chers And Experts
Innovative Practices From Tea
FREE - Issue 5 Innovate My School Innovation and Inspiration www.innovatemyschool.com
the taxonomy everyone's talking about
App combos with the iPad Finding the best freebies for your school
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contents Innovation update
Finding the best freebies for your school
App combos with the iPad
Physical inspiration: 13 8LIYRWIIRFIRI½XWSJWGLSSPWTSVXW The basics of good classroom management part 4: Rebuilding relationships
What “independent” careers guidance really means and how to provide it
Twinterview with Carol Allen SEN and IT
Product user reviews
Curtailing the calculator
Going SOLO: An introduction to 34 the taxonomy everyone’s talking about Read more articles on the Innovate My School website, such as
How to teach internet safety Video games as learning tools Revising using origami fortune tellers
Director - Michael Forshaw email@example.com Editor – Tim Miles firstname.lastname@example.org Advertising – Angela Gallagher email@example.com Graphic Designer – Alison Kelly firstname.lastname@example.org Asst. Graphic Designer – Emma Kelly
If you would like to advertise in this magazine, please email email@example.com, phone 0845 034 6690 or visit www.innovatemyschool.com/magazine www.innovatemyschool.com
Welcome to the latest issue of the Innovate My School Magazine. A new school year begins, and we’re back with a bumper bundle of inspiring educational insights and ideas. The summer may have lacked sunshine, but it sizzled with sporting excellence. Former Olympic gymnast Craig Heap explains how to harness the momentum and encourage reluctant exercisers to love PE. Ed Whittaker completes a literary marathon [MXLXLI½REPMRWXEPQIRXMRLMWYRQMWWEFPI classroom management mini-series, and Rachel Gordon rounds up the best free schemes for schools. Odes to the iPad are so numerous that one might mistakenly believe the tablet to be of the kind revealed to Moses. David Andrews offers some excellent but earthly examples of how to deploy the devices in your classroom. Calculators may predate iPads (and most prophets), but they too should be used advisedly. Maths teacher William Miles warns against letting pupils become reliant on technology. From this September, secondary schools must comply with new careers guidance requirements. Having recently piloted an RSA-funded careers guidance programme, Dr Ingrid Wassenaar explains how to adhere to the legislation and provide a valuable service to pupils. It’s a concept that’s gaining popularity, but what exactly is SOLO? English teacher Lisa-Jane Ashes untangles the taxonomy everyone’s talking about. Flip teaching is the focus of this issue’s Innovation Update, and don’t miss our twinterview with IT and SEN specialist Carol Allen. We also have recent product reviews from the Innovate My School website. As always, please keep sending your comments and suggestions to firstname.lastname@example.org.
Tim Miles Editor, Innovate My School Magazine
Doing the flip “Flipping homework” sounds like the grumble of an errant schoolboy from the days when ankle-strap sandals were standard attire and tablets were made with slate rather than silicon.
There is also an advantage for parents: rather than trying to recall long-forgotten JEGXWXLI]GERVIJVIWLXLIMVORS[PIHKIF] watching the teacher’s lesson videos with their children.
In fact the phrase refers to a new approach to teaching, in which the common roles of classwork and LSQI[SVOEVI±¾MTTIH²
Of course, the approach relies on technology. Pupils without internet GSRRIGXMSRWEXLSQIGERFIKMZIR QIQSV]WXMGOW[MXLXLIPIWWSRZMHISWFYX EPPVIUYMVIEGSQTYXIVXS[EXGLXLIQ
+IRIVEPP]EXIEGLIV½VWXI\TPEMRWEXSTMG or concept to his pupils in a classroom lesson. For homework, the pupils do I\IVGMWIWSV[VMXIIWWE]WFEWIHSR[LEX they were taught in class. ±*PMTXIEGLMRK²XYVRWXLMWSRMXWLIEH%X home, pupils watch a video in which their teacher covers a topic. Then, in class, they apply the knowledge or skills learnt from the video. 8LIMHIEMWXLEXIEGLTYTMPGERFIXEYKLX at his own pace - pausing the video to make notes and rewinding it if necessary - and teachers can use class time to help pupils who are struggling.
*PMTXIEGLMRKLEWSXLIVPMQMXEXMSRW% teacher in front of a class can gauge the understanding and attentiveness of his TYTMPW-JLIWIRWIWXLIMVHMJ½GYPX][MXL a concept, he can adapt his approach, WTIRHMRKPSRKIVSRETSMRXSVI\TPEMRMRK XLMRKWHMJJIVIRXP],IGERTSWIUYIWXMSRW and respond to pupils’ answers in a way that helps the whole class. 8LIXIEGLIV´WEFMPMX]XSHSXLIWIXLMRKW [LMGLEVIJIEWMFPISRP]MREPMZIGPEWWVSSQ is essential if he is to pass on his ORS[PIHKIERHPSZISJLMWWYFNIGXXS his pupils.
Yet lesson videos are surely a useful XSSP%JXIVEPPLSQI[SVOSV±TVIT²MW 3RIFIRI½XSJ¾MTXIEGLMRKMWXLEX[LMPI SJXIR[SVOHSRIF]TYTMPWSYXWMHIXLI encouraging pupils to use technology, it classroom to prepare for a practical reduces the chances of their copying from lesson, test or class discussion. It is as a XLIMRXIVRIXF]VIUYMVMRKXLIQXSTVSHYGI tech-powered evolution of this mode of work in class. teaching - rather than as a revolutionary ETTVSEGLMRMXWIPJXLEX¾MTTMRK LSQI[SVOQE]FIQSWXIJJIGXMZI
Freedom of tweets Summoning the spirit of Thomas Paine, a teacher has drafted a list of rights for the modern pupil. Brad Flickinger’s Education Technology Bill of Rights enshrines, among other things, the right to access Twitter and Facebook at school, the right to cite Wikipedia, and the right to be “protected from technology”.
4IVLETWEWELSQI[SVOI\IVGMWI pupils could write an essay comparing the Education Technology Bill of Rights
[MXLXLI&MPPSJ6MKLXWSJ to discover how attitudes to rights have changed over the centuries. “From demanding freedom to demanding *EGIFSSO²QMKLXFIEWYMXEFPIXMXPI
Accolades for innovative schools Nominations are being collected for the Education Innovation Awards 2013. Shortlisted entries will be displayed on large boards at the Education Innovation Conference and Exhibition, which takes place in the Manchester Central Convention Complex in March. The winners will be announced at the same event. -RRSZEXI1]7GLSSPLEWFIIRGLSWIREWE NYHKIMRXLIWIGSRHEV]WGLSSPWGEXIKSV] If you know of a school, college, university or training provider that has used technology in an innovative way, you can enter it via the Education Innovation %[EVHWTEKI8LIGSQTIXMXMSRGPSWIWSR 3GXSFIV
Innovation Update [VMXXIRF] Tim Miles, Innovate My School @timkilometres @innovatemyschl
freebies for your school
Finding the best
freebies for your school It’s a familiar problem: you want to start a new project at your school, but there’s no money for the equipment or services you need. Don’t dust off the rolling pin for a fundraising cake sale just yet. Believe it or not, you may be able to get what you need for nothing! Organisations across the country give thousands of free items to schools and allow them to use facilities and professional services without charge. This isn’t a new phenomenon. Over the years, schools have VIGIMZIHEPPWSVXWSJJVIIFMIWJVSQQETW FSSOWGIVIEPWERHKMERXGLIWWWIXW to hedges, telescopes and even trees!
keen to help, particularly if you’re looking JSVWSQIXLMRKWTIGM½G-X´WYWYEPP]FIWXXS GSRXEGXXLIQF]TLSRISVZMWMXXLIMVSJ½GIW If you don’t really know what you need - or even if you don’t have a particular TVSNIGXMRQMRHPSSOMRKEX[LEX´WEZEMPEFPI can provide inspiration. Free seeds? Perhaps XLIWGLSSPGSYPHWXEVXEKEVHIRMRKGPYF 'SQTPMQIRXEV]TEPIXXIWERHIEWIPW#1E]FI pupils could create a mural in the school grounds.
How can we get all this stuff? 8LIMRXIVRIXMWXLIFIWXTPEGIXSWXEVX0EVKI organisations and companies often provide online application forms which schools can complete to receive free items, arrange trips to a company’s premises or use its JEGMPMXMIW0SGEPFYWMRIWWIWQE]EPWSFI
To help you get started, here are my WM\JEZSYVMXIWGLIQIWXLEXTVSZMHIJVII products and services for schools. B&Q Waste Donation Scheme Every B&Q store in the country operates a ±[EWXIHSREXMSRWGLIQI²[LIVIF][EWXI materials - such as slightly damaged tins SJTEMRXSJJGYXWSJXMQFIVSHHVSPPWSJ wallpaper and end-of-range materials - are donated to schools, community groups and charities. Contact your local B&Q store to apply for the scheme. The Big Tidy Up Keep Britain Tidy helps schools and community groups tackle local litter TVSFPIQWF]IREFPMRKXLIQXSSVKERMWI ±&MK8MH]9T²IZIRXW;LIR]SYVWGLSSP VIKMWXIVWMX[MPPVIGIMZIEJVII±&MK8MH]9T² OMX[LMGLMRGPYHIWXEFEVHFMFWTSWXIVW stickers, and a safety guide. You can HS[RPSEHGIVXM½GEXIWJVSQXLI[IFWMXIJSV pupils who take part in the tidy up, and free PIWWSRTPERWEVIEZEMPEFPIJSVTVMQEV]ERH secondary school teachers. Community RePaint 'SQQYRMX]6I4EMRXVIHMWXVMFYXIWWYVTPYW XMRWSJTEMRXXSGLEVMXEFPIERHGSQQYRMX] TVSNIGXWEGVSWWXLIGSYRXV]8LMWMWMHIEP MJ]SYEVIXLMROMRKEFSYXVIHIGSVEXMRKE classroom or painting a mural in the school playground. Use the postcode checker on XLIMV[IFWMXIXS½RH]SYVRIEVIWX±6I4EMRX² scheme. Free School Trips to English Heritage Sites English Heritage offers free admission to all of its historic sites for schools and educational groups. Its portfolio of over PSGEXMSRWMRGPYHIWTVILMWXSVMGWMXIW 6SQERXS[RWQIHMIZEPGEWXPIWERHEFFI]W MRHYWXVMEPQMPPWERH:MGXSVMERLSYWIW%PPEVI JERXEWXMGWIXXMRKWJSVQIQSVEFPILMWXSV] www.innovatemyschool.com
lessons and outdoor learning activities. Teachers and education leaders are granted free entry to carry out a planning and JEQMPMEVMWEXMSRZMWMXFIJSVIXLIQEMRXVMT Free resources, including teaching ideas and EGXMZMXMIWHIWMKRIHF])RKPMWL,IVMXEKIEVI EZEMPEFPIJSVYWIFIJSVIHYVMRKERHEJXIVXLI school’s visit. Potatoes for Schools +VS[=SYV3[R4SXEXSIW +=34 FIKER MRERHLEWFIGSQISRISJXLIPEVKIWX WGLSSPZIKIXEFPIKVS[MRKTVSNIGXWEVSYRH Schools that register to take part receive a free potato-growing kit, which contains two KVS[FEKWWIIHTSXEXSIWEVEMRGEXGLIV with water spout, an interactive classroom weather poster, and lesson plans and worksheets. The potato growing kit contains everything you need to grow a successful crop. Free Musical Instruments and Training The EMI Music Sound Foundation provides YTXSJYRHMRKJSVEQSRKSXLIV things - musical instruments and training music teachers. The application form VIUYMVIWWGLSSPWXSI\TPEMR[L]XLI]RIIH funding and what they intend to use it for.
Read more articles like this at www.innovatemyschool.com %VXMGPI[VMXXIRF] Rachel Gordon, Senior Fundraising Consultant at Pebble @PebbleSFF www.talktopebble.co.uk
App Combos with the iPad
The iPad is perhaps the most talked-about piece of technology in teaching. Enthralled by tales of educational potential and egged-on by technophile staff, head teachers might be forgiven for investing in the trendy tablets without fully considering how they should be used. Google Earth is certainly good for familiarising children with foreign geography. Socrative TVSZMHIWEUYMGO[E]XSKEYKIEGPEWW´W TVSKVIWW8LI2YQFIVWETTIREFPIWTYTMPW to produce spreadsheets and graphs, and the Math Bingo game can help them learn arithmetic.
From bikers to writers 3RIWYGLFIRI½XMWXLEXQER]SJXLIM4EH´W &YXXLIWITVSKVEQW SVZIV]WMQMPEVSRIW are apps either integrate with one another or EZEMPEFPISRER]GSQTYXIV[MXLMRXIVRIXEGGIWW GERIEWMP]FIYWIHXSKIXLIV8LMWQEOIWMXER I\GIPPIRXTPEXJSVQJSVI\XIRHMRKXLIWGSTISJ The point is that for many tasks - including essay writing and accessing information - iPads TVSNIGXWERHJSVXIEGLMRKGLMPHVIRLS[XS½RH ERHGSQFMRIXLIFIWXXSSPWJSVEXEWO EVITVSFEFP]RSFIXXIVXLERHIWOXSTWSV PETXSTW0EGOMRKEOI]FSEVHXLI]QE]IZIRFI Consider the popular Bike Baron game.The player controls a stunt motorcyclist, rolling, GSRWMHIVIHMRJIVMSVJSVWSQITYVTSWIW%RH ¾MTTMRKERHXYQFPMRKXLVSYKLWIUYIRGIWSJ EVIXLIQEXLIQEXMGEPFIRI½XWSJ1EXL&MRKS ramps and loops.The graphics and sound are VIEPP]FIWXVIEPMWIH[LIRIZIV]TYTMPMRXLI lively and the levels are short: a few minutes class is playing the game on a separate device? SJKEQITPE]MWWYJ½GMIRXXSTVSZMHIIRSYKL Schools that introduce iPads without proper QEXIVMEPJSVETVSNIGX planning do not only incur unnecessary costs: XLI]EVIPMOIP]XSSZIVPSSOXLIXEFPIXW´WYFXPIV The teacher could tell the pupils to play FIRI½XW XLVSYKLSRISVX[SPIZIPWERHXSXEOI½ZISV more screenshots as they do.Then they can FIWLS[RLS[XSMQTSVXXLIWIWGVIIRWLSXW www.innovatemyschool.com
app combos into a comic strip app such as Strip Designer, and how to EHHGETXMSRWHIWGVMFMRKXLI&MOI&EVSR´WXLSYKLXWERH feelings. %WEJSPPS[YTI\IVGMWITYTMPWGSYPHYWIE word-processing app to write an account from the Bike Baron’s perspective - “The Day I Jumped The 6EQT²SV±8LI0MJISJE1SXSVG]GPI(EVIHIZMP² ;SVOMRKMRTEMVWXLI]GSYPHIZIRYWIEQSZMI IHMXMRKETT M1SZMIJSVI\EQTPI XSGSRHYGXER interview, with one pupil taking the role of the &MOI&EVSR*MREPP]XLIMV[SVOGSYPHFITSWXIHXS EGPEWWFPSKZMEERETTWYGLEW4SWXIVSYW or Blogger. 8LIORS[PIHKIXLEXXLIMV½RMWLIH[SVO[MPPFI TYFPMWLIHSRPMRIVIQMRHWGLMPHVIRXLEXXLI] are producing it for a particular audience and purpose. It is easy - with classwork and homework - for pupils to lose sight of this, and to feel that they are simply producing WSQIXLMRKXSFIWIIRERHQEVOIHF]XLIMV XIEGLIV-EPWS½RHXLEXKIXXMRKTYTMPWXSTYFPMWL XLIMV[VMXMRKSREFPSKERHXLIMVZMHISWSR iMovie or Vimeo encourages them to take I\XVEGEVI[MXLXLIMV[SVO
summarised the components used and calculated the cost of GSRWXVYGXMRKXLIMVZILMGPIW%TVIWIRXEXMSR to parents and other pupils rounded off XLITVSNIGX
;MXLTVEGXMGITYTMPWWLSYPHFIEFPIXSWIPIGX 8LIVIEVIQER]SXLIVETTGSQFSTSWWMFMPMXMIW EWYMXEFPIWIXSJETTWJSVEXEWOSVEWWMKRQIRX 8LMWWOMPPSJ½RHMRKERHGSQFMRMRKXLIFIWX 3RGIXLIMV7%87[IVI½RMWLIH-KEZIQ] XSSPWJSVENSFMWIWTIGMEPP]YWIJYPMRQSHIVR =IEVGPEWWEX[S[IIOTVSNIGXXSFYMPH WSJX[EVIHIZIPSTQIRXTVSNIGXW[LMGLSJXIR GSRXVSPPEFPIZILMGPIW;SVOMRKMRKVSYTWSJ VIUYMVIEGSQFMREXMSRSJHMJJIVIRXTPEXJSVQW four, with one iPad per group, the children GSHIPMFVEVMIWERHTVSKVEQQMRKPERKYEKIW followed an instruction video, which I and my GSPPIEKYI'LVMW;MPPMEQWLEHHIZIPSTIHYWMRK The projects mentioned in this article were conceived the Creative Book Builder app, to guide them by the author and Chris Williams, who both teach at through the construction of their vehicles. Spring Cottage Primary. 3RGIXLIZILMGPIW[IVIFYMPXXLIGLMPHVIR TPERRIH½PQIHERHIHMXIHEGEVEHZIVXMR M1SZMIMRGSVTSVEXMRKENMRKPIGVIEXIHYWMRKXLI GarageBand app, and produced a persuasive ERHMRJSVQEXMZIGEVFVSGLYVI[MXL'VIEXMZI Book Builder.They used the Posterous app XS[VMXIEFPSKEFSYXXLIMV[SVOERHXLI 2YQFIVWETTXSGVIEXIEWTVIEHWLIIXXLEX
%VXMGPI[VMXXIRF] David Andrews, Teacher at Spring Cottage Primary @dmandrews15 www.springcottage.hull.sch.uk
MANAGING YOUR IPADS Using tablet PCs in the classroom currently seems to be one of the most hotly debated topics in education, with iPads fast becoming the tablet of choice for many schools. Discussions are ¾]MRKSZIVXLIFIWXIHYGEXMSREP apps, ways to use iPads in the classroom and across the curriculum, and how best to QEREKIQYPXMTPIHIZMGIW
With a set of iPads to manage, many WGLSSPWEVI½RHMRKXLIQWIPZIWMRXLI predicament of where to store, charge ERHW]RGLVSRMWIEPPSJXLIWIHIZMGIW With this concern in mind, LapSafe® Products created the UnoCart™ JSVM4EHWW]RGERHGLEVKIXVSPPI]8LI UnoCart™ for iPads offers secure storage, charging and synchronisation for up to either 16 or 32 iPads, alongside storage and charging for one laptop SV1EG&SSO8LMWEPPS[WWGLSSPWXS share iPads between classrooms, whilst TVSZMHMRKWEJIWXYHIRXEGGIWWXSJYPP] GLEVKIHQSFMPIGSQTYXMRK
One school who are already using the 9RS'EVXJSVM4EHWMW7X,YKLSJ 0MRGSPR6'4VMQEV]7GLSSP8IEGLIV Mark Mountcastle said of the trolley: ±8LI9RS'EVXJSVM4EHWSJJIVIHYW all of the functionality that we required at a lower price than other trolleys on XLIQEVOIX[MXLWMQMPEVWTIGM½GEXMSR ;IJIPXXLEXXLIXVSPPI][EWKSSHZEPYI for money, and, because it bears the 0ET7EJIREQI[IORI[XLEX[I´HFI KIXXMRKEVIPMEFPIERHVSFYWXWSPYXMSR² For more information on the UnoCart™ for iPads, and pricing, call LapSafe® free on 0800 130 3456
-XMWEPWSMQTSVXERXRSXXSSZIVPSSOXLI WIGYVMX]SJXLIWIZEPYEFPIHIZMGIWWQEPP and easy to conceal, iPads are sadly a TVMQIXEVKIXJSV[SYPHFIXLMIZIW8LEX´W why the UnoCart™ for iPads has been designed with a fully steel construction, and twin locking doors with separate keys for the front and back doors to MRLMFMXYREYXLSVMWIHEGGIWWXSXLIYRMX A NoteLok™ security cable has been built into the charging trolley for securing the MacBook while it is on top of the cabinet during the W]RGLVSRMWEXMSRTVSGIWW
sport in schools
Physical inspiration: The unseeQEHQH¿WVRI school sports In a recent survey commissioned by the Youth Sport Trust and Sky Sports Living for Sport, 45 per cent of parents questioned expressed the belief that their children have a better school sporting experience than they themselves had. 36 per cent were particularly impressed with the variety of sports available.
6IEPMWMRKXLEXXLIUYEPMXMIWRIIHIHXS succeed in sport - such as determination, GSR½HIRGIERHWIPJFIPMIJEVIEPWSOI]XS achieving wider goals, less athletic pupils QE]FITIVWYEHIHXLEXXLI]RIIHRSXFI TVSJIWWMSREPJSSXFEPPIVWSVKSPHQIHEPPMWXWXS FIRI½XJVSQWTSVXERHI\IVGMWI
Determination, GSR½HIRGIERHWIPJFIPMIJ are key to achieving wider goals
;MXLPIZIPWSJGLMPHLSSHSFIWMX]VMWMRK MX´WMQTSVXERXXLEX[IFYMPHSRXLMWERH IRGSYVEKI]SYRKWXIVWXSIRNS]FIMRKEGXMZI %WE7O]7TSVXW0MZMRKJSV7TSVX%XLPIXI Mentor, I visit schools across the North East of England, giving free sessions designed to help pupils develop positive attitudes to Of course, theoretical discussion is one sport and health. XLMRK4YTMPW[LSEVIWGITXMGEPEFSYXWTSVX [MPPSRP]VIEPP]FIGSRZIVXIH[LIRXLI]WII But there’s more to PE and school sports ½VWXLERHLS[FIRI½GMEPERHIRNS]EFPIMX XLERQEOMRKTYTMPWJEWXIV½XXIVERHQSVI GERFI skillful. One of my goals is to help the less athletic pupils - who may never win on -FIKMRQ]½VWXTL]WMGEPWIWWMSR[MXL WTSVXWHE]WSVFITMGOIH½VWXJSVJSSXFEPP ER]KVSYTF]WIXXMRKYTEGLEPPIRKIXLEX - to realise that, in addition to improving VIUYMVIWEXLPIXMGERHRSREXLPIXMGTYTMPWXS their health, sport can help them develop work together. The purpose of this activity EXXVMFYXIWXLEXEVIZMXEPXSWYGGIWWMRWGLSSP MWXSFVIEOXLIMGIERHLIPTWL]ERHMWSPEXIH and in life. TYTMPWJIIPZEPYEFPIXSXLIKVSYT Getting pupils to discuss how they and SXLIVWSZIVGEQISFWXEGPIWMRFSXLPMJI ERHWTSVXWGERFIEKSSHWXEVXMRKTSMRX www.innovatemyschool.com
,IVI´WERMGIFVIEOMRKEGXMZMX]]SYGERXV] 7XEVXF]EWOMRKEPPTYTMPW EKVSYTSJXIR XSX[IRX]MWMHIEP XSWXERHSREFIRGL 13
sport in schools )\TPEMRXLEXXLIGLEPPIRKIMWJSVXLIQXS arrange themselves in order of their dates SJFMVXL[MXLSYXXEPOMRKQSZMRKXLIMVPMTWSV WXITTMRKSJJXLIFIRGL8LITYTMPW[MPPLEZI XSYWILERHWMKREPWERHSXLIV ETTVSTVMEXI gestures to communicate with one another Craig Heap is a former Olympic and ERHKIXMRXSXLIGSVVIGXSVHIVEWUYMGOP] 'SQQSR[IEPXLK]QREWXERHER%XLPIXI EWTSWWMFPI 1IRXSVJSV7O]7TSV XW0MZMRKJSV7TSV X %JVIIMRMXMEXMZIHIPMZIVIHMRTEV XRIVWLMT For me, this has proved a great way to get with the Youth Spor t Trust, Sky Spor ts all the children interacting and having fun 0MZMRKJSV7TSV XLEW%XLPIXI1IRXSVW while working towards a common goal. These include retired and active Olympic and Paralympic competitors, [LSLEZIWSJEVLIPTIHTYTMPW This has proved a great MRSZIVWGLSSPWPIEVRRI[WOMPPW way to get all the children XLVSYKLWTSV X7GLSSPWWIIOMRKXSFI MRZSPZIHMR7O]7TSV XW0MZMRKJSV7TSV X interacting and having fun can get more information and sign up JSVXLIEGEHIQMG]IEVEX while working towards a [[[WO]WTSVXWGSQPMZMRKJSVWTSVX common goal.
-JSPPS[XLIMGIFVIEOIV[MXLEGXMZMXMIW centred around either a particular sport, ½XRIWWMRKIRIVEPSVRYXVMXMSRERHLIEPXL] lifestyles, depending on the school’s TVIJIVIRGI-´PPSJXIRWXEVXF]HIQSRWXVEXMRK my gymnastic skills and teaching the pupils EJI[JYRXYQFPIW;LEXIZIVXLIEGXMZMX]- JSGYWSRTVSQSXMRKGSR½HIRGIERHLIPTMRK XLITYTMPWHIZIPSTPMJIIRLERGMRKEXXVMFYXIW 1]NSYVRI]JVSQL]TIVEGXMZIGLMPHXS 'SQQSR[IEPXLKSPHQIHEPPMWXFIKERMRXLI gym. School sport can’t, of course, make all pupils Olympic athletes. But with the right ETTVSEGLMXGERKMZIXLIQXLIGSR½HIRGI to pursue Olympian aspirations. Read more articles like this at www.innovatemyschool.com 14
%VXMGPI[VMXXIRF] Craig Heap, Athlete Mentor for Sky Sports Living for Sport @SkySportsLFS www.skysports.com/livingforsport
AUGMENTED REALITY IN THE CLASSROOM A Technological Revolution Some of you may have heard of Aurasma already. Many of you may even be using it in your schools. However, for those of you that are not familiar with the technology a brief introduction is in order. Aurasma is the world’s leading Augmented Reality (AR) platform, an innovative new technology that bridges the void between the physical and virtual worlds. At the time of writing this, Aurasma has more than 8000 partners in over 100 countries worldwide. One reason for Aurasma’s rapid growth is that people recognise its ability to transform the way we see and interact with the world around us. In education particularly, this potential is already being realised, with more than 20% of Aurasma’s partners working in this sector. Some teachers and schools have embraced the technology to such an extent that it features as a fully integrated
Aurasma Quick Start Guide
A Download the Aurasma Lite app from the App Store or Google Play
Point your device at the images in this article to see our Shaw Wood videos
part of the classroom environment. Shaw Wood Primary School in Doncaster is one such example; achieving recognition and even picking up awards for their use of AR. Aurasma is easiest to understand visually so, after spending a day at Shaw Wood, we made a video documenting some of the different ways in which they have used the technology.
Double tap for Fullscreen Single tap to find out more
You can unlock this video and see Aurasma in action for yourselves by following the instructions above. Aurasma is entirely free for users and partners alike. The nature of the platform also means that the technology is completely scalable - using the same procedures throughout, you could start with a single classroom poster and progress to using AR to complement all school textbooks and learning materials.
To find out more about using Aurasma in your school, email email@example.com Already using Aurasma? Want to connect with other teachers using the technology? Check out the education section of the Aurasma Forum http://forum.aurasma.com www.innovatemyschool.com
The basics of good classroom management
The basics of classroom management part 4:
This series has covered everything from creating a temperate classroom climate to strategies and techniques for dealing with all kinds of disobedience - from minor QMWGLMIJXSEKKVIWWMZIHI½ERGI &YXXLIVIMWE½REPSJXIR overlooked aspect of effective behaviour management: rebuilding your relationship with a pupil after punishing him. 8SEPEVKII\XIRXXLIEXQSWTLIVIMRE GPEWWVSSQMWHIXIVQMRIHF]XLIVIPEXMSRWLMT FIX[IIRXIEGLIVERHTYTMPW&IGEYWI reprimanding or punishing a pupil risks HEQEKMRKXLEXVIPEXMSRWLMTMRI\TIVMIRGIH XIEGLIVWWSQIXMQIWPIXQMWFILEZMSYVKS unaddressed - particularly when the culprit MWE±HMJ½GYPX²TYTMP[MXL[LSQXLI]LEZI [SVOIHLEVHXSFYMPHVETTSVX
To a large extent, the atmosphere in a classroom is determined by the relationship between teacher and pupils 8LMWMWYRHIVWXERHEFPIFYXHI½RMXIP] MREHZMWEFPI-XHSIWETYTMPRSKSSHXS EZSMHXLIGSRWIUYIRGIWSJLMWEGXMSRWERH if punishments are applied inconsistently XSWSQITYTMPWFYXRSXSXLIVWXLIXIEGLIV [MPPWIIQYRJEMV%XIEGLIV[LSWLVMROW JVSQHMWGMTPMRMRKHMJ½GYPXTYTMPW[MPPUYMGOP] lose the respect of his class. *SVXYREXIP]MXMWTSWWMFPIXSTYRMWLETYTMP´W QMWFILEZMSYV[LMPIQEMRXEMRMRKEKSSH relationship with him and his classmates. Innovatemyschool
*MVWXEWI\TPEMRIHMRXLITVIZMSYWEVXMGPI MRXLMWWIVMIWXLIGSRWIUYIRGIWJSVFEH FILEZMSYVQYWXFIORS[RMREHZERGIF] XLIGPEWWERHETTPMIHGSRWMWXIRXP];LIRXLMW is the case, most pupils will accept them [MXLVIEWSREFP]KSSHKVEGI )UYEPP]MQTSVXERXMWLS[XLIXIEGLIV FILEZIWXS[EVHWETYTMPEJXIVTYRMWLMRKLMQ 7SQI]IEVWEKS-[EWXIEGLMRKE=IEV science group with whom I usually got on well. It was near the end of the summer XIVQERH[I[IVIEPPKIXXMRKEFMXXMVIH 3RITEVXMGYPEVTYTMP0YOI[EWFIMRKVEXLIV more chatty and distracted than usual. Instead of following my predetermined VYPIWERHKIXXMRKLMQFEGOSRXEWO- snapped and shouted. 8LIGPEWW[EWWXYRRIHERHXLIFS]FIKER to sulk. It was clear that I was at fault and that it [EWQ]NSFXSTYXXLMRKWVMKLX%JXIVEJI[ QMRYXIW-[IRXSZIVXS0YOI´WHIWOERH apologised. I was going to go on to say XLEX-[EWRSXLEZMRKEKSSHHE]FYX0YOI TSPMXIP]MRXIVNIGXIH±7´EPPVMKLXWMV²LIWEMH ±(SR´X[SVV]EFSYXMX² %RHXLEX[EWXLEX,MWHIQIERSYVERHXLEX of the class, instantly returned to normal. -X[EWVIQEVOEFPIXLEXWYGLEWMQTPIEGX LEHWYGLEHVEQEXMGIJJIGX3RVI¾IGXMSR- VIEPMWIHXLEXF]ETSPSKMWMRK-LEHRSXSRP] EGORS[PIHKIHERMRNYWXMGIFYXLEHKMZIR 0YOIXLISTTSVXYRMX]XSFIQEKRERMQSYW The lesson for me was that if you have a good relationship with your pupils, they [MPPPMOIXLIFIWXSJJEQMPMIWJSVKMZI]SYV mistakes. But the incident also shows that
MXMWTSWWMFPIXSVIFYMPHEVIPEXMSRWLMT[MXL a pupil after punishing him - even after punishing him unfairly - if the teacher, as the EHYPXXEOIWVIWTSRWMFMPMX]JSVHSMRKWS Even when your punishments are fair and NYWXXLIVIEVIWXITW]SYWLSYPHXEOIXS ensure that there is no lasting deterioration in your relationship with the pupil:
The incident also shows that it is possible to rebuild a relationship with a pupil after punishing him - even after punishing him unfairly 17
Systems for all stakeholders
3. Schools can use any or all the sites listed at (1).
5. A paper free system that eliminates the print production cost of Governance for both schools and LA Governor Services.
Subscription rate for Online Governor Plus £340 + VAT p.a. To register an interest and more information about special rates for Local Authorities, Cluster Schools and Academy Trusts contact me Terence Ayres: firstname.lastname@example.org Tel: Daytime 07810410863 Tel: Evening 0113 2289232
6. Can be used as an additional service provided to schools by Governor Support Services to generate income. “ a highly effective way of carrying out the work and administration of the governing body” OFSTED Inspectors Report
2. There is a 4th site the Local Business Directory which should generate income for the school well in excess of subscription to Online Governor Plus -this should please Business Manages and Bursars.
4. Schools could use the excess income from the Local Business Directory to part fund existing systems including Local Authority Clerking Service.
Fi na lis t
1. The system provides online sites for Head Teachers, Parent Teacher Groups and School *RYHUQRUVÀQDQFHG independently of school budgets.
The basics of good classroom management Acknowledge that the pupil has VIWYQIHGSVVIGXFILEZMSYV%WMQTPI±[IPP HSRI²SV±XLERO]SY²[MPPHS 0SSOJSVERIEVP]STTSVXYRMX]XSpraise or encourage the pupil. Compliment LMW[SVOSVEWOLMQEUYIWXMSRLIMWPMOIP] XSFIEFPIXSERW[IVERHXLIRTVEMWILMQ for getting it right. In addition to letting LMQORS[XLEX]SYFIEVRSKVYHKIJSV his earlier misdemeanour, this sends the message that you are fair and as likely to VI[EVHKSSHFILEZMSYVEWXSTYRMWLFEH
STTSVXYRMX]XSINIGXLMQJVSQXLIVSSQ using a different pen to add the reason for VIJIVVEP;MXLWYGLERIKEXMZIEXXMXYHIJVSQ the teacher, it was hardly surprising that the pupil was only too willing to live up - or VEXLIVHS[RXSI\TIGXEXMSRW %RSXLIVXMQI-[MXRIWWIHEJIPPS[XIEGLIV rip up a note of apology from a pupil ERHPMXIVEPP]XLVS[MXFEGOMRLIVJEGI-X´W no coincidence that this teacher was a JVIUYIRXYWIVSJXLIVIJIVVEPW]WXIQ
Most importantly, clean the slate. Don’t GEVV]QMWXEOIWQEHIF]XLITYTMPMRXS XLIRI\XPIWWSR;LEX´WHSRIGERRSXFI YRHSRI2SFSH]PMOIWXSFIVIQMRHIHSJ TEWXIVVSVW3RGIERMWWYILEWFIIRHIEPX with, move on and start again.
I witnessed a fellow teacher rip up a note of apology from a pupil and literally throw it back in her face.
Nobody likes to be reminded of past errors.
It is frustrating when your carefully TVITEVIHPIWWSRMWVYMRIHF]VITIEXIH disruption. But it is a measure of our maturity and professionalism that, however many times we are disappointed, we are EFPIXSWXEVXIZIV]PIWWSR[MXLEGSQTPIXIP] FPEROWPEXIERHTSWMXMZII\TIGXEXMSRWSJEPP pupils in the class.
&IMRKEFPIXSTYRMWLTYTMPW[MXLSYX damaging your relationship with them is RSXIEW]%WXLIXIEGLIVMRGLEVKISJQ] WGLSSP´W±GSSPMRKSJJ ²VSSQERHMWSPEXMSR unit, I was intrigued one day to receive a referral slip written out in two different GSPSYVWSJMRO8LILETPIWWTYTMPFIEVMRKXLI slip arrived at the isolation unit only a few minutes after the start of the lesson from [LMGLLILEHFIIRVIQSZIH The reason for the different colours? It XYVRIHSYXXLEXXLIXIEGLIVLEH½PPIHMR the pupil’s details on the slip some time FIJSVIXLIPIWWSRERHXLIRXEOIRXLI½VWX www.innovatemyschool.com
Read the previous parts of this series at www.innovatemyschool.com %VXMGPI[VMXXIRF] Ed Whittaker, Teacher and Managing Director of Schools Data Services @IRIS_behaviour www.sds.ac
What “independent” careers guidance really means - and how to provide it
independent careers advice From this September, all secondary schools must provide “independent” and “impartial” careers guidance to pupils in years 9-11. This should include information on all options available for 16-18 education or training, including apprenticeships. 8LMWEVXMGPIPSSOWEX[LEXMWQIERXF] ±MRHITIRHIRXKYMHERGI²ERHLS[WGLSSPW QMKLXFIWXTVSZMHIMX-XMWFEWIHSRXLI ½RHMRKWSJER67%JYRHIHTMPSX8VERWMXMSRW Programme, carried out in secondary WGLSSPWFIX[IIR7ITXIQFIVERH 1EVGL
GSRHMXMSRWSJI\XIVREPMX]ERHMRHITIRHIRGI MRXLIPIKMWPEXMSR%WMJXSYRHIVPMRIXLI notion that face-to-face support is not VIUYMVIHXLI+SZIVRQIRXMWTVSQSXMRKMXW National Careers Service, which offers such online and telephone support. Information vs decision-making skills 8LITVSFPIQ[MXLXLMWMWXLEXTVSZMHMRK independent, impartial careers guidance can too easily default to giving pupils a PMWXSJ[IFWMXIWXSZMWMX-RJSVQEXMSRMW satisfyingly concrete. But it is not enough. ;IPMZIMRERMRJSVQEXMSREKIMXMWTSWWMFPI for young people to research their options ZIV]UYMGOP]°ERHMRHITIRHIRXP];LEX they may well lack, however, are the agency, resilience and decision-making skills VIUYMVIHXSQEOIYWISJXLIMRJSVQEXMSR EZEMPEFPI
What is independent guidance? 8LI)HYGEXMSR%GXWXEXIWXLEXXSFI independent, careers guidance must come from a person not employed at the school. %GGSQTER]MRKWXEXYXSV]KYMHERGIMWWYIHF] 8LI½RHMRKWSJXLI67%JYRHIH8VERWMXMSRW XLI(ITEVXQIRXJSV)HYGEXMSRIPEFSVEXIW 4VSKVEQQI[LMGL[SVOIH[MXL=IEV somewhat, stating: pupils in four schools around the country SZIVEWM\QSRXLTIVMSHMRHMGEXIXLEXEPP “Schools should secure access to independent OMRHWSJTYTMPWGERFIRI½XJVSQGLEPPIRKMRK face-to-face careers guidance where it is face-to-face mentoring concerning their the most suitable support for young people careers and futures. to make successful transitions, particularly children from disadvantaged backgrounds or The programme focused on coaching and those who have special educational needs, training rather than guidance. The aim was PIEVRMRKHMJ½GYPXMIWSVHMWEFMPMXMIW² to motivate pupils to identify and start to EGLMIZIXLIMVPSRKXIVQKSEPWF]FYMPHMRK It also states that careers guidance activities their agency and resilience. “may take place on an individual or group FEWMWERHQE]FIJEGIXSJEGISVEXE Each pupil in the pilot took part in four distance (including help lines and web-based group workshops and two one-to-one services)²?Q]IQTLEWMWA GSEGLMRKWIWWMSRW8LI[SVOWLSTWI\TPSVIH interconnected issues: dealing with critical 8LMWMQTPMIWXLEXMJEWGLSSPFIPMIZIWMXW JIIHFEGOGVIEXMZITVSFPIQWSPZMRK TYTMPWHSRSXVIUYMVIJEGIXSJEGIWYTTSVX persuasive speaking, and analysing personal MXRIIHSRP]HMVIGXXLIQXS[IFWMXIWERH networks. telephone helplines, since these satisfy the www.innovatemyschool.com
independent careers advice The one-to-one sessions were short, challenging coaching sessions, tailored to IEGLTYTMP[MXLI\IVGMWIWHIWMKRIHXS TVSQTXVI¾IGXMSRERHKIXTYTMPWXSXLMRO QSVIHIITP]EFSYXXLIMVJYXYVIW
within a clear and secure framework, to move forwards. Coaching young people works as a preventative, addressing issues that might damage pupils’ motivation later in life.
%XXLIWXEVXSJXLITMPSXMX[EWGPIEVXLEX most pupils had never considered their PSRKXIVQJYXYVIW1ER]IMXLIVLEHMR¾EXIH I\TIGXEXMSRWSV[IVIWIPPMRKXLIQWIPZIW WLSVX8LIMVHIGMWMSRW[IVISJXIRMR¾YIRGIH F]TEVIRXWSVXIEGLIVWERHXLI]PEGOIHXLI GSR½HIRGIXSQEOIXLIMVS[RGLSMGIW
8LI)HYGEXMSR%GXWXEXIWXLEX GEVIIVWKYMHERGIWLSYPHFI[LEX±XLI person giving it considers will promote XLIFIWXMRXIVIWXWSJXLITYTMPWXS[LSQ MXMWKMZIR²8LMWMKRSVIWXLIMHIEXLEX TYTMPWEVIERHRIIHXSFIXLIEKIRXWSJ their own success. Young people are full SJTEWWMSREXIMRXIVIWXW;LEXXLI]RIIHMW The programme challenged pupils’ WYTTSVXXSIREFPIXLIQXSQEOIIJJIGXMZI TVIGSRGITXMSRW[LMGLWSQIJSYRHHMJ½GYPX GSRGVIXIERHWYWXEMREFPIHIGMWMSRWEFSYX %WSRITYTMPWEMH“I don’t want to make a XLIMVJYXYVIW'EVIIVWGSEGLMRKGERFI HIGMWMSR-[ERXXSFIXSPH[LEXXSHS%PXLSYKL XLIHMJJIVIRGIFIX[IIRWMQTP]HMWTIRWMRK -LEXIFIMRKXSPH&YX-LEXIQEOMRKHIGMWMSRW information and really motivating pupils to )ZIRWQEPPXLMRKW² take positive action. 3ZIVEPPLS[IZIVXLI½RHMRKWMRHMGEXIH that coaching young people early in their careers helps them learn to manage change for themselves. Many pupils came to the ½REPGSEGLMRKWIWWMSR[MXLWMKRM½GERX GSRGVIXIHIGMWMSRWEFSYXXLIMVJYXYVI Managing change is vital in an employment world of portfolio careers.
Findings indicated that coaching young people early in their careers helps them learn to manage change for themselves 'SEGLMRKMW[MHIP]YWIHMRFYWMRIWWXVEMRMRK Its value is in actively challenging people,
Young people are full of passionate interests. What they need is support to enable them to make effective decisions about their futures.
Read more articles like this at www.innovatemyschool.com %VXMGPI[VMXXIRF] Dr Ingrid Wassenaar @ingridwassenaar email@example.com ingridwassenaar.weebly.com
Careers Guidance Solutions Inspire your students with high quality and impartial solutions to support their transitions in school. CASCAiD’s Schools Package provides online careers guidance and information for Year 7 -11 and post-16. Featured industry-expert writer for Innovate My School
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Twinterview with... Carol Allen
experienced advisory teacher who specialises in special educational needs and IT Carol Allen has taught SEN to all age groups from preschoolers to pensioners. In no more than 140 characters per response, she explains how technology can help pupils who are struggling with reading, and gives her top tips for aspiring SEN teachers.
Hi Carol. Please would you start by telling us, in no more than 140 characters, what inspired you to get involved in SEN? -JSYRHWGLSSPIEW] JYR[EWJEWGMREXIHF] those who didn’t and tried to work out why & how to help. This developed to a lifetime passion.
Is there a single most important factor in successfully teaching SEN pupils of all needs and ages? -RMXMEPP]MKRSVI[LEXLEWFIIRTVIZMSYWP] [VMXXIRSFWIVZIQMRYXIP]PMWXIRMRXIRXP] [MXLSYXTVINYHKMRKERHIRKEKIGSQQSR sense.
I understand you’ve taught SEN to groups where the average age is 78. How did that compare with teaching children? I thought I was a good teacher until I took on this group. Had to rethink approach, QIXLSHSPSK] TVSGIWWIWXSXEPP]6I½RIHQ] approach!
You specialise in IT as well as SEN. What’s the best piece of technology for helping SEN pupils? -XMWENMKWE[XLIVMKLXFMXJSVSRIQMKLX FIXSXEPP][VSRKJSVERSXLIV;LIR]SY complete the puzzle it is perfect!
twinterview How do you help pupils who are struggling to learn to read? Remove the pressure. Start from their MRXIVIWXW YWIXIGLWYTTSVXIKW]QFSPWSV 'PMGOIVXSJVEQIXLIVIEHMRKTVSGIWW-XLEW XSFIJYR What do you teach colleagues about working with the parents of SEN children? 4EVIRXWORS[XLIMVGLMPHFIXXIVXLEX[IGER ever hope to. By listening and working with them we can achieve much greater progress & impact.
Yes. Technology has allowed some people with autism to show us glimpses of their ZMI[ZMEZMHISSR=SY8YFIWTIEOMRKERH [VMXMRKEFSYXMX Finally, what’s your top tip for aspiring SEN teachers? )EGLPIEVRIVMWYRMUYI QYWXFIXVIEXIH EWWYGL.YWXFIGEYWIWSQIXLMRK[SVOIHJSV one, it may not work for another with the WEQIFEVVMIV
The psychiatrist Laurent Mottron recently suggested that autism be considered a different way of looking at the world. Do you agree?
%VXMGPI[VMXXIRF] Carol Allen, Advisory Teacher for ICT/SEN and Inclusion @caroljallen
Free spelling games . free resources for teachers £10,000 prize to be won Schools can receive 25% of funds raised by their students
A networked Tablet PC for every student? Are you ready? Can you provide secure access? Your infrastructure is under constant threat; it’s time to take control! With the advent of Virtual Desktop Interfacing (VDI) through the use of VLEs in schools, and the move towards accessing any application anywhere from any device, we now see the potential for the ‘bring your own device’ (BYOD) approach, which can save schools money. iPads - or for that matter any device (including Android) in front of the school children in networked environments - have the potential to transform learning. Interaction by “screentouch” using ½RKIVWSVWX]PYWWIIQWTVIJIVEFPIXS keyboard and mouse. However... STOP!... Have you stopped to consider the security aspects? Is your child’s data secure? Children are top targets for identity theft: they normally have clean credit records which can make their data easier to use by thieves in identity theft or fraud. AEP Networks’ Ultra Protect ensures that only authorised children, teachers or admin staff see the information that they are meant to see based on their role. Educational establishments increasingly have to ensure data segregation for a host of requirements, ranging from the Data Protection Act to compliance.AEP Networks Ultra Protect TVSZMHIWEYRM½IHWSPYXMSRXLEXSJJIVWWIGYVI access to web applications, terminal services, remote desktops, legacy applications, and full LAN access - all through a single pane of glass “webtop” view.
“Take Control” and learn how AEP Networks can protect your school. Find out how Ultra Electronics AEP Networks can work for you, contact Vigil Software on 0845 4900 245
Using the AEP Networks’ Ultra Protect solution will allow your school to: (IPMZIV]SYV:0)XSER]MRXIVRIXVIEH]HIZMGI in any location with internet access. 'YX]SYV1MGVSWSJX)RXIVTVMWI0MGIRWMRK budget by up to 30%. 0IZIVEKISYVIHYGEXMSRWIGXSVTVMGMRK Schools don’t have an enterprise agreement with us.The cost is pennies per student instead of hundreds of pounds. 6IHYGIGSWXWSRLEVH[EVIWYTTSVXERH maintenance AEP Networks minimises risk with a solution that enables secure, web-browser access to a broad range of business applications. 2I[P]VIPIEWIHM4EHETTJSV9PXVE4VSXIGXJSV a true Windows experience. 5YMGOP]ERHWIGYVIP]VIEGLZMVXYEPP]ER] application, including legacy applications, in XSHE]´W-8IRZMVSRQIRXMRGPYHMRK1MGVSWSJX 3YXPSSO;MRHS[W6IQSXI(IWOXST Services and server-based applications, as well as traditional client/server applications SZIVE:428YRRIP %GVSWW1MGVSWSJX'MXVM\:1;EVI92-<[IF and mainframes, users can enjoy access to all of their applications via a single web page.
User REVIEWS Parents' Evening Booking System “Our parents enjoy the opportunity to have control over their bookings and it has increased the number of bookings we have WYFWXERXMEPP]8LIXVEGOMRKEPPS[WYWXSWII[LSLEWRSX]IX FSSOIHERHQEOIGSRXEGX[MXLXLIWITEVIRXW:IV]TPIEWIH[MXL XLITVSHYGXERH-LEZIVIGSQQIRHIHMXXSRYQIVSYWWGLSSPW² Peter Moise, Head Teacher at Preston School.
Mathletics ±1EXLPIXMGWLEWLIPTIHSYVTYTMPWFIGSQIQSVIGSR½HIRXERH IRKEKIHMR1EXLW4YTMPWPSZIIEVRMRKGIVXM½GEXIWERHGVIHMXW ERHEVILIRGIQSXMZEXIHXSOIITMQTVSZMRKXLIMVQEXLW&IMRK able to tailor courses for pupils and track results on Mathletics EVIZEPYEFPIXSSPWXSLIPTQSRMXSVWXYHIRXTVSKVIWW² Andrew Mubeezi, St John Bosco School
Reading Eggspress “I introduced Reading Eggspress to Years 5 and 6 before Christmas ERH[MXLMRHE]WXLI][IVILSSOIH8LI]PMOIXLIGSQTIXMXMZIRIWW SJXLITVSKVEQERHKEMRMRKVI[EVHW8LI]HIWGVMFIMXEW³JYR´ERH ³LIPTMRK]SYVIEH´ERHPSZIXSKSSRXLITVSKVEQMRXLIMVS[R XMQI-RXIVIWXMRKP]WSQIGLMPHVIRJIPXXLEXYWMRKXLITVSKVEQLEH IRGSYVEKIHXLIQXSVIEHFSSOWQSVIXSS² Janet Gough, Cockerham Parochial CE Primary School
R ea d m o r e at in n
ovatemysch o o l.c
Hindu workshops ±-XLSYKLXXLITVIWIRXEXMSR[EWZIV]IHYGEXMSREPERHWXMQYPEXMRK-X gave the children a vast insight to different aspects of the religion and -XLMROMX[EWEKVIEX[E]XSMRXVSHYGIXLIQXSMX;IEVIWXYH]MRK Hinduism after October and I would just like to say thanks again for GSQMRKERHHSMRKERI\GIPPIRXTVIWIRXEXMSR² Fiona McLellan, R.E. Co-ordinator, Dalmilling Primary School, Ayr
Pebble ±%PP[IGERWE]EFSYX*YRH1EREKIVMWXLEXMXMWEJERXEWXMGXSSP JSVEPPWGLSSPW8LIWIVZMGI[ILEZILEHJVSQ4IFFPIMWJERXEWXMG Every year they have assisted us in whatever we have asked, MRGPYHMRKEHHMRKE:%8STXMSRXSVITSVXWRS[XLEX[ILEZI FIGSQIER%GEHIQ];IPPHSRIXSIZIV]SRI² +MPPMER&EXIW*MRERGI3J½GIV*SVQF],MKL7GLSSP
IRIS “IRIS is an outstanding software package that makes rewarding WXYHIRXWERHVIGSVHMRKMRGMHIRXWMRGVIHMFP]IEW]8LI[LSPIWGLSSP LEWFIRI½XIHJVSQYWMRK-6-7IWTIGMEPP]TEWXSVEPWXEJJ8LIXIEQ EX-6-7EVIZIV]WYTTSVXMZIEP[E]WJEWXXSVIWTSRHERHLIPTJYP² Rowena Harris, Maths teacher, Calday Grange Grammar School
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curtailing the calculator
Why pupils should do more maths in their minds Almost everyone who studied maths at school will at some point have bumped into BIDMAS or its twin, BODMAS. BIDMAS stands for Brackets, Indices
TS[IVW Division and Multiplication, Addition and SYFXVEGXMSR&3(1%7MW MHIRXMGEPI\GITX±MRHMGIW²EVIGEPPIH±4S[IV OJ ²&SXLEGVSR]QWXIPPYWXLIWEQIXLMRK the order in which to tackle the operators MRERIUYEXMSR *SVI\EQTPIMRXLIWYQ1 + 22 - (3 + 2) x 4[IQYWX½VWXIZEPYEXIXLIGSRXIRXWSJ XLIFVEGOIXW-RHMGIW TS[IVW [SYPHFI RI\XXLIRHMZMWMSRERHQYPXMTPMGEXMSRXLIR ½REPP]EHHMXMSRERHWYFXVEGXMSR This order of precedence is crucial in all arithmetic. To do things in a different order
XSWXEVXWSPZMRKXLIEFSZIWYQF]HSMRK 1 + 2JSVI\EQTPI [SYPHSJXIRPIEHXSE different and incorrect answer.
±7MV'ER´X-NYWXX]TIXLIUYIWXMSRMRXSQ] GEPGYPEXSVERHTVIWWIUYEPW#² -X´WEJEMVUYIWXMSR%JXIVEPPMWR´XXLEX[LEX the calculator is for? If the pupil inputs XLIUYIWXMSREGGYVEXIP]MX[MPPTVSZMHIXLI GSVVIGXERW[IV+MZIRXLEXSRIGERNYWXYWI XLIGEPGYPEXSV[L]PIEVREFSYX&-(1%7EX all, let alone memorise or practise using it? I’m afraid that in order to see why, we shall LEZIXSGSRWMHIVERSXLIVQEXLWTVSFPIQ ;SVWIWXMPPXLMWSRI[MPPMRZSPZIEPKIFVE 0IX´WOIITMXVIEPP]WMQTPIIZEPYEXIXLI I\TVIWWMSRa + b2[LIVIE!ERHF! It seems, I hope, straightforward. One WYFWXMXYXIWMRXLIZEPYIWSJa and b into the IUYEXMSRERHXLIRTIVJSVQWXLIRIGIWWEV] calculations.
=IX[MXLXLMWWSVXSJUYIWXMSRTYTMPW[LS routinely do arithmetic without calculators, ERHXLIVIJSVILEZI&-(1%7½VQP]MRQMRH %XXLMWTSMRXMRXLII\TPEREXMSRTIVLETW are at an advantage. They think of b = EJXIVEGSYTPISJI\EQTPIWLEZIFIIR -3ERHWUYEVI-3 to get 9-RHMGIWFIJSVI GSZIVIHSRXLIFSEVHETYTMP[MPPGEYXMSYWP] addition. Then it’s very simple: 2 + 9 = 11. raise his hand. Correct! www.innovatemyschool.com
curtailing the calculator Pupils who rely on calculators are more PMOIP]XSWPMTYT2SXXLMROMRKSJ&-(1%7 they don’t realise that when inputting -3 into the calculator, they need to surround it [MXLFVEGOIXWMRSVHIVXLEXXLIQMRYWWMKR FIETTPMIHXSXLIFIJSVIXLITS[IVMW GEPGYPEXIH8LI]WMQTP]TVIWWXLIFYXXSRW MR[LEXWIIQWXLISFZMSYWSVHIV2,+, -, 3, x2, =. The calculator, dutifully applying &-(1%7½VWX[SVOWSYXXLEX32 is 9. It then calculates that 2 + – 9 = -7;VSRK More interesting than this mistake is the way pupils react when told that they have the wrong answer. Being unfamiliar or EXPIEWXYRTVEGXMWIH[MXL&-(1%7XLI] struggle to understand why they needed to enclose the -3MRFVEGOIXW 8SFIGPIEV it’s so that -3MWWUYEVIHVEXLIVXLER3; VIQIQFIVb = -3 and we are trying to calculate b2 8LIMVMRGSQTVILIRWMSRSJXIR manifests in the confused response: “The GEPGYPEXSVKMZIWQIEHMJJIVIRXERW[IV² It is as if the pupils think that using the GEPGYPEXSVQEOIWMXMQTSWWMFPIJSVXLIQXS get the wrong answer. 8LMWVIEGXMSRWYKKIWXWEHIITIVTVSFPIQ pupils often see the calculator not as a tool XSLIPTXLIQHSQEXLWFYXEWEHIZMGIXLEX does maths for them, that relieves them of the need to understand mathematical concepts. Perhaps the reason the calculator has this IJJIGXLEWWSQIXLMRKXSHS[MXLMXWIUYEPW FYXXSR3RXLIGEPGYPEXSVIUYEPWMWXLI FYXXSRXLEXKMZIWXLIERW[IV-RVIEPQEXLW IUYEPWMWEWMKRXLEXLEWEHMJJIVIRXERHJEV more profound meaning. It states that what MWSRMXWPIJXMWIUYEPXS[LEXMWSRMXWVMKLX From this fact, it follows that if you change [LEXMWSRSRIWMHISJXLIIUYEPWWMKR
XLISXLIVWMHIQYWXFIGLERKIHF]XLI same amount. This concept is a cornerstone of QEXLIQEXMGW;MXLSYXYRHIVWXERHMRKMXSRI will struggle to grasp more advanced maths, EW[IPPEWXLIQIERMRKSJXLIIUYEPWWMKR in disciplines such as physics and computer science.
This concept is a cornerstone of mathematics. Without understanding it, one will struggle to grasp more advanced maths Calculators are useful and often necessary. 4YTMPWWLSYPHFIXEYKLXLS[ERH[LIRXS use them: as a tool for dealing with large SVGSQTPI\RYQFIVWRSXEWEWIQMQEKMGEP ERW[IVTVSHYGMRKHIZMGIXLEXSFZMEXIWXLIMV need to truly understand the principles of mathematics. For it is through learning and practising these principles that one develops and sharpens the mighty logical ERHVIEWSRMRKGETEFMPMXMIWSJXLIQMRHE calculator far more powerful and profound than any contraption of wire and electronics. %VXMGPI[VMXXIRF] Will Miles, Maths teacher, Merchant Taylors’ School, Crosby www.merchanttaylors.com
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An introduction to the taxonomy everyone Is talking about The Structure of Observed Learning Outcome (SOLO) taxonomy aims to show pupils how to develop sophisticated responses to questions by getting them to examine their thought-process as their understanding of a topic improves. I began using SOLO in 2011, and it is now integral to my teaching. 7303HI½RIW½ZIWXEKIWSJYRHIVWXERHMRKJSVER]XSTMGTVIWXVYGXYVEPYRMWXVYGXYVEP QYPXMWXVYGXYVEPVIPEXMSREPERHI\XIRHIHEFWXVEGX8LI½VWXXLVIIMRZSPZIKEXLIVMRKVIPIZERX MRJSVQEXMSR8LISXLIVX[SEVIEFSYXYWMRKXLEXMRJSVQEXMSRPMROMRKJEGXWERH½RHMRKW UYIWXMSRMRKI\MWXMRKMHIEWEFSYXXLIXSTMGERHJSVQMRKRI[XLISVMIW %PP[IPPERHKSSH&YXLS[HSIWMX[SVOMRTVEGXMGI#,IVI´WEWMQTPM½IHI\EQTPISJ LS[7303GERLIPTETYTMP[MXLPMXXPIORS[PIHKISJEXSTMGHIZIPSTEWSTLMWXMGEXIH understanding of it and see the thought-process that got him there. In our imaginary PIWWSRXLIKSEPMWJSVTYTMPWXS[VMXIERIWWE]I\TPSVMRKXLIGLSMGIW.SLRR](ITTLEW made in his acting career. Gathering Information
Missed the point Rational
SOLO LEVEL: PRESTRUCTURAL (the pupil has missed the point) Pupil Response: I think Johnny Depp is a Shakespeare character FIGEYWI[I[EXGLIHE½PQ JIEXYVMRKFSXLSJXLIQ
To Move On: 8LITYTMPQYWXFIKMRXS KEXLIVFEWMGMRJSVQEXMSR on the topic. He has clearly not understood that Johnny Depp is an actor, and knows of no choices Mr Depp has made.
Pupil Response: .SLRR](ITTEGXWMR½PQW
To Move On: The pupil has understood one choice Johnny Depp has QEHIFYXXLIVIMWRSJYVXLIV detail. The pupil should conduct further research into the actor’s career and the different roles he has played.
Pupil Response: -ORS[PSXWEFSYXXLIPMJI and times of Johnny Depp. -ORS[XLI½PQWXLEXLI has acted in. I know that he dislikes mainstream ½PQW,ILEWEGXIHMRWSQI QEMRWXVIEQ½PQW
To Move On: 8LITYTMPQYWXFIKMRXS QEOIPMROWFIX[IIRXLI information he has found EFSYX.SLRR](ITT´WPMJIERH the choices he has made as an actor.
going solo RELATIONAL Pupil Response: Johnny Depp is a popular EGXSV[LS½VWXGEQIXSSYV WGVIIRWMRXLIW%X this time, cinema was very popular. Johnny, however, HIGMHIHXSWLYRXLIFVMKLX lights of Hollywood, opting instead for less mainstream VSPIWMR½PQWWYGLEW;LEX´W Eating Gilbert Grape?
To Move On: The information gathered LEWFIIRPMROIHGSRXI\XYEPP] The pupil should analyse ERHUYIWXMSRLMW½RHMRKW and draw his own GSRGPYWMSRWEFSYX[LEXLI has discovered.
EXTENDED ABSTRACT interest of potential fans JVSQRMGLIKVSYTW#0IXYW look through his career LMWXSV]XS½RHSYX©
Pupil Response: Johnny Depp is a popular EGXSV[LS½VWXGEQIXS SYVWGVIIRWMRXLIW This was a time when cinema was very popular. Johnny, however, decided XSWLYRXLIFVMKLXPMKLXWSJ Hollywood, opting instead for less mainstream roles, in ½PQWWYGLEW;LEX´W)EXMRK Gilbert Grape?;EWXLMW conscious decision to avoid XLIPMQIPMKLXEGXYEPP]NYWXE clever tactic to engage the
To Move On: The pupil has linked his ORS[PIHKII\EQMRIHMXMR greater detail and theorised EFSYX.SLRR](ITT´W choices. He should always seek out new ways to develop and apply what he has learnt. Article continues on page 39.
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going solo Implementing SOLO &]TVSZMHMRKEGPIEVP]HI½RIHTEXLXS LMKLIVSVHIVXLMROMRK7303QEOIWWIPJERH TIIVEWWIWWQIRXIEWMIV-RQ]I\TIVMIRGI [MXLZEVMSYW]IEVERHEFMPMX]KVSYTW MRGPYHMRKWM\XLJSVQERHFSXXSQWIXWSRGI TYTMPWLEZIFIIRXEYKLXXLIJIEXYVIWSJIEGL 7303PIZIPERHLS[MXPIEHWXSXLIRI\X XLI]EVIUYMGOP]EFPIXSYWIXLIW]WXIQXS HIZIPSTWSTLMWXMGEXIHMHIEWEFSYXEPQSWX any topic.
Ensure that you fully understand the idea before using it in the classroom
Because it is a highly structured approach, 7303QYWXFIMRXVSHYGIHEGGYVEXIP] Ensure that you fully understand the idea FIJSVIYWMRKMXMRXLIGPEWWVSSQ'VIEXI I\EQTPIWPMOIXLSWIMRXLMWEVXMGPIMRSVHIV XSIWXEFPMWLLS[XLIETTVSEGLGERFIYWIH [MXLMR]SYVWYFNIGX-J]SYEVIGSRJYWIH what hope do your pupils have of ±KIXXMRKMX²# In particular, pupils must recognise the HMJJIVIRGIWFIX[IIRXLIPIZIPWERHXLI importance of each level. Multistructural QE]FIE±PIWWIV²JSVQSJYRHIVWXERHMRK XLERVIPEXMSREPFYXMXMWERIGIWWEV] precursor to it: one cannot relate multiple JEGXW[MXLSYX½VWXKEXLIVMRKXLIQ&IWYVIXS I\TPEMRIEGLWXEKI´WTPEGIMRXLIWIUYIRGI of thinking. If pupils already have good knowledge of a topic, they may need less XMQIJSVQYPXMWXVYGXYVEPVIWIEVGLFYXMXMWWXMPP necessary to acknowledge its importance www.innovatemyschool.com
- if only for when they encounter a topic EFSYX[LMGLXLI]EX½VWXORS[ZIV]PMXXPI -XMWEPWSMQTSVXERXXLEX]SYVMRMXMEPUYIWXMSR FIEGGIWWMFPIERHXLEXMXIREFPIWTYTMPW XSHIZIPSTXLIMVERW[IVXSXLII\XIRHIH EFWXVEGXPIZIP;LIR-½VWXYWIH7303 [MXLQ]=IEVGPEWW-FIKERF]TSWMRKXLI UYIWXMSR±(MH7LEOIWTIEVI[VMXIIZIV] WXSV]IZIV[VMXXIR#²%X]TMGEPVIWTSRWI[EW ±2SFYXLI[VSXIPSXWSJTPE]W² %XXLMWTSMRX-MRXVSHYGIH7303ERH I\TPEMRIHXLEXWYGLEVIWTSRWI[EW YRMWXVYGXYVEPMJGSVVIGXFYXTVIWXVYGXYVEPMJMX missed the point. 2I\X-I\TPEMRIHXLEXXLITYTMPW´I\MWXMRK knowledge of Shakespeare (not their singleWIRXIRGIERW[IVWFYXXLISXLIVXLMRKWXLI] EPVIEH]ORI[ [EWQYPXMWXVYGXYVEP-KSX XLIQXS[VMXIIZIV]XLMRKXLI]ORI[EFSYX Shakespeare and his plays on large pieces of paper, and I gave them some further facts FIJSVI[IQSZIHSR
It is also important that your initial question be accessible, and that it enables pupils to develop their answer ,EZMRKXLYWIWXEFPMWLIHQYPXMWXVYGXYVEP knowledge, we moved on to relating the facts and ideas they had written down. I asked the pupils to compare Shakespeare with a modern writer and to use their knowledge of Shakespeare’s times and
going solo modern times to compare and contrast the work of the two writers. *MREPP]-EWOIHXLITYTMPWXSUYIWXMSR XLIMV½RHMRKWJYVXLIV-TVSZMHIHXLIQ [MXLUYIWXMSRWXIQWXSIRGSYVEKIXLIQ XSI\TPSVIZEVMSYWTSMRXWSJZMI[EFSYX the comparisons that they had made. By UYIWXMSRMRKXLIMVVIPEXMSREPMHIEWXLI] [IVIEFPIXSWXEVXGVIEXMRKRI[IHYGEXIH GSRGPYWMSRWEFSYXXLIMVI\TPSVEXMSRW
KMZITYTMPWMRWXERXJIIHFEGOSRXLIMVSVEP VIWTSRWIWF]YWMRKXLIW]QFSPJSVXLI 7303PIZIPXLEXERERW[IVLEWVIEGLIH The more I use the approach, the more ZEPYEFPI-½RHMX
8LMWI\XIRHIHEFWXVEGXWXEKIGERFI VIEGLIHSRP][LIRXLITYTMPFIGSQIW ORS[PIHKIEFPIIRSYKLEFSYXEXSTMG XSL]TSXLIWMWIEFSYXMX[MXLPSKMGERH evidence. Pupils are unlikely to reach this level in a single lesson. 8LI&IRI½XW One-sentence or single-word answers are common responses from pupils, and we usually accept them if they are correct. %JXIVKVEWTMRKXLITVMRGMTPIWSJ7303 LS[IZIVTYTMPWFIKMRXSXLMROQSVI GEVIJYPP]EFSYXXLIUYEPMX]SJXLIMVERW[IVW They realise that one-word responses are YRMWXVYGXYVEPERHXLIVIJSVIPIWWZEPYEFPI XLERERW[IVWXLEXHVE[PMROWFIX[IIR WIZIVEPJEGXWSVSFWIVZEXMSRW
Pupils begin to think more carefully about the quality of their answers. 8SKIXXLIQSWXSYXSJ7303YWIMX[MHIP] ERHHEMP]-XGERFIETTPMIHXSQER]XEWOW such as setting desired learning outcomes and assessing the level of thinking that has gone into pupils’ work. You can also
Read more articles like this at www.innovatemyschool.com %VXMGPI[VMXXIRF] 0MWE.ERI%WLIW, 0IEH8IEGLIVSJ)RKPMWL
%78 Lisa is currently writing a book on Key Stage Three planning for teachers. @lisajaneashes www.lisajaneashes.edublogs.org Innovatemyschool
Self Harm National Conference *VMHE](IGIQFIV3\JSVH Self harm is on the increase in the UK and across the globe. We know that numbers of young people who self harm or think about suicide is on the increase. What we donâ€™t know are actual Â½KYVIWFIGEYWIWIPJMRNYV]MWKIRIVEPP]ETVMZEXIEGX8LIXVIRH LS[IZIVMWEJVMKLXIRMRKSRI
Key issues to be addressed: Âˆ -QTPMGEXMSRWJSV]SYMR]SYVWIXXMRK -QTEGXSJSRKSMRKWIPJLEVQ[MXL SRWMXIVIWSYVGIW
Âˆ 7EJIKYEVHMRK]SYRKTISTPIEKEMRWXJVSQ XLIQIHME
Âˆ Âˆ ,S[IUYMTTIHTVSJIWWMSREPWEVIERH XLIMVVIEHMRIWWXSHIEP[MXLXLIMWWYIW XLEXWIPJLEVQTSWIW Âˆ Âˆ -QTPMGEXMSRWJSVWIVZMGIW MRGPYHMRK Âˆ IHYGEXMSRWIGXSVTSPMGI]SYXLSJJIRHMRK XIEQWLIEPXL SJ]SYRKTISTPIWIPJ Âˆ LEVQMRK Âˆ 7IPJLEVQERH(MWWSGMEXMSR
'MVGYQZIRXMRKWMXYEXMSRWERH GMVGYQWXERGIWFIJSVIXLI]XYVRXS WIPJLEVQ 7IPJLEVQERH%YXMWQ 8LIWGEPISJ7IPJ,EVQEQSRKWXGLMPHVIR ERH]SYRKTISTPI ;LEXIPWI9/TVSJIWWMSREPWGERHSXS WYTTSVXGLMPHVIRERH]SYRKTISTPI [LSWIPJMRNYVI#
Speakers include: Frances Crook'LMIJ)\IGYXMZI,S[EVH0IEKYI 4IREP6IJSVQ 7EVEL8IEXLIV1MRMWXIVSJ7XEXIJSV'LMPHVIR *EQMPMIW -RZMXIH Remy Aquarone 4VIWMHIRXSJ)YVSTIER7SGMIX]JSV8VEYQE (MWWSGMEXMSR )78( NICE 2EXMSREP-RWXMXYXISJ,IEPXL 'PMRMGEP)\GIPPIRGI -RZMXIH 0-1-8)(40%')7 )%60=&-6((-7'3928if you Book by Friday 28 Sept
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Issue 5 of the Innovate My School magazine, sharing the latest educational innovation and inspiration from teachers and experts across the c...
Published on Sep 10, 2012
Issue 5 of the Innovate My School magazine, sharing the latest educational innovation and inspiration from teachers and experts across the c...