Left to their own devices during playtimes and lunchtimes, some children will play in a very positive way. They will work together, mutually acknowledging the rules of their own games, helping and supporting each other and gaining much from the experience.

Unfortunately not all children do this. Some become isolated, some race around letting off steam and occasionally colliding with innocent by-standers, some become the victims of bullies, others become bullies.

A straightforward way to enhance positive play in the school grounds is to teach the children one game a week which they can then work on together. Some games will catch on and become continuing favourites. Others by the nature of things will fade after a few days.

But two great benefits will emerge from teaching children one game a week. Firstly the initial playing of the playground game by a group of children is always a highly rewarding experience. The sorting out of the rules, agreeing the fundamentals and, above all, working together are all fundamental to the development of the social aspect of each child’s life.

Secondly, although the suggested games will not motivate and engage all children, they will enthuse many, leaving teachers on duty a much smaller number of potentially problematic situations to deal with.

As a further benefit, extracts from the book can be given to parents so that they can encourage their children to play these games when friends come around at weekends or after school, or to give a greater structure to birthday parties.

PSHE in the Playground is a photocopiable book (also available on CD so that it can be loaded onto the school’s network) which incorporates enough games to last a full school year and includes games that are suitable for both key stage 1 and key stage 2 children. Most games can be taught to children in a matter of minutes.

Because the book is copiable only one copy needs to be purchased for the book to be used by all teachers in the school throughout the year.

An extract from PSHE in the Playground, ISBN 978 1 86083 726 5, order code T1691EMN is available at http://www.pdf.firstandbest.co.uk/primary/T1691.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…

• By post from First and Best, Hamilton House, Earlstrees Ct, Earlstrees Rd, Corby, NN17 4HH
• By fax to 01536 399 012
• On-line with a credit card at http://tinyurl.com/npqers
• By phone with a school order number or a credit card to 01536 399 011

When ordering the book please quote the reference T1791EMN.

It is undeniable that there are a number of ways of taking A level history students up a grade; but here is just one approach, which can be used alongside any others that you choose.

Many students often feel daunted by using primary sources, tend to overlook them, and, when pushed towards them, use them superficially.

And yet A level coursework units require students to refer to primary sources, and marking schemes give credit to students who show independence in selecting their material.

To overcome this problem, Primary Sources in Russian History 1801-1917 has selected a wide range of materials which are the most accessible for students taking A level history. In it is also true to say that some of this material will also be relevant for GCSE students study this period.

Some of the sources are little more than a line in length while others extend to two ore more pages. Of course, the students will find some of the sources a little difficult to understand – but that is surely part of the historian’s training. Research in understanding a primary source (as well as actually referring to it) is very much part of history.

Each subject area comes with a historical overview, and the sources are followed by questions for the students to answer. There are also some model answers which are meant as a guide for students and a cross-referenced analysis of themes linking each individual source to the prime topics of:

• Autocracy
• Repression
• The west
• Modernisation
• Opposition
• Reform
• Society
• The role of the individual
• The peasantry
• Revolution

The book covers the reigns of Alexander I, Nicholas I, Alexander II, Alexander III, and Nicholas II.

What’s more, the materials are available as a photocopiable book and as a CD which can be put onto the school’s network and shared among all students for whom it is relevant. Thus all students may use the material with the purchase of just one copy.

ISBN No: 978 1 86083 769 2 Order code: T1762EMN

Sample pages are available to download free of charge from http://www.pdf.firstandbest.co.uk/history/T1762.pdf

• Photocopiable book: £24.95 plus £3.95 delivery
• CD: £24.95 plus £3.95 delivery
• CD plus photocopiable book: £31.94 plus £3.95 delivery

You can order… Please quote the order code T1762EMN

• By post: Write to First and Best, Hamilton House, Earlstrees Ct., Earlstrees Rd., Corby, Northants NN17 4HH
• By fax: To 01536 399 012
• By phone: quoting a credit card number or a school order reference number: 01536 399 018
• On line: Go to http://shop.firstandbest.co.uk/product_info.php?products_id=738 – you will need a credit card to complete the order

From the theory of knowledge to the philosophy of religion (via moral philosophy) the student faces a problem in that core philosophical arguments are very often buried in a form and style of writing which can make the ideas difficult to discern.

This resource book of philosophical arguments presents and discusses such arguments and, where relevant, looks at individual philosophers in a way that is accessible and comprehensible to students.

The coverage of the volume is extensive. After an introduction on logic and argument, the Theory of Knowledge section deals with empiricism, rationalism, justification, scepticism and knowledge of the external world.

Moral philosophy takes us through utilitarianism, deontology and virtue ethics, practical ethics on topics such as abortion and voluntary euthanasia and meta-ethics.

The final section of the philosophy of region covers ideas of God, cosmological ontological and teleological arguments, faith reason and belief, and the implications of God’s existence.

After each argument there is an explanation – where necessary – of each part of the argument, followed by discussion of any problems or issues arising. Finally there are questions and points for discussion.

Some of the material on God and Moral Philosophy will also be useful to students of A level Religious Studies whose course includes some Philosophy of Religion and Ethics. Of particular relevance are sections on: arguments for the existence of God; faith, reason and belief; religious experience; God and morality; miracles.

There are sample pages from the photocopiable book at http://www.pdf.firstandbest.co.uk/re/T1706.pdf

Publisher’s reference: T1706EMN ISBN: 978 1 86083 771 5

Prices

• Photocopiable book: £25.95 plus £3.95 delivery
• CD with school-wide rights: £25.95 plus £3.95 delivery
• Both the book and the CD: £32.94 plus £3.95 deliveryPrices include VAT.

  You can purchase the report… please quote the order ref: T1706EMN

  • By post to First and Best, Hamilton House, Earlstrees Ct., Earlstrees Way, Corby, NN17 4HH
  • By fax to 01536 399 012
  • On line with a credit card at http://shop.firstandbest.co.uk/product_info.php?cPath=41&products_id=536

We think so!

Whether you’re looking for a workshop to bring business and enterprise to life, to link science and DT together in a real product or even create some brilliant products whilst exploring Teamwork SoapScience4YourSchool is a flexible workshop that can be tailored to your needs.

As with all workshops we can tailor the content to what YOU need.

Here is some feedback about the workshop from an independent school in Buckinghamshire where we delivered SoapScience4YourSchool for the fifth year running in June 2013:

“Presentation is inspiring and inclusive, and rapidly draws in even those whose approach to regular lessons can be more sceptical. The management of the students is probably the best I’ve seen from anyone who is not a professional full-time teacher- the balance of excitement and containment is often something that outside speakers & others involved in schools liaison find challenging, but this was spot-on.”

Please take a look at the video on this page and contact us via freephone 0800 434 6424

http://www.innovativeenterprise.co.uk/Schools/Page.aspx?Id=11

The latest issue of the Journal of Practice Teaching and Learning is devoted to the difficult subject of failing students. Articles consider this issue from the perspective of the student, the teacher, the agency, and users and carers.

Failing a student or trainee always involves pain and difficulty for both teacher and student. This special issue covers the professional issues and the personal impact, and gives examples of how teachers and students have dealt with them.

This stressful duty cannot be shirked; there is an obligation to protect service users and the public from practitioners who are not up to standard. Failures to do so have been noted by more than one recent Public Inquiry.

This special issue is therefore timely, and we are sure that anyone who must deal with these difficult issues will find it helpful.

More details are available at: http://www.whitingbirch.net/cgi-bin/scribe?showinfo=ip011;from=ig01

Reminder: Call for papers

We are now open to receive proposals for workshops and papers for the 10th International Practice Teaching Conference ‘Connections: Creating connections, repairing disconnections, and building relationships in practice learning and field education’

Glasgow, 7-8th April 2014

Details at: http://www.whitingbirch.net/cgi-bin/scribe?showinfo=ip005

If you have any questions on the above, don’t hesitate to get in touch.

David Whiting
Publisher

Whiting & Birch Ltd
90 Dartmouth Road
London
SE23 3HZ

+44(0)20-8244-2421

davidwhiting@whitingbirch.net

Who knows if life in the 21st century is more stressful than a life in which one might be eaten by a sabre tooth tiger or find that half of the village contracted the Black Death overnight.

But what we do know is that there are stresses in our era, and some teenagers seem to feel these issues quite strongly: exams, relationships with friends and with the opposite S, domestic problems, and peer pressure to smoke, drink, take drugs and have S. (I use the abbreviation S as otherwise this email will be blocked by many schools for using “inappropriate language”)

To compound matters, the teenage years themselves are difficult, a time when teenagers are neither children nor grown-ups and when many have a tendency to feel and express rebellion. Sadly, there have been a number of recent cases where teenage stress has led to suicide.

Teenage stress is clearly a highly relevant and serious issue and it is vital that we find ways to help teenagers, firstly to identify the causes of it and then to both understand and cope with it.

But the question is how. When someone is stressed, then their own perceptions become warped, and it is impossible for them to see their position in the world and how they might change it.

So the answer is to work with students before they become over-stressed (on the basis that clearly some stress is good – as one psychologist put it to me while I was looking into this subject, if you are not stressed you are probably asleep).

The manual “Coping with Teenage Stress” approaches the subject by giving teenagers insights into what stress is all about, and then asking them to participate in explorations of the concept. Through this is opens the way to class discussion of the many sources of teenage stress and includes practical work in the form of quizzes, games and questions for class work. It also offers practical help for stressed teenagers with numerous suggestions as to how they can relieve stress and also where they can go for help if the underlying problem is too much for them alone.

It is detailed, practical, there are many more topics that you’ll need to cover (so there is plenty of chance to choose the topics you particularly want to cover) and it comes in a copiable format, which makes it usable in chunks, with as many students as you wish. You can also obtain the volume on CD so that it can be put on the school’s learning platform for all colleagues to access it and use it, no matter which department they are in.

Cat No: 978 1 86083 702 9; Publishers Ref No: T1713emn; Sample pages can be viewed on http://www.pdf.firstandbest.co.uk/pshe/T1713.pdf

Prices

• Photocopiable report in a ring binder, £25.95. plus £3.95 delivery
• CD with school-wide rights: £25.95 plus £3.95 delivery
• Both the Ring Binder and the CD £32.94 plus £3.95 delivery
• Prices include VAT.

You can purchase the book…

• By post to First and Best, Hamilton House, Earlstrees Ct., Earlstrees Way, Corby, NN17 4HH
• By fax to 01536 399 012
• By phone with a school order number on 01536 399 011
• On line with a credit card at http://shop.firstandbest.co.uk/product_info.php?cPath=40&products_id=542

GCSE Chemistry of the Elements constitutes one of the five sections that make up a complete GCSE course in Chemistry delivered via PowerPoint presentations.

Each of the five sections is divided into a number of lessons. In each case around 60 PowerPoints are provided to allow you to illustrate each and every aspect of the course. Here are the lessons for the ‘Chemistry of the Elements’ section:

There are examples of the PowerPoints at http://www.pdf.firstandbest.co.uk/authordownloadsamples/T1807samples.pdf

GCSE Chemistry of Elements PowerPoints is published as a download so that you can receive immediately a copy onto your computer which you can then use as often as you want. You can also put it on your school learning platform so all staff in your department can access the document.

You can obtain GCSE Chemistry of Elements PowerPoints by going to http://shop.firstandbest.co.uk/product_info.php?products_id=775

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

GCSE Chemistry of Elements PowerPoints 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

At Smartees Learning we are often asked for our top tips on key aspects of Teaching and Learning, such as Differentiation, Marking and AfL. Of course our highly-acclaimed training courses are about much more than ‘top tips’ but we still love to give our course participants quick, handy guides to take away from our courses.

If you’d like to know more about our training and consultancy, including our programmes on How to Get a 1 for Teaching and Learning and Differentiation, Marking and Feedback, do visit the website at www.smartees-learning.com

If you would like a copy of the AfL guide free of charge please do drop me an email to heather@smartees-learning.com and I’ll forward you a copy

There is just one thing however. I know that we’re imposing on your colleagues in your school office by asking them to pass this email on to you. In order to avoid taking up more of their time could I ask you to write back from your own email address so that I can send you the report directly?

There is of course no charge for the report.

Kind regards

Heather Hamer
Smartees Learning

heather@smartees-learning.com

0118 9797 551

No matter how controversial ADHD may become at times, one thing is certain – everyone would like to help the ADHD pupil so that he/she can partake more fully of school activities without disrupting the work of others.

Similarly there cannot be a parent who has an ADHD child who does not wish, at least part of the time, that their child could just settle down and work or even just watch TV, quietly. Just like “normal” children.

It is in response to these feeling of both parents and teachers that Helping ADHD pupils and students through school has been written.

It is a volume that explains succinctly what the latest research on ADHD reveals, and then sets out in great detail exactly how ADHD pupils can be helped and supported in their day to day activities within the school.

There is no assumption in this volume that the ADHD youngster is going to be given a drug treatment to help control the effect of ADHD. The effects of ADHD drugs such as Ritalin are explained, but the materials and plans given here will work with those who have don’t have any medication, those who have it, but are not affected by it all day, and with those who are constantly medicated while at school.

A fundamental view of the book is that the best approach for any ADHD child is one in which the parents and school can work together with a common purpose to help the young person – and with this in mind there is a substantial section of material at the end of the book that can be copied and passed on to parents.

This parental section contains both explanations and practical approaches to dealing with the ADHD child at home.

Of course, we all recognise that not every ADHD child’s parents will be able to work in the organised and controlled manner that will help ADHD pupils, and therefore we work within the school-based sections, from the basis that although parental support is ideal, it doesn’t always happen.

What is essential is that everyone who deals with an ADHD young person understands what ADHD is, how to distinguish it from other forms of excessive behaviour and how to work positively with these young people for their benefit, without disturbing the rest of the school.

The book looks at individual behaviour, plus issues such as rewards, punishments, handling special days when behaviour may be exacerbated, overcoming impulsiveness, homework, where ADHD people can succeed and do well, ADHD and responsibility, and sport, the arts and other activities.

Helping ADHD pupils and students through school by Tony Attwood 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.

ISBN: 978 1 86083 855 2 Order code: T1789emn – please quote with order.

Sample pages can be viewed at http://pdf.firstandbest.co.uk/attentiondeficit/T1789.pdf

• 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…

• 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=24&products_id=126

The Scrabble board game has been transformed into a number’s game called ‘Numenko’ where the letters are now numbers.

Now sums, strategy and solutions are the objects of the game. Numenko has been used with children by parents and teachers alike.

It allows children to practice using their number skills in a fun way. The game naturally differentiates between abilities because the children choose their next ‘call’.

We have put together a wonderful package for Maths departments to use a combination of ways to encourage and excite children about Maths. Card games that use colour and shapes like Symbotica to number tiles used in Numenko board game and the Numenko-in-a-bag version too.

We have also included packs of Top Careers in Maths pack that bring a greater awareness of maths careers. If you would like to obtain your Departmental Package please have a look through our site for further information.

Elemental Publishing Ltd
78 Bush Grove
Kingsbury
London
NW9 8QX

t. 020 8123 9378
f. 0870 486 2293
m. 07939 609 126

Polly Peck and Ratners were widely used in the 1980’s as case studies on how a perfect business should be run, clearly as time has progressed this perhaps was not true. All businesses have their good times but businesses also suffer set backs at some point.

There is no perfect way to run a business and lessons unfortunately are often learnt and understood the hard way – when something goes wrong.

In order that students might see how things can go wrong, and how they can go right, we’ve put together a great business exercise called Jazzy Jotters which is designed to give students a practical insight into how a small business is run. We’ve made it really easy for the teacher to deliver too.

“Jazzy Jotter” is suitable for KS2 and KS3 students. The class is divided into teams (of 7 to 8 students) who act as small businesses that produce Jazzy Jotter Note Pads.

Each team shares out the job roles into management or production staff. The Managing Director organises the team and the Purchase Manager buys the resources to make the jotters. They must make a sample jotter and secure a verbal contract with the teacher. After a full production run, at the end of the exercise they calculate how much profit they have made. The team that makes the most profit wins!

Its hard work, its competitive, its fun – just like the real business world.

This resource contains:
Teachers’ briefing notes
Jazzy Jotter Enterprise brief for students
Student job description
Storekeepers checklist
£10 Money tokens for the exercise
A profit analysis worksheet
Debrief questions

Priced at £25 + VAT and reusable year after year.

http://c-l-e.co.uk/buy-teaching-resources-online/jazzy-jotters/

You can pay and download the exercise direct from our website using Paypal or you may wish to pay with a purchase order number. Please phone or fax your order to 0113 3909814 or e-mail your purchase order number to Julie@c-l-e.co.uk. Your order will be dealt with within 24 hours.

Julie O’Brien, Creative Learning Events, 0113 3909814, 07977 489779
www.c-l-e.co.uk

Trying to convince teenagers of the need to engage in a healthy lifestyle can on occasion seem a difficult task.

Which is why one PSHE teacher thought about turning the issue into a series of “Life Games” – all based around the curriculum requirements for the health and lifestyle topics in PSHE Key Stages 3 and 4.

These games enable you to inform and engage your students on topics which are notoriously sensitive including relationships, reproduction, substance misuse, sunshine and travel, mental health and depression.

Each game is a stand-alone activity which can be delivered to a range of groups. Most of the games are accompanied by separate student notes. Clear learning objectives, based on the national curriculum, together with session plans, are provided.

The games can be used in any order and are suited to the classroom, although they could be used in other contexts. They are intended for groups of about eight to forty participants and are generally appropriate for teenagers and young adults. Each activity should last about thirty minutes, although they can be adapted for longer sessions. There are also suggestions for extending the activity and “talking points”, useful as fillers.

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…

• By post from First and Best, Hamilton House, Earlstrees Ct, Earlstrees Rd, Corby, NN17 4HH
• By fax to 01536 399 012
• On-line with a credit card at http://shop.firstandbest.co.uk/product_info.php?cPath=40&products_id=558
• By phone with a school order number or a credit card to 01536 399 011

When ordering the book please quote the reference T1730EMN.

If only children were always hungry to learn. Regardless of the delicious offerings prepared by class teachers, appetites can vary considerably between pupils and from one day to the next.

Sometimes a pupil is simply not in the right frame of mind.

Maybe they got out of bed on the wrong side that morning. Whatever the reason, the old adage about taking a horse to water holds true. And children often need a little help in cultivating their thirst for learning.

Creative thinking in children is increasingly being encouraged because of the fast-moving, challenging world they live in. But encouraging this ‘thinking outside the box’ can be a little difficult.

Various types of activities are needed to encourage original thinking and creative exploration of ideas and to kick-start skills such as portraying concepts pictorially and collaborating with each other.

Children also need to be encouraged to develop the skills they will need to organise and understand information.

Where Can an Elephant Hide? contains 180 tried-and-tested, unique activities designed to do exactly that – to kick-start children’s learning. The challenges are ideal for daily use. Engage your children with them first thing in the morning for maximum effect.

Choose the one that suits your pupils’ needs and your mood. Challenge the children to make their own lucky charm, or ask them what you should use instead of ‘X’ if something is wrong.

The 15-minute challenges are clear, self-explanatory and easy to administer. Ready-made for busy teachers, you can use the CD-Rom to display activities on IWB. The teacher’s book contains photocopiable sheets, teacher’s notes and answers.

There are more details and sample pages on our website.

You can order Where Can an Elephant Hide? in any of these ways:

• On our website
• By phone on 01449 766629
• By fax on 01449 767122
• By email to orders@tradecounter.co.uk

And vice versa. Children who are good readers enjoy thinking about language and experimenting with it.

But the question remains: is there any way in which we can generate an extra interest in language, in more depth? It is certainly a worthwhile occupation since thinking about language and experimenting with it does stimulate reading.

In other words children come to see language not as just words they might use, but as something that can be considered as intrinsically interesting.

Put another way, control over the way we express ourselves can be empowering and has a direct relationship to the influence we have on others – a notion that is utterly fascinating for all of us.

Whether one wants to say to children, “Getting what you want from parents and others is dependent on your ability to use the language” or not, is, of course, a personal choice. But if put in a language that children understand, it can be an incredibly motivating factor.

This viewpoint was the starting point for “It’s a Case of Grammar”, a pack which gets children thinking about language in more depth than might otherwise be achieved.

In short it focuses on the language’s possibilities and potential. It answers the question, “Why do I need to know about grammar?” with the answer, “because it makes my speech and my writing more powerful.”

The resource contains over 100 new ideas for exploring and teaching grammar at key stage 2. It also includes a comprehensive training pack and a detailed glossary.

You can order …

• On our website
• By calling us on 01604 491511
• Email us at info@thinkingchild.org.uk

It is a sad fact of life that many young people go into their first interviews without much of an idea as to what questions they are likely to be asked and what answers they ought to give.

Which is why this book exists. It starts with the most obvious question: “Why do you want this job/course?” and moves onto the variations, such as thinking about “Why do you want to work for this company”, “Why do you want to study here?” and so on.

The book works on the premise that any interview is a two way process, allowing the candidate to get an idea of what the company or college is like, as well as being a chance to impress potential employers and lecturers.

Each of the 101 Ways is an exercise or an activity as well as providing information on what to do in different situations. Thus 101 Ways will enable your students to prepare thoroughly for first job or college interviews and help them to manage any nerves.

Students can dip into chapters that will help them brush up on specific bits of preparation, or use it as a workbook from start to finish as a complete guide to being successful at interviews.

This book has been written by an experienced recruiter who both trains recruiters and helps inexperienced interviewees of all ages. Each chapter covers a different aspect of the interview process with 101 practical and thought provoking tips that have been proven to work.

Teachers may also use this book as a class resource in Careers, English, Drama, PSHE, Citizenship or other lessons to prepare pupils for interview practices or the real thing. Each chapter is followed by a series of suggested exercises, mostly working in pairs or small groups, which develop the key themes of that chapter.

You can see some sample pages at http://www.pdf.firstandbest.co.uk/careers/T1633.pdf

Publisher’s reference: T1633EMN ISBN: 978 1 86083 683 1

Prices

• Photocopiable report in a ring binder, £9.95 plus £3.95 delivery
• CD with school-wide rights: £9.95 plus £3.95 delivery
• Both the Ring Binder and the CD £16.94 plus £3.95 delivery

Prices include VAT.

You can purchase the report… please quote the order ref: T1633EMN

• By post to First and Best, Hamilton House, Earlstrees Ct, Earlstrees Way, Corby, NN17 4HH
• By fax to 01536 399 012
• On line with a credit card at http://shop.firstandbest.co.uk/product_info.php?cPath=47&products_id=461

37 hours per week, 39 weeks per year

Clacton Coastal Academy (CCA) is an exciting multi-million pound independent Academy for 11-19 year old students in West Clacton. There are over 1650 students (300 in the sixth form) on roll at the academy and over 290 staff, making CCA one of the largest academies in Essex and the United Kingdom. CCA have two excellent campuses named ‘Town’ and ‘Coast’ serving students and their families across West Clacton and beyond.

We are looking to appoint a Safety Officer who will be responsible for maintaining a safe environment for Academy students, staff and visitors at the Town campus.  Your duties will include directing traffic at specified times of the day, ensuring students are safe when crossing the road at lesson changeover times and at the start and end of the day, directing visitors to reception, ensuring students do not leave the site during the day without authorisation and any other duties as required by the Executive Principal / Headteacher.

To be successful for this role you will have knowledge of traffic control techniques, crowd control techniques in relation to young people and knowledge of basic methods of individual and group supervision.  A current first aid qualification is desirable but not essential.

As the sponsor, the AET believes that all young people deserve to become world-class learners – to learn, enjoy, succeed and thrive in a first rate educational environment with the best facilities, the best teaching and the most up-to-date resources available to them.  In each of the AET academies, you will benefit from visionary, inspirational and dynamic leadership and be empowered to develop your own skills with access to world-class CPD and Talent Management programmes.  You will also be offered membership of a healthcare cash plan, the Ford Advantage Scheme and be entitled to Childcare Vouchers and much, much more!

The successful candidate will be required to commence employment September 2013 and interviews are scheduled to take place 22 August 2013.

Closing date:  19 July 2013.

We reserve the right to close this vacancy early should we receive an overwhelming response.  All candidates are advised to refer to the job description and person specification before making an application.

For further information on this position and to make an application please visit: www.academiesenterprisetrust.org/careers

Each of the academies within the AET is committed to safeguarding and protecting the welfare of children and expects all staff and volunteers to share this commitment.  A Disclosure and Barring Service Certificate will be required for this post.

To say that the teenage years are a time of uncertainties, emotional turmoil, of feeling undervalued and misunderstood and of lacking in self-esteem, is really nothing new.

But to have an activity that can help teenagers work their way through these issues is something worth considering.

Through encouraging the exploration of character analyses and interpretations via drama, teenagers will not only exceed the expectations of themselves (and often everyone in the school), the will often reveal a talent and insight which neither they, nor those around them ever knew that they had.

Of course, many students are reluctant to get involved in theatre games and improvisations, but through gentle coaxing most can be involved, and thus find enormous benefits in their own lives.

It is with this thought in mind that The Tip of the Iceberg has been produced, a book which takes teenagers beneath the surface to unlock their true potential.

Each chapter of the book provides a one hour lesson (some accompanied by PowerPoint presentations) and each lesson is designed so that it can be used either as a lesson that supplements an existing syllabus or as a part of an entire syllabus that spans a year and ends in a performance.

The lessons can be used to complement any GCSE syllabus and as a foundation for A level Drama or Theatre Studies.  It also fits with Text and Performance within the International Baccalaureate.

The book is supplied on CD with a printed version, so that copies of the text can be shared within the department, and relevant extracts made available to the students as they work on the projects.

The volume includes sections on characterisation, relationships, plot structure, remarkable moments, puppetry, symbols etc etc etc.  An extract from the volume is available here.

The Tip of the Iceberg is available as a photocopiable book with a free CD containing the text of the book plus 4 PowerPoints. It can also be bought as a download at a reduced price.

You can see some sample pages at http://www.pdf.firstandbest.co.uk/drama/T1791.pdf

Publisher’s reference: T1791EMN ISBN: 978 1 86083 870 5

Prices

• Photocopiable book plus CD £24.95 plus £3.95 delivery
• Download £19.95

Prices include VAT.

You can purchase the report… please quote the order ref: T1791EMN

• By post to First and Best, Hamilton House, Earlstrees Ct., Earlstrees Way, Corby, NN17 4HH
• By fax to 01536 399 012
• On-line with a credit card at http://shop.firstandbest.co.uk/product_info.php?cPath=28&products_id=763 for the book and at http://shop.firstandbest.co.uk/product_info.php?products_id=764 for the download.

Assessing a student who appears to be poor at maths to see if the child is suffering from dyscalculia is useful as means of helping assign limited resources.

This assessment can be done through an educational psychologist, of course, although this can be rather expensive – and of itself it doesn’t actually provide any resources that can be used to help the student after the assessment.

The Dyscalculia Centre has been looking into this problem for some time, and we have now come up with an on-line test which is much lower cost than a visit to an educational psychologist.

What is more, having marked the test we then provide a comprehensive set of copiable materials relevant to that student. These resources can then be used in school by an assistant teacher or SENCO working with the student.

The on-line Dyscalculia Test covers the individual’s attitude towards mathematical concepts and issues, plus specific questions on addition, subtraction, multiplication, division, fractions, shapes, percentages and time. It is intended for anyone aged over seven years, but obviously does imply that the individual would be expected to be able to answer some basic questions in each of these subject areas.

Testing costs £49.95 per pupil. This price includes taking the test, receiving a specific report in relation to the individual taking the test, and being provided with resources relevant to that individual which can be used to help them progress in maths.

To read more about the test please visit http://www.dyscalculia.me.uk/testing.html

The test itself is set up for payment by credit card on-line, but if you wish to use a school order number you can do this by phoning 01536 399 011, or by fax to 01536 399 012. In each case we will need your email address so that we can email you a link to the on-line test. There are more details about payment for schools on http://www.dyscalculia.me.uk/teacher.html

The activities within this volume provide specific structured tasks that can be used during mentoring meetings and to support mentoring intervention.

They will help build rapport, provide evidence of progress through assessment and cover specific issues such as improving attendance, time management, study skills, how to think more positively, conflict resolution and anger management.

Within the volume there are 20 mentoring-specific activities that link pastoral and curriculum aspects of learning, thus linking school work with the whole child.

Each activity is mapped against Ofsted Spiritual Moral Social and Cultural Development criteria addressing student attitudes to learning, attendance and punctuality, considering progress and addressing communication skills.

Through this the volume encourages consistently high expectations of students, improving the quality of learning effectively and giving constructive feedback.

The first activity provides an opportunity to build rapid rapport with a student and then gives the students the opportunity to assess themselves before they develop a set of SMART targets and create a plan of action.

The book then continues through a further 40 tasks as the work of helping the students develop and reach their maximum potential continues.

The activities aim to provide specific structured tasks that can be used during mentoring meetings and support mentoring intervention by:

1. Offering issue-specific activities, e.g. the activity ‘I’m Seeing Red’.

2. Provide structure for building rapport, e.g. the anger-issue activity ‘Knowing Me, Knowing You’.

3. Give opportunities for written evidence of progress for the student, e.g. the student self-assessment and reassessment activities.

All of the activities are accompanied by reproducible activity sheets such as assessment and planning forms, information sheets, charts, action plans, cards and questionnaires. Most of the activities can be used discretely as standalone activities. However, one or two run consecutively e.g. baseline assessment and subsequent reassessment. Any activity can be selected to address a particular need with a student.

At the very heart of this book is a set of activities that enable mentors to demonstrate the impact of mentoring intervention. Most importantly, the activities, once complete, will provide users with evidence of work with students that is demonstrable both to them and to other stakeholders.

A4, 92pp plus FREE CD-Rom

ISBN 978-1-909380-03-5

Order code 062-HH, £24.99

To order please telephone 01604 870828, fax 01604 870986, email orders@loggerheadpublishing.co.uk. visit the website www.loggerheadpublishing.co.uk or post to Loggerhead Publishing Ltd, PO Box 928, Northampton NN7 9AP

We guarantee the lowest prices on: PCs, servers, laptops, netbooks, tablets, projectors, storage, workstations, consumables …

Let us know what you are looking to buy and we’ll come back to you with special prices to save you money.

Our latest special offers include:

HP Compaq CQ58-300SA D0X08EA AMD D/C E1-1200 2GB 320GB DVDRW 15.6TFT BT CAM Win 8 (option to add 2 GB or 4GB memory from only £13 + VAT)
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To receive the special discount for schools for any of the above products, all you need to do is quote “eshot offer 55″.

For any quotes please contact us:

• By telephone on 08444 820 111 or 0208 200 2000
• Or by email at education@technoworld.com

Assistant Head teacher with Key Stage responsibility

Leadership Scale (starting at L2)

Langer Primary School, based in Suffolk, went into special measures in September 2010 and good progress in all key areas was noted during an Ofsted monitoring visit in March 2012. The school re-opened as an Academy in May 2012 and is sponsored by the Academies Enterprise Trust (AET).  The Academy is committed to making the very best of its Academy status to significantly improve standards, especially in literacy and numeracy, as well as to improve the quality of teaching and learning. 

Langer Primary has approximately 150 children currently on roll, meaning that the academy is large enough to offer a range of exciting opportunities for the children, but small enough for the staff to get to know the children and their individual needs very well.  We have a new Headteacher and a team of dedicated teachers and support staff to take us into a new era.  We hope to find someone who will join us on our journey onwards and upwards!

We are looking for an outstanding practitioner to be a joint Assistant Head teacher and lead a Key Stage in the on-going development of our academy. The successful applicant will also have a class teaching responsibility for a mixed age class. Duties will include deputising for the Head teacher in their absence on a rota basis with the partner Assistant HT. Our Academy is making good progress, according to our latest HMI report, and we are aspiring to be even better!

In each of the AET academies, you will benefit from visionary, inspirational and dynamic leadership and be empowered to develop your own skills with access to world-class CPD and Talent Management programmes.  You will also be offered membership of a private health cash plan, the Ford Advantage Scheme and be entitled to Childcare Vouchers and much, much more!

Visits to the Academy are warmly encouraged.  To arrange a visit or to discuss the position in further detail please contact the Academy on 01394 283065.

This position is required to commence September 2013 or as soon as the successful candidate is available and interviews are scheduled for 18 July 2013.

Closing date: 12 July 2013.

We reserve the right to close this vacancy early should we receive an overwhelming response.  All candidates are advised to refer to the job description and person specification before making an application.

For further information on this position and to make an application please visit: www.academiesenterprisetrust.org/careers

We think so!

Whether you’re looking for a workshop to bring business and enterprise to life, to link science and DT together in a real product or even create some brilliant products whilst exploring Teamwork SoapScience4YourSchool is a flexible workshop that can be tailored to your needs.

As with all workshops we can tailor the content to what YOU need.

Here is some feedback about the workshop from an independent school in Buckinghamshire where we delivered SoapScience4YourSchool for the fifth year running in June 2013:

“Presentation is inspiring and inclusive, and rapidly draws in even those whose approach to regular lessons can be more sceptical. The management of the students is probably the best I’ve seen from anyone who is not a professional full-time teacher- the balance of excitement and containment is often something that outside speakers & others involved in schools liaison find challenging, but this was spot-on.”

Please take a look at the video on this page and contact us via freephone 0800 434 6424

http://www.innovativeenterprise.co.uk/Schools/Page.aspx?Id=11

Find a good reader and writer and you will, in almost every case, find a child who enjoys becoming more confident with the technicalities of language.

Such children are developing the ability to recognise a writer’s use of grammar for effect, and ultimately they take on this ability themselves – an ability to manipulate language in their own writing.

In short, good readers recognise and enjoy the use of language for purpose, effect and meaning, and ultimately they develop this in their own writing.

Which means that the question we all face is: how do we take this recognition and enjoyment and turn it into an increasingly sophisticated ability to handle language?

The solution that my colleagues and I have found involves getting the children to think about language in more depth – to see it as not just words that they might automatically use but as something that can be considered as intrinsically interesting.

From this point grows the notion that thinking about language is not only interesting in itself, but is also something which gives us control – over what we understand from our reading and what we choose to write.

And this leads on to the suggestion that control over the way we express ourselves can be empowering and has a direct relationship to the influence we have on others – a notion that is utterly fascinating all of us, not just children.

It is tantamount to saying that their chances of getting what they want from their parents and others is dependent on the way they use language – and suddenly the study of language has an end which they find both startling and motivating.

This viewpoint was the starting point for “It’s a Case of Grammar”, a pack which makes overt links into the context of grammar and has children thinking about language in more depth than might otherwise be achieved.

In short it focuses on the language’s possibilities and potential. It answers the question, “Why do I need to know about grammar?” with the answer, “because it gives me the power and control over what I read and write,” and from there it leads into the building blocks of making meaning.

All the ideas within the pack are written with a spirit of exploration, creativity and interactivity. In short, the thinking child meets SPaG – and the thinking child comes out on top.

The resource contains over 100 new ideas for exploring and teaching grammar at key stage 2. It also includes a comprehensive training pack and a detailed glossary.

You can order …

• On our website
• By calling us on 01604 491511
• Email us at info@thinkingchild.org.uk

Don’t take my word for it, here are some reviews by drama teachers. 

“This was one of the most exciting and innovative workshops I have ever seen. The students were entranced from beginning to end and are still talking about it. It was informative and entertaining, as well as excellent value for money. I would thoroughly recommend this to other teachers.   Every word sincerely meant John – thank you very much indeed. All the best for the new year,  Kind regards   Sue Ball Drama Teacher  Expressive Arts Department   Casterton Business & Enterprise College 

And from Ms Nancy  McClean   Head of Drama  The Royal Grammar School, Guildford 16^th Nov “John’s workshop was the reverse of peeling away at onion layers, he literally built the “layers” of a theatre in front of our eyes and then using totally interactive techniques showed us the “hows and whys” of lighting.  This was learning that was digestible, kinesthetic, revelatory and fun!”    Thank you again for a fantastic day today.I felt it was pitched really well for our students.  I will certainly recommend you on to colleagues.
“A Sorcery with light! A fantastic, engaging workshop which introduced the students to stunning yet achievable lighting effects with generic lighting found in most schools. The workshop covered much more than just lighting and included set construction tips; set design considerations; Model making; Health and safety; Theatrical language/ cues and anecdotes. The whole workshop was backed by years of first hand experience which John has obviously gained in the profession and was delivered in a way which captivated the students and ourselves from the outset. I would recommend this workshop for any school, college or establishment staging theatrical performance or involved in developing technical theatre.”   Phil Bell, Teacher of Btec level 2 extended certificate in performing arts (Production), Melior community Academy, Scunthorpe. 11 February 13  I hope this goes some way to showing our appreciation for your time and skill. I look forward to working with you again soon.

Relevant for: GCSE , A level Theatre studies and GNVQ, Btech,

• Also “get into technical theatre” a taster event for younger students, and your technical teams.
• Inset training days can also be run at your school and training on your equipment.     

For In-school workshop  1^st workshop has to be 3 hours, for up to 40 students per workshop  If you want a 2nd workshop on the same day 2 hour workshop

So inspire your students, plan your workshop day now.   

Booking (call anytime)  01773 712130  mobile 07966 491 543 

For prices and more information EMAIL: john.l.watson@live.co.uk     

Visit :  www.creativelightingdesign.co.uk for pictures and more information. Inset days and technical advice, lighting hire, and training, for details visit the website.

John Watson is a member of the Association of Lighting Designers

One obvious advantage of this guarantee is that there’ll be no maintenance costs for a decade. That could mean significant financial savings as well as savings in staff time.

But that’s not all……..

The Postura Plus classroom chair is the first choice for many schools, academies and colleges. Not only do these chairs come with a ten year guarantee but they are designed to encourage good posture and discourage leaning back, as well as being easy to stack and move from room to room. The Postura chair is manufactured here in the UK and is available in all EN sizes and in a range of 12 attractive colours.

The ten year guarantee (and its associated benefits) means that these chairs can be one of the best financial investments that your school or college could ever make.

Further information about Postura chairs can be obtained from:

Central Educational Supplies Ltd
PO Box 999
London
E14 6SH

Tel: 020 7515 1797
Fax: 020 7515 4420
email: signpost@talk21.com
website: www.centraleducational.co.uk

There is no doubt that when children learn that they are going to start lessons in a foreign language, they become motivated and excited by the prospect.

Parents too find the notion of learning a second language as a child interesting and indeed it is something that many see as a positive reason for choosing one school over another.

Clearly, offering the study of a foreign language is a good way for a school to differentiate itself from others, but many struggle with the level of staff skills available for teaching the foreign language.

Our series of starter packs for French, German and Spanish are specially designed to support non-specialist teachers as they start teaching their pupils another language.

Indeed from lesson plans and songs to activities and intercultural ideas – there is everything the teacher will need to start teaching French, German or Spanish at Key Stage 2.

Each starter pack contains:

• A flexible scheme with lesson plans, worksheets, and an audio CD – everything you need to start teaching each language.
• 20 catchy, original songs, specially written to teach core vocabulary and language structures
• Festivals and Traditions – integrate intercultural understanding into your classes with the background information, activity ideas and worksheets in this book
• 100+ Fun Ideas for Practising Modern Foreign Languages in the Primary Classroom – full of fun, practical suggestions for teaching vocabulary using puppets, flashcards, toys and much more!

If you are in the lucky position of having staff confident in teaching languages and so have successfully introduced the subject into your school, we have also developed extension and games packs to take your pupils learning beyond the basics.

Click on the web links below for more information.

French starter pack

German starter pack

Spanish starter pack

You can order in any of these ways:

• On our website at the above web links
• By phone on 01449 766629
• By fax on 01449 767122
• By email to orders@tradecounter.co.uk

The answer is that increasing numbers of schools have two, three or even more minibuses on their books for the simple reason that, once heads of departments see their colleagues making use of the transport, they suddenly realise just how much more they could do given half the chance.

So minibuses themselves create a need for another minibus. But where on earth can the money come from?

Indeed, if you have watched a PTA or other grouping work for years to raise the money for a bus, it would seem utterly churlish to go back to the parents and friends of the school and invite them to do it all over again.

And yet, there is a solution.

Leasing a minibus means no money needs to be paid up front – you know exactly how much money the bus will cost you month by month, and if that money is in the school’s account or is arriving as income, then the minibus can be yours.

What the bus then gives access to is the ability to participate in ever greater levels of learning outside the classroom as well as adding the certainty that the school will be able to participate in inter-school events, away sports matches, A level geography trips, and so forth.

It is noticeable that the actual price of leasing (which can include all maintenance) is often considerably less than might be imagined, and this is the factor that often moves a school to take on an extra minibus after having previously thought that such an option was not on.

If you would like to know more do take a look at our website.

Alternatively call us on 01753 859944 for more information.

Tone, texture, pattern, shape, colour… undertaking Key Stage 3 Art and preparing the students to move on to Key Stage 4 is a significant step for students.

Which is why “Art Aid For Key Stage 3” was developed. It is a Key Stage 3 volume which encourages the transition to independence and confidence during the KS3 course.

The volume contains numerous project sheets which can be used as starting blocks to write a scheme of work, used as starter activites, or used to run alongside the current scheme of work so that your students learn to work independently before getting to the KS4 syllabus.

The projects can also be used as homework sheets and to provide work for cover lessons.

As a result of this approach students will learn throughout the KS3 course how they can reveal ever greater independence in their work and have a greater level of confidence in what they do is also expected.

Projects include topics such as “About Me – and Picasso), “The human figure”, “My environment – and LS Lowry”, “Still Life”, “Printing” and so on. In fact there are over 40 separate projects within the volume.

In this way pupils find that by year 9 their knowledge, experience and security while using a range of materials is at the right level to allow a peaceful transition into the independence of enquiry and research that is required for a successful year 10.

Better still, time that might otherwise be taken up during the Key Stage 4 years with enhancing independence and confidence is no longer required, leaving more time for the exploration of the curriculum.

Art Aid is available as a black and white copiable book with an accompanying CD. The CD contains the text of the book plus some of the projects in colour.

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 789 0

Price: £24.95 for the book and CD, plus £3.95 postage.

You can order in four different ways. In each case please quote our reference T1764emn. Sample pages and a contents list can be viewed prior to ordering on http://www.pdf.firstandbest.co.uk/art/T1764.pdf

• By post to First and Best, Hamilton House Mailings plc, Earlstrees Ct., Earlstrees Rd., Corby, Northants NN17 4HH
• By fax on 01536 399 012
• By phone with a credit card or with an official school order number on 01536 399 011
• On line with a credit card at http://shop.firstandbest.co.uk/product_info.php?products_id=740

For many students the answer to this question is that students do find it hard to foster evaluation and application skills within the AS level Psychology syllabus. This appears to be true across all levels of ability.

Which is why we have published a downloadable resource which teaches different ideas of how to explore specific key topic areas.

Through these activities the resource promotes independent learning and encourages application skills. At the same time the resource helps students further develop their evaluation skills while helping them to gauge their progress using the success criteria linked to past examiner comments and skills needed at each level.

Six separate areas of covered within this resource: memory, attachments, research methods, stress, individual differences, and social influence. The resource concludes with a set of wide-ranging revision activities.

By way of example, the memory section of the resource starts with a list of key authorities within the field so that students can gain a historical perspective. Second there is a review of models of memory and a link to the exam requirements in this area – plus a task to be completed.

We then move on to improving memory and finally there is a balloon debate activity which covers authoritative researchers in the field of cognitive psychology.

25 Activities for AQA (A) AS Psychology is only available as a download – not as a printed book.

There are sample pages at http://www.pdf.firstandbest.co.uk/authordownloadsamples/T1817samples.pdf

25 Activities for AQA (A) AS Psychology 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 25 Activities for AQA (A) AS Psychology by going to http://shop.firstandbest.co.uk/product_info.php?products_id=787

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

25 Activities for AQA (A) AS Psychology 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 SIR BERNARD LOVELL LANGUAGE COLLEGE

North Street, Oldland Common, Bristol, BS30 8TS

 COVER SUPERVISORS

Temporary until 31/8/14

 32 hours per week, TTO

Salary: H9 £14,515 – £16,438

To oversee lessons for absent teachers. The teachers will plan and mark the work. Your role will be to liaise with the teacher before and after the lesson and to ensure a calm and purposeful working atmosphere by implementing the school’s policies and a range of positive behaviour management strategies.

Cover Supervisors need not be qualified teachers, though they may be
retired teachers, or graduates wishing to gain experience in a school
setting before embarking upon teacher training.

Applicants will have a desire to work with young people in the 11-16
age range, be energetic and have excellent communication skills.
Those appointed will be fully trained, and integrated into the role
gradually. They will be well-supported by school managers, and may
well use the experience as a springboard for further career
development.

 Closing Date:  Thursday, 11^th July, 2013

 All details are available on the school website www.sblonline.org.uk

Finance / Administration Assistant

£7,132 – £8,221 per annum

Millbrook Academy (formerly known as Brockworth Enterprise School) is based in Brockworth, Gloucester and is a co-educational, fully comprehensive academy which joined the Academies Enterprise Trust on 01 January 2012. The age range of the Academy is 11-18, and currently has 600 students with a Sixth Form of 70 students.

We are looking to appoint an Administration Assistant to assist and support the finance team in the efficient day to day running of the Academy finances, ensuring all systems and financial procedures are followed.  The successful candidate will have experience within a financial environment as well as an educational environment and will have the ability to use a wide range of administrative and financial IT packages.

As the sponsor, the AET believes that all young people deserve to become world-class learners – to learn, enjoy, succeed and thrive in a first rate educational environment with the best facilities, the best teaching and the most up-to-date resources available to them.  In each of the AET academies, you will benefit from visionary, inspirational and dynamic leadership and be empowered to develop your own skills with access to world-class CPD and Talent Management programmes.  You will also be offered membership of a private health cash plan, the Ford Advantage Scheme, and be entitled to Childcare Vouchers and much, much more!

This is a part time position working 20 hours per week, 39 weeks per year and is required 02 September 2013.  Interviews are scheduled to take place 16 July 2013.

Closing date: 10 July 2013.

We reserve the right to close this vacancy early should we receive an overwhelming response.  All candidates are advised to refer to the job description and person specification before making an application.

For further information on this position and to make an application please visit:

www.academiesenterprisetrust.org/careers

Each of the academies within the AET is committed to safeguarding and protecting the welfare of children and expects all staff and volunteers to share this commitment.  A Disclosure and Barring Service Certificate will be required for all posts.

The signs may be obvious: anxiety, depression, a decline in work standards, emotional behaviour, time off work. But the solution?

What you and your senior colleagues will want is to help your colleague recover, both for the well-being of your colleague and of course for the well-being of the school.

But it is sometimes quite hard to see what can be done to help the individual.

In fact there are two things that you can do – one is to look at the cause of the stress that is being felt by the individual teacher and so see if anything can be changed (not only for this teacher, but for others who may also be starting to feel stressed within their job).

The other is to offer help and support to the teacher in terms of suggesting a programme of activity that can be used to help overcome the stress.

Of course, the fact that teaching is the profession which now suffers from the third highest level of stress of any occupation in the UK does not make recovery from stress easy. But if a stress reduction programme is incorporated into the school’s work and is available for any member of staff who is feeling overwhelmed by the pressure of teaching, then it is very possible that some staff who might succumb to serious levels of stress can be helped. The resultant benefits for the teacher and the school are enormous.

By introducing the teacher suffering from stress to various techniques it is quite possible that the teacher will be able to avoid the stress turning into a serious long-term illness allowing the teacher to make rapid progress on the road to recovery.

Such an approach simply recognises that the only way out of stress is for the individual to undertake the journey of recovery him/herself. That does not mean that the stress causing factors in the school or elsewhere are ignored, but it is nevertheless essential that the individual teacher is taking the steps to start to deal with stress.

The volume thus helps school managers who don’t suffer from excessive stress to understand what their colleague under stress is going through and to see how she or he can be helped.

It deals not only with ways of reducing the levels of stress that teachers suffer from, but also offers a programme of practical help that can be offered to the teacher who is suffering from stress. The volume also includes a set of templates relating to the school’s policy on stress and a risk assessment programme.

The volume can be bought as a photocopiable ring bound book or on CD Rom.

You can see some sample pages at http://pdf.firstandbest.co.uk/education/T1786.pdf

Publisher’s reference: T1786EMN ISBN: 978 1 86083 840 8

Prices

• Photocopiable report in a ring binder, £49.95 plus £3.95 delivery
• CD with school-wide rights: £49.95 plus £3.95 delivery
• Both the Ring Binder and the CD £56.94 plus £3.95 delivery

Prices include VAT.

You can purchase the report… please quote the order ref: T1786EMN

• By post to First and Best, Hamilton House, Earlstrees Ct., Earlstrees Way, Corby, NN17 4HH
• By fax to 01536 399 012
• On line with a credit card at http://shop.firstandbest.co.uk/product_info.php?cPath=31&products_id=391

ICT Support Technician – Apprentice Level 3

 37 hours per week, 52 weeks per year

£2.85 per hour aged 16-18, or National Minimum Wage if over 19

Broadlands Academy opened on the 1 December 2012 and is sponsored by the Academies Enterprise Trust.  Our new Principal, Dean Anderson, took up the post 01 January 2013. Previous to becoming an Academy Broadlands has served the families of Keynsham and South Bristol in the West of England since 1935.   We are a popular, mixed, fully inclusive comprehensive school (current number on roll 675 students) taking children from ages 11 to 16 and remain one of the best choices for learning in the area. For every student who attends our school, we aim to value, develop and nurture each one of them; raise their aspirations, broaden their horizons and promote a life- long love of learning.

As part of the ICT support team, the ICT Customer Services Technician operates a central role in the maintenance and development of the Academy ICT environment.  You will work as part of the team to provide front line support for students and staff ensuring that all Academy ICT systems are fully functioning at all times.    The emphasis on ICT within the Academy means that this post is critical to the long term success of the Academy and integral to delivering the Academy ICT vision.  Please note: applicants must not be a graduate or have already completed a Level 3 ICT Apprenticeship.  

In each of the AET academies, you will benefit from visionary, inspirational and dynamic leadership and be empowered to develop your own skills with access to world-class CPD and Talent Management programmes.  You will also be offered membership of a private health cash plan, the Ford Advantage Scheme and be entitled to Childcare Vouchers and much, much more!

The AET have our own in house apprenticeship scheme and do not work with any other training providers to deliver Business Administration Apprenticeships and IT Professional Apprenticeships.

This is an 18 month fixed term position required from 01 September 2013.

Closing date: 10 July 2013.

We reserve the right to close this vacancy early should we receive an overwhelming response.  All candidates are advised to refer to the job description and person specification before making an application.

For further information on this position and to make an application please visit:

www.academiesenterprisetrust.org/careers

Each of the academies within the AET is committed to safeguarding and protecting the welfare of children and expects all staff and volunteers to share this commitment.  A Disclosure and Barring Service Certificate will be required for all posts.

Clerk to Governors

£17,802 pro rata

Would you like to work somewhere that you could make a real difference to children’s lives? Are you a hardworking, enthusiastic individual? Would you like to be part of a warm, welcoming Academy? If so, we would love to hear from you… The Ridge Academy, based in Cheltenham, Gloucester, opened September 2012 and is sponsored by the Academies Enterprise Trust (AET).  The Ridge is a primary Academy for children experiencing Behaviour, Emotional and Social difficulties (BESN) and currently has 44 pupils on roll.

We are looking to appoint a Clerk to the Governors in our small and friendly setting.  The successful candidate will be required to attend approximately 12 evening meetings per annum to take and issue minutes for the main Governing Body as well as the sub-committees.  In addition, there will be a small element of correspondence to deal with and candidates should have access to the internet and be competent in the use of Word and email.  This post would be suited to someone who wishes to work part time and has experience of administration, however, training will be provided for the right candidate.

The post is for 80 hours per annum and is required for September 2013.   Interviews are due to take place either 09 or 10 July 2013.

As the sponsor, the AET believes that all young people deserve to become world-class learners – to learn, enjoy, succeed and thrive in a first rate educational environment with the best facilities, the best teaching and the most up-to-date resources available to them.  In each of the AET academies, you will benefit from visionary, inspirational and dynamic leadership and be empowered to develop your own skills with access to world-class CPD and Talent Management programmes. 

Closing date:  05 July 2013.

Please note that we reserve the right to close this vacancy early should we receive an overwhelming response.  All candidates are advised to refer to the job description and person specification before making an application.

For further information on this position and to make an application please visit: www.academiesenterprisetrust.org/careers

If you would like to arrange a visit to the Academy please contact the admin office on 01242 512680.  If you would like an informal chat, please call Sarah Pearson on 01242 512680.

Each of the academies within the AET is committed to safeguarding and protecting the welfare of children and expects all staff and volunteers to share this commitment.  A Disclosure and Barring Service Certificate will be required for all posts.

Learning Support Assistants

£14,233 – £17,655 per annum

Wishmore Cross Academy, part of the Academies Enterprise Trust, is a residential special school in Chobham, Surrey, for boys aged 11 to 16 years who have social, emotional and behavioural difficulties. We provide a highly effective and individual package of education, care and pastoral support to young people who may have had only negative experiences of school. A safe, caring environment supported by high levels of staffing ensures each pupil has the opportunity to make progress and achieve their full potential.

We are looking for two Learning Support Assistants to work in partnership with teaching and other educational support staff to provide learning support for pupils.  The LSAs will work as directed by teaching staff within a structured teaching situation or individually as required in accordance with Academy policies and procedures.  One post would suit someone with a particular interest in supporting maths or science and the other to support PE and outdoor education.

The successful candidates will have a good standard of education and will have experience of working with children in a school environment.  Some knowledge of specific learning difficulties and a variety of strategies to support children would be an advantage.

All applicants will be required to visit the Academy prior to shortlisting.  All interviewees to shadow LSA during week beginning 08 July and interviews are scheduled to take place 17 July 2013.

As the sponsor, the AET believes that all young people deserve to become world-class learners – to learn, enjoy, succeed and thrive in a first rate educational environment with the best facilities, the best teaching and the most up-to-date resources available to them.  In each of the AET academies, you will benefit from visionary, inspirational and dynamic leadership and be empowered to develop your own skills with access to world-class CPD and Talent Management programmes.  You will also be offered membership of a private Health Cash Plan, the Ford Advantage Scheme and be entitled to Childcare Vouchers.

These permanent positions are for 34 hours per week, 39 weeks per year and are required for September 2013.

Closing date: 05 July 2013.

Please note that we reserve the right to close this vacancy early should we receive an overwhelming response.  All candidates are advised to refer to the job description and person specification before making an application.

For further information on this position and to make an application please visit: www.academiesenterprisetrust.org/careers

Each of the academies within the AET is committed to safeguarding and protecting the welfare of children and expects all staff and volunteers to share this commitment.  A Disclosure and Barring Service Certificate will be required for all posts.