E-Safety Conference,

With the surge of Web2.0 tools, social networking sites, blogs, wikis etc and my continuing exploration of all that is cyber-space, I felt it was important to learn more about the issues and problems that we as educators face in this ever increasing digital age. Even I have fallen foul of dubious individuals trying to contact me via Skype. I was too eager to use technology and not quite savvy enough to block unwanted attention. Needless to say my New Zealand link, David Kinane soon pointed out the error of my profile! As we as educators have greater access to the internet and its treasures and increasingly share these with our children we must also take responsibility for their safety.

This post is written from my notes and jottings at the conference.

The first keynote speech was made by Stephen Carrick-Davies of Childnet International.
It is true that we want or need to model good practice. With ever increasing online tools that are free to use and easy to register to this is an exciting and also challenging time. Children enjoy and benefit from using technology, however we need to ensure that children are safe online. We should recognise and understand the dangers whilst also embracing the opportunities.

A group of students from Falmouth College were asked what they loved about the internet. The responses were as would be expected. It is easier to contact friends, using MSN and Bebo. Nowadays this access is a very personal and portable technology. To many parents though and even some educators it is still unexplored territory and as such is seen as dangerous and to be avoided.

An interesting point made by Stephen was:-

“……. earlier generations had to sit through huffing and puffing with the invention of television, the phone, cinema, radio, the car, the bicycle, printing, the wheel and so on, but you would think we would learn the way these things work, which is this:

1. Everything that’s already in the world when you’re born is just normal;
2. Anything that gets invented between then and before you turn thirty is incredibly exciting and creative and with any luck you can make a career out of it;
3. Anything that gets invented after you’re thirty is against the natural order of things and the beginning of the end of civilisation as we know it until it’s been around for about ten years when it gradually turns out to be alright really.”
Douglas Adams

I want to be able to exploit the benefits of the internet, maybe not in the same way as young people might ...... but certainly in a way that it was intended. My recent links with New Zealand would certainly fulfill its creators vision.

Tim Berners-Lee ‘Weaving the Web’ 1999

"The web is more a social creation than a technical one. I designed it for social effect - to help people work together - and not as a technical toy…. The ultimate goal of the web is to support and improve our web like existence in the world"

The Internet is part of modern childhood. "The online converged world is the child's world." It is always on. It offers an active not passive medium. It is anonymous. It allows access to the world. It allows acceptance– identity and status. It gives children a voice. It is away from supervision. It is addictive.

With this in mind then what does a shared responsibility look like? What are the issues for schools, curriculum, CPD and parents? With the increase of Web2.0 the use of the internet is changing. Web2.0 allows uploading, creativity, personal, converged media and is truly interactive. In schools this is supervised, filtered and monitored. Out of school though there is often no supervision, filtering or monitoring and young peoples social speak allows a simple POS to warn others of “parent over my shoulder” or even MTIW GTG “my teacher is watching—got to go!"

In conducting a very simple survey with my class (aged 8/9) I found that several used MSN to contact friends and family and also shared BEBO accounts with older siblings. This highlights that though we may feel that children at 8 years of age would not be accessing social networking sites they are.

Daniel Broughton MD a pediatrician at the Mayo Clinic says

we are doing our children a disservice if we try to remove all risks from their lives.

I agree but we must therefore make them aware of the risks and how to deal with them.

Stephen suggests we must avoid Digital Panic and Digital Promise and look realistically at the positive opportunities of Social Networking which are:

1. Young people have a space to hang out and express themselves and “gather” in an adult free space, in much the same way as young people used to at the youth club


2. There is an opportunity to be creative, and express themselves with original content, customise pages and engage in collective self expression and collaboration.


3. Young people need a space to manage risks for identity and test boundaries. Most appear to be capable of self-regulation if they are made aware of the risks.


4. There is active communication, strengthening of existing relationships, sharing ideas, supporting and helping each other.


5. They are acquiring new skills which are highly valued in the new knowledge economy. e.g. - creativity, presentation, team building, retrieving information, assessing value, analysing, reviewing etc.
   

The dangers to children of the net are threefold. Through commerce, invasion of privacy and the blur between advertising and information; through content, inaccuracies, extreme views and pornography and its self created and finally through contact, unwanted contact, paedophiles and cyber bullying.

What then is cyber bullying?

It is “The use of ICT, particularly mobile phones & internet, deliberately to upset someone else” The range of technology used in cyber bullying is wide and complex from Mobile phones, IM, Chat, Email and Webcam to Social networking & Video-hosting sites, Virtual Learning Environments and Gaming. As with any form of bullying it can ruin the lives of children (and adults!). Research from the Anti bullying Alliance, 2007, quotes that 22% of young people (in the UK) reported being the target of cyber bullying. It appears to be a growing issue of concern. This is a whole-school community issue and strategies are needed to prevent and respond to it.

How is it different from other forms of bullying?

There is often a change of role - the bully may be weak and the victim strong! Due to the forever on nature of technology there is a lack of closure. The perception of anonymity, often results in saying things that wouldn’t be said face to face. It can be 24/7 contact – there is no escape even at home. As it is not face to face it is not always possible to see the affect.

Cyber bullying does leave a trail! A trail that can be traced as was illustrated by the next keynote speech. (to be dealt with in a another post)

The key Question for Schools is:
Do we recognise the educational value of these online services, pilot new models of learning and embed E-Safety into the PSHE, Citizenship, ICT Curriculum ?

OR

See this as purely an “out of school issue” and “simply” block and control student’s use of these services?

To tackle this effectively it should be a partnership of the whole school community, between teachers, young people and their parents / guardians.

Stephen suggests that for teachers:

TEACHER TRAINING & CPD
Teachers urgently need help in understanding the technology and safeguarding issues.
PRACTICAL CURRICULUM- RELEVANT RESOURCES
Supremely relevant to the Curriculum and E-safety education gives unique opportunity to address offline issues with relevancy, child-centricity and impact
SUPPORT IN PROMOTING POSITIVE USAGE WITHIN SCHOOLS
Recognise educational value of these services. Pilot and nurture new models of learning.

For Parents:

“Parents and the home environment they create are the single most important factor in shaping their children’s well-being, achievements and prospects” Alan Johnson Education Secretary

BETTER ENGAGEMENT WITH TECHNOLOGY
Parents trust information which comes from schools. They need help in understanding the Social web and the very real “out of school” dangers

SUPPORT IN ENGAGING WITH CHILDREN - For example 4 out of 10 young people say that they receive no or very little information from their parents about sensitive or “risky” issues, (Every Parent Matters)

and for Young people

PROMOTE ONLINE CITIZENSHIP + ACTIVE CARE FOR THEIR PEERS You can’t download an “Empathy” patch !

SUPPORT Young People IN THE CREATION OF THEIR OWN RESOURCES
We are not capitalising on the very obvious part of the solution!

VALIDATE INFORMAL LEARNING AND PROMOTE THE POSITIVE!
We negate children’s moral leadership at our peril. YP can change the world positively with this technology !

So do we......

Do we recognise the educational value of these online services, pilot new models of learning and embed E-Safety into the PSHE, Citizenship, ICT Curriculum?
OR
See this as purely an “out of school issue” and “simply” block and control student’s use of these services?

Blocking of services is one which I already have many frustrations with. In our collaborative work with New Zealand, Web2.0 tools and even our joint blog were initially blocked. You Tube is still blocked and means that videos we produce cannot be uploaded there but have to go via Teacher Tube instead - this is not always as reliable and thus has its own frustrations! David's avatar of me (left) was created after a particularly frustrtaing day of the blog being blocked and not being able to view a video which had been uploaded by Meadowbank about their school day. I hope that at Woodford we can embrace the opportunities and educational value of online services and surge forward into the technologocal age with as much confidence as our young people!

Watch this space!!

Coming to terms with French grammar, pronuncaition and vocabulary.

Session 8 - 27th November 2007
The final session! Today focused on vocabulary and conversation involved with meals, food shopping and ordering food in a restaurant. We also drafted a letter for a pen pal (final homework task!).

Qu’est-ce que tu manges pour le petit déjeuner? - des cereales, un croissant, un pain au chocolat, du pain, du pain grille, des fruits, du beurre, de la confitire, du miel, du sucre, du cafe, du lait, du chocolat chaud, du jus d'orange et de'leau. When we want to say some (de) of...... note the use of du (de + le) and de la (de + la) and des (de + les).

Role play was the last session, with me being set up at the end big style! I played waiter to my partner and Gabrielle ( at the last moment!). However I got through it with more confidence than I would have at the beginning of the sessions!

A suggestion when teaching vocabulary is to use different colour to show masculine and feminine
la salade, le poisson, les pâtes, le riz, la glace, le yaourt, les chips, le jambon, le sandwich, le coca, les frites, le poulet, la viande, la pizza.

Addi tonal useful phrases in this were tant pis - never mind and Il n'y a rien - there is nothing and il n'y a pas du pain and le chef est parti!

We finished with expressing opinions eg - j'aime, j'adore or je n'aime pas, je deteste, c'est superbe, c'est cool, c'est null!

Did the course meet my expectations and what are the next stages for me?
The Objectives of the course were:·

To manage basic grammar appropriate to the classroom

To understand important pronunciation rules

To learn vocabulary/structures appropriate to classroom teaching

My Reasons for Attending were that in order to support staff in my role as MFL coordinator it was important that I have a good grasp of the basics in French. Although I did French at school and have a degree of simple conversation, this course would offer a good opportunity to refresh this.

The course has certainly allowed me to build a vocabulary and understanding of basic grammar which is appropriate to the classroom at key stage 2. Pronunciation was always my concern in speaking French and Gabrielle has really highlighted the importance of good and correct pronunciation. We have practised and practised this throughout the last eight weeks and i feel that I have fair grasp of pronunciation now! I don't claim to be expert but I certainly have enough knowledge now to support staff through the introduction of french next term.

If the opportunity arose to attend further courses at an intermediate level, then this would be beneficial. i certainly think that next year, if the same course is available that other members of staff may benefit too.

The next stages in my role are to procure the relevant software / access to Heinemanns "Tout le Monde" series and to write the scheme of work for the first year of French teaching. This needs to include links to relevant software, songs and fun activities for staff and children. I intend to make all planning electronic so links are embedded in the planning and easily accessible!

My Amazing Journey - Rising to the Challenge!

Well, I have finally completed the challenge set by David in his post A challenge for you All. Although I was keen to record my daily jaunt from Cornwall to Devon across the River Tamar, the logistics of setting up the laptop with a webcam on the dashborad of the car were ones which I did not overcome. Eventually following David's lead (without bike!) I decided to set up my Camcorder instead! The first time was a disaster as the tape I chose to fix the camera came loose and the camera slid across the dash and back again! After a few days contemplation, David suggested duck tape! The next few days proved pointless with the good old British weather dampening proceedings! It was then, one bright crisp November morning that I ventured forth with duck tape and camcorder (duly charged and ready to go). If only I'd had foresight! A normal journey of 35 to 40 mins became 57 minutes. You will note the extended time taken to get through the Tamar Tunnel and across the bridge. Some unfortunate had caused an accident just off the toll gates of the bridge! Anyway the video got to its last length just as I arrived at my destination! Job done! Reducing the video file to just a little short of 8 minutes creates an almost rollercoaster feel to the ride -yes it makes me feel giddy, but then I've never been able to get on any fairground rides! For those of you who brave enough to view - have fun!

Yesterday I also recorded the journey home as this follows the route across the Torpoint Ferry. The light just about lasted! The end of the journey looks dark but, honestly I did have my lights on and could see clearly!

I have to admit that after completing the same journey for the past 7 years it had become a journey in automatic pilot. The challenge made me take note once again and although the camera sees only the road and wide angle straight ahead, the fields, the river, IK Brunel's bridge and the rising sun to the side made me realise how fortunate I am to live in such a beautiful county!

Coming to terms with Basic french Grammar, Pronunciation and Vocabulary

Sessions 3 - 6 (16th, 30th October / 6th , 13th November 2007)
Session 7 - 20th November 2007 - apologies for absense sent

I have been preoccupied with other projects recently and therefore any record of my improving French granmar, pronunciation and vocabulary is sadly off track. I will attempt to remedy this now.

The past four sessions have seen us encouraged to work hard on our reading and pronunciation of "La chenille qui fait des trous".

Session 3 provided a plethora of information and instruction on the formation and pronunciation of verbs in the masculin, feminin, singulier, pluriel, first person, third person etc. My french lessons of 30 years ago came flooding back as we chanted Je coupe, tu coupes il/elle/on coupe, nous coupons, vous coupez, ils / elles coupent.

1st person singular : -e
2nd person singular : -es
3rd person singular : -e
1st person plural : -ons
2nd person plural : -ez
3rd person plural : -ent

Then of course, as with all things grammatical, there is the irregular set! eg pouvoir, svoir, devoir, vouloir etc.

In French, there is no neuter pronoun (" it " in English). That means that things can be either masculine or feminine. In English, the 2nd person pronoun is " you " whether in singular or plural. Formally, in French, if you talk to one single person, you use " tu " and if you talk to a group of people, you must use " vous ". In fact, the " tu " form is commonly used between people of same age, or same social rank. When talking to an older person or to somebody above you in rank or someone you do not know very well you should use vous form. " tu " marks familiarity while " vous " marks respect.

Session 4 started with a quick survey (Faire un sondage). Collated data was then presented using bar charts etc - good cross curricular links for FL, Maths and ICT. Also a great activity for practising verbs in the imperative is "Jacques a dit". Much of this session looked at how to write / give instructions for simple tasks which would easily link to instructions work in literacy. The grammar is the same in that the inperative verb comes at the beginning of the sentence and is in the vous form (you formal). The following are my instructions - can you follow them?

Instruction une Carte Noel

Prenez un fueille de papier

Pliez en duex

Decoupex ine etoile d'or

Collez l'etoile au milieu du papier

Ecrivez "Joyeux Noel" au dessus l'etiole

Ecrivez votre message dans la carte

A suggested website with useful instructions was the cookshow.com where simple french recipes can be accessed along with video. Once in the site, select recipes and the french as the language.

Tarte aux Pommes

Session 5 was very interesting as we spent time considering the pronunciation of l'alphabet and how letters can be grouped to help learn the pronunciation.

A H K (ah, ash, kah)

B C D G T V W (bay, cay, day. jhay, tay, vay, doublevay)

E (eu)

F L M N R S Z (ef, el, em, en, air, es, zed)

I J X Y (ee, ghee, iks, ik-grek)

O (o as in hot)

Q U (koo, oo)

A good game to reinforce the correct pronunciation of l'aphabet is Le Pendu (Hangman).

In reading "La Chenille..." there are many liaisons where once silent letters merge with those which come after eg. mais elle a, un petit oeuf etc

Session 6 started with considering when to use a, en and chez for example a Paris, en France, chez LeLerre.

a + le = au, a +les = aux

A good game to use for reinforcing vocabulary is Kim's game " Qu'est-ce qu'il manque?" (what's missing?)

Possesive Pronouns in French les adjectifs possessifs

In French, they agree with the following noun. But in the plural, there is no difference between masculine and feminine.

For example son cheval = his / her horse. The possessive pronoun refers to the masculin horse (le cheval)

C'est le chat de Marie ; c'est son chat.

Mon père travaille dur.
Nous avons trouvé tes chaussures.
Nous gardons leurs enfants.

Useful Websites:

Languages Online
Languages Online (Australia)
Primary Languages

Video Resources
Stories in French

French Langauge Course

The French Tutorial

Coming to terms with Basic French Grammar, pronunciation and Vocabulary

Session 2 (9th October 2007)

The focus for today's session was very much grammar and intonation. Regional dialects and poor annunciation often mean that in English spoken language the wrong interpretataion can be made. How often have you heard the voice raise at the end of a sentence - yet it wasn't a question!! In french it is very importnat to maintain the correct intonation. For example in questions where there is a yes/no repsonse the intonation would go up at the end of the question. Where a longer repsonse may be necessary then the intonation raises in the middle. In general a statement has one level of intonation but the accent is on the last syllable that is heard. (see grahic for clarification).

In French there are 9 personal prounouns (les pronoms personnels - je, tu, il, elle, on, nous, vous, ils, elles) and it is important that we know when the etiquette of using these, especially tu et vous.

Questions are easy to introduce and use in the classroom. Children can respond to questions which they hear with simple phrases.

Comment ca va? - How are you? Ca va bien!

Qui est-ce? Who is it? C'est Henri!

Ou habites tu? Where do do live? J'habite en Cornouille.

Qu'est-ce que c'est? C'est un crayon.

Quel age as-tu? How old are you?

Quand est-tu ne(e)? When were you born?

Pour quoi as-tu froid? Why are you cold? Parce que c'est l'hiver!

A point to note in pronunciation is that an 's' between two vowels becomes 'z'

When learning numbers - make sure the children learn how to write numbers in French correctly as there are significant differences which must be observed. Sing the numbers to weel known tunes and play bingo in french.

We reviewed places in France and asked Ou habites tu? J'habite a Lyon... When talking about towns etc then we use 'a' ...a Plymouth, a Paris, a Madrid but when talking about countries / regions then we use 'en'......en Cornuoille, en France, en Espagne.

We also reviewed the days of the week, months and seasons briefly.

Relevant documents and files can be found here

Coming to terms with Basic French Grammar, pronunciation and Vocabulary

Course Focus:
Run under the auspices of the Plymouth Early Language Learning regional Support Group. The aim is to develop linguistic competence and confidence teaching/ starting to teach French (Ks1/Ks2) The focus will be primarily on language improvement and pronunciation but there will be many practical activities / games and a short review of commercially produced resources.
Objectives:
· To manage basic grammar appropriate to the classroom
· To understand important pronunciation rules
· To learn vocabulary/structures appropriate to classroom teaching


Reasons for Attending:
In order to support staff in my role as MFL coordinator it is important that I have a good grasp of the basics in French. Although I did French at school and have a degree of simple conversation, this course would offer a good opportunity to refresh this.

Session 1: Tuesday 2nd October 2007
I have to admit to being incredibly nervous when I arrived for this the first of eight sessions, to improve my French grammar, pronunciation and vocabualry. This heightened at the realisation that the course leader was native French and that at least one other attending this sessions was fluent! There are in fact only five of us! A small intimate group!.... so very quickly we have to get over any nerves and embarassment at not quite having the correct pronunciation or vocabulary. As the session progressed, I quickly realised and reinforced that I understand much more than I can actually vocalise confidently. But then this is what this course is all about. Gabrielle Bogart insists in explaining everything in French (well almost) and reinforces that this is exactly as we should when teaching our children. As soon as you start to translate, the language is lost! This first session then was an assessment of our language capabilities in French. It included simple and basic introductions - Je m'appelle..... Comment tu t'appelles? Ca va, Oui, ca va bien / Comme ci comme ca! Non, ca va pas! (Not strictly correct if written but acceptable in spoken french... correctly written it should be .....Non, ca ne va pas). Quel age as tu? J'ai......ans. Ou habite tu? J'habite a Plymouth / en Cornouille. A simple test encouraged us to listen for the sounds i / u / ou and identify which sound we heard. A score of 14/15 was a great relief! Roll on session 2!

Our task for this week then is to practise our introdcutions. With our classes, take the register in French and sing "Joyeux Anniversaire" if appropriate!

Resources supplied at this session can be found at the following link. Inclded are the first two parts (mp3 files) of "The very Hungry Caterpillar" in French which we will read at the end of our eight sessions with perfect pronunciation and expression!

I have done the register in French with the class, but the first approporiate birthday will actually fall the day after our second session!

I have ordered the Eric Carle book via Amazon France!

International School Award 25th September 2007

Course Focus:
John Rolfe from the British Council will set out the requirements of the award and its relevance to all schools.

Reasons for Attending:
As we will be applying for the full award this year—it is important that we are clear as to the requirements and also how evidence can be submitted.


Full ISA accreditation lasts for 3 years. There are already 23 schools across Plymouth who have the full award. The South West seems to be leading the way in International / global work.

The work of the school in developing the International dimension of the curriculum is an area which can attract local / national media coverage. The work should highlight a sense of staff and pupils as ‘global citizens’.

To achieve the Full International School Award – it is important that a portfolio of evidence to collected. It has been agreed that we can submit an e-portfolio as evidence. This could be the first one that the British Council accepts and if we get it right could be used as an exemplar for schools in the future.


We must:
have an international policy and co-ordinator (with a job description) / committee
ensure that the majority of activities are curriculum based ( recently the British Council panel discounted activities which were after school clubs)
there must be at least 7 activities with at least 75% of the children involved
ensure that arrange of year groups and subject areas are involved in international activities
ensure that the activities are all year round.
evaluate the impact of the international activities ( this needs to be a light touch)
include collaborative work with partner schools in other countries – there must be evidence of this
use arrange of opportunities and programmes ( e.g TIPD Comenius, World links, IPH)
consider how the wider school community can be involved

The timescale for the full application:-
September 07 – December 07 – schools apply online
September 07 – July 08 – activities undertaken with evidence collated
July 08 – portfolios submitted to the British Council panel
October 08 – awards presented

The target is that by 2012 that all schools will be involved in international activities

“One can’t truly educate young people in this country without the international dimension being a very significant and real part of that education.”

ECM – Put the World in your Class

In collecting the evidence – even when activities fail include supplementary activities.

Jill Bailey introduced me to John Rolfe (British Council). Both are impressed by the work (Tohatoha BLOG) we have with Meadowbank and also my initial e-portfolio. (Jill has set up a BLOG for her work with China after seeing our work!) We also discussed the possibility of obtaining funding for my visit to Prague, should the presentation that David Kinane and I propose, be accepted.

It is important that as the first school to present their work as an e-portfolio that we get it right. I can collate the portfolio and present but I need everyone to support me in this by providing electronic copies of their work and evidence of children’s work and photos. This should not be an onerous task as the “Portfolio Evidence” folders are set up on the network and all I request is that planning, flips (where appropriate), examples of children’s work, photos, audio and video recording are uploaded to the relevant files. The International element is not just another curriculum subject but seen as the way forward in ensuring that our children are prepared for the world in which they are growing up in an ever shrinking world. It can and should be an integral part of the curriculum and afford us ways to think more creatively in the way in which we plan. The recent Geography Conference – see previous Blog- highlights how an international element can be integrated into key themes of water, recycling, climate change, environmental issues. Certainly something for us all to think on!

Follow up actions:
· Apply for Full ISA by December 2007
· Collate evidence and resources and update e-portfolio
· Maintain contact with Jill Bailey and John Rolfe re funding
· Continue to look for partners—eTwinning etc—liaise with Julie Downs
· Consider how to get staff fully on board for the International dimension in our curriculum?

Ensure that the e-portfolio contains the elements required as outlined in an e-mail from John Finch

Geography Conference 25th September 2007

Course Focus:
Focusing on the curriculum development and issues of continuity, progression and assessment in geography as well as key management issues relating to the monitoring and evaluation of subject provision throughout the school.

Reasons for Attending:
In considering how to improve and develop a more creative curriculum in Geography these courses always offer great ideas and resources.

Tutor – David Weatherly DES

A point to note with regard to Geography is that there is likely to be a curriculum view within the next 18 months.

All too often studying a contrasting locality is studied as a singular unit in one year but ….. what if we teach it across the Key Stage(s)? i.e., a drip feed year on year. There is no reason why it would not be successful providing we are ‘robust’ and clear in the expectations for each year group.


1. Whatever our children do in geography, we must ensure that we have the appropriate expectations.
2. Enquiry based learning in every activity; where the children are not aware of the outcome. This could be a very short activity or a longer research project. Enquiry Learning allows the freedom to think, discuss and explore.
3. Programmes of Study. At present there are only 5 prescribed topics in Geography.
a. Rivers / Coasts
b. Contrasting Locality -Overseas
c. Contrasting Locality –UK
d. Local are of the School
e. Environmental Issue
Excellence and Enjoyment: be creative and imaginative, exciting new and innovative– just be robust in expectations. Don’t necessarily rely on QCA!

Remember there is a place for learning facts (consider different learning styles – sometimes children just want to be told the answer). Also we should not be locked into recorded evidence in books – consider other ways of presenting evidence. When presenting image to the children we must ensure that they get these images / concepts correct from an early age as these things ‘stick’.

It is Possible to take a study of the Gambia and use different elements of the study across the Key Stages 1 and 2.

In the Foundation Years it is simple enough to study photographs of children and their families in Gambia. “What do I like doing with my family and friends?” Find matching photos of children / families doing similar activities here in UK. Discuss the similarities. So much of contrasting localities is often about the differences, yet for younger children we should be focusing on the similarities. All children, no matter where in the world, have the same needs – family, food, water, play and education.

In Key Stage 1 (early key Stage 2) we might pick up work on the Gambia by focusing on a key question such as “Where do Gambians get their water?” This could be part of an exploration of water as an environmental issue / climate change / drought / sustainability. This could be cross matched with key questions from the Mountain Unit presented by David at the focus day in June.

In the upper key stage 2 a topic on sustainability / Recycling / Environmental issue on waste could include work on recycling in the Gambia – e.g cooking pots which are made from recycled aluminium. In the Gambia recycling is an economic necessity. Consider what happens to clothes which are taken to charity organisations – are we really doing the right thing?

Another environmental issue to explore at the upper end of Key Stage 2 is the issue of the building of an Oil Storage facility near a village in the Gambia. Consider the pros and cons. Give the children the information, the opinions and let them debate the issue.

For level 5 provision there should be opportunities where the children can weigh up the advantages / disadvantages and then reach a judgement that they can articulate. Making links and connections.

Fully resourced for Foundation / KS1 / Ks2—great resources from David yet again!

NB Global Action Plan – based at County hall will conduct energy and waste audits in schools.

Follow up actions:
· Meet with Julie Downs (Infant Coordinator for geography) and consider ways in which we can implement geography across the key Stage
· Look at the current curriculum and consider ways of implementing a drip feed of a contrasting locality through topics which are already covered in the Key Stage

Bringing the World into your Classroom 14th June 2007

Course Focus:
The conference will look at
Linking with Africa and the Caribbean, Learning good practise from other countries, Achieving ISA, Developing curriculum projects with a partner school, Leading learning in the International Context and MFL
Reasons for Attending:
To gather information, resources and ideas in order to continue the momentum in the development of Global Citizenship in a more creative curriculum at Woodford Junior School.


Immediate Professional Learning:
Keynote Speaker—Mick Water, Director the Curriculum Authority.
“Putting the World in your Class”

“Develop a modern world class curriculum that will inspire and challenge ALL learners and prepare them for the future”

HelenHardie

We live in a changing society where children are growing into a future which is a global economy. Technology can put us in touch with countries all over the world. Our curriculum should challenge the children to learn a Modern Foreign Language as this will be key to their futures.
We must remember that the national curriculum is really only a small part of the curriculum. We should consider the bigger picture of the curriculum.

Curriculum is the entire planned learning experience;
Lessons, events, routines, extended hours
Outside school—clubs, local bands etc
The curriculum is not the timetable. Timetabling is just putting subjects into rooms! Our challenge is to consider “What can subjects do to support the curriculum in our schools” (we should make the most of opportunities to use things which happen everyday in the outside world e.g. the recent eclipse of the moon)

The international curriculum is shrinking distances and includes:
· Reading and studying
· Travel
· Experience
· Understanding
· Relationships
· Empathy

One school puts on a webcam in the canteen at lunch time to watch what is going on around the world!

We must avoid the adjectival curriculum in terms of international work, e.g. shaking / filling a tin for charity without knowing why and for what purpose.

A new curriculum is all about rethinking subjects to ensure that we “Develop a modern world class curriculum that will inspire and challenge ALL learners and prepare them for the future”


The Global Dimension includes:

Culture - values, faith, customs
Economy - products, migration, travel
Governance - freedom, rights
Constraint - resources, climate
Conflict - territory, invasion, refuge
Companionship - sport, arts, pastimes


We are challenged to develop an active curriculum not adjectival.

To study is to appreciate
literature, art, folklore, food
television
www
video conferencing
visits
human contacts

Think!
How can all subjects take on the Global dimension?

Earth from the Air (Yann Arthus Bertrand) is a great resource—the photos can be used to stimulate lessons in across the range of subjects—maths / art / literacy / sustainability etc


Bringing the World into your Classroom PowerPoint presentation by Mick Water, Director of the Curriclum Authority

Workshop 1: Radio Waves—Communicating with Schools across the World
Demonstrated the ways in which a partnership of 4/5 schools in UK, France, Germany and Crete collaboratively use an online radio station to share children’s work. Each school uploads images / text and sound files to their joint web-site along with an English translation. OCEAN on Radio Waves. As part of Comenius, joint projects have included logo competitions; language lab (common phrases) radio plays; school information; Head teacher messages; D&T projects; Science water work; traditional tales; performance poetry; sharing assembly material etc
Project meetings involved planning and evaluation.

Comenius is about;
Sharing curriculum work
A chance to visit foreign schools (teachers and pupils)
Enriching children’s work by comparing ‘themed’ work.

Workshop 2: Fair Trade French
This session showed how French can be taught through other subjects. Simple ideas and all about immersing the children in language: - games, practise.
CADE have produced a pack on bananas which is based of the fair Trade banana pack and has been produced by and AST in Cornwall. The pack will be available later this year though we may get access before as I spoke to the AST (he teaches Rhiannon French).

Workshop 3: Linking with European countries by setting up a Comenius Project
Not as inspiring as the other sessions. However did go through the eTwinning process.
Comenius is about a multi-lateral project. When looking for partner schools aim for 5 /6.
Comenius allows opportunities for staff travel / pupil exchange.
Adhere to deadlines for applications and funding


Follow up actions:
· Challenges for us at Woodford—can we “Develop a modern world class curriculum that will inspire and challenge ALL learners and prepare them for the future”
· Can we embrace the international dimension?
· Sign up to eTwinning
· Continue to develop our links with NZ / pod casting and Blogs etc
· Complete intermediate ISA
· Apply for Full ISA for 2008
· Maintain links with Joe Monks re: MFL ideas / courses etc
· Think about how we might develop / apply for a Comenius project

Primary Geography: the adapted Mountain Environment Unit 15

Course Focus:
Looking at issues of continuity, progression and assessment of Geography KS1 and 2. The day focuses on The adapted Mountain Environment Unit 15: which uses geographical enquiry and skills to develop knowledge and understanding of places, patters and processes and environmental change and sustainable development
Reasons for Attending:
In considering how to improve and develop a more creative curriculum in Geography these courses always offer great ideas and resources.


Immediate Professional Learning:
DCS Geography and Sustainability Adviser: David Weatherly
Yet again another great course which provided us with knowledge of The Mountain Environment and a fully resourced scheme of work (on CD) which we can edit and adapt as we wish.

The objectives for the day were:-
Appropriate progression and expectation
Enquiry based learning and teaching activities to improve performance
A resourced curriculum on the Mountain environment

It is important to consider where we are taking the children and how we are going to get there? We are teaching children to be ‘good geographers’ not ‘good at geography’.

In developing our own curriculum we should refer to the intellectual expectations for geographical skills. This progression is true of any subject—just substitute geography for DT etc.
Enquiry based learning should provide opportunities for children to undertake a learning activity where they are not aware of the answer:-
Key question
Investigation / enquiry
Meaningful learning

With many schools reviewing their curriculum and with an impending national KS2 curriculum review we should be ‘creative’ in how we design the curriculum but also be ‘robust’ that is ensure that expectations are appropriate. They should reflect local communities / area and be intellectually demanding.

In geography there is only a requirement to cover 6 topics in 6 years i.e. two topics in Key Stage 2 and four on Key Stage 2. The PoS for Geography does not specify the topics which need to be covered.

As always the resourced unit places emphasis on ‘Thinking Skills’ and uses a variety of activities which encompass different learning styles. Many of the activities sit at level 4 / 5 in terms of progression expectations. It also uses cross curricular links to History / Maths / Literacy and Science placing the emphasis firmly on the fact that we are teaching children to be ‘good geographers’ not ‘good at geography’.

Links included:-
· Victorian Britain and Cholera epidemics and how reservoirs were built in Wales to supply water for Birmingham!
· Maths links in presenting and interpreting climate data.
· How is electricity made using water and turbines?
· Environmental issues such as Wind farms, creating new reservoirs as demand for power / water rises—sustainability issues. These activities can be transferred to nuclear power stations too!
· Instructional writing / poster of rules / regulations for a Welsh mountain trail.
· Debate for and against Wind Farms—use of transitional connectives to present the two sides of the argument.
· Discursive writing

It is interesting that map work is not a key focus of geography. It is suggested that rules for map work is that they are linked to relevant work in the unit and used to introduce / locate places. They do not need to come at the beginning of a unit and should not just focus on OS maps. Make comparison between maps such as satellite images, political and geographical features. Use maps which are relevant to subject covered / discussed. This might include tourist maps / guides / trail maps etc.

A useful day yet again with lots of ideas and resources!

Follow up actions:
· Consider the Units which we currently cover in geography across the Key Stage. We currently cover 6 units and only need to do 4!
· Which units work well? Which units could be adapted / removed?
· How can we ensure that geography is exciting and enhances opportunities to develop a more creative curriculum?
· Many of the activities resourced for the QCA units I have attended could easily be adapted to other units?
· Put together a bank of ideas for activities in Units we wish to keep.
· Attend Geography Conference in July (The Gambia)- cancelled
· Attend Focus days in October 2007, Jan 2008 and June 2008. These will focus on a KS1/foundationn unit (useful for amalgamation preparation )/ A contrasting locality in the UK and possibly the Gambia or renewed Coasts work.

Taking the plunge—Beginning a scheme of work in MFL

Course Focus:
To give non specialist MFL co-ordinators the tools to write a Sow for MFL. To look at suitable topics / themes for each year group. To ensure planning for progression. To begin to write your own SoW with AST support. To explore the latest on-line CPD resources available
Reasons for Attending:
In considering how to develop MFL across the Key Stage / s this will be an invaluable course and enable us to consider language teaching in Year 3 and 4 to support and develop that already covered in year 5 and 6


Immediate Professional Learning:
Course Leaders: Finola Gill, Lynsey Behan and Kaye Lyon
Contacts: finolagill@hotmail.com katelyon@blueyoner.co.uk
Allowed me to familiarise myself with the Framework for Languages. The emphasis of the framework is very much linked to Excellence and Enjoyment and the key message is about motivating and exciting the children in learning a language / skills for life. The framework is a support and not a cage.
The three key strands of Languages are:
Oracy (O)
Literacy (L)
Intercultural understanding (IU)
With two cross cutting strands of
Language Learning (LL)
Knowledge about Language (KAL)
It is easy to use the framework to track the progression in each strand and to see how objectives in KAL and LL relate to IU.

An hour was taken up with representatives for published schemes of work including:
Rigolo—Nelson Thorne
Tout le Monde—Heinemann (have asked for an evaluation pack)
La Jolie Ronde
There were also other resources such as:-
Francais, Francais, Catherine Cheater and a selection of story books, CDs and DVDs for us to peruse.
A scheme which was much talked about was one by Alison Machin available form Penrice Community College , Cornwall.
Obvious pros and cons for all schemes and each think they are better than others. However as a starting point we may wish to evaluate some of these, particularly those which use IWB technology.

I certainly think that buying some French books, and song CDs would start to build a good resource for us. This would provide the resources and the opportunity to immerse children in language just like we do with babes.

The Catherine Cheater scheme was suggested as a good one which came with book, CD and DVD resources and the books are now provided as PowerPoint presentations too, which would be great for IWB. However it was stressed that while children enjoy the activities that it is not easy for non-specialists to use.

I have downloaded the European Language Portfolio and Can do statements from NACELL and Asset Languages.

I admit to not attempting to begin a SoW for FL as my mind was buzzing and difficult to think clearly—best to get out and drive!

Making links between curriculum subjects and areas of learning can deepen children’s understanding by providing opportunities to reinforce and enhance learning (DfES, 2004)

There was a lot of talk about the amount of time for FL and how this doesn’t add up to much in a year. Most people agreed that it had to be integrated creatively across the curriculum.
We watched a short video clip where a teacher , teaching a maths lesson on arrays got the children to use French numbers and operations to say their arrays. This was during the main part of the session. In this instance we felt that the use of the French actually impeded the achievement of the numeracy objectives. However there is a place for using FL in the mental oral / starter / plenary games etc.

The framework does not prescribe themes for year groups so teachers are free to be creative and innovative and create programmes of work which will excite and engage the children and feel very much part of their school’s curriculum.

There are QCA units for French which I have downloaded. These might be useful in identifying key vocabulary and activities once opportunities are highlighted in the curricular map (long term planning)


Follow up actions:
Having looked at a variety of models I think the way forward at Woodford might be:
Short term tasks
Look at curricular maps for each year group
Identify FL which might be included in each term’s “topic”
Medium / long term tasks
Identify Objectives for each term
Identify activities and resources
Write SoW for FL
Purchase support schemes for staff confidence
Purchase resources including CD, DVDS, books for children
Ensure all staff have opportunity to FL training and support

Global Citizenship Conference, 24th May 2007

Course Focus:
Supporting best practice across the curriculum. Why do we need a Global dimension in our teaching?
Reasons for Attending:
To gather information, resources and ideas in order to continue the momentum in the development of Global Citizenship in a more creative curriculum at Woodford junior School.

Keynote speaker: Professor David Hicks: Bath Spa University

Why do we need a Global dimension in our teaching?

It is important to be aware of the trends which are shaping the future: a futures perspective. Teaching the Global Dimension is all about responding to the World. It involves a spatial and temporal dimension which highlights the futures perspective. This includes;

1. Anticipating the futures
2. Accepting the consequences
3. Envisioning alternatives
4. Making wiser choices
and
5. Taking responsible actions

What are the children’s views of the future—explore and discuss probable and preferable futures. What are the lessons for the future?
If all education is for the future, where is the future in education.
What about rights, responsibilities and actions.
As well as firmly showing the importance of the Global dimension, several key publications were highlighted for reference: see handout slide notes (to be added later!)

Workshop 1: The Gambia—No problem! Dr Margaret Mackintosh

Despite the delivery of this session being less than inspiring the few handouts were useful. In conjunction with David Weatherly DCS Geography they have developed a scheme of Work which shows how the Gambia an be integrated through each year group from foundation to year 6. Links have been made with QCA units in each year group as have creative cross curricular links. Copies of the Units are available on CD to those who attend the Geography Course—Plymouth is still to come!
Gleaned ideas` for making our own janting tools for batik and some interesting musical instruments. Also DT ideas—making a bucket to carry water using lorry inner tubes.

Workshop 2: Keep it cool! Primary peer educators and Climate change

Great ideas and active learning ideas to highlight issue of Climate Change and our global footprint. The key is raising awareness in schools. Some schools have a Climate Change group of children who raise awareness of Climate Change in the school community through a variety of activities. Might this be a possibility alongside the School Council—the children taking the lead and making decisions for the school’s vision for Climate Change.

Workshop 3: Exciting opportunities for Global Dimension in the curriculum—the government gets it right! Bernie Ashmore

This was a very useful workshop in that it highlighted and brought to our attention 12 key government documents which really set out the governments vision for the Global Dimension in Education. The most significant is that Global citizenship permeates every subject. All children have a right to a sense of their identity through local / national and Global issues. Of course underpinning all of this is Every Child Matters.


Purchase of resources:
Edible Gardens in Schools
Multicultural Games
Why do you have to fight? Refugee stories from around the world
Stand up for your rights
Stand up Speak Out
Global citizenship: The handbook for primary teaching from OXFAM

Follow up actions:
· Complete the audit and submission for Intermediate ISA. This will give a great starting point from which to develop the SIP for the Full ISA.
· After discussion with Ann we would like to plan a Global week (maybe for the Spring 2008 term) We would like to study the schools curriculum map and identify areas where a global dimension can be integrated as well as developing some more creative links as a guide / support to staff. We would like to discuss our initial thought with Donna Alpin (AST) before sharing our ideas with the staff. We wondered whether 2 mornings rather than a whole day would be more productive?
· Raise awareness of the Global dimension with the staff to be effective from Autumn 2007 to ensure that we have evidence to support our Full ISA submission for 2008.