Students who regularly test their literacy and numeracy skills with web-based games progress fastest overall across the subjects

According to recent research, carried out by Andrew Gallacher (an education coordinator at the University of Glasgow), students who regularly test their numeracy and literacy skills with web-based games progress fastest overall across the subjects.

Which is exactly why Education Quizzes exists – and why we are offering free sign up for schools to Education Quizzes for a whole year.

Our library of KS3 English Education Quizzes covers an extensive range of topic areas, making them ideal for revising the knowledge that your students have learned in their English lessons, past and present.

Education Quizzes are also ideal to set as homework tasks as they involve little to no PPA time – giving you more time to focus on planning and preparing future lessons and assessing the work of your students from lessons which have gone before.

To see the KS3 English Education Quizzes that we have produced thus far, toggle through the topic area links below. Alternatively, you can email admin@educationquizzes.com to request more information.

And if you would like to sign up free to Education Quizzes for a year, simply visit our schools’ registration page – www.educationquizzes.com/schools-uk-registrations/.

TOPIC AREA

Letter Writing

Onomatopoeia 

Sentences (Complex) 

Spelling (Common Mistakes) 

Vocabulary Building  

Assonance 

Idioms 

Mnemonics 

See more

The use of ability-grouping in primary schools is increasing. Policy plays a role in this increase, placing teachers in the difficult position of balancing policy directives with the needs of their class.

Teachers struggle to manage a wide attainment range and also to demonstrate differentiation, and many deal with this through ability-grouping.

But grouping by ability requires teachers to have a clear understanding of what ability is. While they may not all use the same definition, it is likely the words bright or less able child would re-occur if they were asked.

This may be due to the ideology of ability deeply embedded in the English education system which perpetuates a belief that children come ‘hard-wired’ with a certain level of ability that can be measured and accorded appropriate educational provision.

This ideology of ability is reinforced on a daily basis through the media and popular culture with the language of talent, ability and intelligence commonplace in everyday talk, and so such ideas become normalised. How often do we hear someone assert, without shame, that they are rubbish at maths?

So, when and where do children begin to engage with such beliefs? Is ability-grouping in primary schools resulting in children growing into adults who hold firm can/cannot do beliefs?

Rachel Marks tackles this problem head on in Ability-grouping in Primary Schools: Case Studies and Critical Debates which uses a case-study approach to investigate the critical debates around ability-grouping in primary schools.

It explores common practice in primary schools and considers whether we can reliably identify bright children and less able children. What do these terms mean and how do children feel about such practices? This book gives teachers a clear understanding of the implications for teaching and learning, and provides headteachers with an evidence base for deciding the role that ability-grouping should play in their school.

You can learn more about Rachel’s book on our website – just click here http://www.criticalpublishing.com/ability-grouping-in-primary-schools

And if you have any questions or queries about the book please do call 01727 851 462 or email di@criticalpublishing.com

Di Page
Critical Publishing

Teachers can be under-confident when teaching foreign languages in the classroom because they do not have the language skills. What’s the most effective way of supporting your staff in the teaching of French, Spanish or German?

Avoiding the trap …
Have you been in the scenario where the teachers have been informed that they have to teach a language and seen the panic on their faces? Suddenly they have to read, write, speak and teach it to the children. Most teachers race on line to hunt through the mixed bag of resources.  Imagine their surprise if they could be provided with a proven resource that enables them to teach a language, they do not know, effectively.

Finding the resource …
What is the right resource? A resource which gives instant lessons, lesson plans and games, with sound, which are effective and fun. A resource which promotes linguistic confidence.

EDpaX offers …
Lessons that develop the teaching of French, Spanish or German in the Primary classroom.

There are 28 topics specially developed for teachers required to teach a foreign language using the interactive whiteboard. No preparation is needed! There are 500+ teaching pages, with sound, including games and activities. Each language introduces and reinforces initial language, spelling, vital verbs, simple sentence structure and small paragraphs. Colourful and effective interactive whiteboard language lessons and games at your fingertips! These instant lessons bring fun to language learning for both the teachers and the children. Ideal for all Primary school teachers.

Photocopy Workbooks each containing 56 differentiated photocopy pages which reinforce and consolidate every topic are included as a SPECIAL OFFER. Planning grids detailing the language used in each topic are there too.

Check out the product at  http://www.edpax.com/languages-mfl/

Want to try before you buy? Please download a full FREE interactive whiteboard teaching topic from Free Resources at http://www.edpax.com/free-resources/languages/

Do you need more information? Please email info@edpax.com or call 0845 4752289

One language product contains 2 disks plus the photocopy workbook for only £350

(excl. VAT and p&p). One-off purchase with full site licence.

www.edpax.com

Teaching resource suppliers Picture News are helping Primary schools across the country to teach pupils about life, current affairs, values and social awareness in the world around them. The company produces weekly posters featuring a different news story and engaging image – designed in part with weekly assemblies on current affairs in mind. Each tube contains an A2-sized poster with a thought-provoking question, KS1/KS2 ideas, British values cards and web links for further learning on the story.

Designed for Primary schools with a different news story and engaging image each week, Picture News sends resources for KS1 and KS2 to schools each Thursday. Schools interested can order free samples via the company’s website.

“One of the most common observations made by teachers who have tried to improve pupils’ spiritual, moral social and cultural development is that there are too few resources and material available to help make an impact,” said Picture News’ Rob Harrison.

“Unfortunately, it can be hard for staff to find content, ideas or even know exactly how and what to teach from the quite frankly, overwhelming and shocking stories that are found in our news bulletins. Children love to learn about the world around them and about news stories unfolding right now in our changing world.”

Sarah Kay-Wood, headteacher at Market Weighton Infant School, said: “It went down really well in assembly. I especially like the link to British values and the fact the poster and British Value caption will make an instant display after assembly. I like the way you differentiate between the key stages.”

Until December 31^st receive £500 cashback for each 6065i screen purchased, along with other selected models.

<mime-attachment.png> Benefit from the high clarity of the SMART 6065i, owing to its 4K graphics and LED screen, making it visible to all, even when it is being used in a bright classroom.

<mime-attachment.png>  New software features including LAB (Lesson Activity Builder) which will inspire your fellow teachers to try out new ideas and approaches.

<mime-attachment.png> The 6065i has received glowing feedback from primary schools. Scroll down to see extracts of testimonials from Stockcross CE (Aided) Primary School and Chieveley Primary School.

Visit our website to discover more about our interactive displays for primary schools.

Alternatively, for more information or to book an onsite consultation you can:

• call us on 0118 366 0010
• email us at enquiries@smarterinteractive.co.uk
• or use our online enquiry form at http://www.smarterinteractive.co.uk/contact/
  

“We have been extremely well supported by Smarter Interactive throughout. From the initial demonstration stage and information gathering, to extremely fast installation and best possible value for money we could not have been better informed. Smarter Interactive installed all seven boards within two weeks of the order, and training began the following week.” Florence Rostron, Executive Headteacher, Stockcross CE (Aided) Primary School

“We looked at a range of panels but were impressed by the new SMART 6065i. It was different to many other panels and, as well as looking familiar as existing SMART Board users, it also looked striking in terms of new technology.

“The 6065i had the advantage of 4K graphics, meaning that, as far as is ever possible, we were future proofing our investment.” Linda Wood, Headteacher, Chieveley Primary School

How the WhatsYapp dog bark translation unit led to the discovery of an infallible parking space finding device.

I am told by two of my customers who kindly share information with me on what they store in the Admiral Storage Facility, that included among their papers is a copy of their memoirs, and the diaries they used to create them.

This seems to me rather fine; a way of preserving one’s own life story for future generations, and I must say I wish one of my ancestors had done that for me so that I could have read their thoughts, their events, their lives, in their own words.   From which point I began to wonder if I ought to be preserving such detail from my life for other members of my own family.

And it was while I was in such contemplative mode that I stumbled across a piece in my local newspaper that said that a pet store in our area had recently started selling dog collars that incorporated “WhatsYapp” a device that translates your dog’s barks and associated noises into English.

What’s more it then delivers the translation to whatever device you nominate as a text message.   Thus the dog barks, your phone buzzes (or whatever it does) and you get a message from your dog.

This in turn led me on to the notion that perhaps, if I had a dog (which I don’t) and if I attached the WhatsYapp collar, I could then copy each of the comments my dog made and turn it into a dog diary.

Indeed such a publication could become a best seller, and although I have now been told that this has been done before I think my version could outdo them all since it would be based on the actual real live sayings of my dog; if I had one.

Of course, there Is the alternative of putting the collar on a teenager, and getting the resultant grunts translated, but I rather think the dog would have more to say.

It was while I was contemplating just how much your average dog might bark in the way of interesting conversation (and thinking also that it would have to be interesting if I was going to head for the best sellers’ market with this project), that I began to think about what other new strange developments I might also offer.

Top of the list (since I was driving into the city and looking for a place to park, was a device which for the moment I decided to call ParkBark in which an application on my phone would locate any parking space near me that was available, and then send me a live voice message to tell me where to go.

Now I wouldn’t be getting a bark, I appreciate, for with the difficulties of driving around large car parks looking for a space I would need clear instructions in your conventional English if I was to find my destination,  but it would still need a name that would grab everyone’s attention. It was the mere fact that I couldn’t find such a name while driving round in circles looking for the parking space (which the car park I had entered had assured me were indeed free at that moment) that led my drifting mind to ParkBark. I feEL sure something better will turn up later.

Anyway, on this occasion I was unable to find any of the supposed 42 free spaces that the electronic board proclaimed, as I drove round and round, but my mind did turn to the brother of a friend of mine who one evening over a meal had told me that he could always find a parking space by visualising it ahead of his arrival.

He would think of his chosen parking area, think of the space, fix it in his mind, and then it would be there. What’s more, he said that by using this technique he would always turn up at the space just before other motorists spotted it, thus not only finding somewhere to park but also having the enjoyment of the one upmanship that motorists so often find a central and indeed essential part of their daily lives behind the wheel.

This led me (as I travelled the outer reaches of the car park one more time) to the notion of calling the program the Space Race – an original title I thought.  (Parking space – the race to get there – I am sure you follow my thinking.)

Clearing my mind I tried to imagine what the outer rim of the far side of the car park looked like, but found to my annoyance that the image would not come, probably because I had never really noticed it before (which explains why it often takes me an hour or two to locate my car when I return to wherever I left it.)

Completely stumped by the experience, and without the solace of having a dog to bark at me and having my phone interpret the woofs, I instead thought to myself “there will be a free space next time around.”

I kept repeating that mantra, toured the concrete hell one more time, and came back – to find lo and behold a parking space!

Immediately phrases flooded into my head. “The thinking man’s car park” sounded good. “Think Park” was a good shorter version. So was “The Park Lark”.  None of these quite sounded right, but I determined to think them through while walking from the car park to the Admiral Storage Facility.

It was only when I relayed my experiences and conclusion to my colleague (who I must admit had looked increasingly worried during my exposition) that I discovered the flaw in my new found business operation.

“That’s all very well,” he said, “but how are you going to make money out of a thought process?”

“We could maybe put the idea in a book,” I said after pondering the problem, “and sell that.”

“It will be a rather slim book,” he replied. And I have to admit that is true. But us entrepreneurs are never put off by mere details, and I am sure I will find a solution which will allow me to take the business plan to the bank for funding.

Meanwhile, perhaps I may assure you, Admiral has plenty of car parking space close by.  And if we don’t, just phone ahead and I’ll think a space up for you.

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

Email: info@admiralstorage.co.uk 

https://admiralstorage.co.uk

During the last 10 years the new Integrative Holistic model of using play and creative arts therapies has been developed, tested and used in wide scale practice.  It’s being used in over 1500+ primary schools.

The model recognises that each child is different and that most children cannot or do not want to talk about their problems.  It integrates non-directive and directive working.  The child chooses from a wide range of therapeutic creative arts media such as drawing, music, sand tray worlds, clay, puppets, movement, creative visualisation and therapeutic story telling.  The therapist then communicates using the media that the child has chosen.

Involvement of parents is very important since they should be the major agent of change. The Integrative Model also includes coaching of parents where this is needed.

The latest research using the Goodman Strengths and Difficulties (SDQ) measure shows:

• A 77% positive change based on 11,099 cases observed by referrers, normally a SENCO or Teacher
• Also a 77% positive change based on 10130 cases observed by parents or carers,.

More information:

How we can help your school, email: mokijep@aol.com

The register: www.playtherapyregister.org.uk

Training:  http://www.playtherapy.org.uk/TrainingCourses/TrainResourcesAccCourses1.htm

Yours sincerely,

Monika Jephcott
Chief Executive Play Therapy UK

There are two strategies which, when combined, will ensure that your pupils become experts at working as a team.

Firstly, for pupils to truly embrace teamworking they must first understand why working as a team is so important. This can easily be achieved by showing your pupils that some things can only be accomplished with the help of others such as playing football or moving a heavy object.

Next, it is important that your colleagues plan lessons or activities that focus on developing teamworking skills. Working as a team is an essential life skill that needs to be explicitly taught – being in a team doesn’t mean the members will instinctively work as a team. Once this skill is learned, however, pupils will benefit from using it across the curriculum and indeed throughout their lives.

Fortunately, both strategies can be achieved in combination with 43 Team-building Activities for Key Stage 1 and 43 Team-building Activities for Key Stage 2 – teaching resources which have been specifically designed to help you and your colleagues develop teamworking skills among pupils.

The books contain clearly written lesson plans which will ensure that your pupils develop a range of social and physical skills (including essential movement skills: agility, balance and co-ordination) as well as stimulating their imaginations through a series of exciting problems and scenarios.

Each lesson plan begins with a story. From the mountains of the Himalayas to the stormy seas of the Pacific, the children are placed in problematic situations in which they will need to work together to find a solution.

Furthermore, the activities will develop pupils’ self-esteem and confidence whilst enabling you to address the requirement in the PE curriculum for challenging adventurous activities.

You can find more information about either of the books at these links:

43 Team-building Activities for Key Stage 1

43 Team-building Activities for Key Stage 2

And you can order from Brilliant Publications in a variety of ways, including:

• on our website

• by phone on 01449 766629

• by fax on 01449 768047

• by email to orders@tradecounter.co.uk

• or by post to Brilliant Publications, Mendlesham Industrial Estate, Norwich Road, Mendlesham, Suffolk, IP14 5ND.
Brilliant Publications,
Mendlesham Industrial Estate,
Norwich Road,
Mendlesham,
Suffolk,
IP14 5ND.website: www.brilliantpublications.co.uk
email: orders@tradecounter.co.uk

phone: 01449 766629
fax: 01449 768047

We work hard to ensure that you only receive emails that are relevant to you delivered to your email address.  If you would prefer to receive emails at a different or additional address or if you have any other comments please let us know by replying to this email.  If you do not wish to receive further emails from us please click on this link  If you choose not to do this we will take it that you are willing to receive emails from us until such time as you indicate that your preferences have changed.

The Debate Chamber Summer Schools offer students age 11-18 the opportunity to find out more about some fascinating subjects, prepare for university applications, meet like-minded peers and get to grips with some tough intellectual challenges.

The material will be challenging (for the older age-group, about the level of difficulty one might expect in the first year at university), but the atmosphere will be relaxed, with plenty of discussion, debate, and opportunities for students to shape the direction of classes. It is an environment conducive to getting to grips with new ideas.

Working in small groups (usually around 14 students per group) over several days offers participants a real chance to get to know tutors and fellow students and to explore the topics or questions that particularly interest them.

Highlights of Summer 2017:

The Medicine Summer School for students aged 15-18 comprises a series of two-day events with specialist sessions on cardiology, paediatrics, oncology, emergency medicine and many other topics – enabling students to attend a wide-ranging introduction or select the sessions most relevant to their interests.

The Summer Law School for 15-18s, in three distinct five-day Parts to allow time for more cases, more analysis and more debate on some of the most intriguing legal questions. Students can choose to focus on Criminal Law, Civil Law or International Law, or to attend all three Parts for a comprehensive introduction to legal study.

Our Physics Summer School is now in two separate five-day events, with Part One being relatively maths-light and open to all students from 15 upwards, and Part Two more mathematically focused, and reserved for students who will have completed AS Level (or equivalent) Maths by Summer 2017.

For keen Mathematicians we also have the Maths Summer School, which is a five-day course open to students who will have completed Maths AS level or equivalent by Summer 2017.

For those interested in the Humanities, we have Summer Schools in Economics, International Relations, History, and Politics, while Arts enthusiasts should check out the English Literature, Classical Civilisations, Art History, Critical and Cultural Theory, or Philosophy Summer Schools (all for students aged 15-18).

Last but not least, we also have a smaller number of courses available for younger students (ages 11-14) in Law, Medicine, Creative Writing and Science subjects.

Practical Details:

All the Summer School events will be held at University of London venues in Bloomsbury, Central London, and will take place in July and August 2017. Please note that these courses are not residential, and accommodation must be arranged independently if required.

You can find full details of schedules, dates, costs, student reviews and tutors at http://www.debatechamber.com/summerschools/.

There is a limited amount of bursary funding available for students who would otherwise have financial difficulty in attending – please see our website for details.

To book a place please visit www.debatechamber.com/summerschools/, call us on 0845 519 4827, or email info@debatechamber.com. Places will be allocated on a first come first served basis.