Category Archives: Primary

An update on children’s emotional well-being and mental health policies and how they affect primary schools

 There is a window of opportunity to improve children’s mental healthPrimary schools have a vital part to play.

Current policy developments

During 2018 there has been much speculation about primary schools’ responsibilities and activities in respect of their pupils’ emotional well-being and mental health.  This has been caused by a Government statement to commit an additional £1.4 billion for children and young people’s mental health over five years, coupled with the publication of a Green Paper to enable this funding to be used appropriately.  The ‘Fit and Healthy Childhood All Party Parliament Group (APPG)’ published the ’Mental Health in Childhood on June 26th containing 73 recommendations, many aimed at improving the Green Paper.

We’ve just been through a similar situation with GDPR where poor advice is still being given.  Too many organisations left their planning too late which led to too many uninformed decisions.  Four key issues have been identified that you may wish to think about.

1              Appointment of mental health leads in primary schools

The proposal is that every school should appoint a Designated Senior Lead for Mental Health’ to oversee the school’s approach to mental health and wellbeing and to provide rapid advice, consultation and signposting.  This is a good proposal, although the job  specification still needs to be developed in detail and competencies defined so that adequate learning objectives may be derived for training.

Consider who is the best person to take over this role and any impact on your staffing plan.  Recruiting someone from outside has the disadvantage of lack of knowledge of the pupils and being more of ‘an unknown quantity’.

2              Service delivery channels

The recommended appointment of a Senior Lead for Mental Health is followed by a more contentious one. The Government ‘will fund new Mental Health Support Teams, supervised by NHS children and young people’s mental health staff, to provide specific extra capacity for early intervention and ongoing help. Their work will be managed jointly by schools, colleges and the NHS. These teams will be linked to groups of primary and secondary schools, providing interventions to support those with mild to moderate needs and supporting the promotion of good mental health and wellbeing’

This seems a step backwards. Many schools are already carrying out these services satisfactorily where teachers and assistants have been trained to register standards. This has been proved to be very effective and cost efficient – so why change? just apply the new funding to this service.

Those who do not yet provide this service might consider if their pupils will be better off receiving therapy in their known school environment and don’t have to travel to another centre, probably have less waiting time and whether there’s less administrative burden and school control as compared to using an external team.

3              Regulation

This area is a striking weakness of the Green Paper.  No reference was made at all to regulation aimed at safeguarding children with psychological or mental health problems. Play Therapists and School Counsellors have had registers accredited by the Professional Standards Authority since 2013.   The APPG report covers this serious omission by recommending that: ‘All counselling, including play therapy, must be delivered by suitably trained practitioners who are on a Professional Standards Authority Accredited Register such as: http://www.playtherapyregister.org.uk

Every school needs to consider risk management.  If the work is carried out by a registered therapist the risk of complaints by parents and others to the school is minimised because the professional organisation who manages the register are responsible for resolving the complaints.  This protects the reputation of the school.

4              Evidence based practice

The Green paper makes a simple statement ‘Committing to recruiting 1,700 more therapists and supervisors, and training 3,400 existing staff to deliver evidence based treatments’.    Again, the intention is good but the devil is in the very important detail.  It is essential to specify exactly what evidence based practice (EBP) means for therapeutic work with children.  The current medical model with a high reliance upon random control trials (RCT) is inappropriate mainly because of the ‘crisis of reproducibility’ associated with this research method.

Practice based evidence collected over a number of years is a better way forward.  This shows effectiveness and efficiency under real life conditions with all their complexity.  One model of play therapy, ‘Integrative Holistic’, has achieved this with over 59,000 outcome observations by parents and teachers.  It shows that overall 77% to 84% of the children show positive outcomes.  The variation is due to presenting condition, age, gender and number of sessions.

Schools should consider carefully which model of therapy is chosen, what practice based evidence exists and how they are going to compare their results, including cost effectiveness, to the national pattern.

The window of opportunity may not stay open long and may be obscured by the Government’s preoccupations with Brexit. But all schools can help themselves by thinking through the issues raised above for them.

Hope that this has been helpful.

Kind regards

Monika Jephcott – Chief Executive Play Therapy UK
www.playtherapy.org.uk

More details, help and information from: Jeff Thomas Registrar Play Therapy UK jefferyht@majemial.com

 

Clearing the confusion –  Pupils’ Emotional Well-being and Mental Health responsibilities

If you are completely clear about your school’s responsibilities for your pupils’ emotional well-being and mental health and the best ways of meeting them regarding:

  • Therapeutic as compared to educational support
  • The need to use practice based evidence
  • Ensuring that the therapeutic support of pupils is covered in your updated Data Protection policy

Congratulations – read no further!  If not:

Therapeutic as compared to educational support

There are the two different responsibilities for primary schools each requiring rather different sets of skills:

  1. Pupils with social, emotional, behaviour or diagnosable mental health issues that are impairing their learning capabilities and their future life prospects.  These make up on average 20% of all pupils in the UK.  They require individual therapeutic help.
  2. Teaching good mental health for all pupils as a part of the curriculum.

Unfortunately, some schools are using programmes that meet ii) to put a ‘tick in the box’ for i).  Even worse some others are using school staff with inadequate training by on-line or videos and with no clinical supervision to carry out therapeutic work on the basis that it’s a low cost option.  This can be dangerous for the children.  If there is a complaint against someone who is not on a register accredited by the Professional Standards Authority (PSA) or registered with the HCPC for working with children the complaint will come directly to the school – with possible devastating consequence.  You wouldn’t send pupils to an unregistered doctor, dentist or nurse would you?

For more information about managing this risk contact Monika on: mokijep@majemail.com

The need to use practice based evidence

The Green Paper of Transforming Children’s Mental Health referred to the need for evidence based practice but didn’t specify what this should be.  The existing medical models of evidence bases are not suitable for psycho-social interventions.  There is a crisis of reproducibility.  However, the Integrated Holistic model, developed in the UK has an evidence base of over 59,000 measures collected over 12 years clearly showing the positive outcomes of between 74% and 84% that have been achieved year on year for a large variety of presenting conditions. As observed by teachers and parents.

For more information about practice based evidence or the Integrative Holistic model contact Jeff on: jefferyht@majemail.com

Ensuring that the therapeutic support of pupils is covered in your updated Data Protection policy

In updating your school’s Data Protection policy to meet the requirements of GDPR have you included therapeutic data, who processes it, how consent is managed and whom it can be shared with?  Do you have efficient systems in place to deal with requests from data subjects or their proxies and for notification of breaches of confidentiality or loss of data?

If not, we have a check list and model Data Protection policy available at no cost.  Contact Jeff: jefferyht@majemail.com

Hope that this has been helpful.

Kind regards

Monika Jephcott – Chief Executive Play Therapy UK
www.playtherapy.org.uk

Jeff Thomas – Registrar Play Therapy UK
www.playtherapyregister.org.uk

Why quizzes are one of the most efficient ways of embodying learning,

… and how you can avoid having to write them

From childhood onwards the majority of people appear to enjoy quizzes – as long as they don’t come with the fear of being made to look foolish if one gets an answer wrong.

Which is rather handy since taking quizzes is a really good way of both gaining more knowledge and ensuring that knowledge already gained is not forgotten.

That in turn just leaves the problem of setting and marking the quizzes – which is exactly why Education Quizzes exists. To help children learn more facts and make them ever easier to recall when needed.

For the past two years we have worked with teachers across the UK to create over 3000 different tests in 18 different subject areas – and these are available free of charge for a limited period.

Each test is available online, so they are always simple to administer. Better still the children can see their mark at once, and see which questions they have answered wrongly.

You can have access to all our tests totally free of charge for one month, using the tests as often as you wish. And to make it really simple there is one login across the school for all the tests, so there are no complicated passwords to remember.

To find out more and have access to all our tests free of charge, please visit our website. You’ll be logged in and able to explore the tests within a couple of minutes.

If you have any questions please do email admin@educationquizzes.com or call 01406 371 799.

Make sure your school is at the front of the queue before the next term starts

The government is taking a number of steps to transform children’s mental health.  The details are planned to be finalised over the next few months.  When they are, there is expected to be a rush to train or recruit play therapy practitioners that meet the new requirements by being on a register accredited by the Professional Standards Authority.

You can take advantage, at very little cost, of the APAC/Leeds Beckett University placement scheme for trainees, which meets the requirements of the Register of Play and Creative Arts Therapists.  As the largest play therapy training organisation in the world we are currently training over 600 therapists.  During the Autumn term we expect to have 200 new trainees looking for a placement.

The scheme will provide 100 hours of therapy for your pupils at no cost for one year.  They will provide a complete service including briefing your teaching staff, assessments, parent interviews and communications as well regular activity and outcome reports meeting all professional and data protection requirements.

The only ‘costs’ to your school are the provision of a suitable room with equipment and materials (about £300) and a few hours of staff time for referral and review meetings

We have thirteen training venues throughout the UK so whilst we cannot guarantee that a placement will be available in your area, there’s a very good chance, especially if you apply now.

Of course, you can guarantee a trainee by funding a member of your staff.

Please contact me at mokijep@majemail.com for more information on placement and training opportunities.

Kind regards

Monika Jephcott – Chief Executive APAC and Play Therapy UK

www.playtherapy.org.uk

www.playtherapyregister.org.uk

Scroll down to request your FREE pdf download of Who is keeping us safe in Britain? from the popular resource, ‘Talking about Terrorism’

If your pupils could bring in one new law, what would it be? This is just one of  several activities that can be found, not only in Talking about Terrorism: Responding to pupils’ questions, but also in the free sample pages which you can request at the link below.

Talking about Terrorism: Responding to pupils’ questions will give you guidance for the best way to respond to children’s questions about terrorism, such as, “What do terrorists want?”, “How can we stop someone becoming a terrorist?”, “Who is keeping us safe in Britain?”, “Why are terrorists so angry and full of hate?” and “When will terrorism end?”.

The book enables teachers to provide pupils with a greater understanding of terrorism by using clear, easy-to-understand language – providing simple, objective explanations and reassurance – while being careful not to raise unrealistic expectations.

In addition activities such as discussions and debates, role-play, poetry and artwork help to develop children’s understanding of this complicated subject.

For more information and to see what people have said about this resource, visit https://www.brilliantpublications.co.uk/book/talking-about-terrorism-740.

>> Click here to request your FREE sample pages from Talking about Terrorism<< 

You can order Talking about Terrorism on our website for £19.99 as a printed book, £13.99 as an e-book, or both for a discounted price of £24.19.

Alternatively, you can place an order:

  • over the phone on 01449 766629
  • by email to orders@tradecounter.co.uk
  • by fax on 01449 767122
  • or by post to Brilliant Publications, Mendlesham Industrial Estate, Norwich Road, Mendlesham, Suffolk, IP14 5ND

What is the most practical and easy way to achieve the driving force of school improvement?

School improvement methods come in many different shapes and sizes. However virtually all of them have one thing at their heart: an agreement between colleagues about what the school wants to achieve, and how it will achieve it.

Getting this agreement can be harder than it sounds though as it can be difficult to get over the first hurdle of getting everyone working together.

While school improvement is about sustainably raising standards, to be truly effective it has to be about much more than that. The process has to be something that everyone in the school will buy into.

When achieved, the benefits can be enormous: from higher test and exam pass rates through to reduced stress levels, higher morale and lower levels of absence among colleagues.

It is easier to get agreement of the improvement aims and the methods of achieving them when everyone understands not just what changes are being made in the school but why.

The fact is that teachers who feel genuinely empowered, supported, recognised, and valued will work to create a school to be proud of.

In schools where senior leaders drive improvement from deep insights into how the staff feel about their work, actions are focused and results achieved quickly.

If you have a few minutes and would like to know more about how this is possible please take a look at http://info.teamsatchel.com/satchel-pulse-info

Pupils’ Mental Health – TWO issues – which is most important?

The consultation on the Green Paper Transforming Children’s and Young Persons’ Mental Health has raised a bit of a furore. Over 2000 responses have been made.  Will the government listen?  We’ve picked out two of the most important points.

It’s important to distinguish the two different responsibilities for primary schools that require rather different sets of skills:

i) Pupils with social, emotional, behaviour or diagnosable mental health issues that are impairing their learning capabilities and their future life prospects. These make up on average 20% of all pupils in the UK.  They require individual clinical help.

ii) Teaching good mental health for all pupils as a part of the curriculum.

Unfortunately, some schools are using programmes that meet ii) to put a ‘tick in the box’ for i).  Even worse some others are using school staff with inadequate training by on-line or videos and with no clinical supervision to carry out therapeutic work on the basis that it’s a cheap option.  This can be dangerous for the children.  If there is a complaint against someone who is not on a register accredited by the Professional Standards Authority (PSA) for working with children the complaint will come directly to the school – with possible devastating consequence.  You wouldn’t send pupils to an unregistered doctor, dentist or nurse would you?

The Green Paper completely missed the need for regulation.  We hope that it will now be made a condition that only therapists on a PSA accredited register or with Health Care Professions Council (HCPC) will be employed or contracted in schools.  Over 1500 schools in the UK have school staff trained to the required standards, most haven’t – www.playtherapy.org.uk and www.playtherapyregister.org.uk

The Green Paper referred to the need for evidence based practice but didn’t specify what this should be.  The existing medical models of evidence base are not suitable for psycho-social interventions.  There is a crisis of reproducibility.  However, Play Therapy UK has an evidence base of over 59,000 measures collected over 12 years clearly showing the positive outcomes of between 74% and 84% that have been achieved year on year for a large variety of presenting conditions. As observed by teachers and parents.

So, although it might appear that responsibility i) is harder to fulfil, it needn’t be with PTUK’s help and we don’t need to hold our breath on the forthcoming White Paper.

Contact Monika at mokijep@majemail.com for more information on placement and training opportunities.

Royal Wedding classroom PowerPoint: a great Citizenship/PSHE resource

All over the UK Britons are preparing to celebrate the wedding of Prince Harry and Meghan Markle.

This royal wedding themed PowerPoint Presentation is a highly accessible and enjoyable citizenship and PSHE resource to help classes learn more about some great British institutions.

From the wedding venue, Windsor Castle to the roles being played by the public sector, military, and the Church of England – all working together to help ensure that Prince Harry and Megan have a great day.

To purchase and download the Royal Wedding Citizenship/PSHE Classroom PowerPoint click here

To find out more about our range of British Values books and posters click here

Gresham Books Ltd

info@gresham-books.co.uk

www.gresham-books.co.uk

 

Free Tools to Support Your Active School

 

As you’ll be aware, there is a growing expectation for Primary Schools to offer more physical activity within the school day, not only in PE but across the whole curriculum. This is a totally new way of teaching, so not surprisingly some teachers are finding this concept a little daunting; you might even have colleagues who are struggling to see the importance and questioning the benefits it will have on their classrooms.

I hope the tools below will help you to change mindsets and support teachers with in getting more activity into the school day.

Physical Activity is the key to whole school improvement…

  • Active kids do better! Brains work better, they are better behaved, more focused, happier and healthier, and their learning improves.
  • Active schools do better too! With better performance, improved Ofsted results, happier learning environments, improved attendance and improved staff confidence.

In an article published last month, our very own Ian Pickles explains all… To receive a free copy of this report please email active@schools.co.uk

A teacher’s experience of imoves…

“we saw the enthusiasm for movement and dance soar”

A school in Lincolnshire have been using the imoves dance resources since 2016 (this case study is based on John Harrox Primary School and was commissioned by Youth Sports Trust).

It shows that with the right tools and resources, together we can get children more active, not only in school but also in extra-curricular activities too! Here’s what one parent told the school:

“One parent was particularly pleased that their daughter had come home pestering her to find a disco class for her to go to. She now attends disco dance weekly at a local community venue. It has increased her activity levels out of school along with her confidence”

Read full case study here >

Free Tools to Support Your School

You’ve heard what other teachers think about imoves, now try it for yourself!  Simply drop us an email and we’ll give you a free trial membership, along with some you some really useful tools to help assess current activity levels within your school and highlight areas for improvement.

Take an idea and s-t-r-e-t-c-h it

Scroll down to get your FREE pdf download of Take an idea and s-t-r-e-t-c-h it from the popular resource, ‘Able Writers in Your School

It is not unlikely that your school has a sports team so that pupils’ who excel at sports can continue to practice and refine their sporting talents. But what for those who are talented at writing?

Brilliant Publications has developed Able Writers in Your School – a resource that will enable pupils who excel at writing to continue to practice and refine their writing talents, past the curriculum’s requirements.

Able Writers in Your School challenges children to raise the standard of their writing and turn their ideas into masterpieces through:

  • encouraging pupils to:
    • show rather than tell
    • stretch their ideas
    • use similes, metaphors and personification
    • utilise the power of simplicity – less is more
  • teaching pupils how to:
    • create a character and setting
    • develop plot and dialogue
    • add conflict and suspense
    • avoid clichés
    • improve descriptive writing

You can order Able Writers in Your School on our website for £14.50 as a printed book, £9.99 as an e-book, or both for a discounted price of £17.50.

Free UK delivery for all orders placed in April 

Alternatively, you can place an order:

  • over the phone on 01449 766629
  • by email to orders@tradecounter.co.uk
  • by fax on 01449 767122
  • or by post to Brilliant Publications, Mendlesham Industrial Estate, Norwich Road, Mendlesham, Suffolk, IP14 5ND

Imagination has made us different from the rest of the animal kingdom. But is digital technology changing children’s minds?

One has to be careful of course, because wolf has been cried so many times. The TV age, digital games, mobile phones, apps… each has been blamed for a change in the way children see the world, and a decline in their imaginative powers.

The counterbalance to this decline is of course the creative arts, wherein children become involved in, and witness a professional performance right in front of them.  It is the prime way in which the spirit of imagination can be rekindled.

Which is also where crying wolf comes in, for Aesop’s tale—which was created 2500 years ago—is as vibrant and stimulating for children now, as it was then.

And that is why our team of three professional actors visit schools across the country and over the course of a day work with individual classes. The children assist with the creative preparation for a show which grows from Aesop’s tales, creating elements of the set, writing their own short stories, etc.

Once the team has spent approximately half an hour with each class, all classes come together to experience Aesop’s Fab Fables. Performed by the actors, this is a 45 minute show suitable for both KS1 and KS2 children based on three of the classic stories.

The approach works as a great introduction to live theatre as it breaks down the barriers between performers and audience, stimulates creativity, and rewards the pupils who will see the fruits of their labour employed in the show.

Aesop’s Fab Fables is available for in-school performances throughout the summer term of 2018.

To find out more, simply e-mail Helen in our office, helen@fred-theatre.co.uk, or call us on 01789 777612. We’ll collect a few details from you and respond with potential dates and a quote.

I look forward to hearing from you, and I welcome any feedback you may have on this production or any of the work we do here at Fred Theatre.

Robert Ball
Artistic Director

fred-theatre.co.uk

 

Can you solve this brainteaser?

Mr Steven George stepped off the train in France and met a friend he had not seen in years. Beside his friend was a little girl. ‘Steven!’ shouted the friend. ‘How delightful to see you! Did you know that I’m married? This is my daughter.’ ‘Hello,’ said Steven to the little girl, ‘What is your name?’ ‘Same as my mother’s,’ replied the little girl. ‘So you must be Catherine,’ said Steven. How did he know?

SCROLL DOWN TO SEE THE ANSWER

Brilliant Activities for Stretching Gifted and Talented Children contains a wealth of brainteasers just like this one, as well as other refreshing, motivating activities, based on the latest theories and research, to stretch your pupils’ analytical, creative and evaluative skills.

Activities range from quick warm-ups, brainteasers and maths focussed activities to entertaining, open-ended exercises for pupils to complete independently. With over 100 activities, Brilliant Activities for Stretching Gifted and Talented Children will be able to keep stretching your pupils for many years to come.

You can order Brilliant Activities for Stretching Gifted and Talented Children on our website for £18.50 as a printed book, £12.99 as an e-book or both for a discounted price of £22.40.

Free UK delivery for all orders placed in April.

  • over the phone on 01449 766629
  • by email to orders@tradecounter.co.uk
  • by fax on 01449 767122
  • or by post to Brilliant Publications, Mendlesham Industrial Estate, Norwich Road, Mendlesham, Suffolk, IP14 5ND

ANSWER: STEVEN’S FRIEND IS THE GIRL’S MOTHER.

It’s a combination of things. 

Children are typically very good at acting, not least because it is pivotal to make-believe play. Thus, combining drama with other subject areas, such as literacy, naturally leads to improved engagement and subsequent attainment.

 It is for this reason that we have developed the resource:

Teaching Grammar, Punctuation and Spelling through Drama

The 70 plus ready-to-use activities in the resource offer a new approach to teaching literacy and cover each of the rules that children are expected to know and use in the Year 6 SATs.

Through acting out parts of speech, letter strings, and punctuation children will internalise the language and absorb ideas, skills and understanding. They will be able to draw on this knowledge when they are being tested, but, more importantly, use it in their own writing.

What’s more, the combination of visual, aural, and kinaesthetic approaches means that the activities suit all types of learner and can be used with both large and small groups of mixed ages and abilities.

In addition to literacy understanding, pupils will also develop skills in problem solving, teamwork, and social confidence.

You can order Teaching Grammar, Punctuation and Spelling through Drama on our website for £18.50 as a printed book, £12.99 as an e-book, or both for a discounted price of £22.40.

An (almost) Free Play Therapy Service

If you are not already using a Play Therapist on a register accredited by the Professional Standards Authority you could use our placement service for 100 hours to find out how well play therapy will work in your school.

Play therapy not only helps pupils with emotional, behaviour and mental health issues, it reduces stress on teaching staff caused by disruptive or ‘difficult’ pupils.  It also improves their learning capabilities: better listening, better concentration, etc.

About 1700 primary schools are already using Play Therapy UK therapists to support pupils with emotional, behaviour and mental health issues.  Between 75% and 84% show a positive change.

Is there a snag?  It’s not money – all you need to do is provide a suitably equipped room, usually costing about £200.  The only other problem is availability.  We have about 300 trainees from 13 training centres in all parts of the UK this year.  So it depends upon one being available in your area.  But it’s worth applying – you’ve nothing to lose.

As an alternative, a good investment would be to fund a member of your staff to train as a Registered Certified Practitioner in Therapeutic Play Skills. You’ll recover the cost very quickly.

Email me personally at mokijep@majemail.com  for details of both opportunities.

More information on play therapy at:

www.playtherapy.org.uk

www.playtherapyregister.org.uk

 

Can you get a ‘customised’ Primary School assessment system for less than many off-the-shelf systems?

Yes you can! – with support from our Primary Progress toolkit. Our system is flexible enough to allow schools to create their own assessment policy, and for Multi Academy Trust leaderships to compare their schools’ progress and attainment.

Schools can:

pick their own subjects and curriculum statements/objectives (we can import these or provide a default set to edit).

agree their own grades, which define pupils’ steps to mastering the curriculum.

use a quick & easy way for teachers to record their assessments

set Age Related Expectations for years/classes and individual pupil Targets, for each term/year (the toolkit has a simple way to set these).

analyse progress and attainment to see which pupils are making expected progress and which need support to get them on track

the toolkit provides multiple reports e.g statements achieved, subject attainment, combined subjects, ARE, individual pupil, whole school overview of attainment and progress, EYFS)

The MAT can get:

a dashboard giving access to all the individual school toolkits, together with overview reports which summarise results at MAT level and compare schools’ performance.

The annual subscription costs just £750 per school, including setup and induction training. There is a 5% loyalty discount (max. 20%) and discounts for small schools (<100 on roll). MAT subscriptions are individually negotiated.

So, if you aren’t 100% satisfied with your current assessment tracking system, or if you have set up a system in Excel and are finding it time-consuming to maintain, why not check out our Online Primary Progress toolkit at primaryprogresstoolkit.info

If you need more information, or would like to discuss your specific needs, please email me at statsed@gmail.com. Roger Watson

We can give you free access to a demo site, where you can try out the toolkit for yourself.

Statistics for Education Ltd, 5 Bridge Street, Bishop’s Stortford, Herts, CM23 2JU
Tel: 01279 652183; Email: statsed@gmail.com

‘WE HAVE FORGOTTEN HOW TO DEBATE’ – DO YOU AGREE OR DISAGREE?

Recently it seems that too many disagreements turn into aggressive clashes rather than constructive debates. Which poses the question, ‘Have we forgotten how to debate?’

Disagree – contrary to what some people say, we haven’t forgotten how to debate

It could be argued that a high proportion of the population can’t have forgotten how to debate if they were never taught how to debate in the first place, by their own families or when they were at school.

Fortunately, the topic of debating is now woven into the curriculum, but I do wonder whether this is enough to ensure the next generation is safe from having these unpleasant and discomforting aggressive clashes with their friends, family, neighbours and strangers.

Whilst we can’t single-handedly change the curriculum to include a Debating Programmes of Study, we have produced a resource, entitled Teaching Values through PSHE and Citizenship, containing a wealth of activities and worksheets for discussions and debates.

Section One focuses on what attitudes and values the children believe should determine behaviour towards others, on the qualities they admire in other people, on what they consider to be good manners and on what they consider when making decisions.

Section Two focuses on the rules that govern peopleʼs lives and the responsibilities they have as family members, as neighbours, at school and as citizens. It includes activities that encourage children to discuss what sort of country they want to live in.

Section Three looks at human rights, exploring issues of stereotyping, prejudice, discrimination, sexism and racism. There are also activities on respecting other peopleʼs religions and cultures and on global concerns.

Visit our website for more information or to order this resource for £19.99 as a printed book, £13.99 as an e-book, or both for a discounted price of £24.19.

Alternatively, you can place an order:

  • over the phone on 01449 766629
  • by email to orders@tradecounter.co.uk
  • by fax on 01449 767122
  • or by post to Brilliant Publications, Mendlesham Industrial Estate, Norwich Road, Mendlesham, Suffolk, IP14 5ND

Get your FREE copy of “SCOTT’S STORY: TACKLING CHILD MENTAL HEALTH”

‘I WAS HUNGRY AND YOU FED ME, THIRSTY AND YOU GAVE ME A DRINK; I WAS A STRANGER AND YOU RECEIVED ME INTO YOUR HOMES.’ (MATTHEW 25:35)

Children are typically able to show understanding and compassion towards children with physical disabilities, yet this same understanding and compassion cannot always be seen towards children with an ‘invisible disability’, such as poor mental health.

Which is what makes it so important to not only make children aware of poor mental health, but to also make children aware of how poor mental health can affect a child’s behaviour – so they can know to show understanding and compassion towards them.

Which is why Brilliant Publications is giving away one of the 50 assembly stories from the popular Modern Christian Assembly Stories volume, to whomever is interested.

This particular assembly story is entitled Scott’s story: tackling child mental health, and shows the struggles and behaviours of a young boy who is dealing with poor mental health.

Alongside the assembly story we have also provided some teacher notes which include links to PSMC and propose a range of questions that you can ask your pupils to get them involved. There is also a short explanation as to what the Christian view is on the topic, as well as a link to a passage from the bible (Matthew 25:35) and a prayer that you can incorporate into the assembly, if you choose.

Click here for the FREE assembly story and accompanying teacher notes

For more information or to order Modern Christian Assembly Stories for £18.50 as a printed book, £12.99 as an e-book or both for £22.40,please visit

www.brilliantpublications.co.
uk/book/modern-christian-assembly-stories-710
.

Alternatively, you can contact us by phone on 01449 766629 or by email at orders@tradecounter.co.uk

How many provisional items do you have in next year’s budget?

There should be some items in a budget that are provisional – money that will only be spent if there is evidence that it will be very worthwhile.  One of the most important should be to prove the effectiveness of play therapy, if you are not already using it.

Play therapy not only helps pupils with emotional, behaviour and mental health issues, it reduces stress on teaching staff caused by disruptive or ‘difficult’ pupils.  It also improves their learning capabilities: better listening, better concentration, etc.

Our trainee placement scheme could help with your budget because your school can have up to 100 hours of therapy for your pupils at virtually no cost.  This will show you how well the Integrative Holistic model works in your school.

About 1700 primary schools are already using Play Therapy UK therapists to support pupils with emotional, behaviour and mental health issues.  Between 75% and 84% show a positive change.

Is there a snag?  Of course, there always is.  We have about 300 trainees from 13 training centres in all parts of the UK this year. So it depends upon one being available in your area.  But it’s worth applying.

If you have any budget left over this year for training, a good investment would be to fund a member of your staff to train as a Registered Certified Practitioner in Therapeutic Play Skills. You’ll recover the cost very quickly.

Email me personally at mokijep@majemail.com  for details of both opportunities.

More information on play therapy at:

www.playtherapy.org.uk

www.playtherapyregister.org.uk

Kind regards

Monika Jephcott – Chief Executive Play Therapy UK

Free Active School Review Tool

We all know that inactivity is a major issue amongst our young people – a report issued recently showed that in the worse parts of the country 44% of 11-year olds were overweight or obese, this reduced to 25% in the slimmest borough, but still these figures are alarming.

Active 30 – how will it benefit my school?

A primary school child sits for an average of 4 to 5 hours per day – this can be detrimental to their health. Activity not only makes them fitter and healthier, but it can considerably boost cognitive learning and academic performance too.  Small bursts of regular activity throughout the day will contribute to:

  • Higher grades
  • Improved behaviour
  • More focus
  • Happier and healthier children

As you’ll be aware, Primary Schools are being asked to ensure that every child gets a minimum of 30 minutes of structured activity every day as part of Active 30 – but where does a busy school even begin! 

Download your FREE Active School Review Tool…

This fantastic new tool can be used to review, assess and implement a successful active schools programme, or add to your existing programme: 

  • Activity Planner: illustrates how active each year group is throughout your school day and highlights the areas of the curriculum that are currently sedentary and have potential to be more active
  • Activity Review: asks you to rate your school using a RAG traffic light system to assess what is currently happening around activity
  • Action Plan: requires you to think about what you want to implement and how you can prepare for this.

Get your free copy TODAY!

Simply reply to this email with your school name, and we will send you a free copy of the Active School Review Tool.

Find out more…

If you’d like to find out more about how imoves can help your school become more active by upskilling your teachers, then get in touch:

You can also create a free trial account where you can try 5 active lessons for free – register here >

Helping Your School’s Budget

Play therapy not only helps pupils with emotional, behaviour and mental health issues, it reduces stress on teaching staff caused by disruptive or ‘difficult’ pupils.

Our trainee placement scheme could help with your budget because your school can have up to 100 hours of therapy for your pupils at virtually no cost.

About 1700 primary schools are already using Play Therapy UK therapists to support pupils with emotional, behaviour and mental health issues.  Between 75% and 84% show a positive change.

Is there a snag?  Of course, there always is.  We have about 300 trainees from 13 training centres in all parts of the UK this year. So it depends upon one being available in your area.  But it’s worth applying.

If you have any budget left over this year for training, a good investment would be to fund a member of your staff to train as a Registered Certified Practitioner in Therapeutic Play Skills. You’ll recover the cost very quickly.

Email me personally at mokijep@majemail.com  for details of both opportunities.

More information on play therapy at: www.playtherapy.org.uk and www.playtherapyregister.org.uk

Kind regards

Monika Jephcott – Chief Executive Play Therapy UK

Analysing progress in the Primary Progress toolkit 

Being able to analyse pupils’ progress during the year is an important requirement: can you do this satisfactorily in your current tracker?

Our Primary Progress toolkit now provides three main ways of doing this:

– the new whole school Overview Report will calculate progress between two assessment dates, which you can set, using a scoring system where progress between two steps in your grade system equals one point. You can also set what you consider to be high, medium or low progress, which you can change during the year, using two drop-down selectors,

– you can also set termly Age Related Expectations for each year or class and the ARE report will show you how the year/class as a whole is progressing towards those expectations. This also appears in the whole school Overview Report,

– finally, you can set individual pupil targets,because for some the class/year Age Related Expectations will be inappropriate. From these the toolkit will calculate overall year/class targets which appear in the Subject Attainment report, so that you can see how each year/class is moving towards these targets. The individual targets are also displayed when you look at individual attainment, so again you can see how individual pupils are progressing towards their targets.

Together, these facilities provide a pretty comprehensive and powerful way of tracking in year progress.

So, if you aren´t 100% satisfied with the way your current assessment system tracks progress, or if you have set up a system in Excel and are finding it time-consuming to maintain, why not check out our Online Primary Progress toolkit at https://www.primaryprogresstoolkit.info/analysing-results

If you need more information, or would like to discuss your specific needs, please email me at statsed@gmail.com.

We can give you free access to a demo site, where you can try out the toolkit for yourself or we can set you up with a month’s free trial, using your own data, assessment grades etc.

Roger Watson

Statistics for Education Ltd, 5 Bridge Street, Bishop’s Stortford, Herts, CM23 2JU
Tel: 01279 652183; Email: statsed@gmail.com

 

Targeting Bullying and Internet Safety to improve pupil wellbeing.

“This is about helping children navigate this world, they have got all sorts of rights that we have signed up to in the physical world. It is now time to sign up to those in the digital world,” Anne Longfield. Children’s Commissioner for England

It can be an extremely difficult task for schools to find PSHE projects and activities that are exciting, engaging and memorable, however that is exactly what is needed to create a lasting impact on their relationships, experiences and choices.

According to OFSTED “In 80% of primary and secondary schools, outside speakers made a valuable contribution by bringing a wide range of expertise and life experiences to the PSHE education programme.”

Tip of the Iceberg theatre company have been designing and delivering PSHE performances and workshops for the last 15 years and are completely funded by educational establishments.  It’s taken over 6 years of research and development across the country with over 200,000 pupils to create “Beyond the Surface”. A series of shows based on a “fly on the wall” TV documentary format that is familiar to pupils and gives them a springboard to explore how the media, internet and real life all intertwine.  The follow up workshops allow students to relate themselves to the issues and are involving, inspiring and informing. All their projects focus on empowering young people and improving mental health and well-being.

This summer term, Tip of the Iceberg Theatre Company are touring two projects, “Bullied Britain” and “Connected Britain”.  There is a range of options from 1 performance for up to 120 pupils (years 5 and 6) to full day packages including a range of shows and workshops for years 1 to 6.   The projects can be purely PSHE focused or can also include drama sessions and presentations by pupils at the end of the day.

Every school and their students are different which is why they offer bespoke packages to create the highest impact and ensure all needs are met.  To read a little more about the projects take a look on the website:

http://www.tipoftheiceberg.biz/work/inside.html

Tip of the Iceberg are passionate about improving the lives of young people and supporting education across the country:

“Just wanted to say the delivery from Tip of the Iceberg yesterday was fantastic. The workshops and the performances really helped consolidate many of the messages we try to give our students and the delivery was passionate and pertinent. I know the young people will have taken a great deal from it.. and the acting team were great to work with.

Thanks so much for being so accommodating- a delight to work with and I will be recommending you to my PSHE colleagues” C Naylor. Brighouse School Yorkshire

“I meant to email to say how much everyone enjoyed the show and to say how great your team were. Everyone loved it so much that we want to book again for next year.” Mary Scott. Parkfield School, Taunton

Prices start from £575 + VAT for a half day and £775 + VAT for a full day.

Contact us for full information on delivery, prices, and availability.

Tel: 01707 527140 or 07519 593711

A French information book for primary school children

Get your FREE COPY of BON APPÉTIT !

Since children are typically very vocal about what they like and dislike (especially when it comes to food), Bon appétit ! has proved to be very effective at teaching children French language.

The book reinforces language for likes and dislikes (j’aime, j’adore, j’aime bien, j’aime beaucoup, je n’aime pas, je déteste) by asking six French children from different regions what food they like and dislike. 

To download your FREE COPY of BON APPÉTIT !, simply fill out the form at this link. 

Bon appétit ! is from a series of 18 graded French information books written to encourage children to become independent readers. To order any one of these books for just £3.75 (+p&p), simply click on the individual links below.

 

Level One

La France en couleurs

Un, deux, trois … soleil !

Des animaux importants

Les jours de la semaine

Bonjour tout le monde !

C’est ça Paris !

Level Two

Inventés en France

Une journée à l’école

C’est la fête !

J’aime lire

Bon appétit !

Vive le sport

Level Three

Un tour de France

Jeunes francophones

Des parcs d’attractions

Pourquoi la France ?

Petite histoire des transports

Des Français célèbres

If you would like to order sets of French Information Books with a teaching guide, at a discounted price, simply choose from the following bundle options: 

French Information Books – Level 1                             £27.99 

French Information Books – Level 2                             £27.99 

French Information Books – Level 3                             £27.99 

French Information Books – Level 1, 2 and 3             £67.00 (SAVE £16.97) 

Alternatively, you can place an order:

  • over the phone on 01449 766629
  • by email to orders@tradecounter.co.uk
  • by fax on 01449 767122
  • or by post to Brilliant Publications, Mendlesham Industrial Estate, Norwich Road, Mendlesham, Suffolk, IP14 5ND

“Teachers voice strain – a thing of the past” …

Schools across the UK are saving thousands of pounds and teaching hours by using a classroom SoundField system from Connevans.

Are you missing out on a potentially huge money saver?

There is a simple and free way to see for yourself how you can save your teachers’ voices and all the costs associated with voice strain.

A SoundField trial gives you and your colleagues the opportunity to try the equipment within your school.

The teacher will never have to raise or strain their voice, you will quickly find that all the children become more engaged and the children with poorer hearing and attention will hear perfectly.

Simply tell us a convenient time to visit and we will bring the SoundField system to you and show the relevant teacher how to use it. Set up in the classroom takes just 15 minutes.

There is more information about the popular, easy-to-use Swift Digital SoundField system here … www.connevans.co.uk/product/3109896/

The Swift Digital SoundField system is designed by Connevans, the UK’s leading manufacturer of Classroom SoundField systems used in classrooms all over Europe.

To see how easy the Swift Digital is to use and to arrange a free three-week trial, simply call or email and leave the rest to us!

Email: phil@connevans.com     Phone: 01737 247571

As a special school trial offer there is a 10% discount on the Swift Digital.

If you would like us to have a look at your school hall or offer free advice regarding simple equipment to help ensure the school is complying with the Equalities Act for visitors who are hard of hearing, we will be pleased to help.

Booking now open for Fred Theatre’s take on Aesop’s Fab Fables, performed live in your school   

Aesop’s Fab Fables is a great introduction to the joy of live theatre, the wonderful world of Aesop, and an interactive experience designed to stimulate creativity.

Fred Theatre has built an excellent reputation with its tours for high schools based on GCSE texts. Now we’re using our expertise to offer this new production to younger audiences.

Here’s what happens…

Our team of three professional actors will travel to your school. Over the course of a day they will work with individual classes, the pupils assisting with creative preparation for the show. This might include creating elements of the set, or writing their own short stories. Once the team has spent approximately half an hour with each class, all classes come together to experience Aesop’s Fab Fables. Performed by the actors, this is a young person-friendly 45 minute show based on three of the classic stories.

We feel this approach works as a great introduction to live theatre as it breaks down the barriers between performers and audience, stimulates creativity, and rewards the pupils who will see the fruits of their labour employed in the show.

 Aesop’s Fab Fables is available for in-school performances throughout the summer term of 2018.

To find out more, simply e-mail Helen in our office, helen@fred-theatre.co.uk, or call us on 01789 777612. We’ll collect a few details from you and respond with potential dates and a quote.

I look forward to hearing from you, and I welcome any feedback you may have on this production or any of the work we do here at Fred Theatre.

Robert Ball
Artistic Director
fred-theatre.co.uk

How do essential early school skills develop?

A child’s brain makes 1,000,000 new connections every second.

Neuroscience and psychology help us understand more about development of early school skills and how children learn.

Experienced teachers are well-versed in effective teaching and learning methods but new ideas about how the brain works are emerging and alternative teaching ideas are being discovered through scientific enquiry.

The Wellcome Trust are funding the Science of Learning Zone, a website for education providers to connect with education researchers, neuroscientists and psychologists. The aim is to bridge the gap between research and practice in education.

On Monday 5th February we are starting the Early Development fortnight, which we think will be of particular interest to primary school staff.

What? Website which brings together researchers and teachers to discuss Early Development
Why? Find out why some techniques are more effective and what evidence there is to back them up.
When? 5th – 18th Feb (Early Development topic). Accessible at any time, different topics follow until 1st July 2018.
Where? Online. Visit learning.imascientist.org.uk/welcome-learning-zone
Who for? Teachers & other education professionals

Teachers and educationalists can read what other teachers are asking, join in with conversations and ask their own questions about the evidence that underpins learning in the classroom.

Find out more about about Early Development and the Science of Learning Zone.

If you have any questions, please call 01225 326892 or email katie@mangorol.la

Kind regards,

Katie Marshall, BSc (hons) Biochemistry, PGCE Secondary Science

I’m a Scientist, Get me out of here

Mangorolla CIC

 

Questions to ask and answer before investing in an IP CCTV system + a special offer from Gaia Security

Quite clearly, it might be that your school doesn’t require a new IP CCTV system, or a CCTV system, full stop. Which is why we’ve compiled a list of questions for you to ask and answer before your school invests.

1) Is your current CCTV system fit for purpose? (if applicable)
2) Does your local authority require you to follow a security protocol in your school?
3) Does your school’s area have higher than average crime and violence rates?
4) Are there loitering ‘hot spots’ in your school where incidents tend to happen more often?
5) What’s the biggest threat in your school? (e.g. violence, vandalism, trespassing, truancy etc)

If after answering these questions you believe your school would benefit from a new IP CCTV system and you would like to discuss this with a member of our team, please do get in touch either by: sending an email to cctv@gaia-tech.com, calling 01248 675 800, or filling in the contact form at this link. Alternatively, you can visit our website for more information.

Don’t forget to ask about our special offer when you get in touch:

Gaia offer

What is a managed service?

A managed service is an all-encompassing service by which we take on the responsibility of looking after the IP CCTV system so that you and your colleagues can focus on teaching. It includes, installation, support, maintenance, extended warranties, hot swap, an annual visit to clean the cameras, and so on and so forth. For more information, visit www.gaia-security.co.uk/solutions-as-a-managed-services/

Do you have any reservations about extra funding for training?

The Government has just published a Green Paper “Transforming Children and Young People’s Mental Health Provision”. It forms part of the Government’s work to transform mental health support, ending what the Prime Minister has referred to as the “burning injustice” of inequality which those with mental health problems experience. The Paper focuses on earlier intervention and prevention before issues escalate, particularly in and around schools and colleges.

The proposals include covering the costs of a significant training programme and will provide up to £15-20m each year, from 2019 to cover costs until all schools and colleges have had the chance to train a lead, this being the Head Teacher or SENCO.  However, the proposal is that any therapy required, which may attract additional funding, is carried out by an NHS service or CAHMS.  Play Therapy UK (PTUK) believes that for the majority of the cases (mild/moderate conditions) this would best be carried out by a trained member of school staff.

PTUK knows a great deal about working therapeutically with children in schools We have the largest evidence base (over 44,000 measures) showing how effective play and creative arts are when used therapeutically in primary schools – 78% to 84% children show a positive change.

We propose to respond accordingly to the consultation taking into account your views.

To help schools prepare for the changes implied in the Green Paper we are providing a free of charge advisory service. This will keep you in touch with progress of the legislation and give you practical advice on the steps to take.  Just email me if you are interested. jefferyht@majemail.com

Jeff Thomas
Registrar – Play Therapy UK

jefferyht@majemail.com

www.playtherapyregister.org.uk

www.playtherapy.org.uk

How to use humour to engage children learning French at Key Stage 2

While most children learn to read English using a story-based approach, it is uncommon for children learning French at Key Stage 2 to be given the opportunity to learn to read French in the same way. But if you make the stories humorous in either language then the vocabulary and grammar will be easier to remember, your pupils will be more engaged in the learning process, and their confidence will increase as they manage to read a complete story.

Which is why we have produced the Learn French with Luc et Sophie story-based scheme for Key Stage 2.

The storybooks included with the scheme are humorous and based on sibling rivalry with which many children will relate. The stories have also been carefully written to ensure progression of vocabulary and language structures.

Aimed at specialist and non-specialist teachers, the teacher books included with the scheme provide structured but flexible lesson plans based around each story. And that is not all …

… find out what else is included in the packs, as well as seeing sample pages and listening to sample audio files by clicking the links below:

Years 3–4

For more information and to see sample pages for Learn French with Luc et Sophie: Part One, click here.

Years 5–6

And for more information and to see sample pages for Learn French with Luc et Sophie: Part Two, click here.

You can place an order for Learn French with Luc et Sophie: Part One, Years 3–4 (£37.99) and/or Learn French with Luc et Sophie: Part Two, Years 5–6 (£37.99) in a variety of ways, including:

  • on our website by clicking on the above links
  • by phone on 01449 766629
  • by email to orders@tradecounter.co.uk
  • by fax on 01449 767122
  • by post to Brilliant Publications, Mendlesham Industrial Estate, Norwich Road, Mendlesham, Suffolk, IP14 5ND.

The most unexpected approach to whole school improvement which has extraordinary effects?

The notion of school improvement has been with us for so long that it can seem unlikely that anyone would ever come up with a new approach that really works.

And yet this has happened, because of late there has been growing evidence to the effect that physical activity improves mental activity. Indeed a study from the University of British Columbia showed that very modest levels of exercise boost activity in the part of the brain involved in verbal memory and learning.

Meanwhile there has also been lots of evidence generated showing that increasing children’s activity throughout the day improves pupil focus, behaviour, wellness, and academic performance, as well as health and fitness.

Thus, when you give children short bursts of mild physical activity within a lesson they return to learning more focused. And indeed this is one of the reasons why the additional 30 minutes of structured activity has now been introduced as a compulsory measure in schools in England.

If that short period is spent on modest levels of physical activity the amount of learning that subsequently takes place increases considerably.

And that is before we even think in terms of encouraging regular activity in children in order to reduce the chances of obesity.

The new government directive requires all primary schools in England to provide 30 minutes of structured physical activity each day to all children in the school in addition to the weekly two hours of PE, and it is to support this practice that the PE and Sport Premium funding has been doubled this year.

To see how this approach can be implemented by making classrooms more active and the benefits it brings your pupils, we’ve now made available online a series of free trials of activity sessions. Each session can be implemented within classroom lessons.

These are available on the Free Trial Lesson page of our website. And if you have any questions please do phone 0114 2661061 or email enquiries@imoves.com.

Extra funding for training

The Government has just published a Green Paper “Transforming Children and Young People’s Mental Health Provision”. It forms part of the Government’s work to transform mental health support, ending what the Prime Minister has referred to as the “burning injustice” of inequality which those with mental health problems experience. The Paper focuses on earlier intervention and prevention before issues escalate, particularly in and around schools and colleges.

The proposals include covering the costs of a significant training programme and will provide up to £15-20m each year, from 2019 to cover costs until all schools and colleges have had the chance to train a lead.

To help you prepare for an application for this funding we are providing a free of charge advisory service. This will keep you in touch with progress of the Green Paper and give you practical advice on the steps to take.  Just email me if you are interested. jefferyht@majemail.com

PTUK knows a great deal about working therapeutically with children.  It has the largest evidence base (over 44,000 measures) showing how effective play and creative arts are when used therapeutically in primary schools – 78% to 84% children show a positive change.

Jeff Thomas

Registrar – Play Therapy UK

jefferyht@majemail.com

www.playtherapyregister.org.uk

www.playtherapy.org.uk

As a young teacher I really thought I knew it all. It was only when it went wrong that I realised…

Once upon a time, as a young inexperienced teacher, I felt I knew it all, and that all my elders and betters were getting staid and stuck in their ways.

So I decided to show them what real innovative, active, modern PE lessons were all about by taking my class outside and telling them to run across the playing field and back, as fast or as slow as they liked.

I had no idea why I said this but it felt modern, different, radical and very much me.

Being a lively and cheeky bunch the class then asked me if there were prizes for the winners and without giving it any thought I said there would be a prize for coming in last. I refrained from saying what the prize was, since I didn’t have any idea.

It didn’t take very long for everyone to realise that I had made a fundamental miscalculation, since the best way to stand a chance of winning was going to be to stand still. Or (when I changed the rules and said everyone had to keep moving forwards towards the winning post) to inch forward at such a slow pace that the race would have taken a week to complete.

Feeling something of a turnip I took the class back inside, noticing the look I was getting from the deputy head on the way back in.

Then suddenly the gods smiled on me. “I want you now to write a story called ‘The silliest race in the world’. It can be about anything except what we have just done.”

And the results were rather good, thus not only extending the children’s creative writing but giving me an explanation of sorts when asked to have a word with the deputy head – who to be fair was a very decent lady who said that she too had tried one or two whacky ideas in earlier days.

It’s not an approach I would recommend, but here’s one that can be quite a good idea. A team race to pick up a set of hoops on the ground with different coloured hoops counting as different values. Both teams go at once… not every child will realise at once the value of picking up the hoops with the biggest value first.

That was the sort of logic my original attempts were missing. I should have used the “50 Brilliant PE Challenges”.

There’s more information and ideas that actually do work at: https://www.brilliantpublications.co.uk/book/50-brilliant-pe-challenges-set-574

You can place an order:

  • over the phone on 01449 766629
  • by email to orders@tradecounter.co.uk
  • by fax on 01449 767122
  • by post to Brilliant Publications, Mendlesham Industrial Estate, Norwich Road, Mendlesham, Suffolk, IP14 5ND.

What is the simplest, lowest cost method of generating whole school improvement?

Recently there has been growing evidence that physical activity improves mental activity.  Indeed a study from the University of British Columbia showed that regular exercise boosts the size of the hippocampus, the brain area involved in verbal memory and learning.

Likewise a report from the Harvard Medical School revealed that, “regular exercise changes the brain to improve memory and thinking skills.”

There has also been lots of evidence generated showing that more activity throughout the day improves pupil focus, behaviour, wellness and academic performance, as well as health and fitness.

Indeed as the research shows, when you give children short bursts of mild physical activity within a lesson they return to learning more focused.  And indeed this is one of the reasons why the additional 30 minutes of structured activity has now been introduced.

For, although common sense suggests that by taking time out of the day’s teaching timetable means the children will learn less, if that short period is spent on modest levels of physical activity the amount of learning that subsequently takes place increases considerably.

And that is before we even think of the benefits in terms of encouraging regular activity in children in order to reduce the chances of obesity.

The new government directive requires all primary schools in England to provide 30 minutes of structured physical activity each day to all children in the school, in addition to the weekly two hours of PE, and it is to support this practice that the PE and Sport Premium funding has been doubled this year.

To see how this approach can be implemented by making classrooms more active and the benefits it brings your pupils, we’ve now made available online a series of free trials of activity sessions.  Each session can be implemented within classroom lessons.

These are available on the Free Trial Lesson page of our website. And if you have any questions please do phone 0114 2661061 or email enquiries@imoves.com.

Ian Pickles

What is the easiest way to solve the issues raised by the Childhood Obesity Strategy.

The new Childhood Obesity Strategy, which was made compulsory this term in England and is voluntary in the rest of the UK, has now been introduced by many schools, according to the latest research.

This new directive requires all primary schools in England to provide 30 minutes of physical activity on a daily basis to all children in the school, in addition to 2 hours of PE.

Research undertaken in November suggests that there are two main reasons as to why some schools have delayed implementation; these relate both to funding and to how the compulsory 30 minutes a day activity can practically be introduced into lessons.

Fortunately, since the announcement of the new strategy solutions have been found to both the issue of funding and to the issue of the practicality of introducing the activity to all pupils every day, no matter what the weather.

In terms of the funding, the PE and Sport Premium funding is being provided jointly by the Departments for Education, Health and Culture, Media and Sport, and has been allocated to heads of primary schools in England.

By way of example, the average primary school with 250 children will receive £18,500 Obesity Strategy funding this academic year.  The release is in tranches with the 1st  7/12ths already taking place in November and the 2nd 5/12ths in May.  As for the additional activity, there are a growing range of resources that can be used in class as part of each lesson.  This means that children don’t require specialist PE activities each day nor do they have to go outside; the funding can instead be used to provide resources to use in the classroom as part of their lessons.

The government has also confirmed that these activities within lessons are to be counted as physical activity – which is extremely helpful during the winter.  This also avoids putting undue pressure on colleagues who take PE lessons.

Free trials of the lessons are available on the Free Trial Lesson page of our website. And if you have any questions please do phone 0114 2661061 or email enquiries@imoves.com.

‘IF YOU ARE NOT PART OF THE SOLUTION;  YOU ARE PART OF THE PROBLEM!’

Whilst pupils are continuously instructed not to bully, and given advice about what to do and who to tell if they are being bullied, it seems that there is much less advice for pupils who are neither the bully nor the bullied – the witnesses.

Yet, the witnesses are in perhaps the most powerful position of all when it comes to eradicating bullying, not least because their account of a situation is likely to be unbiased and can put ‘he said, she said, he did, she did’ situations to rest.

With this in mind, we are giving away a copy of one of the assembly stories from the volume, More Brilliant Stories for Assemblies, which touches on said theme.

In short: Ranpresh is terrified of ‘The Gang’ and gets attacked on the way home from school. Hannah is a witness but she is afraid to do anything about it. At last she finds the courage to be part of the solution rather than being part of the problem.

CLICK HERE to get a FREE COPY of the assembly story: THE WITNESS  

For more information or to order More Brilliant Stories for Assemblies for £17.99 as a printed book, £12.99 as an e-book, or both for £21.89, please visit: www.brilliantpublications.co.uk/book/more-brilliant-stories-for-assemblies-248

Alternatively, you can place an order:

  • over the phone on 01449 766629
  • by email to orders@tradecounter.co.uk
  • by fax on 01449 767122
  • by post to Brilliant Publications, Mendlesham Industrial Estate, Norwich Road, Mendlesham, Suffolk, IP14 5ND.

To what extent can you rely upon your current anti-bullying strategy and safeguarding measures?

When we consider that 50% of children were bullied last year, it’s not surprising that some schools use CCTV as part of their anti-bullying strategy and as a ‘transparent’ safeguarding measure – not least because CCTV is a significant deterrent of misbehaviour.

Yet, despite 90% of schools having CCTV installed, it is not always something that can be relied upon for this use.

This is because older CCTV systems are only capable of catching a few frames per second, thus proving to be a somewhat unreliable source of evidence as it has been known for older CCTV systems to miss incidents between frames.

Clearly, the problem with upgrading your current CCTV system is that it costs money which your school may not have to spare. Yet a CCTV upgrade with Gaia may not cost as much as you think and has also proven to save money in the long-term.

Due to advancements in technology, the installation of a new CCTV system will undoubtedly cost less than your current CCTV system did to install. What’s more, you are likely to see a reduction in the system’s running costs, not least because some maintenance can be carried out remotely.

OR

To discuss with a member of our team how your school can use CCTV as part of its anti-bullying strategy and as a ‘transparent’ safeguarding measure, not only for your pupils but also for staff and school visitors, please do get in touch by:

An ideal gift for Christmas

Do you want to reward your children for all their hard work this terms as an end of term present?

Our Christmas themed Stationery set is the right answer.

The set contains ruler, rubber, pencil, pencil sharpener and notepad.

For a very limited time we can offer this set at a specially reduced price of just 60p per set.

For full details see our listing on our website

For more information or to place an order please use whichever medium is most convenient to you:

Telephone: (10am to 3pm) 01473 710080

Fax: 0845 463 4200

Email: sales@craftycrocodiles.co.uk

Postal: Crafty Crocodiles Ltd, Bermuda Road, RansomesEuropark, Ipswich, IP39RU

 “30 minutes extra activity a day” policy is now being introduced in schools…

The first survey of schools in England, following up on the government’s new “30 minutes of activity a day” directive* for all pupils, shows that the policy is starting to make an impact, although some teachers who reported back suggested that they were not yet implementing the policy within lessons. it is just compulsory in England, but “has attracted considerable interest from the rest of the UK”.

When asked about the key barriers to implementing the 30 minutes of structured activity, over half of the schools that replied stated that it was a lack of time within the school day that was holding them back.

A quarter stated that a lack of teacher confidence and knowledge of how to integrate more activity into lessons was the major stumbling block.

This is particularly interesting, because a series of lessons has now been published which allow the 30 minutes a day activity criteria to be built into existing lessons in all subject areas.

In short, these lessons show exactly how all teachers can implement the new policy, in the classroom, exactly as the new directive requires.

Given that most of the teachers who responded to the survey agreed that additional exercise will not only reduce obesity among children but will also reduce mental health problems and improve academic performance, this approach could be very helpful.

You can find details of how schools are already implementing the new requirement for an extra 30 minutes a day activity for all pupils, outside of PE lessons, by visiting https://imoves.com/ and then scrolling down to our “Example lessons” section.

Or, if you would like to see a copy of the research into the implementation of the new policy, or if you would like to talk through how our approach works and how it meets all the government’s new requirements, just call us on 0114 266 1061 or email active@schools.co.uk

Ian Pickles

*This new directive is compulsory in England, but has attracted considerable interest from the rest of the UK.

Why it is never, ever, a good idea to teach common sense in school

A quick look in the sky reveals that the sun, like the moon, goes around the Earth.  That’s common sense.  We can see it.  Every day.  It’s obvious.

It is also common sense that the world is flat.  If it were curved we’d see it and feel it, and all those people and kangaroos in Australia would fall off because they would be upside down.

Of course, at this point one might appeal to the notion of gravity.   But where’s the common sense in that?  I can’t see gravity, I can’t feel it, I can’t touch it.  So why should I ever believe in it, just so that I can believe that the world is round?  Which it clearly isn’t.

It’s all a bit like believing that putting a load of gas in a sealed container, opening a tiny gap at one end and setting fire to the gas, will then send the container in the opposite direction.  That’s hardly common sense.

In fact, that’s so simple one might say that’s “not rocket science”, but unfortunately it is.  Exactly that.  Rocket science.  It turns out to be just about the simplest form of science that there is, which is all rather confusing.

Perhaps therefore, the best thing to do at this point is abandon common sense totally and head full speed for some scientific investigations.  And thus, we have produced 100+ Fun Ideas for Science Investigations.

Common sense will tell you that when you are offered a book called “100+ Fun Ideas for Science Investigations” it will include over 100 ideas for some rather interesting and entertaining science investigations that children can undertake in the classroom.

And at this point, at last, common sense holds sway, because that is exactly what it does contain.  For more information or to order 100+ Fun Ideas for Science Investigations for £13.99 as a printed paperback book, £9.99 as an e-book, or both for £16.99 please visit:

https://www.brilliantpublications.co.uk/book/100-fun-ideas-for-science-investigations-14

Alternatively, you can place an order:

  • over the phone on 01449 766629
  • by email to orders@tradecounter.co.uk
  • by fax on 01449 767122
  • by post to Brilliant Publications, Mendlesham Industrial Estate, Norwich Road, Mendlesham, Suffolk, IP14 5ND.

We are the publishers so we supply it.  That’s not rocket science.

What is the easiest way to get quality picture books at the lowest price, with the fastest delivery?

You may not have heard of Learning Discovery before, and there’s a reason for that…

We’ve been Down Under. Yes, that’s right, Australia! The convicts of yesteryear have spawned, and now one of them has become one of Australia’s largest picture book sellers. With our new locally based office in the UK, we’re ready for you to benefit from the awesome business model that’s been working so well for us down under.

Learning Discovery specialises in variety packs of brand new Picture Books, sending out close to 10,000 packs a year throughout Australia & new Zealand.

We cherry-pick from the best publishers, like Little Tiger Press, Egmont, Simon & Schuster & Andersen Press, just to name a few.

And our huge buying power enables us to offer you titles at 50% discount!

So here’s how it works…

Our variety packs contain 30 of the latest softcover, library quality picture books, and we send them direct to you completely risk free for a 21 day viewing period!

There’s no minimum order, so regardless of what you decide we will cover shipping costs both ways!

The process is super simple…

At the end of your 21 day viewing period you can either keep all the books, keep some of the books, or return them all at no cost.

Email sales@learningdiscovery.uk.com now using Variety Pack Offer in the subject line and we’ll get your pack on the way.

To see our current selection online go to www.learningdiscovery.uk.com

You can easily order anything you like from our website with no need for an official school order or a credit card.

Simply click ‘Invoice my School’ to bypass the payment gateway, and we’ll send an invoice with your order so you can pay later.

And remember, the more you buy the cheaper the titles get. Prices range between £2.99 & £4.49.

Lastly, Aussies love a gamble… So anyone who takes a variety pack in response to this email will receive a £10 coupon to spend on our website IF….

England win the Ashes this year.

Safe bet we think 😀

If you have any questions we’re only a call or a few keystrokes away.

We look forward to hearing from you.

James Layton
Learning Discovery UK Ltd

Learning Discovery UK Ltd
The Old Riding School
The Welbeck Estate
Worksop
Nottinghamshire
S80 3LR
Tel: +44 (0)1909 494 751

Learning Discovery UK Limited is a company registered in England and Wales with company no. 10748133

What is the most effective way of promoting an interest in different cultures

An important aspect of learning is the ability to understand and appreciate other cultures.

Here are some reasons why children should be encouraged to learn about different cultures:

Firstly, other cultures are interesting. It is stimulating to learn about those who are different from you.

Knowledge of other cultures kindles the mind. Learning about other cultures is an interesting way to challenge your thought processes and expand the way you process information.

Learning about other cultures fosters understanding. Many of the problems we have in this world are due to misunderstandings. When you learn about another culture, and see why others do the things they do, it’s easier to understand them.

When you learn about other cultures, you learn that there is more than one approach to life. Perhaps the cultural heritage of someone else can add another dimension to your life.

Being able to tolerate others, and not berate them because of their differences is not only a big part of living in a global community, but it is also the mark of a well-rounded person. Travel enables the meeting and learning about other cultures and customs leading to a richer experience.

Unfortunately, it is not every child who will have the opportunity to travel at a very young age.

Thus, the question arises: how can we introduce pupils to a different culture?

Reading is an opportunity to learn about other cultures.

A fun way to be introduced to a different culture is through the Inca Book Series.

If you would like to learn more about the Inca Book Series there is an immediate opportunity on the website –

www.incabookserieis.com

For the next two weeks, those who subscribe will be eligible for a free book and an Amazon gift certificate.

CULTURE THROUGH BOOKS

R.F. Kristi

What is the most effective way of encouraging dyslexic pupils and struggling readers to write with enthusiasm?

One of the most effective ways of helping your struggling readers and dyslexic pupils learn  is to teach via topics and for them to develop an understanding of each topic using active learning techniques such as activities or games alongside the text that has to be read.

At the same time, there needs to be encouragement to write; using notes to reinforce specifically what is being learned for each topic.

In this way, the reading, activities and note taking combine to reinforce key words and concepts while making the learning relevant and accessible.

Oaka topic packs contain full colour illustrations and use short words and simple sentence constructions that the pupils are likely to understand. Key points for each topic are covered in a clear, straightforward manner so any reading difficulty does not get in the way of understanding.

Many Oaka topic packs are endorsed by the ISEB (Independent Schools Examinations Board) and the packs are being used in over 370 UK schools.

To see more about how Oaka works, and to review our KS1 and KS2 resources, please click here.

Best wishes

Bambi Gardiner

Founder, Oaka Books

Budget cuts do not have to mean Bah Humbug this Christmas

With budgets being tight and huge time demands on delivering the curriculum is it still possible to bring fun, entertainment and the arts in to schools this Christmas?

I attended a talk this week given by Rufus Norris artistic director of the National Theatre and he was referring to a close friend of his who was a primary school music teacher.  He pointed out that whenever prospective parents or local officials were taken on a tour of the school his class was always visited. When the teacher asked why this was the case the head teacher replied “Because I can guarantee in your classes the children are engaged, energised and learning”.  It would seem that the arts in schools is one of the greatest adverts for involved learning however it is the least resourced.

The answer to the above question requires creative thinking from both schools and those supplying products to them.  It is essential for any project offered to schools to meet a range of key targets including aspects of the curriculum, personal child development, and sustainability, whilst being fun, entertaining and memorable. If this is the case then the budgets allocated to bringing in outside companies is both worthwhile and justifiable.

For many primary school children across the country the first, and sometimes only, live theatre that they experience is the Christmas Pantomime, however in recent years this is one of the cutbacks schools are making as it can be difficult to validate this expenditure. Some schools have tackled the problem by taking pupils to a theatre and asking parents to contribute, yet this can be problematic for younger years and also a strain on budgets at home.

I have been delivering creative educational projects in schools for over 20 years with a constant ethos to combine the best performances which meet educational objectives and that have a lasting, positive impact on all those involved.

5 years ago a few local schools asked us to develop something new and original for Christmas that could also utilise budgets assigned to particular target areas.  Already aware of our history delivering effective PSHE plays and workshops,  it was pointed out to us that the standard pantomimes promoted negative behaviour and that it would be great to have all the fun of the show but with an educational twist.  That was the beginning of ‘Pantomime Play’.

Over the years we have developed our pantomime plays concept further, to make them justifiable within a range of budgets, and they are now a key educational resource in many schools.  The shows follow a pantomime format and include many well known pantomime characters and stories but every scene meets an educational objective and the project comes with a range of resources for cross curricular activities that link to the production.

For less than £2 per child (depending on the size of your school) there are a range of educational targets that can be met including:

  • A range of areas within the PSHE association guidelines (specific to each play).
  • Bringing in outside educators
  • Cross curricular resources for reception to year 6. Downloadable with no usage restrictions.
  • An exciting reward and treat for all pupils.

Many schools are using our shows as a fundraising option since we can perform for 250 pupils per show and up to 3 shows a day, so when charging parents, the costs are far less than hiring coaches and visiting theatres. Also local schools combine their bookings (one school in the morning and the other in the afternoon) to save even more.

Due to popularity and extra bookings in the final 2 weeks of term we have just put together another team, therefore we have some spaces available for this Christmas and we are offering them at a further discounted rate.

1 Show = £375 (£100 off. Usual price £475)

2 Shows = £500 (£200 off. Usual price £700)

3 Shows (All day) = £700 (£250 off. Usual price £950)

If you have already booked another show for this year then get in touch for next year as some dates go very quickly.

www.pantomimeplay.co.uk

www.facebook.com/pantomimeplay/

We are always happy to talk so please get in touch.

Email: info@pantomimeplay.co.uk

Phone: 07933078908 (Millie- Tour booker)

Phone: 01707 527140 (Office)

Lisa Schulberg
(Creative Director)

What is the most effective way of ensuring that your pupils are reaping the benefits that playtimes have to offer?

Not only are playtime games a great way to occupy children in their time away from lessons, but if organised in a particular way, they can encourage cooperation and communication, reduce instances of bullying and ensure pupils are more receptive on their return to the classroom.

For this reason, we have produced a guide to constructing a Positive Playtime Policy, along with a Positive Playtime Policy Template, which can easily be adapted to suit the unique needs of your school. Click here to get your free Positive Playtime Policy Template.

What’s more, Edventure has held or reduced the prices of its playtime games and equipment, which actively promote positive playtimes, this term – with numerous items on offer too. Click here to browse through the products on our website.

You can place an order on our website in a variety of ways, including:

  • on our website – www.edventure.co.uk
  • by fax to 01323 50 10 41
  • by phone on 01323 50 10 40
  • by email at sales@edventure.co.uk
  • by post to Edventure Ltd, Hargreaves Business Park,
    Hargreaves Road, Eastbourne, East Sussex, BN23 6QW.

How schools are funding the 30 minutes a day physical activity requirement in the Childhood Obesity Strategy.

The government’s Childhood Obesity Strategy came about after the Royal College of Paediatrics and Child Health revealed that in some parts of the country 40 percent of children were diagnosed as overweight or obese.

As a result, the Strategy required all primary schools to provide 30 minutes of physical activity on a daily basis in addition to the 2 hours of PE.  However, two problems then arose: one was how to fund it, and the other was how to arrange these 30 minutes of physical activity .

Fortunately, since the announcement of the new strategy solutions have been found to both issues.  In terms of the funding, new money is being provided.  This funding is provided jointly by the Departments for Education, Health and Culture, Media and Sport, and is allocated to primary school headteachers. The funding is ring-fenced and therefore can only be spent on improving the quality of physical activity provisions in schools.

Use the calculations below to work out your school’s allocation:

Schools with 16 or fewer eligible pupils receive £1,000 per pupil

Schools with 17 or more pupils receive £16,000, plus an additional payment of £10 per pupil

Example: a Primary School with 250 children receives £18,500 this academic year.

As for the additional activity, there are a growing range of resources that can be used in class, as part of each lesson.  In all this means that children don’t have to go outside or have specialist PE activities each day; the funding can instead be used to provide resources to use in the class as part of their lessons.

The government has also now issued its “Definition of Physical Activity, Physical Education and School Sport” poster which again confirmed that it was not expecting the new activity to be of the traditional PE type.  The provision can come through activity in the classroom.

This confirms that activities within lessons are to be counted as physical activity and that the funding for PE and Sport can be used to fund resources that incorporate this and allow schools to meet the 30 minutes a day target.

It is with this in mind that imoves developed its “Active Learning” series which can work in all lessons.  You can see how it works, find all the details, and have a free trial of some of the lessons via our website, where you will also find many more details of our work.

If you have any questions please either phone 0114 2661061 or email enquiries@imoves.com.

Ian Pickles

What can you do with the really, really most annoying children in your class?

Now before you get ready to email me back and suggest a transfer for such children from your school to mine, let me quickly add that that is not the point of this little note.

Rather my issue is with the children who always finish an allotted exercise in less than the time I expected them to take.  I set them some work, anticipate that it gives me six or seven minutes free time to sort out other pressing matters, and then find three bright sparks have finished the whole thing in three.

Which is why I was delighted when Peter Clutterbuck came up with the idea for a set of books called “What to give annoying children”. Unfortunately, the Editorial Director vetoed that title so we have to call them “Timely Tasks for Fast Finishers.”

But I must give you a word of warning.  Because, although the tasks are engrossing and do aid focus and creative thinking, I have found no less than seven occasions in which one of my class has got an answer before I did.

Naturally I blame the stress of the job, the long hours marking, the meetings, the overcrowded classes, the annoying parents, and just about everything else I can think of, but in calmer moments I’m sure my brain used to be faster than this.

And, before you suggest otherwise, I’ve still got quite a few years to go before being put out to graze.

You try it, and see what happens.  Follow one of the links below and then click on the link under the words “sample material” which is under the word “quantity” which is under the price which is… oh well, you get the idea.

Timely Tasks for Fast Finishers for 5-7 year olds: see how good you are

Timely Tasks for Fast Finishers for 7-9 year olds: so you think you’re really smart?

Timely Tasks for Fast Finishers for 9-11 year olds: ok so you are better at this than me

You can read more about Timely Tasks for Fast Finishers on our website – just hover over the cover for details or click on the cover to go further.

If you have any questions about the resources, you can email orders@tradecounter.co.uk.  But please don’t tell them you were faster than me.  My life’s hard enough as it is.

Primary school hoodies, free quotation

OUR BEST DEALS ON HOODIES FOR PRIMARY SCHOOLS

We wouldn’t buy inferior hoodies, so we don’t sell them.

We wouldn’t pay exorbitant prices, so we don’t charge them.

We would expect excellent service, so we provide it.

All of this because we don’t just want your order today, we want you to return to LeaversGear  and so to achieve that we are supplying “excellent quality”, “first class service”, “very competitive prices”.

The hassle of organising hoodies is a tiresome task and one which we aim to ease by taking the pressure off your shoulders, our design team work closely with you to ensure complete satisfaction when you receive your order.

FREE sample service. There’s no need to guess at quality or sizes anymore, all we ask you to return the samples when you’ve finished with them, using our supplied returns bag and free post label.

For an immediate, no obligation quotation please complete the very short enquiry form http://leaversgear.com/contact

We don’t just do hoodies and tee shirts, but much more, we can do any apparel for any purpose. Not just Leavers, but school trips, outdoor activities, sports teams.

At LeaversGear customer satisfaction is our goal, we hope you will give us the opportunity to prove it.

Kind Regards

<Leavers2.png>

www.leaversgear.com

E-mail:enquiries@leaversgear.com

How much support are teachers getting to improve children’s reasoning in maths?

Reasoning is now seen as the magic ingredient in maths teaching. Being able to reason enables children to justify what they are doing, make predictions, generalise and explore; in other words they will be able to make sense of mathematics.

As you are no doubt aware, the writers of the National Curriculum clearly think it is very important. Reasoning and problem solving are key elements of the new National Curriculum and this is reflected in the latest KS1 and KS2 SAT papers and the types of question asked. A typical question in last year’s paper was:

3 pineapples cost the same as 2 mangoes.

One mango costs £1.35

How much does one pineapple cost?

If children are going to be really successful in SATs then they must be able to reason and know what to do to solve problems.

But SATs are not the ‘be all and end all’ of maths teaching. In the real world, when making decisions on best buys, whether it is in the supermarket or an online mobile phone tariff, being able to reason is becoming more and more important. It is critical that children develop these skills.

Unfortunately, in the past reasoning has not been a naturally occurring part of many maths lessons; learning the standard form of written multiplication being one example where endless practice has often triumphed over understanding the processes. Teachers have had to change and adapt and they have made great strides forward in developing reasoning skills, but they need support, including an excellent supply of the right materials.

URBrainy has a special Reasoning/Problem Solving category for each year group packed full of interesting and well-tried ideas which have been developed over many years.

We are now also developing our bar modelling resources which is a great way to help children succeed with solving word problems. There is much more of this to come in the next few months.

With new resources coming every fortnight, we have a vast range of fantastic material available to help with all aspects of maths; well over 10,000 pages in total. Oh, and by the way, we also have a great collection of English resources as an added bonus!

If you would like to find out more about URBrainy Maths and English resources for use in schools just click urbrainy.com/schools  or email: jo@urbrainy.com

How can we give our pupils earworms to ensure that the Spanish they learn will be remembered forever?

Do you ever wonder how your pupils can remember the entire lyrics to a song, yet they have an incredibly difficult time remembering the alphabet, times tables, or anything else for that matter? Well the reason for this is that listening to music gives them earworms!

Earworms is the term scientists use to describe, quite simply, when a song gets stuck in our head. Along with other terms including stuck-song syndrome, sticky music, and cognitive itch.

For this reason we are giving away two Spanish songs from our new resource: ¡Me Gusta Cantar! – so that you can give your pupils earworms of the Spanish variety to ensure that the Spanish they learn will be remembered forever.

Click here for free “¿Cómo te llamas?” lyrics sung to the tune of “If you’re happy and you know it” Click here for free “Los días de la semana” lyrics sung to the tune of “Camptown races”

If after using these free resources with your pupils you are satisfied with the results and are still humming the song, you can buy the full volume for just £32.89 at www.brilliantpublications.co.uk/book/me-gusta-cantar-744. And if you have any questions, please email orders@tradecounter.co.uk.

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 767122