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

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

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

Underpinning The New SEN Code of Practice, coming into force in September, is the need for schools to provide high quality teaching which is differentiated and personalised.

When a school is judged about the quality of their targeted literacy interventions, it will include a sharper focus on the quality of teaching support, including the use of published schemes. (Usually delivered by TAs)

Nothing that new you might say, but what really makes a difference to the quality of any literacy intervention in a school?

The Scheme you decide to buy and use? Or the core knowledge and understanding of the TA tasked with using it?

Whilst researchers continue to debate and report on the efficacy of various published schemes, it is a TA with the underpinning knowledge, skills and expertise around how children learn to read and write that will have a lasting impact.

One key task schools are undertaking at the moment is a review of the role of additional support within the school; is it being used in the most effective way? Would TAs benefit from some core literacy knowledge and understanding, thereby improving the quality of their work with groups and individual children?

To support TAs to deliver literacy interventions more successfully, (and therefore schools to meet the requirements of The New SEN Code more effectively), we are continuing to offer our popular two day literacy course for TAs and/or teachers.

Day One: Supporting Reading – this includes detailed work on reading strategies, including phonics and grammar as well as an understanding of the different pedagogical approaches useful for helping children who are currently struggling. The day maintains a focus on helping children become happy, confident readers.

Day Two: Supporting Writing – has a focus on sentence construction and the building blocks of crafting a piece of writing. But it also includes some wider, pertinent questions such as ‘What are our expectations of writing across the curriculum?’ and ‘What is the role of Speaking & Listening in improving the quality of writing? What are the processes of writing?’ and ‘Why do some children find it more difficult than others?’

Schools who have experienced our TA Reading & Writing Training days report an immediate and positive impact on TAs’ levels of confidence, their ability to interpret and maximise the published schemes in school and, more importantly, an impact on pupils’ reading & writing.

You can download a pdf of the Two Day course here

*NB. When both days are booked at the same time the total cost is discounted to £1700 (+VAT)

Dates are limited – so get in touch soon to book for 2014 -15.

Email: info@thinkingchild.org.uk
Tel: 01604 491511

Have you and your students witnessed the Joy of Logic?

A sharp, mind-expanding and exuberant foray into the world of logic, with Tutorkit Logic tutors. Robust, reliable and easy-to-use, supplied with solderless patch leads and comprehensive manuals to get you started. 

Computers in Schools
Key stage 3 and 4

Boolean Logic AND, OR, NOT 

Robust, reliable, easy-to-use
Used in thousands of schools etc.

Experience the power of logic by simulating logical problems and conundrums. Understand how computers work and the logic behind everything you see – the PC, Internet and your mobile. Even the humble washing machine in your kitchen!!

Tutorkits cover the whole range, from electronic logic gates to integrated circuits and how microprocessors work. Thousands of Tutorkit Logic trainers are used in schools, colleges, universities and industry in UK and overseas..

Quote Ref. HTK-1 for further details and a FREE copy of the printed booklet Joy of Logic by Ravi Raizada PhD, FBCS. Include your delivery address and contact telephone number for the free booklet and information to be sent by post.

What is the most effective and efficient place to store outdoor equipment, boots and clothing?

Increased learning outside the classroom has all sorts of implications from safety to staying dry. But one that sometimes comes way down the list is, “Where to keep the outdoor clothing and equipment you increasingly need?”

Traditionally the answer has been in an outbuilding, shed or a store cupboard within the school – but these solutions to the “where to put the outdoor equipment” question have significant disadvantages.

Outbuildings and sheds are liable to damp and vermin attack. If wooden they are often subject to arson. There can also be security problems and, if the building is old, health and safety considerations.

On the other hand store cupboards within the school are very much in demand for other uses as the amount of equipment and number of resources grows year on year. They also often lead to outdoor wear being tramped through the school to get to the storage space.

The logical answer, of course, is to have totally safe, fire resistant, secure and dry outdoor storage facilities. Modern cabinets that are weather proof, completely secure and which can stand against an outside school wall.

Our new generation of outdoor storage facilities comes in a range of sizes with flexible racking, meets all current health and safety requirements, and has a ten year guarantee against rust perforation. What’s more, optional extra shelving can be added depending on exactly what you want to store in the cabinets.

Of course,they can be used for far more than storing Wellington Boots and the like. Indeed, with the advent of the new Free School Meals programme schools that have problems with space and storage for food containers are turning to outdoor storage facilities as a way of receiving and returning their daily deliveries as well as expanding internal storage of dirty containers and crockery.

You can find more information on our range of external school storage on our website.

Alternatively, if you would like to talk through your particular requirement please call us on 01985 248454 or email us at hello@rimanufacturing.com

AQA linear course 4365 foundation: getting a grade C

This 95 page revision guide/ workbook is a comprehensive study aid for all foundation level students, designed specifically for the new AQA linear course (code 4365 foundation). The highly illustrated volume is broken down into three sections:

1. Statistics and Number
2. Number and Algebra
3. Geometry and Algebra.

Throughout the guide uses real life examples and is constructed in such a way that it is very easy for the students to understand.

Each chapter matches those on the scheme of work, and each chapter concludes with a range of questions which tests what the students have (and perhaps have not) understood.

There is also a copy of the recent foundation papers 4365/1F and 2F with answers pencilled in, showing your pupils how to gain every mark available and how to set out their answers to get grade C.

Overall this is an excellent resource which is also relevant to those students studying Edexcel and OCR specifications. It can be used in lessons when preparing for the exams or as a running homework over several weeks.

Every student will find this revision guide/ workbook very valuable in moving up one or more grades from that which has been predicted.

You can obtain GCSE Maths 4365 foundation: the revision guide as a download for immediate use by going to http://shop.firstandbest.co.uk/product_info.php?cPath=76_110&products_id=770

The price is £19.95 plus VAT (the VAT can be reclaimed in most cases by the school).

GCSE Maths 4365 foundation: the revision guide 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

This pack will explain what is required for the two writing questions on the Edexcel Spanish IGCSE specification. Sample questions will be looked at, with tips for essay technique, followed by sample essays, with examiner’s comments. Writing tasks from each of the topic areas will be looked at, for both the shorter and longer writing tasks.

Comment: the essay writing questions might seem daunting at first but this is one section of the paper where YOU are in control. As long as you answer the questions, and cover all the bullet points, YOU can decide what to write. This is an easy way to score marks, and both writing sections of the paper count for 30 marks (10 for the shorter writing task and 20 for the longer writing task) which is 25% of the total marks. If you do well in this part of the paper it can make all the difference in being able to move up the grade boundaries.

The five topic areas are:

A: Home and abroad

B: Education and employment

C: House, home and daily routine

D: The modern world and the environment

E: Social activities, fitness and health

40 copiable masters – £29.99 (£39.99 inc. VAT) – Order code H9228

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 Edexcel IGCSE Spanish CD 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

How Maths on Screen DVDs could make all the
difference to your students

Inspiring students who just don’t ‘get’ maths is hard. So is pushing those who have an aptitude for it, but who maybe don’t work as hard as they might because it appears to be too dry.

But there is something that could really help all your maths students: Maths on Screen DVDs.

They’re proven highly effective teaching aids for maths students aged 13-16 anywhere.

They’ve been created in association with Maths Inspiration, who have delivered live maths shows to over 100,000 students in the last ten years. We’ve filmed some of these shows and made them available on six DVDs, each containing two 30-40 minute shows.

Bring lessons to life

All kinds of maths topics are covered, and all are brought to life in weird and wonderful ways by personalities from TV, mathematics and business. These include Maths Inspiration founder and best-selling author Rob Eastaway, TV presenter and ‘Stand-Up Mathematician’ Matt Parker, BBC Sky at Night presenter and Space Scientist Lucie Green, Software Specialist and Juggler Colin Wright, and many more.

They’re fun, informative and guaranteed to hold the attention of a class of 13-16 year olds. And by showing practical applications for maths, they help to boost learning and exam results and show how your students can use maths to develop exciting, well-paid careers.

Order your DVDs now

DVDs are available individually for £10 plus VAT, or all six for £50 plus VAT – a saving of 16.999…per cent (now there’s a good mathematical discount!), plus P&P.

To order yours, just call (0)20 3174 3249 or visit our online shop.

Please specify code “HH1” when you call, or enter this code in the ‘add a note’ section of the shopping cart when ordering online.

More details and reviews are at www.mathsonscreen.com

Why not take a look at the DVDs now? They really could add up to something special for your students.

Best wishes,

Phil Rees

Director, Maths on Screen

GCSE Chemistry of the Elements 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 this section of the GCSE course. Here are the lessons:

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

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

On tour autumn term to: Redhill, Swindon, Shrewsbury, Watford, Plymouth, Derby, Hull, Chelmsford, Cambridge, Darlington, Poole, Nottingham, Hayes and Newtown.

A brand new show telling the chronological story of Britain with stories from Roman, Viking, Tudor, Stuart and Victorian periods and a special scene explaining the start of WW1.

An unique two hour show with amazing 3D special effects – suitable for pupils at KS2 to help you cover the National Curriculum. Full details at www.barmybritain.com/tour

ALSO LOOK OUT FOR GROOVY GREEKS AND ROMANS, SAXONS & VIKINGS IN THE INCREDIBLE INVADERS ON TOUR FROM APRIL 2015!

Primary Sources in Russian History 1801-1917

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

The decision of the European Court over the right to be forgotten is far from absolute, and the implications are still be found

I wrote a little while ago about the European Court ruling which effectively means that if you ask Google or any other major search engine to delete links to any pages about you, they have to oblige. It is known already as the “right to be forgotten”.

When I wrote that article the whole issue was brand new. Since then we have started to see further ramifications. Someone somewhere asked Google to remove an article written by the esteemed Robert Peston of the BBC from its indexes. The BBC spotted this, and they objected. So the article is now un-deleted (if there is such a word).

Over time this process is going to make a difference to the internet – but of course that difference is only just starting. For example if there turns out to be a real desire to find information that is no longer indexed by Google etc, people will start publishing it in magazines and in book form.

Now I find that interesting because what might be presumed by some people (not readers of my emails of course but some of what I might call the “lower orders”) that the bits that are being deleted, are the exciting bits.

This will then mean that we could quite soon see adverts on Google (known as Google Ad Words) which advertise indexes to files which are still on the internet but which can’t be found on Google!

Of course for that to happen anyone interested in researching such data is going to have to retrieve the data, store it and publish it in some form other than digitally. What us old timers still like to refer to as “books and magazines”.

Suddenly there will be something in print which isn’t on the internet – the first time that has happened for maybe 10 years.

And the law won’t help stop such books and magazines emerging. For as long as we are dealing with the truth, rather than some invented allegations, then the stories can be told publicly. And it means putting them in books.

How long before the first volume of “Forgotten by Google” appears? I can’t tell you, but I suspect that just before it turns up in the bookshops, copies of the original documents, hurriedly printed from pages before those pages were forgotten by Google, will be stored in facilities such as Admiral Document Storage.

Or maybe even as I write this, programmers are writing programs that find the files forgotten by Google. Because those original files are still there – it is only the links that are gone.

I’m neutral in all of this – not sure if the Right to be Forgotten is a good thing or a bad thing. I’m just fascinated at how short a time it has taken for the circle to be completed.

For years it seemed that the drive towards digitalisation and the abandonment of printing and publishing seemed inexorable. Now I think I have spotted the turning point.

If you have anything to store – be it something forgotten, a legal document, or a collection of family photographs – or indeed anything else that is legal – do get in touch by calling us on 0800 810 1125.

Alternatively you can find further information on our website.

Admiral Document Storage Ltd
Bloxwich Lane
Walsall
WS2 8TF
Tel: 0800 810 1125

Email: info@archive-document-storage.co.uk

www.archive-document-storage.co.uk

Coping with Teenage Stress

The teenage stresses of today may be very different from those of the past but there is no doubt that some teenagers seem to feel these issues quite strongly: exams, relationships with friends and on social media, 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

What can Year 6 do in their last week at school which the rest of the school can admire?

The creation and decoration of “Giant Paper People” by children in their own image is one of the most amusing, interesting, and indeed artistically challenging, activities that children can undertake.

Doing it in the last week of their time at primary school adds an extra value to it – for the school can display all the giant people in the final assembly.

Giant Paper People are die-cut, child-size, plain paper shapes, 88cm high and 50cm wide. Each can be decorated with paint or crayons. Clothing can be added with cutouts from super poster paper.

And, if you want to go even further, there are black and white wiggle eyes that can be added!

Best of all, the whole project not only excites and enthrals the children, leaving them with a most positive memory of school on their last few days, but it also comes at a very modest price, with the giant paper people at just £4.35 for a pack of 24.

Details of the Giants, the poster paper and the black and white wiggle eyes can be found through these links below.

• Giant Paper People
• Super Poster Paper
• Black and White Wiggle Eyes

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. (I know that’s quite a bit more, but you do have the benefit of living in a singularly beautiful part of the world, and if you’d like to swap with me, do let me know.)

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:

• On our website at the web links above
• By email to info@ss-services.co.uk
• By phone on 01789 765323
• By fax to 01789 765469
• By post to S & S Services, Units 4-8 Tything Road, Arden Forest Industrial Estate, Alcester, Warwickshire, B49 6EP

How learning and practising cursive handwriting can help dyslexic students to enhance their abilities and skills in a variety of areas

Ever since last year when Psychology Today published its article, “Why writing by hand could make you smarter,” there has been an upturn in interest in the benefits of teaching cursive writing.

Drawing on research from Indiana University in 2013, the article reported that it seems that learning cursive writing actually enhances the brain’s capacity for optimal efficiency and the integration of sensation, movement control, and thinking – particularly with dyslexic students.

Of course, that is not to say that practising cursive writing can combat the effects of dyslexia, but there seems to be little doubt that it can help dyslexic pupils who are being supported in other ways.

It seems that through this activity of practising cursive writing multiple areas of the brain become co-activated in a way that doesn’t happen with typing or just visual practice.

There is even a spill-over benefit for thinking skills. Cursive writing requires fine motor control and attention to detail, and this combination of focus seemingly activates areas of the brain that can enhance the retention of spelling – even in children who have difficulties with learning to spell.

Thus, as the Indiana University study shows, cursive writing has benefits for students that go far beyond reading, printing or using a keyboard.

It was to help with this vital development of the brain that Multi-Sensory Learning produced its Handwriting Activity Workbook which consists of over 300 structured exercises designed to establish the correct cursive letter formation and encourage an automatic response to frequently used spelling choices.

The books are available in packs of five for £39.95 per pack. A 15% discount is applicable for orders of 4 packs and over.

You can order The Handwriting Activity Workbooks in any of these ways:

• On our website
• By phone on 01604 505000
• By fax to 01604 505001
• By email to info@msl-online.net
• By post to Multi-Sensory Learning, Highgate House, Creaton, Northants, NN6 8NN

Grades are important for you and your students.

The author is a teacher, examiner and publisher, with over fifteen years experience with A-Level psychology.

This unique resource is designed for the experienced teacher as well as teachers who are new to A-Level Psychology or teachers who find teaching research methods difficult.

The resource carefully follows the AQA-A specifications (AQA-A PSYA3) and comprises a complete, bright and informative Powerpoint© presentation. This presentation builds upon knowledge gained at AS and expands towards the requirements to perform well at A2 level.

The accompanying student workbook is designed to match and expand upon the slides. The photocopy friendly workbook also contains, end of section questions (to check progression of learning), practice examination style questions, an MCQ test of knowledge (with answers) and a crossword puzzle (with solution).

The textbook recommended to accompany this package is: AQA ‘A’ Psychology A2 “The Complete Companion Student Book” (third edition), published by Oxford. ISBN 978-0-19-2984-3

Quite simply, this student and teacher friendly package contains everything you need to deliver, so just simply ‘pick up and go’.

77 copiable masters and 36 slides – £59.99 (£71.99 inc. VAT) – Order code H19050

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

You can order the Research Methods, AQA-A PSYA4 (GCE A2-Level Psychology): ‘A Complete Teaching Resource’

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

New photocopiable resources are available for A Level, GCSE and KS3 Religious Studies. See the links below to preview and order!

A2 Edexcel RS – Anthology Study Guides for Ethics, Christianity and the New Testament
One of the most difficult aspects of this specification is the Unit 4 Implications exam, where students have to be familiar with an Anthology of texts. With analysis and context notes, these detailed guides to the Anthology texts are written specifically for Edexcel Unit 4.

A2 OCR RS – Course Companions: Philosophy and Ethics
Long-awaited student-friendly notes with starter activities and questions are now available for pre-order. Following the specification order, the notes build up to exam preparation activities and exam-style questions.

GCSE OCR B – Philosophy Dialogues
GCSE students Jen (a Christian), Anna (agnostic) and Liam (atheist) discuss the issues relevant to the specification. Audio recordings with question sheets to develop your students’ understanding of the topic – plus exam-style questions to practise!

KS3 Spiritual, Moral, Social and Cultural Development – ‘Awakenings’
A complete pack of 10 lessons, with lesson plans, PowerPoints and student workbook. Carefully selected stories motivate students to reflect on their attitudes to themselves and the world around them – and help you meet OFSTED requirements for Spiritual, Moral, Social and Cultural development (SMSC).

ZigZag resources are available as ‘copy masters’ or in editable format and come with a site licence, allowing you to pay once and copy as often as you need, or put on your server for multiple use.

View full inspection copies and prices right now at http://zzed.co.uk/WG34

ZigZag Education, Unit 3, Greenway Business Centre, Doncaster Road, Bristol BS10 5PY
t: 0117 950 3199 | f: 0117 959 1695 | WG34@zigzageducation.co.uk

Give your promotional code WG34 to get free postage!

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

Teacher motivation is arguably one of the simplest ways of obtaining a high level of departmental improvement without it costing anything. However many managers in schools have had little training in motivational techniques.

The argument is simple: in most organisations, motivating the staff is a central part of the work of the senior management. No matter how professional ones colleagues are thought or expected to be, it is realised that they are also human – and all humans can have ups and downs. We all like to be told we are doing well, we like hear about how our work is contributing to the overall well-being of the organisation, and when we are asked to take on new work, we like to be thanked.

In many ways the application of this to schooling is obvious. When the choice is between the highly motivated individual with the personal drive to make a difference, or the teacher who lacks that drive and for whom teaching is what happens between holidays, there is only one answer. We want the motivated teacher.

And yet we all of us observe the teacher whose level of motivation declines.

Teacher Motivation: the low-cost high gain approach to school improvement is a report which has been used in hundreds of schools across the UK as the model for improving motivation among teachers.

It is provided both as a CD (which can be loaded onto the virtual learning environment) and as a photocopiable book, so that individual sections can be copied and handed to colleagues, who then return for a short in-school seminar on the particular topic being reviewed.

A sample of the book is available on line at http://www.pdf.firstandbest.co.uk/education/T1573.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 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?products_id=421
• By phone with a school order number or a credit card to 01536 399 011
  

When ordering the book please quote the reference T1573EMN

How creating enthusiasm and enjoyment for spelling, punctuation and grammar results in faster learning and higher retention

Anything that is taught through only one medium can result in the learner becoming disengaged and resistant to its charms. 

Indeed, if the topic being taught is considered to be lacking in any specific charms then resistance can be even stronger. 

So it is with spelling, punctuation and grammar. Where children are primarily taught these topics through the traditional worksheets and reading schemes, then a certain resistance to learning can develop in some pupils. 

We all know that having the same information presented in different ways makes it more memorable. The more original the method of presentation, the more we remember the information. 

So learning through using what might be called “other means” approaches, such as movement, speech and drama, engages all types of learner and lowers their resistance. 

This is the new approach that we have developed for the resource Teaching Grammar, Punctuation and Spelling Through Drama 

The resource contains over 70 clearly described and ready-to-use activities, covering each of the rules that children are expected to know and use in the SATs during Year 6. 

Using a combination of visual, aural and kinaesthetic approaches every type of learner is accommodated. Thus by completing the activities the children internalise the language and absorb ideas, skills and understanding. 

Indeed so effective is the approach that children can be taught in mixed abilities, mixed ages, whole class or small group situations. 

The nature of the activities means that in addition to literacy understanding, pupils will also develop skills in problem solving, teamwork and social confidence. 

Free sample resources are available on our website along with the contents page and introduction. 

You can order Teaching Grammar, Punctuation and Spelling through Drama 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

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

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

phone: 01449 766629
fax: 01449 767122

The new AQA Philosophy specification is now accredited for first teaching in September 2014, and our team of authors and peer reviewers are hard at work on resources for it. The first of these, for AS Philosophy of Religion, is already available to preview – see link below!

With concise notes on every issue and argument in the new specification, plus activities and questions throughout, this is an ideal resource to help you plan your teaching of the new specification. The emphasis on ‘doing philosophy’ and the arguments in the anthology of texts mean this resource is very focused on the new specification. Philosophy teacher Merrigan Bee has given her feedback on the draft resource:

‘Thorough and engaging… The author clearly knows their stuff in the Philosophy of Religion but also brings a clear philosophical tone to this resource… The quick quiz questions prepare students for the new short exam questions well… It will be a valuable resource for AQA Philosophy because it clearly emphasises the texts and the importance of argument structure.’
– M Bee, Philosophy Teacher & Independent Reviewer

It is on schedule to be released before the end of term to support your planning. Preview it online now!

The AS Philosophy of Religion Course Companion is available as a photocopy master with site licence (£54). Also available in:

1. Easy-printing PDF files (add 30%+VAT), or
2. PDF with editable Word files (add 50%+VAT).

Preview and order now at http://zzed.co.uk/WG35

ZigZag Education, Unit 3, Greenway Business Centre, Doncaster Road, Bristol BS10 5PY
t: 0117 950 3199 | f: 0117 959 1695 | WG35@zigzageducation.co.uk

Give your promotional code WG35 to get free postage!

How can you make sure that you’re helping your pupils and staff to always be aiming for (and achieving!) outstanding?

How can you keep your whole leadership team focussed on leading learning?

How can you encourage inspirational and motivational thinking and behaviour across your whole school?

And without having to disrupt the school’s budget?

Armed with the practical, actionable information that you’ll find in School Leadership Today and its Best Practice Library, your whole leadership team will be prepared to deal with the real issues faced by UK schools – from interpreting data to resolving staff complaints.

You’ll also be able to keep your vision fresh and focussed with the quality features from education experts, such as our exclusive six-part series on transforming schools and schooling by Professor John West-Burnham.

Published six times a year, School Leadership Today is the UK’s most authoritative and independent publication for school leaders. Its acclaimed analytical and good practice articles will help you support your pupils and all staff throughout the school.

Each issue provides news, research and analysis of the issues affecting today’s school leaders, as well as ways to implement policies and initiatives that will raise pupil and school performance.

Is it just me?

No! Your 12-month subscription is for a whole-school licence and gives you, your governors, leadership team and staff access to:

1) A comprehensive and searchable library of clear, incisive best practice articles to download, save, read online or print

2) Instant email notifications for yourself and key team members when new content goes live

3) Unlimited access to School Leadership Today through our website for all your staff

4) Online Knowledge Banks looking in-depth at leadership issues for primary and secondary schools

5) A comprehensive Manager’s Briefcase of new proformas, exemplars, model policies and summary documents to help you manage your school

6) Weekly Leadership Briefings, bite-sized analysis of the latest research and policy, delivered directly to you and your key staff’s inboxes, so you’ve always got critical information to hand

To discover more from the latest issue and to subscribe for as little as £93 + VAT, click here: http://www.teachingtimes.com/articles/schoolleadershiphh.htm

The students who went from zeros to heroes

Two years after I retired, I was asked by a local school to help out for 5 weeks in an emergency. On December 1^st, the 2ic Maths, had taken ill. They had expected her back at the beginning of January, but now it would be after February half term. During her absence, they had not managed to find a supply teacher and a non-maths teacher had supervised some classes.

One of these was the Y11 bottom set, whose teacher had been taken to teach a Set 1 group. I had been told that this group were all expected to be ungraded at GCSE. They had been fairly unteachable and generally spent at least half of each lesson playing computer games.

When I first met this group of 7 students they were, as I expected, resentful, furious at being abandoned and determined to be a problem. The three pleasant kids were out at FE College for my first lesson.

I took in a box of Quality Street and told the remaining 4 students that I had thought it might be fun to play some number games with the sweets as prizes. They grinned – they thought that they had found a sucker! We started with simple number problems and they had to get 7 out of 10 correct to earn a sweet. Slowly I ratcheted up the difficulty and the number they had to get right. They thoroughly enjoyed themselves, even when asked to work out fairly difficult problems. They could no longer pretend that they could not do arithmetic and I had found out a lot about what they already could do.

The next lesson I took in my laptop and a CD that contained the Y11 Idea book (GCSE Foundation Level). I switched on the Interactive White Board and opened up a topic called ‘Powers and Efficient Calculator Techniques’. Each section in the topic was one lesson for this set. The first part of each section is called ‘WORKING TOGETHER’ and the students enjoyed coming out to fill in the answers on the white board. When this was completed, the students were given problems to do ‘ON YOUR OWN’. As these contain interesting puzzles using the ideas just developed, they were quite willing to do them. Sometimes they even did some for homework!!

Each section develops the ideas in order of difficulty. The sections at the end of each topic are at Grade C. There is a contents list and a mental arithmetic list at the beginning of each topic.
Y10 Idea and Y11 Idea Foundation texts have also worked well as ordinary textbooks.

Both of Jugglers’ GCSE textbooks have worked exceptionally well with students, motivating them and raising their levels of attainment. Students who have worked with Spoton (GCSE Higher Level), which has a lot of extension material, are very well prepared for A-Level.

If you’d like to see more about these innovative GCSE books, please visit my website at www.mathsisjugglers.com

If you’d like to try some of the material in the GCSE texts please visit my website at www.mathsisjugglers.com

You’ll find 4 mini-samples (5-19 pages long) for each of these texts with permission to download and use with your students. There’s also one whole topic for each text to use with your students, as well as teacher resources (and, of course, the answers!).

If you’d like to find out more about the Maths is Jugglers textbooks you’re always welcome to get in touch – you can reach me at barbara.young@mathsisjugglers.com or on 01428 717113.

Kind regards,

Barbara (maths enthusiast, teacher, writer and publisher)