Journal Autumn 2012 Guide to Learning Resources and Internet Use
Inside this issue...
Organise evidence or build up an argument
Hear from Authors
VC with Santa
Voxalis - Hosted Telephony Making the Difference in Schools
Next year! Save the Date!
Cloud based services are establishing themselves in Education as a proven, reliable and cost effective way of delivering IT services to students and teaching staff alike. You only need to look at Google Apps for Education and Microsoft’s competing product – Office 365 - to realise how cloud based services are changing the face of IT within schools. Head teachers and other key decision makers have different reasons for embracing this technology, but the common denominators are always cost savings, flexibility, ease of use and support.
The E2BN Conference 2013 (working title) “What has technology ever done for us?” will take place on 25th and 26th June 2013 at The Robinson Centre, Wyboston, Bedfordshire. If you would like to run a workshop, make a presentation, suggest an exhibitor or have any ideas for the conference we’d love to hear from you.
Meet E2BN’s Technical Services Manager
VC with Santa
Santa returns by popular demand Page 5
Your school’s telephone system is one of those services that can be delivered as a hosted service using cloud based technology.
In partnership with E2BN, Voxalis delivers a hosted telephone service that enables you to reduce the pressure on reception staff during the busiest periods, improve parental communication and reduce costs by 25-30%.
“I have to say that we are absolutely delighted with the telephone system Voxalis installed for us. I would recommend Voxalis to anyone.” Sharon Palmer – School Administrator, Coston Primary School, London If you would like to know more or find out how much you could save, please contact Steve Johnston on 020 7078 3108 or email
.................................................... Enthrall your Pupils this Autumn with some North American Myths
ICT and Computer Science
Report from the Naace, ITTE, and the Computing at School Working Group Page 6-7
Ofsted Inspection Framework
A look at the changes to School Information Regulations and Inspection Framework Page 8
Big Day Out
South West Grid for Learning’s Modelling Activites Page 9
Pull-out guide to one of E2BN’s most used resources Page 11-14
Special deals for Autology and Careers 4U Page 15
For School staff, governors and parents Page 16
E2BN Content Updates
New Resources on History’s Heroes Page 17
Hear from Authors of Young Peoples’ Literature Page 18-19
Recipes for Bonfire Night Page 20-21
If you are looking for something a little different for your pupils to read, why not look out for the new stories that will be added in October to the other 72 stories already in the Myths and Legends Story Library. The new Myths and Legends include: • The Legend of Bear Rock – a story about two young Sioux boys • The Girl who married a Bear - the key myth of the main Tlingit clan, North West Canada, and • The Phantom Drummer – spooky goings-on during the American Revolutionary War
Safer Searching for Schools Page 24
If it’s UK stories you are looking for then you will also find a fully illustrated version of The Sword in the Stone and The Mermaid of Zennor. And for older pupils there is The Hand, a tale of robbers on the wild Northumberland Moors.
Update Technology: Making the Difference
Risks and Rewards Wins Award
This year’s two day conference was another great success with over 350 delegates enjoying an exciting range of speakers, workshops and over 70 exhibitors.
Other great sessions included Simon Humphreys’ session on the importance of including Computer Studies in the curriculum, Jan Webb’s workshop on ‘Professional Generosity’ and Emily Goodhand’s timely reminder of our responsibilities to ensure that we comply with and inform our students about copyright and IPR issues. Presentations from the conference can be found at:
And finally, some thank yous. As always the staff at the Robinson Centre worked cheerfully and tirelessly to ensure that everyone’s needs were met. We are again indebted to Equiinet and Easynet for their sponsorship of the conference dinner and entertainment. Our thanks also go to our other sponsors: Intuitive Media, EducationCity.com, Follet, BT and TES Foundation. Thank you to the staff at E2BN. Planning and running the conference is an enormous job and as ever everyone went that extra mile to make it a great success. And lastly to everyone who attended, whether as a delegate, sponsor, exhibitor or presenter – thanks for coming and see you next year.
October 15th 2012
“In my classroom I...” TeachMeet at Crosshall Junior School St Neots, Cambridgeshire
Conference 2012 Report
Perhaps unsurprisingly the show was stolen by all things iPad-based! Frazer Speirs’ presentation on the use and impact of the iPad in his own school was inspirational. Whilst the ‘I can with the iPad’ workshop presented by e-learning staff from Luton Borough Council was so popular that it looks like we’ll be inviting them back again next year!
Dates November 27th 2012
E2BN E-Safety conference - see page 22 for details
December 5th-7th 2012
VC with Santa - see page 5 for further details
January 11th-14th 2013 E2BN, ING and The Baring Archive are proud to announce that Risks and Rewards won two silver awards at the recent Communicate Magazine Corporate engagement awards 2012. The Awards, now in their second year, are Europe’s leading celebration of corporate partnership, corporate sponsorship, and corporate philanthropy. Communicate Magazine has long spotlighted best practice and excellence in engagement. Categories in the 2012 Awards included divisions for art, charity and sports centred sponsorship activities, as well the ‘best community involvement in a sponsorship activity’, and ‘best communication of corporate sponsorship activity’ categories where Risks and Rewards were so successful. The winners were announced at a celebratory banquet at the Victory Services Club, hosted by the BBC arts editor Will Gompertz. Risks and Rewards is an interactive educational website that seeks to demystify the financial sector through the use of case studies, Baring Archive materials and a unique online investment game. Using actual sources from the Baring archive, this site asks pupils to try their hand at investing in some of Barings most notable deals. To find out more visit the website:
BETT is dedicated to showcasing the best in UK and international educational technology products, resources and best practice. New to Bett 2013, the Technology Training Live suites will give visitors the opportunity to try out the latest lesson software and content. Free demonstrations and training sessions will run throughout the show, offering a calm space away from the floor in which visitors can fully evaluate and understand new classroom technology and teaching techniques. Learn Live is the Bett show’s massively popular programme of workshops, seminars, training sessions and discussion events. Across six purpose-built theatres at the heart of the exhibition floor, around 20,000 visitors will gain from opportunities to learn more about the transformational power of technology for learning, teaching and training. There will also be hundreds of exhibitors at the event enabling you keep up to date with the latest products and services available for use in your school. http://www.bettshow.com/
January 25th-26th 2013
LWF13 -The Future of Learning - Olympia London annual conference www.learningwithoutfrontiers.com
March 14th-16th 2013
Education Show (Resources for Learning). The Education Show 2013 will provide over 170 hours of FREE CPD content at the event. See the website for further details: http://www.education-show.com/
For more details on any of our news stories or articles contact: email@example.com
Meet E2BN’s Technical Services Manager Simon joined E2BN in 2007 and has a background both as a supplier of broadband services and also a local government customer. Simon has worked for BT, NTL (Virgin Media) and Luton Borough Council’s networking team. He says “E2BN’s strength comes from our knowledge of what schools want and need when it comes to online services and the Internet. ”
Simon Bright, E2BN’s Technical Services Manager talks about his role. What is your role? My role at E2BN is extremely varied – being part of such a small team means that you have to pitch in with whatever’s going on and try and offer assistance even if it’s outside of the “comfort zone”.
The new system will allow users to register once and use their E2BN ID to access a range of websites. It also allows users in schools that have a UK Single-Sign-On (SSO) identity to easily register and use their existing ID to authenticate with E2BN services.
Although my role is mainly technical there is a fair amount of marketing and sales, project plannning, processing web site registrations, looking after the IT systems at the E2BN Offices, and offering advice on a range of issues relating to E2BN’s services. Last Christmas, I even had to help Santa get online so he could talk to schools in our region!
What’s in store over the next year or so ? E2BN is going to have to be a bit more independant when it comes to finances so I’m going to have to brush up the marketing skills and get selling. Our strength comes from our knowledge of what schools want and need when it comes to online services and the Internet.
What’s been challenging you lately? These last few months have seen the introduction of a brand new admin system for the registration and management of users who want to sign up for Myths and Legends, Museumbox and Making the News2. This has involved a lot of planning and testing, feeding back of “bugs” to our web development team and then more testing.
We are continuing to develop E2BN Protex web filtering so that it keeps up with developments in the market place. I think we are going to see a steep rise in the use of mobile devices and there will be a big challenge in making sure these can function in schools but stay safe at the same time.
The regional network that E2BN schools connect to via their LAs is coming towards the end of it’s first three years of life and it looks as if this will be extended for at least another two years. That will be good news for everyone; it has been such a cost-effective and reliable network and has the capacity to handle all the Internet traffic that’s likely to be thrown at it. The fact that the regional network pretty much looks after itself means I have time to concentrate on other areas – such as writing this article ! And finally - E2BN Technical Support Services We generally recommend that schools contact their local ICT Helpdesk for assistance when technical problems arise. However, if schools have particular issues with E2BN (websites or other E2BN services) we will, of course, provide support.
Users can contact Technical Support via telephone on 01462 834588 or via email firstname.lastname@example.org
To book your slot email: email@example.com or call: 01462 834588
Santa Available to Talk to Your Pupils Yes! Santa has been in touch to say that he enjoyed talking to the children so much last year via Flashmeeting that he would like to have another go this year! Santa will be available to talk to schools on 5th, 6th and 7th December from 9.20am to 3.40pm. There will be 20 minute slots booked, with 15 minutes of the time spent with your pupils talking to Santa. The sessions will be run through Flashmeeting which is a simple Video Conference tool which is free to schools that are part of the E2BN network. You will need a webcam and microphone. A projector and speakers connected to your pc/laptop will enable the whole class to see and hear Santa more clearly.
Due to austerity measures imposed by the Lapland Government and Mrs Christmas(!) Santa will need participating schools to make a small contribution of £25 to cover his costs this year. To book your slot and to check availability email firstname.lastname@example.org or call 01462 834588 For more information on Flashmeeting go to:
“Just to say how totally brilliant Santa and Mrs Christmas were!!!! Santa was so good! We were extremely impressed and the children loved it! Thanks very much.” Nicky, Hartford Infant School “Many thanks for the meeting with Santa this morning. Our children loved it and haven’t stopped talking about it!” Penny, Thurlow CEVCP School
ICT and Computer Science in UK Naace, ITTE, and the Computing at School Working Group, June 2012 Naace, CAS and ITTE have complementary roles, and are committed to working together to reform and develop the curriculum and pedagogy in Computer Science and ICT in British schools. The three organisations will work together to prepare future teachers effectively and to support existing teachers with good CPD. Curriculum We see ICT and Computer Science as forming part of a broad and balanced curriculum, in which every young person should have the opportunity to learn from early years and primary school onwards. We believe that schools should have the freedom to organise this curriculum to best meet the needs of their learners and context. • Computer Science is the study of the foundational principles and practices of computation and computational thinking, and their application in the design and development of computer systems. It is a subject discipline, on a par with Maths or Physics. A model curriculum for Computer Science1 has been developed by CAS.
The two overlap of course, especially in the early and primary years: an education in Computer Science includes aspects of the use and application of computers, and an education in ICT covers aspects of programming and understanding of computing devices. But as learners progress to specialised subjects, differing characteristics emerge which define ICT and Computer Science as separate subjects with their own qualifications:
The study of computer systems and how they are used.
The study of how computer systems are built and work.
Human need is central to the subject.
Computation is central to the subject.
Focuses on building or programming a solution by using a combination of currently available devices and software.
Solves problems and develops new systems by writing new software and developing innovative computational approaches.
Emphasis on selecting, evaluating, designing and configuring appropriate software and devices. Programming is one method of creating desired outcomes.
Emphasis on principles and techniques for building new software and designing new hardware. Programming and coding is a central technique to create outcomes.
ICT supports, enhances and empowers human activity and informs future developments.
Computation is a “lens” through which we can understand the natural world, and the nature of thought itself, in a new way.
Tending towards the higher level study and application of ICT in a range of contexts, from academic to vocational.
Tending towards higher level academic study of Computing and Computer Science.
We believe that every student should have an entitlement to Computer Science and ICT as part of the curriculum from early years and primary school onwards and should have the opportunity to specialise within the subject at secondary level. For Computer Science this represents a major change from the status quo. ICT is an established National Curriculum subject with many schools already interpreting and teaching ICT in creative and interesting ways as a discrete subject within a broad and balanced curriculum.
Where a school’s curriculum already includes clearly-visible aspects of Computer Science then this should be encouraged and good practice shared. Where aspects of Computer Science are not clearly visible then schools should review their curriculum accordingly. This does not imply that Computer Science should be taught separately in the early key stages or form part of a separate scheme of work. This picture gives the idea:
Technology Enhanced Learning
• Information and Communication Technology (ICT) focuses on the creative and productive use and application of technology and computer systems, especially in organisations. We take ICT to also include Information Technology, Applied ICT, Digital Literacy and Skills and E-Safety, across the curriculum. Naace has developed a curriculum framework for ICT for Early Years/KS1/KS2 and KS32, and is further developing this in consultation with its members.
Information and Communication Technology
Working Group • Early Years and Primary school. The curriculum should contain aspects of ICT and Computer Science, although these will not be taught in discrete lessons any more than Chemistry and Physics are within Science. Although the students may be unaware of the distinction between different strands of the curriculum, it is important for the teacher to be aware of their separate learning objectives, just as he or she is aware of the learning objectives for “Life processes and living things” and “Physical processes” when teaching topics containing science • Key Stage 3. Both Computer Science and ICT should still be part of a broad and balanced curriculum and taught discretely where appropriate. Schools may well differ in the extent to which Computer Science forms a separate subject at the start of KS3 but clear distinctions should be made within the Key Stage 3 curriculum to allow pupils to make informed choices for KS4 • Key Stage 4. At KS4 ICT and Computer Science subjects become quite distinct (similar to Physics and Chemistry as Sciences), and lead to separate GCSEs and other qualifications. Students are free to choose to study both disciplines, or one, or neither • Post 16. Schools and colleges will continue to offer a range of related studies and qualifications to meet the needs of all students. There will be distinct A-levels in a range of rigorous and academic specialised subjects for Computer Science and ICT. Computer Science A-Level should be recognised as a rigorous, academic discipline to prepare students for computing related Higher Education or careers within the industry
Statutory ICT Statutory ICT is the statutory National Curriculum subject, in England, that will continue until at least 2014. Its content and nature are under review, along with the rest of the National Curriculum. Until September 2014, the statutory subject covers both ICT and Computer Science. Qualifications At Key Stage 4 we believe that there should be a broad range of qualifications, including • Unashamedly academic GCSEs in Computer Science • Rigorous GCSEs in ICT • Applied ICT qualifications such as Creative Multimedia • Vocationally-oriented technical qualifications such as Systems Administration or Web Development, with considerable Computer Science content • ICT functional skills qualifications GCSEs in Computer Science should be available to all pupils, and this discipline should be recognised alongside other “science” based subjects within the English Baccalaureate. With new rules on GCSE equivalence for school performance tables (Sept 2012), ICT qualifications have already improved to provide the required rigour to meet government standards. Naace is committed to taking a lead in reviewing the ICT GCSEs and other ICT qualifications.
• Project based learning, cross-curricular themes, competitions, and out of school clubs, have a significant role to play in engaging learners in gaining experience, knowledge and understanding of ICT and Computer Science
Technology Enhanced Learning At all Key Stages, information and communication technology should be used to enhance teaching and learning right across the curriculum: we call this Technology Enhanced Learning (TEL). When there is a clear focus on learning rather than technology, systems such as interactive whiteboards, virtual learning environments, video conferencing, blogs, wikis, podcasts, video, and mobile devices can have
Naace is a professional membership association of educators, technologists, policy makers, school leaders and teachers who represent the role of technology in advancing education. Naace is recognised as the Information and Communication Technology (ICT) subject association for teachers and schools.
The Association for IT in Teacher Education (ITTE) is the professional association for IT teacher training across the UK. Its members are involved in initial teacher training of primary teachers, subject specialist ICT and computer science teachers in secondary and post-16, Technology Enhanced Learning (TEL) across all subjects and research into ICT/computer science/TEL pedagogy.
a transformative impact on both learning and teaching. Pupils’ use of such technology both draws on and enhances their digital skills. The purpose of using technology in this way should be to improve learning in that subject, and not a back-door way to teach ICT, still less Computer Science. Technology Enhanced Learning is not part of the curriculum as a subject in its own right. There can be no laid-down programme of study, no attainment targets, no assessment. The technology serves learning; it is not the object of learning. It follows that: • The use of technology in other subjects (English, say, or Geography) should be assessed by Ofsted as part of the school’s teaching and learning in that subject, not as part of its delivery of the National Curriculum subject ICT • The extent and nature of the use of technology in other subjects should be driven exclusively by the needs of those subjects, and not by the needs of the ICT or Computer Science curricula. Nevertheless, it would be extraordinary for any subject to make no use of technology - which is recognised in the statutory requirements for these subjects within the National Curriculum in England • The impact of technology on the achievements of learners should be understood, monitored and evaluated. For example by schools using self-review frameworks or considering the successful practice disseminated by schools such as “3rd Millennium Learning” award winning schools
Computing at School (CAS) is a grassroots organisation for Computer Science teachers in UK schools. Membership includes teachers, parents, governors, exam boards, industry, professional societies, and universities. CAS is a collaborative partner with the BCS through the BCS Academy of Computing. CAS is recognised as the subject association for Computer Science.
Information Regulations and Inspection Framework A management briefing from Jill Duman, Norfolk County Council, about changes to School Information Regulations and the new Ofsted Inspection Framework. Sir Michael Wilshaw HMCI, in a speech on 24th February 2012, said that: “The good head thinks carefully about how to prepare for an inspection by ensuring the website is up-to-date with information on school evaluation, development planning, the school timetable, etc.” From September 2012 regulations no longer require schools to publish a prospectus. Instead, schools will be required to publish key information online. A new inspection Framework will be in place as from September 2012. Among the changes, schools will have less notice than previously of an inspection and inspectors will be directed to seek information from the school’s website in order to develop an initial picture of the school’s academic performance. What are the minimum ‘key’ information areas to publish online and what is meant by ‘details’? http://tinyurl.com/c7vstu5 This will include for all schools: • details of the school’s pupil premium allocation and plans to spend it in the current year; and, for the previous year, a statement of how the money was spent and the impact that it had on educational attainment of those pupils at the school in respect of whom grant funding was allocated
Ofsted raising standards improving lives
• details of the school’s curriculum, content and approach, by academic year and by subject (including details of GCSE options and other qualifications offered at Key Stage 4 (for secondary schools), and approach to phonic and reading schemes (for primary schools)) • where applicable, details or links to the school’s admission arrangements, including its selection and oversubscription criteria, published admission number and the school’s process for applications through the local authority • details of the school’s policies on behaviour, charging and SEN and disability provision • links to the school’s Ofsted reports and DfE School Performance Tables and details of the school’s latest Key Stage 2 and/or Key Stage 4 attainment and progress measures as presented in the School Performance Tables • a statement of the school’s ethos and values All schools will need to ensure that they continue to comply with any separate requirements that apply in respect of developing specific policies and communicating them. The intention to require schools to publish key information online, alongside information published by the Department and Ofsted, will enable parents to compare schools more effectively.
Schools may have to provide a hard copy of the information if requested by parents but that can be as simple as a printout of part of the website. Schools will, of course, be free to continue to market themselves through a printed prospectus if they so wish.
Pathe News Archive Contract Ends For over 10 years E2BN has provided a regional licence for access to the Pathe News Archive. This licence allowed all schools in the region to download high quality versions of the Pathe News clips free of charge. This licence expired at the end of last term.
Schools are respectfully reminded that they should delete all Pathe high resolution news clips from all PCs, laptops, servers and other storage devices. News clips embedded in student work are covered by an in perpetuity licence and so there is no need to remove clips from student work.
Schools may still access the low quality clips and can purchase their own individual licence direct from Pathe.
NEN Learning Resources Training
Cross Curricular Modelling Activities for KS1, developed by the South West Grid for Learning (SWGfL), these activites are freely available to all schools across the National Education Network. What is Big Day Out?
Initially 15 ICT modelling, control and simulation activities set throughout the South West, Big Day Out now has 50+ activities spread across different regions. Each activity is designed primarily for KS1 pupils and presents a scientific, mathematical or geographical challenge for investigation or exploration. Across the NEN (Education Network), all UK schools can freely access the crosscurricular modelling activities on offer, including the opportunity to send an e-postcard recording their visit. Schools from within the SWGfL region or those with Shibboleth authorisation can also use the full features of the innovative class virtual-scrapbook. All the modelling activities have multiple outcomes; as pupils solve problems or make discoveries they can post them to the scrapbook for sharing and discussion. These scrapbook pages, in turn, can be promoted by a teacher to the gallery, to be shared with other schools - providing a platform for shared learning across the region. Pupils outside SWGfL who don’t have a shibboleth log in can use exactly the same interactive activities and can send a postcard to their teacher recording their visit rather than saving their work to the scrapbook.
To Send a Postcard 1. Choose an activity: The pupil chooses any of the activities available by clicking on an area of the map. Pupils can keep track of which ones they have visited as the county/area turns a different shade of green once it has been explored. 2. View your postcard: As soon as an activity has been explored, a symbol showing a postcard and pen appears at the side of the screen.
There is room for up to four activities and a space at the bottom for pupils to add their own comments. The child can view their postcard at any stage by clicking on the same postcard symbol on the main activity screen. 3. Send your postcard: Click on ‘send’, enter an email address in the blank box, then click on the ‘send postcard’ button. Voila! There is also a print button for those who would like a record of their work on paper.
Clicking on this generates a virtual postcard, showing a picture and a short description of the activity.
New Resource Pack for Year 5
Saving Busy Teachers Time Resources Lesson Plans Teaching Ideas Teach the ‘Traditional Tales, Fables, Myths and Legends’ unit in a creative and engaging way with our complete resource pack: • 16 exciting Year 5 lesson plans mapped to NC and NLS to save busy teachers’ time • A wealth of resources including 16 IWB activities, word banks, writing frames, audio files and SEN resources • Lessons develop and revise key themes in a variety of multimedia and traditional styles over four weeks • Packs are suitable for both NQTs and experienced teachers, with straightforward and more challenging activities to suit an extensive range of class needs at Year 5
A cross-curriculum tool suitable for KS2 â€“ KS4
â€œMuseumBox is a very important website that educators should be using. It develops studentsâ€™ critical thinking, which is a pillar skill in the learning process. MuseumBox also helps students learn how to assess data and how to investigate the learning materials they need. Using this tool increases studentâ€™s potential for engaging in healthy debates and helps them explore and develop issues and ideas.â€? Educational Technology and Mobile Learning Magazine
E2BNâ€™s MuseumBox is a versatile tool for use across the curriculum. Over 14,000 schools have registered to use it worldwide. Find out why MuseumBox is so special. Thinking Inside the Box If you could put a number of items that described your life into a box, what would you include? What would be included if you were a Victorian servant or Queen Elizabeth I? If you lived during the English Civil War, what items would you include to make a case for, or against, the Parliamentarians? And what if you wanted to persuade people to a particular point of view; what evidence would you present? What is MuseumBox? MuseumBox is a tool which can help pupils build up an argument related to a specific issue or to answer an enquiry by pulling together digital resources - images, video clips, audio clips, documents, text files, spreadsheets and weblinks - and then present the results in a unique way.
A Universal Tool Many teachers regularly use MuseumBox as part of their educational toolkit, not only in England but also in the USA. Ryan Goble, an advisor and teacher who has worked in schools in New York and Chicago, looked at just what teachers valued about the product. Below he shares the results of his research: What Teachers Like about MuseumBox â€˘ It provides a unique method for students to complete creative projects. It provides a new twist for research projects â€˘ It allows students to use a variety of information sources to complete their projects, instead of using a limited format like traditional papers â€˘ Itâ€™s great for persuasive writing projects, and for students to compare and contrast arguments â€˘ While completing a project that utilises MuseumBox, students will have to practise organisation skills â€˘ It can be implemented in Secondary or Elementary (Primary) schools
.......................... â€˘ You can choose how complex to make your box, from using one cube to many cubes over three layers â€˘ It is great for collaborative work. For complex themes such as the Civil War or World War II, students can be grouped to complete different â€˜cubesâ€™ for a whole-class assignment What are its Unique Features? â€˘ Teachers can create and moderate student accounts â€˘ MuseumBox can be utilised as a presentation tool as it allows you to integrate text files, videos and audio clips â€˘ It allows you to search othersâ€™ boxes and interact with them by leaving feedback on their pages ww
â€˘ You can share your boxes online with others â€˘ A really useful tool in almost any subject
Quick Guide to Using MuseumBox Teacher Guide - Tips and Instructions to get You Started Tips for getting the most out of MuseumBox To have access to the student management resources and the ability to publish student work online you must register your school. You will be notified by email when your account is ready. MuseumBox is a dynamic tool and it is one that you really have to play with to get a feel for ALL the options before using it with your students. For the best results, get your students to complete a planning sheet first, to consider what they are going to add to the cubes. Start simply. We would suggest you start with one layer and two to four cubes the first time you use this tool with students. Do not worry about having something on all six faces of the cube but encourage your students to fill more than one face so that each idea is represented by a collection of information in different formats. When you click on ‘Images’ you can select pictures from the gallery provided, as well as adding your own images. Just search on the gallery for the images you require and see what comes up. Encourage pupils to think carefully about what they put on the centre face of each cube. These are the faces that will be presented initially when somebody looks at their box - a good MuseumBox should make people want to explore further. Don’t forget that you can add sounds and video by clicking on the icons. You can upload video and audio you have already saved to your computer or you can use a webcam or microphone to make a recording. Click on ‘Video/Audio’ and then on ‘Record Your Own’. Boxes are saved to the E2BN servers so students can access their work from home. Once a box has been submitted to their registered teacher the student can no longer make any amendments. The boxes will not appear on the MuseumBox website until they have been checked and published by the student’s teacher.
1. To view published boxes Click on the icon shown to the right, then select ‘all boxes’ from the drop-down list to view a list of boxes that have been published. The most recently published boxes will be shown at the top of the list. If you find any boxes that interest you, you can search on the establishment to view more of the work they have published.
2. To make your own box A teacher must first register and then create student accounts. Once accounts have been set up, students can create their own boxes when their account has been activated. Only teachers can publish boxes. Step 1: From the Home page click the ‘Start’ label shown right. Step 2: Either accept the default box configuration of three layers with eight cubes per layer or click the ‘Change Box’ icon, shown right. You will be presented with a new screen that allows you to customise your box. See the illustration below. Step 3: Choose • The number of layers (up to three) • The number of cubes per layer (one, two, four, six or eight) • The colour and texture (these are very limited so that students spend time building evidence rather than designing) • Click the tick to accept your changes
Step 4: Click inside one of the compartments to start adding things to the cube. You can browse assets using the icons along the bottom of the screen and add them to the drawer for later addition to the cubes or you can add the assets directly to the cube.
Student Guide to MuseumBox Give the box a title and description
Save the work to the E2BN server
Retrieve work from the E2BN server
Send work to teacher for moderation
Read messages from teacher
Click inside a compartment to start to add assets to the cubes
The highlight indicates the face to which the asset will be added
Preview your box. In preview mode you will not see your weblinks or be able to open attached files
Give the cube a title and description
The drawer contains all your selected assets. Click on the drawer to access these at any time
Browse to the images you want to add to the box. Either â€˜Add to Drawerâ€™ for later use or â€˜Add to Cubeâ€™
Produce and add text to a face
Add video or sound or record your own. You will need a microphone/webcam
Insert links to websites and files
Suggestions for Using MuseumBox MuseumBox can be used to enhance learning and encourage thinking skills across the curriculum. Outlined below are some examples of how it can be applied in different subject areas.
Building and Presenting an Argument Use MuseumBox to help groups in Years six, seven and eight develop their skills of building and presenting an argument. Students could consider questions such as ‘Are humans cruel to animals?’ or ‘Is research on animals ever justified?’ Students could research arguments for and against using traditional and digital sources. They could then present their arguments supported by a range of evidence in the form of text, weblinks, video, audio and images. For examples of boxes on these themes go to:
Art Use it as an electronic sketchbook pupils could link to websites about the chosen artist and scan and upload preliminary drawings as ideas develop. Pupils could also record using sound, video, or text their thoughts about the development of their work. Pupils could insert an image of the final piece of work on the central face of one of the cubes.
Mathematics Pupils could use MuseumBox to present what they know about triangles and specifically to answer the enquiry question, ‘How do we know that the three angles of a triangle add up to 180 degrees?’ An example from St Louis School, Bury St Edmunds can be seen here:
History Students could investigate one decade of the 20th century using eight cubes, one for each aspect of the decade: entertainment, music, economy, politics, technology and fashion. Students could include images, sound recordings and text.
http://museumbox.e2bn.org/creator/ viewer/show/1055 Alternatively students could complete a MuseumBox for different geometrical shapes (i.e. cube, oval, triangle).
Students could also complete ‘cubes’ for different important people within a time period for History classes.
Supporting Less Able Writers Use MuseumBox to help students structure writing through the use of paragraphs: • Each face of a cube represents one sentence • Each cube (up to six sentences or faces) represents a paragraph. • A box with three layers and one cube per layer is a piece of writing with a beginning, a middle and an end Literature Assignments Students could create a project utilising video clips, short passages and other text for different authors. Alternatively, students could complete a MuseumBox for the different aspects of a character in a fictional story. The students could use the cubes to focus on strengths, weaknesses, beliefs, etc. Primary school students could also use this format for a book report.
Science Reporting Use for writing up a science investigation: • The first cube: investigation - what we want to find out and how we are going to find out. Upload a photograph of the equipment and write a list, make a prediction (hypothesis), describe the method and safety considerations • The second cube: the results this cube might include a table of results, a graph based on the results, a photograph of the investigation, a written description of what happened • The third cube: conclusions – what the results show, if/how they match the prediction (hypothesis), why our results and the hypothesis are different, evaluation of the investigation
E2BN Special Offers Making Educational Content Easier to Find Autology makes it easy for teachers and students to find educational content. Autology has a simple, easy to use in the Early Years Despite the huge volume of digital ICT education content now available via the Web, traditional search engines still fall short when it comes to a teacher or student being able to find suitable resources for a lesson plan or a piece of coursework.
The DfE and Ofsted want schools to increase the breadth and quality of digital resources. Autology unifies access to the increasing array of fragmented digital education resources to be found: online, in digital text books, on Learning Grids and on the school VLE.
interface that meets today’s demands for delivering rich digital content in a variety of formats to classrooms, the home and to students and teachers on the move. Uniquely, Autology matches content to the curriculum and to key stage.
To access a 30-day free trial, please contact email@example.com quoting the following promotional code E2BNAUT1 with your name, position within the school, school name and your email address. We will then contact you to confirm the trial access.
Bringing Life to Careers Education
Careers4u.tv is a unique independent library designed to motivate students and help them make better informed education and career choices. Interviewees are aged under 30, represent all skill levels and come from organisations of all sizes: global to start-ups. Designed to support careers education and IAG (information, advice and guidance) for Key Stages 3 and 4, and post-16 students, Careers4u.tv is also used as a classroom resource to bring a careers perspective to teaching across the curriculum. Teachers’ notes and familiarisation worksheets are supplied.
“Apprenticeships, professions and entrepreneurship are all in evidence here with a balanced gender mix. This resource will fit well alongside directories and databases in the careers section to be used as an opportunity to breathe life into careers research.
Favourite subjects, Qualifications, Industry Sector, Personal Strengths and Lifestyle …. This is a useful and attractive resource which would enhance the careers provision in any school.” The School Librarian 2012 “This is a pay site but what you get is a comprehensive library of video interviews with young workers and entrepreneurs across a massive range of job categories. Many are in their mid twenties so you can really see what all the training is worth. Where this site really scores is not just in the quality and interest value of the videos, but also on the searches. One not to miss!” Careers Guidance Today (ICG)
Normal price 12 months subscription E2BN members 12 months subscription
“The technical quality of the film clips is excellent and the dialogue with the individuals is well paced and structured. Many have the individual talking with their workplace in the background and show short clips of them at work, using equipment etc but this is limited as the viewer needs to be able to concentrate on what the individual is saying, to get the most from the resource.” ACEG Newsletter
Careers4u.tv and E2BN Free Content 15 interviews are immediately available to you if you are accessing the Internet from an E2BN connected school. These can easily be found at:
Upgrade A full subscription to the whole library of hundreds of interviews is available to E2BN members at a 20% discount. To upgrade to a full subscription please contact us on 01985 844820 or email:
firstname.lastname@example.org £295 + VAT per campus £236 + VAT per campus
Individual licences: If the cost of a whole school licence does not fit within the school budget, parents can buy an individual licence for their children. An individual domestic user licence costs just £14.95 (inc VAT) for 12 months.
E-Safety Sessions for Staff, Governors and Parents Over the years we have provided hundreds of ‘in school’ E-Safety sessions to schools across the region and are now adding virtual sessions to our portfolio. Sessions for parents generally look at how young people use technology; the risks they take and what parents can do to help keep their children safe online. Staff sessions tend to focus on either how schools can embed E-Safety across the curriculum or on surprising risks that teachers and other school staff take with their own online reputations. All sessions can be tailored to the needs of individual schools.
E2BN is delighted to be able to continue to offer these sessions to schools and groups of schools during the 2012/13 academic year. Staff sessions, usually a staff meeting, cost £99.
Pilot schools would need one member of staff to carry out a short test VC to iron out any technical issues a few days prior to the session taking place. We’d then run the session for the whole staff via VC as a staff meeting.
Parents’ sessions are free of charge when held on the same day as the staff session.
Because Flashmeeting is web based there’s no software to download. All schools would need is an Internet connection, the ‘host’ pc/laptop to be connected to a projector, speakers and a microphone.
In addition to our ‘in school’ sessions we are planning to provide virtual sessions for staff, utilising Flashmeeting Video Conferencing and are looking for schools in the region to pilot this exciting new approach to E-Safety awareness and training for free.
From the teaching pack - Movement David Bomberg: Ghetto Theatre, 1920 www.e2bn.org
If you would like to take part in a free virtual E-Safety session for staff or would like further information about our ‘in school’ session please contact
E2BN Content Update
E2BN has been busy over the summer updating some of our learning resources. One site that has benefitted from the addition of new material is ‘History’s Heroes’. History’s Heroes is a resource developed to support the teaching of History and Citizenship at KS2 and KS3 but is also relevant to subjects such as RE. The heroes covered on the site include people that lived during the Roman, Saxon, Tudor and Victorian eras as well as WW2. They represent different cultural and religious standpoints. The site looks at the role of individuals and evaluates the impact they had on historical development. It also asks pupils to explore the significance of individuals in history and how they are interpreted. A new section has now been added to the site that looks specifically at the concept of What is a Hero? In this new section we ask questions such as: • What is a hero like? • What makes a person heroic - is it their characteristics or the circumstances they find themselves in, or a combination of both? • Is there a difference between local and national heroes? • Are modern heroes truly heroic or simply celebrities? • How can one account describe a person as a hero whilst another may describe them as a villain?
We have also been hard at work expanding and updating the teachers’ notes for History’s Heroes. Our purpose has been for the site to be used more effectively across a broader range of the KS2 and 3 curriculums. We have strengthened the site’s application in history, using the information about the different heroes to deepen knowledge and understanding of different periods. Many of the heroes add a real insight into the times in which they lived. For example, the tragic life of Anne Askew gives a vivid glimpse into the dangers of living in Henry VIII’s England and Irena Sendlerowa’s story is one of great humanity and courage; however, it also provides us with a bright light on a dark period of history.
We have also added depth to the site’s application to citizenship, by teasing out such issues as what ‘heroic’ qualities actually are, and by extension, how ordinary people have contributed to society in many different ways. We have used several heroes to look at developments of such strands of national life as democracy, social justice and human rights.
Why not let us know who your hero is? History’s Heroes also lets pupils (and teachers) publish information about their own heroes, in a format similar to the “hero” entries already on the site. Not only do pupils find it highly motivating to see their work published for all the world to view, it also gives them practice in a range of key capabilities. These range from
researching the information and planning the project, to writing the material and creating the presentation. Whilst developing these cross-curriculum skills, they are also pushing out the boundaries of their knowledge and understanding of different historical periods or elements within citizenship, RE and other disciplines.
www.e2bn.org New Gallery
Sally Nicholls is one of the authors featured on ReadingZone Live. She is the author of three books - ‘Season of Secrets’, ‘All Fall Down’, and ‘Ways to Live Forever’ which won the Waterstone’s Children’s Book Prize and the Glen Dimplex New Writer of the Year Award.
ReadingZone Live is a development of the existing partnership between the London Grid for Learning (LGfL) and ReadingZone and brings regular interviews and live video conferences with some of the best contemporary children’s authors to London schools. The programme is helping inspire young people to explore new authors and genres and to develop their own creative writing.
Although the video conferences are only available to schools that are part of the London Grid, the curriculumbased resources are available to all schools on the NEN (Education Network). Sophie McKenzie, Robert Muchamore, Pete Johnson, Sally Nicholls and Alexander Gordon Smith are among the authors who have already joined the ReadingZone Live programme.
The interviews provide a unique insight into the world of the professional writer, and feature questions about books they write and also explore the wider challenges involved in writing as a career. They can be used to help children to appreciate the skills and approaches that professionals take to release their inner creativity and express themselves through their work. The resources include footage of authors discussing their work and creative writing, their inspiration and the issues surrounding writing for a living.
Have You Seen...? ROBERT MUCHAMORE
Hear from well known authors
An introduction to contemporary novels
How to become an author
Find out about the creative process
See the website and resources
Administration Update We have made changes to the log in procedure for Myths and Legends StoryCreator (SC2) and MuseumBox. These changes are important. If you or your school had user accounts prior to 11th June 2012 and you wish to preserve access to work that has not been published then the teacher and student accounts need to be transferred to the new system. Transferring Accounts A teacher account must be transferred before any students can transfer. Most users will need to create an ‘E2BN User ID’; if you have a Single Sign On (SSO) from EMBC, SEGfL or SWGfl you will be able to use this instead. Go to the Teachers Area in Myths and Legends http://myths.e2bn.org/teachers/ or MuseumBox http://museumbox.e2bn.org/teachers/ and click the ‘Single Sign On transfer instructions for teachers’ link. You will need to follow the onscreen instructions to transfer your account details to either an E2BN User ID or Single Sign On (SSO) provided by SwgfL, SEGfL or EMBC if you have one. 1. Click the Transfer button to start the process 2. Enter your Myths and legends StoryCreator 2 or MuseumBox account username and password 3. You will be asked to check and confirm that the information we hold about you is correct.
4. You will be able to amend some of this information yourself or send a request to us to change some other information. If you are transferring to an E2BN User ID you can change your password at this point if you wish. 5. Your account transfer will be complete. Once you have completed the transfer process you will sign in to Myths and Legends StoryCreator 2 via the E2BN user ID button or the appropriate button for your SSO provider. Transferring Existing Student Accounts After your account has been transferred your students will need to sign in with their existing user details and transfer their work to either an E2BN User ID or to their SSO. When a student tries to log in to SC2 or MuseumBox they will be prompted to enter their first and surname and to transfer to the same SSO as you. Registering New Students - If You Transferred To An New E2BN User ID Now that you have transferred your account details you can register new students. You will need to go to the teachers’ area and sign-in (using your E2BN User ID). You can add students individually or you can upload a spreadsheet containing students’ first name/surname/screen name and password. Your students will then be able to sign-in via the E2BN User ID and use the username and password that you gave them.
Having trouble with signing up for MuseumBox or Myths and Legends Story Creator, or registering your students, then watch our new training videos. For Myths and Legends see: http://myths.e2bn.org/teachers/help
for MuseumBox see: http://museumbox.e2bn.org/teachers/help
Encouraging Healthy Eating www.cookit.e2bn.
Remember the 5th November - Recipes to make bonfire night special Spiced Apple Drink
The spices and honey give the drink a lovely aromatic flavour. It’s the perfect drink for when you come in on a cold winter’s evening or to serve at an outdoor event such as bonfire night. Ingredients: • 700ml-1L of apple juice (a carton is fine) • 1-2 tablespoons of runny honey • 1/2 of a cinnamon stick • 1/2 a tsp powdered ginger • 1/2 tsp freshly grated nutmeg • Optional: Depending upon how sweet the apple juice is you may want to add a little lemon juice to stop it getting too sweet. This is best made with a sharp or dry apple juice. Method: 1. Pour the juice into a saucepan 2. Break the cinnamon stick into pieces and add to the pan 3. Add the runny honey and cinnamon 4. Grate a little fresh nutmeg into the mix 5. Warm the juice to let the spices infuse and the honey melt 6. Taste and add lemon juice if needed 7. Serve warm with gingerbread or pieces of cake http://cookit.e2bn.org/historycookbook/1831-spicedapple-juice-or-non-alcoholic-hippocrass.html
“My dad made it with me and we shared it with the family. It was delicious! I would recommend filtering it with some kitchen roll and a sieve. You might have to change the roll now and then. It is delicious and is very honey like. It cured my bad cough too!”
Healthy Beef Burgers
Great for serving at an outdoor occasion, our beef burgers are simple and easy to make. Our version contains less fat than the ones you might buy. They are very tasty. Why not give them a try? You may never want another take-away burger again! Ingredients: • 600g very lean beef mince (Of course you could use pork or lamb mince if you prefer) • 1 small onion, finely chopped • A sprig of fresh thyme or a pinch of dried thyme • 4-6 burger buns, wholemeal ones are best • To go in the burger and to make a side salad: a mixture of salad leaves, 8-12 cucumber slices, 4-6 tomato slices, some sliced grapes, red pepper rings, grated carrot • Sauces of your choice. Using lean beef, wholemeal bread and using no oil to fry makes these burgers much healthier. Method: 1. Dry fry the onions, until soft 2. Add the lean mince and onions into the mixing bowl 3. Add the herbs and mix together well 4. Prepare the salad items, if you haven’t already 5. Divide the mixture into 4-6 portions depending on the size you want your burgers to be 6. One at a time, push each portion into the food ring. Press down well to make your burger shape. You need to be firm so the burger doesn’t break up when you cook it 7. Fry the burgers on a medium heat, turning from time to time, don’t add oil you shouldn’t need it. You will know they are done when there is no red left in the centre of the burger 8. Remove the burgers and drain on kitchen roll 9. Assemble the burgers on plates in the buns with plenty of salad and sauce of your choice http://cookit.e2bn.org/recipes/printview-1837-healthybeef-burgers.html
Apple Batter Pudding
Celeriac Oven Chips
Ingredients: • 2 Bramley apples • Small orange • 2 eggs • Handful of currants • Teaspoon of ginger • Teaspoon of cinnamon • 4 oz flour • Milk
Ingredients: • 85g butter • 1 x 15ml tablespoon curry powder • 1 x 5ml teaspoon black mustard seeds • 1 large celeriac (peeled and cut into chips shapes) • Salt and pepper
Another great warming dish, this recipe comes from our history cookbook. It is the type of recipe that would have been cooked in a Victorian estate worker’s cottage.
Method: 1. Core the apples using the apple corer and place them in a small baking dish 2. Cut the small orange in half and squeeze the juice into the centre of the two apples 3. Cut off two pieces from one of the orange halves and place to one side 4. Add some currants to the middle of the apples and put a small amount of the spices in the top (leave some of the spices for decorating the dish later) 5. Add the flour to the bowl and make a small well in the centre 6. Crack open the two eggs and add the content (yolk and white) to the well in the centre of the flour 7. Add a little milk and mix with a fork until you have a stiff batter 8. Add a little more milk and whisk, adding milk as necessary until you have a fairly thick batter that drops off the spoon 9. Pour the batter around the two apples then add the two orange pieces to the top of the apples 10. Place in the oven for about 40 minutes 11. Remove from the oven and sprinkle the remainder of the spices over the top 12. Serve http://cookit.e2bn.org/historycookbook/1176-applebatter-pudding.html
Celeriac is available all year round but is at its best from September to April. This versatile root vegetable may be roasted, stewed, blanched, or mashed. It has a wonderful flavour. In this recipe it is used to make spicy chips that would add flavour to any bonfire party. They are simple and easy to make.
Method: 1. Pre-heat the oven to fan 210°C/415°f/Gas Mark 7 2. Melt the butter in a small pan 3. Add the curry powder and black mustard seeds and cook for 1-2 minutes until sizzling 4. Place the celeriac chips into a roasting tray and drizzle with the curried butter, season with salt and pepper and stir it all together to make sure the chips are well coated 5. Place in the oven and cook for 25-30 minutes, shaking the tray every so often, until the chips are golden
Tech savvy youngsters can teach http://cookit.e2bn.org/recipes/390-celeriac-oven-chips. their elders how to use new html technologies, while grandparents -------------------------------------------------------------------------can draw on their life experiences
Tell us about your recipe
to advise younger generations on how to stay safe online.
If you or your pupils have a great recipe for bonfire night or any other occasion why not add it to Cookit and we will link the recipe to the Cookit Calendar. You will need to take several photos showing the various stages of the method or you could submit a video. Cookit includes a superb reference area, where pupils can view recipes as well as short video clips that explain cooking terms and techniques, why not help us enhance it further.
This recipe is from E2BN’s History Cookbook.
The site and contributions are monitored to ensure a safe environment for pupils.
Why is Internet Filtering in School so Complex? Schools’ Internet filtering requirements are complex because they encompass not only the different needs of children of various ages but also those of staff preparing lesson materials using online resources. A balance must be drawn between safeguarding users and providing access to the broad spectrum of material available online in a way that supports learning and teaching. What do pupils and staff need? Two important reports have reflected upon the use of the Internet in schools and, in part, make reference to filtering issues: The Ofsted Report - The Safe Use of New Technologies (2009) and Safer Children in a Digital World, also known as the Byron Review (2008). The conclusions of these reports can be summarised below: What should a school filter look like? 1. The general ethos of the system should be to allow a site unless there is some reason to block it 2. It should have age/maturity differentiated filtering rules for students 3. It should have a set of filtering rules designed specifically for staff use. E2BN Protex Web Filtering System was designed with the specific needs of schools in mind. It provides a wide range of age differentiated rulesets (profiles). Protex is available as a central system administrated by a Local Authority and as a local filtering service administrated by individual schools. Who uses E2BN Protex? • Currently, Suffolk, Cambridgeshire, Bedford Borough, Central Bedfordshire, Luton, Thurrock and Southend-On-Sea Local Authorities use centralised Protex systems providing differentiated web filtering for all schools connected via the LA broadband service • A number of schools in these areas and in authorities where there are other filtering solutions in place run a local version of Protex over the top of the LA service for greater control. • Some schools choose to take complete responsibility for their own filtering, bypass the LA provision and use E2BN Protex locally to manage their filtering needs.
Protex Web Filtering If you want to request that a site or page be blocked then please use the form available at: http://protex.e2bn.org/listrequest You will need to enter some contact details, the URL involved and your reasons for wanting the change to the lists. In addition you can say which age range you think the change applies to and the category of the site. For example, you may think the site is of an adult nature and should be blocked for all students, or a game which is not suitable for Primary age pupils. We will review the site, make any changes we feel are appropriate and send you an email in reply. When Protex prevents a user from seeing a particular web page it responds with a ‘block page’ screen.
How do I get a site blocked?
How do I get a site unblocked?
In the middle of the page is a button which, when clicked, links to a form where you can request that the page is unblocked. The form supplies us with various information including the exact URL and more detailed information of the cause of the block. These details enable us to make a judgement on whether the site is suitable for release or not. In most cases an email from Protex will be sent with the outcome of the request. Whether you submit a request to block or unblock a page or site you will get an on-screen message to acknowledge your request and this will show a track-id number. Make a note of this number; if you need to make a follow-up query then you can refer to this number. If you have ProtexLocal or ProtexLite Of course, schools running a local version of Protex can block and unblock lists locally without making a request to E2BN Protex.
All such local changes are logged centrally and we review these changes to see whether they should be replicated regionally: at no time are local changes subsequently modified by regional changes. For more information visit the web site we will be happy to provide a quotation for a ProtexLocal filtering system for your school.
E-Safety SuperClubsPLUS becomes ‘Skoodle’ – a new Safe Social Network for 6-14 year olds From 1 September, SuperClubsPLUS is superceded by Skoodle (www.skoodle. com). Skoodle is a new generation social network designed for young children, with a host of new features to entertain, engage and educate, including: • Conversation area, where children can engage in private, group and public discussions with friends and classmates and peers around the world, whether for projects, school work or just to chat. • Mum and Dad’s space, where parents can help control, celebrate and drop in to talk with their children online. • Student behaviour reports, with updates sent to teachers and parents describing what their children are doing online, good and bad. • SumWizard, a chance for children to compete against each other or pit their wits to better their PBs (personal best) across a huge range of maths problems.
Register at: http://www.skoodle.com/d/
• Portfolio for children to collect, keep and celebrate all their Skoodle activities and achievements. • Live Hot Seats, where children can ask their questions in person of our ‘in the hot seat’ guests, including major children’s authors, scientists, TV personalities and sports stars. • Teacher’s Dashboard to help teachers manage their pupils’ accounts and to check in on their achievements and activities and of course, keep an eye on their cybersafety incidents and reports logged by our 24/7 moderators. Skoodle retains the best bits from SuperClubsPLUS, including the CyberSMART awards, the ever popular Reading Badge and Book Review system, a greatly improved ‘design and build your very own web site’ tool and of course, our renowned E-Safety system where children learn to become confident, knowledgeable and responsible cyber-citizens under the watchful eyes of our 24/7 moderators.
Skoodle also delivers our ICT STAR awards, rich learning activities to help bring all our members up to speed with the latest technologies. Skoodle provides children what they need to know to make the best and safest use of their online worlds. It delivers an array of educational outcomes and gives Mum and Dad peace of mind that their kids are learning how to be Internet-safe in a fully supervised, educational and school approved environment. Participation is by school subscription only. E2BN is delighted to announce that it has negotiated a 30% discount on the standard subscription price. Simply enter the code E2BN2012 when you register.
30% E2BN Discount Only £2 per pupil Subscription Only
Securing Your Data, Safeguarding Your School, Keeping Your Pupils Safe This year’s E-Safety conference will be held in Luton at the Luton Learning Resource Centre, Strangers Way, Luton LU4 9ND on Tuesday 27th November 2012.
This year’s conference will include sessions on protecting school data, maintaining your online reputation and how to ensure that yours is an E-Safe school, as well as practical ideas for teaching E-Safety in the classroom.
Many of our speakers are drawn from the NEN (Education Network) community as this proved so popular last year. All are dedicated E-Safety professionals and excellent presenters. We will also be joined by Kate Valentine from Digital Me and Annabel Rook from Skoodle. (Skoodle is the new name for the fantastic SuperClubs!)
Thanks to support from Luton Borough Council, our NEN colleagues, and our exhibitors, we are able to offer places at the conference to E2BN delegates at a very reasonable £40 per person. Delegates from schools outside E2BN and those from schools that or have opted out of their local authority/E2BN broadband provision, are welcome to attend the conference for £50 per person.
E-Safety Conference 27th November 2012
Booking information for the conference can be found at:
“Inspirational: loads of practical ideas for the classroom”
Published on Oct 2, 2012