What is the most productive thing that a student who wants to be a medic can do this summer?
Going into medicine for a career is different from choosing any other career. Especially in the summer holidays.
Because increasingly universities that offer medical courses are looking for students who have had work experience in the field of medicine.
Of course, such summer work is not a pre-requisite for entry to university, but it certainly can help both in terms of impressing admission tutors and in terms of helping students decide if this really is what they want to do.
Which is one reason why Gap Medics exists.
For Gap Medics offers students the opportunity to shadow real life dentists, midwives, nurses or doctors in one of four locations: Thailand, Croatia, Poland and Tanzania.
The 2015 summer placements, which students can start on any Sunday of their school holidays, provide students over the age of 16 with 23+ hours per week of invaluable hospital work experience.
Gap Medics ensures that the students’ experience is tailored to their desired medical profession. They will be assigned to relevant departments, depending on their interests, and will be matched with a mentor who will guide them through their time in the hospital, explaining each case in detail.
Popular departments include paediatrics, obstetrics and gynaecology, surgery and internal medicine; however we also offer opportunities in smaller, more specialist departments.
So far over 1,000 students have signed up for a Gap Medics programme this summer, representing over 700 UK schools, colleges and universities.
It’s not too late for your students to sign up and gain some unforgettable hospital work experience this summer which will set them apart from the rest.
Design a classroom that will meet the school’s practical and student’s learning needs.
There are of course many different ways of setting up a classroom, from the traditional ranks of desks through to informal groupings of seats and tables.
Different arrangements imply different room layouts and indeed different shapes, and this is why The Learning Escape exists – to design and build bespoke classrooms tailored to your school’s practical, and students’ learning, needs.
However you want the room to look inside, we can arrange the physical structure to make that arrangement possible.
After all, it is you and your colleagues who know what classroom set up is most effective in terms of teaching specific subjects and specific groups of students.
By way of example, here is just one of the many classrooms that has been designed recently by a school and constructed by The Learning Escape.
In short, you and your colleagues can take control of how you want the classroom to appear while we take on the building to meet your requirement, ensuring the classroom’s acoustics are just right, the natural lighting is perfect for your needs, the temperature is maintained at the right level throughout the year, and so on.
Thus The Learning Escape look after the build, all the way from planning permission to the final handover. And because of the way we work, the classrooms we have worked on previously have invariably been built for much less than a traditional building would cost.
What’s more, our lease financing options on a permanent, architect-designed Learning Escape can actually cost less per month than hiring a temporary solution!
To see more of what schools have designed, and what we have built recently, just click here.
To discuss any aspect of your project or to book a free survey, just call us on 0800 917 7726.
This 130 page volume presents rhythm, harmony and melody as separate sets of activities which can be incorporated into lessons of any length. Each lesson plan sets out the purpose of that lesson, the materials needed, the method employed and the tasks to be done.
Activities are supported by specially composed short practice segments covering a range of styles, for example rock, reggae, jazz and funk.
Each activity and its accompanying music includes easier and more advanced elements for classes with a range of abilities.
The CD illustrates the text and provides accompanying music for student tasks with at least one CD track for each lesson. Students are guided through scores and lines of music, encouraged to get a feel for the flow of the piece and to sing or play at every opportunity.
An early example from the volume contains explanations and musical examples to show how the 8th note of a major scale becomes the first note of the next octave. Examples are generated and then joined together as a song.
By the middle of the volume, in Lesson 27, students progress from block harmonies into the harmonies that can occur in a free flowing song – in this case a round. The CD contains a recording of the round, which consists of eight two bar segments, each of which can be introduced at two bar intervals.
You can see the presentation of this lesson by clicking here.
Towards the end students combine everything learned about rhythm, harmony and melody into a series of pieces for which the music is provided.
Details of how to order are given below. The format of the book is a Ringbinder plus CD. The price is £34.95 plus £3.95 delivery.
Publisher’s catalogue number T1614emn
ISBN: 978 1 86083 603 9
Methods of ordering – please quote catalogue number T1614emn
By post to First and Best, Hamilton House Mailings plc, Earlstrees Ct., Earlstrees Rd., Corby, Northants NN17 4HH
By fax on 01536 399 012
By phone with a credit card or with an official school order number on 01536 399 011
With summer fast approaching, now is perhaps the best time to start planning school sports events, including Sports Day!
Sports, games and physical activities in general play an essential part of a child’s development. Sports Day is a fun way for a child to compete against their peers and can boost self-esteem, which in turn can vastly improve a child’s confidence and school performance.
Of course, there is a certain element of competition on Sports Day and it is always a lovely idea to encourage the students to perform well by rewarding them with a prize at the end of the day.
Capital Badges specialise in the design and manufacture of die struck medals, of the highest quality. The medals are struck in copper and can either be embossed (3D) or single level (2D). The plate is then added in gold, silver or bronze, depending on your requirements.
Double sided medals are a great way of keeping the medals simple, but if you wanted some text, or a picture or logo on the back, we can of course do this at no extra charge. We can also supply you with ribbons!
The great news is that we are now able to offer FREE POSTAGE AND PACKING with orders over £50 (UK only) AND a 5% discount on orders placed with us before the end of May! (UK only).
From the moment the exit polls were revealed, thie election turned out to be political dynamite. We have certainly seen many events that will rewrite the textbooks and affect how your students may answer in their exams:
The SNP landslide in Scotland (as well as the failure of Labour)
The collapse of Liberal Democrat support
UKIP becoming the new 3rd party in terms of vote share (but not seats)
The near-simultaneous resignation of 3 party leaders in less than an hour!
However, you don’t have to rewrite those textbooks, because we’ve done it for you with the…
AS Politics: The UK General Election Update 2015
To make sure students are in tune and up to date, we’re providing full analysis of all aspects of the 2015 General Election, from the background issues and build-up, the campaigns and the election itself, right up to analysis of the final result. Written by best selling Government & Politics author René Cochlin.
This pack is not just an update, it also relates all the events to essential AS exam topics: improve your students’ exam knowledge and technique, with exam-style questions and exam tips throughout.
Cross-referenced to every main exam-board specification, and supported by learning grids and worksheets to help engage your students, this is essential reading for AS Government & Politics students of all exam boards.
Praise for our 2010 Election Update ‘It is detailed, well set out and easy to follow. It is also incredibly thorough and leaves no stone unturned… It is so up to date… there is nothing else like it on the market!’ R Baker, Head of Politics and Independent Reviewer
What is the most cost-effective way of offering pupils the opportunity to play a multiplicity of sports?
There are typically two things that determine the number and type of sports that a school can offer to their pupils: space and funds – and there cannot be one without the other.
Yet space and funds are both things that the average primary school has a tendency to be short of, and thus the number and diversity of sports on offer to pupils is not as great as one might perhaps wish for.
Which is why a number of schools are turning to Notts Sport to design and install a bespoke Multi-Use Games Area (MUGA). It is a space-efficient and cost-effective solution to offering pupils the opportunity to try to play a multiplicity of sports.
Notts Sport’s synthetic surfacing systems are suitable for all types of sports including football, tennis, hockey, basketball and netball, to name just a few.
The self-contained Multi-Use Games Area requires minimal maintenance and can be used all-year round, whatever the weather, during lessons, playtimes and outside of school hours.
Which brings the added benefit of being able to generate some additional income by hiring out the facility in the evenings and at the weekends to local sports enthusiasts looking for a pitch or court to practise on.
What’s more, Notts Sport can fund your entire facility via Fast Track Funding which is a proven mechanism for schools, local authoritys and academys.
Our service is tailored to meet your school’s budget by creating a funding arrangement (funding periods and payment schedules) to fit in with your school budget.
Additionally, the Design & Advisory Service will ensure products are always installed to the highest standards and that every project is a success.
For more information about Notts Sport’s Multi-Use Games Areas, please visit our website. Or indeed, if you have plans for the improvement of your outdoor playgrounds/sports areas and would like our professional advice free of charge please contact Notts Sport by emailing us at info@nottssport.com or by calling us on 01455 883 730.
What is the most cost effective way of finding a students’ area of difficulty in Maths and resolving it?
In a recent survey it was found that one particular approach to maths gave children a 54% increased improvement over expected results. A quite remarkable achievement.
Now of course when anyone makes such a claim the question is always, “how was it done?”
The answer in this case is through a straightforward on-line diagnostic approach followed by the use of online material geared around those test results.
The students each undertook a short diagnostic test and from that point on the on-line program took each student to their primary area of weakness, and started to work with the student to resolve it.
Naturally, such an approach can be undertaken manually, without any IT support, but allowing students to use the online approach does mean that, within minutes, any lack of understanding by any student in the class, on any point can be identified and remedial work undertaken.
The approach in question is Conquer Maths, and the best way to understand how it can work for your students is to try it for free. It will only take a few minutes for you to see exactly how the approach works.
To see a very quick demo of a diagnostic analysis, and then go into the whole system and experience the teaching and learning program for yourself go to http://conquermaths.com/try/
Finally, there is the issue of the cost. This is based on the number of students you are enrolling .We normally look for a minimum of 30 students for Primary Schools and 60 students for Secondary Schools and the price is £5 per student for a full years’ subscription.
Why is it that children struggle with their times tables when the concept is one of simplicity?
Many children find learning their times tables to be somewhat problematic, yet the concept of times tables is one of simplicity. And it isn’t the concept that children can’t grasp, but rather the task of committing multiples to memory.
It is therefore important that a learning approach is used whereby, through problem-solving, they can relate the times tables to their everyday routines and environment. Using this approach enables children to more efficiently learn and retain the multiples of each number.
The Mighty Multiples Times Table Challenge resource has been designed to do just this, with pupils required to apply their times tables knowledge to better understand and manipulate real life situations.
The resource is suitable for all abilities, and includes and challenges each individual.
Furthermore the activities within the resource are responsive to the demands of the three key learning styles; kinaesthetic, visual and auditory.
Activities for kinaesthetic learners include finding the 3x table pathway across the playground and a long jump multiplication challenge. Activities for visual learners include pictorial worksheets, number fans and bingo. And activities for auditory learners include listening (and singing along) to the songs and poems on the CD.
What’s more, The Mighty Multiples Times Table Challenge motivational reward system can be built in to whole school assemblies by presenting pupils with Bronze, Silver, Gold and Platinum Awards as they progress through the levels.
To further help with progress there are helpful tips to get parents involved with practising times tables at the park or in the car, making learning maths fun for the whole family.
You can order the Mighty Multiples Times Table Challenge resource in any of these ways:
#GE2015: All the information your A Level students need on the UK General Election 2015
From the moment the exit polls were revealed, thie election turned out to be political dynamite. We have certainly seen many events that will rewrite the textbooks and affect how your students may answer in their exams:
The SNP landslide in Scotland (as well as the failure of Labour)
The collapse of Liberal Democrat support
UKIP becoming the new 3rd party in terms of vote share (but not seats)
The near-simultaneous resignation of 3 party leaders in less than an hour!
However, you don’t have to rewrite those textbooks, because we’ve done it for you with the…
AS Politics: The UK General Election Update 2015
To make sure students are in tune and up to date, we’re providing full analysis of all aspects of the 2015 General Election, from the background issues and build-up, the campaigns and the election itself, right up to analysis of the final result. Written by best selling Government & Politics author René Cochlin.
This pack is not just an update, it also relates all the events to essential AS exam topics: improve your students’ exam knowledge and technique, with exam-style questions and exam tips throughout.
Cross-referenced to every main exam-board specification, and supported by learning grids and worksheets to help engage your students, this is essential reading for AS Government & Politics students of all exam boards.
Praise for our 2010 Election Update ‘It is detailed, well set out and easy to follow. It is also incredibly thorough and leaves no stone unturned… It is so up to date… there is nothing else like it on the market!’ R Baker, Head of Politics and Independent Reviewer
Why is giving young children meaningful outdoor play experiences so important?
The interests that children acquire come, of course, partly from their parents’ input and activity and partly from their environment.
We’ve always known this, but what has made it an issue of concern of late is the increase in the number of children who spend much of their non-school time in the house, and often quite inactive.
Which is what makes it so important that we offer children meaningful outdoor play experiences – to give the child from a young age a more balanced experience of life and the possibilities that the world offers.
Edventure provides nurseries with an extensive range of outdoor games and activities that contribute to the development of all-important transferable skills, such as motor skills, dexterity, teamwork, hand-eye co-ordination, attention span…
What is the most effective way to support your upcoming year 7 pupils with the transition from primary school?
DfE research suggests that some transitioning Year 7 students struggle to achieve their academic potential – particularly those on free school meals.
When school starts they will inevitably be preoccupied with getting to grips with the new routines, the school site layout, lesson structures, teacher and peer names, and rules and responsibilities.
However, by inviting your upcoming Ever6 FSM year 7 pupils to attend a summer school at your school it is possible for these more vulnerable newcomers to settle in before the term has even started (thus allowing them to devote more attention to their school work and fulfil their academic potential).
These summer schools are fully funded by the DfE as an additional pupil premium grant.
And as staff are not always available to work in the summer holidays one option involves inviting highly trained West End actors to host your summer school for either one or two weeks.
Pupils who attend the summer school are also given the chance to increase in confidence, make friends and improve their communication skills so that they arrive in Year 7 keen and ready to learn.
The summer school typically ends with a performance to families which is a great opportunity to welcome a new group of parents and carers into the school community.
The West End in Schools team are qualified dancers, choreographers and directors with a range of skills and strong teaching experience.
Once a booking is made we work closely with you to finalise the attendance numbers and staff requirement to ensure that the DfE’s budget allowance covers all the costs of the summer school and that there is no cost to the school itself.
Our summer schools webpage includes a one minute video which will give you more information and contains feedback from the workshop coordinator at an Academy we worked at last summer. You can see this at www.WestEndinSchools.org.uk/summer-schools
To find out more please do give me a call on 020 7395 7520, or reply to this email.
What is the best way to impress prospective
parents from the off?
The process of making a decision between A and B usually starts with a Google search. And the decision over which secondary school into which a parent should enrol their child is no exception to this.
It is therefore essential that a school’s website is responsive to the demands of all its visitors in order to make a good impression, not only with prospective parents, but also with existing parents, students and stakeholders.
And although many schools do indeed have a website that is rich in content, it is not always as accessible to those viewing the site on a smartphone or tablet device.
INCO Education has worked with a number of schools on responsive web design to ensure that their school website is compatible with all the various mobile devices and offers all visitors an optimal viewing experience.
This is achieved by making the website appearance and content unique to each device in a number of different ways, such as changing the layout based on the size of the display screen, configuring buttons to make them easier to press, and hiding parts of the design so information can be presented differently.
This will improve the users’ experience, retain website traffic, increase credibility, make navigation easier, improve Search Engine Optimisation, and give your school a competitive edge over those that may not have a responsive website.
If you would like to get an expert’s view on how well your school’s website is communicating information to parents, or indeed how the process of updating the website can be made more efficient, please do visit our website: www.inco-education.co.uk
What is the most cost effective way of finding a students’ area of difficulty in Maths and resolving it?
In a recent survey it was found that one particular approach to maths gave children a 54% increased improvement over expected results. A quite remarkable achievement.
Now of course when anyone makes such a claim the question is always, “how was it done?”
The answer in this case is through a straightforward on-line diagnostic approach followed by the use of online material geared around those test results.
The students each undertook a short diagnostic test and from that point on the on-line program took each student to their primary area of weakness, and started to work with the student to resolve it.
Naturally, such an approach can be undertaken manually, without any IT support, but allowing students to use the online approach does mean that, within minutes, any lack of understanding by any student in the class, on any point can be identified and remedial work undertaken.
The approach in question is Conquer Maths, and the best way to understand how it can work for your students is to try it for free. It will only take a few minutes for you to see exactly how the approach works.
To see a very quick demo of a diagnostic analysis, and then go into the whole system and experience the teaching and learning program for yourself go to http://conquermaths.com/try/
Finally, there is the issue of the cost. This is based on the number of students you are enrolling .We normally look for a minimum of 30 students for Primary Schools and 60 students for Secondary Schools and the price is £5 per student for a full years’ subscription.
Why do we have Fathers’ Day, and
what can we do about it?
It might be thought that Fathers’ Day is a recent addition to the older celebration of Mothers’ Day.
But in fact that this not the case; both Mothers’ Day and Fathers’ Day date from the early part of the 20th century.
As far as anyone can tell, Father’s Day was first celebrated around 1910 in Arkansas in recognition of the sterling work undertaken by a bereaved father of six who dedicated himself to bringing up his children.
The idea quickly caught on with many churches using the opportunity to preach sermons in celebration of the work of fathers in promoting family life.
This is obviously a theme that can be integrated into arts and crafts lessons, bringing in a multiplicity of skills in exploring the theme of fathers and family life. Whatever art form is considered to promote the day, there will undoubtedly be opportunities for cutting, drawing, painting, sticking, folding, carving, moulding …
Of course it is possible to base arts and crafts lessons on all the various celebrations and events that occur at regular intervals throughout the year: Christmas in December, Valentine’s Day in February, Mother’s Day in March, Easter in April and Father’s Day in June.
At S & S Services we supply an extensive range of themed arts and crafts materials and products suitable for all the major celebrations and events.
Below is just a small selection of the arts and crafts materials from our product range that children can stick, cut, fold, draw and paint to create unique and personalised Father’s Day cards:
By post to S & S Services, Units 4-8 Tything Road, Arden Forest Industrial Estate, Alcester, Warwickshire, B49 6EP.
Delivery
We offer free delivery on orders over £35 and charge only £2.99 delivery for orders which come to less than this across the majority of the UK.
For those requesting delivery from Northern Ireland, the Isles of Scilly, the Scottish Highlands, Isle of Wight and the Isle of Man, delivery is £7 and for those living in the Channel Islands the delivery charge is £12.45 irrespective of the size of the order.
The History of Art spans tens of thousands of years; from the ancient cave drawings at Lascaux to contemporary cutting edge installation and performance works, with each piece and period having something to show us. Studying Art History requires students to explore theoretical criticism as well as visual analysis, looking at line, form, space, colour, and context to develop a thorough understanding of a work, artist, or movement.
The Art History Summer School offers an overview of the subject which seeks to explore and expand the traditional canon. Students will be introduced to a variety of approaches to Art History, including post-colonial, post-modern and feminist theories of art. This course will be taught by post-graduates from top universities and is structured in a way that gives a taste of undergraduate learning through a small group lecture and seminar format. The Summer School will offer a lively and interactive environment for students, allowing participants to express and develop their own thoughts and ideas together with tutors and like-minded peers.
For those keen on pursuing Art History at university, the course will give a broad introduction to some key areas of Art History which will enable students to speak more confidently about these periods, artists and themes and to discover more about areas which they might be interested in pursuing in more depth in the future. For those considering Art History in a more vocational light, there will also be material looking at the practical task of curatorship, as part of which we will be taking a trip to the National Gallery.
No prior knowledge is required to attend this course, all we would ask is that students have a strong interest in art and a willingness to engage actively with some fascinating and challenging material.
Feedback from previous students:
“This course is perfect for people who haven’t done any History of Art before! It helps you learn how to look at a piece of artwork differently and provides a vastly broad but also quite detailed introduction to the subject. It has been incredibly useful, as I am now positive that I want to study it at university!”
“History of Art with Debate Chamber was a great way for me to confirm that I wanted to study the subject at uni. Not only did I learn loads of new concepts but I got a taste of curating – something I would love to pursue as a future career. The course has made me excited about my academic future!”
“The Art History Summer School was really fantastic, covering a wide range of topics and yet covering each one in depth. The tutors were really friendly and had an infectious enthusiasm for their subject. Highlights included the trip to the National Gallery and the session on the visual uncanny. I would highly recommend this course to anyone with an interest in Art History.”
Practical Details:
The cost of the five-day course is £425 and it will be held at the University of London Union in Bloomsbury on the 3rd-7th August 2015. Places will be allocated on a first come first served basis.
There will be a limited number of bursary spaces available for those who would otherwise have financial difficulty in attending – please see our website for details.
Is it possible to make Shakespeare the basis for discussing contemporary moral and social issues with your students?
The answer is undoubtedly, yes.
But, sadly, the language used in these masterpieces of literature is often a barrier when it comes to using the plays with pupils as part of our reference to the universality of the problems and issues that people face.
Working with Will seeks to overcome this problem by focussing on practical engagement with the story line. It offers the perfect teaching resource through which your students can explore issues that that have been faced across time and can consider the choices made by the characters and the consequences of these choices.
In short the book enables the students to engage with the relevant issues without having to interpret the language that Shakespeare used in writing the plays.
Working with Will is a 179 page volume for PSHE teachers where the topics on the KS3 and KS4 curricula are explored via three schemes of work based on Romeo and Juliet, Macbeth and A Midsummer Night’s Dream. In A Midsummer Night’s Dream, for example, the scheme of work covers ‘Relationships and Respect’, ‘Children’s Rights’, ‘Rumour Spreading’ and ‘Bullying’, demonstrating the relevance and contemporariness of the play.
The three schemes of work – each of which can stand alone – come with a series of lesson plans that can be used sequentially or can be dipped in and out of in any order. There is also a free CD containing the text of the book plus PowerPoints to use with the lessons.
The author offers workshops on Working with Will – please click here for more information.
There’s one term left to go before the removal of levels at KS3 – is your school ready?
Doddle is the comprehensive whole-school solution to assessment without levels at KS3. Our assessment system lets you grade students on a skill-by-skill basis, letting you build up detailed reports on every student, department and cohort.
All your assessment data is stored online, to stay with students as they progress through KS3 – and you get comparable reporting from all departments.
And with 16,000 teaching and homework resources in the same platform, ready to assign in an instant, your teachers’ assessment feeds directly into differentiated teaching and learning.
Boardworks Ltd are the creators of Doddle, an online resource bringing together over 16,000 teaching, homework and revision materials across 18 subjects at KS3–KS4.
Comprising all Boardworks teaching presentations, thousands of formative self-marking homework quizzes, and our new progress reporting system, Doddle is designed to assist schools in consistently raising achievement.
The definition of playtime has transformed over time.
For it was found that when children are provided with a multiplicity of educational play equipment, activities and games, their concentration, behaviour and attainment in lessons is significantly improved.
But of course, to provide such a multiplicity of games, activities and equipment, a budget is required – and one which will ensure that every pupil can get the most out of their playtime.
Our experience indicates that schools can provide suitable playground games from Edventure’s range for approximately £3 per pupil per year.
And with a further discount of 5% when you quote the code JSP15 at the time of order, which increases to a 10% discount if the order is placed online, it is possible to purchase playground games for even less. Orders can be placed at www.edventure.co.uk.
Our full range of play equipment, games and activities can be found in our online catalogue. Or alternatively, if you would like to receive a printed copy of the new Edventure catalogue in the post, please complete the catalogue request form.
You can place an order in a variety of different ways including:
Is this the most beautiful classroom in the country?
In modern schools the classroom is an arena for many activities and thus needs to meet many and varied criteria.
Clearly they need to be flexible in layout so that they can be readily re-arranged for the array of lessons that the Secondary National curriculum demands.
They need to have decent acoustics and be accessible to all. They also need to be warm in winter, cool in summer, and able to withstand whatever extremes of weather climate change throws at them.
And perhaps as important as everything else, they need to be eco-friendly and bathed in natural light.
In short, if they can both look wonderful and meet the needs of today’s teaching requirements, they will of themselves inspire teaching and learning among all KS3 and KS4 students.
Such classrooms draw the students in so that they actually want to be here, and they offer the teachers the chance to create the lessons they want in an environment they love to be in.
So what does such a fantastic classroom look like?
There are many possible answers – and here is just one of ours…
This picture comes from an on-line portfolio of some of the school buildings we’ve constructed during the last couple of years.
It is one of many new school buildings that have been prepared by The Learning Escape, all the way from planning permission to handover. And because of the way we work, they have invariably been built for much less than a traditional building would cost.
Heating can be specified with a choice of electric, geothermal or air source heat pump/air conditioning. Each building is a bespoke design – a response to the local conditions, local needs and local specification.
Whether you need a classroom, staffroom, school hall or library, we take your needs and wishes and create a stunning and sustainable building that fits into your space and budget.
We also offer a leasing option which means that a permanent, architect-designed Learning Escape can actually cost less per month than hiring a temporary solution!
How can we help Sixth Form students understand the concept of the meaningful argument?
A man walks into an office and says, “I’d like to have an argument, please.”
If you are familiar with Monty Python you’ll know that the man is Michael Palin and he spends the new few minutes debating with John Cleese the difference between a true argument and “mere” contradiction.
Of course, the sketch never approaches the debate about the difference between these two concepts – and indeed why should it? It is just a comedy sketch, although a sketch so popular that, although first broadcast in 1972, it was performed by the original actors to much acclaim in their farewell performance 42 years later.
But while the difference between argument and contradiction was never resolved by Messers Palin and Cleese, it is a vital one for A Level students to grasp.
And grasping the difference is still only the start.
For even when the student starts to get to grips with the difference between such concepts as “claims” and “arguments”, there still remain such puzzling issues as explanations, assumptions, counter-claims, evidence, examples, deduction, induction, generalisation…
However the fact is that where students do understand the nature of debate and proof they tend not only to get better A level grades but they also become better prepared for university and/or employment.
In short, for many students it is a grasp of critical thinking which takes them from a B to an A, which delivers a far more impressive UCAS application, and which enables them to be much more persuasive in interviews and presentations.
It is for these reasons that the volume “Critical Thinking” has been written.
But “Critical Thinking” is about far more than just dismantling and evaluating other people’s arguments. For it is also involved in the production of the student’s own explanations and arguments.
Through examples and activities the volume encourages students to develop their considered point of view in essays, reports, debates, etc, and helps them be prepared to stand back and assess their own reasoning.
Critical Thinking is available as a printed copiable volume or as a CD which can be put on the school’s learning platform for use by students and staff.
Could your school help? Stockport Heritage Centres are asking primary schools in the borough to send out the information given below about Stockport’s celebration of 70 years since VE-Day
On the 8th, 9th and 10th May this year, the guardians of Stockport’s heritage are celebrating 70 years since VE-Day, the end of World War 2 in Europe.
What is planned is a celebration for families to enjoy themselves in the town centre, just as they did on that day in 1945 when the bells rang out across the country, street parties were held in every town and laughter, music and dancing could be heard where once there was darkness and fear.
On the Saturday and Sunday, the 9th and 10th, the streets around the market will be turned into a 1945 style street party, with long tables and chairs laden with similar drink and food that would have been available to families in 1945. There will also be a huge variety of free activities and a range of stalls selling their wares.
If your child goes to school in Stockport and is aged between 6 and 10, your family is invited to the party!
You can come along for free. No one will be charged entry but tickets must be obtained so that the organizers can make sure everyone is included. Families can get their tickets by going to:
Why should you encourage your aspiring medical students to visit Thailand, Croatia, Poland or Tanzania this summer?
It is important that students are given a break from their studies from time to time, not least to reignite their passion for their chosen subject/s.
And in no subject area is this more important than with those students who wish to go on to study medicine.
With Gap Medics, aspiring medical students can indeed enjoy a break from their academic studies this summer holidays whilst at the same time gaining valuable work experience in their desired medical profession.
They will be given the opportunity to shadow real life dentists, midwives, nurses or doctors in one of four locations: Thailand, Croatia, Poland or Tanzania – which will certainly set them apart from the rest when applying to the university of their choice.
The 2015 summer placements, which students can start on any Sunday of their school holidays, provide students over the age of 16 with 23+ hours per week of invaluable hospital work experience.
Gap Medics ensures that the students’ experience is tailored to their career aspirations. They will be assigned to relevant departments, depending on their interests, and will be matched with a mentor who will guide them through their time in the hospital, explaining each case in detail.
Popular departments include paediatrics, obstetrics and gynaecology, surgery and internal medicine; however we also offer opportunities in smaller, more specialist departments.
So far over 1,500 students have signed up for a Gap Medics programme this summer, representing over 1,100 schools, colleges and universities.
It’s not too late for your students to sign up and gain some unforgettable hospital work experience this summer which will set them apart from the rest.
Le Tour De France – a live, French theatre performance in your school. Great fun – circus skills, music, comedy, and highly educational.
Packed with essential French language ! For remaining dates for your area in June and July please email
education@flyingtheatre.com
Le Tour De France has a cycling and fitness theme and is based on George and Chantalles adventures in France, it reinforces Key Stage 3 vocabulary, and is designed for Years 7 and 8 (some schools include Year 9 and Primary feeders). Health and fitness,holidays, travel, directions, food, members of the family and so much more .
Superb performance, really engaging – students in year 8 & 9 loved it. Surpassed expectations (both mine and the students) Very clear and easy to understand – love the audience participation which really involved the students.
Fantastic opportunity to see language in action. So pleased we booked you – well worth it. Brannel School. St Austall . Jan 15
An outstanding performance that had our students gripped and entertained from start to finish. Staff and students were on the edge of their seats. A definite must see with key vocabulary integrated throughout the play – it brought back the fun aspect into language learning. Please come and perform for us again. Park View School. Birmingham . Jan 15
A brilliant performance enjoyed by all – inspirational. Moreton Hall School. Jan 15
Winning the coveted yellow jersey is all George dreams about, will he manage to win the race and wear it ?
How can you ensure that your minibus is roadworthy and safe without you, or your colleagues, having to arrange its MOT or servicing?
Keeping students safe from harm is undoubtedly the highest priority of any member of staff. Which is why the MOT, servicing and overall maintenance of the school’s minibus is of the highest priority.
But there is a problem. Because, not only is this an issue of utmost importance, but it is also an issue that takes up a significant amount of time.
And when it has to be done, it can’t be delayed.
Of course, if the person nominated as 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 of 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 in knowing that the school minibus is fully operational and, most importantly, safe.
What’s more, our leasing option means that you can benefit from improved budgeting and cash flow forecasting, since you will always know what expenditure is coming along.
It is an arrangement which 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.
Develop a Mindset of success in your students as they prepare for exams.
It is easy to feel that people are born good at certain things. Lots of students still believe this because they see others around them learn things quickly and succeed effortlessly. What they don’t know is what that person is thinking that makes them so effective.
Mindset is crucial to success. There is so much research today on the importance of a Growth Mindset, but so many people have not developed it yet. Do some of your students have a Fixed Mindset? Do they believe they can’t do things? Are they set in their beliefs, that things are simply too hard for them to do?
Every school has students with Fixed Mindsets. The question is how do you develop a Growth Mindset – one that believes that with hard work and effort, anything is possible?
Raising awareness of this idea can be the first step to sow the seed for change. Next you need a structured programme to use in the weeks leading up to the exams to get them to think differently.
Our solution comes in the form of eight worksheets in a ready-made booklet – ‘Greatest Strength Workbook for Students’. It comes with a free teacher’s guide and is available as an instant download. The teacher’s guide and a sample can be downloaded for free to get you started. The full license to print for use with your whole school is only £49.99.
Helping students learn to overcome stress, teaching them to motivate themselves, encouraging them to plan for the future and develop confidence to try new things are essential skills. They help to build mental resilience and enhance overall mental well-being; together they develop a Growth Mindset.
To develop these skills, students must explore them. Finding time in the school day to focus on these areas can be challenging and you may not have the resources or ideas to hand to achieve the desired result. But could you find ten minutes to introduce an activity that was already prepared?
Of course, it is a fact that most test and exam papers require handwritten answers, and so good handwriting continues to make an impact and helps to deliver extra marks.
But there is more. For learning to write by hand improves literacy, understanding and comprehension. Indeed those who have been taught and encouraged to write by hand have been shown to find deciphering hard-to-read messages easier than those who have not.
Other studies show a positive link between hand-eye coordination and whether a child has been taught to write with a form of cursive handwriting.
Most surprisingly, it is now being suggested in academic studies that whether the individual uses the pen or the keyboard to write even affects the way the individual thinks.
One research paper suggests that university students who use pen and paper to make notes during lectures do better than those who make notes on a laptop.
In some ways we should not be too surprised by some of these findings, for handwriting requires a greater level of hand-eye coordination than typing on a keyboard, and thus, as well as helping with exam scores, good handwriting gives students the chance to develop their essential fine motor skills.
But many young people today are brought up in homes where handwriting is limited to little more than the production of shopping lists – and indeed many people now type these into their mobile phones.
It is for all of these reasons that Multi-Sensory Learning produced the Handwriting Rescue Scheme for fully cursive handwriting.
The scheme, which is available as a photocopiable program supplied on CD or as printed sheets, contains over 300 structured exercises designed to establish complete cursive letter formation.
And there is a particular bonus here, for tests have shown that the use of such material encourages the development of an automatic response to frequently used spelling choices. In other words, by practising their handwriting pupils also learn their spellings.
To see a sample of this resource please email us at msl@schools.co.uk
It is one of the DfE’s better kept secrets. In fact so well kept is the secret that in 2014 a survey found out that only half of the secondary schools knew that fully funded summer schools could be held on their premises.
But the funding does exist, and it is enough to pay for a fully organised, fully staffed one or two week summer school for the pupil premium year 6/7 transition students.
Indeed the DfE funding is guaranteed for all eligible schools and students. But the deadline for the initial application for funding is 29th May. (There is a link through to the DfE for details on the website shown below.)
And so, as a result we offer a Year 6/7 transition summer school, funded by the DfE grant, to enable students to make friends, gain confidence and improve their communication skills.
But, of course, it is vital that such a summer school does what it sets out to do, putting the new year 7 pupils at their ease and making them feel that their new school is going to be exactly the place they want to be in the coming months and years.
Which leads to the question: who is it that can walk in front of a group of 11 year olds about to start secondary school and can put them utterly and totally at ease so that any worries they might have about their new school life are set aside?
There are, of course, many possible answers. But here’s one answer that you might not have thought of.
Highly trained theatre professionals with a range of skills and strong teaching experience are trained to grab an audience, hold the audience and engage with the audience.
Which is why West End in Schools exists and why, for the past six years, we have been bringing actors from the National Theatre, TV and the West End, along with dancers, directors and choreographers, into schools across the UK.
They then work with your transitioning students for either one or two weeks in the summer holiday, offering a range of different themes from Shakespeare to dance, from literacy to theatre-making, from storytelling to…
The summer school typically ends with a performance to parents and carers – which is a great way of welcoming disadvantaged families to your school community.
Once a booking is made we work with you to finalise the attendance numbers and the staff requirement closer to the summer. This means that we can work together to ensure that the DfE budget allowance covers all the costs incurred and ensure that the school incurs no overall cost from the summer school.
Our summer schools webpage includes a one minute video which will give you more information and which contains feedback from the workshop coordinator at an Academy we worked at last summer. You can see this at www.WestEndinSchools.org.uk/summer-schools
To find out more please do give me a call on 020 7395 7520, or send a quick reply to this email.
Ideal texts for students of English as a foreign language. They provide conversation practice and opportunities for classroom drama as well as introducing students to an important part of English culture. Each play gives the whole plot and all the characters of the originals in straightforward modern English. Intermediate level.
“A valid way into Shakespeare.” The Shakespeare and Schools Project Cambridge University
Quite often we see a range of resources aimed at the negatives faced by our young people, anger, stress, anxiety for example. Whilst these areas are vitally important, is it wrong to occasionally focus on the positives?
This set of discussion cards does just that, they challenge the ideas surrounding success, increase confidence and raise awareness of goal setting.
Achieving success in life means different things to different people: some judge it by social interactions; some by academic achievements. In order to achieve our goals, we must first identify them but then, just as importantly, we need to adopt the strategies that will help us to succeed.
These cards give students an opportunity to develop the following key skills and attitudes:
Self-belief and confidence in one’s own abilities, realising the importance of goal-setting.
Understanding the need of planning for success, understanding what success means to them.
Persistence and tenacity, understanding the importance of social interaction and networking
Includes 36 cards, Age 8-16
ALL ABOUT SUCCESS DISCUSSION CARDS Ref: 613HH £24.00 +VAT
Whatever the job, there has to be organisation. Organisation not just of the task in hand, but also of the workload as a whole.
There needs to be a balance of input and output, a control of the level of interruptions, and a certainty that the level of work is manageable by the staff available.
Unfortunately, within school administrations these issues are not always considered, largely because some negative factors in relation to the work (interruptions are a perfect example) become thought of as an inevitable part of the job.
However, just as there are a hundred ways of teaching a lesson in the classroom, so there are a hundred ways of organising a school office.
But if one believes that overload is inevitable, then it will be inevitable. Only if one believes that there are alternative ways of doing things does one look for these alternatives. And even then the habit of the past means that the alternatives are not always easy to find.
Yet the fact is that different schools do organise their administrations in different ways and that some approaches can make a significant difference to the effectiveness and efficiency of the school’s work.
At the heart of this volume is the notion that there are many ways of administering a school and that some of these ways of organising school administration are much more effective and efficient than other approaches.
The report “Increasing Efficiency in School Administration” gives examples of efficiencies that can be made within school administration and how one can change long-established approaches to leadership, change management, time management, facilities management, budgeting and the organisations’ behaviour.
The approaches outlined here do not require higher budgets; they simply put in place processes that inevitably lead to a smoother throughput of information and activity, which means there are fewer disruptions, fewer errors, and ultimately more time for everything to be done.
One of the fundamental issues within the report is that changes only work to the benefit of the organisation when everyone understands what is going on and why the changes are being implemented.
For this reason Increasing the Efficiency of School Administration is available as a photocopiable report, which allows you to give sections of the report to your colleagues. There is no restriction on the number of copies that can be made for use within your school. An edition of the book is also available on CD Rom for printing out via Word.
Additionally, all orders that quote the publisher’s reference below will also receive a free copy of two reports by the School of Educational Administration and Management: Reducing Overload in the School Office, and Eliminating Interruptions in the School Office.
These 3d immersive experiments use games technology to give realistic laboratory experiences. They are based on years of research into teaching science on-screen. They are ideal where resources are limited or where you want to give your students a wider experience of experiments that they would not normally do, such as measuring the acceleration of gravity on the Moon, firing an AK47 at a ballistic balance, using an Airtrack to verify Newton’s Second Law.
The 3D immersive experiments can be used in a variety of ways:
By the students directly to prepare for a laboratory experiment by familiarising them with the equipment to be used and the methodology of the experiment. ·
To give experience of an additional experiment for which there would not normally be available laboratory time. ·
To give experience of getting a particular result in a different way to what they have used in a practical laboratory lesson which allows the students to compare methods and better understand the essentials of an experiment. ·
As a substitute for an experiment that might be too dangerous or impossible for a student to undertake. · As general supporting material for science theoretical work. ·
As revision for an experiment that has previously been performed in the laboratory. ·
As a personal experience of an experiment normally only performed by the teacher in front of the class.
Experiments include: Velocity, Acceleration and Newton’s 3nd Law using an Airtrack, Conservation of Momentum using a ballistic balance, Moments, Rutherford’s Gold Foil experiment, I/V Characteristics, Magnetic Field of a Coil, Specific Heat, Mechanical Equivalent of Heat, Diffraction, Hooke’s Law and Young’s Modulus, Capacitor Charge and Discharge, Planck’s Constant, Millikan’s Oil Drop. See www.keylinkcomputers.co.uk for latest list and more details including videos.
Email me at rob@keylinkcomputers.co.uk quoting code HH15 to receive our information pack.
A perpetual site licence costs £399 plus £2.50 pp + VAT at 20% (£481.80)Email to: orders@keylinkcomputers.co.uk or send to Keylink Computers Ltd, 2 Woodway House, Common Lane, Kenilworth CV8 2ES quoting order code HH15.
What is the best way to take students from a predicted lower grade up to the achievement of an A* at GCSE?
When we brought out How to get A* in French we were asked if it was also available for Spanish – so now here it is.
As with the French version the author has analysed the writing and the speaking criteria of various exam boards and has come up with a simple and clear summary of these criteria written in a student friendly language. These criteria have been divided into four sections; each section corresponding to a GCSE level while at the end of the booklet students can find a very useful list of recommended idioms and high level expressions.
Additionally the booklet includes the conjugation of the 50 most used Spanish verbs, including the modal verbs, into different tenses.
This is followed by different language structures which the students can use to develop their writing.
The use of this booklet is proven to improve students’ levels not only in writing and speaking, but also in listening and reading.
How to get A* in Spanish? is published as a download so that you can receive immediately a copy onto your computer which you can print out for colleagues and your students as often as you want.
The price is £10 plus VAT (the VAT can be reclaimed in most cases by the school).
How to get A* in Spanish? 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.
Grabbing and holding attention is what it is all about. So how do we design items that do this?
In my last piece I reduced all advertising to three processes
Think how we are going to be informative, interesting and unusual
Think how we are grabbing and holding attention
Consider what we have got, and then work out the design and copywriting in terms of what the psychology of perception says.
I got to this conclusion after travelling through a series of articles which deal with the ways in which it is possible to get double or treble the response rate from each advert which you place via email, the post and on web sites. (If you want to go back and read the series from the start, just click here)
I suggested also that the common sense notion that we need to be shouting out our company name and our product name so people remember it doesn’t work. Common sense is wrong. For all the evidence clearly shows that we need to be informative, interesting and unusual.
We need to jerk the readers or viewers out of their current state and get them to think about what we want them to think about.
So the question is, what does this imply for the design and copywriting?
The first point to make is that the design and copywriting doesn’t come first. You can’t just write copy or come up with a design that looks nice before you have decided how the promotion is going to be unusual and different from all the thousands of other promotions that people see.
And we must also always remember that “looking good” isn’t enough. It might look good to you when you look at the resultant web page, email or brochure – but you are focussed on it, because it is your product.
What we actually have to do is use the design to grab the reader who is not very interested by the throat, and then hold on. Our question therefore becomes:
What sort of design grabs the reader’s attention so dramatically that he or she can’t stop looking?
Now, of course, we don’t know the state of mind of the reader. If the reader is already interested, then quite often simple illustrations will work. So if you are thinking about buying a sofa or a set of new office furniture, or a set of chemistry books to use with your A level class, you might well focus on the picture of a sofa, office desk or a page from the book.
But that is nowhere near enough for the person who might well buy from you, but isn’t actually thinking that way when your advert arrives. Yes, a nice picture might well get some recipients to think, “oh that look’s nice” or “oh that looks interesting”, but still many other potential customers will be lost along the way.
Instead, what you need to do is consider your sale from the point of view of the psychology of perception.
Now a fundamental finding of the psychology of perception is that it is much easier to grab that attention of the passing individual with a phrase or slogan than it is with a picture. Also we know that it requires a considerable amount of brainpower to switch between looking at a picture and reading text. The partially interested reader can get lost at this stage.
The problem is that lots and lots of firms have tried to find phrases or slogans, and the passing reader is inundated with phrases or slogans. So much so that they are now ignored.
Which brings us to a real problem. Pictures take far more brain power to decipher than words, and so although a picture can work where the individual gives lots of attention to the page, when we think of the casual recipient, he/she won’t be bothered.
But phrases and slogans have been done to death, and so most are also ignored. Consider what you might do if you are faced with “Simply the best”, for example. You’ve seen and heard it so often, it stops having any arresting qualities. It is a bit like “Often copied, never bettered”, and “20% discount!” They don’t work any more.
The same is true with pictures. Stock pictures just don’t work because they have been seen.
Now if you really can create a picture that goes way beyond being nice, attractive and interesting, and is genuinely arresting, so much so that it makes everyone who looks at it drop everything and stare open mouthed, then great. Use that picture.
But a regular picture won’t work. And the same is true of a headline or a phrase. Everyday won’t do.
Our approach is often to create unusual phrases and headlines to grab attention because we find these a lot more successful and a lot less expensive than the creation of unusual pictures and designs.
Further, because no one can be utterly certain that an advert will work first time around, we often need to experiment. If that experimentation means finding different phrases or words, then it is not too expensive. If it means taking lots of different pictures, that can send the costs up dramatically.
So we will work with phrases such as “a word is worth 10,000 pictures”. But, of course, if you have the budget to create a range of unusual pictures that really do gain attention, then you can approach the design issue that way.
However, if you choose the less costly way of grabbing attention through words, that doesn’t mean that you don’t use pictures at all. All we have been discussing here is the first point of grabbing attention. I’ll move on to the way the design can take the reader towards the sale in the next article.
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This is one of three regular blogs on advertising and marketing produced by Hamilton House. If you would like to know more about what Hamilton House does please do have a meander around our web site or call us on 01536 399 000. If you want to subscribe free of charge to any of our newsletters there are details here.
And do remember: the unknown will always be boundless.
We tend to think of the school as being a fixed entity
with established buildings, and designated
teaching areas. But…
Teaching and learning can and does happen anywhere; in the classroom, the hall, the playground… Indeed the only thing that ever limits the use of any space is our ability to imagine the possibilities.
So if you have a playground, and it is raining, or there is strong direct sunlight, or it is very windy, the area’s use as a teaching and learning environment might be thought to be restricted.
But if you were to put up a canopy, you could, for a very modest sum, give yourself an extended classroom, an al fresco dining area, an adventure play area…
This is the route down which numerous schools have recently gone, in developing ever more varied use of their facilities. And there really is no limit to the ways in which an area could be used.
True, there’s no telling what the British weather is going to do next, but the fact that canopies can be used in so many ways, means that there are virtually no days at all in the school year when such a facility cannot be used in some way or other.
There are over 150 different designs of canopies available. Some of course are designed for very specific purposes, such as the bicycle shed, but many others do have multiple uses.
Which is why before we do anything else, we always offer to come to your school, without cost and without any obligation, to see the site and discuss the ways in which a canopy could be added to your existing buildings.
To get an idea of the huge range of options available we’ve collected together photographs of over 30 different installations that we’ve undertaken recently. They are on
This 130 page volume presents rhythm, harmony and melody as separate sets of activities which can be incorporated into lessons of any length. Each lesson plan sets out the purpose of that lesson, the materials needed, the method employed and the tasks to be done.
Activities are supported by specially composed short practice segments covering a range of styles, for example rock, reggae, jazz and funk.
Each activity and its accompanying music includes easier and more advanced elements for classes with a range of abilities.
The CD illustrates the text and provides accompanying music for student tasks with at least one CD track for each lesson. Students are guided through scores and lines of music, encouraged to get a feel for the flow of the piece and to sing or play at every opportunity.
An early example from the volume contains explanations and musical examples to show how the 8th note of a major scale becomes the first note of the next octave. Examples are generated and then joined together as a song.
By the middle of the volume, in Lesson 27, students progress from block harmonies into the harmonies that can occur in a free flowing song – in this case a round. The CD contains a recording of the round, which consists of eight two bar segments, each of which can be introduced at two bar intervals.
You can see the presentation of this lesson by clicking here.
Towards the end students combine everything learned about rhythm, harmony and melody into a series of pieces for which the music is provided.
Details of how to order are given below. The format of the book is a Ringbinder plus CD. The price is £34.95 plus £3.95 delivery.
Publisher’s catalogue number T1614emn
ISBN: 978 1 86083 603 9
Methods of ordering – please quote catalogue number T1614emn
By post to First and Best, Hamilton House Mailings plc, Earlstrees Ct., Earlstrees Rd., Corby, Northants NN17 4HH
By fax on 01536 399 012
By phone with a credit card or with an official school order number on 01536 399 011
Research suggests that schools which adopt a whole-school spelling policy can improve the rate at which their pupils progress in spelling by responding to the demands of the English Programmes of Study more effectively.
A whole-school spelling policy ensures that teachers and pupils are prepared for the teaching and learning stages ahead, encouraging swift but sensible progression.
Further to this, it ensures that the marking and feedback of pupils’ spelling is consistent, making it easier to develop and implement a unified tracking approach to the pupils’ progress.
Lead researcher, Rich Procter, a University of Bedfordshire PhD student, suggests that a whole-school spelling policy can be achieved by starting with the Spelling Appendix of the National Curriculum in Key Stage one and sharing the teaching of spelling with a wider range of curricular areas at Key Stage two.
The Foundation and Key Stage 1 Spelling Programme (based on DFES – Letters & Sounds) consists of eight Spelling Practice Activity Books and a Weekly Spelling Lists resource which start from the 100 high-frequency words in the Letters and Sounds Appendix.
Following on from this is our Key Stage 2 Spelling Programme which consists of a Weekly Spelling Lists resource, four Spelling Practice Activity Books, three Spelling Practice Activity Books for revision and two Spelling Practice Activity Books for extension.
Within the programmes are diagnostic tests for assessment, record sheets, vocabulary development work, games, dictionary work, personal spelling logs, supplementary lists which encourage repetition for less able pupils, and a number of extension tasks for gifted and talented pupils.
All the resources are photocopiable, and free sample pages for each resource are available from our website.
To see the full range of resources which make up the Foundation and Key Stage 1 Spelling Programme click here.
And to see the full range of resources which make up the Key Stage 2 Spelling Programme click here.
What is the most cost effective way of making the school grounds safe and attractive after dark?
The Department for Education states that schools should “provide external lighting to ensure safe pedestrian movement after dark” to comply with the ISS Regulation 23E and the SPRs Regulation 8.
But there is more to outdoor lighting than a legal requirement.
Outdoor lighting makes the school grounds more welcoming and a safer place to be when it is dark – whether it is for teachers working later, students going home from an after school club, or parents attending parents’ evening.
However there is a problem, because outdoor lighting can be expensive to buy and expensive to run, and even more so when multiple units of outdoor lighting are required to cover a large area or multiple building entrances and walkways.
Solisposts are innovative and contemporary solar powered bollards which are ideal for providing permanent low level lighting in walkways, entrances and carparks during the hours of darkness and which brighten on approach.
What’s more, the installation of the Solispost solar bollards is significantly cheaper than that of electrical bollards and they are even cheaper to run with zero energy costs.
And the Solis Power Management System offers the very latest in solar technology, providing high performance and long life lighting with the power capacity to ensure that there is permanent LED operation from dusk to dawn and PIR sensors that trigger automatic brightening on approach.
Furthermore, the Solisposts carry green credentials, are low maintenance, have an aluminium weatherproof construction and all installations of Solisposts come with a 3 years warranty on the parts.
You can find more information on our website by clicking here, or alternatively please do call us on 01280 701 093.
Asbestos described as the hidden killer is likely to be present in any building constructed before 1999 and if undisturbed the risks are minimalised. However, it is important to be aware of these risks and have a clear asbestos policy in place.
Where does the responsibility lie?
The responsibility for managing asbestos in schools lies with the duty holder, this is normally the employer which in state schools is often the local authority. For academies, free schools, voluntary-aided and foundation schools, it will be the school governors, proprietor or trustees.
It is important that all staff, particularly those responsible for the running of the buildings, are made aware of the potential hazards. All staff should be instructed not to disturb or damage asbestos containing materials, for example by pinning work to walls. Damage to school fixtures or fittings that could lead to the release of asbestos fibres need to be reported.
The Asbestos Man is able to work with you to devise and implement a comprehensive Asbestos policy that starts with a consultation, followed by a full site survey including the analysis of any suspect materials.
All sampled materials are analysed at an independent UKAS accredited laboratory.
The Asbestos Man will compile a user friendly report containing photographs, annotated plans and the appropriate recommendations from the survey findings. Where asbestos has been identified we will then work with you to put in place a management plan so that the occupants of the premises are protected.
The Asbestos Man where necessary can arrange and oversee the safe removal of any type of asbestos containing materials.
Did you know? It is a legal requirement to undertake a refurbishment or demolition survey for asbestos containing materials prior to any works taking place.
If you have any enquiries regarding asbestos please do not hesitate to call:-
Slowly formed, sloping letters. Messy smudged presentation. Reversed d’s and b’s, p’s and q’s… even physical discomfort. It’s all part and parcel of the left hander’s challenge that often emerges when learning to write in childhood. Up until now, many thought it would never disappear.
Smudging is a common issue for left-handers, with over 88% experiencing the problem.
Our smart Swan Neck Pens are an elegantly simple solution to the left-handed writing problem that ultimately affects some 1 in 6 worldwide – a staggering 1 billion people.
All models in the Swan Neck Pen range feature a unique, S-bend neck and grip area. This enables left-handed writers to hold the pen comfortably at a balanced angle and easily view all letters and words as they are written, just as right-handers do.
• Avoid smudged presentations!
• Avoid reversed letters!
• Avoid wrist pain!
• Suitable for left and right-handers of all ages and children with special needs
Swan Neck Pens don’t just make left-handers of all ages happier and better writers. They make writing a breeze for right-handers too.
Swan Neck Pens have passed British Standards EN71 part 1, 2, 3 and BS7272 2008.
Thank you for your time .you can view our website at www.swanneckpen.com for more information, or you can contact me on +44 1454 325873.
If you would like to place an order for our Swanneck school pack, we have a special 20% discount for schools:
Please use our promotional code: Learning0124 *when ordering on our website buy pens page with full details and address of your school.
Promotion includes:
• The full Swanneck range, yellow, pink, aluminium, antimicrobial and metallic colours
PLEASE EMAIL: schools@swanneckpen.com with any school order enquires or question or if your school requires a larger order exceeding 30 pens for a postal discount.
Parents are welcome to order directly from our website.
Would like further information, please don’t hesitate to contact me.
* Not to be used in conjunction with any other promotion, delivery to school address only.
The Private Funds Manager software for primary schools, helps manage the school funds more efficiently, providing all the information needed for auditors, governors and budget holders.
In an easy-to-use format it :
Manages trips & residentials, before and afterschool clubs, fund raising and all other school fund accounts.
Processes money in and out and prints receipts if required
Synchronises automatically with Sims for pupil information
Balances bank accounts easily with a simple ticking system
Creates all the financial reports required by staff and by auditors
Includes a free of charge, zero fee method of accepting internet payments
But also links with all major online payment systems (Parentmail, Parentpay Schoolcomms etc)
Please see our website for details or phone 01722 413255
Now we also have the workshops and award winning stage show.
First there was The Railway Children – the book. Then there were the films.
After that, the Olivier Award-winning stage show for children, which is set in a purpose built 1,000 seat venue at King’s Cross, built around a real train track, with a vintage locomotive that steams into the theatre to delight all ages.
And now, for primary schools that bring 60 or more children to the show, the producers are offering drama workshops to be delivered class by class in their school either before or after the performance day.
Each workshop lasts for just under an hour and is adapted to suit the age of the class attending.
The children will explore themes and characters from the play, bringing sections of the script to life. By encouraging them to inhabit the characters and explore the story, we will enhance the children’s experience of the show and enable them to write engagingly about the production and their experience.
Additionally our Education Guide includes activities for teachers and students and behind-the-scenes interviews with the writer and the director.
Both the live production and E. Nesbit’s original text contain numerous themes to explore in the classroom, including family relationships, the countryside, morality and social justice. To download our education pack, please click here.
Workshops for smaller groups are available in the theatre foyer before the performance.
Cost and How to Book
The cost for a workshop and ticket to the show is £19.50 per person. A minimum number of 60 attendees is required for the workshops.
For groups of 60+ children the workshop takes place in an afternoon and for groups of 90+ children the workshop takes place in the morning. We can see up to 150 children in a day, potentially more depending on lunchtime arrangements.
What makes for a brilliant, memorable and, above all, highly beneficial school trip?
A recent survey of secondary schools by the School of Educational Administration and Management found that over 96% of schools run overseas school trips each year.
Indeed, that number just took into account overseas trips organised by the foreign languages departments. Additional visits were arranged by geography, science, history, music, art, sport, business studies… Plus of course all the trips that take place within the UK.
What makes the figure so interesting is that it came after years of argument and debate concerning legal requirements, risk assessment and liability, and a period when a reader of the national press might have assumed that school trips were a thing of the past.
But no. Every year tens of thousands of us put ourselves through the hard work of organising and running the trips because of the good that we know it does for the pupils and students we teach.
So, to help with the practicalities of setting up and running contemporary out of school trips and visits, a new edition of Organising Successful Trips and Visits: a practical guide for secondary school teachers has been published.
This aims to help with the arrangement of trips and visits by covering all the main points, from the “loco parentis” debate to turning the idea into a trip, from transport issues to the letter to the parents, from staffing issues to kit lists.
In just over 50 pages it gives you all the basics – not least so that if a colleague in the school is looking to organise a trip for the first time he/she will be able to read up on all the key issues presented in a straightforward way.
If you would like to see some pages from the book these are at:
Organising Successful Trips and Visits: a practical guide for secondary school teachers is published as a download so that you can receive immediately a copy onto your computer which you can print out for colleagues as often as you want. You can also put it on your school learning platform so all staff can access the document – and indeed you can make it part of the induction documentation for new members of staff.
You can obtain Organising Successful Trips and Visits: a practical guide for secondary school teachers by going to
If you are unable to pay on-line with a credit card please send in a school order in the normal way. We’ll issue a pro-forma invoice and as soon as we receive payment we will email you a copy of the book. There is a handling charge of £2.50 for this service which does not apply if you are able to buy on-line with a credit or debit card.
Organising Successful Trips and Visits is published by First and Best in Education, Hamilton House, Earlstrees Ct., Earlstrees Rd, Corby, Northampton NN17 4HH. Phone 01536 399 011. A full catalogue of our books and downloads set out by subject and topic can be found at www.shop.firstandbest.co.uk
First and Best in Education
Earlstrees Road
Corby
UK
NN17 4HH
What is the most effective way of reducing the amount of traffic coming into the school office?
There are two types of school offices. In one there is constant activity, interruptions, and change of direction. In the other there is a feeling of calm and organisation.
In each the work gets done – but the latter is a less stressful atmosphere in which to work simply because for everyone in the office, matters feel more under control, rather than directed by outside forces.
Interestingly, many people who work in an office where there is constant coming and going and ringing of phones feel that this is inevitable in a school environment even though it may not necessarily be an ideal working situation.
And yet the experience of other schools proves that this is not the case.
It is in fact possible to reduce the amount of traffic coming into the school office (even on a Monday morning) through one simple mechanism – by including on the school’s website not just that which is legally required but also the information that parents most frequently enquire about.
The government states that “every maintained school must publish specific information on its website to comply with The School Information (England) (Amendment) Regulations 2012”.
This includes the school’s contact details, Ofsted reports, exam and assessment results, performance tables, curriculum, behaviour policy, pupil premium, SEN report, charging and remissions policies, values and ethos.
Yet many schools are finding it difficult to comply with this legislation as the website isn’t quick or easy to update in-house.
It is therefore important that your school website comes with built in tools and controls to reduce the amount of time spent on maintaining the site and which enable any member of staff, even with the most basic of IT knowledge, to take on the task.
Furthermore the website should be accessible to every parent, anywhere, by ensuring that the information and content can be viewed easily on a range of devices including smart phones, tablets, laptops and desktop computers.
Where the website is easily accessible and full of information relevant to parents and prospective parents, traffic and calls into the school office can be reduced, making the school office a place in which work can be produced much more rapidly than might otherwise be the case.
If you would like to get an expert’s view on how well your school’s website is communicating information to parents, or indeed how the process of updating the website can be made more efficient, please do visit our website: www.inco-education.co.uk
Secondary school scientific understanding and learning require a dedicated environment, with facilities to help students progress their ability and examination results.
An intelligently designed classroom can help students fully understand the scientific principles and develop their own studies and investigations.
Encouraging Free-Thought
Rather than helping students remember and regurgitate facts, a well-designed science classroom should help them fully understand the reasons behind scientific developments. A classroom which supports independent study and practical research can build a broader and more robust knowledge of scientific principles.
Facilities which safely support practical learning can help students develop their own experiments and investigations without the fear of explosions or contamination by hazardous materials. This freedom to experiment can help build a true passion for science within students.
Combined Learning Methods
The Pyramid of Learning demonstrates the importance of exposing students to a variety of learning methods – helping them gain a greater understanding of the subject matter and the important principles. This is particularly pertinent in school science laboratories and classrooms where theoretical understanding is developed through practical experimentation.
The dual-approach to learning scientific curriculum can benefit from a versatile classroom which supports both practical experiments and theoretical learning. Education interior specialist Innova Design Solutionshave dedicated significant time to building classrooms which offer support for both practical and theoretical learning: “It is becoming increasingly important that all forms of learning are supported so students can switch from one discipline to another with minimal fuss and wasted time.”
Beneficial Environmental Factors
Thisstudy by the University of Salford determined that the environmental factors of a classroom can improve a student’s academic progress by up to 16%. Factors such as lighting, acoustics, air quality and orientation could all have significant effect upon the students’ progress – helping improve their understanding of the curiculum and test results.
The study recognised that environmental factors affected a large number of students, with 77% of the 751 students involved in the year-long research recording progress caused by classroom design. This figure demonstrates the huge importance placed upon the environment, when creating a classroom interior in which the students can flourish.
Stress-Free Surroundings
An inviting and stress-free classroom can help students feel more comfortable in their surroundings and receptive to the education and information they are receiving. A classroom which is stimulating without being overbearing can help students get involved in the subject without feeling intense, overwhelming pressure.
Creating a classroom in which students have sufficient space to move around and share work with one another can help improve their relationships with teachers and fellow students. This is particularly beneficial during practical lessons and tests.
Focussed Learning
Teenagers in particular are prone to distraction, with many more concerned with their mobile phone or what their neighbour is doing. This makes it important to create a classroom which helps focus their attention to their teacher or the area where a practical presentation is taking place. A well-designed classroom will ensure that all students have a clear view of their teacher and the lessons they are imparting.
You’ve probably come across this situation many times before – a student who has all the potential to do well in their maths yet performs badly in their final exam…
The main reason why this occurs is they don’t follow an effective revision strategy at home. Students tend to revise on auto-pilot without critically analysing what they’re doing and whether or not it’s making progress.
Zakkiyah from London (UK) was a prime example of one of these students…
“I seemed to underperform in my mock exams – achieving D’s/E’s and I couldn’t work out why… but after following Jeevan’s revision principles, I could see where I was going wrong… I achieved a ‘B’ grade in my final maths exam… These revision principles have helped me immensely with my Chemistry too… Thank you so much Jeevan.. my ‘B’ grade will definitely help me in applying for a ‘Pharmacy’ course at University…”
As you can see, my revision principles are crucial when taking a maths exam. It allows a student to reach their full potential.
What is the benefit of testing pupils for dyscalculia?
One of the great problems in working with dyscalculic pupils is that there are many different ways in which dyscalculia affects individuals.
Because of this there is no such thing as a “typical dyscalculic pupil” or indeed a single method for helping the dyscalculic pupil.
In short, when faced with a dyscalculic child what we have to do is try to find out the areas in which the pupil has problems and the specific difficulties that the pupil has.
Finding such information out can be made more difficult by the fact that many dyscalculics evolve their own methods of handling maths over time, making it appear as if they know what they are doing in certain situations.
In such situations, although the pupil can get an answer right, he/she often has no understanding at all and is instead just going through a mechanical and essentially (for them) meaningless process.
It is because of this sort of problem that last year the Dyscalculia Centre introduced its on-line test for dyscalculia, suitable for pupils aged 8 and above.
The aim of the test, however, is not simply to say “this person is dyscalculic,” although it does give that result. It aims primarily to find out where the specific problems for that individual are and then suggest how these problems can be overcome.
For example, the test seeks to unravel situations where the student seemingly knows how to undertake mathematical computations without having any idea what is going on. It also looks for associated short term / long term memory issues, problems with understanding the very concept of number, and difficulties with the notion of time and of shapes.
The Dyscalculia Test is taken on-line, and results in a detailed report (usually around five pages of A4) identifying the problem areas and the actions that can be taken to help the pupil overcome these issues.
What’s more, the Centre also then provides free teaching materials that can be used with the pupil to help deal with the most important areas of difficulty in a multi-sensory way, thus allowing the student to start moving forward in terms of mathematical knowledge.
Testing costs £49.95 per pupil. This price includes taking the test, receiving a specific report in relation to the individual taking the test, and being provided with resources relevant to that individual which can be used to help them progress in maths.
The test itself is set up for payment by credit card on-line, but if you wish to use a school order number you can do this by phoning 01536 399 011, or by fax to 01536 399 012. In each case we will need your email address so that we can email you a link to the on-line test. There are more details about payment for schools on http://www.dyscalculia.me.uk/teacher.html
With so many educational apps available, it can be difficult to decide which are right for you and your students. While many rely on exciting graphics and target individual skills, finding one that is dedicated to true collaboration while learning about curriculum topics is very difficult.
Many schools use some great apps which students may use in pairs, but they must take turns or have an iPad each – basically they are just ‘co-working’ on the same document. What neither of these situations do, however, is encourage the crucial activities of effective communication and negotiating an answer to an open-ended question.
These skills can understandably be put on the ‘back-burner’ but if there were apps which helped you enhance these skills as well as covering crucial subject information, would you be interested?
This is where I bring in Digital Mysteries apps which are cross curricular and designed to help students learn in pairs while covering essential topics. Former Ofsted inspectors have explained how the app can enhance the rating of ‘Quality of Teaching’ in particular, saying it helps students to learn across the curriculum and “communicate their thoughts and ideas using specific targeted vocabulary that exists within the program”.
Two students work around one iPad at a time to answer one main, open question, for example ‘What is Theo most proud of about Ancient Greece?’ In order to do this they sort through digital, illustrated slips of information together, read them, and then group and order them as they go along. Each step e.g. ‘name a group’ or ‘choose a sticky tape’ requires a joint decision, involving lively debate and ideas being brought out into the forefront. This means they must “express their ideas verbally”, “discuss issues and problems” and “come to agreed conclusions”.
Once they’ve done this, they can print or share a PDF report of their session or play it all back with their teacher. This is brilliant for meeting Ofsted guidelines of encouraging reflection, higher-level thinking and problem solving. It is also a record of learning so you, and they, have proof.
To try the apps, just search ‘Digital Mysteries’ on the App Store and download or click here to read more about each task.
If you have any questions at all, please reply to this email or call 0191 603 1960.
This 150 page book will be invaluable to any student of the Second Reich at Advanced level. It provides a comprehensive, narrative chronological structure which is a prerequisite of any study of the period. Personalities and events are recounted in considerable detail and are clearly set in context.
However the book goes beyond most standard textbooks in the way it prepares students to produce competent essay responses to exam questions and provides practice in handling documentary sources.
Students are given key questions to consider and are encouraged to test continuously the theories of historians against their own findings.
Essay style questions are set at each stage in the book.
Documentary criticism skills are continuously tested.
Frequent historiographical references remind students to read beyond this text to gain a greater understanding of the subject.
What’s more, the materials are available as a photocopiable book and as a CD which can be put onto the school’s network and shared among all students for whom it is relevant. Thus all students may use the material with the purchase of just one copy.
Dysgraphia is perhaps one of the most mistaken learning differences, with thousands of children and adults across the world being misdiagnosed with its more well-known counterpart – dyslexia.
So what is dysgraphia and why is it so commonly mistaken?
Dysgraphia is a neurological disorder which can be defined as “a disorder in written expression”. Dysgraphia is a Greek term which in English translates to “impaired at writing by hand”.
Students with dysgraphia are known for making a number of spelling mistakes in their writing, just as students with dyslexia are. However those with dysgraphia can spell these words orally and can select the correct spelling out of a list (unlike dyslexics). It is in fact the process of writing the word that they have difficulties with and thus misspell it.
The impacts these disorders have on learning outcomes are often identical, but the symptoms are very different, and in developing strategies to overcome them, two wholly different approaches are required.
At Dysgraphia Help we offer an online dysgraphia test for students (over the age of 8) for £36.86.
After completing the test and sending us a sample of the student’s handwriting, you will receive a detailed report on whether or not we believe the student to have dysgraphia.
If we do believe that dysgraphia is present, you will also receive some supporting information on dysgraphia and a number of activity materials for the student to work through.
Many use this testing as a preliminary diagnosis of dysgraphia, or to rule out/confirm whether the student may need testing for dyslexia.
How can we explain to pupils that particular letters, written in a particular sequence, represent a particular number?
Roman Numerals were something of a failure. To a fair degree they worked, but they were extremely cumbersome due to their lack of a zero.
But despite this it seems to we can’t quite let go of the numerical, historical, artistic and linguistic value they hold.
This becomes evident when we see how frequently Roman Numerals are still used in our everyday lives, from the ordering of the preliminary pages in a book to the markers on an analogue clock – making them something of a necessity to know.
But they are curious, and it does take the establishment of the difference between Roman and Arabic numerals and the totally odd concept of “nothing” to show pupils exactly why “nothing” is so important.
Indeed it is the conundrum of nothing that has led us to develop a KS2 Roman Numerals resource which contains a range of engaging activities to help pupils to easily identify their meaning.
The activity book covers the following for each year group:
Year 3 – learning Roman numerals from 1 to 12 (I to XII) Year 4 – learning Roman numerals from 1 to 100 (I to C) Year 5 – learning Roman numerals from 1 to 1000 (I to M)
What’s more, notes for teachers, discussion pages, information sheets and photocopiable activities are also included.
This resource is available as a book, a download, or on CD, and you can view free sample pages on our website.
If you would like to know more please call us on 01772 863158 or email us at sales@topical-resources.co.uk
You can order the Roman Numerals Activity Book in any of these ways:
On our website By phone on 01772 863158 By fax to 01772 866153 By email to sales@topical-resources.co.uk By post to Topical Resources, P.O. Box 329, Broughton, Preston, Lancashire PR3 5LT.