Daily Archives: 07/01/2016

Music, Primary

How can assembly songs provide a positive and hugely creative experience for young children?

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

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

The SEAL themes are:

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

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

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

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

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

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

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

You can purchase SEALSONGS in the following ways:

1. As a download, price £10 plus VAT

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

 

PSHE, Sixth form, Workshops

An opportunity for sixth form boys: Mentoring Male – mentoring work with boys and young men

How to effectively engage young males with education and provide routes into employment and socially responsible adulthood is a concern of many professions.

Education is also a recognised social determinant of health; boys and young men are consistently outperformed by girls and young women in schools and universities. Health improvement also means action on increasing educational opportunity.

Mentoring offers an evidence-based approach to work with young men –  helping young men to achieve their academic and vocational potential,  addressing  the new Ofsted framework and concerns related to problematic behaviours – and providing go-to support and signposting to other services.

Your sixth form young men

The Unit Award in Mentoring Boys and Young Men is a Level 2 award providing your sixth formers with an understanding of mentoring work. The unit considers:

  • the rationale for work with young males
  • a strengths-based approach to work with young males
  • the role of the mentor
  • qualities desirable in a mentor
  • primary tasks of a mentor
  • dealing with disclosure/safeguarding
  • setting boundaries in mentor-mentee relationships
  • building and sustaining mentor-mentee relationships
  • goal setting and outcomes

The outcome is that your sixth formers will have received training enabling them to peer-mentor boys in lower year groups. This not only strengthens their employability skills and student leadership within the school, but helps to raise the overall achievement of all boys and young men involved.

The workshop covering the award criteria is 4 hours long. Each sixth former undertaking the award will be provided with their own copy of the Mengage course book: Mentoring Male: A guide to mentoring work with boys and young men. A Level 2 certificate will be issued upon completion.

The workshop costs £495 for up to 15 sixth formers+ £45 per person for accreditation + reasonable travel costs.  Discounts for more than 15 sixth formers.

Mengage is committed to your school’s development; if this is something you would like to discuss or you have other concerns regarding the health or education of young men, please don’t hesitate to get in touch.

Thank you for your time.

Liam Kernan & Paul Hopkins
BEd (Hons)      RGN, MSc (Men’s Health)

01905 570180
info@mengage.co.uk
www.mengage.co.uk

ICT

Solidworks Projects for KS3 and KS4

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

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

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

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

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

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

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

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

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

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

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Maths

Some teenagers love the drama of a good problem

We all look round for the cavalry when faced with a big problem and most of us have a ‘go to’ person who knows how to do almost everything.  But this knowledge only comes with experience.

So how do you give young people the opportunity to solve problems and develop creative thinking skills whilst they are still at school?

STEM resources have been developed to provide teachers with a way of giving students experience of solving problems and gaining confidence in how to respond to challenges. Good maths based problem solving exercises are hard to come by.

So in order that students might see how things can easily go wrong and how, by working together and sharing information they can go right, we’ve put together a business exercise called Safe Delivery which is designed to give students experience of solving a difficult maths based problem and to develop creative thinking skills.

The exercise is suitable for small teams of KS4 and 6th form students who will each act as managers in a business.  Each manager will have individual briefing notes which they must read carefully and then communicate to the rest of their team.

The Scenario – The MD has ordered a huge fire resistant storage cabinet for the business that will house a new ‘server’ on which information will be stored. It is Friday afternoon and the cabinet is being delivered Saturday morning. It must be installed in the General Office by Monday morning – an office floor plan of the building is provided.  A team meeting is called and the managers sit down to work out how this problem will be undertaken.

This resource contains: For the students:
A memo that sets out the task
5 detailed briefs for different managers in the business and one scribe
A floor plan of the office building showing all the obstacles that need to be overcome

For the teacher:
Clear teachers’ guidance notes that explain how to run the exercise
A snapshot crucial information chart
The written solution
The solution on a power point presentation

There are more details at…
http://c-l-e.co.uk/buy-teaching-resources-online/safe-delivery-exercise/

You can pay and download the exercise direct from our website using Paypal or you may wish to pay with a purchase order number. Simply e-mail your purchase order number to us and we will send the exercise to you along with the invoice for payment.  For more information e-mail Julie@c-l-e.co.uk

Behaviour / Motivation

Ofsted is again highlighting low-level disruption. But it is still missing the fundamental question.

Ofsted’s 2014 pronouncement (“Below the radar”) about low-level disruption was remarkably similar to its earlier comments on the subject.

Indeed it has been commenting on the topic since at least 2005 – and quite possibly before.

And what is interesting is that once again there was one issue missing: the discussion on why low-level disruption happens. What is the cause?

This is not a remote academic question, because normally understanding the cause of a problem is the key to solving the problem. In this case, however, it seems Ofsted thinks not.

The government office instead focusses on the notion that some teachers feel senior leaders do not understand what behaviour is really like in the classroom – and they cite PISA research which backs up this view.

In most organisations, if a problem exists and is not being solved, the issue of the cause quickly becomes the focal point. Find out why and then address the issue.

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

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

When it comes to behaviour and discipline there is research, the findings of which have never been countered, which shows that the key factor in determining the behaviour of pupils is not the syllabus of the school, parental expectations, nor indeed the socio-economic background of the students.

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

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

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

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

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

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

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

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

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

Prices

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

Prices include VAT.

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

Travel

Are these not the most convenient arrangements for leasing a minibus?

The team here at Benchmark Leasing have for some time been working hard to create the most convenient minibus leasing packages especially for schools – evolving the arrangement through feedback, primarily from administrators and school managers.

Here are the arrangements that we have put together to date:

The New Ford Transit Minibus
Key features: Daytime running lights, Bluetooth, power side step, curve control, tinted glass, and remote central locking. The Trend in addition (for a modest rental increase) includes such items as metallic paint, power heated and folding mirrors, heated front windscreen, and parking sensors.

Ford Transit Minibus 12 Seater
2 years, 20,000 Total Miles gives Monthly Rentals of £299 + VAT.
A favourite as it can be driven on a regular driving license due to its light weight.

Ford Transit Minibus 15 Seater
2 years, 20,000 Total Miles gives Monthly Rentals of £317 + VAT.

Ford Transit Minibus 17 Seater
2 years, 20,000 Total Miles gives Monthly Rentals of £368 + VAT.

Renault Trafic Minibus
Key features: 62 mph speed limiter, electronic stability control, digital tachograph, two 2kg fully compliant water/foam fire extinguishers, first aid kit with VOSA approved content, electric side step, individual spot lights and air vents for passengers, and rear safety doors.

Renault Trafic 9 Seat Minibus
2 years, 20,000 Total Miles gives Monthly Rentals of £318 + VAT.

Vauxhall Movano
Key features: Padded head restraints, dual front passenger bench seat, individual saloon lighting, optional air conditioning, illuminated rear passenger walkway, overhead storage and coat racks, retracting side step, and standard Electronic Stability Programme (ESP).

Vauxhall Movano 17 Seat Minibus
3 years, 30,000 Total Miles gives Monthly Rentals of £470 + VAT.

All prices include a Full Maintenance package consisting of tyre replacement, servicing, Road Tax, MOT, and 6 Monthly Safety Inspections. Based on an initial rental equivalent to 3 monthly rentals.

You can find more information about Benchmark Leasing’s school minibus packages by visiting our website. Or, if you’d prefer, you can call us on 01753 859944 or email us at minibus@benchmarkleasing.co.uk

Clothing/Uniform

Now is the best time to start organising your leavers’ hoodies

The task of organising schools leavers’ hoodies or shirts is one that requires a bit of planning. To avoid that last minute rush and panic, our experience at LeaversGear tells us that it is better to start early and avoid any stress.

Whether it is you, the school administrator, who has to organise it or the students themselves, we advise an early start to the project. With exams coming up for students and “end of term” admin to be sorted out, it makes sense to allow plenty of time.

If the students themselves normally organise the hoodies then please forward this email to the right student or perhaps the Head of Final Year.

At LeaversGear, we are all set for the usual January rush of enquiries, and at this stage that is all you need to do: enquire by clicking here.  You will receive full information on pricing, an order form, and a draft of what your hoodies could look like.

AND….We can even send you some FREE samples to help with colour choice and that all important task, sizing.

We make it all hassle-free and we keep you right on track throughout the process which we have reduced to one simple order form.

Remember, all you have to do is click this link and we will get back to you as soon as we can.

We look forward to hearing from you.  Email us at enquiries@LeaversGear.com or call us FREE on 0800 9545662.  All you have to do is ask.

Kind Regards

The LeaversGear Team

www.leaversgear.com
E-mail: enquiries@leaversgear.com
Freephone: 0800 9545662
Phone: +44 (0) 28 91853974

Building, furniture, maintenance, energy etc, PE, School News

See whether your school qualifies for a brand new sports facility at no cost whatsoever to the school

This is true – your school can get a brand new sports facility at no cost whatsoever to the school (and indeed many schools already have), but it does require a little bit of planning – which, fortunately, Notts Sport can help you with.

So, the immediate question is, how does it work?

There are two stages. First, we develop the facility that you require on your school grounds using Fast Track Funding, which means no payment is required until the facility is complete. After that, payment is arranged over a period of time – normally five or seven years.

This is when the second part of the arrangement comes in. Schools are finding that it is not at all difficult to hire out their new facility to local clubs on occasional evenings and weekends, and through that are able to cover all the costs of the development (and more).

And there you have it – a brand new sports facility at no cost whatsoever to the school, all whilst helping to promote sport and healthy lifestyles in the local community which will inevitably create a significant amount of positive PR for the school.

Such sports facilities that we install for schools under the Fast Track Funding Scheme include a new all-weather pitch for football, cricket, hockey, etc., and at the heart of the development plan is England Hockey’s Official Facilities Partner.

Unfortunately our seminars about Fast Track Funding have now finished. However we have created a presentation for those who couldn’t make it to the seminars and are interested in Fast Track Funding. You can view this presentation by clicking here.

We will be doing live Fast Track Funding webinars in the New Year. To register your interest or if you have any questions about the Fast Track Funding Scheme, please don’t hesitate to contact us, either by calling us on 01455 883 730 or emailing us at info@nottssport.com.  

There is further information about Fast Track Funding on our website.

What’s more, you can find out more about the various pitch surfacing systems designed and developed by Notts Sport, by visiting http://nottssport.co.uk/.

English, Special Needs

What is dysgraphia and how can you identify it among your pupils?

Dysgraphia is a neurological disorder which can be defined as “a disorder in written expression”. It is a Greek term which in English translates to “impaired at writing by hand”.

Perhaps the first step to identifying dysgraphia is by comparing your pupils’ handwriting with other pupils’ handwriting of the same age.

Pupils with dysgraphia will often have unorthodox or poor quality handwriting due to a number of factors – other than because they simply dislike handwriting or/and have no intention of putting effort in to making their handwriting legible for others.

Things to look out for in your pupils’ handwriting, other than just poor quality, are:

  • Oversized letters and punctuation
  • Inconsistencies in the size of consecutive letters
  • Letters and words not written at a consistent angle (straight, then slanting left, then slanting right)
  • Inconsistently spaced letters, words, sentences, lines, paragraphs and margins (even when margins and lines are provided)
  • Letters and words written in the wrong order
  • Writing is often crossed out and rewritten
  • Spelling mistakes

However, just because some of your pupils may have poor quality handwriting and may do some or all of the things listed above, dysgraphia can still not be assumed. The cause of the poor quality handwriting needs to be identified and it is only then that a diagnosis of dysgraphia can be made.

A pupil with dysgraphia will very often have problems with their language processing, their fine motor skills, memory retrieval, their pen/pencil grip and writing posture, and/or visual spacing.

At Dysgraphia Help we offer an online dysgraphia test for pupils (over the age of 8) for 71.71 NZD* (£32).

After completing the

Dysgraphia is a neurological disorder which can be defined as “a disorder in written expression”. It is a Greek term which in English translates to “impaired at writing by hand”.

Perhaps the first step to identifying dysgraphia is by comparing your pupils’ handwriting with other pupils’ handwriting of the same age.

Pupils with dysgraphia will often have unorthodox or poor quality handwriting due to a number of factors – other than because they simply dislike handwriting or/and have no intention of putting effort in to making their handwriting legible for others.

Things to look out for in your pupils’ handwriting, other than just poor quality, are:

  • Oversized letters and punctuation
  • Inconsistencies in the size of consecutive letters
  • Letters and words not written at a consistent angle (straight, then slanting left, then slanting right)
  • Inconsistently spaced letters, words, sentences, lines, paragraphs and margins (even when margins and lines are provided)
  • Letters and words written in the wrong order
  • Writing is often crossed out and rewritten
  • Spelling mistakes

However, just because some of your pupils may have poor quality handwriting and may do some or all of the things listed above, dysgraphia can still not be assumed. The cause of the poor quality handwriting needs to be identified and it is only then that a diagnosis of dysgraphia can be made.

A pupil with dysgraphia will very often have problems with their language processing, their fine motor skills, memory retrieval, their pen/pencil grip and writing posture, and/or visual spacing.

At Dysgraphia Help we offer an online dysgraphia test for pupils (over the age of 8) for 71.71 NZD* (£32).

After completing the test and sending us a sample of the pupil’s handwriting, you will receive a detailed report on whether or not we believe them to have dysgraphia.

If we believe dysgraphia to be present, you will also receive a number of activity materials for the pupil to work through.

For more information on testing for dysgraphia, please visit http://www.dysgraphiahelp.co.uk/testing-for-dysgraphia/.

* Based on rates of exchange on 15/12/2015. Price is subject to change.

test and sending us a sample of the pupil’s handwriting, you will receive a detailed report on whether or not we believe them to have dysgraphia.

If we believe dysgraphia to be present, you will also receive a number of activity materials for the pupil to work through.

For more information on testing for dysgraphia, please visit http://www.dysgraphiahelp.co.uk/testing-for-dysgraphia/.

* Based on rates of exchange on 15/12/2015. Price is subject to change.