Innovate My School: September 2012 by Innovate My School

chers And Experts

Innovative Practices From Tea

FREE - Issue 5 Innovate My School Innovation and Inspiration www.innovatemyschool.com

going solo

the taxonomy everyone's talking about

App combos with the iPad Finding the best freebies for your school

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WELCOME...

contents Innovation update

Finding the best freebies for your school

App combos with the iPad

Physical inspiration: 13 8LI YRWIIR FIRI½XW SJ WGLSSP WTSVXW 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 m.forshaw@innovatemyschool.com Editor – Tim Miles t.miles@innovatemyschool.com Advertising – Angela Gallagher a.gallagher@innovatemyschool.com Graphic Designer – Alison Kelly a.kelly@innovatemyschool.com Asst. Graphic Designer – Emma Kelly

If you would like to advertise in this magazine, please email magazine@innovatemyschool.com, phone 0845 034 6690 or visit www.innovatemyschool.com/magazine www.innovatemyschool.com

WELCOME

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 [MXL XLI ½REP MRWXEPQIRX MR LMW YRQMWWEFPI 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 magazine@innovatemyschool.com.

Tim Miles Editor, Innovate My School Magazine

innovation update

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 JEGXW XLI] GER VIJVIWL XLIMV ORS[PIHKI F] 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[SVO EVI ±¾MTTIH²

Of course, the approach relies on technology. Pupils without internet GSRRIGXMSRW EX LSQI GER FI KMZIR QIQSV] WXMGOW [MXL XLI PIWWSR ZMHISW FYX EPP VIUYMVI E GSQTYXIV XS [EXGL XLIQ

+IRIVEPP] E XIEGLIV ½VWX I\TPEMRW E XSTMG or concept to his pupils in a classroom lesson. For homework, the pupils do I\IVGMWIW SV [VMXI IWWE]W FEWIH SR [LEX they were taught in class. ±*PMT XIEGLMRK² XYVRW XLMW SR MXW LIEH %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. 8LI MHIE MW XLEX IEGL TYTMP GER FI XEYKLX 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.

*PMT XIEGLMRK LEW SXLIV PMQMXEXMSRW % teacher in front of a class can gauge the understanding and attentiveness of his TYTMPW -J LI WIRWIW XLIMV HMJ½GYPX] [MXL a concept, he can adapt his approach, WTIRHMRK PSRKIV SR E TSMRX SV I\TPEMRMRK XLMRKW HMJJIVIRXP] ,I GER TSWI UYIWXMSRW and respond to pupils’ answers in a way that helps the whole class. 8LI XIEGLIV´W EFMPMX] XS HS XLIWI XLMRKW [LMGL EVI JIEWMFPI SRP] MR E PMZI GPEWWVSSQ is essential if he is to pass on his ORS[PIHKI ERH PSZI SJ LMW WYFNIGX XS his pupils.

Yet lesson videos are surely a useful XSSP %JXIV EPP LSQI[SVO SV ±TVIT² MW 3RI FIRI½X SJ ¾MT XIEGLMRK MW XLEX [LMPI SJXIR [SVO HSRI F] TYTMPW SYXWMHI XLI 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 XLI MRXIVRIX F] VIUYMVMRK XLIQ XS TVSHYGI tech-powered evolution of this mode of work in class. teaching - rather than as a revolutionary ETTVSEGL MR MXWIPJ XLEX ¾MTTMRK LSQI[SVO QE] FI QSWX IJJIGXMZI

Innovatemyschool

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”.

4IVLETW EW E LSQI[SVO I\IVGMWI pupils could write an essay comparing the Education Technology Bill of Rights

[MXL XLI &MPP SJ 6MKLXW SJ to discover how attitudes to rights have changed over the centuries. “From demanding freedom to demanding *EGIFSSO² QMKLX FI E WYMXEFPI XMXPI

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. -RRSZEXI 1] 7GLSSP LEW FIIR GLSWIR EW E NYHKI MR XLI WIGSRHEV] WGLSSPW GEXIKSV] 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 %[EVHW TEKI 8LI GSQTIXMXMSR GPSWIW SR 3GXSFIV

Innovation Update [VMXXIR F] Tim Miles, Innovate My School @timkilometres @innovatemyschl

www.innovatemyschool.com

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 VIGIMZIH EPP WSVXW SJ JVIIFMIW JVSQ QETW FSSOW GIVIEPW ERH KMERX GLIWW WIXW to hedges, telescopes and even trees!

keen to help, particularly if you’re looking JSV WSQIXLMRK WTIGM½G -X´W YWYEPP] FIWX XS GSRXEGX XLIQ F] TLSRI SV ZMWMX XLIMV SJ½GIW If you don’t really know what you need - or even if you don’t have a particular TVSNIGX MR QMRH PSSOMRK EX [LEX´W EZEMPEFPI can provide inspiration. Free seeds? Perhaps XLI WGLSSP GSYPH WXEVX E KEVHIRMRK GPYF 'SQTPMQIRXEV] TEPIXXIW ERH IEWIPW# 1E]FI pupils could create a mural in the school grounds.

How can we get all this stuff? 8LI MRXIVRIX MW XLI FIWX TPEGI XS WXEVX 0EVKI 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 JEGMPMXMIW 0SGEP FYWMRIWWIW QE] EPWS FI

Innovatemyschool

To help you get started, here are my WM\ JEZSYVMXI WGLIQIW XLEX TVSZMHI JVII products and services for schools. B&Q Waste Donation Scheme Every B&Q store in the country operates a ±[EWXI HSREXMSR WGLIQI² [LIVIF] [EWXI materials - such as slightly damaged tins SJ TEMRX SJJ GYXW SJ XMQFIV SHH VSPPW SJ 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 TVSFPIQW F] IREFPMRK XLIQ XS SVKERMWI ±&MK 8MH] 9T² IZIRXW ;LIR ]SYV WGLSSP VIKMWXIVW MX [MPP VIGIMZI E JVII ±&MK 8MH] 9T² OMX [LMGL MRGPYHIW XEFEVH FMFW TSWXIVW stickers, and a safety guide. You can HS[RPSEH GIVXM½GEXIW JVSQ XLI [IFWMXI JSV pupils who take part in the tidy up, and free PIWWSR TPERW EVI EZEMPEFPI JSV TVMQEV] ERH secondary school teachers. Community RePaint 'SQQYRMX] 6I4EMRX VIHMWXVMFYXIW WYVTPYW XMRW SJ TEMRX XS GLEVMXEFPI ERH GSQQYRMX] TVSNIGXW EGVSWW XLI GSYRXV] 8LMW MW MHIEP MJ ]SY EVI XLMROMRK EFSYX VIHIGSVEXMRK E classroom or painting a mural in the school playground. Use the postcode checker on XLIMV [IFWMXI XS ½RH ]SYV RIEVIWX ±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 PSGEXMSRW MRGPYHIW TVILMWXSVMG WMXIW 6SQER XS[RW QIHMIZEP GEWXPIW ERH EFFI]W MRHYWXVMEP QMPPW ERH :MGXSVMER LSYWIW %PP EVI JERXEWXMG WIXXMRKW JSV QIQSVEFPI LMWXSV] www.innovatemyschool.com

lessons and outdoor learning activities. Teachers and education leaders are granted free entry to carry out a planning and JEQMPMEVMWEXMSR ZMWMX FIJSVI XLI QEMR XVMT Free resources, including teaching ideas and EGXMZMXMIW HIWMKRIH F] )RKPMWL ,IVMXEKI EVI EZEMPEFPI JSV YWI FIJSVI HYVMRK ERH EJXIV XLI school’s visit. Potatoes for Schools +VS[ =SYV 3[R 4SXEXSIW +=34 FIKER MR ERH LEW FIGSQI SRI SJ XLI PEVKIWX WGLSSP ZIKIXEFPI KVS[MRK TVSNIGXW EVSYRH Schools that register to take part receive a free potato-growing kit, which contains two KVS[ FEKW WIIH TSXEXSIW E VEMR GEXGLIV 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 YT XS JYRHMRK JSV EQSRK SXLIV things - musical instruments and training music teachers. The application form VIUYMVIW WGLSSPW XS I\TPEMR [L] XLI] RIIH funding and what they intend to use it for.

Read more articles like this at www.innovatemyschool.com %VXMGPI [VMXXIR F] Rachel Gordon, Senior Fundraising Consultant at Pebble @PebbleSFF www.talktopebble.co.uk

Innovatemyschool

App Combos with the iPad

app combos

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 TVSZMHIW E UYMGO [E] XS KEYKI E GPEWW´W TVSKVIWW 8LI 2YQFIVW ETT IREFPIW TYTMPW to produce spreadsheets and graphs, and the Math Bingo game can help them learn arithmetic.

From bikers to writers 3RI WYGL FIRI½X MW XLEX QER] SJ XLI M4EH´W &YX XLIWI TVSKVEQW SV ZIV] WMQMPEV SRIW are apps either integrate with one another or EZEMPEFPI SR ER] GSQTYXIV [MXL MRXIVRIX EGGIWW GER IEWMP] FI YWIH XSKIXLIV 8LMW QEOIW MX ER I\GIPPIRX TPEXJSVQ JSV I\XIRHMRK XLI WGSTI SJ The point is that for many tasks - including essay writing and accessing information - iPads TVSNIGXW ERH JSV XIEGLMRK GLMPHVIR LS[ XS ½RH ERH GSQFMRI XLI FIWX XSSPW JSV E XEWO EVI TVSFEFP] RS FIXXIV XLER HIWOXSTW SV PETXSTW 0EGOMRK E OI]FSEVH XLI] QE] IZIR FI Consider the popular Bike Baron game.The player controls a stunt motorcyclist, rolling, GSRWMHIVIH MRJIVMSV JSV WSQI TYVTSWIW %RH ¾MTTMRK ERH XYQFPMRK XLVSYKL WIUYIRGIW SJ EVI XLI QEXLIQEXMGEP FIRI½XW SJ 1EXL &MRKS ramps and loops.The graphics and sound are VIEPP] FIWX VIEPMWIH [LIR IZIV] TYTMP MR XLI lively and the levels are short: a few minutes class is playing the game on a separate device? SJ KEQITPE] MW WYJ½GMIRX XS TVSZMHI IRSYKL Schools that introduce iPads without proper QEXIVMEP JSV E TVSNIGX planning do not only incur unnecessary costs: XLI] EVI PMOIP] XS SZIVPSSO XLI XEFPIXW´ WYFXPIV The teacher could tell the pupils to play FIRI½XW XLVSYKL SRI SV X[S PIZIPW ERH XS XEOI ½ZI SV more screenshots as they do.Then they can FI WLS[R LS[ XS MQTSVX XLIWI WGVIIRWLSXW www.innovatemyschool.com

app combos into a comic strip app such as Strip Designer, and how to EHH GETXMSRW HIWGVMFMRK XLI &MOI &EVSR´W XLSYKLXW ERH feelings. %W E JSPPS[ YT I\IVGMWI TYTMPW GSYPH YWI E word-processing app to write an account from the Bike Baron’s perspective - “The Day I Jumped The 6EQT² SV ±8LI 0MJI SJ E 1SXSVG]GPI (EVIHIZMP² ;SVOMRK MR TEMVW XLI] GSYPH IZIR YWI E QSZMI IHMXMRK ETT M1SZMI JSV I\EQTPI XS GSRHYGX ER interview, with one pupil taking the role of the &MOI &EVSR *MREPP] XLIMV [SVO GSYPH FI TSWXIH XS E GPEWW FPSK ZME ER ETT WYGL EW 4SWXIVSYW or Blogger. 8LI ORS[PIHKI XLEX XLIMV ½RMWLIH [SVO [MPP FI TYFPMWLIH SRPMRI VIQMRHW GLMPHVIR XLEX XLI] 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 WSQIXLMRK XS FI WIIR ERH QEVOIH F] XLIMV XIEGLIV - EPWS ½RH XLEX KIXXMRK TYTMPW XS TYFPMWL XLIMV [VMXMRK SR E FPSK ERH XLIMV ZMHISW SR iMovie or Vimeo encourages them to take I\XVE GEVI [MXL XLIMV [SVO

summarised the components used and calculated the cost of GSRWXVYGXMRK XLIMV ZILMGPIW % TVIWIRXEXMSR to parents and other pupils rounded off XLI TVSNIGX

;MXL TVEGXMGI TYTMPW WLSYPH FI EFPI XS WIPIGX 8LIVI EVI QER] SXLIV ETT GSQFS TSWWMFMPMXMIW E WYMXEFPI WIX SJ ETTW JSV E XEWO SV EWWMKRQIRX 8LMW WOMPP SJ ½RHMRK ERH GSQFMRMRK XLI FIWX 3RGI XLIMV 7%87 [IVI ½RMWLIH - KEZI Q] XSSPW JSV E NSF MW IWTIGMEPP] YWIJYP MR QSHIVR =IEV GPEWW E X[S [IIO TVSNIGX XS FYMPH WSJX[EVI HIZIPSTQIRX TVSNIGXW [LMGL SJXIR GSRXVSPPEFPI ZILMGPIW ;SVOMRK MR KVSYTW SJ VIUYMVI E GSQFMREXMSR SJ HMJJIVIRX TPEXJSVQW four, with one iPad per group, the children GSHI PMFVEVMIW ERH TVSKVEQQMRK PERKYEKIW followed an instruction video, which I and my GSPPIEKYI 'LVMW ;MPPMEQW LEH HIZIPSTIH YWMRK 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. 3RGI XLI ZILMGPIW [IVI FYMPX XLI GLMPHVIR TPERRIH ½PQIH ERH IHMXIH E GEV EHZIVX MR M1SZMI MRGSVTSVEXMRK E NMRKPI GVIEXIH YWMRK XLI GarageBand app, and produced a persuasive ERH MRJSVQEXMZI GEV FVSGLYVI [MXL 'VIEXMZI Book Builder.They used the Posterous app XS [VMXI E FPSK EFSYX XLIMV [SVO ERH XLI 2YQFIVW ETT XS GVIEXI E WTVIEHWLIIX XLEX

%VXMGPI [VMXXIR F] David Andrews, Teacher at Spring Cottage Primary @dmandrews15 www.springcottage.hull.sch.uk

Innovatemyschool

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]MRK SZIV XLI FIWX IHYGEXMSREP apps, ways to use iPads in the classroom and across the curriculum, and how best to QEREKI QYPXMTPI HIZMGIW

With a set of iPads to manage, many WGLSSPW EVI ½RHMRK XLIQWIPZIW MR XLI predicament of where to store, charge ERH W]RGLVSRMWI EPP SJ XLIWI HIZMGIW With this concern in mind, LapSafe® Products created the UnoCart™ JSV M4EHW W]RG ERH GLEVKI XVSPPI] 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 SV 1EG&SSO 8LMW EPPS[W WGLSSPW XS share iPads between classrooms, whilst TVSZMHMRK WEJI WXYHIRX EGGIWW XS JYPP] GLEVKIH QSFMPI GSQTYXMRK

One school who are already using the 9RS'EVX JSV M4EHW MW 7X ,YKL SJ 0MRGSPR 6 ' 4VMQEV] 7GLSSP 8IEGLIV Mark Mountcastle said of the trolley: ±8LI 9RS'EVX JSV M4EHW SJJIVIH YW all of the functionality that we required at a lower price than other trolleys on XLI QEVOIX [MXL WMQMPEV WTIGM½GEXMSR ;I JIPX XLEX XLI XVSPPI] [EW KSSH ZEPYI for money, and, because it bears the 0ET7EJI REQI [I ORI[ XLEX [I´H FI KIXXMRK E VIPMEFPI ERH VSFYWX WSPYXMSR ² For more information on the UnoCart™ for iPads, and pricing, call LapSafe® free on 0800 130 3456

-X MW EPWS MQTSVXERX RSX XS SZIVPSSO XLI WIGYVMX] SJ XLIWI ZEPYEFPI HIZMGIW WQEPP and easy to conceal, iPads are sadly a TVMQI XEVKIX JSV [SYPH FI XLMIZIW 8LEX´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 MRLMFMX YREYXLSVMWIH EGGIWW XS XLI YRMX 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]RGLVSRMWEXMSR TVSGIWW

Innovatemyschool Innovatemyschool

sport in schools

Physical inspiration: The unseeQ EHQH¿WV RI 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.

6IEPMWMRK XLEX XLI UYEPMXMIW RIIHIH XS succeed in sport - such as determination, GSR½HIRGI ERH WIPJ FIPMIJ EVI EPWS OI] XS achieving wider goals, less athletic pupils QE] FI TIVWYEHIH XLEX XLI] RIIH RSX FI TVSJIWWMSREP JSSXFEPPIVW SV KSPH QIHEPPMWXW XS FIRI½X JVSQ WTSVX ERH I\IVGMWI

Determination, GSR½HIRGI ERH WIPJ FIPMIJ are key to achieving wider goals

;MXL PIZIPW SJ GLMPHLSSH SFIWMX] VMWMRK MX´W MQTSVXERX XLEX [I FYMPH SR XLMW ERH IRGSYVEKI ]SYRKWXIVW XS IRNS] FIMRK EGXMZI %W E 7O] 7TSVXW 0MZMRK JSV 7TSVX %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. XLMRK 4YTMPW [LS EVI WGITXMGEP EFSYX WTSVX [MPP SRP] VIEPP] FI GSRZIVXIH [LIR XLI] WII But there’s more to PE and school sports ½VWX LERH LS[ FIRI½GMEP ERH IRNS]EFPI MX XLER QEOMRK TYTMPW JEWXIV ½XXIV ERH QSVI GER FI skillful. One of my goals is to help the less athletic pupils - who may never win on - FIKMR Q] ½VWX TL]WMGEP WIWWMSR [MXL WTSVXW HE]W SV FI TMGOIH ½VWX JSV JSSXFEPP ER] KVSYT F] WIXXMRK YT E GLEPPIRKI XLEX - to realise that, in addition to improving VIUYMVIW EXLPIXMG ERH RSR EXLPIXMG TYTMPW XS their health, sport can help them develop work together. The purpose of this activity EXXVMFYXIW XLEX EVI ZMXEP XS WYGGIWW MR WGLSSP MW XS FVIEO XLI MGI ERH LIPT WL] ERH MWSPEXIH and in life. TYTMPW JIIP ZEPYEFPI XS XLI KVSYT Getting pupils to discuss how they and SXLIVW SZIVGEQI SFWXEGPIW MR FSXL PMJI ERH WTSVXW GER FI E KSSH WXEVXMRK TSMRX www.innovatemyschool.com

,IVI´W ER MGI FVIEOMRK EGXMZMX] ]SY GER XV] 7XEVX F] EWOMRK EPP TYTMPW E KVSYT SJ XIR XS X[IRX] MW MHIEP XS WXERH SR E FIRGL 13

sport in schools )\TPEMR XLEX XLI GLEPPIRKI MW JSV XLIQ XS arrange themselves in order of their dates SJ FMVXL [MXLSYX XEPOMRK QSZMRK XLIMV PMTW SV WXITTMRK SJJ XLI FIRGL 8LI TYTMPW [MPP LEZI XS YWI LERH WMKREPW ERH SXLIV ETTVSTVMEXI gestures to communicate with one another Craig Heap is a former Olympic and ERH KIX MRXS XLI GSVVIGX SVHIV EW UYMGOP] 'SQQSR[IEPXL K]QREWX ERH ER %XLPIXI EW TSWWMFPI 1IRXSV JSV 7O] 7TSV XW 0MZMRK JSV 7TSV X % JVII MRMXMEXMZI HIPMZIVIH MR TEV 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 0MZMRK JSV 7TSV X LEW %XLPIXI 1IRXSVW while working towards a common goal. These include retired and active Olympic and Paralympic competitors, [LS LEZI WS JEV LIPTIH TYTMPW This has proved a great MR SZIV WGLSSPW PIEVR RI[ WOMPPW way to get all the children XLVSYKL WTSV X 7GLSSPW WIIOMRK XS FI MRZSPZIH MR 7O] 7TSV XW 0MZMRK JSV 7TSV X interacting and having fun can get more information and sign up JSV XLI EGEHIQMG ]IEV EX while working towards a [[[ WO]WTSVXW GSQ PMZMRKJSVWTSVX common goal.

- JSPPS[ XLI MGIFVIEOIV [MXL EGXMZMXMIW centred around either a particular sport, ½XRIWW MR KIRIVEP SV RYXVMXMSR ERH LIEPXL] lifestyles, depending on the school’s TVIJIVIRGI -´PP SJXIR WXEVX F] HIQSRWXVEXMRK my gymnastic skills and teaching the pupils E JI[ JYR XYQFPIW ;LEXIZIV XLI EGXMZMX] - JSGYW SR TVSQSXMRK GSR½HIRGI ERH LIPTMRK XLI TYTMPW HIZIPST PMJI IRLERGMRK EXXVMFYXIW 1] NSYVRI] JVSQ L]TIVEGXMZI GLMPH XS 'SQQSR[IEPXL KSPH QIHEPPMWX FIKER MR XLI gym. School sport can’t, of course, make all pupils Olympic athletes. But with the right ETTVSEGL MX GER KMZI XLIQ XLI GSR½HIRGI to pursue Olympian aspirations. Read more articles like this at www.innovatemyschool.com 14

%VXMGPI [VMXXIR F] Craig Heap, Athlete Mentor for Sky Sports Living for Sport @SkySportsLFS www.skysports.com/livingforsport

Innovatemyschool 14

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

aurasma.com

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 teach@aurasma.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:

Rebuilding relationships

This series has covered everything from creating a temperate classroom climate to strategies and techniques for dealing with all kinds of disobedience - from minor QMWGLMIJ XS EKKVIWWMZI HI½ERGI &YX XLIVI MW E ½REP SJXIR overlooked aspect of effective behaviour management: rebuilding your relationship with a pupil after punishing him. 8S E PEVKI I\XIRX XLI EXQSWTLIVI MR E GPEWWVSSQ MW HIXIVQMRIH F] XLI VIPEXMSRWLMT FIX[IIR XIEGLIV ERH TYTMPW &IGEYWI reprimanding or punishing a pupil risks HEQEKMRK XLEX VIPEXMSRWLMT MRI\TIVMIRGIH XIEGLIVW WSQIXMQIW PIX QMWFILEZMSYV KS unaddressed - particularly when the culprit MW E ±HMJ½GYPX² TYTMP [MXL [LSQ XLI] LEZI [SVOIH LEVH XS FYMPH VETTSVX

To a large extent, the atmosphere in a classroom is determined by the relationship between teacher and pupils 8LMW MW YRHIVWXERHEFPI FYX HI½RMXIP] MREHZMWEFPI -X HSIW E TYTMP RS KSSH XS EZSMH XLI GSRWIUYIRGIW SJ LMW EGXMSRW ERH if punishments are applied inconsistently XS WSQI TYTMPW FYX RSX SXLIVW XLI XIEGLIV [MPP WIIQ YRJEMV % XIEGLIV [LS WLVMROW JVSQ HMWGMTPMRMRK HMJ½GYPX TYTMPW [MPP UYMGOP] lose the respect of his class. *SVXYREXIP] MX MW TSWWMFPI XS TYRMWL E TYTMP´W QMWFILEZMSYV [LMPI QEMRXEMRMRK E KSSH relationship with him and his classmates. Innovatemyschool

*MVWX EW I\TPEMRIH MR XLI TVIZMSYW EVXMGPI MR XLMW WIVMIW XLI GSRWIUYIRGIW JSV FEH FILEZMSYV QYWX FI ORS[R MR EHZERGI F] XLI GPEWW ERH ETTPMIH GSRWMWXIRXP] ;LIR XLMW is the case, most pupils will accept them [MXL VIEWSREFP] KSSH KVEGI )UYEPP] MQTSVXERX MW LS[ XLI XIEGLIV FILEZIW XS[EVHW E TYTMP EJXIV TYRMWLMRK LMQ 7SQI ]IEVW EKS - [EW XIEGLMRK E =IEV science group with whom I usually got on well. It was near the end of the summer XIVQ ERH [I [IVI EPP KIXXMRK E FMX XMVIH 3RI TEVXMGYPEV TYTMP 0YOI [EW FIMRK VEXLIV more chatty and distracted than usual. Instead of following my predetermined VYPIW ERH KIXXMRK LMQ FEGO SR XEWO - snapped and shouted. 8LI GPEWW [EW WXYRRIH ERH XLI FS] FIKER to sulk. It was clear that I was at fault and that it [EW Q] NSF XS TYX XLMRKW VMKLX %JXIV E JI[ QMRYXIW - [IRX SZIV XS 0YOI´W HIWO ERH apologised. I was going to go on to say XLEX - [EW RSX LEZMRK E KSSH HE] FYX 0YOI TSPMXIP] MRXIVNIGXIH ±7´EPP VMKLX WMV ² LI WEMH ±(SR´X [SVV] EFSYX MX ² %RH XLEX [EW XLEX ,MW HIQIERSYV ERH XLEX of the class, instantly returned to normal. -X [EW VIQEVOEFPI XLEX WYGL E WMQTPI EGX LEH WYGL E HVEQEXMG IJJIGX 3R VI¾IGXMSR - VIEPMWIH XLEX F] ETSPSKMWMRK - LEH RSX SRP] EGORS[PIHKIH ER MRNYWXMGI FYX LEH KMZIR 0YOI XLI STTSVXYRMX] XS FI QEKRERMQSYW The lesson for me was that if you have a good relationship with your pupils, they [MPP PMOI XLI FIWX SJ JEQMPMIW JSVKMZI ]SYV mistakes. But the incident also shows that

www.innovatemyschool.com

MX MW TSWWMFPI XS VIFYMPH E VIPEXMSRWLMT [MXL a pupil after punishing him - even after punishing him unfairly - if the teacher, as the EHYPX XEOIW VIWTSRWMFMPMX] JSV HSMRK WS Even when your punishments are fair and NYWX XLIVI EVI WXITW ]SY WLSYPH XEOI XS 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: onlinegovernor@googlemail.com 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

www.onlinegovernor.com

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 *RYHUQRUV ÀQDQFHG independently of school budgets.

The basics of good classroom management Acknowledge that the pupil has VIWYQIH GSVVIGX FILEZMSYV % WMQTPI ±[IPP HSRI² SV ±XLERO ]SY² [MPP HS 0SSO JSV ER IEVP] STTSVXYRMX] XS praise or encourage the pupil. Compliment LMW [SVO SV EWO LMQ E UYIWXMSR LI MW PMOIP] XS FI EFPI XS ERW[IV ERH XLIR TVEMWI LMQ for getting it right. In addition to letting LMQ ORS[ XLEX ]SY FIEV RS KVYHKI JSV his earlier misdemeanour, this sends the message that you are fair and as likely to VI[EVH KSSH FILEZMSYV EW XS TYRMWL FEH

STTSVXYRMX] XS INIGX LMQ JVSQ XLI VSSQ using a different pen to add the reason for VIJIVVEP ;MXL WYGL E RIKEXMZI EXXMXYHI JVSQ the teacher, it was hardly surprising that the pupil was only too willing to live up - or VEXLIV HS[R XS I\TIGXEXMSRW %RSXLIV XMQI - [MXRIWWIH E JIPPS[ XIEGLIV rip up a note of apology from a pupil ERH PMXIVEPP] XLVS[ MX FEGO MR LIV JEGI -X´W no coincidence that this teacher was a JVIUYIRX YWIV SJ XLI VIJIVVEP W]WXIQ

Most importantly, clean the slate. Don’t GEVV] QMWXEOIW QEHI F] XLI TYTMP MRXS XLI RI\X PIWWSR ;LEX´W HSRI GERRSX FI YRHSRI 2SFSH] PMOIW XS FI VIQMRHIH SJ TEWX IVVSVW 3RGI ER MWWYI LEW FIIR HIEPX 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 TVITEVIH PIWWSR MW VYMRIH F] VITIEXIH disruption. But it is a measure of our maturity and professionalism that, however many times we are disappointed, we are EFPI XS WXEVX IZIV] PIWWSR [MXL E GSQTPIXIP] FPERO WPEXI ERH TSWMXMZI I\TIGXEXMSRW SJ EPP pupils in the class.

&IMRK EFPI XS TYRMWL TYTMPW [MXLSYX damaging your relationship with them is RSX IEW] %W XLI XIEGLIV MR GLEVKI SJ Q] WGLSSP´W ±GSSPMRK SJJ ² VSSQ ERH MWSPEXMSR unit, I was intrigued one day to receive a referral slip written out in two different GSPSYVW SJ MRO 8LI LETPIWW TYTMP FIEVMRK XLI slip arrived at the isolation unit only a few minutes after the start of the lesson from [LMGL LI LEH FIIR VIQSZIH The reason for the different colours? It XYVRIH SYX XLEX XLI XIEGLIV LEH ½PPIH MR the pupil’s details on the slip some time FIJSVI XLI PIWWSR ERH XLIR XEOIR XLI ½VWX www.innovatemyschool.com

Read the previous parts of this series at www.innovatemyschool.com %VXMGPI [VMXXIR F] 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

Innovatemyschool

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. 8LMW EVXMGPI PSSOW EX [LEX MW QIERX F] ±MRHITIRHIRX KYMHERGI² ERH LS[ WGLSSPW QMKLX FIWX TVSZMHI MX -X MW FEWIH SR XLI ½RHMRKW SJ ER 67% JYRHIH TMPSX 8VERWMXMSRW Programme, carried out in secondary WGLSSPW FIX[IIR 7ITXIQFIV ERH 1EVGL

GSRHMXMSRW SJ I\XIVREPMX] ERH MRHITIRHIRGI MR XLI PIKMWPEXMSR %W MJ XS YRHIVPMRI XLI notion that face-to-face support is not VIUYMVIH XLI +SZIVRQIRX MW TVSQSXMRK MXW National Careers Service, which offers such online and telephone support. Information vs decision-making skills 8LI TVSFPIQ [MXL XLMW MW XLEX TVSZMHMRK independent, impartial careers guidance can too easily default to giving pupils a PMWX SJ [IFWMXIW XS ZMWMX -RJSVQEXMSR MW satisfyingly concrete. But it is not enough. ;I PMZI MR ER MRJSVQEXMSR EKI MX MW TSWWMFPI for young people to research their options ZIV] UYMGOP] ° ERH MRHITIRHIRXP] ;LEX they may well lack, however, are the agency, resilience and decision-making skills VIUYMVIH XS QEOI YWI SJ XLI MRJSVQEXMSR EZEMPEFPI

What is independent guidance? 8LI )HYGEXMSR %GX WXEXIW XLEX XS FI independent, careers guidance must come from a person not employed at the school. %GGSQTER]MRK WXEXYXSV] KYMHERGI MWWYIH F] 8LI ½RHMRKW SJ XLI 67% JYRHIH 8VERWMXMSRW XLI (ITEVXQIRX JSV )HYGEXMSR IPEFSVEXIW 4VSKVEQQI [LMGL [SVOIH [MXL =IEV somewhat, stating: pupils in four schools around the country SZIV E WM\ QSRXL TIVMSH MRHMGEXI XLEX EPP “Schools should secure access to independent OMRHW SJ TYTMPW GER FIRI½X JVSQ GLEPPIRKMRK 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 PIEVRMRK HMJ½GYPXMIW SV HMWEFMPMXMIW ² to motivate pupils to identify and start to EGLMIZI XLIMV PSRK XIVQ KSEPW F] FYMPHMRK It also states that careers guidance activities their agency and resilience. “may take place on an individual or group FEWMW ERH QE] FI JEGI XS JEGI SV EX E 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 GSEGLMRK WIWWMSRW 8LI [SVOWLSTW I\TPSVIH interconnected issues: dealing with critical 8LMW MQTPMIW XLEX MJ E WGLSSP FIPMIZIW MXW JIIHFEGO GVIEXMZI TVSFPIQ WSPZMRK TYTMPW HS RSX VIUYMVI JEGI XS JEGI WYTTSVX persuasive speaking, and analysing personal MX RIIH SRP] HMVIGX XLIQ XS [IFWMXIW ERH 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 IEGL TYTMP [MXL I\IVGMWIW HIWMKRIH XS TVSQTX VI¾IGXMSR ERH KIX TYTMPW XS XLMRO QSVI HIITP] EFSYX XLIMV JYXYVIW

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.

%X XLI WXEVX SJ XLI TMPSX MX [EW GPIEV XLEX most pupils had never considered their PSRK XIVQ JYXYVIW 1ER] IMXLIV LEH MR¾EXIH I\TIGXEXMSRW SV [IVI WIPPMRK XLIQWIPZIW WLSVX 8LIMV HIGMWMSRW [IVI SJXIR MR¾YIRGIH F] TEVIRXW SV XIEGLIVW ERH XLI] PEGOIH XLI GSR½HIRGI XS QEOI XLIMV S[R GLSMGIW

8LI )HYGEXMSR %GX WXEXIW XLEX GEVIIVW KYMHERGI WLSYPH FI [LEX ±XLI person giving it considers will promote XLI FIWX MRXIVIWXW SJ XLI TYTMPW XS [LSQ MX MW KMZIR² 8LMW MKRSVIW XLI MHIE XLEX TYTMPW EVI ERH RIIH XS FI XLI EKIRXW SJ their own success. Young people are full SJ TEWWMSREXI MRXIVIWXW ;LEX XLI] RIIH MW The programme challenged pupils’ WYTTSVX XS IREFPI XLIQ XS QEOI IJJIGXMZI TVIGSRGITXMSRW [LMGL WSQI JSYRH HMJ½GYPX GSRGVIXI ERH WYWXEMREFPI HIGMWMSRW EFSYX %W SRI TYTMP WEMH “I don’t want to make a XLIMV JYXYVIW 'EVIIVW GSEGLMRK GER FI HIGMWMSR - [ERX XS FI XSPH [LEX XS HS %PXLSYKL XLI HMJJIVIRGI FIX[IIR WMQTP] HMWTIRWMRK - LEXI FIMRK XSPH &YX - LEXI QEOMRK HIGMWMSRW information and really motivating pupils to )ZIR WQEPP XLMRKW² take positive action. 3ZIVEPP LS[IZIV XLI ½RHMRKW MRHMGEXIH that coaching young people early in their careers helps them learn to manage change for themselves. Many pupils came to the ½REP GSEGLMRK WIWWMSR [MXL WMKRM½GERX GSRGVIXI HIGMWMSRW EFSYX XLIMV JYXYVI 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 'SEGLMRK MW [MHIP] YWIH MR FYWMRIWW XVEMRMRK 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 [VMXXIR F] Dr Ingrid Wassenaar @ingridwassenaar ingridpwassenaar@gmail.com ingridwassenaar.weebly.com

Innovatemyschool

;9K;9a< afkhajaf_ [`ga[]k

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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Innovatemyschool

Twinterview with... Carol Allen

Twinterview

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? - JSYRH WGLSSP IEW] JYR [EW JEWGMREXIH F] 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 [LEX LEW FIIR TVIZMSYWP] [VMXXIR SFWIVZI QMRYXIP] PMWXIR MRXIRXP] [MXLSYX TVINYHKMRK ERH IRKEKI GSQQSR 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] TVSGIWWIW XSXEPP] 6I½RIH Q] approach!

You specialise in IT as well as SEN. What’s the best piece of technology for helping SEN pupils? -X MW E NMKWE[ XLI VMKLX FMX JSV SRI QMKLX FI XSXEPP] [VSRK JSV ERSXLIV ;LIR ]SY complete the puzzle it is perfect!

www.innovatemyschool.com

twinterview How do you help pupils who are struggling to learn to read? Remove the pressure. Start from their MRXIVIWXW YWI XIGL WYTTSVX IK W]QFSPW SV 'PMGOIV XS JVEQI XLI VIEHMRK TVSGIWW -X LEW XS FI JYR What do you teach colleagues about working with the parents of SEN children? 4EVIRXW ORS[ XLIMV GLMPH FIXXIV XLEX [I GER 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[ ZME ZMHIS SR =SY8YFI WTIEOMRK ERH [VMXMRK EFSYX MX Finally, what’s your top tip for aspiring SEN teachers? )EGL PIEVRIV MW YRMUYI QYWX FI XVIEXIH EW WYGL .YWX FIGEYWI WSQIXLMRK [SVOIH JSV one, it may not work for another with the WEQI FEVVMIV

The psychiatrist Laurent Mottron recently suggested that autism be considered a different way of looking at the world. Do you agree?

%VXMGPI [VMXXIR F] 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

www.spellathon.net

Innovatemyschool

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 ½RKIVW SV WX]PYW WIIQW TVIJIVEFPI XS 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 TVSZMHIW E YRM½IH WSPYXMSR XLEX SJJIVW WIGYVI 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) XS ER] MRXIVRIX VIEH] HIZMGI in any location with internet access. 'YX ]SYV 1MGVSWSJX )RXIVTVMWI 0MGIRWMRK budget by up to 30%. 0IZIVEKI SYV IHYGEXMSR WIGXSV TVMGMRK Schools don’t have an enterprise agreement with us.The cost is pennies per student instead of hundreds of pounds. 6IHYGI GSWXW SR LEVH[EVI WYTTSVX ERH maintenance AEP Networks minimises risk with a solution that enables secure, web-browser access to a broad range of business applications. 2I[P] VIPIEWIH M4EH ETT JSV 9PXVE 4VSXIGX JSV a true Windows experience. 5YMGOP] ERH WIGYVIP] VIEGL ZMVXYEPP] ER] application, including legacy applications, in XSHE]´W -8 IRZMVSRQIRX MRGPYHMRK 1MGVSWSJX 3YXPSSO ;MRHS[W 6IQSXI (IWOXST Services and server-based applications, as well as traditional client/server applications SZIV E :42 8YRRIP %GVSWW 1MGVSWSJX 'MXVM\ :1;EVI 92-< [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] 8LI XVEGOMRK EPPS[W YW XS WII [LS LEW RSX ]IX FSSOIH ERH QEOI GSRXEGX [MXL XLIWI TEVIRXW :IV] TPIEWIH [MXL XLI TVSHYGX ERH - LEZI VIGSQQIRHIH MX XS RYQIVSYW WGLSSPW ² Peter Moise, Head Teacher at Preston School.

www.parents-booking.com

Mathletics ±1EXLPIXMGW LEW LIPTIH SYV TYTMPW FIGSQI QSVI GSR½HIRX ERH IRKEKIH MR 1EXLW 4YTMPW PSZI IEVRMRK GIVXM½GEXIW ERH GVIHMXW ERH EVI LIRGI QSXMZEXIH XS OIIT MQTVSZMRK XLIMV QEXLW &IMRK able to tailor courses for pupils and track results on Mathletics EVI ZEPYEFPI XSSPW XS LIPT QSRMXSV WXYHIRX TVSKVIWW ² Andrew Mubeezi, St John Bosco School

www.mathletics.co.uk

Reading Eggspress “I introduced Reading Eggspress to Years 5 and 6 before Christmas ERH [MXLMR HE]W XLI] [IVI LSSOIH 8LI] PMOI XLI GSQTIXMXMZIRIWW SJ XLI TVSKVEQ ERH KEMRMRK VI[EVHW 8LI] HIWGVMFI MX EW ³JYR´ ERH ³LIPTMRK ]SY VIEH´ ERH PSZI XS KS SR XLI TVSKVEQ MR XLIMV S[R XMQI -RXIVIWXMRKP] WSQI GLMPHVIR JIPX XLEX YWMRK XLI TVSKVEQ LEH IRGSYVEKIH XLIQ XS VIEH FSSOW QSVI XSS ² Janet Gough, Cockerham Parochial CE Primary School

www.readingeggspress.co.uk

Innovatemyschool

R ea d m o r e at in n

title here

ovatemysch o o l.c

Hindu workshops ±- XLSYKLX XLI TVIWIRXEXMSR [EW ZIV] IHYGEXMSREP ERH WXMQYPEXMRK -X gave the children a vast insight to different aspects of the religion and - XLMRO MX [EW E KVIEX [E] XS MRXVSHYGI XLIQ XS MX ;I EVI WXYH]MRK Hinduism after October and I would just like to say thanks again for GSQMRK ERH HSMRK ER I\GIPPIRX TVIWIRXEXMSR ² Fiona McLellan, R.E. Co-ordinator, Dalmilling Primary School, Ayr

www.personalhinduism.com/ school-presentations.html

Pebble ±%PP [I GER WE] EFSYX *YRH 1EREKIV MW XLEX MX MW E JERXEWXMG XSSP JSV EPP WGLSSPW 8LI WIVZMGI [I LEZI LEH JVSQ 4IFFPI MW JERXEWXMG Every year they have assisted us in whatever we have asked, MRGPYHMRK EHHMRK E :%8 STXMSR XS VITSVXW RS[ XLEX [I LEZI FIGSQI ER %GEHIQ] ;IPP HSRI XS IZIV]SRI ² +MPPMER &EXIW *MRERGI 3J½GIV *SVQF] ,MKL 7GLSSP

www.talktopebble.co.uk

IRIS “IRIS is an outstanding software package that makes rewarding WXYHIRXW ERH VIGSVHMRK MRGMHIRXW MRGVIHMFP] IEW] 8LI [LSPI WGLSSP LEW FIRI½XIH JVSQ YWMRK -6-7 IWTIGMEPP] TEWXSVEP WXEJJ 8LI XIEQ EX -6-7 EVI ZIV] WYTTSVXMZI EP[E]W JEWX XS VIWTSRH ERH LIPTJYP ² Rowena Harris, Maths teacher, Calday Grange Grammar School

www.iris.ac www.innovatemyschool.com

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curtailing the calculator

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%7 MW MHIRXMGEP I\GITX ±MRHMGIW² EVI GEPPIH ±4S[IV OJ ² &SXL EGVSR]QW XIPP YW XLI WEQI XLMRK the order in which to tackle the operators MR ER IUYEXMSR *SV I\EQTPI MR XLI WYQ 1 + 22 - (3 + 2) x 4 [I QYWX ½VWX IZEPYEXI XLI GSRXIRXW SJ XLI FVEGOIXW -RHMGIW TS[IVW [SYPH FI RI\X XLIR HMZMWMSR ERH QYPXMTPMGEXMSR XLIR ½REPP] EHHMXMSR ERH WYFXVEGXMSR This order of precedence is crucial in all arithmetic. To do things in a different order

XS WXEVX WSPZMRK XLI EFSZI WYQ F] HSMRK 1 + 2 JSV I\EQTPI [SYPH SJXIR PIEH XS E different and incorrect answer.

±7MV 'ER´X - NYWX X]TI XLI UYIWXMSR MRXS Q] GEPGYPEXSV ERH TVIWW IUYEPW#² -X´W E JEMV UYIWXMSR %JXIV EPP MWR´X XLEX [LEX the calculator is for? If the pupil inputs XLI UYIWXMSR EGGYVEXIP] MX [MPP TVSZMHI XLI GSVVIGX ERW[IV +MZIR XLEX SRI GER NYWX YWI XLI GEPGYPEXSV [L] PIEVR EFSYX &-(1%7 EX all, let alone memorise or practise using it? I’m afraid that in order to see why, we shall LEZI XS GSRWMHIV ERSXLIV QEXLW TVSFPIQ ;SVWI WXMPP XLMW SRI [MPP MRZSPZI EPKIFVE 0IX´W OIIT MX VIEPP] WMQTPI IZEPYEXI XLI I\TVIWWMSR a + b2 [LIVI E ! ERH F ! It seems, I hope, straightforward. One WYFWXMXYXIW MR XLI ZEPYIW SJ a and b into the IUYEXMSR ERH XLIR TIVJSVQW XLI RIGIWWEV] calculations.

=IX [MXL XLMW WSVX SJ UYIWXMSR TYTMPW [LS routinely do arithmetic without calculators, ERH XLIVIJSVI LEZI &-(1%7 ½VQP] MR QMRH %X XLMW TSMRX MR XLI I\TPEREXMSR TIVLETW are at an advantage. They think of b = EJXIV E GSYTPI SJ I\EQTPIW LEZI FIIR -3 ERH WUYEVI -3 to get 9 -RHMGIW FIJSVI GSZIVIH SR XLI FSEVH E TYTMP [MPP GEYXMSYWP] 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] XS WPMT YT 2SX XLMROMRK SJ &-(1%7 they don’t realise that when inputting -3 into the calculator, they need to surround it [MXL FVEGOIXW MR SVHIV XLEX XLI QMRYW WMKR FI ETTPMIH XS XLI FIJSVI XLI TS[IV MW GEPGYPEXIH 8LI] WMQTP] TVIWW XLI FYXXSRW MR [LEX WIIQW XLI SFZMSYW SVHIV 2,+, -, 3, x2, =. The calculator, dutifully applying &-(1%7 ½VWX [SVOW SYX XLEX 32 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 EX PIEWX YRTVEGXMWIH [MXL &-(1%7 XLI] struggle to understand why they needed to enclose the -3 MR FVEGOIXW 8S FI GPIEV it’s so that -3 MW WUYEVIH VEXLIV XLER 3; VIQIQFIV b = -3 and we are trying to calculate b2 8LIMV MRGSQTVILIRWMSR SJXIR manifests in the confused response: “The GEPGYPEXSV KMZIW QI E HMJJIVIRX ERW[IV² It is as if the pupils think that using the GEPGYPEXSV QEOIW MX MQTSWWMFPI JSV XLIQ XS get the wrong answer. 8LMW VIEGXMSR WYKKIWXW E HIITIV TVSFPIQ pupils often see the calculator not as a tool XS LIPT XLIQ HS QEXLW FYX EW E HIZMGI XLEX does maths for them, that relieves them of the need to understand mathematical concepts. Perhaps the reason the calculator has this IJJIGX LEW WSQIXLMRK XS HS [MXL MXW IUYEPW FYXXSR 3R XLI GEPGYPEXSV IUYEPW MW XLI FYXXSR XLEX KMZIW XLI ERW[IV -R VIEP QEXLW IUYEPW MW E WMKR XLEX LEW E HMJJIVIRX ERH JEV more profound meaning. It states that what MW SR MXW PIJX MW IUYEP XS [LEX MW SR MXW VMKLX From this fact, it follows that if you change [LEX MW SR SRI WMHI SJ XLI IUYEPW WMKR

XLI SXLIV WMHI QYWX FI GLERKIH F] XLI same amount. This concept is a cornerstone of QEXLIQEXMGW ;MXLSYX YRHIVWXERHMRK MX SRI will struggle to grasp more advanced maths, EW [IPP EW XLI QIERMRK SJ XLI IUYEPW WMKR 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. 4YTMPW WLSYPH FI XEYKLX LS[ ERH [LIR XS use them: as a tool for dealing with large SV GSQTPI\ RYQFIVW RSX EW E WIQM QEKMGEP ERW[IV TVSHYGMRK HIZMGI XLEX SFZMEXIW XLIMV 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 ERH VIEWSRMRK GETEFMPMXMIW SJ XLI QMRH E calculator far more powerful and profound than any contraption of wire and electronics. %VXMGPI [VMXXIR F] Will Miles, Maths teacher, Merchant Taylors’ School, Crosby www.merchanttaylors.com

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Going Solo

Going SOLO:

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. 7303 HI½RIW ½ZI WXEKIW SJ YRHIVWXERHMRK JSV ER] XSTMG TVIWXVYGXYVEP YRMWXVYGXYVEP QYPXMWXVYGXYVEP VIPEXMSREP ERH I\XIRHIH EFWXVEGX 8LI ½VWX XLVII MRZSPZI KEXLIVMRK VIPIZERX MRJSVQEXMSR 8LI SXLIV X[S EVI EFSYX YWMRK XLEX MRJSVQEXMSR PMROMRK JEGXW ERH ½RHMRKW UYIWXMSRMRK I\MWXMRK MHIEW EFSYX XLI XSTMG ERH JSVQMRK RI[ XLISVMIW %PP [IPP ERH KSSH &YX LS[ HSIW MX [SVO MR TVEGXMGI# ,IVI´W E WMQTPM½IH I\EQTPI SJ LS[ 7303 GER LIPT E TYTMP [MXL PMXXPI ORS[PIHKI SJ E XSTMG HIZIPST E WSTLMWXMGEXIH understanding of it and see the thought-process that got him there. In our imaginary PIWWSR XLI KSEP MW JSV TYTMPW XS [VMXI ER IWWE] I\TPSVMRK XLI GLSMGIW .SLRR] (ITT LEW made in his acting career. Gathering Information

Multi

Pre

Uni

Missed the point Rational

Extended Abstract

Using Information

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Going Solo

SOLO LEVEL: PRESTRUCTURAL (the pupil has missed the point) Pupil Response: I think Johnny Depp is a Shakespeare character FIGEYWI [I [EXGLIH E ½PQ JIEXYVMRK FSXL SJ XLIQ

To Move On: 8LI TYTMP QYWX FIKMR XS KEXLIV FEWMG MRJSVQEXMSR 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] (ITT EGXW MR ½PQW

To Move On: The pupil has understood one choice Johnny Depp has QEHI FYX XLIVI MW RS JYVXLIV detail. The pupil should conduct further research into the actor’s career and the different roles he has played.

Pupil Response: - ORS[ PSXW EFSYX XLI PMJI and times of Johnny Depp. - ORS[ XLI ½PQW XLEX LI has acted in. I know that he dislikes mainstream ½PQW ,I LEW EGXIH MR WSQI QEMRWXVIEQ ½PQW

To Move On: 8LI TYTMP QYWX FIKMR XS QEOI PMROW FIX[IIR XLI information he has found EFSYX .SLRR] (ITT´W PMJI ERH the choices he has made as an actor.

UNISTRUCTURAL

MULTI STRUCTURAL

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going solo RELATIONAL Pupil Response: Johnny Depp is a popular EGXSV [LS ½VWX GEQI XS SYV WGVIIRW MR XLI W %X this time, cinema was very popular. Johnny, however, HIGMHIH XS WLYR XLI FVMKLX lights of Hollywood, opting instead for less mainstream VSPIW MR ½PQW WYGL EW ;LEX´W Eating Gilbert Grape?

To Move On: The information gathered LEW FIIR PMROIH GSRXI\XYEPP] The pupil should analyse ERH UYIWXMSR LMW ½RHMRKW and draw his own GSRGPYWMSRW EFSYX [LEX LI has discovered.

Pupil Response: Johnny Depp is a popular EGXSV [LS ½VWX GEQI XS SYV WGVIIRW MR XLI W This was a time when cinema was very popular. Johnny, however, decided XS WLYR XLI FVMKLX PMKLXW SJ Hollywood, opting instead for less mainstream roles, in ½PQW WYGL EW ;LEX´W )EXMRK Gilbert Grape? ;EW XLMW conscious decision to avoid XLI PMQIPMKLX EGXYEPP] NYWX E clever tactic to engage the

To Move On: The pupil has linked his ORS[PIHKI I\EQMRIH MX MR 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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A one day event presenting school leadership teams with opportunities for strategic improvement in a changing system Thursday 6 December 2012 Senate House, London Confirmed speakers include: Brett Wigdortz, CEO and founder, Teach First Christine Gilbert, visiting professor of education, Institute of Education and former head of Ofsted Kevan Collins, CEO, Education Endowment Foundation Peter Hyman, head teacher, School 21 Trevor Averre-Beeson, director of education and founder, Lilac Sky Academies

Event partners

going solo Implementing SOLO &] TVSZMHMRK E GPIEVP] HI½RIH TEXL XS LMKLIV SVHIV XLMROMRK 7303 QEOIW WIPJ ERH TIIV EWWIWWQIRX IEWMIV -R Q] I\TIVMIRGI [MXL ZEVMSYW ]IEV ERH EFMPMX] KVSYTW MRGPYHMRK WM\XL JSVQ ERH FSXXSQ WIXW SRGI TYTMPW LEZI FIIR XEYKLX XLI JIEXYVIW SJ IEGL 7303 PIZIP ERH LS[ MX PIEHW XS XLI RI\X XLI] EVI UYMGOP] EFPI XS YWI XLI W]WXIQ XS HIZIPST WSTLMWXMGEXIH MHIEW EFSYX EPQSWX any topic.

Ensure that you fully understand the idea before using it in the classroom

Because it is a highly structured approach, 7303 QYWX FI MRXVSHYGIH EGGYVEXIP] Ensure that you fully understand the idea FIJSVI YWMRK MX MR XLI GPEWWVSSQ 'VIEXI I\EQTPIW PMOI XLSWI MR XLMW EVXMGPI MR SVHIV XS IWXEFPMWL LS[ XLI ETTVSEGL GER FI YWIH [MXLMR ]SYV WYFNIGX -J ]SY EVI GSRJYWIH what hope do your pupils have of ±KIXXMRK MX²# In particular, pupils must recognise the HMJJIVIRGIW FIX[IIR XLI PIZIPW ERH XLI importance of each level. Multistructural QE] FI E ±PIWWIV² JSVQ SJ YRHIVWXERHMRK XLER VIPEXMSREP FYX MX MW E RIGIWWEV] precursor to it: one cannot relate multiple JEGXW [MXLSYX ½VWX KEXLIVMRK XLIQ &I WYVI XS I\TPEMR IEGL WXEKI´W TPEGI MR XLI WIUYIRGI of thinking. If pupils already have good knowledge of a topic, they may need less XMQI JSV QYPXMWXVYGXYVEP VIWIEVGL FYX MX MW WXMPP necessary to acknowledge its importance www.innovatemyschool.com

- if only for when they encounter a topic EFSYX [LMGL XLI] EX ½VWX ORS[ ZIV] PMXXPI -X MW EPWS MQTSVXERX XLEX ]SYV MRMXMEP UYIWXMSR FI EGGIWWMFPI ERH XLEX MX IREFPIW TYTMPW XS HIZIPST XLIMV ERW[IV XS XLI I\XIRHIH EFWXVEGX PIZIP ;LIR - ½VWX YWIH 7303 [MXL Q] =IEV GPEWW - FIKER F] TSWMRK XLI UYIWXMSR ±(MH 7LEOIWTIEVI [VMXI IZIV] WXSV] IZIV [VMXXIR#² % X]TMGEP VIWTSRWI [EW ±2S FYX LI [VSXI PSXW SJ TPE]W² %X XLMW TSMRX - MRXVSHYGIH 7303 ERH I\TPEMRIH XLEX WYGL E VIWTSRWI [EW YRMWXVYGXYVEP MJ GSVVIGX FYX TVIWXVYGXYVEP MJ MX missed the point. 2I\X - I\TPEMRIH XLEX XLI TYTMPW´ I\MWXMRK knowledge of Shakespeare (not their singleWIRXIRGI ERW[IVW FYX XLI SXLIV XLMRKW XLI] EPVIEH] ORI[ [EW QYPXMWXVYGXYVEP - KSX XLIQ XS [VMXI IZIV]XLMRK XLI] ORI[ EFSYX Shakespeare and his plays on large pieces of paper, and I gave them some further facts FIJSVI [I QSZIH SR

It is also important that your initial question be accessible, and that it enables pupils to develop their answer ,EZMRK XLYW IWXEFPMWLIH QYPXMWXVYGXYVEP 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] - EWOIH XLI TYTMPW XS UYIWXMSR XLIMV ½RHMRKW JYVXLIV - TVSZMHIH XLIQ [MXL UYIWXMSR WXIQW XS IRGSYVEKI XLIQ XS I\TPSVI ZEVMSYW TSMRXW SJ ZMI[ EFSYX the comparisons that they had made. By UYIWXMSRMRK XLIMV VIPEXMSREP MHIEW XLI] [IVI EFPI XS WXEVX GVIEXMRK RI[ IHYGEXIH GSRGPYWMSRW EFSYX XLIMV I\TPSVEXMSRW

KMZI TYTMPW MRWXERX JIIHFEGO SR XLIMV SVEP VIWTSRWIW F] YWMRK XLI W]QFSP JSV XLI 7303 PIZIP XLEX ER ERW[IV LEW VIEGLIH The more I use the approach, the more ZEPYEFPI - ½RH MX

8LMW I\XIRHIH EFWXVEGX WXEKI GER FI VIEGLIH SRP] [LIR XLI TYTMP FIGSQIW ORS[PIHKIEFPI IRSYKL EFSYX E XSTMG XS L]TSXLIWMWI EFSYX MX [MXL PSKMG ERH 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. %JXIV KVEWTMRK XLI TVMRGMTPIW SJ 7303 LS[IZIV TYTMPW FIKMR XS XLMRO QSVI GEVIJYPP] EFSYX XLI UYEPMX] SJ XLIMV ERW[IVW They realise that one-word responses are YRMWXVYGXYVEP ERH XLIVIJSVI PIWW ZEPYEFPI XLER ERW[IVW XLEX HVE[ PMROW FIX[IIR WIZIVEP JEGXW SV SFWIVZEXMSRW

Pupils begin to think more carefully about the quality of their answers. 8S KIX XLI QSWX SYX SJ 7303 YWI MX [MHIP] ERH HEMP] -X GER FI ETTPMIH XS QER] 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 [VMXXIR F] 0MWE .ERI %WLIW, 0IEH 8IEGLIV SJ )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] (IGIQFIV 3\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&#x20AC;&#x2122;t know are actual Â½KYVIW FIGEYWI WIPJ MRNYV] MW KIRIVEPP] E TVMZEXI EGX 8LI XVIRH LS[IZIV MW E JVMKLXIRMRK SRI

Key issues to be addressed: Â&#x2C6; -QTPMGEXMSRW JSV ]SY MR ]SYV WIXXMRK -QTEGX SJ SR KSMRK WIPJ LEVQ [MXL SR WMXI VIWSYVGIW

Â&#x2C6; 7EJIKYEVHMRK ]SYRK TISTPI EKEMRWX JVSQ XLI QIHME

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'MVGYQZIRXMRK WMXYEXMSRW ERH GMVGYQWXERGIW FIJSVI XLI] XYVR XS WIPJ LEVQ 7IPJ LEVQ ERH %YXMWQ 8LI WGEPI SJ 7IPJ ,EVQ EQSRKWX GLMPHVIR ERH ]SYRK TISTPI ;LEX IPWI 9/ TVSJIWWMSREPW GER HS XS WYTTSVX GLMPHVIR ERH ]SYRK TISTPI [LS WIPJ MRNYVI#

Speakers include: Frances Crook 'LMIJ )\IGYXMZI ,S[EVH 0IEKYI 4IREP 6IJSVQ 7EVEL 8IEXLIV 1MRMWXIV SJ 7XEXI JSV 'LMPHVIR *EQMPMIW -RZMXIH Remy Aquarone 4VIWMHIRX SJ )YVSTIER 7SGMIX] JSV 8VEYQE (MWWSGMEXMSR )78( NICE 2EXMSREP -RWXMXYXI SJ ,IEPXL 'PMRMGEP )\GIPPIRGI -RZMXIH 0-1-8)( 40%')7 )%60= &-6( (-7'3928 if you Book by Friday 28 Sept

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