Category Archives: School News

It’s strange to think of the winter in spring, but action now can cut costs throughout the winter.

All organisations have a duty of care to keep their entrances and exits safe – which for schools means having them well lit for pupils, students, and staff, and for adult education classes coming and going in the evening.

And the thought of additional lighting to meet modern safety requirements might sound like an expensive operation – except for one thing.   For it is now possible to install external lighting that has zero energy costs.

Now to be clear, that is not “next to nothing” (meaning it costs you something but it may not be as much as you are paying now) but is in fact zero.  Not a penny.

This can be achieved by installing solar bollards that are charged by solar energy and which retain their energy especially well by giving off a low level light until someone approaches.  At this point the level of light is increased before dying away once the individual has moved on.

Better still, installation is very easy – there are no trenches to be dug, no cabling needed, and thus no resurfacing after installation.

There are pictures and summary details on our website and there is a complete set of information about installation and technical specifications here.

If you have any questions about the use of zero energy cost solar bollards for walkways, please do call us on 01280 701 093 or email sales@greenbarnes.co.uk

Michael Barnes

The seven benefits of learning-outside-the-classroom

Learning-outside-the-classroom raises your school’s profile

Schools that regularly undertake learning-outside-the-classroom in their local area are able to form stronger links with groups and individuals in their community. And schools that regularly undertake learning-outside-the-classroom further afield are visible within the community through the school’s branding (uniforms, logos on the school minibus, etc.)

Your school thus has the opportunity to showcase its efforts and achievements and to communicate the school values which could lead to positive media coverage, impressing Ofsted and encouraging prospective parents to send their child to your school.

Reward, motivation and to boost morale

Not every school trip has to be based around learning. Sometimes, if there is time left at the end of term and the budget permits (or parents are willing to pay for it), the school might decide to plan a school trip as a reward for the work pupils have done, or to boost morale and further motivate them to future learning.

To ignite or re-ignite a passion for a subject

Benefit two links in nicely with benefit three. Learning-outside-the-classroom can be beneficial for pupils who are new to the school as it can ignite a passion for a subject which they may not have been introduced to before.

It can also be beneficial to existing pupils to re-ignite a passion for a subject, particularly after a period of exams, for example.

Improves pupils’ understanding of the world and where they (could) fit in

Learning-outside-the-classroom can also be highly beneficial to students when it comes to deciding which career they would like to pursue. School trips enable students to experience activities and events that they don’t have the opportunity to experience in the classroom, thus giving them a better understanding of where, in society, they (could) fit in.

Trust, independence and responsibility

With learning-outside-the-classroom comes an element of trust in terms of pupils’ behaviour as many school rules aren’t applicable when pupils are outside the school’s grounds. This thus devolves increased responsibility on to your pupils and encourages increased independence, which is of course a vital life skill.

Learning-outside-the-classroom can encourage diversity

Given that the demographics of pupils in a school are representative of the demographics of the people in the local area, schools located in an area where ethnic and cultural diversity is lacking naturally find it more difficult to fulfil Ofsted’s diversity requirements.

Therefore, by undertaking regular learning-outside-the-classroom activities (depending on where your pupils go, what your pupils do, and whom your pupils encounter) the school can offer good evidence to Ofsted that your school is encouraging diversity.

To cement the learning that they have done in the classroom

This is perhaps the most beneficial outcome of learning-outside-the-classroom. And there is not just one reason, but three that we can think of, for learning-outside-the-classroom being remembered more readily by pupils than learning-inside-the-classroom.

Firstly, learning-outside-the-classroom provides real-life applications of concepts learnt in the classroom which not only provides a greater understanding of these concepts, but also highlights to pupils why what they are learning matters.

Secondly, learning-outside-the-classroom often takes on a different type of learning style, steering more towards kinaesthetic learning than visual and auditory learning – styles which are used most commonly in the classroom. This therefore gives pupils, who learn best through movements and experience, the opportunity to learn in their preferred style.

Thirdly, some learning-outside-the-classroom can provoke an emotional response from your pupils which cannot be provoked in the classroom. Connecting their learning with emotion will ensure that the information they have learnt will be remembered more readily. This type of learning-outside-the-classroom might be a visit to a WW1 memorial or to a theatre production, for example.

Of course, as school minibus leasing is our area of specialty, if your school requires a (new) school minibus in order to undertake learning-outside-the-classroom, you can go to our website, call us on 01753 859944 or email minibus@benchmarkleasing.co.uk for more information.

And to get notifications of school trip activity and location ideas and how learning-outside-the-classroom can be used to benefit your students learning and development, follow us on Twitter @MinibusLeasing or like our Facebook page – Benchmark Minibus.

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The Secret to Successful Revision A practical guide for GCSE Geography teachers

How is it possible for a dedicated student to fail to get the grades s/he wants despite long hours of revision?

All too often, the answer is simple.  The type of revision that has been done at home by this promising student has been ineffective, focusing on knowledge acquisition rather than understanding.

It is this observation that leads to the thought that the knowledge one needs to give to students is that knowledge is not quite as important as they think.

The typical weighting for knowledge in a GCSE Geography exam is only between 30 and 40% of the marks.  But, despite this fact, left to their own devices some of my students would happily devote near to 100% of their geography revision time to the retention of knowledge.

Some, in pursuit of the magical A* grade, will recreate their notes into beautifully colour co-ordinated works of Post-It note art or elaborate mind maps. But still, despite all the work, these students will ignore the other 60-70% of the marks that are not knowledge based.

So, it may be argued that in the classroom the teacher no longer has to emphasise knowledge.  As creatures of habit, students will still spend plenty of time on knowledge acquisition, leaving the teacher free to fill their revision sessions with activities that enable them to practise applying that knowledge and honing their skills.

“The Secret to Successful Revision” makes clear that students retain more by actively re-working their knowledge in different ways than by reading revision guides or following revision lessons.  It deals with methods of revising geography which take into account the way exams are marked.  It covers “command words” and “maximising marks on terms and definitions”, simplifying case studies, using data from graphs and maps, and much more.

The Secret to Successful Revision is published as a download so that you can receive immediately a copy onto your computer which you can print out for colleagues as often as you want.

There are sample pages from the book at http://www.pdf.firstandbest.co.uk/authordownloadsamples/T1808samples.pdf and you can order it at  http://shop.firstandbest.co.uk/product_info.php?cPath=76_112&products_id=776

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

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

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

What makes a play suitable for use in GCSE Drama?

The English language is full of plays – which is not surprising really since people have been writing them for around 1000 years.

The trouble is that many have cast requirements or subject matter that mean they are not at all suitable for the classroom or theatre with the right amount of engagement per candidate and the right number of students involved within the cast.

What’s more, given the need to find scenes and settings which are not just extracts from published plays and the need for the play to have a unified sense, finding suitable plays gets even more difficult – especially if one wishes to avoid using the same plays as last year.

This is the problem that “Here comes Godot now!” by Lindsay Jones solves. It contains 12 plays that engage with themes not often found in other sources, such as dark comedy, fantasy, horror, humour and urban myths.

Thus the themes in this volume avoid the social topics such as drug taking which other volumes (and indeed assemblies and PSHE lessons) will already have covered extensively.

As for performances, the plays are written for a variety of combinations of participants from two boys or two girls up to four boys and four girls.

Because the volume is photocopiable (or printable from a CD rom) only one copy of the book need be bought, and it can be used among the class without further cost.

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

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

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

You can purchase the report…

The importance of having a comprehensive literacy programme, not only in each school, but across the whole of the UK.

With reports suggesting that one fifth of children are failing to meet the expected Level 4 standard in at least one of the “three Rs”, it highlights the importance of having a comprehensive literacy programme, not only in each school, but across the UK.

Which is why MSL has devised The Complete Reading and Spelling Programme

This programme covers all 90 different spelling and sound rules and adds in ten sections on issues such as word patterns, suffixes, prefixes, homophones, and irregular final syllables, making 100 topics in all.

The 90 rules and associated topics can be seen on our website where you can see the structured order of teaching that we have introduced.

What we have then done is broken these 100 topics down into 20 modules, presented in an order which allows students to use the spelling rules as soon as they have learned them.

As a result of this structured approach, which includes placement & progress tests, you can introduce a pupil to the sequence from the very start. You can also begin work at a point where the individual will be revising key points, before moving on to areas of weakness.

A copiable printed version of each module costs £29.99, or you can order five modules together on a CD for £80 plus VAT. All 20 modules (including the 4 CD’s) are available for £450.

You can order the Complete Reading & Spelling Programme in a variety of ways:

  • On our website
  • By phone on 01536 399017
  • By fax to 01536 399012
  • By email to msl@schools.co.uk       
  • By post to Multi-Sensory Learning, Earlstrees Court, Earlstrees Road, Corby, NN17 4HH

Help your leadership team to continually improve

As a proactive primary school leader, you’ll know that one of the cornerstones of effective leadership is having the support of a strong, motivated and passionate team.

But even with a close-knit team, it’s possible to miss areas where you can build on existing skills or spot opportunities to develop new skills that will help you fill gaps in your team’s practice.

Two former primary heads – Ann O’Hara and Heather Clements – have created a system that helps your team find and fix these gaps.

Their answer – called What is Good Leadership (WIGL for short) – has been developed over five years, working with primary leadership teams in a wide range of contexts and drawing on national and international research.

Written to meet the specific needs of primary schools, the WIGL tool kit is already helping leadership teams like yours to:

  • Clarify expectations of leadership
  • Systemise judgements on effectiveness
  • Pinpoint areas for development
  • Promote strategic leadership
  • Support appraisal, development and effectiveness of middle leaders
  • Help with job descriptions and appraisal targets
  • Promote self-evaluation and 360 degree review of an individual or whole school team

So, What is Good Leadership?

What is Good Leadership is an in-depth, self review toolkit that provides clear descriptions of the expectations of middle leaders, specific to the roles found in most primary schools.

It is progressive – enabling future leaders to develop and improve their skills at each level and translate those skills into a more senior role over time. In fact, it helps teachers progress from early subject leadership through to senior leadership and headship.

Fully matched to Ofsted

It is also fully matched to Ofsted expectations, so schools using it can be confident that their judgements are soundly based.

Each tool kit comes fully loaded with a USB stick with guidance on using WIGL in a number of different contexts – from peer review to supporting mentoring, developing CPD and performance management.

The pack is priced at £175 + VAT and contains everything you need to start understanding and improving your team’s practice.

You can purchase What is Good Leadership directly from our bookshop.

Or if you would like to see some sample pages from the kit, or order directly from me, my email address is james@imaginativeminds.co.uk. My direct line is 0121 224 7584.

I look forward to hearing from you.

James Mason
Marketing
Teaching Times

Tel: 0121 224 7584 | Fax: 0121 224 7598

PS Paying by invoice? You can order from the bookshop and select the ‘Pay by invoice’ option at the checkout.

Perfect the Past Tense for GCSE French

Perfect the Past Tense for GCSE French is a resource which will give your students structured practice in a complex grammatical area which is vital to their success at GCSE.

It comprises a pack of photocopiable worksheets which will guide them step by step through the rules and uses of the perfect tense and help them to gain a ‘C’ or above at GCSE level. Explanations are clearly illustrated with plenty of examples to work through, and answers are included at the back of the book. Most of the exercises are designed to be worked through on an individual basis but there are also a couple of games which can be played in small groups.

Perfect the Past Tense has been designed and written by French teachers and tested in class where it proved to be immensely beneficial.

Sample pages can be viewed at http://pdf.firstandbest.co.uk/modlang/T1675.pdf

ISBN: 978 1 86083 730 2; Order code: T1675emn

The volume is available as…

  • Photocopiable report in a ring binder, £19.95 plus £3.95 delivery
  • CD with school-wide rights: £19.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £26.94 plus £3.95 delivery

Prices include VAT.

You can purchase the book or CD…

What is the most effective way of getting students to retain the information you’ve imparted during a lesson?

We all know that the students who are able to focus for the longest periods of time on what we’re saying without their attention wandering are the ones most likely to retain the information.

Conversely the students with short attention spans are also the ones most likely to be disruptive in class. No news there.

We would all dearly love to be teaching classes full of students who behaved well and hung onto our every word. Realistically, a totally perfect teaching/learning scenario is unlikely, but can we improve the situation?

We believe we can! We’ve developed extremely quiet background music designed specifically to enhance information retention and improve concentration. Also, as a bonus, disruptive behaviour is reduced.

If you’d like to know more, go to: Further information and media

Where you’ll be able to see a Teacher’s TV programme explaining why and how it works, listen to samples and purchase downloads of 12 hours of Calmer Classrooms Music for £79.99.

Calmer Classrooms music can be used and is effective across all age ranges, nursery, primary and secondary schools.

If you have any questions or queries about Calmer Classrooms Music please do call me on 07801 067386 or email: vo.fletcher@btinternet.com

Vo Fletcher

 

Just how much could your organisation save when ordering Postura Plus chairs and how useful is their TEN year warranty?

Postura one piece classroom chairs have been in use in UK schools and colleges for over 15 years. Every chair carries a TEN year warranty against manufacturing defects…so no maintenance or replacement costs for a decade or more.

This could mean significant financial benefits compared with alternative products.

But that’s not all……….

The Postura Plus range of chairs has been designed not only to be extremely durable but also to encourage good posture for your students, as well as being easy to stack and move from room to room.

Postura Plus chairs are used successfully in thousands of UK schools, often just as a trial in one classroom and then being “rolled out” throughout the school as funds allow.

Postura Plus chairs are available in a range of 15 attractive colours.  The TEN year warranty (and its associated benefits) means that these chairs are likely to be one of the best financial investments that a school or college could ever make.

Further information about Postura Plus chairs including very competitive pricing and how to obtain a sample for evaluation, may be obtained from Central Educational Supplies Ltd., PO Box 999, London E14 6SH

Why not visit their website: www.centraleducational.co.uk or phone 020 7515 1797 and ask to speak to Martin Evans who will do his best to help. You can also email: signpost@talk21.com

PS. In addition to the Postura Plus chairs described above you can also order classroom tables, exam desks, stools etc.

Why the reproducing of song words and music during Collective Worship requires specific copyright permission.

Many of the songs that are popular in school assemblies are protected by copyright.

Christian Copyright Licensing International (CCLI) is the agency which administers licences on behalf of the vast majority of publishers and copyright owners whose songs are reproduced during Collective Worship in assemblies. CCLI already cover all state-funded schools in England under the Government’s National Licence Scheme.

Collective Worship is not covered by the Schools Printed Music Licence (SPML) currently administered by the Copyright Licensing Agency (CLA). Therefore, many independent schools as well as state-funded schools and academies in Wales, Scotland and Northern Ireland are unwittingly infringing copyright law when they reproduce or project the words of hymns, worship and assembly songs.

For these schools, CCLI’s Collective Worship licences are the most convenient and cost-effective means of obtaining copyright permission to use the majority of hymns and faith-based songs in assemblies.
For annual licence fees and terms click here.

To find out more and apply for CCLI licences:

Please quote reference AD054 in all correspondence.

You can also find out more about CCLI and the other agencies which provide copyright licences for schools on the copyrightandschools.org website.

 

What describes a perfect school trip?

Teaching Times has reported on research carried out by Merlin Learning Experiences aimed at finding out how both primary and secondary school teachers would assess the perfect school trip.

In interviews with teachers, Merlin Learning Experiences was able to identify the priority that teachers placed on the various aspects and outcomes of school trips, including:

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Out of these, teachers cited “links to the curriculum”, “organisation” and “cost” as the least important aspects of schools trips, with many reporting that they saw “enjoyment” and “forming relationship” as core aspects.

However, teachers clearly cited “safety” on school trips as the highest priority of all, both in terms of securing sign-off for the trip and undertaking a risk assessment.

Which naturally means that the job of maintaining the school’s minibus in top condition (for example) has to be of the highest priority.

But there is a problem. Because not only is this an issue of the utmost importance, but it can also take up a significant amount of time. And it is not a job that can be put off until tomorrow.

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

However there is a solution.

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

What’s more, our leasing option means that you can benefit from improved budgeting and cash flow, as there will be no unexpected bills suddenly to be paid.

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

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

Benchmark Leasing Ltd
11 High Street
Eton
Berkshire
SL4 6AS

www.minibusleasing.co.uk/school-minibus.php

minibus@benchmarkleasing.co.uk

Tel: 01753 859944

Book your new covered area now

Many UK schools are providing new outdoor covered facilities and CambridgeStyle Canopies is at the forefront of providing the solutions.

Working within schools everyday we have a thorough knowledge of the exacting requirements demanded

New facilities for staff & students alike include new outdoor covered walkways and areas for learning/play/parents waiting areas and new modern cycle storage solutions.

Extremely proud of our reputation for highest quality of both products & service at very competitive costs to our clients, why not see how we can help you with new facilities.

Don’t delay. Call or email us today to book your site survey. Please quote HH1

cambridge

cambridge1

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Brian Taylor
Managing Director
CambridgeStyle Canopies

01353 699009
SEE OUR VAST RANGE OF OUTDOOR COVERED AREA SOLUTIONS
www.cambridgestylecanopies.co.uk
“WE’VE GOT IT COVERED   NOBODY DOES IT BETTER”
 ESPO CONTRACT 615     BUY WITH CONFIDENCE
  office@cambridgestyle.org

How can your school or college obtain FREE Collins English dictionaries?

Putting a dictionary in the hands of a student can not only help them develop their writing skills and make them a more confident speller but in some cases a few extra words spelt correctly can tip the balance between getting a grade D or a grade C at GCSE English..(and quite possibly in other subjects as well).

Collins English dictionaries are used in many UK schools and are widely respected for their accuracy and content.  They are ideal for prizes or incentives as well as for day to day use in lessons, homework and revision.

But did you know that it is now possible for schools to obtain FREE copies of Collins English dictionaries?

The Collins English dictionary lists approx. 15,000 words on 615 pages and is a normal paperback size (176 x 110 mm).  Suitable for students from KS3 up to A level, it has an RRP of £6.99 but schools and colleges can order @ £2.99 each, a saving of £4 per copy.

So what about the free dictionaries …..?

Orders of 100 or more copies will receive 50% extra copies free of charge, eg order 100 dictionaries and you’ll receive 50 extra copies free,  order 300 copies and get an extra 150 free…. and so on, pro-rata.  Schools can order any quantity but the FREE offer only applies to orders of 100 or more.

Further details of the dictionaries and this offer may be obtained from Signpost Educational Ltd., PO Box 999, London E14 6SH.  Tel: 020 7515 1797 or email: signpost@talk21.com.  Information may  also be found on their website: www.signposteducational.co.uk

PS. In addition to the dictionary offer, schools can also obtain “Student Essentials” sets, designed to meet the basic needs of students in most lessons.  Comprising three black ink ballpens, two full size HB pencils, metal sharpener, eraser and a 15 cm ruler…all packed in a clear “exam friendly” zip-up wallet from only 75p each ex vat.  Ideal for handing out in lessons or selling to pupils for everyday use as well as for exams.  Details on the website as above.

 

Although it might be tempting, you can’t do everything and be everyone – well at least not all the time

Working in a school has side effects – one of which is becoming an expert in fields which you never even knew existed. From an expert chair and workbook fixer to an expert product reviewer, particularly where stationery is concerned.

Not to mention when it comes to looking after the school’s minibus, because well… you may have noticed (if this is in your jurisdiction) that you are also an expert mechanic (at least in terms of topping up the screen wash and checking the tyre pressure), an expert driver, and an expert at shopping around for the best deals on motor insurance.

And whilst expanding your skillset is always a good thing (and can be enjoyable), sometimes there just isn’t the time in the day, term, year, or career to do everything and be everyone.

Thus the team here at Benchmark Leasing has for some time been working hard to create the most convenient minibus leasing packages for schools in order to reduce your workload – an arrangement whihc has evolved through feedback from school managers and site managers.

So here goes…

The maintenance

By leasing with Benchmark you will get a brand new minibus which means that there is a reduced chance of anything going wrong. Better yet, a full maintenance programme is included in the arrangement in which our professional engineers will undertake all the standard maintenance and servicing for you.

So no matter the outcome of the vehicle’s services and MOTs, the cost of repairs won’t affect the lease price.

This effectively reduces the onus that is put on the person who is nominated in the school’s transport policy to look after the minibus. Indeed, it was to overcome issues and difficulties such as this that we introduced full maintenance as part of our minibus leasing.

The funding

By leasing a minibus with us the cost is spread over time with fixed monthly costs, and can be accounted for in the budget. The PTA can still contribute by raising money to pay for the monthly payments, but there is no longer that long wait for a large capital sum to be accumulated.

Additionally, where trips are paid for by contributions from parents and the PTA, it is possible to allocate a part of those payments towards the cost of the minibus. In other cases the minibus can be funded through a small monthly deduction from the school’s income.

Benchmark Leasing specialises in the supply of school minibuses and because of this we are able to offer very competitive prices.

For more information about leasing a minibus with Benchmark Leasing you can go to our website, call us on 01753 859944 or email minibus@benchmarkleasing.co.uk.

Practical, hands on and a great way to introduce problem solving and management skills

Ideal for STEM and re-usable at only £39.95

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

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

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

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

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

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

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

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

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

Solving a problem that comes with teaching secondary school pupils basic literacy

A common problem that comes with teaching secondary school pupils who require additional support in literacy is that there is often a lack of interesting, informative and age-appropriate, ready-made material available.

Fortunately, Ark Educational has produced the “Literacy Through…”  Worksheets Series, which is a resource containing an extensive range of activity worksheets designed to support your pupils on their journey to becoming confident in their literacy abilities.

The worksheets within the volume are all designed so that they can be used either as a one-off or as a series of highly varied tasks. Activities range from comprehension questions and fill in the gap exercises, to filling in forms and completing a Wordsearch (for example).

Throughout, the volume encourages the development of fundamental literacy skills, such as: comprehension, vocabulary, descriptive writing, grammar, tenses, definitions, phonics, word-building, vowels, compound words and punctuation, among just a few.

What’s more, the resource is divided up into eight sections, each of which is based on a different subject area: Literacy Through… English, Literacy Through… Geography, Literacy Through… History, Literacy Through… ICT, Literacy Through… PE, Literacy Through… RE, Literacy Through… Science and Literacy Through… Technology.

To order the “Literacy Through…” Worksheets Series, simply fill in the order form and send it by fax, email, or post (see contact details below). If you have a school order number, you can also order by phone.

  • Telephone: 01536 399 011
  • Fax: 01536 399 01
  • Email: sales@firstandbest.co.uk
  • Postal address: First and Best in Education, Earlstrees Court, Earlstrees Road, Corby, Northants, NN17 4HH

Alternatively, you can order the “Literacy Through…” Worksheets Series online as a download for £20 by visiting http://www.absent-teacher.com/eworkbooks.html

If you quote HH10% into the message box when you make your purchase on PayPal, you will receive a 10% refund on your order.

 

Free resources for science teachers

Children of all ages care about animals. Establishing links between science and animal welfare can be a great way of stimulating discussion of ethical issues in science.

The way our food is produced is a growing topic of debate and directly relevant to syllabus content such as selective breeding and food chains which feed humans. These issues can be brought to life by discussing different ways of keeping farm animals in organic, free-range or intensive systems.

We have free resources on animal welfare and sustainability in farming to help with all of these. You can order a DVD-ROM or invite a speaker to visit your school by replying to this email. You can also download films and worksheets on our website.

Our regularly updated resources include:

  • The Farm Animals & Us films which compare intensive farming systems with alternative methods of production
  • Science worksheets covering selective breeding and human food chains
  • How Should We Treat Farm Animals? – a card activity designed to promote small group discussion of different systems of production.

If you would like to order a free copy of our Farm Animals & Us DVDROM, with all the resources mentioned, or to invite a local speaker, please just email education@ciwf.org.uk.

If you would like to download these materials directly, including the films, or just to find out more, please go straight to our website which has details of all our resources for science including an archive genetic engineering film.

Yours sincerely,

Phil Brooke
Education Development Manager
Compassion in World Farming

Links and contacts:

Email: education@ciwf.org.uk

Tel: 01483 521 965

Education website: ciwf.org.uk/education

Speaker service: ciwf.org.uk/speakers

Science resources: ciwf.org.uk/scienceeducation

Some quotes from science teachers

“Gave me a really good lesson … superb for stimulating discussion … pupils have asked to see it again!”Special school science teacher“ … very useful.Prompts discussion well. Well produced. Gets their attention. Good description of the problems experienced by farmed animals.
Head of Biology

“Excellent resource.  Interesting presentation. Wide range of ages and abilities have been engaged by the video.”
Teacher of Biology

“I use the Farm Animals & Us film in science for introducing selective breeding in KS3. Encourages discussion from pupils who are normally quiet.”
Science Teacher

 

KS4 Problem Solving: featured poster and presentation!

To accompany one of our brand new KS4 Problem Solving presentations, we’ve created a free classroom poster!

Nazir and Chloe share 72 sweets. Chloe has 18 more sweets than Nazir. In what ratio do Nazir and Chloe share the sweets?

Ask your students to work through the problem on the poster, then open up the accompanying presentation to find the worked solution and the answer!

Download the poster from our Doddle Maths page!

Doddle Maths provides teaching, homework and assessment resources for KS3 and KS4 which are fully updated for the new curriculum, and includes resources with a specific focus on problem solving skills. For a free tour of how Doddle can help support your teaching, book a free in-school visit!

Alice
Doddle

The importance of having a comprehensive literacy programme, not only in each school, but across the whole of the UK.

With reports suggesting that one fifth of children are failing to meet the expected Level 4 standard in at least one of the “three Rs”, it highlights the importance of having a comprehensive literacy programme, not only in each school, but across the UK.

Which is why MSL has devised The Complete Reading and Spelling Programme

This programme covers all 90 different spelling and sound rules and adds in ten sections on issues such as word patterns, suffixes, prefixes, homophones, and irregular final syllables, making 100 topics in all.

The 90 rules and associated topics can be seen on our website where you can see the structured order of teaching that we have introduced.

What we have then done is broken these 100 topics down into 20 modules, presented in an order which allows students to use the spelling rules as soon as they have learned them.

As a result of this structured approach, which includes placement & progress tests, you can introduce a pupil to the sequence from the very start. You can also begin work at a point where the individual will be revising key points, before moving on to areas of weakness.

A copiable printed version of each module costs £29.99, or you can order five modules together on a CD for £80 plus VAT. All 20 modules (including the 4 CD’s) are available for £450.

You can order the Complete Reading & Spelling Programme in a variety of ways:

  • On our website
  • By phone on 01536 399017
  • By fax to 01536 399012
  • By email to msl@schools.co.uk       
  • By post to Multi-Sensory Learning, Earlstrees Court, Earlstrees Road, Corby, NN17 4HH

Do you want this job or would you sooner check your text messages?

People who find themselves undertaking interviews of students who are seeking a job or who are looking for a place on a course love to share horror stories.

They talk of the young women who don’t turn their mobile off, or worse, actually check their phone while in the interview.

They share stories about school leavers who write outrageous comments on social media about their school, college or current employer, and then can’t believe that their potential employer or course organiser has actually looked them up.

Such tales of course tell us what we already know: that many young people are very naïve when it comes to applications and interviews.

Which is why we produced “101 Ways to be Successful at Job and College Interviews.”

Like all good manuals this one starts with a premise, and here the premise is that an interview is a two way process, allowing the candidate to get an idea of what the company or college is like as well as being a chance to impress potential employers and lecturers.

Thus we ask the most obvious question: “Why do you want this job/course?” and moves onto the variations, such as thinking about “Why do you want to work for this company”, “Why do you want to study here?” and so on.

Each of the 101 Ways is an exercise or an activity as well as providing information on what to do in different situations. Thus 101 Ways will enable your students to prepare thoroughly for first job or college interviews and help them to manage any nerves.

Students can dip into chapters that will help them brush up on specific bits of preparation or use it as a workbook from start to finish as a complete guide to being successful at interviews.

This book has been written by an experienced recruiter who both trains recruiters and helps inexperienced interviewees of all ages. Each chapter covers a different aspect of the interview process with 101 practical and thought provoking tips that have been proven to work.

Teachers may also use this book as a class resource in Careers, English, Drama, PSHE, Citizenship or other lessons to prepare pupils for interview practices or the real thing. Each chapter is followed by a series of suggested exercises, mostly working in pairs or small groups, which develop the key themes of that chapter.

You can see some sample pages at http://www.pdf.firstandbest.co.uk/careers/T1633.pdf

Publisher’s reference: T1633EMN ISBN: 978 1 86083 683 1

Prices

  • Photocopiable report in a ring binder, £9.95 plus £3.95 delivery
  • CD with school-wide rights: £9.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £16.94 plus £3.95 delivery

Prices include VAT.

You can purchase the report… please quote the order ref: T1633EMN

What is the most effective way of helping students come to terms with the key issues in psychology?

The answer to the question is simple: for the students to undertake activities relating to the topics that they are studying. Topics which they may have touched on in everyday life, but which they have never considered in terms of academic study.

Through such activities the students can engage in independent learning, develop their application skills and evaluation skills, and judge their own progress using the success criteria linked to examiner comments and the skills needed at each level.

Seven separate areas are covered within this resource: Social Influence, Memory, Attachments, Research Methods, Approaches in Psychology, Biopsychology, and Psychopathology

By way of example, the memory section of the resource starts with a sorting activity so that the students can clarify the difference between the multi-store model of memory and the working model of memory.  This is followed by a number of tasks to reinforce understanding of long-term memory types by relating them to real life examples.   And finally there is a section with activities on types of forgetting, looking at factors affecting the accuracy of eyewitness testimony and analysing and assessing cognitive interview techniques.

A similar level of depth is covered through each of the other topics.

There are sample pages at  http://www.pdf.firstandbest.co.uk/authordownloadsamples/T1839sample.pdf

AQA Psychology Teaching Resources – AS and Yr1 Level is published as a download so that you can immediately receive a copy onto your computer, from which you can print out pages for colleagues and students as often as you want.  You can also put it on your school learning platform so all staff can access the document – and indeed you can make it part of the induction documentation for new members of staff.

You can obtain AQA Psychology Teaching Resources – AS and Yr1 Level by going to http://shop.firstandbest.co.uk/product_info.php?cPath=73&products_id=787

The price is £12 plus VAT (the VAT can be reclaimed in most cases by the school).

AQA Psychology Teaching Resources – AS and Yr1 Level is published by First and Best in Education, part of the Hamilton House group.  If you have any enquiries you can call 01536 399 011, or email sales@firstandbest.co.uk or write to us at First and Best, Hamilton House, Earlstrees Ct., Earlstrees Rd., Corby, Northants NN17 4HH.

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

First and Best in Education
Earlstrees Road
Corby
UK
NN17 4HH

The Megaton Bomb: A Guide to Armageddon

DVD 30 Minutes

With the debate about Trident and the pros and cons offered by both sides taking place,  Concord have released a DVD which looks at the effects a 1 Megaton bomb would have if detonated over St Paul’s in London.

A single missile fired from a trident submarine carries three nuclear bombs with a total strength stated to be the equivalent of a 1 Megaton bomb. This is pretty big when you consider 1 Megaton equals 1000 kilotons and the Hiroshima bomb totalled 15 kilotons.

Using U.S. Congress and British Home Office official data, this programme shows what would actually happen if a one megaton warhead burst a mile above St Paul’s cathedral in the centre of London

Within 30 seconds houses six miles away would be reduced to rubble, winds of 80 – 90 miles per hour would toss objects pell-mell, and shatter windows, sending shards of glass through the air at 120 feet per second, slicing skin.

Paper and other light material would ignite spontaneously. Those in sight of the light would suffer severe third degree burns, charring skin to black carbon and causing permanent retinal burns.

Two couples carried out civil defence measures to see how effective these measures would be. For ten days they lived in temporary constructions following government guidelines. The film looks at how they fared, but suggests that after an actual explosion it is highly unlikely they would emerge at all.

This programme which is ideal as an introduction to a number of subjects can be rented on our Video on Demand system for £1.63. For this you can view as often as you like within a 48 hour period of your own choosing.

Cost of a DVD  £16.30 plus postage

You can easily order by going to our website www.concordmedia.org.uk or you can order by e-mailing us at sales@concordmedia.org.uk Please put ref HH1 in your order.

 

What is the most effective way of getting students to retain the information you’ve imparted during a lesson?

We all know that the students who are able to focus for the longest periods of time on what we’re saying without their attention wandering are the ones most likely to retain the information.

Conversely the students with short attention spans are also the ones most likely to be disruptive in class. No news there.

We would all dearly love to be teaching classes full of students who behaved well and hung onto our every word. Realistically, a totally perfect teaching/learning scenario is unlikely, but can we improve the situation?

We believe we can! We’ve developed extremely quiet background music designed specifically to enhance information retention and improve concentration. Also, as a bonus, disruptive behaviour is reduced.

If you’d like to know more, go to: Further information and media

Where you’ll be able to see a Teacher’s TV programme explaining why and how it works, listen to samples and purchase downloads of 12 hours of Calmer Classrooms Music for £79.99.

Calmer Classrooms music can be used and is effective across all age ranges, nursery, primary and secondary schools.

If you have any questions or queries about Calmer Classrooms Music please do call me on 07801 067386 or email: vo.fletcher@btinternet.com

Vo Fletcher

The importance of having a comprehensive literacy programme, not only in each school, but across the whole of the UK.

With reports suggesting that one fifth of children are failing to meet the expected Level 4 standard in at least one of the “three Rs”, it highlights the importance of having a comprehensive literacy programme, not only in each school, but across the UK.

Which is why MSL has devised The Complete Reading and Spelling Programme

This programme covers all 90 different spelling and sound rules and adds in ten sections on issues such as word patterns, suffixes, prefixes, homophones, and irregular final syllables, making 100 topics in all.

The 90 rules and associated topics can be seen on our website where you can see the structured order of teaching that we have introduced.

What we have then done is broken these 100 topics down into 20 modules, presented in an order which allows students to use the spelling rules as soon as they have learned them.

As a result of this structured approach, which includes placement & progress tests, you can introduce a pupil to the sequence from the very start. You can also begin work at a point where the individual will be revising key points, before moving on to areas of weakness.

A copiable printed version of each module costs £29.99, or you can order five modules together on a CD for £80 plus VAT. All 20 modules (including the 4 CD’s) are available for £450.

You can order the Complete Reading & Spelling Programme in a variety of ways:

  • On our website
  • By phone on 01536 399017
  • By fax to 01536 399012
  • By email to msl@schools.co.uk       
  • By post to Multi-Sensory Learning, Earlstrees Court, Earlstrees Road, Corby, NN17 4HH

Active reading strategies: free Boardworks presentation

Help your students become active readers using our free presentation!

The presentation covers seven active reading strategies, including empathising and inferring, using an engaging animation that provides helpful images to denote each strategy.

Packed with discussion questions to encourage critical thinking, this presentation is an ideal way to familiarise your students with active reading techniques.

Download the presentation from our English free stuff page!

Regards,

The Boardworks team

What is the most effective way of getting every single child to contribute to a discussion and writing activity?

How does one get every pupil involved in a discussion?

Obviously if one tries to do this with 30+ children in the class one can end up with such short contributions that “discussion” is hardly the word for it.

Besides which, some children love to talk – others, not so much. Some can write amazing stories at the drop of a hat, but will hardly say a word in class.

The solution involves giving children a voice in collaborative learning in a new way. One starts by posing an interesting question, before allowing the children to document (by writing or drawing) their ideas on their tablets or similar devices.

Nureva™ Span™ classroom collaboration system, for example, lets children capture their thoughts in a variety of ways – words don’t have to be the focus. Even those who are always first to raise their hands can benefit from the time to think and reflect before sharing.

Of course, one also wants to help the children order and control their ideas, and this is where the sharing comes in: by letting all the children see what  others have produced and then weaving other people’s ideas into their own.

This of course also helps teach children that to some questions there is no right answer, and that quite often one answer is as valid as any other.

On an interactive surface like the Nureva Span system, ideas can be moved around, regrouped and adjusted by the teacher or the child. It’s another way of inviting children to take an active role in the collaboration process.

After this the work can be saved and then children can go back online and add a few more notes and ideas.  Because everything is recorded it’s easy for the notes from one session to become the starting point for a makerspace project or for a small group to take a closer look at one aspect of a bigger topic.

The Nureva Span classroom collaboration system is available from Smarter Interactive – approved suppliers of the software for the UK.  We provide both pre- and post-sale training, helping schools make the right choices in terms of the products they buy and also making sure the equipment we supply is implemented and used effectively.

To see Nureva Span in action, please click here.

If you would like any further information, please do call 0118 336 0010, email enquiries@smarterinteractive.co.uk or fill in in our contact form by clicking here.

KS3 vs KS4: How can we stop relegating KS3 assessment to the back seat?

Ofsted’s recent report ‘Key Stage 3: The Wasted Years?’ calls into question the lack of priority that is placed on KS3 after 1,600 inspections judged that “pupils’ progress and achievement were not good enough”, with schools often placing greater focus on KS4.

So how do we bring the focus back to KS3 to ensure our assessment systems are robust and rigorous, and those ever important foundations are laid? [Read more]

In our latest blog, Gemma, one of our Senior Education Advisers, reflects on how we can balance attention between KS3 and KS4 by using a consistent, all-through assessment system.
Read the full text here:  www.doddlelearn.co.uk/blog/KS3-KS4-Balance

To discuss your school’s assessment requirements in person, book an in-school visit from a Doddle Educational Consultant for your next SLT meeting: www.doddlelearn.co.uk/bookavisit

Alice
Doddle

How to video lessons without a technician, without an obvious camera, and without a nervous teacher.

To be of real use, lessons that are recorded need to be real lessons – not lessons that look and feel as if they have been staged for the camera.

Both pupils and teachers need to be relaxed, and that means that there should be nothing in the classroom (such as a large camera, a tripod or a technician) that reminds everyone that, “This lesson is being recorded”.

When such a lesson takes place, the reactions (both from teachers and pupils) are remarkable.  They are impressed that was all so easy to do, that there was no complex set up, no stranger in the room.

And the teacher, now more relaxed about the procedure, often says, “I can already see what I could do better.”

What’s more, the Lessonbox Mobile recording equipment is portable and can be used by any teacher in any room or building. There’s nothing to stop it being used to record a number of lessons by different teachers each day even in different schools.  In effect, the recording of lessons quickly becomes the norm.

Once recording is complete, schools can use the Lessonbox Cloud platform to save it securely, share, add comments, and attach related documents.

You can even use the Cloud’s desktop recorder to record your own screen and add video and commentary to PowerPoint presentations.

Recorded lessons can be kept for CPD, self-evaluation, and examples of excellent teaching and learning.  In addition, the Cloud can be used to deliver lessons to students away from the classroom, if required, using the flipped classroom model. And if you have any concerns about having enough space to store all the resultant content, we can solve that too.

In fact, it has never been easier to share good practice.

If you would like to know more you can watch a teacher set up the equipment and prepare to record here, and see just how extraordinarily easy the whole process is. If you would like to know about our Lessonbox Cloud options click here.

To discuss how Lessonbox can work in your school please call 0845 519 3660 or if you have any specific questions please do email info@lessonbox.co.uk

Andrew Jenkins

Is there a “most effective” way to prepare secondary school students for their upcoming exams?

Primary schools across the UK have refused to take part in a series of tests because they are making children tearful. Unfortunately, this is not an option for secondary schools, even though older students can experience these same overwhelming emotions when it comes to exams.

So what is the most effective way of supporting your students in dealing with the pressure of exams?

One way which has proven to be highly effective comes from looking at how new recruits in the army prepare for combat. Many of the skills that new recruits have to acquire would be beneficial to students who are struggling to deal with the pressures of exams.

This is because everyone involved in a mission knows that success is not a possibility; it is essential. There are no second chances. This gives them the motivation and determination that students need in order to perform well in their exams and achieve their desired results.

Such skills include application, attention to detail and focus, the avoidance of excuses, and, above all, a determination to succeed, no matter what.

It is for this reason that upon leaving the army I formed Major Motivator – to share these invaluable skills (which are central to army training) with young people through a range of fun, inspiring, and motivational seminars.

Your pupils will be shown a wide range of innovative strategies to help them tackle the array of challenges that they face between now and their exams – from being overwhelmed by the sudden increase in their workload, to coming to terms with the greater onus placed on them to manage their own revision.

Whatever challenges your students are facing with regard to their upcoming exams, our team of dedicated ex-military staff will equip them with effective revision strategies that we have acquired (and adapted) from schools across the UK.

It is essential that young people today realise that their future success is under their control.

If they want it enough, if they are determined enough, they can succeed.

You can find more information about the different ways that we work with schools by visiting www.majormotivator.co.uk. Alternatively, you can call us on 01536 399010 or email us at info@majormotivator.co.uk.

Why the requirements of the New Ofsted Common Inspection Framework for SMSC may not be as demanding as you think.

SMSC is a big feature of the New Ofsted Common Inspection Framework.  Given that you are probably already providing your pupils with an abundance of SMSC education in a less formal way, this should make meeting the requirements of the CIF fairly straightforward.

The difficult bit, of course, is proving to Ofsted that you are actively providing SMSC learning.

So the first step to ensuring that you are meeting the requirements of the CIF is to analyse each and every aspect of your pupils’ education to identify exactly where and when SMSC learning is taking place.

The second step is as simple as logging this SMSC. And the third step is to evaluate the effectiveness of these SMSC provisions so that they can be developed and ultimately meet Ofsted’s demands – which can be slightly more challenging.

To ensure that this three-step process doesn’t take up too much of your time we have developed SMSC Gridmaker – a time-efficient way of auditing SMSC across the whole school.

Thus, SMSC Gridmaker allows you and your colleagues to focus more attention on implementing SMSC learning itself, rather than the bureaucracy and paperwork that comes with it.

It is an online tool which makes it possible to log SMSC activities in a matter of seconds, analyse whole-school SMSC at the click of a button, and share evidence of SMSC in the form of dynamic bar charts and PDF reports with others.

Furthermore, SMSC Gridmaker can be tailored to your school’s areas of SMSC priority to include criteria such as British values, PSHE, Citizenship, and so on.

To see how SMSC GridMaker can help your school to collect evidence of your SMSC provisions and evaluate these provisions to create an SMSC improvement

What is the most effective way of responding to the needs of your visual learners?

When we consider that 65% of the population are visual learners, it is clear that the use of visual materials in lessons is going to be highly beneficial for teaching and learning.

For not only will the use of such materials ensure that your pupils can identify relationships and distinctions between one concept and another, but it will also ensure that they will remember and recall the knowledge that they have learnt more readily in the future.

And so it is for this reason that we have developed the Graphic Organisers Set of 3 books, each containing 60 open-ended graphic organiser sheets.

Our Graphic Organisers encourage learners to organise their ideas visually, which in turn enables them to process, analyse, and synthesise ideas in a wholly different way. As a result, your pupils’ understanding and critical thinking skills will be enhanced, leading to greater attainment in assessments.

Graphic Organisers for Any Subject contains 60 open-ended graphic organisers to support your pupils’ learning in an array of subject areas.

The subject-specific graphic organisers for Reading and Writing support your visual learners in remembering and recalling the various concepts in literacy more readily.

Graphic Organisers for Reading contains 60 graphic organisers for fiction and non-fiction, literary elements and genre, and reading in any content area. The organisers can be used to reinforce important reading strategies.

And Graphic Organisers for Writing contains 60 graphic organisers for writing fiction and non-fiction and integrating explicit elements of good writing. The organisers can be used to produce excellent writing.

You can order the Graphic Organisers Set in a variety of ways, including:

  • By visiting the website
  • By phone on 01449 766629
  • By fax on 01449 768047
  • By email to orders@tradecounter.co.uk
  • Or by post to Brilliant Publications, Mendlesham Industrial Estate, Norwich Road, Mendlesham, Suffolk, IP14 5ND.

Brilliant Publications,
Mendlesham Industrial Estate,
Norwich Road,
Mendlesham,
Suffolk,
IP14 5ND.

website: www.brilliantpublications.co.uk
email: orders@tradecounter.co.uk

phone: 01449 766629
fax: 01449 768047

What are five things that can and often do go wrong on school trips?

It is almost inevitable that things will go wrong on school trips because, as you will know if you have ever had the pleasure to organise one, there are some things over which you have little or no control.

A couple of weeks ago TES set out five things that are expected to go wrong on school trips, some of which you may be able to relate to. Here they are in TES’ own words:

1) Permission slips – You told them they would need one numerous times, you told their parents they would need one numerous times, and you emailed/texted/posted a letter saying exactly the same thing. And yet, here they are: excited, grinning with enthusiasm, all their kit ready and not a single permission slip in sight.

2) The packed lunches – You’ve spent 30 minutes travelling in a 1970s living room (complete with curtains) masquerading as a coach, and for some reason every child has already eaten their lunch. Quite why school trips cause insatiable hunger, no one knows, but what you do know is that your carefully prepared meal is going to be shared into 30 equal parts.

3) The lost items – Yes, they’ve had the spiel about the school not being responsible for lost or stolen items, but guess who is running back through every exhibition room searching for a missing iPod? Wide-eyed and frantic, you interrogate anyone who looks vaguely official, only to eventually get a call from another teacher to say that the iPod has been found. At the bottom of the child’s bag…

4) The vomit – Excessive excitement, excessive sugar, excessive tiredness and excessively aggressive driving by the coach driver. There is no combination more accomplished at causing vomit than that. You reach for the sick bag, but you know it’s too late. The children in the seats behind scramble for safety as the stream of sick winds slowly towards the back of the coach.

5) Missing parents – You begin to think that, this time, things are going to be different. But then you spot them: the one student stood on their own. A phone call, some swearing, and then a screech into the car park. The frantic parent loads the student into the car with profuse apologies and protests that they are “sure it said 5pm not 4pm”. And with that, you finally head home, vowing never to do this again but knowing full well you’ll be repeating the process next term.”

However there is one thing that has to be every teacher’s nightmare scenario but which is one thing over which they do actually have some control:  and that is the possibility of the minibus breaking down.

For you can significantly reduce the likelihood of a breakdown by ensuring that the school’s minibus is enrolled on a full maintenance programme – just one of the services that Benchmark offers as part of the leasing arrangements they have with schools.

And another benefit of leasing a minibus with Benchmark is that it can often work out to be cheaper than buying a minibus outright (especially if one takes into account the re-sale value of a school bus at the end of its working life), or hiring a coach each time.

It is an arrangement which makes it possible for schools to fund the minibus through a small payment each month, which benefits both the budget and cash flow.

For more information about leasing a minibus with Benchmark Leasing you can go to our website, call us on 01753 859944 or email minibus@benchmarkleasing.co.uk

Link to TES article: https://www.tes.com/news/school-news/breaking-views/friday-five-things-always-go-wrong-school-trips

Benchmark Leasing Ltd
11 High Street
Eton
Berkshire
SL4 6AS

www.minibusleasing.co.uk/school-minibus.php

minibus@benchmarkleasing.co.uk

Tel: 01753 859944

Practical, hands on and a great way to introduce problem solving and management skills

Ideal for STEM and re-usable at only £39.95
So how do you give young people the opportunity to solve problems and develop creative thinking skills whilst they are still at school?

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

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

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

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

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

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

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

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

It’s not too late to have a free solar panel system

Join our schools and together we can make sure you get solar power in your energy mix in 2016.

We have over 50 systems in schools nationwide.

“We are lucky to have the support of governors with the vision and confidence in the management team that allows us to embrace new initiatives, which are for the long-term good of the school,” Linda Davies, Parkside Academy 150kWp

Register with us. Discover how you can get solar panels even if you have no capital.  There is no commitment to registering.

Act before all subsidies disappear. Find out if you can:

  • Get a free solar panel system and renewable power for at least 20 years
  • Cut your energy bills in the medium to long term
  • Cut your carbon emissions
  • Have a teaching resource that demonstrates your commitment to being more sustainable as a school.

Our commitment to you is that despite huge government cutbacks in supporting solar for 2016, we will find a solar panel solution for you, ideally at no cost to yourself.  Make sure you are all signed up before the summer so you can enjoy solar power.

Do the right thing to reduce your impact on the environment. Put renewable power into your energy mix and show your students that the school is acting in a socially and environmentally responsible manner.

Kind regards,

Helen and Ann
Solar for Schools Team

Government warning: Government has once again cut its support of solar power in 2016 by over half. If your school is serious about getting renewable power into your energy mix, you need to act now before the support disappears completely.

Cheer up and have a cup of tea

We are all effected by grief during our lifetimes and we deal with it in different ways, statements like the above are often not very helpful when gripped with the intensity of feelings that this very raw emotion can bring. Death and Bereavement faced by a younger person can be more apparent.

Concord Media have put together a series of DVDs which can be used to help understand grief among different age groups and are a useful aid should you be faced with such circumstances within the school, they have even included a resource dealing with grief later in life.

Do have a look at the range of resources and you can click to see more details on each DVD below.

Teenage Grief

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

DVD 2007 13 Minutes – £27.20 + postage

Read More

Not Too Young to Grieve

Understanding and helping bereaved under fives.

DVD 2005 15 Minutes – £27.20 + postage

Read More

Grief in the Family

This animated film looks at the ways children and young people respond to grief, and how people can help.

DVD 2002 14 Minutes – £27.20 + postage

Read More

Bereavement in Later Life

Death and bereavement from the point of view of older people.

DVD 1993 40 Minutes – £50.00 + postage

Read More

Facing Chronic Illness and Death when the Patient is a Child

Help for carers of children with terminal illness.

DVD 1982 58 Minutes – £31.30 = postage

Read More

You can order on line by clicking on the links in the copy above or by emailing us at sales@concordmedia.org.uk  Please put ref HH1 in your order.

 

Student workshops, teacher training and world-class supportive resources

Preparing students for their next steps after school bring with it a new set of challenges, be it interviews, work experience, college, university or employment.

Qualifications are, of course, essential but alone they are not enough to guarantee success. Attitude, state-of-mind and communication skills are vital when taking that next step towards personal and career success.

If getting your students to make the link between these life skills, their qualifications and success is a challenge in your school, why not consider our Employable You workshop?

‘Employable You’ shares the art of excellent communication preparing students for the next stage in their education and their life.

In just two hours, using an interactive presentation, group work and engaging challenges, our Positively Mad presenter will motivate your students to understand how the powerful combination of learning, attitude and state-of-mind will shape their future and determine their levels of success.

The students will be empowered to plan and manage their own futures by learning how to: identify strengths, overcome weaknesses, define their USP (Unique Selling Point), sell themselves as a package and to realise that actions taken NOW will affect their future. They may even discover talents they didn’t even realise they possessed!!

‘Employable You’ raises aspirations, increases confidence and promotes effective decision making.
To discover how a Positively MAD workshop could impact your students at this important time simply click on the boxes below.

 

Employable You Inspiration workshops Future workshops
Employable You
If you would like to discuss any specific requirements for your school, please call our friendly office team on 0844 8094850 or simply email info@positivelymad.co.uk

We look forward to hearing from you soon.

Regards,

The Positively MAD Team

What is the most time-efficient way of auditing SMSC across the whole school?

The benefits of carrying out SMSC audits are boundless.

Not only because they provide the means to evaluate the effectiveness of existing provisions and improve upon these, but also because they provide the proof that Ofsted demands.

However, auditing an SMSC to respond to the demands of Ofsted and generating a SMSC improvement plan requires a great deal of time, which is something many of us are short of.

Fortunately, SMSC Gridmaker has found a time-efficient way of auditing SMSC across the whole school, which actually allows staff to focus more of their attention on SMSC provisions, SMSC auditing, and SMSC provision evaluation than before.

By watching the video here, you can see how evidence of an SMSC activity can be captured in less than 60 seconds.

The SMSC Gridmaker online tool makes it possible to log SMSC activities in a matter of seconds, analyse whole-school SMSC at the click of a button, and share evidence of SMSC in the form of dynamic bar charts and PDF reports with others.

Furthermore, SMSC Gridmaker can be tailored to your school’s areas of SMSC priority to include criteria such as British values, PSHE, Citizenship, and so on.

To see how SMSC GridMaker can help your school to collect evidence of your SMSC provisions and evaluate these provisions to create an SMSC improvement plan, please visit: http://smsc.opeus.org/home

School Policy Update: Advice to schools from the National Counter Terrorism Security Office

Towards the end of last month (January 2016) bomb threats became very real for some 18 schools in the UK (14 of these in the West Midlands), and thousands of pupils were evacuated as a result.

And only last week Nottingham Girls’ High School was evacuated as a result of intelligence that suggested a terrorist threat.

Thankfully, that is all they have been – threats and intelligence. However, in response to these incidents the National Counter Terrorism Security Office has published a press release advising school leaders to review their protective security measures.

The problem with creating a policy (or indeed, any policy) which incorporates a procedure for what to do in the event of a terror attack on the school, is that it can take up a substantial amount of time that you and your colleagues don’t have to spare.

Which is why we create, adjust, amend, and update school policies on your behalf.

Counter terrorism and protective security school policies that we have created already include School Crisis Management Policy, School Security Policy, Intruders Policy, CCTV Policy, School Disaster Recovery Policy, and the Accidents and Emergencies Policy, to name a few.

Policies for Schools have created over 290 school policies covering 20 different statutory areas. Our policies are easy to customise and thus will save you a considerable amount of time when one or more of your school policies require attention.

What’s more, if you have a specific need of a policy which isn’t listed on the website, we will create it for you. You can find our full list of school policies by clicking here.

To subscribe to Policies for Schools, visit www.policiesforschools.co.uk.

Or, if you’d like to view a few sample policies beforehand, we have provided the following policies which are available to download free of charge by clicking here:

  • Calming Room Policy
  • Professional Learning Communities Policy
  • School Website Policy

Alternatively, if you would like to know more about our service, you can email us at sales@policiesforschools.co.uk,  call us on 01600 891 506, or write to us at Teachers Resource Centre Ltd, Wyastone Business Park, Wyastone Leys, Monmouth, NP25 3SR.

 

A clear understanding of FGM

On the 31st October 2015 new procedures for reporting Female Genital Mutilation (FGM) were introduced by government office as a mandatory duty for teachers in schools and academies.

Also, FGM forms part of the Safeguarding remit which is an OFSTED limiting judgement.

Our secure interactive online training module is designed to ensure staff in schools and academies have a clear understanding of FGM and can effectively meet this duty.

The module is CPD Certified and will ensure you and your staff are fully compliant with OFSTED requirements whilst earning valuable CPD points.

The service is so easy-to-use and will quickly ensure you comply with requirements in the most cost-effective manner from just £150 per school/academy.

To find out more please click HERE.

Diagnosing dyscalculia is just the start. It is also necessary to identify the type of dyscalculia the student has got.

Research by the Dyscalculia Centre, which has been published in SEN Magazine, has shown that there are five different types of dyscalculia – although inevitably many young people suffer from a combination of the types listed below.

Type 1 dyscalculics report significant worries about maths.  As a result they feel themselves living in an alien world in which everyone else can grasp maths, but they can’t.  Self-doubt becomes so strong that it gets increasingly difficult to persuade the individual that with proper support they might well be able to undertake and understand mathematical calculations.

Type 2 dyscalculics also experience this deep concern but have found strategies for understanding and coping with basic maths – yet they feel that they don’t have the automatic grasp that others have and often take twice as much time (or more) to do a maths problem as a non-dyscalculic person.

Type 3 students have a profound difficulty in comprehending and dealing with the concept of time.  Sometimes this issue appears on its own, sometimes in combination with types 1 or 2 dyscalculia.  For such people time itself makes no sense and they are quite unable to estimate “five minutes” or any other time length while questions about timetables and the like are also quite meaningless.

Type 4 dyscalculics may not always be dyscalculic in the genetic sense, although they display many of the symptoms of dyscalculic people because they have short-term and long-term memory problems.  These students generally have a problem with all sequences – and this, of course, affects their ability to handle maths perhaps more than any other subject.

Type 5 dyscalculics tend not to see numbers as in any way related to the real world.  In one sense most of us have this problem; after all, what is “six”?   We know what six sheep are.  But “six” on its own is close to meaningless.   For such people, maths can be learned automatically, but when it gets to issues such as fractions, decimals, and percentages then life gets difficult.

Fortunately all these types of dyscalculics can be helped through different types of multi-sensory learning of maths, and this is the approach we have set out in our series: “Dyscalculia Activities”

Each volume contains a vast array of activities which a teacher or assistant teacher can undertake with a small group of students, and involves turning the abstract concepts of maths into physical experiences.  No special equipment is needed, apart from paper, scissors, small cards and some ludo type counters.  (We can supply the cards and counters if you don’t already have them).

Each printed volume is copiable, and so only one copy is needed per school.

There are details here including sample pages

If you have any enquiries please do call 01536 399 000 or email Tony@schools.co.uk

You can place orders on line (there is a link from each of the above resource pages) or you can go straight to the on-line shop here http://shop.firstandbest.co.uk/index.php?cPath=29 You can also order by post and fax:

  • By post to First and Best, Hamilton House, Earlstrees Ct., Earlstrees Way, Corby, NN17 4HH
  • By fax to 01536 399 012

 

How to help KS3 students grasp the three fundamentals of written English

Ask most people today what the three fundamentals of written English are and they will probably struggle to define them.

And yet if students can grasp that there are just three fundamentals then they can start to see that the written language has a unified logical base, rather than being an endless stream of rules and regulations.

The three fundamentals are defined in the volume “Grammar and Punctuation for Key Stage 3” as Word Classes (adverbs, prepositions, etc), Phrases, Clauses and Sentences, and finally Punctuation.

This 300 page copiable book works through these three fundamentals, in each case breaking them down into their constituent parts.

Thus there are ten sections relating to word classes, five relating to phrases, clauses, and sentences, and eight relating to punctuation.  Each section is itself subdivided into between five and ten sub-sections, making it easy to find rules and examples on any specific topic that is required.

As such the volume is designed as a comprehensive reference source to be used throughout Key Stage 3 but it may also be used with students at key stage 4 who need remedial work.

Throughout, the book includes authentic examples collected from a variety of written sources. Through this mechanism the volume pays particular attention to those areas with which authors of all ages tend to have difficulties and offers an abundance of examples of current usage highlighting these areas.

Such examples are then followed by suggested improvements and by explanations justifying those improvements. Finally the relevant principles are practised through activities designed for pupils.

Anna Nolan, the author of Grammar and Punctuation for Key Stage 3, has worked as a freelance consultant to the Qualifications and Curriculum Authority and as a teacher trainer with the Edexcel National Curriculum Services.

There is a sample chapter available on-line at http://pdf.firstandbest.co.uk/english/T1661.pdf

Cat No: 978 1 86083 594 0;  Publisher reference no: T1661emn

Prices

  • Photocopiable report in a ring binder, £34.95. plus £3.95 delivery
  • CD with school-wide rights: £34.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £41.94 plus £3.95 delivery
  • Prices include VAT.

You can purchase the book…

You can now follow us on Twitter and Facebook

What is the most effective way of helping students to higher grades at GCSE German?

In learning any language students we all go through two phases.

The first involves becoming familiar with the basic grammar and vocabulary of the language that allows the individual to engage in simple written and verbal communication – enough to ask the way to the shops and understand the answer.

That type of communication is expanded and developed through bringing in new situations and speeding up the exchanges while still keeping the subject matter very much in the every day.

That is part one. The second part then makes a conceptual leap from that position – a leap which takes the students up to a completely different level.

By this second stage the awareness of many everyday phrases is embedded in the brain and can be heard, understood and answered without translation. The language is understood as language.

And here students make the leap from a pass at GCSE to a higher grade and prepare themselves for A level, should they wish to take it.

Deutscher Wiederholungskurs will help this type of candidate make these steps forward.  It provides material for revision for the GCSE speaking and writing tests and helps to bridge the gap between GCSE and A level.

The course is divided into 8 topics drawn from the GCSE syllabus, each containing the same tasks:

  • Oral questions to revise the topic briefly;
  • Suggestions for visual stimuli for further oral revision;
  • A passage of German entitled “Fritz erzählt” which contains gaps to fill in and practice for case endings, pronouns and verb endings;
  • Comprehension exercises on the passage to be answered in full German sentences;
  • A passage of English for translation into German; and a series of questions in German, the answers to which should form the basis for a short essay.  Finally there are a series of related role-play situations.

The book is fully photocopiable for ease of use in the classroom and will prove an invaluable source of revision and consolidation for your GCSE students.

Sample pages from the book, order code T1616emn,  can be found on http://pdf.firstandbest.co.uk/modlang/T1616.pdf

Prices

  • Photocopiable report in a ring binder, £19.95 plus £3.95 delivery
  • CD with school-wide rights: £19.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £26.94 plus £3.95 delivery
  • Prices include VAT.

 You can purchase the report…

  • By post from First and Best, Hamilton House, Earlstrees Ct, Earlstrees Rd, Corby, NN17 4HH
  • By fax to 01536 399 012
  • On-line with a credit card at http://tinyurl.com/mw79zv
  • By phone with a school order number or a credit card to 01536 399 011

When ordering the book please quote the reference T1

You can now follow us on Twitter and Facebook

What more can be done to inspire a love for reading and storybooks among your struggling readers on World Book Day and for evermore?

Supporting the development of reading skills among older pupils can be somewhat of a challenge, not least because fiction books that are of interest to them do not typically cater for their current reading abilities.

So inspiring a love for reading among these pupils can also be something of a challenge.

Fortunately, World Book Day (3rd March 2016) presents a great opportunity for you to introduce your struggling readers to the ‘Go! Pack’ series, which will inspire a love for reading and thus support the development of their reading skills.

The ‘Go! Pack’ is a set of 8 fantastic titles for pupils aged 11 and over with a reading age of six, and were designed by an experienced practitioner desperate for suitable reading material for her pupils.

Each book has high quality illustrations to support the story and help the reader achieve success and enjoyment in reading.

Titles in the ‘Go! Pack’ include: “Bad luck”, “Ghost in the House”, “Lights in the Mirror”, “Lion on the Loose”, “Missing”, “Not a Good Look”, “Shut Down” and “The Wrong Wheels”.

You can order Go! Books in any of these ways:

  • On our website
  • By phone on 01536 399017
  • By fax to 01536 399012
  • By email to msl@schools.co.uk     
  • By post to Multi-Sensory Learning, Earlstrees Court, Earlstrees Road, Corby, NN17 4HH

Easy to use communication platform

SchoolCal is an easy to use communication platform that enables schools to connect with parents, governors, teachers and support staff.

With unlimited contacts, messages and reminders we think you’ll love SchoolCal almost as much as your governors, parents and staff will.

We are so confident you can try SchoolCal for free for 30 days, no opt outs, obligations or catches just a chance to see if it’s for you plus be in with a chance to win an annual subscription and tablet.

Set up your trial account www.school-cal.co.uk/schoolcal30

3 ways SchoolCal is redefining engagement across the whole school

1. Supporting two-way engagement across the whole sector by providing a safe, accessible and personalised experience for everyone.

2. Reducing the cost of communications, allowing more conversations to take place with the right people and focus more resources into the classroom.

3. Providing a platform that people can enjoy using, seen as the go to place for school conversations and to be a product organisations can be proud to share with all their stakeholders.

Involved in more than one school? You will love our Multi-School feature, if you are a MAT or a Headteacher in one school with a child in another all of your schools are brought together into one newsfeed that can be viewed separately or as one.

SchoolCal has been designed from the ground up with the specific goal of being a platform that you will be proud to share with anyone connected to your school that represents your vision, ethos and goals.

Set up your trial account www.school-cal.co.uk/schoolcal30

I wondered lonely as a cloud….

“I think what you actually mean in that subject line is ‘wandered’ not ‘wondered’.   It’s ‘I wandered lonely as a cloud’…”

“No, I’m contemplating isolated cognitive water vapour.”

It is the miracle of language that we can use it to go anywhere.  We can not only wonder at the miracle of life, but wander about in our own minds, finding the most extraordinary and outrageous ideas.

Exactly as Cædmon supposedly did in the 7th century in the first ever English poem, and millions have been doing ever since.  To play with words is very much to be human.

And indeed today the game goes on.  I can write a paragraph beginning with a joining word, and find that you haven’t (as yet at least) deleted this email in disgust.

Or I can use a more formal type of prose, attempting (as best I can) to obey the rules of English grammar.  That is our inheritance: the athleticism of our brains, the infinite potential of our language.

In a sense this is why the Christopher Tower Poetry Competition has run so successfully every year since 2001, and perhaps also why this year the judges decided that the theme should be “Wonder”.

The competition, organised as always by Christ Church, University of Oxford, offers the UK’s most valuable prize for poets aged 16 to 18.

The judges this year are Alan Gillis, Katherine Rundell and Peter McDonald.  The cash prizes are, as always, more than significant, and the closing date is 19 February.

Details are on the Tower Poetry website and entries can be emailed directly to us, so there is no need to gather your students’ work together and post it in.

You can also download an entry form from the website.  If you want to know more or discuss any point of detail, please do email me at info@towerpoetry.org.uk or call me on 01865 286 591.

Kathryn Grant

Tower Poetry Administrator

GCSE AQA PE Pre-Release Scenario Exam Pack 2016: Murton Athletics Club

The 2015 GCSE AQA PE scenario was released on the 1st February, and the topic for Section B of this year’s exam is ‘Murton Athletics Club’.  Effective exam preparation will be essential to help students get to grips with this complex scenario.

How well prepared will your GCSE PE class be? Will they be ready to answer questions on ‘Lucy and Murton Athletics Club’?

Give them the best possible opportunity with the ZigZag Education AQA PE Pre-Release Scenario Exam Preparation Pack. A unique resource, totally focused on maximising exam performance, it contains the material that students need to prepare for the scenario and includes:

1.   An introduction to the scenariowhat is there and what does it mean? With key terms
highlighted and explained.
2.   Clear and concise revision notes, related specifically to ‘Lucy and Murton Athletics Club’ and in
spec order.  Activities for every section to develop exam skills and consolidate learning.
3.    Section B mock exam questions on the scenario, with useful ‘what is the question asking you to
do’
sections, model student answers and marking tips.
4.   Teaching PowerPoints.
5.   Structured revision cards.

“Excellent… A guaranteed grade raiser” 

H Burningham, HOD & ZigZag Customer

Also New for 2016 is GCSE AQA PE Pre-Release Scenario Practical Activities Pack. Escape the classroom and breathe new life into exam preparation with this perfect companion to the Pre-Release Scenario Pack!

The GCSE AQA PE Pre-Release Scenario Exam Preparation Pack (£59) and the Practical Activities Pack (£34) are available as photocopiable masters with site licence.
Also available in:

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

Pre-order this year’s pack for dispatch 29th February at http://zzed.uk/WW34
(you can also view previews of last year’s resource here)


ZigZag Education, Unit 3, Greenway Business Centre, Doncaster Road, Bristol BS10 5PY
t: 0117 950 3199 | f: 0117 959 1695 | PE-WW34@zigzageducation.co.uk

Give your promotional code WW34 to get free postage!

 

Free A-Level presentation on gene mutations and cancer

Teach your students about gene mutations and cancer using our brand-new A-Level biology presentation.

The presentation covers a range of topics from DNA methylation, to genetic and environmental risk factors, and uses a variety of activities, including discussion questions and an interactive multiple-choice quiz, to ensure there’s something for everyone.

Full of cutting edge science content, examples of applied science and data interpretation, this presentation is the perfect teaching partner.

Don’t hesitate to download it from our Science free stuff page!

Regards,

The Boardworks team

 

Free KS4 presentation on probability!

Help your students build confidence in calculating probability with our free presentation!

This presentation uses a series of explanatory slides that include real-life examples, key formulae, and questions to ensure your students are fully engaged with the topic. It also features an interactive spinner that asks them to alter the number of coloured sections and calculate the probability of the spinner landing on each one!

Try out the presentation on our Doddle Maths page!

Doddle uses real-life examples and a variety of engaging activities to get the whole class actively involved in exploring mathematical skills in greater detail. To see more of what Doddle can do for your department, book a free in-school visit with one of our Educational Consultants.

Alice
Doddle

 

When it comes to teaching not all methods are equally effective. The same is true of learning. But which methods are best?

Recently the focus in terms of methods of teaching has been on the technology used to deliver the lesson.

And yet there is a huge amount of evidence to suggest that it is not the technology that makes one method of teaching better than another.

Rather, it is the method of teaching itself.  Technology can make a difference, but it is not the prime difference.

What’s more, while a change in the method of teaching used to teach any specific subject or topic can have a benefit – that benefit won’t be maximised unless the students also get some help in understanding the best methods of learning that they ought to be using.

To put this another way, it is possible to deliver a lecture to a class using your voice on its own or your voice plus a diagram drawn on a chalkboard, displays on a whiteboard, a video, or anything else.

But the fact remains that whatever technical additions are used it is still a lecture.

Which is fine as long as the lecture is the best method of teaching the subject that you have in mind.  If it isn’t, then the effectiveness of the lesson will still be dependent on the effectiveness of the lecture as a method of teaching.

Now, of course, most of the time we don’t lecture in class because we all know that lectures are fairly ineffective ways of teaching.  But that still raises the question: what are the most effective ways of teaching?

And as we ask that question, we also have to ask, what implication does this have for the various methods of learning that the students then adopt?

These are the questions posed and answered by “Methods of Teaching”.  The book has articles which can be shared with teaching colleagues, policy statements on methods of teaching, a review of methods of learning, and 22 articles on methods of learning that can, over time, be provided to students to help them organise their own learning.

There are also eight active learning assignments for the students plus a series of articles on memory which will explain how teaching and learning can be organised in such a way that the topics and issues under consideration will be retained in the memory for years to come.

The latest edition of “Methods of Teaching” is probably the most powerful book on teaching and learning available today.  It is available both as a photocopy master and on CD (so that it can be put on the school’s learning platform or printed out from the disk).

Cat No: 978 1 86083 830 9 Order code: T1784emn – please quote with order.

Sample pages can be viewed at http://www.pdf.firstandbest.co.uk/education/T1784.pdf

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

You can purchase the report…

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Where can you find SEN books and equipment at discounts not available anywhere else?

The answer to the question is simple.  Savings for Schools only carries announcements of products and services that are relevant to teaching and learning, and which are available at a discount exclusively to readers of these services.

In between these announcements there are also occasional short summaries of education news and information that you might have missed.

The new Savings for Schools services, which are of course completely free for teachers, started earlier this term, and we’ve been getting some interesting feedback.  So now we are opening up the services to everyone, and with an extra bonus.

If you are looking for a particular product or service at a discount but can’t find one, you can write to us and we’ll do our best to locate one or more companies that have the product you want, and will make it available at a discount.

If we can find such a company we’ll email you with the details, and then place the announcement on Savings for Schools.  To make suggestions, or indeed if you have got any questions about the service, please write to Jenny@hamilton-house.com and write Savings Suggestions in the subject line.

I do hope you will find the new services of help as a way of getting the very best value for money.

You can join the Savings for Schools services by clicking on these two logos.

Jenny Burrows
Savings for Schools