This 150 page book will be invaluable to any student of the Second Reich at Advanced level. It provides a comprehensive, narrative chronological structure which is a prerequisite of any study of the period. Personalities and events are recounted in considerable detail and are clearly set in context.

However the book goes beyond most standard textbooks in the way it prepares students to produce competent essay responses to exam questions and provides practice in handling documentary source.

• Students are given key questions to consider and are encouraged to test continuously the theories of historians against their own findings.
• Essay style questions are set at each stage in the book, all drawn from past exam papers.
• Documentary criticism skills are continuously tested.
• Frequent historiographical references remind students to read beyond this text to gain a greater understanding of the subject.

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 564 3 Order code: T1649EMN

Sample pages are available to download free of charge from http://pdf.firstandbest.co.uk/history/T1649.pdf

• Photocopiable book: £29.95 plus £3.95 delivery
• CD: £29.95 plus £3.95 delivery
• CD plus photocopiable book: £36.94 plus £3.95 delivery
  

You can order… Please quote the order code T1649EMN

• 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?cPath=22&products_id=473 – you will need a credit card to complete the order

This resource book of philosophical arguments presents and discusses such arguments and, where relevant, looks at individual philosophers in a form and style of writing 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 the student 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

  

Ofsted is getting concerned about low-level disruption. But what determines the behaviour of students in school?

Ofsted’s latest pronouncement about low-level disruption is one that will ring many a bell.

Not because it focuses on something new, but rather because we’ve been here before – not least in the Ofsted Report of March 2005, “Managing Challenging Behaviour”, which again focussed on low-level disruption.

So the question is, why is a problem that Ofsted worried about nine years back still a matter for press releases, news headlines and arguments?

It can be argued that one of the great problems with approaches to discipline is that they are based on ideas and beliefs rather than practical experimentation which might establish whether a theory works in terms of reducing disruption and enhancing learning.

Indeed, even when such experimentation does exist, it can sometimes be the case that those who determine educational policy may set it aside when the experiment’s results don’t quite match their established political beliefs.

When it comes to behaviour and discipline there is research, the findings of which have never been countered, which shows that the key factor in determining the behaviour of pupils is not the syllabus of the school, parental expectations, or indeed the socio-economic background of the students.

Rather it is the view of the staff within the school. In fact, where different staff hold different views on the issue of behaviour and discipline, then behavioural issues increase.

In short, when the staff genuinely agree to, and subsequently adopt, a unified policy then the problems vanish.

What makes this finding so important is that first, it puts the power to change pupil and student behaviour totally in the hands of the school and its managers, and second, it assures us all that change is possible.

This is the starting point for the volume, Improving attitudes, managing behaviour and reducing exclusions, a book that builds from the original research which proved this finding and which applies it to contemporary schooling.

The findings of the original research reviewed in the book are very clear: schools improve when all those in the school decide to improve the school, not because of government initiatives, Ofsted, or what anyone else tells us to do.

For, once a school has its own unified policy, and is able to project that policy to parents and students as an approach to which all staff agree, the unity of purpose of the school is established.

The key issue thus becomes the implementation and maintenance of the policy every day of the school year. And it is the implementation of this approach that “Improving attitudes” describes.

You can see some sample pages at http://pdf.firstandbest.co.uk/education/T1813.pdf

Publisher’s reference: T1813EMN ISBN: 978 1 86083 821 7

Prices

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

Prices include VAT.

You can purchase the report… please quote the order ref: T1813EMN

• 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=287

There is a fair chance that if you contemplate the question in my headline above you might suggest activities such as those seen within Olympic gymnastics or perhaps in traditional circus routines involving high-wire balancing abilities.

But it turns out that one particularly complex movement for the human body is… hopping on one foot. Indeed, in order to be able to do this we need both very high levels of physical coordination and sophisticated cognitive abilities.

It is perhaps because of the complexity involved that hopscotch, which of course depends on hopping as well as a certain amount of standing on one leg, is such an eternal favourite. It is a way of developing and revealing a high level of self-control.

What’s more, the jumping within a game of hopscotch also builds physical stamina. And because there is a competitive element (either between children or with a child attempting to push forward his/her own ability), the child moves on to ever bigger challenges.

Thus what appears to be a simple game has all sorts of interesting benefits in terms of balance plus cognitive, emotional, and social growth as well.

And all of this is without considering the very beginning of the game, where the child has to develop hand/eye coordination to throw the “stone” onto the right square of the hopscotch board.

Such is the power of hopscotch that one of our best sellers has become Foam Hopscotch – a version of the game that can be played both indoors and outdoors.

It includes four heavier plastic discs as the “stones” to be thrown and an Edventure Game Guide. When assembled the hopscotch board measures 210cm x 60cm.

Free Delivery

If you quote HH0314 when you place your order you will receive free delivery. Otherwise the carriage charge is £3.95 if ordered online or £7.50 if ordered by fax, phone or post.

Here are the details:

On our website
By fax to: 01323 50 10 41
By post to: Edventure Ltd, Hargreaves Business Park, Hargreaves Road, Eastbourne, East Sussex, BN23 6QW.
By phone between 9am and 5pm: 01323 50 10 40

Edventure Ltd
Hargreaves Business Park
Hargreaves Road
Eastbourne
East Sussex
BN23 6QW

Tel: 01323 50 10 40

Website: www.edventure.co.uk
Email: sales@edventure.co.uk

What is the most effective way of helping students come to terms with the key issues in psychology?

The answer to the question is simple: for the students to undertake activities relating to the topics that they are studying. Topics which they may have touched on in everyday life, but which they have never considered in terms of academic study.

Through such activities the students can engage in independent learning, develop their application skills and evaluation skills, and judge their own progress using the success criteria linked to examiner comments and the skills needed at each level.

Six separate areas are 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.

A similar level of depth is covered through each of the other topics, after which there is a set of revision activities.

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 immediately receive a copy onto your computer, from which you can print out pages for colleagues and students 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

Of course, the answer to the question above is determined not specifically by the letter “u” but rather by what’s around it. The “u” in “umbrella” is different from the “u” in “uniform”, which again is different from the “u” in push.

Not to mention the “u” in “pronounce”.

Even the old classic rules like “i before e” stop working with reindeer and receiver and a plethora of words that actually start “ei”.

In fact there are some 90 different spelling and phonic rules in the English language ranging from similarities (as with words like “coin” and “toy” with the same sound but different spelling choices), to such outrageous oddities as “knife” and “gnome”.

So what is the poor dyslexic child to do?

Sadly there is no shortcut, for the only way in which dyslexic students can learn the spelling choices for the many different phonics and homophones, is through a structured reading and spelling programme.

And this is exactly what MSL has devised: the Complete Reading and Spelling Rescue Programme.

This programme covers all the 90 different spelling and sound rules, it then adds in ten further sections on issues such as word patterns, suffixes, prefixes, homophones and irregular final syllables, making 100 topics in all.

The 90 rules and associated topics can be seen on our website where you can see the structured order of teaching that we have introduced.

What we have then done is broken these 100 topics down into 20 modules, presented in an order which allows students to use the spelling rules as soon as they have learned them.

As a result of this structured approach, which includes placement & progress tests, you can introduce a dyslexic pupil or student to the sequence from the very start. You can also begin work at a point where the individual will be revising key points, before moving on to areas of weakness, where his/her knowledge becomes erratic.

A copiable printed version of each module costs £29.99, or you can order five modules together on a CD for £80 plus VAT. All 20 modules (including the 4 CD’s) are available for £450.

You can order the Reading and Spelling Rescue Programme 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

What is the simplest and most cost-effective way to
take all students up a grade at GCSE and A Level?

Leaving aside those students who, you are sure, going to get top grades no matter what, everyone has the ability to go up one or two grades if they will only make a simple change to their approach to learning.

All they have to do is improve the way they focus on the learning, when they are writing essays, making notes, and undertaking revision. Improve the focus, and up goes the grade.

Now as you will know, focus relates to something very simple – the ability to screen out distraction and instead pay total attention to what is being learned. When focus is high, then the time taken to learn anything is reduced and learning becomes much more productive.

So our question becomes: what is the simplest way to raise the focus of students?

The answer is to get rid of the one factor in learning that interferes most strongly with a focus on the subject. That factor turns out to be the way in which students make notes.

If they are making notes by hand, for example looking at a book or a whiteboard, and then looking down at the page on which they write, they are focussing so much on the action of looking and writing that the meaning of what they are writing is less likely to sink in.

In short, their notes become far less meaningful because their brain power is spent on the looking up and down and the subsequent handwriting, rather than on the information.

On the other hand, if the student can touch type, then the student can read the text in a book or on the whiteboard, and then copy it down in full or in note form, while reading.

The learning thus takes place while the note taking is happening, and when the student returns to the typed up text, the learning is already in the brain, waiting to be enhanced.

Unfortunately there is one snag. Most students can’t touch type, and most schools don’t provide them with any touch typing training. Some schools claim that they do so but only point their students to free touch-typing programs on the internet. By and large they don’t work because they consist of little more than repeated exercises with no motivation for the student to keep progressing and no means for the teacher to track progress.

Worse, these programs tend to contain adverts (which is why they can be provided for free) which distract the user. Thus students don’t learn to touch type, and then believe that they “can’t touch type” – which is a fallacy. 99% of the literate population can learn to touch type.

There is however a program that is widely used in schools – Typequick, offered by Type&Test Ltd – which not only teaches students to touch type quickly through a professional, detailed online learning system, but also offers a way for the school to earn income from it, if parents choose to buy their own copy.

You can read more about Type&Test at www.typeandtest.com and you can also find details of the system that many schools use in order to earn additional income from parental purchases by clicking here. Alternatively if you have any questions please do call 01480 861867 or you can make contact by completing an online enquiry form, available here.

And of course once parents realise just how touch typing is helping their children to get higher grades – as well as giving them a solid advantage when it comes to applying for jobs and university places, then they do tend to buy.

‘A life saver for any teacher new
to Politics…’

I wish this had been available when I started teaching Unit 1 – as a new teacher to Politics it would have made my life a lot easier. (L Peart, Politics Teacher, Head of Department and Independent Reviewer)

This comprehensive scheme of work for A Level Edexcel Unit 1 People and Politics guides you through over 50 lessons of key content to make sure your students’ first experience of Politics is engaging and fun. Plus it’s all directly relevant to the Edexcel specification; and tried and tested by an experienced Politics teacher, you can be confident your students won’t miss a thing!

• This is one of the best sets of resources I have been lucky enough to review and also use. I am blown away by the detail and effort put into this; the creator has done a fantastic job. (D Taborda, Learning Manager and Independent Reviewer)

• Absolutely brilliant… this will transform what I am delivering and really help students’ attainment, particularly at the upper end, to achieve better results. A really good resource – the best I’ve reviewed – well done! (S Sharpe-Foster, Teacher and Independent Reviewer)

For each lesson the resource consists of:

1. Structured lesson plans including ideas for starters, mains and plenaries
2. Supported by worksheets and activities that encourage structured note-taking
3. Stimulating PowerPoints that are expertly designed and animated to keep your students’ interest

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.

The Edexcel Unit 1 People and Politics Schemes of Work are available per topic from as little as £44^+VAT as photocopy masters with site licence. Also available for the whole of Unit 1 for £149^+VAT, or get Word and PDF copies of all worksheets and lesson plans for £199^+VAT.

Would I purchase this resource?… Definitely YES YES YES!
(S Sharpe-Foster, Teacher and Independent Reviewer)

Preview and order now at http://zzed.co.uk/WH60

ZigZag Education, Unit 3, Greenway Business Centre, Doncaster Road, Bristol BS10 5PY
t: 0117 950 3199 | f: 0117 959 1695 | WH60@zigzageducation.co.uk

Give your promotional code WH60 to get free postage!

The end of stressful journeys

Even before you set out on the school trip, the stress starts. Having to arrange the coach, the ferry, the coach again and possibly train journeys – not to mention making all the connections on time.

An alternative approach is available which reduces both the time taken with the travelling and offers the avoidance of these numerous inter-connecting parts of the journey.

This approach not only involves a much simpler journey, but it also involves one person processing everything from the initial enquiry through to the production of tickets, making this a singularly smooth and stress free transaction.

Travelling time is considerably reduced by using air flights to the destination of your choice, all booked via GTC Travel Group.

Given that it is normally possible to fly from an airport near to the school to an airport close to the final destination, such arrangements can add up to three more days spent in the desired destination.

You may be surprised to find that the cost of the flights can be less expensive than travel by conventional methods as bulk buying by the school can push down airline prices.

At GTC Travel Group we understand the importance of meeting the exact needs of your individual group, and so we will offer you the best advice to make your journey as stress free as possible.

Better still, our reservation technology enables us to give you the most up-to-date travel options, all the time. We book and issue our own tickets enabling us to keep full control of your booking and ensure your journey meets your needs.

What’s more, as we are ABTA and ATOL holders you can be assured that you and your students are fully protected (as recommended by the Health and Safety Executive for schools) should the airline fail.

Because we have so many locations to and from which we can fly, the best way to explore the possibilities is to either call one of our specialist group reservation advisors on 020 8429 2900 or email us at groups@gtctravelgroup.com with the details of your requirements.

You can also go to our website for more information.

Either way we’ll come back to you with our suggestions and prices. You’ll be surprised how much time can be saved and how low group air fares can be.

Diagnosing dyscalculia is just the start.
It is also necessary to identify the type of dyscalculia the student has got.

Research by the Dyscalculia Centre, which has been published in SEN Magazine, has shown that there are five different types of dyscalculia – although inevitably many young people suffer from a combination of the types listed below.

Type 1 dyscalculics report significant worries about maths. As a result they feel themselves living in an alien world in which everyone else can grasp maths, but they can’t. Self-doubt becomes so strong that it gets increasingly difficult to persuade the individual that with proper support they might well be able to undertake and understand mathematical calculations.

Type 2 dyscalculics also experience this deep concern but have found strategies for understanding and coping with basic maths – yet they feel that they don’t have the automatic grasp that others have and often take twice as much time (or more) to do a maths problem as a non-dyscalculic person.

Type 3 students have a profound difficulty in comprehending and dealing with the concept of time. Sometimes this issue appears on its own, sometimes in combination with types 1 or 2 dyscalculia. For such people time itself makes no sense and they are quite unable to estimate “five minutes” or any other time length while questions about timetables and the like are also quite meaningless.

Type 4 dyscalculics may not always be dyscalculic in the genetic sense, although they display many of the symptoms of dyscalculic people because they have short-term and long-term memory problems. These students generally have a problem with all sequences – and this, of course, affects their ability to handle maths perhaps more than any other subject.

Type 5 dyscalculics tend not to see numbers as in any way related to the real world. In one sense most of us have this problem; after all, what is “six”? We know what six sheep are. But “six” on its own is close to meaningless. For such people, maths can be learned automatically, but when it gets to issues such as fractions, decimals, and percentages then life gets difficult.

Fortunately all these types of dyscalculics can be helped through different types of multi-sensory learning of maths, and this is the approach we have set out in our series: “Dyscalculia Activities”

Each volume contains a vast array of activities which a teacher or assistant teacher can undertake with a small group of students, and involves turning the abstract concepts of maths into physical experiences. No special equipment is needed, apart from paper, scissors, small cards and some ludo type counters. (We can supply the cards and counters if you don’t already have them).

Each printed volume is copiable, and so only one copy is needed per school.

There are details here including sample pages

Dyscalculia Activities 1: Addition, subtraction, multiplication, division http://www.dyscalculia.me.uk/teacher.html#5
Dyscalculia Activities 2: Shapes, fractions, percentages. http://www.dyscalculia.me.uk/teacher.html#9
Dyscalculia Activities 3: Time and Timetables: http://www.dyscalculia.me.uk/teacher.html#8
Cards and counters for use with above books: http://www.dyscalculia.me.uk/teacher.html#6
If you have any enquiries please do call 01536 399 000 or email Tony@schools.co.uk

You can place orders on line (there is a link from each of the above resource pages) or you can go straight to the on-line shop here http://shop.firstandbest.co.uk/index.php?cPath=29 You can also order by post and fax:

By post to First and Best, Hamilton House, Earlstrees Ct., Earlstrees Way, Corby, NN17 4HH
By fax to 01536 399 012

The variety of tasks in GCSE music
is itself a problem

One of the great developments in GCSE music has been the expansion of the course to include many of the things that a “real musician” has to do.

Whether the individual is playing in an orchestra or a rock band the issues still arise. Directing, rehearsing, unprepared performance, group playing, group singing, form, harmony, composition, arrangement – all of this is relevant to every form of music that is being performed.

The problem is, however, that the range of topics is so huge that it is impossible to imagine one volume that covers them all from the student’s point of view.

Yet that is the task that Judith Bailey set herself when preparing “Making Music”, and it does indeed work. The book comes in photocopiable form or as a CD which can be loaded onto the school’s intranet or learning platform so that all may share in the information.

To me, this is a most interesting approach, and one that is worthy of a look. There are sample pages available on line at http://pdf.firstandbest.co.uk/music/T1557.pdf

The volume not only includes practical illustrations and numerous musical examples, it also includes graded tests, tests for singing and playing, and compositional projects.

A key element in this volume is the way in which the book forces the students to focus on the central issues of performance, so that all actions are made as a result of clear decisions rather than whims, and of course it is this approach that allows the students to apply their learning to all forms of music making.

The graded tests allow you to see exactly where the students have progressed to and which areas need to be revised before proceeding with the course.

Here are the publisher’s details.

Making Music by Judith Bailey ISBN: 978 1 86083 600 8 Order code: T1557EMN
Order details:

Formats please specify when ordering
Photocopiable book: £19.95 plus £3.95 delivery
CD: £19.95 plus £3.95 delivery
Photocopiable book plus CD: £26.94 plus £3.95 delivery

Methods of ordering
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 http://shop.firstandbest.co.uk/product_info.php?products_id=410

In each case please quote our reference T1557EMN

What is the simplest and most cost-effective way to
take all students up a grade at GCSE and A Level?

Leaving aside those students who, you are sure, going to get top grades no matter what, everyone has the ability to go up one or two grades if they will only make a simple change to their approach to learning.

All they have to do is improve the way they focus on the learning, when they are writing essays, making notes, and undertaking revision. Improve the focus, and up goes the grade.

Now as you will know, focus relates to something very simple – the ability to screen out distraction and instead pay total attention to what is being learned. When focus is high, then the time taken to learn anything is reduced and learning becomes much more productive.

So our question becomes: what is the simplest way to raise the focus of students?

The answer is to get rid of the one factor in learning that interferes most strongly with a focus on the subject. That factor turns out to be the way in which students make notes.

If they are making notes by hand, for example looking at a book or a whiteboard, and then looking down at the page on which they write, they are focussing so much on the action of looking and writing that the meaning of what they are writing is less likely to sink in.

In short, their notes become far less meaningful because their brain power is spent on the looking up and down and the subsequent handwriting, rather than on the information.

On the other hand, if the student can touch type, then the student can read the text in a book or on the whiteboard, and then copy it down in full or in note form, while reading.

The learning thus takes place while the note taking is happening, and when the student returns to the typed up text, the learning is already in the brain, waiting to be enhanced.

Unfortunately there is one snag. Most students can’t touch type, and most schools don’t provide them with any touch typing training. Some schools claim that they do so but only point their students to free touch-typing programs on the internet. By and large they don’t work because they consist of little more than repeated exercises with no motivation for the student to keep progressing and no means for the teacher to track progress.

Worse, these programs tend to contain adverts (which is why they can be provided for free) which distract the user. Thus students don’t learn to touch type, and then believe that they “can’t touch type” – which is a fallacy. 99% of the literate population can learn to touch type.

There is however a program that is widely used in schools – Typequick, offered by Type&Test Ltd – which not only teaches students to touch type quickly through a professional, detailed online learning system, but also offers a way for the school to earn income from it, if parents choose to buy their own copy.

You can read more about Type&Test at www.typeandtest.com and you can also find details of the system that many schools use in order to earn additional income from parental purchases by clicking here. Alternatively if you have any questions please do call 01480 861867 or you can make contact by completing an online enquiry form, available here.

And of course once parents realise just how touch typing is helping their children to get higher grades – as well as giving them a solid advantage when it comes to applying for jobs and university places, then they do tend to buy.

Key Stage 1 Computing – an exciting new solution.

Key Stage 1 Computing –
a cross-curricular solution

Here’s some news about a brand new, easy-to-teach and affordable cross-curricular solution for the new KS1 Computing Programme of Study. Based on the ever popular Bee-Bot floor robot, Bee-Bot Lesson Activities 3 provides an engaging introduction to basic computing. It includes a range of activities for 25 new Bee-Bot cross-curricular activity mats and satisfies these key areas of the Programme of Study:
Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
Create and debug simple programs.
Use logical reasoning to predict the behaviour of simple programs.
Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
SPECIAL OFFER for the first 100 customers: spend over £50 and we’ll send you a free Bee-Bot mat worth £24.95. click here for an order form. Quote HH-FREE-MAT

The 25 project areas include well known favourites such as Minibeasts, New & Old Toys and The Four Seasons. Challenges are solved by programming sequences of moves on-screen with feed-back given at the end of each task. Bee-Bot Lesson Activities 3 really will breathe new life into Bee-Bot and cost only £89.95 for a site licence.

DON’T FORGET: spend over £50 and we’ll send you a free Bee-Bot mat worth £24.95. click here for an order form. Quote HH-FREE-MAT

Learn how easy it is to use Bee-Bot Lesson Activities 3 by watching our video.

Lesson Activities 3
The latest version of the award winning suite of interactive programs. Includes 25 brand new cross-curricular project areas. Perfect for the new Computing Programme of Study.

Featured Mats:
African Wildlife
Australian Adventure
Baby Animals
Birds
Bridges & Structures
British Wildlife
Famous Buildings
Forest Adventure
The Fruit We Eat
In The Garden
Getting Around
Going on Holiday
In The Kitchen
Minibeasts
Musical Instruments
New & Old Toys
On The Water
People Who Help Us
Reptiles & Amphibians
Sea Life
Sports Equipment
The Four Seasons
Up In The Air
Vegetables
The Weather
Single user licence £29.95 (ex vat).
Site licence only £89.95 order form

Rechargeable Bee-Bots
The Award winning programmable floor robot is now rechargeable. No more unscrewing of battery hatches or running out of batteries!
Supplied with a USB lead, Bee-Bot can either be recharged via your computer or a wall socket with a USB mains adapter (not supplied).
Only £49.95 each ex VAT. order form

Rechargeable
Bee-Bot Class Bundle
A set of 6 Rechargeable Bee-Bots together with a mains powered Docking Station.
Class Bundle includes:
6 x Rechargeable Bee-Bots
1 x Docking Station for recharging Bee-Bots.
Only £269.95 each ex VAT. order form

Copyright © 2014 Focus Educational Software Ltd, All rights reserved.

Kind regards, Dave Hodge Director Focus Educational Software Ltd PO Box 52 Truro UK TR1 1ZJ Tel: 01872 241672 Fax: 01872 222391 www.focuseducational.com dh@focuseducational.com

Please see below for a carefully selected list of titles that we hope will appeal to education professionals teaching art across the school levels.

An Artist’s Handbook: Materials and Techniques

The Craft and Art of Clay: A Complete Potter’s Handbook

Colour: A Workshop for Artists and Designers

Foundations of Art and Design

Printmaking: A Complete Guide to Materials and Processes

Working with Clay

For further information (including how to place an order) please do contact us at sales@laurenceking.com, or visit www.laurenceking.com

Why over 60 per cent of secondary schools in the UK now use air travel for some of their school trips

A recent survey relating to the organisation of school trips found that over 60% of schools either regularly or occasionally use air travel for part of the journey.

At the same time four out of five schools commented that cost was always the major factor that influenced how they arranged school journeys.

Of course, it only takes a moment to see the implication: for many journeys the use of air travel for school trips can be not only a far quicker way of reaching the destination, but it can actually be more cost effective as well.

The reason for this is that school journeys offer airlines the one thing that the airlines want beyond everything else: group bookings made a long way in advance.

Indeed many schools have been amazed by the fact that their natural inclination to book the trip a long way in advance should be so attractive to airlines.

But the fact is that for schools the most common period for booking is between nine months and a year before the journey. Half the schools that completed the survey cited this as their normal booking time.

Combine that with the fact that a school party of any size is liable to attract discounts for bulk bookings and this shows exactly why schools are looking at airlines and some (although admittedly not all) airlines are responding.

If your school utilises air travel for some of its school journeys, or if you feel that parents, teachers and students would welcome the faster travel and lower costs that can accrue from making part of the journey by air, German Travel Centre’s reservation technology enables us to give you the chance to make the most of your school booking.

We book and issue our own tickets, enabling us to keep full control of your booking and ensure that your journey meets your needs.

What’s more, as we are ABTA and ATOL holders you can be assured that you and your students are fully protected (as recommended by the Health and Safety Executive for schools) should the airline fail.

Because we have so many locations to and from which we can fly, the best way to explore the possibilities is either to call one of our specialist group reservation advisors on 020 8429 2900 or email us at groups@germantravelcentre.co.uk with the details of your requirements.

You can also go to our website for more information.

To keep up to date with the latest news and offers for your group bookings:

Imagine that you have just been told you are to
teach a very weak bottom maths set this year.

In September 1986, I was asked to teach a very weak bottom set (Set 6) in Y9. I asked my HoD if I could take them off the Y9 syllabus and try to develop something more suitable for them. He said, “OK but they will have to do the same end-of-year exam as the others.

They weren’t happy. “We’re not thick!” They wanted to do the same work as Set 5.

What had I let myself in for? I needed something with impact to win their trust.

You may have met the game of “Frogs”. Imagine 5 chairs placed in a row. The middle chair is empty; two boys sit on one side and two girls on the other side. The rest of the class are told that they must move the girls to the left side and the boys to the right. They can only give two kinds of instruction: slide one place the left/right or hop over one student to an empty seat. I asked for a volunteer to give the instructions and then the others all had a go. We counted the total number of moves needed. I asked them to find the smallest number of moves needed. This was continued until every student could make the changeover in 8 moves. They could also tell me what the strategy was and what moves to avoid.

I then gave each pair a sheet of squared paper and asked them to try the same problem on the paper with 3 red and 3 blue counters. Total disaster – they could not cope with this step! This could be the end of the adventure. Then Chris suggested that we put the counters onto 7 chairs and try it. It worked brilliantly and they moved confidently onto squared paper.

Later, I asked them to find out what happens if they have different numbers of counters on each side. No problem! They took over and I just watched. They organised their results on the board. They put together groups of results using the same values of L and R. They decided that they needed 3 matching results for each set of counters so that they knew that the values were correct. They put their results onto a table with 3 columns: L, R, & N.

As we all looked at this table, I asked them if they thought that there would be a rule connecting the values of L and R with the number of moves, N? I thought this might be a step too far, but they were keen to try. I gave them 10 minutes or so and then they put their possible ideas onto the board and we all looked at them. Some of the ideas worked for some values but not for others. You cannot imagine the concentration of that class as they tried to find the rule. I didn’t know the rule at that stage. Then Sophie, sitting at the back, looking at the values we had put for L+W & LxW, spotted it. If you add together the values of L+W and LxW, you get the number of moves!!! The class exploded with delight!

So what had I given these students? They had certainly lost their fear of maths. They had all developed more self-confidence and had enjoyed their maths lessons. They were keen to do more maths.

It was a very busy year for me as I strove to develop interesting ways to introduce and develop topics for them. They did a lot of number and shape work with total enjoyment and their self-confidence continued to grow.

Shortly after Christmas, I gave a top set a new type of problem for homework. They had just been working on Area and Volume. I gave them the dimensions of a brick and the size of the garage that was to be built and asked them to estimate how many bricks would be needed. 7 divided the volume of the garage by the volume of one brick, 11 had garages with four walls and 12 could not do it. A class discussion ensued and sensible estimates were produced.

My mood was not good when I left them and went to teach my Y9 bottom set. They spotted that I was a little annoyed and asked me why. I told them to leave it until the end of the lesson. Later I explained what had happened, and they asked if they could do the same problem for their homework? 11 out of the 12 came up with sensible estimates!!

But the crowning moment of the year came after the Y9 end-of-year exam. The exam was the same for all sets. My students in Set 6 did better than all but one of the students in Set 5. Wow!!!

In the meantime, would you like to try some of the free sample material from the Y7 & Y8 texts for low attainers on our website?
Visit http://mathsisjugglers.com

You’ll find 4 mini-samples (5-19 pages long) for each text, 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!). Links to these samples are at the top of every page of the website, labelled DOWNLOADS.

If you’d like to find out more about The ‘Maths is…’ Jugglers textbooks you are 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 director of The ‘Maths is…’ Jugglers)

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

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

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

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

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

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

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

Former student, MA Geography Education

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

Best wishes

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

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

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

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

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

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

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

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

Former student, MA Geography Education

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

Best wishes

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

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

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

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

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

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

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

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

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

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

This is a truly remarkable book.

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

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

Prices

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

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

• By post to First and Best, Hamilton House, Earlstrees Ct., Earlstrees Way, Corby, NN17 4HH
• By phone to 01536 399011
  
• By fax to 01536 399 012
• On line with a credit card at http://shop.firstandbest.co.uk/product_info.php?cPath=34&products_id=756

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

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

Python for KS4

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

Provided in photocopiable format with Python code on CD.

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

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

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

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

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

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

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

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

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

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

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

——————————————————————————-

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

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

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

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

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

Regards,

The Boardworks team

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

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

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

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

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

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

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

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

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

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

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

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

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

Tel: 01772 863158

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

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

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

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

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

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

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

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

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

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

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

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

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

I look forward to hearing from you.

Andrew Jenkins

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Some feedback from last year’s students:

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

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

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

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

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

Organised by Anne Smith and ZF Science Day

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

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

Stories about equality and diversity.

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

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

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

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

£40.25 plus postage, and VAT

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

Addiction and the Human Brain
25 Minutes

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

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

£44.85 plus postage, and VAT

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

Drugs and Alcohol series
74 Minutes

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

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

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

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

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

Programmes developed in conjunction with Suffolk Drugs Action Team

£28.75 plus postage, and VAT

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

Breaking Point
53 Minutes

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

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

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

Stress Case Studies:

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

£40.25 plus postage, and VAT

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The volume is available as…

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

You can purchase the book or CD…

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

I look forward to hearing from you.

Anne Cockburn

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

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

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

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

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

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

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

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

Give your promotional code WJ14 to get free postage!

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

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

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

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

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

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

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

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

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

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

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

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

Prices

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

You can purchase the book…

• By post to First and Best, Hamilton House, Earlstrees Ct., Earlstrees Road, 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=29&products_id=757

Helping potential healthcare students to stand out with
their UCAS applications

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

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

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

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

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

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

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

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

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

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

Regards

Mark Williams
Student Placement Manager

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

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

The SEAL themes are:

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

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

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

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

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

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

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

You can purchase SEALSONGS in the following ways:

1. As a download, price £10 plus VAT

• By credit card from our on-line shop:
  http://shop.firstandbest.co.uk/product_info.php?products_id=739

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

• 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=48_98_109&products_id=777

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

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

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

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

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

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

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

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

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

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

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

ISBN: 978 1 86083 8606

Price:

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

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

• 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?cPath=51&products_id=552

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

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

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

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

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

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

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

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

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

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

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

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

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

The price is £10 plus VAT.

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

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

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

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

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

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

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

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

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

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

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

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

Classroom Resources
PO Box 1489
Bristol
BS99 3QJ

www.classroom-resources.co.uk
sales@classroom-resources.co.uk
Tel: 0117 940 6409

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

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

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

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

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

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

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

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

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

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

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

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