ISSUE 6 WINTER 2011    AN INSIGHT INTO WORKINGIN EARLY YEARS  THOUSANDS VIEW THE      OLYMPIC TORCH     IPADS IN THE CLASS...
4Contents   4    neWs10      neW sCHool        of edUCation20      olymPiC        torCH22      GradUation24      life afte...
45Inspired Interactive                                                                              Written and produced b...
neWsvisit fromGREEN OAKS                                                                   Inaugural                      ...
neWsThe University of Northamptonhosted 110 Year 12 studentsto ‘Be. An Inspiration’ eventin June.this day was specifically...
neWs                                        EARLY YEARS                                        fOUNDATION                 ...
neWs   CONfERENCE NEWSanita devi delivered a paper at the fourth international oxford conferenceon preparing for academic ...
neWs     PE ITE     Students    year 2 Physical education    specialists triumphed at an    annual orienteering competitio...
neWs Year 2 BA                       hong KongQTS Displays    Year 2 Ba QtS early  Years education students     exhibited ...
neWs the school of education is building upon its success                                         outcomes of which inform...
neWs   HIGHER LEVEL TEACHING      ASSISTANT STATUS         CelebrAted At AnnuAl event        he annual celebration  T     ...
neWs                                              Visit to Malaysia                                              richard r...
neWs                                           stArs for     UNIVERSITY’S EARLY    YEAR PROfESSIONALS            the unive...
neWs                 english and mathematics teaching hailed            ‘Outstanding’                                     ...
neWsten primary schools will be working towards achievingthe Primary science Quality mark award over the nextyear, with su...
neWs   CPD IN HONG KONG   steve Cullingford-agnew and annie fergusson are delivering   seminars and training workshops for...
neWsNEW UNIVERSITYPARTNERSHIP WITH BRITISHINTERNATIONAL SCHOOLIN KAzAKHSTANa new support staff training course developed b...
neWs                                                                            Professor richard rose                    ...
neWsSEMINAR 2011Inclusive Education:Pedagogies & Issuesorganised by brindavan education trust, bangalore, india.issues of ...
olymPiC torCH               W  THOUSANDS VIE         OLYMPIC TORCH                                   at the               ...
olymPiC torCHover 2,700 members of the                highlights of the day were also          olympic spirit and enjoy al...
GradUation fOUR DAYS Of GRADUATIONS ON CAMPUS... and online for the first time                               for the first...
GradUation   Mathematics Specialist Masters Programme   tHe matHematiCs sPeCialist masters ProGramme Has reCeived an   exC...
life after Uni          MY TRAVELS AfTER UNI                                            by Kelly youlton    Since graduati...
life after UniMe with an elephant in Chiang Mai, Thailand after trekkingBy 2014 every manager within a                 i w...
life after Uni role i never saw myself in and an       i understood how to link these to the area of work i did not think ...
an intimate observation of disabilityCRIP ON A TRIPthis is the title of an award winning Channel 4documentary, described a...
early years Working in Early Years  by debbie Hasson,  Head of acorn Childcare  at Headlands Primary school baCKGroUnd    ...
early yearsWHere i am noW                           charity status, there are many           place a high emphasis on cont...
early years students, mentors and nursery but       more reflective practitioner. also with the university. many staff    ...
early yearsWorking with Parents“a joined up approach”Early Years andPrimary Educationattend PEALtraining togetherin June s...
early years University Wins £4m Contract to Provide Early Years Training                               the eYpS training w...
Inspire - education magazine Issue 06 (Spring 2012)
Inspire - education magazine Issue 06 (Spring 2012)
Inspire - education magazine Issue 06 (Spring 2012)
Inspire - education magazine Issue 06 (Spring 2012)
Inspire - education magazine Issue 06 (Spring 2012)
Inspire - education magazine Issue 06 (Spring 2012)
Inspire - education magazine Issue 06 (Spring 2012)
Inspire - education magazine Issue 06 (Spring 2012)
Inspire - education magazine Issue 06 (Spring 2012)
Inspire - education magazine Issue 06 (Spring 2012)
Inspire - education magazine Issue 06 (Spring 2012)
Inspire - education magazine Issue 06 (Spring 2012)
Inspire - education magazine Issue 06 (Spring 2012)
Inspire - education magazine Issue 06 (Spring 2012)
Inspire - education magazine Issue 06 (Spring 2012)
Inspire - education magazine Issue 06 (Spring 2012)
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Inspire - education magazine Issue 06 (Spring 2012)

  1. 1. ISSUE 6 WINTER 2011 AN INSIGHT INTO WORKINGIN EARLY YEARS THOUSANDS VIEW THE OLYMPIC TORCH IPADS IN THE CLASSROOM – IS THIS THE fUTURE Of LEARNING?
  2. 2. 4Contents 4 neWs10 neW sCHool of edUCation20 olymPiC torCH22 GradUation24 life after Uni an intimate27 observation of disability28 early years38 researCH45 iPads in tHe Classroom www.facebook.com/ theuniversityofnorthampton 20 10 @Soeuninorthants uninorthamptonSoe2 www.northampton.ac.uk/education
  3. 3. 45Inspired Interactive Written and produced by The University of Northampton School of Educationinspired provides multimedia content that you can access via the small all submissions are property ofsquare icons - known as Qr codes – on some pages. With your smartphone Inspire magazine.and the right software you can link to websites, photo galleries, videos and the entire content ©Copyright thesocial media pages. follow the instructions and give it a try. you need an University of northampton school of education 2011, and cannot be reproducediPhone (3Gs or later) or a smartphone with the android operating system. in whole or part without prior written consent.We recommend at least 2 megapixels for the camera on your phone. Editor & Words: Paul bramble paul.bramble@northampton.ac.ukselect the respective open the application on When the camera Photography: design depot ltd,application (Qr reader) your smartphone and hold registers the Qr code the University of northampton,from your usual platform the camera exactly over your smartphone will neil shelby longand upload it onto your the Qr code on one of the activate the link to the Design: design depot ltdsmartphone (there are free pages of this issue. multimedia content. www.designdepot.netreader apps, such as the Print: Portland Print ltd‘i-nigma’ app. inSpire magazine. iSSue 6, winter ‘11 3
  4. 4. neWsvisit fromGREEN OAKS Inaugural British EarlySCHOOL Childhood Education ResearchCHILDREN Association (BECERA)Children from Green oaks school visited the University this week School of educationto work with our year 1 science specialists on a project about colleagues presented papersfairtrade Chocolate. at the inaugural British early childhood education researchas well as learning about the reversible and irreversible change, association (Becera)they learnt about the chocolate making process, what Fairtrade means and conference in Birminghamhow chocolate is packaged. But best of all, they enjoyed tasting different this week:types of Fairtrade chocolate and making their own chocolate creations totake home with them. if only cadbury’s was as creative! professor denise hevey, Jeanne Barczewska and hayley hunter: Attracting graduates into Early Years Work: Experience of the Early Years Student Associate Scheme. eunice Lumsden: The Individual and the Collective: Perceptions of Early Years Professional Status. Jane murray: Young Children’s Explorations: Young children’s research? professors chris pascal and tony Bertram organised the conference to complement the larger annual european early childhood education research association (eecera) conference. conference highlights included professor Jean mcniff’s keynote – Exploring Practice Based Research – and professor philip gammage’s workshop focused on what we may usefully emulate and avoid about early childhood education and care in Finland.4 www.northampton.ac.uk/education
  5. 5. neWsThe University of Northamptonhosted 110 Year 12 studentsto ‘Be. An Inspiration’ eventin June.this day was specifically designedfor those interested in our Schoolof education courses; teachertraining, early Years and childhoodand Youth. included in the daywere subject-based workshopsand campus tours, as well ascareers advice for the group.news from an PARTNERSHIP fILM School of education partnershipeducation graduate film is now live on the School’s Youtube channel. the aim of the film is tobriony Webb (Hill) who works in milton Keynes as an art providespecialist teacher in a primary school, has been working over information onthe last six months with a group of year 5 children alongside our partnership and show howa blacksmith artist on the take one Picture project based on diverse we aretobias and the angel. to perspectivewith the help of scrap metal they have created a life size ‘Summerfield students, parents,School guardian angel!’ they had a visit from the national gallery and school heads andwere delighted to find that their angel had been selected for display at the other organisations.exhibition in London. inSpire magazine. iSSue 6, winter ‘11 5
  6. 6. neWs EARLY YEARS fOUNDATION DEGREE STUDENT AWARD on tuesday 15th march, Peter Wells, as a representative from the University of northampton attended the ‘leicester City achievement in Childcare awards’ and presented an award to the early years foundation degree student of the year. There were more worker of the year; work with nominated by parents that use than 120 people, parents; outstanding contribution to their childminding service. including shortlisted the whole setting; quality workforce nominees, attending team; and enabling environments. there were over 100 nominations the event organised by across the award categories Leicester City Council. workers in group early years and and there was a maximum of childcare settings (nurseries, three shortlisted nominees in there are eight categories playgroups, crèches, out of each category. of awards for nomination, school clubs) have nominatedincluding foundation degree student colleagues/teams for the group winners received a plaque andof the year; childminder of the year; care categories. childminders were a winners photograph.OUTSTANDINGAuthor AwArdcristina devecchi has been awarded theoutstanding author contribution award atthe Literati network awards for excellence 2011for the chapter ‘Leadership for inclusive schoolsand inclusive school leadership’ published inadvances in educational administration whichshe co-authored with professor ann nevin.6 www.northampton.ac.uk/education
  7. 7. neWs CONfERENCE NEWSanita devi delivered a paper at the fourth international oxford conferenceon preparing for academic practice. these conferences were initiated andled by one of the 74 centres of excellence in teaching & Learning (ceLts),which were awarded funding by the higher education Funding council forengland (heFce) for five years, from 2005-2010.the theme of this year’s conference was “academia as workplace: linkingpast, present and future.” anita spoke on ‘the significance of experientiallearning to support the achievement and inclusion of international studentson post graduate education courses’. university LEARNING & TEACHING AERA ConferenCe Conference Cristina Devecchi and Mary a number of education academic staff gave Doveston presented a paper titled presentations at the fourth University learning ‘Are they worth the money? Exploring and teaching conference – ‘learning Global’. the role of adult support in English mainstream and Special Schools in a time of financial constraints’ at the Gareth Honeyford and look at their posters which american educational research Bob Hopkins presented posters will be displayed along with association annual conference, which shared information some posters created by Year 2 new orleans, on monday 11th april. gathered by students about students in mX04. the use of technology in local the paper focused on the research schools and details of staff/ anna cox and estelle tarry gave on the employment and deployment student collaborative wiki called a presentation on ‘researching of hLtas carried out last year by ‘ictapedia’. For further details the experience of an expatriate mary, paul Sedgwick and Johnson please contact Bob or gareth or indian community in the united Jament, and funded by Leicester kingdom; a perspective on city council. cross-cultural research’ estelle tarry also gave a presentation on “is west really Ann Shelton Mayes and best? Social and cultural Hilary Burgess (Leicester tensions, international students; university) presented a paper experience having studied at entitled ‘Imaginative learning British universities”. communities: a case study of teacher professional development in English cilel Smith gave a presentation rural primary schools’. on “the impact of prior learning on future education as a global learner”. inSpire magazine. iSSue 6, winter ‘11 7
  8. 8. neWs PE ITE Students year 2 Physical education specialists triumphed at an annual orienteering competition against shuttleworth College Year 1 physical education of events designed to develop their outdoor education students, specialists hosted a Year 3 basic movement capabilities in a retaining the trophy. special multiskills festival at thomas non sports specific contest. it was congratulations to natasha Becket School. Seventy children, very successful and we have been Jackson and ben Pritchard, from three of the feeder primary invited to return next year to host a the overall winning pair. schools, participated in a number similar event. DATIONE ARLY YEARS fOUNENCE Trip to DEGREE CONfER enrolled Thailand ay 2011, all students on thursday 19th m tion degree d early years founda on the sector endorse rthampton. Steve Cullingford-Agnew has the University of no ded a conference at recently returned from a trip atten to Thailand (Bangkok), which es the key e all students to belong: what do was organised by the Villagethis was the first tim wo rker do?’. Education Centre, Bangkok. ent sites atwho study at dif fer d portunity tonorthampto n, Leicester city an Students had the op the visit was to consider work with ties basedSouth Leicester co llege have comp lete reflection activi international schools in Bangkok on displays set out in h3 9 and the to develop cpd opportunities income together. re angela library foyer. Special educational needs and keynote speakers we rwhelmingly inclusion. currently this is in the Sugden and kate Ba nfield, early feedback is ove early stages of investigation. ’s centre early positive , commenting on: the Sure Start children plays of their Learning managers for kirklees exhibits including dis during his time there Steve ‘the child’s nities to talk with council presenting own work; opportu ross visited patana international School Br ooker, students from Year 1 and 2 ac which is a very large not for profit Journey’ and dr Liz le of the course! whose publications include all venues; the sca school. Bath university currently , Lorraine and Starting School-Yo ung children thanks go to cynd works with the international Schools and Su pporting everyone wh o contributed to and our hope is to develop similar Learning cultures, ccess. transitions in the ea rly Years making it such a su links to include the university presenting ‘Learning of northampton. 8 www.northampton.ac.uk/education
  9. 9. neWs Year 2 BA hong KongQTS Displays Year 2 Ba QtS early Years education students exhibited a range of visitors innovative and imaginative“parent information displays”. the work showcased information for parents about cross-curricular provision for a focus child’s learning, incorporating an educational visit. displays included “the Seaside”, “the roald dahl museum”, “twycross zoo”and “the Beach” and formed an impressive collection. Indian Visitor the school has hosted a the Hong Kong education bureau has commissioned the visitor from india working sen & inclusion team to provide training for Principals ofon development of a masters Hong Kong special schools. degree programme to be run in Bangalore through a partnership with the main focus of this professional from Special Schools in hong the university. development opportunity is to kong. during their stay they will explore ‘curriculum adaptation be visiting Special Schools and Jayashree amarnath and the application of p Scales in college settings as well as having rajanhally represents uk’. the Sen team are working in discussions with headteachers the Brindavan educational partnership with the university of and senior school improvement trust, an ngo that has for cambridge’s Faculty of education advisors from the east midlands more than 20 years been on this development. the 10 visitors and the eastern regions. an integral providing education for from hong kong were at the part of this visit will be exploring children with a range of university of northampton in June the potential for the universitylearning difficulties and has as part of their 10 day study tour in of northampton to provide trained teachers across the uk. future professional development karnataka state in opportunities for hong kong south india. the group includes two officers schools, including exchange visits from the hong kong education with uk schools. Bureau and eight principals inSpire magazine. iSSue 6, winter ‘11 9
  10. 10. neWs the school of education is building upon its success outcomes of which informed Both staff and student perspectives the 2011 autumn term has aspects of the design and have focused on the configuration witnessed new beginnings for planning of the new build and of teaching spaces and rightly both the school of education refurbishment. Students on emphasised the need for flexibility professional education programmes as well as personal comfort. staff and students as the who were consulted as part of the sulgrave building reopened research project, emphasised the But as a School of education its doors again after a year of importance of high quality higher we are cognisant of the need to education environments to support highlight pedagogy and then extensive work, which has seen consider how space and technology the building double in size. a range of learning and teaching approaches. in redesigning the impacts on teaching and learning building we have taken into account activity. a further research project is Flexible teaching spaces now planned for 2011/12 that will focus on accommodate twenty-first century our students’ need to experience teaching and learning within the ‘implementation and operation’ technology designed to support stage of how the new building is more effective teaching and environments that impact positively on them as learners in actually being used and the impact learning activities appropriate in this is having on teaching and meeting the needs of all our order to effectively support their professional development. learning – watch this space! students. the co-location of teaching and administrative teams has also been a priority in the new building with positive feedback from colleagues suggesting that this has been a success. it is five years since ann Shelton-mayes (dean of School of education) and di Stoncel (principal Lecturer) began a research project (‘effective Learning environments’) drawing on student and staff perspectives of their teaching and learning experiences on professional courses, the10 www.northampton.ac.uk/education
  11. 11. neWs HIGHER LEVEL TEACHING ASSISTANT STATUS CelebrAted At AnnuAl event he annual celebration T event for teaching assistants in northamptonshire andLeicestershire schools was heldrecently at the university ofnorthampton.the event celebrated teachingassistants who have gained hLta(higher Level teaching assistant)status in the previous 12 months.For the new hLtas and their guests,this was an opportunity to celebratetheir achievements and all of thehard work that the candidates hadput in to gain the status. it wasfitting that so many of them were “The final and most important and study centres. Since 2003, consequence is that we have when hLta was introduced, 1,233 “We have created a created a flexible, professional teaching assistants have gained the flexible, professional body body of staff who are all capable of status in northamptonshire and working individually and in concert Leicestershire. nationally the figure of staff who are all capable for the greater good of stands at over 38,000. these hLtas of working individually and the children in this school. in concert for the greater I hope they feel that they are good of the children” important to the school and “Everyone was very positive that they are valued as about the experience and co-professionals, workingaccompanied by family members or unstintingly in that cause. enjoyed the opportunity toschool leaders who had supported catch up with friends and Nobody here is doing a job.them throughout the process. Everybody is serving others and the HLTA trainers”everyone was very positive about I for one would not wish it to gothe experience and enjoyed the back to being any other way.”opportunity to catch up with friends KrySS DUrLING, HEAD TEACHEr of are working across all phases of theand the hLta trainers who had PArK JUNIor SCHooL, KETTErING, curriculum, in primary, secondaryprepared them for their NorTHAMPToNSHIrE and special schools, enhancing theassessments. altogether 175 teaching assistants educational experience of hundredsken Bland, hLta programme have gained hLta status in of children.Leader, School of education, spoke northamptonshire andabout the achievements of hLtas in Leicestershire in the 12 months toboth counties and gave certificates may 2011, having been supported into the successful candidates. the process by 152 different schools inSpire magazine. iSSue 6, winter ‘11 11
  12. 12. neWs Visit to Malaysia richard rose recently returned from completing a consultancy at the UniversitiKebangsaan (National University of Malaysia) in Bangi near Kuala Lumpur. during his visit, in addition to completing an evaluation of research recently undertaken by academics in the Faculty of education, he was able to visit schools and work with phd students. a link has been established with plans to hold a video conference between our own phd students and those with whom he worked in malaysia. TEACHING Brooke weston academy, corby and Fairfields School, northampton have been successful in their bids for gaining teaching School status with the first cohort SCHOOL from 1st September 2011. the School of education supported both schools in this bid and we are looking STATUS forward to working with them in partnership.12 www.northampton.ac.uk/education
  13. 13. neWs stArs for UNIVERSITY’S EARLY YEAR PROfESSIONALS the university of northampton held a special awards ceremony earlier this year for its students in front of key partners working in the field of early years.the June evening occasionwelcomed over 100 staff andrepresentatives of nurseries,preschools and other early yearssettings from across the eastmidlands, in a celebration ofbest practice.Some 40 students from theuniversity’s School of educationwere presented with ‘star’ trophiesby Vice chancellor, professor nickpetford, in recognition of havinggained early Years professionalStatus - described by the children’sworkforce development councilas the ‘gold standard’ for earlyYears practice.this is the third year in which wehave run our partnership evenings,bringing together students and Some of the students from the University’s School of Education with their awardsmany of the employers who support in recognition of having gained Early Years Professional Status.them through day-release or whoprovide vital work placements. and challenging year. more than “This is why we are here. We knowwe were very lucky on this occasion 120 additional students are due to our students rate our coursesto have Liz magraw, a leading early be awarded eYpS by december highly but the bottom line is,Years consultant, to present our 2011 and 160 new undergraduates can they make a real difference tokeynote speech on outdoor play. are expected to enrol on the first children and families, particularly year of their early years studies in the most disadvantaged areas?having recently been graded as from September. The answer coming from researchan ‘outstanding provider’ for early is that they can.”Years professional Status (eYpS) national and local research is ProfESSor IN EArLy yEArS,to add to its grade 1 outstanding starting to show that early Years DENISE HEVEyofsted rating for teacher training, professionals are improving practicethe School of education is looking and raising standards in earlyforward to another highly successful Years’ settings. inSpire magazine. iSSue 6, winter ‘11 13
  14. 14. neWs english and mathematics teaching hailed ‘Outstanding’ in nQt survey the university of northampton the double green ranking is “Government Ministers are has been unveiled as one of only only made to higher education looking very closely at university four teacher training providers in institutions that are rated as performances in the teaching of england to be ranked as ‘double outstanding in the teaching of mathematics and phonics, so green’, with teaching of english english (including phonics) and these results are excellent news and mathematics both being mathematics in the nQt survey. and bode well for our future. rated outstanding. the results, made public in the future funding for teacher training latest newly Qualified teacher may well be based on a university’s (nQt) Survey, mean that the ability to demonstrate that they are university’s position in terms of developing teachers well and can excellence in teacher training has deliver outstanding mathematics been further reinforced. it is already and phonics training. These ranked as an outstanding provider results prove that we are doing by ofsted. just that. these new results mean that This is testament to the the university of northampton outstanding work our staff, shares its double green status both at the University and at our with just three other institutions partner schools, undertake with - the university of cambridge, our students.” northumbria university and PATrICK SMITH, HEAD of INITIAL the institute of education. TEACHEr EDUCATIoN, SCHooL of EDUCATIoN over 500 trainee teachers study at the university of northampton each year on both postgraduate and undergraduate programmes. recent statistics demonstrate a high proportion of those who complete their training successfully secure their first teaching post within 12 months of qualifying. DOUBLE GREEN14 www.northampton.ac.uk/education
  15. 15. neWsten primary schools will be working towards achievingthe Primary science Quality mark award over the nextyear, with support from the PsQm Hub at theUniversity of northampton’s school of education.EDUCATION MENTORS SCHOOLSIN SCIENCE TEACHINGthis award system is validated Through experiments, models the primary Science Quality markby the association for Science and creative thinking, children as an important mechanism foreducation and the national network can discover how science ideas bringing about improvement inof Science Learning centres. contribute to their daily life and primary science:it celebrates the development technological changes.of quality science teaching and inspectors’ interviews with staff Through the PSQM award in the schools that participatedlearning in primary schools. scheme, the School of Education in the initiative confirmed theelaine Batchelor, Senior Lecturer is supporting science leaders improvements in teachers’in education, the university of in primary schools as part ofnorthampton’s School of education, their continuing professionalis the hub Leader and explained development. Hub meetings held Learning science offersmore about the award scheme: at the School of Education will enable each school to achieve a children an opportunity“I am delighted to be working with bronze, silver or gold Quality Mark to develop and createscience coordinators to raise the which is valid for three years.” knowledge and understandingprofile of science in primary schools. ELAINE BATCHELor about their world.Learning science offers children in the ofsted report into Sciencean opportunity to develop teaching 2007-10, published in confidence and ability to teachand create knowledge and January 2011, inspectors identified science, with a consequentunderstanding about their world. positive impact not only on pupils’ performance but also on their engagement and enjoyment. the primary schools that will be working with the university of northampton will soon be confirmed. Further details on the award scheme can be found at www.psqm.org.uk inSpire magazine. iSSue 6, winter ‘11 15
  16. 16. neWs CPD IN HONG KONG steve Cullingford-agnew and annie fergusson are delivering seminars and training workshops for Principals, curriculum leaders and teachers in Hong Kong. this work, for the hong kong education Bureau [edB], has developed from the university’s role over the past three years, in organising three professional development study tours for edB officers and Special School principals to look at curriculum assessment and reporting for pupils with Sen in the uk.100% OVERALL Inaugural LectureSATISfACTION during october Professor John Birmingham as well as havingRATINGS Ba (hons) visser, who joins the school of a distinguished career teaching education as visiting Professor in schools, is working with to the colleagues in the School ofcongratulations n gave his inaugural lecture at the uth and Foundatio education on the development ofchildhood and Yo sunley Conference Centre. an d teaching research bids as well as doingdegree in Learning g 10 0% overall John, who is known internationally some teaching, research trainingteam for achievin l gs in the nationa for his work in the area of children and phd supervision.satisfaction ratin s year. Students Survey (nSS) thi with emotional and behavioural a very good difficulties, gave a most the School had tegories perfo rmance in most ca interesting lecture with the title but we will be working hard with “past wisdoms: Future practice. subject leaders to meeting the needs of children programme and ere will be improve them fur ther. th s and Young people with a new requirem ent for universitie Behaviours that can challenge”. orma tion Sets, an audience of academic to publish key inf t ings, employmen colleagues, research students, including nSS rat contact hours, friends and relations heard John rates and teaching so that students give a most thought provoking on the ucaS sites can compare pr ogrammes presentation. John, who has previously held positions at the before applying. universities of exeter and DYSLExIA-fRIENDLY TEACHING MATERIALS Sue griffith’s research into dyslexia-friendly teaching materials and methods in heis, jointly authored with a colleague from newman university college, Birmingham, was presented via poster presentation at the higher education academy conference. this poster presentation won the delegates award at conference. congratulations to Sue, this puts the School of education on the hea map. the poster can be seen on the education shared drive under general information and education publications.16 www.northampton.ac.uk/education
  17. 17. neWsNEW UNIVERSITYPARTNERSHIP WITH BRITISHINTERNATIONAL SCHOOLIN KAzAKHSTANa new support staff training course developed by the Universityof northampton is helping train teaching assistants for the firstbritish independent school in astana, the capital of Kazakhstan.the course, the first Level 4 a boarding school for pupils aged research on behalf of the councilcertificate for teaching assistants from 13 to open in September 2014. of British international Schoolsin an international context, is going (coBiS) and launched at theirto be used to train the staff at “Education is not the process of conference on 30 may 2011haileybury, one of Britain’s oldest filling up an empty vessel, but in London.and most prestigious independent lighting a fire in the hearts andboarding schools in the uk, minds of the young with whom “The University of Northampton’sto launch the new english School we are privileged to work. accredited and bespoke trainingin astana. We offer a special blend of for classroom based support discipline, respect and life skills staff in international schools has“The University has developed the in a calm, modern environment. been well received throughout theCertificate as part of our agenda our British-based education growing CoBIS global network.”for internationalisation and has programme is internationally CoLIN BELL, CoBIS ExECUTIVE DIrECTorbeen designed to develop host competitive and we are verycountry and expatriate Teaching grateful to The University of the new course is part-time overAssistants knowledge and skills Northampton for helping us to one year consisting of six days faceto an internationally recognised create and maintain the highest to face teaching supported withstandard.” academic standards.” online blended learning and takesDr ESTELLE TArry, SENIor LECTUrEr a flexible approach in developing ANDrEW AUSTEr, HEADMASTEr ofIN EDUCATIoN AT THE UNIVErSITy of HAILEyBUry IN ASTANA the students’ skills.NorTHAMPToN the certificate for teaching “This Certificate is designedthe School will open its doors on assistants in an international to meet the specific needs of1 September 2011 to pupils from the context was developed following teaching assistants working withinage of 3 to 10 years and has plans for international primary settings and is designed to develop their understanding of intercultural teaching with children in the age range 5-11.” Dr ESTELLE TArry the partnership between the School of education at the university of northampton and the haileybury in astana was facilitated by the university’s Business and commercial Services team which offers a range of support services to businesses, voluntary and community groups. inSpire magazine. iSSue 6, winter ‘11 17
  18. 18. neWs Professor richard rose and dr Johnson Jament gROWing taLEnt recently visited india to work on course development with colleagues. during their visit they presented their work for learning at a seminar in bangalore. mrs. Jayashree amarnath rajanahally sent us this report from bangalore. Brindavan education trust, Bangalore, is an ngo started in 1993, working with children who have Learning difficulties (Ld), attention deficit hyperactivity disorder (adhd), and associated problems. an important area of our work at Brindavan has been to educate mainstream teachers about various aspects of teaching children with these difficulties and work towards inclusive education. Seminar 2011, with the theme “inclusive education: pedagogies & issues”, was held It shared ideas Children from Hunsbury Park growing talent for Learning Primary school presented their is a whole class intervention devised that teachers could project Growing talent for in northamptonshire by implement in their mary doveston, Senior Lecturer in classrooms to include learning to trainee teachers at education and marian keenaghan, the University. this project was Senior educational psychologist. children with ADHD facilitated by mrs mary James the project uses appreciative and other difficulties (deputy Head and senCo), inquiry and Solution Focused in learning. mrs sally Hough (Class thinking to develop the social teacher) and educational dynamics within a group to create Psychologist, Jo Ward. an effective and enjoyable learning on 22nd and 23rd of January climate. hunsbury park primary 2011. the first day was open to School is one of over twenty teachers and others associated northamptonshire Schools to have with the field. the second used this approach since 2002. day was an in-house event for special educators and parents of children who attend Brindavan. the event was a big success with over 200 delegates participating. the seminar touched on perspectives and18 www.northampton.ac.uk/education
  19. 19. neWsSEMINAR 2011Inclusive Education:Pedagogies & Issuesorganised by brindavan education trust, bangalore, india.issues of inclusive education. in mainstream schools of moving Brindavan released the 4th issueit also shared ideas that teachers towards inclusion. mrs. kalpagam of its bi-annual newsletter “Littlecould implement in their classrooms prabhakar, a very creative and Details”, its first book “Making Mathto include children with adhd/ experienced teacher shared a Language Magic”, by founder directorother difficulties in learning. wealth of information about mrs. kusuma narayanamurthy, inclusive teacher interventions that and “KATS” – kids assessmentin his keynote address on the first she has been using in her teaching tool for Ld, a software tool developedday, professor richard rose by mrs. anitha Yadalam andoutlined the inclusion scenario in mrs. Jayashree rajanahally alongthe uk and the modifications with two engineering studentsneeded to transfer it to india. The event was a Soumya Venkatraman and Snehadr. Shobha Srinath, a psychiatrist big success with over 200 prabhu. honouring sevenworking with adhd and autism delegates participating. mainstream teachers who madeSpectrum disorders (aSd), gave a inclusion happen with awards, wasvery practical presentation based on another first that Brindavan initiated.her experiences in the process of for many years. dr. Johnson Jament,introducing classroom interventions. made a presentation on the co the second day had professor rosethe panel discussion chaired by morbidity that exists with Ld, and dr. Jament presenting onmrs. rukmini krishnaswami, adhd and aSd and the teacher education, and homedirector of the Spastics Society interventions needed to include school partnership fosteringof karnataka, was on the realities these children in classrooms. inclusion, respectively. inSpire magazine. iSSue 6, winter ‘11 19
  20. 20. olymPiC torCH W THOUSANDS VIE OLYMPIC TORCH at the and enjoy sports ampton University of North20 www.northampton.ac.uk/education
  21. 21. olymPiC torCHover 2,700 members of the highlights of the day were also olympic spirit and enjoy all ofpublic, students and staff got watched live via the web by over the sports available to have a gotheir picture taken with the official 830 viewers across the uk, the at today.”coca-cola olympic torch and united States, the eu, gibraltar,participate in a massive range of hong kong, pakistan, italy, university Vice chancellor,free sporting events. austria, india and Sweden. professor nick petford, added:the event was held at the “this has been a hugely successfuluniversity of northampton’s park occasion for us and we’ve had “This has been a fantastic thousands of people on campus.campus on a gloriously sunny day(Friday 28 october). event and a once in a we’re very proud of our Students’the queue for photographs with lifetime opportunity for union and we’d like to offer a bigthe olympic torch stretched into people to see and hold thank you to all of our supportingthe hundreds for the entire day as partners in this event, including our the Olympic Torch” own Sports and exercise Scienceeveryone patiently waited to see aspecial piece of history. the event team; northamptonshire Sport;came about after a successful bid northampton town Football club; the university’s olympic spirit was Benham Sports arena; all the clubsby the university’s Students’ union further bolstered by the presenceto be the only university in the and coaches that have supported of Bobby white, team gB handball today, and all of our staff whoeast midlands to host the torch in a captain; tim male, an olympic nationwide search for inspirational have helped make the event such rower who represented Britain a success.” young people - Future Flames - in rowing at the athens games to carry the olympic Flame during the in 2004, and christopher davidge, ceremonies London 2012 olympic torch relay. closed with n the chairman of the university’s More o ic hundreds of visitors also found Foundation trustees and a former a 15-minute olymp nt spectacular eve out more about, and took part British rower who competed in the Torch in, sports activities on campus Summer olympics three times in fireworks and at nearby Benham Sports 1952, 1956 and 1960. display, arena, including hockey; courtesy of president of the Students’ union, the Students’ climbing; Football; cricket; tim Joaquim, said: Boxing; Basketball; martial union. arts; Badminton; wheelchair “this has been a fantastic event Basketball; table tennis; and a once in a lifetime opportunity Stick Fighting; rugby union; for people to see and hold the trampolining; Boccie; olympic torch. it’s been great to handball; nordic walking; see our students and the wider Sailing and rowing. community really embrace the inSpire magazine. iSSue 6, winter ‘11 21
  22. 22. GradUation fOUR DAYS Of GRADUATIONS ON CAMPUS... and online for the first time for the first time, the University of northampton web streamed the ceremonies live in collaboration with streamexchange. the ceremonies were viewed online by 35 countries so friends and family overseas could share in the event. the school of education celebrated graduation in July with around 300 graduates attending with family and friends. 3,532 students from the university the university of northampton’s of northampton graduated from former Vice chancellor ann tate, the higher education institution returned to campus at the between 19 – 22 July, 2011 during northampton Business School four days of ceremonies at park ceremony on 22 July to pick up campus. 8,000 visitors were her honorary doctorate. welcomed onto campus during the events. honorary Fellowship for inspirational autism expert professor gary amongst the leading figures mesibov was also awarded. receiving honorary awards from professor mesibov was recognised for his outstanding contribution over more than 30 years to the understanding and support of children and young people with autistic Spectrum disorders. as director of division teacch at the university of north carolina, professor mesibov’s work as a clinician and academic has influenced change in support for countless children, not only in the uSa but internationally.22 www.northampton.ac.uk/education
  23. 23. GradUation Mathematics Specialist Masters Programme tHe matHematiCs sPeCialist masters ProGramme Has reCeived an exCellent external evalUation rePort, Key Points made Were: • The course is very well • Weekends were intellectually • The problematic question of designed. challenging and there was a the inter-relationship between • The Programme Director clear step up between modules subject knowledge and provides inspirational leadership one and two. the learning pedagogy is explored subtly, and a unifying force where came through mathematical in ways that are consistent tutors share the same vision engagement and reflection with what we know about how and approach. upon it. it nevertheless felt like professionals learn. master’s level activity. this was • Sessions were skilfully led not easily achieved. written feedback from by knowledgeable and participants is very positive enthusiastic staff. • Participants were helped to and those whose views were develop ‘deep understanding’ sought were conscious of the • The participants interviewed of relevant mathematics for had very high respect for the transformatory impact of the themselves. programme as a whole. integrity and judgement of the programme team.after being presented for his “developing staff who sufficientlyaward by professor richard rose of understand autism is absolutelythe university’s School of education, vital. training these people, alongprofessor mesibov commented: with further research into special“i’ve worked with so many wonderful educational needs is an importantpeople at the university of focus for both myself, and thenorthampton. it would be difficult university of northampton.”to find a more talented andprofessional group of people.“i’ve been lucky enough to work withcolleagues across many institutions,starting with my education atBrandeis university, Stanforduniversity and the university ofmichigan. all have helped me crossthe bridge from academia intotouching the lives of so many people.“people often don’t appreciate thepressures and stress involved forfamilies coping with a young personon the autistic Spectrum. a keychallenge for the future isdeveloping and training peoplewho fully understand the disorder. inSpire magazine. iSSue 6, winter ‘11 23
  24. 24. life after Uni MY TRAVELS AfTER UNI by Kelly youlton Since graduating from the BA (Hons) Early Childhood Studies course at the University it has been a fun packed year full of new experiences, new countries and new cultures giving me a completely different insight into the way people live and work in societies in deprivation. fter university i continued to i had read about it prior to visiting children. however, it highlighted A work with the family support team in huntingdon as a and heard many stories nothing prepared us for facing the children the need for strong english speaking teachers and a considerable amount child and family worker and was ourselves and being chased down of funding to keep these schools fortunate enough to carry out some the streets by them at crazy times running, or even provide more. life story work which i really enjoyed of the night begging for the shirt as this school was over 5km for and gave me the opportunity to work off your back, it really was heart some of the children, which they with a wide range of professionals breaking. it urged us to look walked or cycled each day. independently. into the charities that support these children and we visited an then i went off on my travels with orphanage and carried out some Steph gilder to South east asia, teaching in a local school. The street children where we had an amazing time and visited some fantastic countries! even the day of teaching chased us, begging for cambodia was my favourite place, was an eye opener as the children the shirt off our backs. i learnt so much about the history receive just one hour of education It was heartbreaking. of the country and how the khmer a day by a cambodian teacher who rouge and still shadows over the stopped several times during her people today with an entire lesson to check with us that she generation of society missed out. was using the correct english returning to england i continued to terminology or punctuation. work for the family support team but my eyes were really opened by the Still, this hour of learning was due to lack of funding there was very shocking reality of the street so valuable and worthwhile for the little work, it was then i made the children there too. as much as decision to leave for australia with my boyfriend. So that’s where i am at the moment! we are on a one year working holiday visa and working for our 2nd year at the moment, not sure if we will stay here permanently but i am enjoying each new experience. i initially got a job as an early Years educator in a day care in perth, working as the qualified in the toddler room. the role was slightly Steph and I playing a game with one of Steph and I with one of the orphanage different here compared to the the Cambodian children, they showed us children, she was very grown up and uk as you are seen as the ‘teacher’ the many games they play with just small confident and told us what she had been if you are the qualified for the rocks and stones. Their hand and eye learning at school (she has her school co-ordination was amazing! books in hand) room. our degree truly is like gold dust here!24 www.northampton.ac.uk/education
  25. 25. life after UniMe with an elephant in Chiang Mai, Thailand after trekkingBy 2014 every manager within a i was supported in bringing a a sponsorship which would givecentre must hold an early childhood routine into the room and given the me a four year visa into australia.Studies degree so i was actually role of mentoring the staff. this was i also had several complimentsseen as ‘early’ with the degree and my first experience of taking on a from parents and other staffwas the only person in the centre leader type role and i will happily members telling me i had madewith that degree. needless to say admit i made several revisits to my significant improvements to thei was snapped up! Leadership and management room. which i can only thank you lecture notes! the main assistant and the team for as i found myselfi really embraced my role and in the room had been there for many putting so much of the theorysurprised myself just how much years and was really ‘stuck in her i had learnt at northampton intoi enjoyed it, especially as my main ways’ with very little enthusiasm. practice and although at times itinterest was in social care throughout this was the perfect opportunity for was challenging i felt confidentuniversity and my employment. me to take those role plays and put with my decisions.i entered a room with 20+ toddlers them into practice.that was being run by an assistant working in this position really madewho lacked confidence and was at the manager was really pleased me realise just how much i hadtimes very rough with the children. with my work and even offered me taken from the course as it was a inSpire magazine. iSSue 6, winter ‘11 25
  26. 26. life after Uni role i never saw myself in and an i understood how to link these to the area of work i did not think i would framework and each child’s stage pursue, but with the knowledge of development. Further to this i was and experiences i had gained from then able to meet each child’s university i was able to fulfil this needs and help them develop in role and really enjoy it. areas of need. the manager also said i had the So that’s me pretty much up to perfect balance between nurturing date and right now i am enjoying and discipline, which i believe again some travelling around australia comes from the early childhood and recently spent some time on a Studies team and their teaching. 1.9 million acre cattle ranch in the without being taught the importance middle of the desert! Just goes to Here I am (left) leading the cattle out on of nurture and nature within the show the ecS course really does the cattle station in the middle of the desert that we stayed on for a few weeks, early Years i may not have portrayed take you more places than you an amazing experience. this so naturally in my workplace. could imagine and it is surprising just how valuable it is in other it was also really good for me to countries, not just for its degree work with a different framework as level but for the knowledge and in australia they follow the ‘early experience that comes with it. Year’s Learning Framework’ which maintains different principles and i hope things are going well at outcomes. as the qualified i had to northampton and the course is ensure the children’s portfolios were still thriving. may i also take this kept up to date and i had to carry opportunity to thank you and the out the programming for the room, team for all the hard work, support linking these to the framework and and knowledge given to me during the children’s progress. having my time at northampton. carried out observations and case Our local beach here in Perth, Australia studies whilst at university has Best regards, which we are fortunate enough to visit helped me considerably as kelly whenever we like due to the climate! :-)26 www.northampton.ac.uk/education
  27. 27. an intimate observation of disabilityCRIP ON A TRIPthis is the title of an award winning Channel 4documentary, described as ‘an intimateobservation of disability. 18-year-old dominicHyams has brittle bones - but that’s not goingto stand in the way of a european adventurewith his gang of able-bodied mates...’the title of the documentary was deliberately chosen bydominic himself and is guaranteed to provoke a response andgenerate debate. this is exactly what happened as studentson the module ‘current issues in Special educational needs’were fortunate to participate in a Q and a discussionwith dominic as part of their studies.topics raised by the studentsincluded labelling and politicalcorrectness; internationaldifferences in regard to access;the nature of editorial direction;family support and relationshipsand personal drive and motivation.underpinning all of this however wasthe realisation that dominic’s story isfar less about disability and far moreabout the power of friendship. The title of the documentary was deliberately chosen by Dominic himself and is guaranteed to provoke a response and generate debate.dominic was open and candid in hisresponses and the students critical andreflective in their questioning. whilst many ofthe topics raised were serious and important,dominic’s frank, humorous and sometimesirreverent comments gave the debates a clearhuman dimension.a theme of the module is the impact of themedia within the field of inclusion and disabilityand students have the opportunity to develop thisarea in their assessed work. inSpire magazine. iSSue 6, winter ‘11 27
  28. 28. early years Working in Early Years by debbie Hasson, Head of acorn Childcare at Headlands Primary school baCKGroUnd schools, day nurseries and spent two relocated to northampton with my passion for wanting to work with weeks working on a maternity ward. my soon to be husband. i realised children began from an early age. i that my passion was embedded after successfully gaining my within early Years and was offered am from a family of five children and qualification i became a live in have a large extended family that all a job within a day nursery working nanny for several families in rural with three to four years olds. i had grew up in the same geographical area. whilst growing up my mother always believed that those early was a registered child minder and experiences were crucial to young her mother had fostered children As Acorn has charity status, children and was able to be part of a for many years. there are many fundraising focussed team with a shared vision. events organised after two years i left work to raise on leaving school i attended dunstable college to train for my throughout the year my own family and was able to have qualification in nursery nurses a career break of four years, during examination Board (nneB). the which time i was able to volunteer to placement experiences i had locations. the job was enjoyable work in a local pre-school. with my during these two years were both and i was able to play an active role two sons in school i was ready for a enjoyable and challenging. i was within the family life. when the new challenge and applied for a job able to experience working in several children began full time education within acorn childcare uk. i moved from the family home and28 www.northampton.ac.uk/education
  29. 29. early yearsWHere i am noW charity status, there are many place a high emphasis on continuedi joined my current organisation as fundraising events organised personal development within thean early Years practitioner within throughout the year to enable us early Years sector. within ourthe two year old age group. i found to achieve our goals. through my organisation we have 30 staff whothat the children could actively own studies within the university i work directly with the children,explore the world around them given was able to develop and extend the of those 27 have a relevant Levelthe right opportunities and were knowledge of the staff surrounding 3 Qualification in early Years. incurious within their play. the setting Safeguarding and this is visible in addition two have their Ba honourssupported training and i was able to the way that we extend our practice. degree, two have their early Yearsdevelop and extend my knowledge Foundation degree and two staffas an early Years practitioner. members are currently workingi also became an nVQ assessor. towards achieving their Foundation I love working in the degree. one member of staffthe setting was established in Early Years Sector, has their early Years professional1992 and is a registered charity. I could not imagine a Status (eYpS) qualification and iit is based on the site of a primary more rewarding job! am currently working to completeschool and has close links to the my dissertation and have recentlySure Start children’s centre on the completed my gateway review tosame site. this has enabled us to complete my eYpS.work as part of a multi professional acorn follows all of the principlesteam and showcases multi agency within the early Years Foundation as well as our staff attendingworking. in addition we and also Stage. ofsted have graded the the university of northampton weoffer before and after school nursery as outStanding in also support university studentsfacilities for older children aged all areas. in placements and value theirbetween four and eleven years and contribution towards our setting.holiday play schemes. PartnersHiP WitH we offer each student a mentor tHe University who can support them whilst inacorn is overseen by a management placement. as a staff team we as part of my own ethos i value thecommittee who regularly meet to welcome the contributions that the training opportunities of the staffdevelop the establishment. the students can offer and make them that work at acorn childcare uk.members are all parents who play welcome within our team. we have as part of my job role i organisean active role in making acorn created a framework for partnership the staff performance reviews andthe success it is. as acorn has working not only between the inSpire magazine. iSSue 6, winter ‘11 29
  30. 30. early years students, mentors and nursery but more reflective practitioner. also with the university. many staff the knowledge i have learnt through attend the partnership evenings this process has consolidated my that the university holds to extend understanding of the early Years their knowledge and network with which i have gained through my other providers. 25 years experience. i hope that my experiences have tHe fUtUre inspired my team to continue to as a mature student working develop their own understanding. full time as a manager the road i have thoroughly enjoyed my to becoming a graduate has not experience and feel that i am proud always been smooth but it has of my achievements so far. i love been worthwhile. the course i have working in the early Years Sector chosen, early childhood Studies and find the rewards fantastic, with the professional pathway to i could not imagine a more achieve eYpS has made me a rewarding job. acorn headlands centre, headlands primary School, northampton, nn3 2nS t: 01604 415362 e: enquiries@acornchildcareuk.org www.acornchildcareuk.org30 www.northampton.ac.uk/education
  31. 31. early yearsWorking with Parents“a joined up approach”Early Years andPrimary Educationattend PEALtraining togetherin June stAff from the peaL (parents, early Years and the session was fast pacedsChool of eduCAtion Learning) training a nationally and totally interactive giving a funded project for a number of range of opportunities forJoined forCes for A years initially to support early delegates to explore in depthtrAining dAy presented Years settings develop strategies many of the wider social issuesby the nAtionAl for involving parents in their surrounding parental liaison.Children’s bureAu. children’s learning. the aim of the peaL ethos seeks to embed the day was to experience the strong principle which values peaL training and to explore promoting parental involvement connections with delegates throughout their schooling. ES WErE: own professional role and area KEy oBJECTIV the first few years of a child’s of interest. partner schools, rticipants current life are fundamentally important. 3 to build on pa early Years settings, assessor knowledge of the importance and mentors were invited to evidence tells us that they shape ts in their a child’s future development, of engaging paren attend alongside members of children’s early learning, the academic staff from the and influence how well children do at school, their ongoing w aspects of School of education. 3 indentifying ho health and wellbeing and their y integrated peaL are currentl dules the training gave delegates achievements in later life’ into our current he mo an opportunity to identify (Sarah teather and anne milton links with areas where the peaL model 2011 Supporting Families in the 3 to make greater the rese arch underpinning could be used to meet the Foundation Year: dFe publication.) mes of parental needs of both early Years benefits to outco the peaL training day enabled engagement in and primary student and partnership and d staff to take time out from their children’s learning within an tutor groups. having busy schedules to focus on these s representatives from our beyond early year partner settings paved important issues and consider how work based on best students can be supported 3 to plan future n the the way for ensuring that in taking these messages forward the peaL model withi and students are supported university of northampton in continuing to develop when they join the workforce. B’s national feed into the nc links between theory gy. development strate and practice. inSpire magazine. iSSue 6, winter ‘11 31
  32. 32. early years University Wins £4m Contract to Provide Early Years Training the eYpS training will be in addition a full time training THE UNIVERSITY Of delivered to graduates, and programme with bursary is available the primary provider for the to graduates of any background who NORTHAMPTON HAS WON east midlands. are interested in a career change to A PRESTIGIOUS CONTRACT work with young children. the contract, worth £4million over TO BECOME ONE Of ONLY three years, means the university there are already more than EIGHT ORGANISATIONS IN is now inviting regional graduates 8,000 graduates with early Years and those with Foundation degrees professional Status (eYpS), and this THE UK TO DELIVER EARLY who already work with babies and regional win means a further 530 YEARS PROfESSIONAL children, aged up to five-years-old, people will now be able to benefit STATUS (EYPS) TRAINING. to sign up for the programme, which from the training and assessment. will start in January 2012.32 www.northampton.ac.uk/education

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