents the main issues and themes in each film using slides to illustrate and identify key revision points. It raises points of debate that can be used with students in preparation for the FM4 World Cinema unit and is ideal for teachers coming to the unit for the first time and as a revision tool for students preparing for the exam

46 slides – £29.99 (£35.99 inc. VAT) – Order code 5340

To see sample pages please email sales@classroom-resources.co.uk quoting the order codes above.

You can order the FM4 World Cinema – Empowering Women in any of these ways:

  • On our website through the web links above
  • By phone on 0117 940 6409
  • By fax on 0117 940 6408
  • By email (quoting a school order number) to sales@classroom-resources.co.uk
  • By post to: Classroom Resources, PO Box 1489, Bristol, BS99 3QJ

http://www.classroom-resources.com/acatalog/Online_Catalogue_FM4_orld_Cinema___Empowering_Women_CD_827.html

Classroom Resources
PO Box 1489
Bristol
BS99 3QJ

 

www.classroom-resources.co.uk
sales@classroom-resources.co.uk

Tel: 0117 940 6409

Autumn term calculators and maths kit offers……..

Autumn term calculator offers for the maths department!

We hope that you’ve had a restful holiday and that you may appreciate an early reminder about calculators and maths kit for the new term (prices are ex vat).

We’re listing our most popular calcs below:

CASIO
FX 83GT+ from £5.49
CASIO FX 85GT+ from £6.65
CASIO FX 991ES from £15.50
CASIO
FX 9750GT+ from £45.95 (limited stock)
LOGIK LK 183 from £3.49
SHARP EL 531 from £4.10
AURORA AX 595 from £4.25
AURORA
AX 501 from £3.15
TEXET Albert 2 from £3.45

You can also order the “Value Maths Sets” @ only 95p each when you order a minimum of 50 scientific calcs. You can order the same quantity of Value Maths Sets @ this special price when you order the same (or greater) quantity of scientific calcs. Normally priced from £1.10 to £1.20 each. (Please see our website for more details.)

The “Value Maths Set” is a helpful product for classroom or exam use.

Consisting of a metal compass, half pencil, 15 cm ruler, metal sharpener, eraser, HB pencil, 180 degree protractor, two quality black ink ballpens, all packed in a clear, exam friendly zip up wallet. Ideal to hand out for lessons or exams. Only £1.10 (400+) £1.15 (200+) £1.20 (1-199)

Also available is the ever popular Trident geometry set comprising: metal compass and half pencil, 45 and 60 degree set squares, 180 degree protractor, metal sharpener, 15 cm ruler, eraser, black ink ballpen, all packed in a robust tin…. only 99p (300+) £1.10 (100+) £1.15 (1-99)

We’re always pleased to hear from existing and new customers and can take your orders by phone, email, fax or post….and if you just need information about a product we’re always glad to help.

Please check our website for more details of calcs and other products at www.signposteducational.co.uk

Or contact us by email at: signpost@talk21.com

Signpost Educational Ltd
PO Box 999
London
E14 6SH

Tel: 020 7515 1797 Fax: 020 7515 4420

How to create an instant new world

What is the simplest way to create an instant new world on each child’s fingers?

Felt finger puppets appeal to all young children because they do that most magical of things: they transform the everyday world in a second.

In this case they achieve the transformation by converting a finger into a person, and suddenly that finger becomes a living moving talking creature. Put one finger puppet on a finger of each hand and the creatures can start having a conversation.

Once a conversation starts the creatures can take on personalities. They can enter a new world. They can become real. One might be happy, the other sad. One might take another aside and make it a friend. Anything is possible.

Then to add to that sense of a new world the puppets can then be decorated with pom poms, glitter and wiggly eyes.

It is in effect the simplest way to create a new world in an instant. A child can use the results to enter his/her own story with a puppet on each finger, or two friends can introduce their puppets to each other.

Best of all, the price of finger puppets is so low that the puppets can go home and parents can see the way in which the children are being allowed to explore and create their own new world.

The Felt Finger Puppets themselves come in packs of 10 while all the accessories come in packs of 100.

Here are the details…

Felt Finger Puppets – pack of 10

Coloured Poms – pack of 100

Glitter Poms – pack of 100

Coloured Peel ‘n’ Stick Wiggle Eyes – pack of 100

Black and White Peel ‘n’ Stick Wiggle Eyes – pack of 100

Delivery

Most UK orders over £35 benefit from a free delivery service. For orders under £35 there is a £2.99 delivery charge.

Unfortunately, if you are lucky enough to be living in the Channel Islands the delivery charge is £12.45 irrespective of the size of the order. For Northern Ireland, the Isles of Scilly, the Scottish Highlands, Isle of Wight and the Isle of Man it’s £7 delivery.

What’s more, if you’re not completely happy with your order we offer a no quibble, money back guarantee.

You can order in any of these ways:

The two ways of raising grades

There are two different ways of raising grades at GCSE and A level which work well together. But not every school uses both.

The most obvious way to raise the grades of students taking exams is what we all strive to do: raise the quality of teaching and learning.

So dominant is this approach that the notion of there being an alternative is often not considered. After all, what else is there to do?

The answer, which perfectly complements the first approach, is managing stress and increasing motivation. This is essential because the level of stress that students experience seriously affects their ability to learn and their motivation to succeed.

However, the problem is that managing stress and fostering self-motivation is not something most of us are trained to do and we may feel that the time and resources to try are limited.

Helping students learn to overcome stress, teaching them to motivate themselves, encouraging them to plan for the future and develop confidence to try new things are essential skills. They help to build mental resilience and enhance overall mental well-being.

To develop these skills, students must explore them. Finding time in the school day to focus on these areas can be challenging and you may not have the resources or ideas to hand to achieve the desired result. But could you find ten minutes to introduce an activity that was already prepared?

Our solution comes in the form of eight worksheets in a ready-made booklet – ‘Greatest Strength Workbook for Students’. It comes with a free teacher’s guide and is available as an instant download. The teacher’s guide and a sample can be downloaded for free to get you started. The full license is currently only £29.99.

When you start to see the benefits of this kind of personal development, setting aside a small amount of time to complete a specifically designed task becomes easy.

The full details are available at: http://newset-training.com/students.html

If you have any questions then please email: clare@newset-training.com or call 07811 356 283

I look forward to hearing from you.

Clare Martin

Thanks for the minibus, but…

What is the biggest problem a school is likely to face when looking to take on a minibus?

Imagine that one way or another you manage to raise the money to buy a minibus. Maybe a second hand minibus, but still you have bought a minibus.

Wherever that money comes from one thing is almost certain – you won’t be able to go back and ask for that money to be raised again, at least not for quite a long time.

Which is a problem, because even if you buy a new minibus now you’ll probably need a replacement in five years. If it took two years to raise the money this time, then that means you have to broach the subject again in three years.

OK, that is still three years away, but for the people who were involved in fund raising or budget squeezing in order to get you the new minibus three years will seem like no time at all.

“What’s the matter with the one we just bought you?” you’ll be asked, and it is a very hard question to answer.

But the problem is that minibuses over five years old become a bit of a safety risk. Standards change, requirements change, and gradually the vehicle becomes less and less reliable.

However there is a way around this – and that is leasing. With leasing the vehicle is paid for month by month without the school needing to take a big hit financially all in one go.

But this doesn’t mean that the generosity of friends of the school will be by-passed. Far from it, in fact. Because if the PTA or any other organisation is willing to raise money for you, that can be put towards paying the lease.

The vehicle can still be the vehicle provided by the PTA – and the PTA still pays for it. It just means that the method of allocating the money is different.

And you also get the option of having a professional undertake all the standard maintenance and servicing.

This effectively reduces the onus that is put on the person who is nominated in the school’s transport policy to look after the minibus. Indeed, it was to overcome issues and difficulties such as this that we introduced full maintenance as part of our minibus leasing.

Not only do the schools that use our service get a new minibus without having to use current capital to buy it, but they also get our certification that the bus has been checked by qualified engineers.

Given that the majority of school minibuses on the road are over five years old, this approach can be particularly valuable.

If you would like to know more take a look at our website – www.minibusleasing.co.uk/school-minibus.php.

Alternatively email us at Minibus@benchmarkleasing.co.uk or call us on 01753 859 944.

Help students visualise information

Magic Whiteboard helps students visualise information & remember things

Dragons’ Den Winners Magic Whiteboard allows you to create a whiteboard from a roll anywhere, in seconds (it’s like a reusable and erasable flipchart). See how teachers are using Magic Whiteboard in class. Magic Whiteboard is great for encouraging group work and problem solving, place the A1 Magic Whiteboard sheets on tables and students can write down ideas and solve problems. They can then stick the Magic Whiteboard sheets around the classroom so that the learning can be shared.

Magic Whiteboard clings to any hard flat surface (walls, windows and doors) and leaves no marks on surfaces (it clings using static). You can turn any room into a classroom. You write on Magic Whiteboard with any dry marker, wipe clean and reuse. Here is a 1 min video demo

If you want to try Magic Whiteboard – you get 20% off by using discount code HAMILTON20 – next day delivery

We also do an A4 Magic Whiteboard Pack of 20 sheets for £12.99

Best Wishes Neil Westwood, Founder of Magic Whiteboard

NEW – A0 MEGA Magic Whiteboard – 1200mm by 900mm – 10 sheets

A0 MEGA Magic Whiteboard allows you to create a large whiteboard, projector screen, use to wallpaper a whole wall or window in whiteboard. It’s twice the size of A1 (a flipchart).

Laminate walls – an easy way to hold documents in place & to annotate your work

You can use our new Magic Clearboard to laminate whole walls or windows. Use Magic Clearboard to create displays, holds documents in place on a wall without using bluetack, you can then annotate your work using any dry marker. Only £33.49 for 25 sheets. Watch a 30 second video of Magic Clearboard being used

Please order at www.magicwhiteboard.co.uk email sales@magicwhiteboard.co.uk or ring 01905 451552. We can send you an invoice.

Thanks

Neil Westwood
Managing Director

Magic Whiteboard Limited
www.magicwhiteboard.co.uk
Create a whiteboard from a roll – anywhere, in seconds!

School Libraries Make the Difference

Well-organised school libraries make enormous difference to education. Progen Lib Junior, at just £95, makes it affordable.

  • Build most of the Catalogue by scanning barcodes
  • Keyword Search locates right resources quickly
  • Issues and Returns, Self-issue or Librarian controlled.
  • Keeps track of Books and Borrower’s history.

You require a Windows PC or Laptop. Quote Ref. HLB1 for a FREE copy of the Progen Lib Junior to try. We can supply a barcode reader, on sale-or-return basis, for the free trial period if you need one. Progen Lib Junior runs on WinXP/Vista, Win7 and Win8.

Limrose Group Ltd, Llay Industrial Estate, Wrexham, LL12 0U
Tel. 01978 85 5555 Email: limrose@aol.com Web: www.limrosegroup.com

Myself As a Learner Scale 8-16+

By Robert Burden 

Young people’s perceptions of themselves as learners and problem-solvers have been shown in numerous research studies to be key elements in their learning progress. MALS 8-16+ has been constructed to provide a readily available technique, which can be used by teachers, psychologists and researchers to gain access to this important aspect of learning development. 

MALS 8-16+ is easy to administer, score and interpret and can be used for gaining information on large cohorts of students or for more clinical purposes with individuals. It is a valid and reliable scale that can provide a valuable addition to any school’s assessment programme or educational psychologist’s repertoire of assessment techniques. 

As the work of Carol Dweck has proved, no matter how able, a child’s perception of themselves as learners will determine their academic careers. If it is poor it will: 

• Undermine their resilience, so that they give up at the slightest obstacle
• Make them defensive learners, unwilling to challenge themselves
• Make them over-reliant on teachers and on received opinion
• Write-off successes as ‘flukes’
• Under-perform in exams and tests
• Have low aspirations and under-achieve in life 

Whilst there are other self-esteem tests, no other test measures a child’s perception of themselves, specifically as learners, so well. This is why MALS has gone around the world as the key test to use to measure a child’s image of themselves as learners and thinkers.
Using it will enable you to: 

• Uncover, beneath external shows of confidence, which children have poor views of themselves as
learners and therefore will be liable to under-perform
• Pinpoint exactly where their problems are
• Measure progress in developing ‘open-mindsets’ in children 

Teacher Skills
The MALS is also a very subtle test of teacher performance – those teachers who succeed in lifting a child’s MALS score have the ability to motivate and teach the skills of independent learning… and vice versa! This too is often far from being easily visible. 

One of the most acclaimed self-perception tests ever produced. MALS is a short effective measure of pupils’ perceptions of their own abilities and approaches to learning. Young people’s perceptions of themselves as learners and problem-solvers have been shown in numerous research studies to be key elements in their learning progress. Identify those students ‘at risk’ whose academic self-concepts don’t match those of their peers or their own obvious abilities. 

  • Easy to administer, score and interpret
  • A valuable addition to schools’ assessment programmes
  • Suitable for use by teachers, psychologists and researchers
  • Applicable for large groups or with individuals

This Second Edition of the MALS has been completely updated. A much larger and more widespread data set for the purpose of establishing standardised norms has been analysed. Whilst the basic findings are not dissimilar to those obtained from the first standardisation sample, they give greater confidence that these norms are representative of the average scores to be expected across a wide age range and schools in a variety of locations. 

Whilst the MALS is straightforward to administer and score, the subsequent analysis of data obtained and interpretation of its possible significance is a much more complex process. This revised manual therefore provides more extensive information about ways of analysing MALS scores together with examples of possible research and clinical uses. 

Please note this edition includes two questionnaires at the end of the manual, one with questions for ages 8-16 and the other for those post-16. 

The Author
The late Robert Burden was Emeritus Professor of Applied Educational Psychology and a former Head of the School of Education at the University of Exeter. He previously taught children with learning difficulties and worked as an LEA educational psychologist. He established the Master’s degree professional training course in Educational Psychology at Exeter in 1971 and held leadership positions in both the British Psychological Society and the International School Psychology Association. 

Purchase your copy now by clicking on the link and downloading the Order Form! 

or call Customer Service on 0121 224 7599
or email: enquiries@imaginativeminds.co.uk 

Please quote code: MALS/414HH when placing your order.

Provision mapping and new SEND Code of Practice

Helping with the new SEND Code of Practice

Big changes to SEN policy and practice are on the way. September will be a busy and challenging time for most SENCOs.

As I am sure you have seen, one of the key recommendations in the new Code of Practice is the documenting of SEN provision and the use of provision mapping:

The provision made for pupils with SEN should be accurately recorded and kept up to date. Ofsted will expect to see evidence of the support that is in place for pupils and the impact of that support on their progress as part of any school inspection.”

“Schools should ensure that they have accurate information to evidence the SEN support that has been provided over the pupil’s time in the school, as well as its impact.”

“Provision maps are a powerful way of showing all the provision that the school makes which is additional to and different from that which is offered through the school’s differentiated curriculum. The use of provision maps helps SENCOs to maintain an overview of the collective programmes of individual children and young people and provides a basis for monitoring the levels of intervention and assessing their impact on progress.”
DfE, SEND Code of Practice

As a busy SENCO, juggling 101 jobs is a demanding task. But we can help, www.provisionmap.co.uk is new Code of Practice ready and will help you stay on top of your workload and make sure you have up to date information at your fingertips.

Not only does it quickly create provision maps but there are a whole host of other useful features such as learning plans, meeting logs and Pupil Premium reporting – we are “SIMS” for SENCOs.

Take a look at www.provisionmap.co.uk – we can help you make Ofsted happy!

Please do get in touch quoting ref HH If you would like to chat in more detail or ask any questions

support@provisionmap.co.uk

0845 094 6427

Edukey Education Ltd, 1 High Street, St Davids, SA62 6SA

Activities to help young people deal with bullying

This brand new book of 56 activities will help professionals to work through bullying issues with young people and address the underlying causes, including the impact of the group, belonging, social settings, norms, values, peer groups, friendships, power, isolation, responsibility, as well as restorative and conciliation work.

The activities cover the range of bullying behaviours that can be seen in educational settings including:

· Considering whether a student is exhibiting bullying
behaviours
· The role of the bystander and how those behaviours are
contributory or not
· The perception of bullying as a behaviour choice
· The impact of bullying upon others.

The 56 activities include:

· Exploring The Concept: Am I A Bully? – This is an assessment activity to guide students through self-reflection

· It’s In The Throw Of The Dice – Using a dice as a stimulus students discuss what constitutes bullying behaviour

· Mirror, Mirror On The Wall – This allows each student to explore how their behaviour is seen by other students

· Just Bin It – This activity gives students power over the language of taunts and jibes and allows the student to symbolically dispose of them

· Stop, It’s In Your Hands – This will show students that they have the power to help themselves in staying safe

· Choose Me – This activity explores whether students recognise a true description of themselves and how they feel about that description

· Put Yourself in Their Shoes – This is an activity exploring the concept of empathy as they put themselves in the victim’s shoes

· See No Evil, Hear No Evil, Speak No Evil – This activity is for students who may find themselves in situations as bystanders, to develop an understanding about bullying behaviours

· The Feelings Puzzle – This activity looks into the feelings, confidence and self-esteem of the victims and the support they may need

· Confidence: My Story – This activity explores how being bullied can feel and how to move forward

· Think About The Times – This is an activity about recognising and identifying when bullying incidents occur

· Are You An Active Bystander? (Part 1) – This activity explores issues around being a witness to a bullying incident

· Are You An Active Bystander? (Part 2) – This activity explores the qualities required to discover, create and encourage confidence to speak up effectively in the future

· Finding Help? – This helps students to acknowledge and discover where help is available

· Ladder Of Opportunities – This is an activity about reflecting upon opportunities about what to do

· Respect – This activity helps students understand respect and shows them how to put this understanding into action

· Treat Others As You Would Like to Be Treated – This allows students to consider their actions and recognise that they can choose to treat others the way they would prefer to be treated themselves

· Am I A Bully Too? – This activity shows students that laughing or joining in bullying takes on a bullying nature themselves and how they need to take responsibility for their own actions

· Review And Reflection: Exploring The Concept: Am I A Bully Now? – This is a self reflection activity designed to follow Am I A Bully Too?

· Moving Forward – Which Way? – This is an activity to promote recognition, self reflection and form an action plan for the future.

Each activity is laid out with an activity objective, an intended audience, activity instructions and how to end the activity. All of the activities have accompanying activity sheets, which are numbered. Most of the activities can be used discretely as stand-alone activities. However one or two run consecutively e.g. baseline assessment and subsequent reassessment. Therefore any activity can be selected to address a particular need with a student.

The book also includes a Student Tracking and Feedback Workbook for leaders to track the activities used and evaluate their impact and effectiveness with students as well as providing valuable feedback and evidence. Also the activities once complete, will provide you with proof of the work which has been done with the students, as evidence to both the students and other stakeholders.

Ultimately the book seeks to enhance the emotional well-being of young people as we move towards helping them to manage powerful emotions intelligently.

ISBN – 978 1 909380 52 3 – 86 page A4 ring-bound photocopiable book

Age: 9-18

The four authors are: Stephanie George who is a teacher, trainer and author. Stephanie has been responsible for the training and development of Learning Mentors since their inception and regularly runs courses and INSET on all aspects of mentoring practice in schools. Patricia St Louis has over 15 years of experience supporting learners in both primary and secondary settings, her specialism is supporting the transition from ages 14-18. Jeba Begum is an English graduate who mentors and supports students with issues relating to cyber bullying and social media. Jacqueline Morrison is a Psychology and Counselling graduate and specialises in Social Skills Groups with students aged 11-14.

ACTIVITIES TO HELP YOUNG PEOPLE DEAL WITH BULLYING
Ref 105HH £29.95 TO ORDER

TO ORDER:
By phone: (01604) 870 828
By fax: (01604) 870 986
By email: orders@loggerheadpublishing.co.uk
By the website: www.loggerheadpublishing.net
By post: Loggerhead Publishing,P O Box 928, Northampton, NN7 9AP

For the products listed here and a whole range of other resources to help promote the social, emotional and behavioural skills of children and young people visit our website www.loggerheadpublishing.net

Did you know that around 30% of pupils are not reading to their full potential?

This is down to Visual Stress which occurs in 40% of dyslexics and it is also prevalent in autism with studies showing an 80% incidence, as well as ADHD and Dyscalculia.

Visual stress is the experience of unpleasant symptoms related to vision while reading, writing and generally concentrating on any text. The symptoms include; changes and distortion in shape and colour of letters and words. These occur especially after long periods of concentration. Visual stress has also been known to cause sore eyes and headaches. The result is slower than expected reading which has a direct impact on literacy.

You can see in the video below what this looks like to a Dyslexic:
https://www.youtube.com/watch?v=bsE3kQNvcp0

Dyslexic pupils with Visual Stress, place a coloured overlay (from red, pink, blue, aqua, lime green, mint green, purple, orange, grey, yellow) over the text and this has been shown to improve reading speeds dramatically and instantly in the majority of cases. This improvement ranges from anywhere between 5-70%. Consequently, when it works, the pupil will see an improvement in their literacy levels. There is no need for long periods of therapy.

You can see an example video here of how it improves reading:
https://www.youtube.com/watch?v=egRjIzYzQYk

This technique has helped countless school children in the UK.

Diagnosis with Read123 Visual Stress Screening Software

Visual Stress usually involves a trained professional such as optometrist, dyslexia specialist or educational psychologist diagnosing the condition and this can take up to 30 minutes. As Read123 is the very first application of its kind that doesn’t require a trained professional to administer the test, it can quickly and accurately diagnose Visual Stress and prescribe a simple coloured overlay to remove the issue. The test takes no longer than 10 minutes per pupil. A whole school can be tested in a fraction of the time it takes a professional.

Read123 has been carefully developed by optometrists in the UK. We have taken various scenarios into account and translated these to computerised algorithms so that the software can accurately diagnose the result.

Another advantage of Read123 is its cost effectiveness. Rather than pay professionals such as Educational Psychologists and Optometrists large fees for each consultation, Read123 Diagnostic Package will do the same job at a fraction of the price. This will save schools both time and money.

Overlays and exercise books

Read123 overlay colours and exercise books are matched to the Read123 software so any improvement in reading seen with the diagnostic software is replicated. We are the only suppliers worldwide who aim for this.

Ofsted

Read123 will produce data pie charts and excel spreadsheets for your school. These give you a breakdown by male vs female, intervention needed vs none needed, colour spread, moderate vs severe Visual Stress. This can be for the whole school, the classroom or just each individual.

This looks great for Government Inspections, not to mention at Parent Teacher Associations and Parent-Teacher meetings.

We suggest downloading the free app which is a Lite version of the software, available on iTunes or Google Play for tablets to get an idea of how it works. It is called Read123-Lite.

Alternatively you can register for free at www.read123.co.uk and take our FREE 30 day no obligation trial.

www.read123.co.uk
www.facebook.com/read123tutorials
0800 6890292