STOCKPORT CELEBRATES VE DAY, VICTORY IN EUROPE 1945

8th – 10th May 2015.

Could your school help? Stockport Heritage Centres are asking primary schools in the borough to send out the information given below about Stockport’s celebration of 70 years since VE-Day

On the 8th, 9th and 10th May this year, the guardians of Stockport’s heritage are celebrating 70 years since VE-Day, the end of World War 2 in Europe.

What is planned is a celebration for families to enjoy themselves in the town centre, just as they did on that day in 1945 when the bells rang out across the country, street parties were held in every town and laughter, music and dancing could be heard where once there was darkness and fear.

On the Saturday and Sunday, the 9th and 10th, the streets around the market will be turned into a 1945 style street party, with long tables and chairs laden with similar drink and food that would have been available to families in 1945. There will also be a huge variety of free activities and a range of stalls selling their wares.

If your child goes to school in Stockport and is aged between 6 and 10, your family is invited to the party!

You can come along for free. No one will be charged entry but tickets must be obtained so that the organizers can make sure everyone is included. Families can get their tickets by going to:

https://eventbrite.com/event/16236570018/

You can book all events, including the street party on this site.

FAO the Head of Careers

Why should you encourage your aspiring medical students to visit Thailand, Croatia, Poland or Tanzania this summer?

It is important that students are given a break from their studies from time to time, not least to reignite their passion for their chosen subject/s.

And in no subject area is this more important than with those students who wish to go on to study medicine.

With Gap Medics, aspiring medical students can indeed enjoy a break from their academic studies this summer holidays whilst at the same time gaining valuable work experience in their desired medical profession.

They will be given the opportunity to shadow real life dentists, midwives, nurses or doctors in one of four locations: Thailand, Croatia, Poland or Tanzania – which will certainly set them apart from the rest when applying to the university of their choice.

The 2015 summer placements, which students can start on any Sunday of their school holidays, provide students over the age of 16 with 23+ hours per week of invaluable hospital work experience.

Gap Medics ensures that the students’ experience is tailored to their career aspirations. They will be assigned to relevant departments, depending on their interests, and will be matched with a mentor who will guide them through their time in the hospital, explaining each case in detail.

Popular departments include paediatrics, obstetrics and gynaecology, surgery and internal medicine; however we also offer opportunities in smaller, more specialist departments.

So far over 1,500 students have signed up for a Gap Medics programme this summer, representing over 1,100 schools, colleges and universities.

It’s not too late for your students to sign up and gain some unforgettable hospital work experience this summer which will set them apart from the rest.

If you have any students who are interested in a career in medicine, please either forward this email on to them or ask them to take a look at www.gapmedics.co.uk/summer-2015-hospital-work-experience

Alternatively they can call us on 0044 191 603 1111 or email us at info@gapmedics.com and we’ll send them a brochure in the post.

Regards

Mark Hinksman
Programme Director

Les vacances arrivent !

Last few dates for summer term !


Le Tour De France – a live, French theatre performance in your school.

Great fun – circus skills, music, comedy, and highly educational.

Packed with essential French language !

For remaining dates for your area in June and July please email
education@flyingtheatre.com
 

Le Tour De France has a cycling and fitness theme and is based on George and Chantalles adventures in France, it reinforces Key Stage 3 vocabulary, and is designed for Years 7 and 8 (some schools include Year 9 and Primary feeders). Health and fitness,holidays, travel, directions, food, members of the family and so much more .

Superb performance, really engaging – students in year 8 & 9 loved it. Surpassed expectations (both mine and the students) Very clear and easy to understand – love the audience participation which really involved the students.
Fantastic opportunity to see language in action. So pleased we booked you – well worth it
.

Brannel School. St Austall . Jan 15

An outstanding performance that had our students gripped and entertained from start to finish. Staff and students were on the edge of their seats. A definite must see with key vocabulary integrated throughout the play – it brought back the fun aspect into language learning. Please come and perform for us again.
Park View School. Birmingham . Jan 15

A brilliant performance enjoyed by all – inspirational.
Moreton Hall School. Jan 15

Winning the coveted yellow jersey is all George dreams about, will he manage to win the race and wear it ?

www.flyingtheatre.com

La Compagnie Theatre Volant – 01287 669156

It’s a chore of priority

How can you ensure that your minibus is roadworthy and safe without you, or your colleagues, having to arrange its MOT or servicing?

Keeping students safe from harm is undoubtedly the highest priority of any member of staff. Which is why the MOT, servicing and overall maintenance of the school’s minibus is of the highest priority.

But there is a problem. Because, not only is this an issue of utmost importance, but it is also an issue that takes up a significant amount of time.

And when it has to be done, it can’t be delayed.

Of course, if the person nominated as in charge of the School’s Transport Policy always has time at the moment when the maintenance is due, then there is no problem. But if this is not the case, it can mean that the vehicle is either being used outside of its safety parameters or has to be taken off the road.

However, there is a solution.

For if you lease a minibus with Benchmark we will arrange for the vehicle to receive regular maintenance and servicing checks by qualified engineers, giving you the comfort in knowing that the school minibus is fully operational and, most importantly, safe.

What’s more, our leasing option means that you can benefit from improved budgeting and cash flow forecasting, since you will always know what expenditure is coming along.

It is an arrangement which makes it possible for schools to fund the minibus through a small payment each month. And in some cases, where trips are paid for by contributions from parents and the PTA, it is possible to allocate a part of those payments towards the cost of the minibus.

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

Higher grades are linked to Mindset.

Develop a Mindset of success in your students as they prepare for exams.

It is easy to feel that people are born good at certain things. Lots of students still believe this because they see others around them learn things quickly and succeed effortlessly. What they don’t know is what that person is thinking that makes them so effective.

Mindset is crucial to success. There is so much research today on the importance of a Growth Mindset, but so many people have not developed it yet. Do some of your students have a Fixed Mindset? Do they believe they can’t do things? Are they set in their beliefs, that things are simply too hard for them to do?

Every school has students with Fixed Mindsets. The question is how do you develop a Growth Mindset – one that believes that with hard work and effort, anything is possible?

Raising awareness of this idea can be the first step to sow the seed for change. Next you need a structured programme to use in the weeks leading up to the exams to get them to think differently.

Our solution comes in the form of eight worksheets in a ready-made booklet – ‘Greatest Strength Workbook for Students’. It comes with a free teacher’s guide and is available as an instant download. The teacher’s guide and a sample can be downloaded for free to get you started. The full license to print for use with your whole school is only £49.99.

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

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

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

Thanks and I wish your students the best for their up-coming exams.

Clare Martin

Newset Training

Teaching good handwriting is about much more than just helping students to write

Of course, it is a fact that most test and exam papers require handwritten answers, and so good handwriting continues to make an impact and helps to deliver extra marks.

But there is more. For learning to write by hand improves literacy, understanding and comprehension. Indeed those who have been taught and encouraged to write by hand have been shown to find deciphering hard-to-read messages easier than those who have not.

Other studies show a positive link between hand-eye coordination and whether a child has been taught to write with a form of cursive handwriting.

Most surprisingly, it is now being suggested in academic studies that whether the individual uses the pen or the keyboard to write even affects the way the individual thinks.

One research paper suggests that university students who use pen and paper to make notes during lectures do better than those who make notes on a laptop.

In some ways we should not be too surprised by some of these findings, for handwriting requires a greater level of hand-eye coordination than typing on a keyboard, and thus, as well as helping with exam scores, good handwriting gives students the chance to develop their essential fine motor skills.

But many young people today are brought up in homes where handwriting is limited to little more than the production of shopping lists – and indeed many people now type these into their mobile phones.

It is for all of these reasons that Multi-Sensory Learning produced the Handwriting Rescue Scheme for fully cursive handwriting.

The scheme, which is available as a photocopiable program supplied on CD or as printed sheets, contains over 300 structured exercises designed to establish complete cursive letter formation.

And there is a particular bonus here, for tests have shown that the use of such material encourages the development of an automatic response to frequently used spelling choices. In other words, by practising their handwriting pupils also learn their spellings.

To see a sample of this resource please email us at msl@schools.co.uk

You can also find more information on our website.

The resource is available as a download for £39.99 (EUR 55.29).

Payment is required in Pounds Sterling and can be made through the website by clicking here.

You can then click on the International option and pay by credit card, debit card or Paypal.

The DfE provides up to £500 of additional funding for each student on the Pupil Premium programme for year 6/7 transition summer schools

It is one of the DfE’s better kept secrets. In fact so well kept is the secret that in 2014 a survey found out that only half of the secondary schools knew that fully funded summer schools could be held on their premises.

But the funding does exist, and it is enough to pay for a fully organised, fully staffed one or two week summer school for the pupil premium year 6/7 transition students.

Indeed the DfE funding is guaranteed for all eligible schools and students. But the deadline for the initial application for funding is 29th May. (There is a link through to the DfE for details on the website shown below.)

And so, as a result we offer a Year 6/7 transition summer school, funded by the DfE grant, to enable students to make friends, gain confidence and improve their communication skills.

But, of course, it is vital that such a summer school does what it sets out to do, putting the new year 7 pupils at their ease and making them feel that their new school is going to be exactly the place they want to be in the coming months and years.

Which leads to the question: who is it that can walk in front of a group of 11 year olds about to start secondary school and can put them utterly and totally at ease so that any worries they might have about their new school life are set aside?

There are, of course, many possible answers. But here’s one answer that you might not have thought of.

Highly trained theatre professionals with a range of skills and strong teaching experience are trained to grab an audience, hold the audience and engage with the audience.

Which is why West End in Schools exists and why, for the past six years, we have been bringing actors from the National Theatre, TV and the West End, along with dancers, directors and choreographers, into schools across the UK.

They then work with your transitioning students for either one or two weeks in the summer holiday, offering a range of different themes from Shakespeare to dance, from literacy to theatre-making, from storytelling to…

The summer school typically ends with a performance to parents and carers – which is a great way of welcoming disadvantaged families to your school community.

Once a booking is made we work with you to finalise the attendance numbers and the staff requirement closer to the summer. This means that we can work together to ensure that the DfE budget allowance covers all the costs incurred and ensure that the school incurs no overall cost from the summer school.

Our summer schools webpage includes a one minute video which will give you more information and which contains feedback from the workshop coordinator at an Academy we worked at last summer. You can see this at www.WestEndinSchools.org.uk/summer-schools

To find out more please do give me a call on 020 7395 7520, or send a quick reply to this email.

Nigel Godfrey
Director

SHAKESPEARE IN MODERN ENGLISH

Shakespeare for EFL / ESL

MACBETH
9780993185502

HAMLET
9780948662058

ROMEO & JULIET
9780948662072

TWELFTH NIGHT
9780948662096

A MIDSUMMER NIGHT’S DREAM
9780948662089

HENRY V
9780948662010

JULIUS CAESAR
9780948662065

Drama texts providing

Practice in good English usage

Lively conversation practice

Confidence in speaking

Increase in vocabulary

Good stories

An introduction to Shakespeare

Fluency

Ideal texts for students of English as a foreign language. They provide conversation practice and opportunities for classroom drama as well as introducing students to an important part of English culture. Each play gives the whole plot and all the characters of the originals in straightforward modern English. Intermediate level.

“A valid way into Shakespeare.” The Shakespeare and Schools Project
Cambridge University

More information and

ORDER FROM

www.startingshakespeare.co.uk

£4.80 per copy

This approach recommended by the British Council and the BBC

All About Success Discussion Cards – Yes success

Quite often we see a range of resources aimed at the negatives faced by our young people, anger, stress, anxiety for example. Whilst these areas are vitally important, is it wrong to occasionally focus on the positives?

This set of discussion cards does just that, they challenge the ideas surrounding success, increase confidence and raise awareness of goal setting.

Achieving success in life means different things to different people: some judge it by social interactions; some by academic achievements. In order to achieve our goals, we must first identify them but then, just as importantly, we need to adopt the strategies that will help us to succeed.

These cards give students an opportunity to develop the following key skills and attitudes:

Self-belief and confidence in one’s own abilities, realising the importance of goal-setting.

Understanding the need of planning for success, understanding what success means to them.

Persistence and tenacity, understanding the importance of social interaction and networking

Includes 36 cards, Age 8-16

ALL ABOUT SUCCESS DISCUSSION CARDS Ref: 613HH £24.00 +VAT

TO ORDER:

Post:
Small World, 9 Burnham Place, Syresham, Northants, NN13 5HT
Tel: 01280 850 305
Fax: 01280 830022

Email: orders@smlworld.co.uk

Website: http://www.smlworld.co.uk/store/p16/All_About_Success_Discussion_Cards.html

To obtain a 5% discount on your order, please quote HH14 on your purchase order form or add the discount code whilst purchasing online.

All school offices can reduce their overload, unpaid overtime, and interruptions

Whatever the job, there has to be organisation. Organisation not just of the task in hand, but also of the workload as a whole.

There needs to be a balance of input and output, a control of the level of interruptions, and a certainty that the level of work is manageable by the staff available.

Unfortunately, within school administrations these issues are not always considered, largely because some negative factors in relation to the work (interruptions are a perfect example) become thought of as an inevitable part of the job.

However, just as there are a hundred ways of teaching a lesson in the classroom, so there are a hundred ways of organising a school office.

But if one believes that overload is inevitable, then it will be inevitable. Only if one believes that there are alternative ways of doing things does one look for these alternatives. And even then the habit of the past means that the alternatives are not always easy to find.

Yet the fact is that different schools do organise their administrations in different ways and that some approaches can make a significant difference to the effectiveness and efficiency of the school’s work.

At the heart of this volume is the notion that there are many ways of administering a school and that some of these ways of organising school administration are much more effective and efficient than other approaches.

The report “Increasing Efficiency in School Administration” gives examples of efficiencies that can be made within school administration and how one can change long-established approaches to leadership, change management, time management, facilities management, budgeting and the organisations’ behaviour.

The approaches outlined here do not require higher budgets; they simply put in place processes that inevitably lead to a smoother throughput of information and activity, which means there are fewer disruptions, fewer errors, and ultimately more time for everything to be done.

One of the fundamental issues within the report is that changes only work to the benefit of the organisation when everyone understands what is going on and why the changes are being implemented.

For this reason Increasing the Efficiency of School Administration is available as a photocopiable report, which allows you to give sections of the report to your colleagues. There is no restriction on the number of copies that can be made for use within your school. An edition of the book is also available on CD Rom for printing out via Word.

Additionally, all orders that quote the publisher’s reference below will also receive a free copy of two reports by the School of Educational Administration and Management: Reducing Overload in the School Office, and Eliminating Interruptions in the School Office.

There are sample pages from the photocopiable book at http://www.pdf.firstandbest.co.uk/bursar/T1744.pdf

Publisher’s reference: T1744EMX ISBN: 978 1 86083 798 2

Prices

  • Photocopiable book: £29.95 plus £3.95 delivery
  • CD with school-wide rights: £29.95 plus £3.95 delivery
  • Both the book and the CD: £36.94 plus £3.95 delivery

Prices include VAT.

You can purchase the report… please quote the order ref: T1744EMX

  • 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=26&products_id=568

The Virtual Physics Laboratory

These 3d immersive experiments use games technology to give realistic laboratory experiences. They are based on years of research into teaching science on-screen. They are ideal where resources are limited or where you want to give your students a wider experience of experiments that they would not normally do, such as measuring the acceleration of gravity on the Moon, firing an AK47 at a ballistic balance, using an Airtrack to verify Newton’s Second Law.

The 3D immersive experiments can be used in a variety of ways:

  • By the students directly to prepare for a laboratory experiment by familiarising them with the equipment to be used and the methodology of the experiment. ·
  • To give experience of an additional experiment for which there would not normally be available laboratory time. ·
  • To give experience of getting a particular result in a different way to what they have used in a practical laboratory lesson which allows the students to compare methods and better understand the essentials of an experiment. ·
  • As a substitute for an experiment that might be too dangerous or impossible for a student to undertake. · As general supporting material for science theoretical work. ·
  • As revision for an experiment that has previously been performed in the laboratory. ·
  • As a personal experience of an experiment normally only performed by the teacher in front of the class.

Experiments include: Velocity, Acceleration and Newton’s 3nd Law using an Airtrack, Conservation of Momentum using a ballistic balance, Moments, Rutherford’s Gold Foil experiment, I/V Characteristics, Magnetic Field of a Coil, Specific Heat, Mechanical Equivalent of Heat, Diffraction, Hooke’s Law and Young’s Modulus, Capacitor Charge and Discharge, Planck’s Constant, Millikan’s Oil Drop. See www.keylinkcomputers.co.uk for latest list and more details including videos.

Email me at rob@keylinkcomputers.co.uk quoting code HH15 to receive our information pack.

A perpetual site licence costs £399 plus £2.50 pp + VAT at 20% (£481.80)Email to: orders@keylinkcomputers.co.uk or send to Keylink Computers Ltd, 2 Woodway House, Common Lane, Kenilworth CV8 2ES quoting order code HH15.

School Name:  
FAO:  
Order No.  
Address  

How to get A* in Spanish?

What is the best way to take students from a predicted lower grade up to the achievement of an A* at GCSE?

When we brought out How to get A* in French we were asked if it was also available for Spanish – so now here it is.

As with the French version the author has analysed the writing and the speaking criteria of various exam boards and has come up with a simple and clear summary of these criteria written in a student friendly language. These criteria have been divided into four sections; each section corresponding to a GCSE level while at the end of the booklet students can find a very useful list of recommended idioms and high level expressions.

Additionally the booklet includes the conjugation of the 50 most used Spanish verbs, including the modal verbs, into different tenses.

This is followed by different language structures which the students can use to develop their writing.

The use of this booklet is proven to improve students’ levels not only in writing and speaking, but also in listening and reading.

How to get A* in Spanish? is published as a download so that you can receive immediately a copy onto your computer which you can print out for colleagues and your students as often as you want.

There are sample pages from the book at http://pdf.firstandbest.co.uk/authordownloadsamples/T1834samples.pdf and you can order it at http://shop.firstandbest.co.uk/product_info.php?products_id=814

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

How to get A* in Spanish? 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

Grab and Hold. Grab and Hold

Grabbing and holding attention is what it is all about. So how do we design items that do this?

In my last piece I reduced all advertising to three processes

  1. Think how we are going to be informative, interesting and unusual
  2. Think how we are grabbing and holding attention
  3. Consider what we have got, and then work out the design and copywriting in terms of what the psychology of perception says.

I got to this conclusion after travelling through a series of articles which deal with the ways in which it is possible to get double or treble the response rate from each advert which you place via email, the post and on web sites. (If you want to go back and read the series from the start, just click here)

I suggested also that the common sense notion that we need to be shouting out our company name and our product name so people remember it doesn’t work. Common sense is wrong. For all the evidence clearly shows that we need to be informative, interesting and unusual.

We need to jerk the readers or viewers out of their current state and get them to think about what we want them to think about.

So the question is, what does this imply for the design and copywriting?

The first point to make is that the design and copywriting doesn’t come first. You can’t just write copy or come up with a design that looks nice before you have decided how the promotion is going to be unusual and different from all the thousands of other promotions that people see.

And we must also always remember that “looking good” isn’t enough. It might look good to you when you look at the resultant web page, email or brochure – but you are focussed on it, because it is your product.

What we actually have to do is use the design to grab the reader who is not very interested by the throat, and then hold on. Our question therefore becomes:

What sort of design grabs the reader’s attention so dramatically that he or she can’t stop looking?

Now, of course, we don’t know the state of mind of the reader. If the reader is already interested, then quite often simple illustrations will work. So if you are thinking about buying a sofa or a set of new office furniture, or a set of chemistry books to use with your A level class, you might well focus on the picture of a sofa, office desk or a page from the book.

But that is nowhere near enough for the person who might well buy from you, but isn’t actually thinking that way when your advert arrives. Yes, a nice picture might well get some recipients to think, “oh that look’s nice” or “oh that looks interesting”, but still many other potential customers will be lost along the way.

Instead, what you need to do is consider your sale from the point of view of the psychology of perception.

Now a fundamental finding of the psychology of perception is that it is much easier to grab that attention of the passing individual with a phrase or slogan than it is with a picture. Also we know that it requires a considerable amount of brainpower to switch between looking at a picture and reading text. The partially interested reader can get lost at this stage.

The problem is that lots and lots of firms have tried to find phrases or slogans, and the passing reader is inundated with phrases or slogans. So much so that they are now ignored.

Which brings us to a real problem. Pictures take far more brain power to decipher than words, and so although a picture can work where the individual gives lots of attention to the page, when we think of the casual recipient, he/she won’t be bothered.

But phrases and slogans have been done to death, and so most are also ignored. Consider what you might do if you are faced with “Simply the best”, for example. You’ve seen and heard it so often, it stops having any arresting qualities. It is a bit like “Often copied, never bettered”, and “20% discount!” They don’t work any more.

The same is true with pictures. Stock pictures just don’t work because they have been seen.

Now if you really can create a picture that goes way beyond being nice, attractive and interesting, and is genuinely arresting, so much so that it makes everyone who looks at it drop everything and stare open mouthed, then great. Use that picture.

But a regular picture won’t work. And the same is true of a headline or a phrase. Everyday won’t do.

Our approach is often to create unusual phrases and headlines to grab attention because we find these a lot more successful and a lot less expensive than the creation of unusual pictures and designs.

Further, because no one can be utterly certain that an advert will work first time around, we often need to experiment. If that experimentation means finding different phrases or words, then it is not too expensive. If it means taking lots of different pictures, that can send the costs up dramatically.

So we will work with phrases such as “a word is worth 10,000 pictures”. But, of course, if you have the budget to create a range of unusual pictures that really do gain attention, then you can approach the design issue that way.

However, if you choose the less costly way of grabbing attention through words, that doesn’t mean that you don’t use pictures at all. All we have been discussing here is the first point of grabbing attention. I’ll move on to the way the design can take the reader towards the sale in the next article.

——————————————-

This is one of three regular blogs on advertising and marketing produced by Hamilton House. If you would like to know more about what Hamilton House does please do have a meander around our web site or call us on 01536 399 000. If you want to subscribe free of charge to any of our newsletters there are details here.

And do remember: the unknown will always be boundless.

Tony Attwood
Tony@hamilton-house.com

 

Making the most of your schools outdoor areas

We tend to think of the school as being a fixed entity
with established buildings, and designated
teaching areas. But…

Teaching and learning can and does happen anywhere; in the classroom, the hall, the playground… Indeed the only thing that ever limits the use of any space is our ability to imagine the possibilities.

So if you have a playground, and it is raining, or there is strong direct sunlight, or it is very windy, the area’s use as a teaching and learning environment might be thought to be restricted.

But if you were to put up a canopy, you could, for a very modest sum, give yourself an extended classroom, an al fresco dining area, an adventure play area…

This is the route down which numerous schools have recently gone, in developing ever more varied use of their facilities. And there really is no limit to the ways in which an area could be used.

True, there’s no telling what the British weather is going to do next, but the fact that canopies can be used in so many ways, means that there are virtually no days at all in the school year when such a facility cannot be used in some way or other.

There are over 150 different designs of canopies available. Some of course are designed for very specific purposes, such as the bicycle shed, but many others do have multiple uses.

Which is why before we do anything else, we always offer to come to your school, without cost and without any obligation, to see the site and discuss the ways in which a canopy could be added to your existing buildings.

To get an idea of the huge range of options available we’ve collected together photographs of over 30 different installations that we’ve undertaken recently. They are on

http://www.cambridgestylecanopies.co.uk/canopies.php – just click on any photograph that looks interesting and you will see it enlarged.

We’ve also got a separate page for cycle shelters http://www.cambridgestylecanopies.co.uk/cycle-shelters.php

If you’d like to discuss how a canopy could be used in your school, or have us come to look at your site and advise on the options, please either

Phone: 01353 699009
Email: office@cambridgestyle.org
Or write to: Cambridge Style Canopies, 62 Main Street, Pymoor, Ely, Cambs CB6 2DY

What is the best way to teach rhythm, melody and harmony at key stage 3?

This 130 page volume presents rhythm, harmony and melody as separate sets of activities which can be incorporated into lessons of any length. Each lesson plan sets out the purpose of that lesson, the materials needed, the method employed and the tasks to be done.

Activities are supported by specially composed short practice segments covering a range of styles, for example rock, reggae, jazz and funk.

Each activity and its accompanying music includes easier and more advanced elements for classes with a range of abilities.

The CD illustrates the text and provides accompanying music for student tasks with at least one CD track for each lesson. Students are guided through scores and lines of music, encouraged to get a feel for the flow of the piece and to sing or play at every opportunity.

An early example from the volume contains explanations and musical examples to show how the 8th note of a major scale becomes the first note of the next octave. Examples are generated and then joined together as a song.

By the middle of the volume, in Lesson 27, students progress from block harmonies into the harmonies that can occur in a free flowing song – in this case a round. The CD contains a recording of the round, which consists of eight two bar segments, each of which can be introduced at two bar intervals.

You can see the presentation of this lesson by clicking here.

Towards the end students combine everything learned about rhythm, harmony and melody into a series of pieces for which the music is provided.

Details of how to order are given below. The format of the book is a Ringbinder plus CD. The price is £34.95 plus £3.95 delivery.

  • Publisher’s catalogue number T1614emn
  • ISBN: 978 1 86083 603 9

Methods of ordering – please quote catalogue number T1614emn

Why and how should you implement a whole-school spelling policy?

Research suggests that schools which adopt a whole-school spelling policy can improve the rate at which their pupils progress in spelling by responding to the demands of the English Programmes of Study more effectively.

A whole-school spelling policy ensures that teachers and pupils are prepared for the teaching and learning stages ahead, encouraging swift but sensible progression.

Further to this, it ensures that the marking and feedback of pupils’ spelling is consistent, making it easier to develop and implement a unified tracking approach to the pupils’ progress.

Lead researcher, Rich Procter, a University of Bedfordshire PhD student, suggests that a whole-school spelling policy can be achieved by starting with the Spelling Appendix of the National Curriculum in Key Stage one and sharing the teaching of spelling with a wider range of curricular areas at Key Stage two.

The Foundation and Key Stage 1 Spelling Programme (based on DFES – Letters & Sounds) consists of eight Spelling Practice Activity Books and a Weekly Spelling Lists resource which start from the 100 high-frequency words in the Letters and Sounds Appendix.

Following on from this is our Key Stage 2 Spelling Programme which consists of a Weekly Spelling Lists resource, four Spelling Practice Activity Books, three Spelling Practice Activity Books for revision and two Spelling Practice Activity Books for extension.

Within the programmes are diagnostic tests for assessment, record sheets, vocabulary development work, games, dictionary work, personal spelling logs, supplementary lists which encourage repetition for less able pupils, and a number of extension tasks for gifted and talented pupils.

All the resources are photocopiable, and free sample pages for each resource are available from our website.

To see the full range of resources which make up the Foundation and Key Stage 1 Spelling Programme click here.

And to see the full range of resources which make up the Key Stage 2 Spelling Programme click here.

You can order the in any of these ways:

  • On our website at the web links above
  • 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 5LTwww.topical-resources.co.uk

sales@topical-resources.co.uk

Tel: 01772 863158

No school to be left in the dark

What is the most cost effective way of making the school grounds safe and attractive after dark?

The Department for Education states that schools should “provide external lighting to ensure safe pedestrian movement after dark” to comply with the ISS Regulation 23E and the SPRs Regulation 8.

But there is more to outdoor lighting than a legal requirement.

Outdoor lighting makes the school grounds more welcoming and a safer place to be when it is dark – whether it is for teachers working later, students going home from an after school club, or parents attending parents’ evening.

However there is a problem, because outdoor lighting can be expensive to buy and expensive to run, and even more so when multiple units of outdoor lighting are required to cover a large area or multiple building entrances and walkways.

Solisposts are innovative and contemporary solar powered bollards which are ideal for providing permanent low level lighting in walkways, entrances and carparks during the hours of darkness and which brighten on approach.

What’s more, the installation of the Solispost solar bollards is significantly cheaper than that of electrical bollards and they are even cheaper to run with zero energy costs.

And the Solis Power Management System offers the very latest in solar technology, providing high performance and long life lighting with the power capacity to ensure that there is permanent LED operation from dusk to dawn and PIR sensors that trigger automatic brightening on approach.

Furthermore, the Solisposts carry green credentials, are low maintenance, have an aluminium weatherproof construction and all installations of Solisposts come with a 3 years warranty on the parts.

You can find more information on our website by clicking here, or alternatively please do call us on 01280 701 093.

Michael Barnes

How to develop an effective Asbestos policy

We can help you with your asbestos policy.

Asbestos described as the hidden killer is likely to be present in any building constructed before 1999 and if undisturbed the risks are minimalised. However, it is important to be aware of these risks and have a clear asbestos policy in place.

Where does the responsibility lie?

The responsibility for managing asbestos in schools lies with the duty holder, this is normally the employer which in state schools is often the local authority. For academies, free schools, voluntary-aided and foundation schools, it will be the school governors, proprietor or trustees.

It is important that all staff, particularly those responsible for the running of the buildings, are made aware of the potential hazards. All staff should be instructed not to disturb or damage asbestos containing materials, for example by pinning work to walls. Damage to school fixtures or fittings that could lead to the release of asbestos fibres need to be reported.

The Asbestos Man is able to work with you to devise and implement a comprehensive Asbestos policy that starts with a consultation, followed by a full site survey including the analysis of any suspect materials.

All sampled materials are analysed at an independent UKAS accredited laboratory.

The Asbestos Man will compile a user friendly report containing photographs, annotated plans and the appropriate recommendations from the survey findings. Where asbestos has been identified we will then work with you to put in place a management plan so that the occupants of the premises are protected.

The Asbestos Man where necessary can arrange and oversee the safe removal of any type of asbestos containing materials.

Did you know?
It is a legal requirement to undertake a refurbishment or demolition survey for asbestos containing materials prior to any works taking place.

If you have any enquiries regarding asbestos please do not hesitate to call:-

Alan the Asbestos Man on 07510104323
info@theasbestosman.co.uk
www.theasbestosman.co.uk

Do you have left-handed pupils who struggle with their handwriting?

New 2015 Metallic & Antimicrobial Range

Slowly formed, sloping letters. Messy smudged presentation. Reversed d’s and b’s, p’s and q’s… even physical discomfort. It’s all part and parcel of the left hander’s challenge that often emerges when learning to write in childhood. Up until now, many thought it would never disappear.

Smudging is a common issue for left-handers, with over 88% experiencing the problem.

Our smart Swan Neck Pens are an elegantly simple solution to the left-handed writing problem that ultimately affects some 1 in 6 worldwide – a staggering 1 billion people.

All models in the Swan Neck Pen range feature a unique, S-bend neck and grip area. This enables left-handed writers to hold the pen comfortably at a balanced angle and easily view all letters and words as they are written, just as right-handers do.

• Avoid smudged presentations!
• Avoid reversed letters!
• Avoid wrist pain!
• Suitable for left and right-handers of all ages and children with special needs

Swan Neck Pens don’t just make left-handers of all ages happier and better writers. They make writing a breeze for right-handers too.

Swan Neck Pens have passed British Standards EN71 part 1, 2, 3 and BS7272 2008.

Thank you for your time .you can view our website at www.swanneckpen.com for more information, or you can contact me on +44 1454 325873.

If you would like to place an order for our Swanneck school pack, we have a special 20% discount for schools:

Please use our promotional code: Learning0124 *when ordering on our website buy pens page with full details and address of your school.

Promotion includes:

• The full Swanneck range, yellow, pink, aluminium, antimicrobial and metallic colours

PLEASE EMAIL: schools@swanneckpen.com with any school order enquires or question or if your school requires a larger order exceeding 30 pens for a postal discount.

Parents are welcome to order directly from our website.

Would like further information, please don’t hesitate to contact me.

* Not to be used in conjunction with any other promotion, delivery to school address only.

A better way to manage your school fund

www.istekuk.com
Istek UK Ltd, 3 St Ursula’s Close, Salisbury, Wiltshire SP1 3FY

Email: info@istekuk.com
Phone: 01722 413255
Fax number: 01722 568262

The Private Funds Manager software for primary schools, helps manage the school funds more efficiently, providing all the information needed for auditors, governors and budget holders.

In an easy-to-use format it :

  • Manages trips & residentials, before and afterschool clubs, fund raising and all other school fund accounts.
  • Processes money in and out and prints receipts if required
  • Synchronises automatically with Sims for pupil information
  • Balances bank accounts easily with a simple ticking system
  • Creates all the financial reports required by staff and by auditors
  • Includes a free of charge, zero fee method of accepting internet payments
  • But also links with all major online payment systems (Parentmail, Parentpay Schoolcomms etc)

Please see our website for details or phone 01722 413255