backtoschool The Malta Independent on Sunday 4 September 2016
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St Edward’s College A message from the headmaster. y name is Nollaig Mac an Bhaird. I feel very privileged to be headmaster at St Edwards College, (SEC), Birgu. I first stood before a classroom during my teacher training in 1979. Yes, a dinosaur! However, along the way, I did learn a little about the form a great education can take. Having hinted at my ‘maturity’, I want to also let you know that during those years I have been fortunate to have experienced several different approaches to education, US, UK, Irish, North European and South American. I have also had the opportunity to accredit schools in several of these countries. These experiences have enabled me to identify the essential components of a ‘good education’. The first indication I got that SEC was well on the road with ‘good education’ was in reading the SEC Mission statement; ‘...we strive to create exemplary citizens in this increasingly globalised and technological world, placing a strong emphasis on character formation, genuine intercultural understanding and leadership skills which will assist our students to contribute to the well-being of society’. This is not a dry detached declaration; it is what we believe in and live [by], at SEC. SEC caters for students from Early Years to Sixth Form where we teach the International Baccalaureate Diploma Programme, apart from our Early Years Programme, this is the only stage, where girls are admitted both as school-day girls and as boarders. We also have a well-balanced boarding programme for students who choose that option. Dedicated and experienced professionals are the cornerstone of our success. Consistent exam results, in both IB and MATSEC, along with the input of students and parents, authenticate this statement. Speaking recently to parents, I was happy to hear them say “Being an Edwardian is an honour and not just a title as there is that little extra effort our boys will have to make purely because they were brought up in a great environment where being mediocre is not the norm.” I was also impressed by one student who, reflecting on her experiences with IB, said “The IB is an educational programme that allows students the freedom to be responsible for their own learning. Academically challenging, the IB encourages students to become
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logical and critical thinkers. It is these characteristics that empowered me with the knowledge and skills that allow for an easier transition into university. It is thanks to the IB programme that I have pursued my studies to tertiary level.” Besides the University of Malta, IB students from St Edward’s College have been admitted to other presti-
gious overseas universities which include the University of California, Los Angeles (USA), University College, London (UK), Imperial College, London (UK), Medical University of Gdansk (Poland), LUISS Business School, Rome (Italy) to mention but a few. I find myself writing this in one of the most attractive and well-resourced schools I have ever been in. The building itself is impressive; gardens at SEC are mature and well maintained. Sports facilities at SEC are modern and include a well-equipped gym, running track, age appropriate soccer pitches, long jump pit, basketball and tennis courts, to mention a few. The College Hall is large with comfortable seating. Canteens, for boarders and day students, are well resourced serving tasty, nutritious food. If you want to witness a truly successful school housed in a magnificent historic building with spacious well kept grounds, you are welcome to book an appointment to visit the College.
Surviving the first day However well prepared we are for our children starting school for the first time not everyone looks forward to the day arriving. hildren who have already been to nursery and reception classes may well be looking forward proudly to being at ‘proper’ school; especially if they have older brothers and sisters they are longing to catch up with. Pre-school attendance and the friendly, informality of today’s infant and junior schools mean there will be a welcoming environment. You will have checked and provided all the information the school needs and seen that your child is able to dress and wash their hands and go to the bathroom without help. Many schools give parents and children a chance to tour the school and meet their teacher before term starts and the excitement of shopping for uniforms, school bags and stationery encourages an excitement and enthusiasm that make school seem like a real adventure. So, don’t be surprised if it’s you rather than your dear little son or daughter who is wishing this day had never come. Even working mothers whose children are used to childcare,
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nannies or staying with grandparents will feel a certain pang that their baby is crossing such a huge threshold in their life. From now on working life will have to work with school activities and outings, homework projects, school holidays and open days. You will need strong back up from those you can rely on and a very large, cheerful notice board on the wall to keep up with it all. But for the big day, have everything ready the night before and let the new school boy or girl
enjoy packing whatever they’re going to take. Take lots of photos to share with family and friends. It will make the new pupil feel very proud. If you’re using school transport, try and meet another newcomer for your child to travel with and don’t get to the stop too early, the suspense will be nailbiting. If you’re driving or walking your child to school yourself allow plenty of time. Offer a lift to another child at the school so yours won’t have to go in alone and you will have someone to
share the tissues and a coffee with when you’ve said goodbye! Leave as soon as it’s time for you to go. Be clear about when and where you will meet your child after school, have a hug and a kiss and walk away. Teachers really are the best people to take over if a child suddenly and vocally decides that perhaps they don’t want to be at school after all. They are well trained and the class teacher and your child will be spending a lot of time together so day one is the best time to get to know each other. A good teacher will always be ready to discuss any concerns you may have after the first day so try and hold on till then. Once you have left the building you may have work to distract you. Keep busy and resist the urge to clock watch till school ends. Otherwise plan a treat like a make-over or massage to undo the ravages of the pre-school preparations, or some box set time with a favourite fantasy hero. Working or not a special lunch with friends or a shopping trip in the lunch hour might stop you brooding about how your
little one is getting on, or not. But don’t worry, finally it will be home time. Arrive early enough to get a spot where your child can easily see you when he comes out of the building or off the school bus. And don’t be surprised if he or she seems a little shell shocked, bubbling excitedly or silent and clingy. Try not to ask too many questions or root eagerly through the school bag for artwork and copy books. It will take even the most enthusiastic new pupil a little while to process such a new experience so wait for the comments to come in their own good time. And don’t panic if he or she announces bluntly that they won’t be going back, ever, or that they hated every minute. It’s very early days yet and some of the world’s geniuses either loathed school or were thoroughly disruptive for most of their school years. School is so different from how many of us remember it and teachers do everything they can to help children adapt. Even the most reluctant attendee will settle eventually.
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The tasty lunch box What’s in their lunch box is really important to school children. It must be tasty and provide all the fuel they need to get through each active day. chools which encourage nourishing foods and drinks deserve all our support. If every child in the class is expected to stick to healthy choices at school, the battle over sugary, fake fruit drinks, ‘cripps’ ‘plastic’ meat and ‘rubber’ cheese will eventually be won. But be prepared for this to take time. Children will always want their peers have. Convenience aside, it’s a bad idea to include new items in a lunch box, unless you are sure your child will enjoy them. Anything strange and unappetizing may well end up in the bin. Some children have actually been known to sell their food then go for ‘fast food’ on the way home. And a certain amount of swapping often goes on. It may seem a huge chore to produce TV-cook creations for just one, let alone a number of children every day, especially as everyone is bound to have different tastes. But there are plenty of ideas and recipes for school meals to be found. And the benefits of any extra effort can be huge. Making colourful food with different textures and flavours will gain you credit in the creative department and your child will be eating something both attractive and nourishing. Also, if children eat well throughout the day they are less likely to want to pig out when they are back home, which means a healthier diet all round. Sometimes, a chicken joint, slice of a pie or quiche from a family meal will fit. And, in the cooler months older children would probably enjoy a flask of homemade soup or pasta. Even from an early age, involving children in compiling and packing their lunches will pay off too. They are much more likely to eat something they made and will be proud and happy to have a say in what they take each day. Soon they may be putting their own lunch boxes together themselves– a double plus for busy parents. Important as the contents are, the shape and size of a lunch box matters too. It may also need to bear an image of who, or whatever, current film or game hero its owner worships at the time it’s bought. But this cannot be the most important consideration. Lunch boxes should be made of a strong, safe, easily-cleaned material with room to carry any containers, spoons or forks, plastic straws and napkins necessary, and for the food to stay in shape. Both boxes and bottles must be easy to open and close. Little children may be reluctant to ask for help and accidents will be avoided when children are able to eat and drink and
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Lunch boxes should be strong, with room for the food to stay in shape pack away leftovers easily. A label with the owner’s name and class, printed clearly and fixed both inside and out, will help prevent losses. You might even consider an insulated bag or box, depending on where children are expected to keep their meals when they arrive at school. In any case, remind them to keep their lunch boxes out of the sun while waiting for the school bus. Their classrooms should have somewhere
cool and hygienic in which lunches can be stored, from the moment the children arrive. Finally, the many schools concerned with eco-friendly packaging are doing their best for children and the environment. Try to remember this when you’re washing out the umpteenth drinks bottle and sectioned/lidded plates and dishes. It will give you a feeling of great satisfaction!
Film or game heroes give lunch boxes a fun look
The perfect contents for a lunch box. But who has the time?
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A life-long love of learning The new school year will not just see an influx of school and college students. An increasing number of mature students are discovering a new joy in learning. t’s a happy fact that people are living longer. Our population is aging, which means more of us will have time and energy to continue the things we enjoy and discover others. It also means people must be prepared to contribute, either in the workplace or other areas of society, for longer than they did only a few decades ago. One of the best ways to tick all these boxes is by taking up new studies. Of, course, there will always be those who vowed never to relive the panic of cramming for finals and for whom just having to learn a new pin number or bus route is a bore, but for a great many of us the chance to explore new educational horizons is very tempting indeed. Imagine, for example, that your study or career path was decided for you ; more by family expectations, educational facilities, even where you lived, rather than by what you really wanted to do. Outside influences and duties in the past took away so many people’s choices. But nowadays there are the means to make up for at least some of those missed opportunities. One of these is the University of the Third Age (U3A) which aims to offer education to those who are retired – or in their third age. It originated in France and now operates in several countries of which Malta is lucky to be one. It began in 1993 and combines the best aspects of the French and English models to include social cultural and, of course, educational subjects and activities. Anyone over 60 can join U3A, including those who worked part time, and those joining are referred to as members. Around 700 members have applied each year for the last four years and approximately 20% are new members. This includes members attending the four centres in Malta and one in Gozo. The U3A completely overturns the largely misguided perception of older people being set in their ways and insular in their outlook. Here is a way for members to learn more about a subject that previously passed them by, go for something they have always wanted to do, or something totally different from anything they’ve done before. Extra interests, new founts of knowledge and fresh places of entertainment can all be discovered in what can only be described as a really userfriendly environment. What a joy it is to be able to choose a subject just because it appeals to you then research and study it, with all the satisfaction that can bring, and have no academic pressure at the end of the course. U3A would certainly seem to live up to its aims of knowledge for its own sake and education for leisure. And while there may not be a degree at the end of the course, participating in U3A can lead to other experiences and projects which will be of value to family, friends and society in general. Among the courses run by the institute are Maltese history, religious subjects, art appreciation, basic language skills in Maltese, Italian, French, German, and Spanish. Among the most popular study units are Maltese heritage and history, health issues, art and music appreciation and reli-
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gion. And one of the new study units coming up will be about the French in Malta, and collective memory by Dr Charles Xuereb. Members of the U3A have their own association, which organises a good variety of extra-curricular events and publishes free a newsletter four times a year which is distributed free to all members. The U3A’s new website will be launched in midSeptember. It will include an introduction by the Director of the University of the Third Age, Prof. Joseph Troisi, and information as to how to apply for membership. More than anything, in today’s world, acquiring a kartanzjan does not make you older, living as long as possible does. And everyone wants to do that. Different age groups should celebrate the advantages each one has and value the experiences they offer. It’s the simplest way to close the generation gap. And thanks to U3A more and more people who may have feared life is either slipping away or passing too slowly will be able to live it to the full instead.
University of the Third Age – registration The University of the Third Age, which forms part of the University of Malta, will be accepting applications from those interested in attending lectures for the programme to be held during 2016/2017 from Monday, September 12, from 9-11am, at the U3A office, ground floor Catholic Institute, Floriana. Application forms can be collected from and handed in at the U3A office. This academic year, lectures will be held from Monday to Thursday
from 9-11am, at the Floriana Centre, on Tuesday and Thursday from 5-7pm, at the Sliema Centre, on Thursday from 9-11pm, at the Cottonera Resource Centre, Vittoriosa, on Wednesday from 4-6pm, at the Mosta Day Centre and Friday from 9-11pm, at the Għajnsielem Day Centre, Gozo. The programme will start on Monday, October 3 and the official opening will be on Friday, October 7. The opening Mass of academic
year 2016-2017 will take place at San Ġorg Preca Hall, at the Catholic Institute on Friday October 7 at 9am. Each study unit has a series of eight sessions of two hours each and will include various subjects. A copy of the programme will be available on registration and is also displayed on the notice board. Any queries can be made on the office telephone number: 2124 3202.
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Marvellous maths! Maths, homework and exams at every level ruined so many people’s school days. Now there is a whole new way to tackle the ‘problem’. eveloped in Singapore it is a teaching method and actual curriculum which can be used from kindergarten to Grade 6. Singapore’s consistent top placing in the International Mathematics and Science Study, an international assessment of students’ achievement in mathematics, has led to the Singapore Maths system being adopted by school in other countries. And Malta is one of them. It works by teaching students how to solve a mathematical question through mastering it, rather than by trying to remember theories and tables that have been drilled into them. Children do not just learn by repetition and rote, but actually master a series of concepts throughout each school year. They are able to understand how something, like long division works and also why. Instead of trying to picture the problem in their heads then writing out the equation to solve it, students in Singapore maths use diagrams of the elements of the word problem. Teaching children how to master problems means they will be confident and ready to face increasingly difficult mathematical tasks, like fractions, ratios, and eventually algebra and geometry, as they progress through their school years. The system works so well because it focuses on children truly understanding a maths lesson at its basic level, not just learning how to get through a test. It also uses a visualisation, pictorial approach. Students and teachers draw diagrams and models of the concepts they
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are working on instead of trying to picture the problem in their heads. Not all children in a classroom learn at the same pace. But, each will ultimately learn, in their own time, and gain a firm foundation for further studies, which will avoid teachers having to repeat work when the student moves to the next grade. Singapore maths is now the thing and appears to have been introduced in thousands of schools in Europe and America with a great deal of success. Children find it exciting and teachers are encouraged by their enthusiasm and the marked improvement in test grades. For parents it might well look like something out of Harry Potter’s spell book. The way numbers are laid out, calculations and mental arithmetic wording – in fact, everything that was cast in iron on the blackboards of yesterday has had a complete make-over. If the meaning of maths once passed you by you might console yourself with a muttered “Well I was never any good at maths anyway.” Even if you were a red-hot mathematician it could be terrifying. Don’t let that put you off. It’s a system you could quickly embrace, with a little help from the PTA, and it could be the answer to your problems! Important as it is for children to get the right answers, it is also important to understand how those answers are reached and where they fit into other aspects of maths. If your child’s school introduces the system, work with it. They are doing it for the best reasons. You may find yourself bonding triumphantly over a term of
fascinating homework, instead of bribing your little genius-to-be to finish it in time. If you think the method will help your child but his or her school do not offer it, tread carefully. The math’s principles used are pretty intense and lessons in the classroom get very involved and drawn out. You could end up giving your child a hatred of all things numerical for life. On the other hand, whatever your talent for the subject, keeping an open mind and close teacher contact, using maths questions in light-hearted quizzes about game totals and pocket money budgets, plus constant support, could eventually add up to a child who never has nightmares about tomorrow’s maths test again.
Maths-multiplication-wheels
Singapore Maths worksheets
Singapore Maths in Malta Bernie Mizzi – Director CHSMC and Ms Esmeralda Zerafa, mathematics leader, explain how and why Chiswick House School is introducing this new system of teaching mathematics. t Chiswick House School we are constantly working at improving our teaching and learning strategies. During the mathematics review led by Ms Anita Seguna, had of curriculum design, which commenced two years ago, we felt that we needed to change our mathematics textbooks and to improve the teaching and learning in this core area. We employed Ms Esmeralda Zerafa, a doctorate researcher in mathematics education, as mathematics leader and the change-process got off to a great start. After extensive research, we decided that the ‘Singapore Maths’ approach ticked all our boxes. The ‘Trends in International Mathematics and Science Study’ results (TIMSS, 2011) clearly gave us the statistical evidence we needed to seal our decision. We were also drawn to this method of teaching mathematics because it is perfectly aligned with our school’s mission statement. The approach embraces a philosophy of extending children’s critical thinking and creative skills with the aim of developing citizens who possess the analytical and creative skills needed. Problem solving and inquiry-based learning is at the heart of this approach in mathematics – in fact, it is deeply rooted in educational theories and pedagogical underpinnings of the teaching and learning of mathematics. Its philosophy is that of teaching to mastery. Rather than shifting from one concept to another, every single concept is scaffolded in numerous lessons which support the learner in developing a conceptual understanding of the topic. Moreover, it promotes a hands-on
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approach. This ensures that all learners, no matter what their preferred learning style is, progress in the different areas of mathematics. ‘Singapore Maths’ also takes children’s ability into consideration. The more able children are stretched and challenged whilst children needing support are given time and specific tasks to work at their own pace. Professional learning was given prime importance. Ms Zerafa attended a three-day intensive training course in the UK, delivered by Dr Yeap Ban Har, a Singaporean master. Ms Zerafa returned from the training with boundless enthusiasm, as the approach was exactly what research has been suggesting over the past few years. When the decision was taken, our maths leader flew to the UK again, together with our Senior Middle Leaders, Ms Audrey Fenech Adami, for the Early Years, and Ms Roberta Camenzuli, for the Junior Years. They visited schools where this approach has been adopted and successfully implemented. It was fundamental that all leaders felt that this was the best way forward. The next step was to ensure that all teachers were also on board. We therefore decided to send all our maths level leaders (one teacher per level from Level 1 to Level 6), Karen Vella, Nella Grech, Suzanne Loporto, Diane Pace Debono, Emma Paris and Joanna Vella to the UK to attend the theday intensive training. They were also able to visit a school to work with teachers using this approach. All CHS teachers are fully on board and it
has been an outstanding project which has continued to fire their enthusiasm for teaching and learning. Their professional preparation and dedication has been impressive. A UK trainer will be delivering a full day professional learning workshop for all our staff in September. Moreover, all the staff have been given access to an ‘Academy of Videos’, provided by our textbook supplier, in which the different parts of the lessons are tackled through lesson studies; therefore these will help teachers to fully understand how to develop every lesson. Ms Zerafa and our textbook supplier will provide on-going professional support. The new approach will be rolled out throughout all of our levels (from Level 1 to Level 5) at CHS. Level 6 at St. Martin’s College will introduce the scheme in September 2017. Parents will be invited to a public talk which will be delivered by the UK trainer in September. Moreover, Ms Zerafa will also carry out various workshops throughout the year. Through our website, parents will also be given access to videos which tackle different areas of mathematics using this new approach. During the past school year, Ms Zerafa tried out many lessons using this approach at various levels. The approach fully engaged the children and the outcomes of this pilot scheme confirmed our choice. It was very encouraging to see children come up with so many creative methods of working out the same problem. Children’s
confidence in expressing themselves mathematically soared and their ability to link topics to daily activities became evident. In the coming year, the first few days of school will be dedicated to introducing all children to this approach and for them to become familiar with the procedures and resources. We are positive that the children will get into the daily routine easily. Each lesson will start with an Anchor Task, followed by Guided Practice, Maths Journal entry and Independent Work. It is imperative to remember that this is a ‘new approach’ and not ‘new mathematics’! The maths topics are identical to what has been done and learnt and what will continue to be done at every level. It is only the approach and the teaching and learning strategies that are different. We are all rearing to go and ready to implement these exciting teaching and learning strategies. Constant feedback from teachers, learners and parents will ensure that we keep our ear to the ground. We will no doubt tweak procedures that need to be addressed and we will be documenting the roll out plan as we go along for us to learn from this wonderful experience.
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A resource centre for the most resourceful The word special is an understatement when describing the opportunities the Helen Keller Resource Centre, offers its young students. he school is named after Helen Keller, an American girl, born, in 1880, who, at the age of 19 months contacted an illness that left her unable to see, hear, or speak. The story of how she overcame such loss, assisted by her teacher Anne Sullivan is the subject of plays, films and books, some by Helen herself, which are inspirational to say the least. Helen benefited from methods and encouragement that gave her the power of communication and her greatest wish was for everyone who needs such assistance to have the same chance to follow their ambitions as far as they can. Over the years since the school was centred in Qrendi in 1992, it has been developed and designed to best serve the students who attend and to adhere to its mission statement to: Provide quality educational services for children who have sensory and/or multiple disabilities which will lead to the fulfilment of each child’s potential. This is to be achieved within a caring environment which is supportive of the child’s home, culture/s, mode of communication and the mainstream schools s/he may attend. The centre aims to foster close ties with parents, professionals and other agencies to faciliate each child’s smooth transition from school to adult life. The school also aims to provide a secure and supportive environment for its staff, a strong partnership with parents and, naturally, an education tailored to each student’s needs; including learning skills, life, social and personal skills and the chance to develop independently. It also looks to offering students experiences outside the school and as far as possible in the local community. Progress statements and assisting parents with plans for further education, training and placements are all ‘part of the service’ too. We asked Connie Richard, Head of Helen Keller Resource Centre, to tell us how the centre works from day to day and what further benefits she would like to see offered to the students who prove every day how important it is. This is what she told us: Helen Keller Resource Centre caters for students with Profound and Multiple Learning Difficulties (PMLD) whose ages range from 11 to 22 years; that is students of secondary age and young adults. At present there are 40 students attending the centre, two of whom are on a part time basis because they attend for part of the week in a mainstream school. The student intake is from the Primary Resource Centre as well as from the mainstream – both state schools and others. We follow normal school hours and have no boarders. Students are picked up daily from their homes and taken back in the afternoons. Supervised transport is provided for all students from every part of the island. Our centre is a small one, and 40 students is the maxi-
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mum capacity. The students are in seven groups with a teacher and a number of Learning Support Assistants (LSAs) with each group to facilitate individual attention. The programme offered to these students aims to meet their educational, physical, social and emotional needs. This is done through a curriculum that embraces an Individual Educational Programme that incorporates strands of the National Curriculum with the therapeutic activities needed according to the physical and social needs of the students. Thus among the services offered at the centre are those of physiotherapy, hydrotherapy and speech therapy. To be able to provide such services to our students our centre has built up a number of facilities over the years such as a Multisensory Room, which aims to stimulate the senses of sight, hearing and proprioception as the case might be. It can also be used for the purpose of enhancing emotional wellbeing through relaxation. To encourage physical development and movement the centre has a sensory Motor Studio where the students, who are mostly wheelchair users, have the opportunity to be free and explore the space around them while using the equipment available. To provide hydrotherapy to our students a Jacuzzi has been installed at the centre, complete with a ceiling hoist to facilitate the handling of our students by the staff. Hydrotherapy helps the students to relax their muscles and gives a great sense of wellbeing. To offer the best for our students the centre is continually updating the resources available. We are continuously looking out for more equipment or facilities that will help us render a more efficient service according to the individual needs of the students. Although most of the equipment is given to the centre by the Government, the parents help us to raise funds to complement the equipment that we have. We also get private support from individuals or entities to whom we are very grateful. Our next large project that we [would] like to work upon is a Multisensory Garden for the centre. We already have a space for it and we have started by finishing a multisensory and interactive wall in it through our recent participation in a Kreatttiv Project. The students participated in helping to put the tactile elements on the wall as part of the project, and can even now enjoy various activities through it such as turning different wheels, touching and smelling hay etc. We will be needing to include water experiences in the garden, as well as olfactory and auditory stimulation to further enhance the total development of the students.
The facilities at a glance All this takes place during a school year packed with activities and events. And also with the help of the various aids and areas that are vital for young people lacking certain sensory abilities. New and holistic experiences are provided by equipment not usually associated with school such as the Jacuzzi, which provides valuable mental and physical benefits, muscle treatment and with light underwater ex-
ercise to increase mobility and strength. Buoyancy allows the body to reach almost weightlessness, thus unloading the muscles, tendons and joints. Jacuzzi also allows the implementation of specific stretching exercises in water that improve balance and increase body strength. The multi-sensory studio lets students explore and develop their senses and skills. Many different features like padded floors and walls and interactive equipment make dramatic changes in the room using sound, lighting and fragrance. There are bubble tubes, optic-fibre curtains, UV lighting, a sound-light screen and a vibrating floor, a sound systems and even a water bed. The constantly changing effects create somewhere that stimulates and fascinates students, whatever they can perceive naturally and encourages exploration and further discovery. All children need plenty of movement but those with difficulty in sensing movement and body position or who have sensory integration disorder, or difficulty processing information that they see, hear, taste or touch need a centre equipped with a motor-sensory studio and a specialized gym. Here they can be guided through activities that challenge their ability to respond appropriately to sensory input from the environment. These sensory experiences improve sensory integration in the brain and learning, encourage organised play, and help with regulating movement and emotions and help students improve in the areas of coordination, balance, language, attention span, self-concept, self-confidence and social skills. Regular sharing of routine movement experiences also enables students to develop a greater movement vocabulary and indicate through smile, vocalisation or eye contact or objections, preferences or dislikes. The ICT Lab is a powerful support and enhancement of the curriculum experience, encouraging motivation and the development of skills. Different ways of using familiar equipment and additional or alternative resources, allowing an individual learner to respond more effectively to the demands of the curriculum are available. Devices such as switches are used to support all learners who have difficulties in accessing a computer. Multimedia technology presenting sounds, photographs and video, as well as text and graphics on the screen, gives new directions for working with students without having to be dependent on the written word. The development of literacy and numeracy uses supportive software designed to encourage memory work, logic and thinking skills, decision-making, organisational and planning skills for students with different levels of difficulty. Thus ICT provides students with the opportunity to practise newly found skills and to extend their thinking skills in a practical setting with immediate feedback learning across the curriculum in new situations. Art Room: Art and crafts teach students new skills and reinforce learned concepts refining motor skills such as holding artists tools is great for tactile and visual stimulation. Students can feel the properties of the medium being used – be it cold or warm, soft or hard, rough or smooth or harsh etc. They also stimulate concentration and attention spans and link with other subjects like learning to sort colours, shapes and sizes; even to match and count.
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School bags – how to buy the best Every year, at this time, the subject of school bags comes up. It is as important as ever that they are fit for the job.
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ow and why, in this day and age, with technology at even infants’ figure tips, are children still having to haul half their school possessions around day after day? Do lesson timetables need to be planned more efficiently? Would it take so much extra effort to allocate homework using the minimum of heavy books and folders? It seems, no matter how many warnings about skeletal and muscle damage children risk by carrying heavy school books and equipment, there are still not enough lockers to go round or children are not using school storage facilities effectively. At risk of flogging an overloaded subject, more work days are lost per year to back pain than any other ailment; and a huge amount of back trouble begins while children are still growing. Back pain in children is increasing steadily. This is how it’s caused: The 33 bones that make up the spine are unnaturally compressed when a child lifts a bag which is too heavy, worn the wrong way or badly packed. If a child experiences any pain or discomfort, either while using a school bag or afterwards it should be checked. Unsafe or heavy backpacks can cause posture problems even when they are no longer used. Parents need to look out for signs of trouble because how their children are affected by the bags they use now will have a significant effect on their lives. Bag a winner Choose a design which can be worn comfortably, with wide shoulder straps, which should be padded to avoid chaffing. The weight of the contents must be distributed evenly. Otherwise the child will have to adjust his or her hips and shoulders at an angle to compensate for the lack of balance. And cute as it may look to proud family and friends, the sight of a tiny child tottering through the school gates like a top-heavy tortoise is not sweet. In fact it could almost be called abuse. Why, even some parents look as if they are struggling while carrying a bag or two, and these are bags their children are humping round the school all day, when parents are not there to help. So, another obvious consideration is size and weight. Choose the smallest bag possible so whatever is not needed each day can be left behind. Here we are back with the
A plain, strong, well-designed bag does not date and will last longer.
Catch 22 situation of lesson planning and storage space. When will that be answered? Try and ignore impassioned pleas for the bag ‘everyone’ has, without which your precious pupil ‘cannot live!’Point out that a lifetime with neck and back problems may not seem a possibility now, but as cases continue to rise, do they really want to risk it? This means walking away from high fashion styles which direct too much strain on one shoulder and hip. And think very carefully about bags on wheels. These may look as if they’re easier to manage but they still have to carried up stairs and pushed or pulled over uneven surfaces. All that tugging and shoving may feel like a good workout but it’s the exact opposite! Go somewhere you can try
the bags for comfort. Choose a lightweight material and a light metal frame to keep the bag in shape and an adjustable hip strap, so it ‘sits’ in place correctly, helps too. Buy the best value you can afford. Better to pay up for a safe bag that lasts than risk repeat damage and costly replacements with a less well designed bag. Pack your bags In such a way that the load stays still. Heavier items should go in the middle softer ones nearer the back. Avoid overload Child labour in the developed world is officially illegal. We are shocked to see news footage children in the worst of places, pushing piled up trolleys and
carrying heavy water containers for miles. Yet millions of parents daily wave good bye to their little treasures as they stagger off under damaging loads of 8 to 11 kilos. The results of choosing a bad bag can be tiredness, strained muscles, round shoulders, back pain and distortion of the spine’s natural curves. Chiropractors advise that bag loads should be limited to less than 10% of the child’s bodyweight to help prevent back pain. Fifteen to 20% of their body weight is the very most children should carry. It needs to stop. This is an actual health and safety issue. Schools need to provide a secure place for children’s items. Children and their parents need to get used to the discipline of taking only what’s needed to and from school each day. Teachers need to prioritise however they can to make this happen. Stretch the school funds, and beseech the benefactors. There must be companies under refits with cupboards they can
Family firm values quality and tradition Associated Marketing Ltd is a family owned company which boasts of over 25 years experience in the production and distribution of office and school stationery products. We have been proudly producing “Diplomat” Stationery Products for the past 15 years and the brand name
“diplomat” is now synonimous with the name of our company. As we strive to offer a comprehensive service to our clients, we not only produce but also import a vast range of stationery products of the highest quality from various parts of the world. Long term satisfaction and close
relationship with our clients are our main concerns and with the co-operation of our various suppliers we are continuously committed to offering high quality products at the best possible competitive prices to all our customers. We therefore proudly emphasise our motto: quality by tradition.
donate, or craft students who can build wooden school lockers, or old sports centres with kit lockers going begging. The practice of moving throughout the school all day according to where certain lessons are held would not be such a problem if each class had a set of lockers either in their room or nearby and children only took exactly what they needed out for each lesson. Simples. But until that day comes, all you can do is research your choice of school bag carefully. Get professional information and advice from a qualified osteopath, chiropractor or physiotherapist and discuss this with your child’s teacher and fellow parents. If your child has any twinges and tweaks that appear when or after he or she has been carrying the bag, do not ignore them. And do everything in your power to lighten the load. It will pay off in the long run, even if that seems too far off to matter now.