A Class Full of Laughter & Learning for £10

The Paper Tower Exercise is a practical exercise for small teams of students that will help to develop teamwork, communication and problem solving skills.  It’s fast paced, competitive and great fun.  It will get everyone talking, laughing and learning. 

Students have to work together to build the highest Paper Tower for the least possible cost.  Maths skills are put to the test as students work out how much they have spent on resources.  Time penalties apply to any late entries.

The exercise easily fits into a single lesson and contains a resources checklist, timings and assessment criteria.  The exercise can also be used as part of an activity day and run with multiple teams.

Suitable for KS3 or KS4

There are more details online at… 

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

Julie O’Brien
Creative Learning Events
0113 3909814
07977 489779

The Original Repair Kit


Kit No. 3 – The Original Repair Kit – Ideal for all sorts of Design Technology Projects.

Price:  £49.24 inc VAT.   £41.03 exc VAT

The Original project pack and still the best! This kit has everything you
need to be able to manufacture moulded parts and all manner of small carbon
fibre items.

300ml of high performance epoxy (250ml resin: 50ml hardener),
1 x pot of microfibres (adhesive powder),
1 x pot of low density adhesive/filler powder,
(1000mm x 250mm) 200g/sqm Carbon Fibre woven fabric
(0/90) (200mm x 300mm) 300g/sqm Uni Directional Carbon Fibre Fabric
(800mm x 300mm) 300g/sqm Glass Fibre 0/90 woven fabric
(400mm x 300mm) ‘Peel Ply’ 150mm Nylon Fabric
Ancillaries: 2 pairs latex gloves, 3 mixing sticks, 2 x ½” brush,
2 x mixing pots

Full Instructions

Link for purchasing.

For all your carbon needs

Do your Teaching Assistants contribute directly to achievement or just increase teacher productivity?

Some experts still want us to believe that TAs have little impact on achievement and are poor value for money, although their contribution to students’ behaviour, attitudes and confidence is acknowledged.

The research behind these headlines is based more on trends than conclusive evidence but it does point to the need for schools to increase their investment in training for support staff.

It seems too many committed and inspirational people are employed as teaching assistants without the core training needed to properly support literacy across the curriculum; at a level that will really make a difference to learning outcomes. It is sometimes the case they spend too much time freeing up the teacher to work with other pupils or perpetuating a ‘dependency culture’ with the students they are allocated to.

Schools who have experienced our TA Reading & Writing Training days report an immediate and positive impact on students’ reading & writing. Just one day of subject specific literacy training will have a greater impact on young people’s learning outcomes and can even begin to change the professional relationship between a TA and the teacher.

So imagine what 2 days of training, involving both subject knowledge and practical ideas could do? The potential impact is immense and far reaching.

Day One: Supporting Reading – this includes a review of the questions ‘How do we read?’ and detailed work on reading strategies, including phonics and grammar. We end, as we began, with a question ‘Why do we read?’

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

Both days will also equip TAs with practical ideas to help young people become more confident readers and writers.

Sue Dixon, founder of Thinking Child, has designed this course from years of experience as a literacy consultant and trainer. She understands what is required on these vital core learning modules and what TAs and schools require from limited time.

You can choose just one of the two days or stagger them across the year.

These core days of training would be delivered in your own setting or in a location of your choice, for example as host to other schools.

All materials and hand outs are included in the package cost of £1700 (when both days are booked together). £950 (+VAT) per individual day – up to a maximum of 25 delegates.

To book your course or find out more take a look at the online brochure http://www.thinkingchild.org.uk/training/

Tel: 01604 491511

Or email: info@thinkingchild.org.uk

What is the most effective way of teaching the topic of Addiction?

Addiction can seem at times an impossibility complex issue – which multiple views both on the cause and the cure in almost every case.

As a result any approach to teaching the topic needs to include analyses of the models of addictive behaviour, issues of vulnerability to addiction, as well as models of reducing addiction.

All in all there seems so much that is up for debate, and it is this that makes teaching Addiction at A2 in the AQA Psychology course all the more difficult.

Thus it is that in response to this complexity, we have produced the download “Resources for Teaching A2 AQA (A) Addiction” download.

The approach here is to take each of the five major topics that inform any debate on Addiction and explore each one through a wide range of practical examples.

In addition there are activities and worksheets to use in class to help aid application and evaluation skills.

We start with models of addictive behaviour, covering the biological approach, cognitive approach, and behaviour explanations, before moving on to the risk factors and the media influence relating to vulnerability to addiction.

Next we turn to issues relating to the reduction of addictive behaviour both through intervention and prevention, before the download concludes with revisions materials nad guidance.

The download runs to 62 page of A4 and includes grading guidance for the topic based on examiners’ reports, mark schemes and teacher experiences in the form of success criteria for each activity.

is only available as a download – not as a printed book.

There are sample pages at http://www.pdf.firstandbest.co.uk/authordownloadsamples/T1823samples.pdf

“Resources for Teaching A2 AQA (A) Addiction” 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 “Resources for Teaching A2 AQA (A) Addiction” by going to http://shop.firstandbest.co.uk/product_info.php?cPath=76_126&products_id=791

The price is £15 plus VAT (the VAT can be reclaimed in most cases by the school).

“Resources for Teaching A2 AQA (A) Addiction” 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
NN17 4HH

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

How often will your students change jobs?

What is the most effective way of preparing your students for the world of work?

The average person stays in each permanent job he/she gets for four years. If we include the temporary and part time jobs that a person might take during a time of recession (of the type we have been experiencing), then the average person will stay in each job for an average of two years.

This is a staggering turn around in the job market when compared with the past, and is due to three factors:

  1. The ease with which employers can remove employees in the first year of employment.
  2. The years of recession which has caused many employers to take on staff on short-term and zero hours contracts.
  3. A growth in the, “I don’t have to put up with this”. attitude from some young people who expect work to be, well, more like a social event than work, and who sometimes also lack the ability to handle the basic courtesies that employers who have been in the job for 30 years will demand and expect.

Whether our society will now return to the previous norm of four years per job is hard to say. But even if we do, there is still the fact that the average employee will change jobs 12 or more times during a career.

So, getting used to the experience of moving into a new work environment is no bad thing – and the sooner young people have that experience the better.

The trouble is that good work experiences for students need organising from the start to the finish, and many is the employer who complains that the work experience students they had were simply not prepared for work.

This is where “The Work Experience Manual” comes in, smoothing out the bumps that can occur as the school, the student and the workplace begin to interact.

The volume, which is supplied in copiable format, includes information on finding placements, liaising with the company in a way that the company finds suitable, student notes which allow those going on placements to be properly prepared, a record book showing the placement’s activities, and a wide range of actions and activities that should be considered after the work experience is over.

Overall the aim is to make the activity beneficial and enjoyable for the student and a positive experience for the school and employer. When this happens, everyone benefits.

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.

Order code T1822emn ISBN: 978 1 86083 866 8


  • £24.95 for the book or CD, plus £3.95 postage.
  • £31.94 for the book plus CD, plus £3.95 postage.

You can order in four different ways. In each case please quote our reference T1822emn. Sample pages and a contents list can be viewed prior to ordering on http://www.pdf.firstandbest.co.uk/careers/T1822.pdf

Suitable plays for GCSE Drama

Solving the problem of finding suitable plays that meet GCSE Drama exam board criteria

One of the most frustrating and time consuming problems associated with GCSE drama classes is the seeking out of suitable plays for the students to perform.

There are, of course, many plays around, but not so many that have the right amount of engagement per candidate and the right number of pupils involved within the cast.

What’s more, given the restriction that some exam boards now impose on the taking of scenes from published plays and the need for the play to have a unified sense, finding suitable plays is getting more difficult – especially if one wishes to avoid using the same plays as last year.

This is the problem that “Here comes Godot now!” by Lindsay Jones solves. It contains 12 plays each containing multi-roling and the variety of theatrical techniques that exam boards now seem to love.

The plays particularly engage with themes not often found in other sources, such as dark comedy, fantasy, horror, humour and urban myths. Thus the themes in this volume avoid the social topics such as drug taking which other volumes (and indeed assemblies and PSHE lessons) will already have covered extensively.

As for performances, the plays are written for a variety of combinations of participants from two boys or two girls up to four boys and four girls. Because the volume is photocopiable (or printable from a CD rom) only one copy of the book need be bought, and it can be used among the class without further cost.

ISBN: 978 1 86083 856 9 Order code: T1820emn – please quote with order.

Sample pages incorporating one complete play can be viewed at http://pdf.firstandbest.co.uk/drama/T1820.pdf

  • Photocopiable book, £29.95 plus £3.95 delivery
  • CD with school-wide rights: £24.95 plus £3.95 delivery
  • Both the book and the CD £36.94 plus £3.95 delivery
  • Prices include VAT.

You can purchase the report…

Reading activities for 16 to 18 year olds who are struggling with comprehension

Some students reach the age of 16 but still find it hard to undertake a comprehension activity. They might try to work through some past papers with comprehension tests in them, but then don’t transfer the activity of doing those papers into knowledge that can be used when they have to undertake an exam.

One particular problem that we see is that students focus just on the passage – which appears to them to be the natural thing to do. What they don’t focus on is the correct way of answering the question in front of them.

The solution presented in this volume is straightforward focussing on understanding the main concerns of the text, analysing the techniques the writer uses, and evaluating the effectiveness of the writing.

Two passages are presented at the start, and all the questions within the volume are based around these. In this way students can work through the question types without having to read lots of different passages or work through a number of past papers.

In short, they become familiar with the passage and therefore are able to focus on what the examiners require.

Throughout the book there are explanations of how to answer each question type, followed by sample questions and answers, practice questions and an answer booklet with worked examples.

The volume deals with such topics as word choice, imagery, tone and structure. There are also sections exploring (always in relation to the two texts which are provided at the start of the volume) different types of language. Here the book deals with such issues as figurative language, formal language and informal language.

It also looks at the effectiveness of the ideas, the effectiveness of the conclusion and a comparison of the two passages provided.

Higher Close Reading Examples and Activities is available in copiable form (as a printed volume or on CD) so that it can be distributed to all interested members of staff.

ISBN: 978 1 86083 841 5 Order code: T1818emn – please quote with order.

Sample pages can be viewed at http://www.pdf.firstandbest.co.uk/english/T1818.pdf

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

You can purchase the report…


Boots UK Supporting BBC Children in Need

Boots UK have launched new online primary education resources, specially designed to support teaching and learning about BBC Children in Need. The new resources can be accessed FREE at Boots Learning Store – www.bootslearningstore.com – an interactive educational website for pupils of all ages addressing issues of health, science and wellbeing.

Let’s Help Each Other and Work Together is an interactive presentation and quiz using BBC Children in Need as context for children’s personal and social development. The presentation can be used to introduce or expand pupils’ understanding of the charity, and to initiate or support pupils’ fundraising activities. This highly visual resource has been designed for school assemblies and explains the importance of charitable work and fundraising.

The Pudsey Party is an online storybook for KS1 pupils using BBC Children in Need as a stimulus for a range of reading and writing tasks. These resources are supported by a comprehensive set of lesson plans and worksheets.

Boots Learning Store is a lively and interactive online resource, containing a wide-range of learning modules for KS1 and KS2 PSHE. Developed with teachers and tested in schools, these modules are ideal for whole-class teaching on an interactive whiteboard, or in an ICT suite.

Please pass this message on to all relevant colleagues in your school. We hope your pupils enjoy using Boots Learning Store.

To access all these resources visit: www.bootslearningstore.com

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: cambridgestyle@aol.com
Or write to: Cambridge Style Canopies, 62 Main Street, Pymoor, Ely, Cambs CB6 2DY

Revilo Education – Now online!

Now your students can get their listening, reading and grammar practice using their tablets, laptops and phones as well as in school. Revilo’s tried and trusted interactive resources are now ONLINE. They are available in two formats: The originals, with tasks mainly in the target language and some in English; and a new format, with all tasks in English. You can subscribe to any of our resources for your whole school (individual logins) for just £55, or if you prefer, your students can subscribe individually, by taking out their own personal subscription for just £10.


Key Stage 3 / Key Stage 4

Try out our new online resources at www.revilolang.com

Authors wanted to write educational books, PowerPoints and download materials

If you have written a book for use in schools or are thinking of writing such a book, we’d like to hear from you.

First and Best Education is looking for authors to write new materials that can be used in secondary schools, FE colleges and as introductory texts for university courses.   Please do note that we are not currently accepting materials aimed at nursery or primary schools (except as in the note on “Management and Administration” below.)

We publish the materials in three forms: as downloads, as books which can be supplied as photocopiable masters and as materials on CD Rom.   If the book contains illustrations these are also supplied by the author.

In the case of printed books our authors receive a 10% royalty on the sales, and will have copies of the book lodged in the British Library and other national repositories of books. 

In the case of downloads a different process is followed, and because there is no printed copy available, the author receives 50% royalty.

Management and Administration

In addition to books which are aimed to support taught subject areas, we also publish a range of materials relating to school administration and management.  These books cover topics ranging from making schools more efficient, to running the school office, from behaviour and discipline, to fund raising.

What to do

If you have a book or a download ready to be published, or indeed have an idea for a book or a download that you could write in the coming months, please do email our senior editor (address below) with the following information.

  1. Proposed book title and approximate length
  2. A guide to the contents
  3. Details of who the book is for and any specific features that make the book different from other books covering the same subject area. 
  4. The level at which the book is set.  For example you might say, “GCSE, aimed at weaker students to ensure they get a C rather than a D”.  Or “An introduction to historical research, suitable for A level students and as an introduction for undergraduates just starting their course.”
  5. Any specific course or exam board that this book relates to.
  6. Five to ten pages of text to give us a feel for your style and approach 
  7. A note about yourself in terms of qualifications and experience in education

About the publisher

First and Best was formed in 1993 and has published over 1000 books over the last 20 years.  You can see a full catalogue of our current books on http://www.shop.firstandbest.co.uk/   Our books are sold via direct advertising to teachers, and are not normally distributed via bookshops.

If your book is accepted for publication you will be offered a contract to sign, and a date will be agreed for the supplying of the final text.

If you have an idea for a book or a book already written, please email Anne@firstandbest.co.uk


THE ANGEL’S HARP ‘A very musical nativity’ by Fran Carpenter

A new musical Christmas nativity play for 6-9 year olds – that your own little angels will love to perform!

We are delighted to introduce our new Christmas nativity production for primary school children aged 6-9 years (upper infants/lower juniors). The play is also suitable for mixed age and whole school groups including younger children.


Adina the angel plays the harp in the angel orchestra. Whilst rehearsing up on a cloud, the wind sweeps her harp from her hand and it tumbles down towards Bethlehem. In her search for her harp, Adina meets up with the colourful characters of the nativity story – who turn out to be a most musical bunch! She finds herself jamming in the Innkeeper’s ‘ceilidh band’, dancing to the shepherds’ conga, and parading to the wise men’s trumpet fanfare. Interspersed between these scenes are comical and quirky song and dance numbers, as the harp entertains the hens, lizards and gerbils living nearby. There is even an animal barnyard tap dance number in the style of Fred Astaire! The stars finally help Adina to discover the whereabouts of her harp, just in time for her to be reunited with her orchestra and play for the baby King.


You can listen to mp3 music clips from The Angel’s Harp online at www.franticproductions.co.uk


This is a truly musical celebration of the nativity story, introducing children to a variety of different musical styles. And it’s more than just a ‘sing-along’ nativity show. It provides opportunities for young performers to develop real musical skills and knowledge as they rehearse, and showcases their singing, dancing and instrumental talents – whilst making the teacher’s director role as easy as possible. It’s also a lot of fun.


There are speaking parts for up to 28 children, with further participation opportunities through singing, dancing and playing instruments for 90+ young performers. Duration is approximately 40 minutes.


The Angel’s Harp costs £25 for the script with performance tips, piano scores with guitar chords and a CD of vocal and plain backing tracks.


Contact & Order Details:

For more information or to order, please contact us or send us a school order in one of the following ways:

Frantic Productions Ltd, 7 Cliffe Road, Barton-on-Sea, Hampshire, BH25 7PA

Tel/Fax: 01425-614665

Email: music@franticproductions.co.uk

Website: www.franticproductions.co.uk

Twitter: @frantictunes

Facebook: facebook.com/franticproductions



Enterprise Soapbox – A versatile Cross-Curricular Resource – 15% Back to school Discount –

Innovative Enterprise has been delivering enrichment workshops and supplying enterprise resources to schools since 2006.

Enterprise Soapbox is our most popular resource to date having sold over 500 kits into more than 300 schools nationwide. We’ve even sent kits to Malawi!

Enterprise Soapbox is a self contained Business, Science & Enterprise kit which comes complete with a 70-page teacher pack full of ideas, curriculum links, G&T projects and more.

There’s enough material in the kit to make up to 700 novelty-sized soaps or approximately 140 bars of ‘regular’ sized soaps or. Pack two of the novelty ones together, sell for £1 and you’ve made more than enough money to buy a refill kit and do it all again!

Use it as a Social Enterprise or try it as a cross-curricular activity – it’s amazingly flexible!

Each kit contains:

  • 1 x 70-page teacher manual
  • 1 x Cold process demonstration kit
  • 1 x 11kg tub of soapbase
  • 2 x silicone novelty moulds (10-12 moulds per sheet)
  • 2 x large sheet moulds (4 moulds per sheet)
  • 3 x different colours
  • 3 x different perfumes with applicators
  • 1 x jug & spatula
  • 1 x CD-Rom instructional video and DVD.

E-mail: info@innovativeenterprise.co.uk
Website: www.innovativeenterprise.co.uk

What happens when a contract goes wrong – terminate or mediate.

It is essential that contracts are managed and most are and go through their ‘life’ with no problems. However, some contracts do not go so well.

What happens if the supplier does not deliver on time, or the goods don’t work as they should, what happens if the price changes? what happens if the service engineer does not arrive within their contracted time?

Termination is one solution, maybe legal action another, but it could well be that mediation or arbitration could be the better way – especially in respect to sole source or limited supplier contracts.

Mediation or arbitration both require for a process to be followed and work put in to achieve the desired outcome. Managing poor performance is essential and managing by way of mediation or arbitration is part of this process.

Corporate Contracts run an online course, The Certificate in Managing Contract Disputes that takes you through the process and covers all the areas involved in dealing with the successful running of a contract, from risk management and performance through people and behaviour, mediation, arbitration and the buyer/supplier relationship.

The course covers 11 modules and takes approximately 15 weeks. You work one to one with the course tutor.

For details of all the modules covered in The Certificate in Managing Contract Disputes, sample modules and prices and an application form please see http://www.contractmatters.org.uk/ for more details.

The Certificate in Managing Contract Disputes is run by Corporate Contracts Ltd and administered by The School of Education Administration and Management.

Earlstrees Court
Earlstrees Road
NN17 4HH
01536 399000

Three films to help teachers and student advisers cope with the emotional states of their pupils.

Stopping the Pain: Teenage Self-Injury DVD 2010 – 20 Minutes

Causes of self injury, and how to help.

The number of adolescents injuring themselves is growing. In this programme, several young people describe what led them to self-injury, how they got help, and how they found healthy ways to deal with their problems. Some of the reasons for self-injury are identified: to punish themselves for not being perfect, to relieve emotional stress, to feel less numb, and to feel in control when everything else in their lives seems to be out of control. Sections include an introduction, why people self-injure, increased self-injury, getting help, helping other people who self-injure and getting better. USA

£44.85 plus postage, and VAT


Teenage Grief DVD 2007 – 13 Minutes

Animated film about teenagers coping with the death of someone close.

Teenagers already have to cope with huge changes in themselves and their lives. Adjusting to the death of a close friend or family member at the same time may feel like too much for them to handle. This animated film by Leeds Animation Workshop contains six episodes and young people from a wide range of backgrounds facing different kinds of bereavement. Adam’s grandmother is elderly and dies in hospital; Emily’s mother dies after a long illness; Nasreen’s father has a sudden fatal heart attack. Marcus sees his sister killed in a road accident; Laura loses a friend through suicide, and Nathan’s mother is murdered by her ex-boyfriend.

The pack, which includes a booklet, aims to help parents and others understand the ways in which young people grieve and how best to support them.

£37.95 plus postage, and VAT


A Confidential Space DVD 2011 – 84 Minutes

Issues of confidentiality relating to counselling children and young people.

An interview with Peter Jenkins, on the issues relating to confidentiality in therapeutic work with children and young people. This is a complex topic, but Peter conveys some key messages about the value of this counselling with force and clarity.

The interview covers a broad range of issues which will be of direct value to practitioners in this challenging field, whether as therapists, trainers, lecturers, managers or supervisors. Peter provides a strong case for building and maintaining high levels of confidentiality in therapeutic work with children and young people, based on research findings and on recent case law.

Themes covered include: Ethical issues in working with children and young people, Good practice for counselling in schools, Information-sharing and child protection, Disclosures of abuse and pre-trial therapy, Data protection and access to records of therapy by the courts, police and solicitors, Access to records of therapy by parents and children and Therapy as a confidential space.

£46.00 plus postage, and VAT

You can easily order by going to our website www.concordmedia.org.uk or you can order by emailing us at sales@concordmedia.org.uk.
(In this case please put the reference HH1 in your order) Telephone enquiries to 01473 726 012 please.

Meeting the Ofsted requirement for Careers Education


Schools are faced with a never-ending list of issues that need to be urgently addressed, and Ofsted’s recent findings suggest careers education often gets missed off the list.

Are you confident that your school has robust and effective careers guidance and monitoring system in place?

Here’s how we address some of the key points made by the Ofsted report:

Ofsted Key Points

How we can help
Thorough monitoring of the quality of careers guidance provision was rare. “Very few of the schools reported systematically to their governing body on how well they were meeting their new statutory duty.” We have developed and tested a comprehensive employability audit for schools. The audit is a tool to help you understand what provision you have in place and where improvements can be made. You can read a case study and further information here.
Only 12 of the 60 schools visited by inspectors “ensured that all students received sufficient information to consider a wide breadth of career possibilities”. Our Next Steps workshop caters to groups of up to 100 students and includes current labour market information, impartial information about education and employment pathways, explains employability skills, and highlights less known career options.
Vocational training and apprenticeships were “rarely promoted effectively” and aspirations for vulnerable students were “too low”. Our multi-session Employability Programme has been mapped to the LSIS Careers Learning framework and the ASDAN employability certificates. It teaches the principles of independent career management in groups of up to 30.
About half the schools used their own staff to inform students about careers, but they “often had insufficient training and did not provide students with up-to-date information”. We can also provide CPD for teachers who are tasked with Careers provision and new to the role.These training days take place throughout England or can be tailored to an individual school or academy group and delivered onsite.We also have a suite of free resources for teachers on our website.

InspireEducation has been working in partnership with schools and colleges since 2010 to support the successful transition of young people through education and into the world of work.


  • Teach students tools to support them to independently manage their futures;
  • Develop and regularly update our programmes based on input from employers;
  • Consistently deliver high quality impartial careers education;
  • Have developed a suite of free resources for schools to help them deliver quality IAG.

Please contact info@i2e-education.co.uk or call 01536 745377 for more informaton

Making Philosophers of your Students, Part 2

You may remember my previous email about how to turn your Key Stage 3 students into Young Philosophers. As a student of philosophy myself, I am thrilled that the course has proven so popular. When I presented the idea to ZigZag Education’s Commissioning Editor, I knew it was a risky proposal for what many would consider a niche area.

Fortunately, I convinced the Editor that this was a unique and educationally valuable resource – well worth publishing whatever the take-up. And the gamble on developing and investing in this resource is paying dividends, not least to schools now using this course to enrich and improve their students’ thinking skills.

So, it is with great pleasure that we announce a second volume. 12 more lessons take the exploration of key philosophical themes further. Peer reviews – part of our quality assurance process – gave very positive feedback:

‘Great understanding of the subject matter and good choice of themes to continue into Volume 2… Thorough introduction to philosophical themes (mind, God and politics)… As with Volume 1, the author knows their philosophy, and clearly and accurately presents concepts… Excellent context and background material to inform the teacher, especially if they do not have any experience of the topics… Teachers tips also useful on the lesson plans… Good to see that again true philosophical themes are being presented.’
– Merrigan Bee, Philosophy Lecturer & Independent Reviewer

‘With interesting topics and a range of activities, the Young Philosopher Course provides teachers the opportunity to provide stimulating lessons in an easily adaptable manner at an introductory level, while offering something to be built upon as the teacher and learners grow in confidence in the topics… The thoroughly detailed lesson plans are clearly explained and outlined, taking non-specialists into consideration to ensure the discussions and lesson stay on track.’
– Vanessa Austin, Lecturer in Religious Studies and Philosophy, Independent Reviewer

See for yourself – view the full inspection copy at http://zzed.co.uk/WB14

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 it on your server for multiple use.

Volume 2 of the Young Philosopher Course is available as a photocopy master with site licence (£99). Also available in:

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

If you don’t already have Volume 1, you can get both together for a discounted price – see the website for details.

Order now at http://zzed.co.uk/WB14

ZigZag Education, Unit 3, Greenway Business Centre, Doncaster Road, Bristol BS10 5PY
t: 0117 950 3199 | f: 0117 959 1695 | PhilosophyWB14@zigzageducation.co.uk

Give your promotional code WB14 to get free postage!

Sadly, not everything is quite as it ought to be

The curious tale of the photocopier that ate money

It is a sad reflection of the world that we live in that not every photocopier is quite as honest, straightforward and honourable as it ought to be. Some photocopiers are just, well, not quite on the button.

I say this because I’ve recently been working with a school where the payments on a photocopier lease were calculated slightly wrongly. The error was indeed small – around £15 a week.

The problem was that the copier was supplied on a five year lease which meant that by the end of the agreed period the school had been overcharged by £4131. Worse no one reminded the school that the lease had come to an end, and the payments continued for an unwanted machine, for another 18 months after the lease.

I am not suggesting that anyone is deliberately involved in mis-selling. But the fact is that this sort of error is surprisingly common.

Now I know that in writing this I am starting to sound like one of those dreadful PPI recovery people who seem to phone me up everyday promising me that I have been mis-sold something or other by my bank.

However school photocopiers are rather different, in that errors, where they do occur are as likely to occur as a result of incorrect calculations as they are for hidden commissions or unwanted insurance policies

But there is a solution to all this and what we do is simple. Because this is our specialist area we can quickly check the photocopier lease and then the amount being paid. If there’s an overpayment due, we recover it for you and take a modest commission at that point.

And although I have mentioned photocopiers throughout, we can also do this on any other type of school lease that you would like us to check.

To see if there is money due back to the school simply email me at Stephen@schools.co.uk and attach to the email a copy of your scanned-in leasing agreement/s and we will let you know if you may be entitled to a refund.

Just to reassure you, you will have no obligation to proceed – and if you do you will not be required to pay anything. Instead you will be told what percentage reimbursement the company will require in the event of their making a successful claim on your behalf.

Stephen Mister

What is the simplest way to be efficient?

That was a question that exercised MPs recently in a debate on recycling. Aidan Burley MP pointed out that one company – PRM Green Technologies – has “already saved the education sector in excess of £5 million through their services; equivalent to the cost of employing 237 full-time teachers.”

It is an extraordinarily bold claim but it is based on a simple observation. PRM Green Technologies come to schools and remove unwanted computer equipment from each school and then dispose of it in an environmentally friendly manner. The company even wipes the hard drives to make sure nothing is available for anyone else to access.

It doesn’t cost the school anything, and it gives a good lead to parents and the students when they see what the school is achieving.

Equipment that can be removed includes computers, screens, printers, cables, PC base units, CRT monitors, TFT monitors, servers, laptops, server racks, switches, telecom switches and printers.

The only requirement we have is that you have at least 30 items for collection and that they are all gathered together in one easily accessible place for our driver to pick up.

Indeed, as long as you have 30 of these items we will take away other IT equipment at the same time, such as keyboards, cabling and telecoms.

At the end of the process we issue you with free certification evidence so you can see that the correct procedures were complied with.

Not surprisingly, Cabinet Minister Rt Hon Nick Hurd MP was quick to join in and associate himself with the firm as “an example of a good British business that is coming up with new solutions and offering real value at a time when we need to challenge the system, which spends so many billions of pounds of our money, to be more efficient and effective.”

For more information on free secure services provided by PRM Green Technologies, please call on 0800 840 9195 or visit our website at www.prmgreentech.com



Stop – Baby ahead

Let’s Talk Sex and Stop Baby Ahead!

Factual, non – biased, safe sex and relationships
forums for all ages

The Teenage Research Unlimited reported 61% of teens, boys and girls, have been in relationships where their partner has made them feel bad about themselves.

1 in 4 teenagers say it is ok for a partner to be “really jealous” sometimes. And 34% of boys said it was alright to pressure girls into having sex if they have had it before.

These statistics are shockingly sad. That is why we believe it is fundamental to focus on the real issues surrounding sex, such as, teenage pregnancy, domestic violence, pornography, abuse and let’s not forget, love.

With high quality, age – appropriate, non judgmental forums on sex and relationships, we will have a generation who are empowered to make informed choices about their bodies and future.

Stop Baby Ahead is a preventative workshop looking at the practical, financial and emotional consequences of becoming a teenage parent.

Let’s Talk Sex is a series of topics which be tailored to create a unique workshop to suit you and your students needs. The project includes but is not limited to:

  • Body Image & Confidence
  • Peer Pressure
  • Sexual Health & STIs
  • Healthy and Safe Relationships
  • Pornography and Sex in the Media
  • Sexuality
  • Consent

For further information please do not hesitate to contact us on 01903 872 849 or email carrie@learningperformance.com

Global Entrepreneurship Week 2013.

“TAKE A STEP FORWARD” is this year’s Global Entrepreneurship Week (GEW) theme and we have availability for two remaining slots to come into YOUR school and inspire your students during the week – on 18th and 19th November.

Whether you’ve done something before with Enterprise, Entrepreneurship or WRL (or not), we will be able to support your quest to develop Entrepreneurship in your students…during GEW or any other time you need us!

To make it easy for you to support GEW 2013 (and develop your students’ skills) we provide a range of workshops and easy-to-use resources, have a look at our dedicated GEW 2013 page here: http://www.innovativeenterprise.co.uk/Schools/Page.aspx?Id=93

Don’t take our word for it, here’s a testimonial: “Innovative Enterprise’s presentation style is inspiring and inclusive, and rapidly draws in even those whose approach to regular lessons can be more sceptical. The management of the students is probably the best I’ve seen from anyone who is not a professional full-time teacher- the balance of excitement and containment is often something that outside speakers & others involved in schools liaison find challenging, but this was spot-on”.

Get in touch now for GEW 2013 and beyond! info@innovativeenterprise.co.uk or freephone 0800 434 6424.

Reaching out to those who need you most

What is the most effective way of encouraging parents, who have visited once or twice but then drifted away, to return to your centre?

A recent report from the Children’s Society confirms what I think many of us have known for a long time – that it is the poorer parents who are struggling to access the support that is available through Sure Start.

Such parents and carers may well turn up once or twice but then stop, perhaps because of the distance or local transport problems involved in reaching the centre, perhaps because they are not sure of what services and sessions are available, or perhaps because of other commitments.

What is needed with such parents is a method of communication which fits in with the parents’ lifestyle, which is simple and low-cost to operate for the Centre and which is proven as a method of encouraging the lapsed parent to return.

What such a message can do is highlight the concept of using the Sure Start centre again and put this notion into the forefront of the parent’s mind.

The method that works singularly well in achieving this end is bulk text messaging.

Text messaging offers an instant, cheap and effective way of communicating, whether it is regarding reminders of session details or about changes of times. Parents can be divided into different groups (such as regulars, occasionals, once-visitors, etc) and messages can be tailored to each group.

What TextMine does is allow you to send bulk text messages to each selected group of people at very low cost.

To get started, all you need to do is to log on to the TextMine website, type your message as you would an email, choose your contacts and send. Your message is sent directly to the phones of the people you want, whether they have the newest Smart Phone or one of the older mobiles.

For more information about the TextMine system please visit www.textmine.co.uk or alternatively email catherine.keeling@textmine.com or telephone 020 8150 6024

Relationships are tough. Teaching students about relationships is even tougher.

Being human means being aware of attraction, beauty and social norms. It also means that we have to realise that to a large degree beauty is in the eye of the beholder.

These issues, plus such factors as the multi-facetedness of beauty and the vast range of ways there are of being attractive, requires that we approach each issue from a variety of different angles.

Unfortunately this in turn can give us the problem of each of us having differing (and even contradictory) points of view. There are no set answers – but there are possible answers.

And it gets tougher. When we get to the field of social influences and social relationships there are so many different approaches and so many different views that it can get to the stage that the whole topic seems impossible.

Being yourself, having good positive relationships, acknowledging both rights and responsibilities, avoiding a life dominated by peer pressure, understanding different sexual orientations… these are all vital but complex issues.

So, to make the teaching of social relationship issues throughout the school a simpler and more consistent process, we have produced a course book on social relationships which can be used throughout the school with the assurance of continuity of message at each stage.

The book, Sex and Sensibility: a Sex and Relationships Course for Secondary Schools, is available both in photocopiable form and as a volume that can be loaded onto the school network, so that only one copy is needed.

The volume is intended for use by teachers not only of PSHE, but also biology, sociology, art, science and literature, incorporating as it does everything from key discussion points on the social effects of sexual behaviour to sex in the media, from sex and biology to Shakespeare’s “True Face of Beauty” sonnet and a mystery love letter.

Indeed whether one wishes to look at branding, personality, the law, health or any other matter in this field, it is covered here.

Sample pages can be viewed at http://www.pdf.firstandbest.co.uk/pshe/T1760.pdf

Publisher’s reference: T1760EMN ISBN: 978 1 86083 754 8


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

You can purchase the report… please quote the order ref: T1760emn



What is the best way for all your colleagues to know about the many conditions that the Senco is now being asked to deal with

Keeping staff up to date with the latest syndromes and conditions and practical interventions they can use to support learners with Special Needs is a key requirement according to the Department for Education. In the latest book in the series A Guide to Syndromes and Conditions an additional 22 syndromes and conditions are outlined and key information that will help all staff in their day to day working is given on Behavioural, Emotional and Social difficulties, Bipolar Disorder, School Phobia, Selective Mutism to Sensory Processing Disorder.

One particular benefit is that the book comes in a photocopiable format so that if you wish staff to circulate details of a condition to colleagues or indeed provide information to concerned parents this is easily achieved.

Further details of the volumes and their contents are to be found on www.behaviourmatters.com/syndromesoffer

Cost of these resources:

  • £25 plus £2 postage and packaging (if one book purchased)
  • £40 plus £4 postage and packaging (if two books purchased)
  • £60 plus £6 postage and packaging (if all three books in the series are purchased)

To order please contact us at:

Behaviour Solutions Limited
15 St. Mary’s Close
Newton Abbot
TQ12 5QF

Phone / Fax: 01626 366161
Email: dave@behaviourmatters.com

When they’re queuing in the library and the laptops are on hold…

A self-service laptop loan system which allows students to book laptops in and out as needed is undoubtedly a good idea.

Middlesex University wanted to implement such a scheme in order to enhance student IT provision and to provide a flexible option for students who preferred to work outside the library. They also wanted to address issues around access to desktop PC/Macs for students at peak times.

The library had previously operated a laptop loan scheme which had proved popular. However, the service itself was limited as laptops needed to be manually issued/returned during set times during the day, and this resulted in a relatively small number of laptops being issued.

In addition, the University had moved to a centralised helpdesk for all student enquiries which was also located in the library. In order to improve this and other services, it was important that students were not left queuing to get a laptop.

So a 24/7 self-service option was identified as a clear requirement.

The University at this point turned to Bretford, and we offered a solution that is already being used successfully in a number of Universities – the Bretford Myritrac.

Following the installation of a 30 bay control and recharge cabinet and the subsequent overwhelming positive feedback from students, a further three bay cabinets have since been installed.

As a result all the laptops have the same software installed on them as a desktop machine has, including the ability to print wirelessly, giving students a choice of devices to use.

As the laptops could be used on or off site students could work in other parts of the campus or take them home. In essence, laptops have become just another ‘loanable’ item students can take away with them.

For further information on Bretford Myritrac please click here.

Alternatively you can call us on 01753 53 99 55.

You can also see us at the Higher Education Expo on 17th October at Olympia.

What is the simplest way of doubling the effectiveness of every lesson your colleagues teach?

It is a simple fact of life that virtually anything we do could be done better. 

If one had had a little more time to prepare or a little more understanding of the pitfalls into which we might fall… then it could all have gone a little more effectively. 

And indeed, it (whatever it was) might not have been just a little bit more effective, but quite possibly far more than that. 

When seen in this regard lessons are no different from anything else. 

This is because the enhanced effectiveness of each lesson comes in two ways. First, the lesson itself becomes more effective as a teaching tool. And second, well, there is a second, but I’ll leave that for a moment. 

What we are talking about here is the Lesson Recorder – a system that not only records the teacher teaching the lesson, but also shows the PowerPoint display, the interactive whiteboard, and any other such devices that are utilised during the class. 

As such the full lesson is recorded – and of course, because the teacher knows in advance that this will happen, your colleague will inevitably make this lesson one that is that extra bit special. 

But it is once the recording is made that the Lesson Recorder really delivers school improvement. 

Firstly, students can access the recording from the school’s VLE through their normal log-in and thus use the lesson itself as part of their revision. Anything that was in the lesson which they missed first time round will be available for them. And should they have been away from school through illness, this provides them with a simple way to catch up. 

Secondly, you, the head of CPD, or any other suitably qualified colleague can review the lesson with the teacher as part of the professional training programme within the school. What’s more, because the recording is complete in terms of all the aspects of the lesson, it will be a perfect piece of evidence to offer to the inspectorate, should they wish to see it. 

The outcome of all this activity is, of course, better teaching and learning. Your colleagues improve their practice, while your students are delivered ever improving lessons to which they have access at any time once the lesson has been taught. 

There is more information on the Lesson Recorder on our website. 

You can also find out more by calling Lesson Recorder on 01793 978 785 or by emailing dstewart@lessonrecorder.co.uk I look forward to hearing from you. 


Stand Up & Stand Out

Help students become the candidate
employers’ want.

Latest figures show over 20% of 16 – 24 year olds are unemployed. There is no doubt that this is a tough economic climate with fierce competition for every job advertised.

That is why we have launched an exciting new campaign designed to increase students’ employability. Stand Up and Stand Out will help our young people develop the essential skills that employers look for and want by focusing on the following:

  • Communication Skills
  • Team – Work
  • Leadership
  • Creative Problem Solving and Thinking Skills
  • The Successful Interview
  • Writing a professional CV
  • Confidence & Self – Belief
  • Entrepreneurship

The Stand Up and Stand Out project can range from half – day workshops to uniquely tailored programmes spread over several weeks.

All students will receive a certificate of attendance to add to their professional portfolio.

For more information please contact us on 01903 872 849 or email carrie@learningperformance.com

New Geography A Level and GCSE AQA Learning Grid Resources

How do you make sure your students understand the facts and become confident with the material in the easiest possible way?

Learning Grids: A must-have for any classroom! Concise and easy to use,
this resource reinforces the basics.

The learning process is simple and organised as students have to use their own notes and textbooks to fill in the empty grid, written in exact specification order. The structured learning method aids weaker students and ensures they absorb all of the information. They are fully referenced against key specification textbooks so whichever book you have, these grids will work for you.

A Level AQA & GCSE Learning Grids

  • An easy-to-set, yet valuable homework option.
  • Requires minimal preparation and interaction from the teacher — great for cover lessons!
  • Results in a comprehensive set of revision notes.

AS & A2: Cross-referenced to both Nelson Thornes and Philip Allan textbooks.

GCSE: Cross-referenced to Nelson Thornes, Heinemann and two Oxford University Press textbooks.

  • ‘A very good resource that focuses the student’s attention on key concepts… resource would help the students build a sound knowledge base.’ – I Dambudzo, Geography Teacher, Examiner and Independent Reviewer

  • ‘Easy-to-follow grid format with clear indications to relevant textbook sections, a good resource which will allow pupils to carry out a minimum level of reading for the AS unit.’ – A Ali, Head of Geography and Independent Reviewer

View full inspection copies of all Learning Grid resources at http://zzed.co.uk/UY66-LearningGrids

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.

GCSE and A Level Learning Grids are available as a photocopy master with site licence (£24 – £49). Also available in:

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

Order now at http://zzed.co.uk/UY66

ZigZag Education, Unit 3, Greenway Business Centre, Doncaster Road, Bristol BS10 5PY
t: 0117 950 3199 | f: 0117 959 1695 | Geography-UY66@zigzageducation.co.uk

Give your promotional code UY66 to get free postage!

What is the simplest and most effective way of implementing the 2013 pay and condition regulations?

To say that appraisals and performance-related pay are not the most popular concepts in schools at the moment is probably something of an understatement.

This leads to an interesting thought: as a result of this situation there’s little doubt that the only way to implement the new legislation without causing a lot of upset and difficulty is to use a standard, transparent approach throughout the school.

Better still is the idea of using a purpose-built approach, which not only handles all the data but also fits in exactly with DfE and teaching union guidance.

What is needed is a system which links lesson observation with objectives and standards frameworks allowing you to collect evidence using one system throughout the school.

This means that everyone experiences the new approach to pay and conditions in the same way, and everyone recognises that they are being treated in the same manner as all their colleagues.

At the same time what is needed is a system that gives you and your colleagues in the leadership team up-to-date observation reports and data for the whole school.

This not only enables you to make decisions and focus attention on issues as they emerge, but also means that when Ofsted comes calling you can show at once what you have been doing to abide by the new regulations.

There is a further benefit here, because a system such as the one described also sets the scene for the continuing professional development that is relevant to the entire school and supports your key improvement targets

Thus as time goes by the system records and stores lesson observations, identifies development and training needs and builds a portfolio of evidence mapped to objectives and standards for each member of staff.

Such is the thinking behind Filio – an approach to the 2013 pay and conditions regulations that works across the whole school, allows everyone to understand that they are all being treated in the same way and fits perfectly in both primary and secondary schools, with both teaching and non teaching staff.

If you would like to see a demo please email me at Sarah.Ridgway@filio.co.uk or call 07966 338059.

You can read more about it at http://www.filio.co.uk/


The ‘Rules’ of Sharing: When do children have something to teach us?

Spend five minutes with a group of children and they can tell you about their ‘rules for sharing’ – they are often quite complicated and detailed.

Of course, it takes time for young children to develop a secure sense of ownership and be able to share willingly – it needs a certain level of maturity and can be difficult to get right sometimes.

The Dictionary definition is: ‘To allow someone to use or enjoy something that one possesses’.

Sue Dixon, owner of Thinking Child, wants to do just that – so we’ve come up with our own ‘Rule for Sharing’.

Sue asked ‘What’s the best way to share our good ideas with as many schools as possible?

And the answer is The Thinking Child Network – a simple but effective concept that allows more teachers to have access to what we do.

It works like this:

For an annual subscription of £250 schools receive: (£125.00 for schools with fewer than 100 pupils)

  • Full access for staff employed by a school to view and download ALL Thinking Child resources in digital format. (Yes all of them – really) This also includes any new ones launched in the coming year.
  • 25% discount on all Thinking Child resources (hard copy) – with free delivery.
  • A welcome gift of The Literacy Box and The Numeracy Box for your school when you sign up – worth over £300
  • Regular updates on new products and training events coming in 2013 -14.
  • The opportunity to give us feedback on new products and/or test them with your children.
  • The opportunity to write for us should you wish – blogs, case studies, articles etc.

That’s it – no catches – sharing really is that simple.

To find out more and join this ever growing network of schools visit the webpage today or give us a call: http://www.thinkingchild.org.uk/tc-network/

Tel: 01604 491511

Email: info@thinkingchild.org.uk

Tigtag online resources – perfect for Science Coordinators!

Teach science this year with confidence for just £99.*

Whether your school is experienced in teaching science or you are pioneering a new science focus, Tigtag has something for everyone.

Tigtag has a wealth of materials to support classroom teachers:

  • Hundreds of original WOW-Factor films
  • Fun practical activities, with the science explained
  • Clear learning objectives for each unit, created for the new National Curriculum

What are you teaching today?

Why not try one of our free topics to start teaching with Tigtag today and get a head start on the new Curriculum.

Try a free topic now

“Tigtag is perfect in every way. All units of the curriculum are covered and the range of units is just right for the bottom of Key Stage 1 to the top of Key Stage 2.
A real time saver!”

Karen Brown, Science teacher, St Swithun’s Junior School, Winchester

*Offer ends on 25th October. Usual subscription price starts from £195. Visit tigtagworld.com for more information.
Tigtag and the Tigtag logo are registered trademarks of Twig World Ltd
14 North Claremont Street, Glasgow, G3 7LE, +44 203 463 8608


The behaviour of pupils and students is not just a matter of social class and educational achievement. There’s always more to it than that.

There is a classic experiment in the history of managing the behaviour of school pupils and schools in which a school in a high poverty low-expectation area of Maryland USA, adopted the syllabus and teaching methods of an extremely conservative nearby private school.

The experiment proved once and for all that a key factor in determining the behaviour of pupils was not so much the syllabus or the background of the students, but rather the unification of the view of the staff.

In short, where different staff hold, implement (or indeed fail to implement) different approaches to behaviour then behavioural issues arise. Where there is a true unification of purpose via one selected approach, then matters progress quickly.

The book, Improving attitudes, managing behaviour and reducing exclusions, builds from this finding, a finding which puts the power to change pupil and student behaviour totally back in the hands of the school and its teachers.

The view of the book is very clear: schools improve when those in the school decide to improve the school, not because of government initiatives, curricula, inspectors, naming and shaming or anything else imposed from without.

For, once a school has its own unified policy, it is able to project that policy to parents and students alike and thus extend the unity of purpose to all members of the school.

Through this unified approach everyone within the school is able to be proud of the school through knowing exactly what its approach to behaviour is, as much as everyone will know what its approach to teaching and learning is.

Within such an approach, everything is covered. A parental complaint about behaviour, for example, is immediately seen by everyone involved within the context of the school’s policy to which everyone has signed up. Through this approach the issues of teaching and learning, motivation and behaviour all start to exist in a unified concept. Each issue is related to the others, and everyone knows where they stand.

But the key issue is not just the development of a new policy to which everyone agrees. It is the implementation and maintenance of the policy every day of the school year.

And it is this issue of seeing both the introduction and the maintenance of the policy as being of equal importance that marks out this approach from so many others. For whatever changes are introduced to the school, there will be objections, which as often as not are simply objections to change rather than objections in principle as they are so often expressed.

It is the overcoming of such objections and the insistence on the maintenance of the new approach that ensures that in the end the school is operating in the way that everyone wants.

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


  • 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

Imagine a school fundraising programme that actually encourages learning…how refreshing!

Our very simple, learning based, patent-pending programme, will academically empower your students like never before as they raise money for your school with very little administrative effort required on your part.

You’ll learn how it works by clicking the button below and after your review, we’re sure you’ll find the programme to be a fresh alternative to existing product/food based fundraisers and also a lot of fun for the students.

Click now to discover how AcademiCard can help your school reach its fundraising goals through learning and for a limited time, every participating school receives free bonuses with every order!


Feel free to reach out with any questions to Steve Mister, or email us at sales@hamilton-house.com.

We look forward to helping your school learn and earn with AcademiCard!


Steve Mister

01536 399000
Hamilton House Mailings, LTD

What is the simplest way of doubling the effectiveness of every lesson your colleagues teach?

It is a simple fact of life that virtually anything we do could be done better.

If one had had a little more time to prepare or a little more understanding of the pitfalls into which we might fall… then it could all have gone a little more effectively.

And indeed, it (whatever it was) might not have been just a little bit more effective, but quite possibly far more than that.

When seen in this regard lessons are no different from anything else.

This is because the enhanced effectiveness of each lesson comes in two ways. First, the lesson itself becomes more effective as a teaching tool. And second, well, there is a second, but I’ll leave that for a moment.

What we are talking about here is the Lesson Recorder – a system that not only records the teacher teaching the lesson, but also shows the PowerPoint display, the interactive whiteboard, and any other such devices that are utilised during the class.

As such the full lesson is recorded – and of course, because the teacher knows in advance that this will happen, your colleague will inevitably make this lesson one that is that extra bit special.

But it is once the recording is made that the Lesson Recorder really delivers school improvement.

Firstly, students can access the recording from the school’s VLE through their normal log-in and thus use the lesson itself as part of their revision. Anything that was in the lesson which they missed first time round will be available for them. And should they have been away from school through illness, this provides them with a simple way to catch up.

Secondly, you, the head of CPD, or any other suitably qualified colleague can review the lesson with the teacher as part of the professional training programme within the school. What’s more, because the recording is complete in terms of all the aspects of the lesson, it will be a perfect piece of evidence to offer to the inspectorate, should they wish to see it.

The outcome of all this activity is, of course, better teaching and learning. Your colleagues improve their practice, while your students are delivered ever improving lessons to which they have access at any time once the lesson has been taught.

There is more information on the Lesson Recorder on our website.

You can also find out more by calling Lesson Recorder on 01793 978 785 or by emailing dstewart@lessonrecorder.co.uk I look forward to hearing from you.

Budgeting: free KS4 Business resources!

To help you introduce your students to the topic of budgeting, we’ve provided a set of free Boardworks resources, which are available to download from our website!

Taken from our KS4 Business Studies product, these resources are ideal for introducing the concept of budgets within businesses. Along with a clear breakdown of the reasons why budgeting is important for organisation and planning, the resources feature the following three interactive slides:

  • A find-the-missing-word activity on the benefits of budgeting;
  • A helpful animation on the process of creating a budget;
  • A drag-and-drop task on the similarities between budgets and cash flow forecasts.

Visit our Business free stuff page to download these resources today!


The Boardworks Business Team

P.S. Don’t miss your chance to see a full sample of Boardworks Business resources! Order your free presentation today.

How can card games help pupils in science classes?

The word ‘game’ is unanimous with ‘fun’ in general terms. Put ‘card game’ together and you have a resource where you are thinking inside the box, literally!

Using card games in science lessons can be a great starter or plenary depending on the type of resource. For example loop games are great to summarise a topic and trump-style games are great for starters or even used in the main part of a lesson depending on the activity the teacher uses.

Our aim is therefore to source as many games and share them with other teachers across the UK. We have created a bundle package for science departments to obtain a selection of card games for their own classes.

Currently we have 10 games for you to choose from. Have a look at what tickles your fancy.

“To do this in a science lesson as a treat ” Pupil at Seven Kings High School

“The pupils have used the cards in conjunction with an activity that I have developed rather than just as a classic game of top trumps. It has certainly opened their eyes to a multitude of career opportunities that they didn’t know existed. ” Ros Walker, STEMNET Leader and Head of Science at Longfield School

For more details click here http://www.loopgames.co.uk/page2.htm

Elemental Publishing Ltd
78 Bush Grove

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