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    Education Inspire magazine Issue04 Education Inspire magazine Issue04 Document Transcript

    • Transforming lives, inspiring change Fairfields Special School An interview with headteacher, Corallie Murray, for an insight into this successful school Making Goodbye Science Fun Joanna At Spring Lane Primary School’s Farewell to Joanna Moxham after 30 years Science and Engineering Fair of inspiring students and colleagues alike Also Dyslexia and Surge in male literacy difficulties teaching applicants inside: Specialist teacher, Debby Andrews, Paul Spitere talks about his decision tells us about making a difference to retrain as a teacher after a career in your school in banking 2 | Inspire Inspire | 2
    • 1 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk
    • Contents Goodbye Joanna .....................................7 Be. An Inspiration offers A Portrait of Fairfields Special School ..........................................9 students a taster of RiSE.........................................................11 The School of Education is building upon its success ....................17 careers in Education Dyslexia and literacy difficulties: Is every child a reader in your school? ...........................................19 Over 150 Year 12 students from schools and colleges around the He was a Banker but now he’s a School Teacher...........................21 region took part in a recent experience day for those interested in From Still Photographs to Movies careers working with children and young people at the School of using Photostory....................................23 Education in The University of Northampton. Be. An Inspiration is a successful annual event • “Great lectures and I felt really welcome.” organised by the University's Recruitment and • “All the students I met were good and Liaison team and the School of Education. our team leader was amazing.” Students participated in sessions including • “I really enjoyed today, I learnt new things Primary and Early Years teacher training, Early and had fun while doing so.” Childhood Studies and Childhood and Youth. The schools and colleges involved were Bedford The students also received a tour of Park College, Milton Keynes College, Oxford and Campus, home to the School of Education Cherwell Valley College, de Ferrers Specialist which included the new school experience Technology College in Burton upon Trent, section at the university Library. Wycombe High School and St Paul's Catholic School in Milton Keynes. Feedback from the participating students was extremely positive: Be. An Inspiration is part of the programme of 'Be.' Events run by The University of • “It was a really fun day and made me Northampton's Recruitment and Liaison certain that I want to enter into a profession team in association with Schools across working with children.” the institution. Inspire “All the students I met Written and produced by The University of Northampton School of Education all submissions are property of Inspire magazine. The entire were good and our team content © Copyright The University of Northampton School of Education 2008, and cannot be reproduced in whole or part without leader was amazing.” prior written consent. Editor Paul Bramble – paul.bramble@northampton.ac.uk Words Paul Bramble – paul.bramble@northampton.ac.uk “Great lectures and Photography Design Depot Ltd, Merle Moustafa & Chris Allum Design by Design Depot Ltd – www.designdepot.net Printed by Sterling I felt really welcome.” www.northampton.ac.uk/education | email: education@northampton.ac.uk | Inspire | 2
    • Divisional Leader in Teacher Education receives University accolade The University of Northampton presented its Court Award to Joanna Moxham, Divisional Leader in Teacher Education, School of Education. The Court Award has been awarded each year since 1995 to an employee of the University who has made a significant contribution to the higher education institution. The award is traditionally presented at 'Court', an annual meeting which brings together people who have an interest in the life and work of The University of Northampton. Court is an opportunity for the University to report to the wider community on its achievements and future plans. The award was made in recognition of Joanna’s 30 years of contribution and leadership of the successful Initial Teaching Training (ITT) programmes within the University’s School of Education. She was presented with the Court Award by the University’s Chairman of the Governing Council, Deirdre Newham. Joanna commented: “I am delighted to have been recognised with this award. It was totally unexpected and a great honour. 80% of our teacher graduates go on to work in the county so throughout my time here, I have seen our graduates go out into the workplace and progress throughout their careers. This award goes to the whole team - our success in teacher education is from great teamwork within the School of Education.” Above: L-R Deirdre Newham, Chairman of The University of Northampton's Governing Council, presenting Joanna Moxham with her award Conference challenges education researchers Professor Richard Rose, from region. Keynote presentations were also given by Researchers attending the conference were Professor Tai-Hwa Emily Lu from Taiwan, Professor challenged to consider how they consult and the School of Education, was Libby Cohen from the US and Professors Trevor engage with people with learning disabilities recently invited to be one of the Pamenter and Nicholas Lennox from Australia. when planning and conducting research. They were also reminded of the need to ensure that keynote speakers at the 19th However, for many of the delegates, the highlights research reports were accessible to a diverse Asian Federation on Intellectual of the conference were the presentations given by audience of potential users. This is an important young people with learning disabilities from India, Disabilities Conference (AFID). point for all who are involved in research with Japan, Bangladesh and Malaysia. They spoke about children and young people. The next AFID The conference, held every two years, took place in the impact of current developments in education conference will be held in South Korea in 2011. Singapore in November 2009 and brought together on their lives and how their opportunities are researchers and teachers from around the Asian affected by the actions of education policy makers, teachers and researchers. 3 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk
    • School of Education is ‘Outstanding’ in Ofsted report This is the third consecutive occasion that Professor Ann Shelton-Mayes, Dean of the School The University of the University has been awarded the highest of Education, commented: “This is the third time in inspection grade. succession that our Primary and Early Years Initial Northampton’s School of Teacher Training programmes have been judged The report identified the key strengths of the ‘outstanding’ by Ofsted. Education was awarded University as: • excellent procedures to ensure that trainees “This is a wonderful achievement that reflects the ‘Grade 1 - Outstanding’ from a diversity of backgrounds are selected professional commitment of all the University and on the basis of their potential to teach partner school staff who work in Initial Teacher for its Teacher Training • the good preparation of trainees to teach in Training to develop our future teachers”. a diverse society The University of Northampton offers five routes provision in a recent • high quality training that inspires trainees to to Qualified Teacher Status (QTS) – Primary and Early Years at undergraduate and postgraduate level Ofsted inspection. be successful teachers and employment based route for Primary, Early • high expectations that are consistently shared Years and Secondary. across the partnership to ensure all trainees succeed A team of inspectors carried out the week-long • the excellent clarity and cohesion of purpose assessment in March 2010. between centre - and school based training • the outstanding quality of resources • extremely innovative course leaders Teachers from Hong Kong learn new ideas at the School of Education Primary School principals and Sue Griffiths said: “It has been a very successful Dr Ho said: “Integrated education in Hong Kong visit in which we have been able to provide the took place around ten years ago and initially there teachers from Hong Kong visited group with a good understanding of some of the were a lot of concerns about teaching students The University of Northampton practical techniques, strategies and approaches to with Special Educational Needs in mainstream Special Needs Education and Inclusion that are schools. There is still room to improve, and we are as part of a project to observe used in the county’s schools. grateful for the opportunity to experience the methods and practices for the “The teachers have been impressed by the teaching systems and support available in UK schools.” inclusion and teaching of students environments and facilities they have seen, and Staff from CeSNER have been working with The with special educational needs. also the culture and approach of learning through Hong Kong Institute of Education and schools in play and practical experience. I would like to thank Hong Kong for several years. From 2007 – 2009 the schools who hosted our visits for being so Professor Richard Rose, Director of CeSNER, was A group of 12 principals and teachers from several generous with their time and in sharing resources Marden Visiting Professor at the Institute and has schools in Hong Kong took part in a week of and strategies. The teachers are holding a also conducted joint research with them. Lecturers activities organised by Sue Griffiths, Senior Lecturer conference in July where they will be sharing their from CeSNER have provided training for teaching at the Centre for Education and Research (CeSNER) experiences with other schools in Hong Kong”. assistants across Hong Kong in collaboration with in the University’s School of Education. the Institute. The project, entitled “The Quality Education Fund The group attended seminars held at The Thematic Network - Serving Students with University of Northampton. They also had the Dyslexia”, is being run by Dr Fuk Chuen Ho from the opportunity to visit primary, secondary and special Department of Special Education and Counselling at education schools across Northamptonshire, and the Hong Kong Institute of Education. take part in several classroom observations. www.northampton.ac.uk/education | email: education@northampton.ac.uk | Inspire | 4
    • What links magnetic cars, marshmallow and pasta towers and Roman catapults? The answer is Spring Lane Primary School’s Science and Engineering Fair. This took place as part of The University of a distance, a track was laid out on top of a table, cars Duncan McAlpine, Head of Spring Lane Primary Northampton’s contribution to National Science and were placed on the starting line and were propelled School commented: Engineering week in March. The aim of which is to to the finishing line by the ‘magic’ of magnetism. inspire people to learn more about the wonders of ‘The science Fair was a great The hall was buzzing. Children competed with each success, and all of the children science and technology. other enthusiastically to build the highest tower The Year 2 trainee teacher Science Specialists from nothing more than dried spaghetti and from Reception to Year 6 took from the School of Education’s BA (Hons) Primary marshmallows. They learnt that certain shapes part in the variety of highly Education (QTS) course took up the challenge of can bear more weight than others. Some of the motivating and fun activities organising the event at Spring Lane. This involved resulting towers showed both ingenuity and flair them finding a range of activities that could make but the ultimate target of reaching the ceiling which were planned and science fun, excite the children and fire their was limited by the fact that the supply of organised by the students. imaginations. Equally important was to ensure that marshmallows mysteriously dwindled as the At the end of the day the by the end of the afternoon the children were in a afternoon progressed. children were able to show position to share their excitement and new found knowledge with their parents and carers. One set of experiments aimed at demonstrating the their parents how to take part use of energy stored in an elastic band as a means Children learnt about forces and motion by of powering a boat had to be abandoned when the in the activities. We look experimenting with a trebouchet, a Roman catapult, children’s enthusiasm outstripped the water table’s forward to repeating this which was used to attack a formidable cardboard capacity to contain the water. Serious health and event next year’. castle. They quickly learnt how to alter the amount safety consequences were avoided by the timely of force they applied in order to hit their target. To intervention of a Senior Lecturer in Science The children had a wonderful time ‘doing science’. help the children learn how magnetic forces work at Education… with a mop and bucket. They learnt about forces and motion, floating and sinking, aerodynamics and the strength of structures such as towers and bridges. It was particularly encouraging to hear one grandmother say that she had learnt more science from her grandson that afternoon than she had ever learnt at school. It was also very encouraging to hear from the Year 6 teacher that some of the children still talked about the Science Fair that last year’s Year 2 students had organised at the school. We now look forward to building on our success with a similar event next year. These Science Fairs are an example of how close links with local schools can be of benefit both to our students and the children with whom they work - a mutually enriching experience. 5 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk
    • Kings Meadow welcomes our international students Kings Meadow School invited students from our MA international programme at the School of School of Education help Education to join their celebration of the Chinese New Year. to develop new teaching This year saw Chinese students from the current and previous years masters programme attend the morning assembly and they gave the school skills in Estonia a short presentation about China and Chinese New Year. Later the students were divided into small groups to do different activities with children and their teachers in their classrooms. The groups took on Staff from Kaagvere School in Estonia learnt Kaagvere is a residential school for girls aged cooking, Chinese character writing, how to use new approaches to teaching during a visit to from 11-17 years old with emotional, social, chop-sticks and traditional Chinese dancing. The University of Northampton. behavioural or delinquency problems. The school received a grant of 750,000 Euros from the The students did a lot of preparation for the day, Four teachers from the school spent ten days in regarding this kind of volunteering activity as an European Union Social Fund in October 2009 Northamptonshire as part of a new project to opportunity to learn about English education to help them deliver more effective methods of improve the social and emotional development system. working with these young people and to address of students in Estonia. The project is being run in their difficulties. Zhao Yu commented: collaboration with the Centre for Education and Research (CeSNER) in the School of Education Barry will be visiting Estonia in March with a “Before we went there we were worried about at The University of Northampton. number of students that have volunteered to how to get in touch with children who present work in the school. behavioural problems. But when we saw them The visitors attended workshops at the University, and did activities with them, we realised that the and worked with local teachers and students. Barry Groom, Senior Lecturer with The University children were lovely and smart. They were very of Northampton's Centre, (CeSNER), has been interested in the activities. We all enjoyed being Workshops explored the use of creative group working with the school for several years. with them. We are looking forward to more work approaches, explored developing social and emotional aspects of learning, and included ways chances like this to enrich our learning experiences to integrate these approaches into the social in the UK”. curriculum of the school. These are new techniques for schools in Estonia. Barry Groom said: ''The University has developed very successful relationships with several schools in Estonia.'' ''We offer a range of advice and consultancy based on our own experience of working with young people that have challenging backgrounds.'' www.northampton.ac.uk/education | email: education@northampton.ac.uk | Inspire | 6
    • Goodbye Joanna Left to right: Dennis Parrot, Joanna Moxham & Mike Bell. Times are changing at the School of Education, while we welcome the new school build we have to say goodbye to a member of staff. Joanna Moxham who has inspired students and colleagues alike is leaving after 30 years. Joanna started life as secondary teacher and considerably – in fact the whole institution has. project based here to which I was appointed came from Sheffield to teach in a Northampton When I first came here it was still predominately a along with other people to carry on the that work. Secondary middle school, Abington Vale High which college of education and just beginning to go onto I did this for a number of years and then I began with reorganisation became Abington Vale Middle. the combined honours route. The institution was to work on the B.Ed (History), followed by During the restructure of schools in the almost exclusively teacher training, in terms of the responsibility for humanities on the B.Ed. In those mid 1970s (moving from 2 to 3 tier), she was School of Education the staff has expanded, but days the B.Ed was much larger than our current offered an opportunity of a secondment to do because we have diversified, group sizes were much undergraduate course is now, for a start it was a an advanced diploma in education. From there smaller, so the staff student ratio is much different 4 year course. she applied for a job at Nene College (now nowadays. There was much less postgraduate work I then went on to do a lot more school based work, The University of Northampton) and on back then, no masters and the work force including a research project on the PGCE, as after October 1st 1979 started at Nene College. remodelling was not even thought of. 1993 the nature of the partnership with schools changed and schools were given a much greater Q: How has the School of Education changed over this time? Q: How has your role evolved with it? status. In the mid 90s I became PGCE course leader and then became the head of Initial Teacher A: Geographically not much we were initially based in Sulgrave building, moved out to the Fawsley building and came back to Sulgrave. A: In the late 70s early 80s, Eric Ogilvie the then Director of Nene College and a national figure in the education of the gifted and Education (ITE) in 1997. This role in itself has developed significantly over the past 10 years as the pace of change in education has been The school itself has expanded and diversified more abled pupils had an internationally renowned really phenomenal. 7 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk
    • Q: You talk about the research you did with schools - how has your relationship with schools developed over realised the baby straps were still on – I politely told him they will not fit you and to try the adult straps. Q: What will you remember the most? the years? Another time back in the days when it was A: It is a cliché – but it is the people, it is everybody, it is the students, the staff A: Obviously schools are always central to this institution and the School of Education role – working with the next generation of teachers. We common place to give alcohol to visiting people of significance. After lunch the ‘person of significance’ fell asleep during the meeting - it would have not particularly the staff in the School of Education. The institution generally is kind, helpful and sensitive to people’s needs. That is very much have always had good relationships with schools been so bad but there were only 3 of us. now as it has ever been. With all the changes of staff and students there Over the years I have seen a number of trainees is a consistency about peoples high level of commitment, kindness and general optimism – become teachers, headteachers – that gives you even in adversity. That’s what I’ll remember that I’ve been really lucky to have worked with these a sense of satisfaction and that gives you hope people – from administrators, library staff to the for the future. staff in the post room. Also over the years I have seen a number of and teachers, but in the 90s the nature trainees become teachers, headteachers – that On another occasion I was visiting Worcester of that relationship changed in so far as became gives you a sense of satisfaction and that gives College of Higher Education and ended up driving more formalised with the shift towards shared you hope for the future. down a pedestrian high street in the centre of responsibility and the need to assure quality. Worcester and stopping asking for directions. Roles and responsibilities were specifically laid out, money changed hands for the first time with the Q: Any words of wisdom/advice for the next head of ITE here at the school? transfer of funding to the schools for them to Q: Those who know you, know of your passion for everything Italian! undertake formal mentoring responsibilities. An image did pop in my head of Joanna driving a A: Joanna laughs – keep a sense of humour and optimism. If you don’t do that you’re lost – but you need that in teaching anyway. Q: Moving on from education are there any funny memories you would like to tell us about? Ferrari, drinking Chianti (not at the same time might I add), listening to Pavarotti and a follower We said goodbye to Joanna in May, after 31 years of Valentino Rossi. with us. Many fond memories were shared by a A: With a smile Joanna answers “Yes there are but not many I can mention!” A: Well not everything Joanna replied! I love the language, food, wine and the number of friends, colleagues, students and former students some of which are now headteachers. countryside. I think it is quite a diverse country I remember once I was sent to the train station to Thank you Joanna for all that you and very interesting especially the British schools. pick up 2 senior figures in the world of education. But I would not live there, not for the time have provided us over the years; One of them got into the back of my car and tried to strap themselves in without success – then I being anyway. you will be missed. www.northampton.ac.uk/education | email: education@northampton.ac.uk | Inspire | 8
    • A Portrait of Fairfields Special School Fairfields school is an 80 place primary special school taking Profile: children with severe or profound learning difficulties, Corallie Murray communication and physical difficulties, between 3 and 11 I worked in Special Educati on shortly after years of age. Some children may also have multi-sensory qualifying as a teacher a long time ago! I started impairment and / or complex medical difficulties. The school my career teaching in a day school in Leicester attached to a mental hospita l in the days when is situated in large well maintained grounds close to the young children with severe learning difficulties centre of Northampton. Its catchment area covers lived on locked wards in the se hospitals. Every day nurses would bring the chil dren over to the school Northampton and the South and West of the County. for the morning, collect the m to go back to the ward for lunch and return them to school for the afternoon. It was often the only time the children Fairfields was built in the 1920s as an ‘Open Air’ The school strives to achieve this by setting high left the ward. It seems suc h archaic practice but it school. In those days it was felt that children with standards, expectations and individual targets and was only 25 years ago. Sinc e then I have worked problems such as asthma or TB should be out in by working closely with parents. in day and residential sett ings for children with the fresh air as much as possible and so at the moderate and severe learning difficulties and in a school all lessons were conducted outside. The In February 2009 Fairfields was deemed residential school for young people with moderate school photographs show of rows of canvas beds outstanding by Ofsted. The inspectors report said learning difficulties and em otional and behavioural lined up in the courtyard where children took their “Fairfields School is an outstandingly effective difficulties. I became deputy headteacher of afternoon nap, regardless of the weather! The school. It provides a stimulating, supportive and Northgate School in Northa mpton in 1996 and verandas and enclosed courtyards around the positive learning environment for its pupils, which have been headteacher at Fairfields since 2001. school are architectural relics of those days. Since enables them to make outstanding progress. The I can honestly say I have enjo yed every moment then Fairfields has evolved in keeping with ever teamwork of the governing body, teachers and of my career and consider it a privilege to have changing Government legislation on Special Needs. support staff is superb and is focused on worked with the children I have met along the encouraging pupils to thrive”. way. Whilst working in Leic ester I did my Masters Fairfields aims to achieve a high level of pupil degree in Special Education at Leicester University progress and the best possible independence skills. and am now near to complet ing my PhD at The University of Northampton under the guidance of Professor Richard Rose. 9 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk
    • Interview with the Headteacher, Corallie Murray Q: What does Fairfields offer in terms of facilities and the curriculum? Q: How does this relate to the outreach role of the special school? A: We offer a wide range of facilities and resources at Fairfields but our finest resource is undoubtedly our staff. We employ 90 people in a A: Government legislation and the development of local authority initiatives such as the Northamptonshire Inclusion Partnership variety of roles that support our children and their mean that special school staff will be spending more commitment, dedication, and to our children, and time in mainstream settings working with their their pride in their role as educators, never ceases to colleagues. The aim of the partnership is to increase amaze me. They are the reason Ofsted has twice collaboration and share practice between special and considered us to be Outstanding in every category. mainstream settings and as a result the roles of They are a very special group of people. special school staff will change and further engagement with stakeholders will help define more Our facilities include a hydrotherapy pool, sensory clearly what that role should be. and soft play areas, physiotherapy and music rooms and lots of well equipped, specially adapted outdoor play areas. In terms of therapies we have speech and language therapists, physiotherapists, a full time Q: How has your work benefitted or is likely to benefit the authority? school nurse and a wonderful music therapist who works with children on an individual basis. A: Northamptonshire is one of the authorities used in the comparative study and one of the main observations is the extent to which it We are unique within the county in that our day to consulted with stakeholders and prepared for the day work with our young children is centred around changes and the impact this had on the outcomes the principles of Conductive Education. This was of the reform. There are some important factors developed in the 1950s in Hungary by Dr. Andras that would be useful for consideration before Peto and focuses on helping children to develop implementing major change again and these form their physical skills. We employ two Hungarian the basis of the conclusions and recommendations ‘conductors’ trained at the Peto Institute in Hungary of the research. One of the most interesting features and send staff there annually to update and refresh of the study was that the authority who researched their skills. Sessions for different groups of children how similar reform had been carried out in other run two or three times a day within school and the areas led a much more successful review. children work 1 to 1 with the same staff member as much as possible to develop continuity and a trusting relationship. We also encourage parents Q: What have you learnt about the management of change in general Q: What relationship does the have School have with the University and what opportunities are available? to come and work with their children to learn and and specifically in relation to SEN? understand Conductive Education and to continue to use these techniques within the home setting. We also run sessions for pre school children and A: I think my research has consolidated some of my theories about change as a process A: We have a very effective relationship with the university and take students on placement from a variety of disciplines. We have and its impact on different stakeholders. It is such their parents. PGCE and Early Years students on teaching practice an emotive experience for some and the same We follow the National Curriculum modified to principles apply in all settings. One of the leaders with us and occupational therapy and social work meet the needs of our children and enhance this of the two local authorities I researched had been students on placement with us. As an Investors in with our sensory and experiential curriculum which an educational psychologist and used his obvious People school we are committed to the personal enables us to differentiate activities to suit the knowledge of human motivation and reward theory development of our staff and they are encouraged particular learning styles of groups of children. to lead his staff through a very successful major to access some of the excellent courses run by the educational review. The most important feature university. As a result we have staff who are now Corallie is currently researching for her PhD at the of change leadership has to be ownership – HLTAs and others who have undertaken training in management of change within a Local Authority disempowerment often leads to resentment and autism, speech and language therapy and in working (comparison) of SEN. resistance. The other piece of reform used in the with pupils with severe learning difficulties. Two of comparison. our staff are also in their second year of a Q: What impact has your study had upon you and the work of the Foundation degree with the university. We have also school? Q: How do you perceive the future for the changing roles and management of special schools? further developed our international links as a result of our collaboration with the university and host visits from overseas groups of teacher and A: I have really enjoyed researching my PhD which is based on a comparative study of headteachers at the request of the university. the leadership of major educational reform in two local authorities. It is hard to combine running a A: I have always believed there is a role for special schools in the education system and although this role changes with governments I think A visit from a group of Indian teachers from Kerela has resulted in us developing a link with their school busy school with finding the time to study but I and our fundraising activities over the last year have there will always be children whose educational enabled the school to employ three learning support have found it quite therapeutic and because it is an needs can best be met by the provision special area of great interest to me it doesn’t feel like hard assistants to work with children with autism. schools offer. I was heartened when Baroness In October two of our staff are going to work at work. I have been particularly interested in how Warnock said the same four years ago. I think our educational leaders approach change and the impact the school to help train these support assistants outreach role could further develop so that there are to better carry out their role. We also have links this subsequently has on the overall process. As a more opportunities to support pupils and colleagues consequence I think my own practice in leading with schools in Uganda and Thailand and are now in mainstream in a more cohesive way. searching for a European link. change has altered slightly in light of what I have concluded from my research and I think our leadership team now spend more time preparing for change prior to initiating it! www.northampton.ac.uk/education | email: education@northampton.ac.uk | Inspire | 10
    • Research in School of Education RiSE A conversation with John Bayley John Bayley is best known for featuring in more than sixty programs in the regular spot “Teaching with Bayley” on Teachers TV. He is an experienced teacher and a skilled mentor. Ofsted described his leadership of the Learning Support Service & Pupil Referral Unit in Southwark as "outstanding". John has also led school improvement programmes in hundreds of schools and colleges. John was interviewed at The University of So we’ll feel those primitive emotions about just standing there like a dummy, you’re not saying, Northampton for a series of filmed interviews for a children, but I guess the two bits of advice string ‘great, well done, Philip, you’ve got your book website resource for trainee teachers, teachers and together. We’ve got to know and recognize those opened at page 76, that’s what I’m looking for’. mentors ‘Behaviour4Learning’. primitive feelings, but we have to remember that it’s When he holds up three fingers, it means there are us that determines what happens in the classroom, some children floating off task, and you need to get Q: What advice would you give to new teachers? and in fact it’s us that’s largely determining the behaviour that the children manifest towards us them back on task. It doesn’t mean go and scream at them, it means go over there and say ‘ladies and in the classroom. gentlemen, we’re working through page 54 of our A: Try to maintain your thinking brain. An American analyst, William Glasser, has a geography book, I see you’re not doing that, do you great phrase that he uses about the classroom. He teaches the students the art of looking on. Q: Have you any advice on managing behaviour? need any further help and support getting back onto the task’. And then when he holds up four fingers, When something’s going wrong, look at it, and ask it means you’ve threatened a sanction, and now it’s yourself the question, how did I get here, and what’s the route out? You’re trying all the time to maintain A: Once we have a framework, we have to operationalise it. And when we’re operationalising it, we’re talking a lot about teacher time to give it out. Don’t be one of those people who’s forever saying, ‘you made a poor choice, if I your analytic brain. We can’t always change our have to talk to you one more time, I’m going to see behaviour. In fact we’re beginning to talk about behaviour on the spot, but the great single truth you after the lesson’. If you’ve told them you’re assertiveness. Let me tell you a story, I learned this about the classroom, is that the most important going to see them after the lesson, if you have to from Lee Canter, who was the guy who co-defined influence in the classroom is the behaviour and speak to them again and they’re still mucking about, a certain discipline. He said, that when he does activities of the teacher, of us. And so we need to go and do it. mentoring, he can get any class to behave within maintain our analytic brain as far as we possibly about five minutes by following this method. He What’s interesting about that story is that by can, because we’re the only thing that we can really explains to the teacher his mentoring, he uses a working in a classroom in that way, you can change change. We can’t change the students directly, we signaling system. the adults’ behaviour, and the minute the adults’ can only change ourselves. We need to hang on to behaviour changes, the childrens’ behaviour changes that truth. And I guess the thing to avoid is the flip If he holds up one finger, it means you haven’t quickly. And I’ve got to say, I’ve tried it and it works side of that, especially when we start teaching. made your expectations clear. The children don’t very well. So what we get from that overall We’re going to be assaulted by all sorts of primitive really know what it is you want. You haven’t told framework is a much clearer way, that helps us to instincts. There’ll be children we don’t like, there’ll them clearly enough and you haven’t checked for think and analyse our behaviour in the classroom. be children we think are humiliating us, there’ll be understanding, so you need to tell them again. So if you’re having trouble in a classroom, are you children we think are just impossible to get through If he holds up two fingers, it means, they know what clear enough in your expectations, are you being to. We’re not going to feel that way in six months you want to do, and some of them are doing it, and rewarding enough, are you redirecting the children time, or a year’s time, we’ll know them, we’ll you’re not letting them know that you’ve done the who are off task, are you being tough enough, are understand how they tick. We’ll have affection for right thing. You have to praise them for it; you have you being firm enough and once you’ve laid out children who might have driven us mad initially. to acknowledge the appropriate behaviour. You’re your ground, are you sticking to it. 11 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk
    • One more thing I want to pop in there about adult optimism, that people quite often experience, there in detail. They had the lesson planned minute by behaviour, which I think is the best single piece of are two things going on. One is, as we get better at minute, so after having got the seating plan right, advice I can give about behaviour management, in the job, we get more discriminating, so we feel our and then done their expectations, immediately any classroom, anywhere, is go out and buy yourself failures more than we did initially and it takes that there’d be a mystery problem for the children to a small digital voice recorder, they’re about the size first half term to stabilize the repertoire. solve, so they would get engaged in that, and then of a mobile phone, I think they cost about £30 these there would be some immediate feedback. So what days. Go and buy one, stick the batteries in, stick And the second thing that’s going on is just getting I learned from watching those adults, was that they in your breast pocket and then teach for an hour. used to giving your life away, especially in that first were meticulously planned, and they had a really You may want to pass the off license on your way year of teaching. You often don’t sleep properly, you clear set of expectations. home in the evening, because the next thing you wake up early in the morning to plan. Every lesson’s a challenge. We have to surrender the life that we The third thing that I would do, is make sure I had a need to do is listen to yourself for an hour. Or had, so paying attention to sleep, self maintenance, really strong grasp of what the school’s policies and twenty minutes if you’re feeling a bit faint hearted. looking after yourself, try not to go out drinking in procedures are. It’s very difficult to fly alone. Every And listen to yourself. Are your directions clear, are the middle of the week, all that kind of stuff is now and then you get someone who arrives in the you being sufficiently rewarding, are you redirecting vitally important. classroom and can do it all for themselves. But I children who are off task, and do you follow up think understand the kind of support that you can when you’ve issued warnings. That’s more or less So the first thing is, look after yourself, and make get from your colleagues in the classroom. Whether behaviour in a nutshell. sure you have someone to share your problems and you have a closed door or an open door policy. difficulties with. I think the second thing is to have Q: If you’re establishing yourself to start off within a school, what would you recommend to a new teacher? worked out a routine, for how you’re going to introduce yourself to children. All of those things are enormously important. The full interview will be available on Behaviour4Learning’s YouTube channel I was involved in making an interesting set of A: There are three things I’d like to talk about. First of all I’d like to talk a little bit about the stress of the job. Teaching nowadays is a very programmes recently. We got hold of a set of experienced teachers, working at the beginning of later this summer (www.youtube.com/behaviour4learning). stressful high level professional occupation. I’ve done the year who hadn’t met before and who didn’t some work with Sara Bable, I’ve listened to her know the children. So that, how they worked with training new teachers, and she talks about arriving those classes was not at all due to their ascriptive at a school in September full of optimism, ready to authority in the school, it was just to do with the rock, and then falling in a curve down to December technique that they used. And what we noticed where you feel awful and decide whether or not you about those teachers was they were absolutely want to stay in the profession, and then your level of prepared to the eyeballs, they had their seating plan optimism picks up again from January onwards and worked out, they had their initial set of expectations rises. And I think that in that initial collapse of that they had to explain to the children, worked out www.northampton.ac.uk/education | email: education@northampton.ac.uk | Inspire | 12
    • Research in School of Education RiSE continued... Project Iris Researchers from The University of Northampton’s Centre for Education and Research (CeSNER) are currently working on a three-year study of special and inclusive education in Ireland. Project IRIS (Inclusive Research in Irish Schools) will explore the way in which support services and resources are used by primary, post-primary Interview with and special schools, and how the curriculum is delivered to those with special educational needs. Professor Richard Rose and Mary Doveston are Michael Shevlin working with colleagues from Trinity College, Dublin, and the Institute of Child Education and Psychology Europe on the project, which Senior Lecturer in Special Education is funded by the National Council for Special Education in Ireland. at Trinity College, Dublin The project is looking at all aspects of special and inclusive education through a national What kind of work have you What are the advantages of working survey, interviews, focus groups with key service done with The University of in partnership with The University users and providers, and the construction of Northampton? of Northampton? case studies in a sample of schools. Richard Rose and I began working together on The key advantage is that no matter what you This project, the largest ever funded in Ireland, a project for the Irish Disability Authority, which bring to the party, there is a lot coming back. builds upon a long established partnership resulted in a book called ‘Encouraging Voices’ – It’s a reciprocal relationship and you find out between researchers from Northampton and about pupil participation. Currently we are what informs your colleagues, which is very Dublin. Details of the project can be found at collaborating on Project IRIS, a study of encouraging. In academia there is an over- www.projectiris.org special and inclusive education in Ireland. emphasis on the individual, as the expert or the star. In education, we learn an enormous What kind of outputs have you seen amount from each other. I feel the advantage on the research? lies in working with like-minded people, There have been a number of conference exploring issues, developing different presentations, published papers in international perspectives and then bringing that expertise journals and chapters in books. Richard and I to the forefront. have also joint authored a book which is due to be published in May. 13 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk
    • Supporting personal and social development in Estonia Staff from The University of Northampton’s Centre for Education and Research (CeSNER) have been working with colleagues at the University of Tartu and the University of Tallinn in Estonia, in the research and development of provision and practice for young people with Emotional and Behavioural Difficulties (EBD) since 2001. An essential part of this collaboration has been A range of pro-social skills are developed through the school in the development of strategies to to support Estonian EBD schools in extending their the activities that focus, through creative expression, embed approaches within professional practice; and skills and experiences in supporting the personal on issues that impact on the students’ lives and undertaking professional development and training and social development of young people. CeSNER experiences. The group process provides initiatives with staff. have provided schools with a range of supportive opportunities for students to work through Four teachers from Kaagvere school recently spent professional activities including training seminars, difficulties and tensions as well as experience ten days in Northamptonshire, and Barry will be research partnerships, exchanges and the group cohesion, emotional security and trust. visiting Estonia in March with a number of students development of practice based initiatives. The collaboration is due to continue until September from The University of Northampton who have Successful practice related to education for 2011. CeSNER will lead on providing advice on volunteered to work in the school. young people with EBD, across international appropriate social curriculum activities related to the contexts, indicates that the school curriculum students’ social and emotional learning; supporting should include activities that promote social and emotional aspects of learning. This provides Kaagvere School students with positive experiences that help build independent lives. One school to have benefitted is Kaagvere School in Tartu, a school for girls with a range of psychological, social, emotional and behavioural difficulties. In 2009 the school was awarded funding from the European Social Fund to support a focused professional development and training programme for its staff and develop their social educational curriculum to include innovative approaches that engage students in a range of activities promoting self-esteem, co-operative working and creative expression. Barry Groom, Senior Lecturer with CeSNER, has been working with the school for several years. He has helped to support the introduction of creative group work which provides students with a safe structure to build self-esteem and friendship; promote co-operation and trust; consider issues such as conflict resolution, resilience building and anger management; and to develop emotional expression and understanding. www.northampton.ac.uk/education | email: education@northampton.ac.uk | Inspire | 14
    • Research in School of Education RiSE continued... PhD success At the School of Education we are proud of the successes of our Doctoral students. Dr Mary Feng is just one example of the outstanding quality of students we see. Mary originally came to Northampton to study for work makes an important contribution to our the MA Education. On completion of this degree she understanding of the subject within this context. decided to stay here to develop her research for a During her time at The University of Northampton, Doctorate. She received her PhD at the graduation Mary worked alongside researchers on several ceremony at Northampton’s The Derngate Theatre projects, including research into extended services in February 2010. in schools. Her thesis explored Chinese teachers’ understanding She has published papers in several academic of special educational needs and their responses to journals and currently has a contract to write the need to increase their skills and responsibilities in a book based upon her thesis. addressing the requirements of such pupils. This is a relatively new research area in China and Mary’s For details of other research projects at the School of Education, please visit the school’s web pages at www.northampton.ac.uk/education Research student conference In May research students from the School of Education hosted a conference at The University of Northampton for fellow research students, supervisors and MA students who wish to learn more about PhD research. The theme of the conference is ‘Researching Supervisor and Visiting Professor Roy Evans – gave learning; learning to research’. It featured papers feedback on the presentations. presented by research students from both The The keynote address was given by Dr Jo-Anne University of Northampton and other universities, Dillabough, a Canadian researcher currently working and a series of poster presentations by Doctoral at the University of Cambridge, whose work has student supervisors. focused on cross-national social and cultural After the presentations – a panel including Professor exclusions, particularly in cities. Professor Ann Philip Garner and Professor Richard Rose, both from Shelton Mayes, Dean of the School of Education, the School of Education, and External PhD opened the day’s events. Conference attendees commented: "Brilliant opportunity - thanks so much. Let's do it again!" "Great event - I look forward to the next one. Well done to the organisers." 15 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk
    • Are you a Teaching Assistant, Cover Supervisor, Unqualified Teacher or Learning Mentor? Foundation Degree in Learning and Teaching New Venue: University Centre Milton Keynes The course is designed for teaching assistants, learning support staff and unqualified teachers who are working in an education setting and who wish to gain a recognised qualification to support their work practice and career aspirations. The FDLT also provides the opportunity to prepare for assessment against the Higher Level Teaching Assistant standards and to progress to an honours degree and possible Qualified Teacher Status, for example via the employment-based Graduate Teacher Programme. If you have already gained HLTA status you qualify for module exemption. Start date: September 2010 Location: University Centre Milton Keynes Other venues include: The University of Northampton, Park Campus and Beauchamp College, Leicestershire Duration: 2 years full time (1 day per week, linked workplace learning) About the course: www.northampton.ac.uk/teachingassistants TDA Endorsed The TDA / fdf Institutional Endorsement process has identified that the Foundation Degree in Learning and Teaching meets the national requirements for qualifications for the Children and Young People's Workforce. For further information please visit www.tda.gov.uk For an application form, please contact Justine Edwards, Admissions Co-ordinator telephone: 01604 892203 email: admissions@northampton.ac.uk
    • 17 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk
    • The School of Education is building upon its success A major expansion of the School of Education starts this summer. The School has successfully grown year-on-year in terms of student numbers, professional courses and research. This major investment by The University of Northampton will maintain the school’s current position as a nationally recognised outstanding provider in education. A remodelling of the School’s Sulgrave building will develop The building is set to increase the research capacity a ‘state-of-the art’ learning space and several social learning incorporating the School’s Approved Research Centre spaces. These new spaces will serve Initial Teacher Training, (CeSNER) to channel staff activity and the growing numbers Early Years, the Children’s Workforce and the Wider Schools’ of Doctoral students. This is a response to the Schools Workforce. In addition, there will be a new extension to the international reputation in special needs education and building which will create a new entrance and reception, inclusion. display, exhibition and event space. In total the remodelling and expansion will double in size the The quality of Learning and Teaching space was given facilities available totalling a project investment of £3.8m. particular importance given the need to model ‘best practice’ in professional development programmes and to match professional expectations in the context of the 21st Century Schools Building programme. The Student Administrative Teams will also be co-located to enhance effective student support and working with academic teams. www.northampton.ac.uk/education | email: education@northampton.ac.uk | Inspire | 18
    • Dyslexia and literacy difficulties: Is every child a reader in your school? Do you have a specialist teacher of dyslexia in your school? Making a difference to your school Debby Andrews talks about her experiences on Previous government targets suggest that providing a trained the course: I have always been passionate about specialist teacher in every school can help you meet the needs of all teaching children to read which is probably why I have taught for 20+ years in an Infant/Key Stage 1 the children in your school with literacy difficulties. OCR Level 5 classroom. I decided to do the OCR course so that I would be in a better position to help children who gives accredited specialist teacher status. OCR Level 7 participants were really struggling to make sense of print. I also are fully trained to administer standardised tests and write wanted to be able to assess children for dyslexia both within my school and, looking to the future, diagnostic dyslexia reports and reports for access arrangements. on a private basis. Debby Andrews, newly qualified specialist teacher for learners with dyslexia 19 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk
    • Studying again sleeping – my enthusiasm is keeping me awake at I wasn’t sure about studying again initially – it had night. New ideas for inspiring children are great but been 20+ years since I last wrote an essay! But I I wish they’d stick to daylight hours! needn’t have worried. I thoroughly enjoyed every moment of Year 1 – in fact, it was great to study The future again and I wasn’t as rusty as I thought I would be! I am looking forward to what promises to be an I suppose studying is a bit like riding a bike, you exciting, challenging Year 2. I then want to go on never forget. and finish my Masters in Education – my thirst for study has been rekindled! OCR’s impact on my practice I teach in a small village primary school with just less than 100 children on roll. I have been the SENCO since I joined the school in 2000 but my role has been to co-ordinate rather than to teach children with special educational needs. However, this year, the head felt that because of my OCR training, it would be sensible for me to actually teach children with reading and spelling difficulties. I therefore have the luxury of being out of the class and working with individual children/small groups putting into practise all I have learnt over the last year. What a privilege! I am working with children with dyslexia, children with reading and spelling difficulties (as yet undiagnosed) and booster groups. We are only 4 weeks into term and already there are small success stories. My only problem is Train to be a Specialist Teacher and Assessor of Learners with Dyslexia OCR Certificates and Diploma programme For further information please contact Charlotte Stewart email charlotte.stewart@northampton.ac.uk or telephone 01604 892651 www.northampton.ac.uk/education www.northampton.ac.uk/education | email: education@northampton.ac.uk | Inspire | 20
    • Rising unemployment has seen a surge in male applicants hoping to enter education He was a banker but now he’s a school teacher... Q: Did you always want to become a teacher? The last year has seen a 52 per cent surge in The number of male teaching students at male primary applicants, according to the Training the university is slowly on the up, says Paul. A: No, the recession made me. So quipped a Times Development Agency. Paul Spitere, 27, is a PGCE The shortage of male primary and nursery Education Supplement reader in answer to the student at The University of Northampton. teachers has often been put down to the recent survey question. And, while the response Originally from Cork, Paul took voluntary “nurturing” nature of working with young might not win interview points, it does contain redundancy from his banking job last year to children; a role seen as stereotypically female. a stark truth. Teaching has long been a female take up a career that had always been in the And in a society rattled by fears of paedophilia dominated profession; last year men accounted back of his mind. and a profession plagued by both myths and for just 13 per cent of staff. realities of career-wrecking accusations – “Going into teaching was a conscience-led decision,” The credit crunch, it seems, is changing that. steering clear of young children is viewed he recalls. “The idea of making a difference in Rising levels of unemployment have coincided at times as a safer option. people’s lives appealed to me. The idea that you can with soaring male applicants to primary schools, really impact children’s lives quite profoundly, and shifting the current landscape of education. give them the education they deserve, is a real pull.” 21 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk
    • Paul Spitere, 27, is a PGCE student at The University of Northampton. Paul took voluntary redundancy from his banking job last year to take up a career that had always been in the back of his mind. During the PGCE course however, which involves a so quickly, it’s a whirlwind. I’ve wondered if I’ll be “Being dumped with paperwork does take away year’s intensive teacher training, and includes school ready to take up a post when it ends. But a teacher from the education you can provide. And I do placements and theory work, students can be placed told me every teacher feels like a fraud for the first fear that my natural enthusiasm for the job will at any school, with any age group. For a time, Paul five years. That resonates for me. There are times eventually be beaten down. One teacher I spoke to found himself in a nursery. Despite enjoying the when I feel like I’m going to be ‘found out’ – I feel told me, ‘I’m a worse teacher than when I started, experience, and being well-received by parents, sometimes like I’m no more qualified to teach than but I’m a better planner.’ And that made her sad.” colleagues and children, he admits being a man in an a parent. “But I think, even if you were to train for He goes on: “I like to bring a sense of fun to school. early learning context can prove too uncomfortable another five years, you still wouldn’t be any more I want students to enjoy learning. Because if they in today’s society. “Today, as a man working around ready. Sometimes you have to jump in and see enjoy it, they throw themselves into it more. toddlers, you can’t help thinking that people are what happens – that’s my attitude to life generally, I don’t just want them to be there because they judging you,” he says. “There is a chronic shortage and that helps. have to be – I want them to want to be. of male nursery teachers. It’s roughly one per cent. And I certainly don’t want them to be aware of the And it is a shame. bureaucracy in education.” But, personally, I wouldn’t want to put myself at risk “Parents have received He laughs as he recalls one particularly memorable being in that environment. It’s not worth it.” The reality, however, is that the vast majority of parents me really well. They said lesson. “It’s a science experiment where you mix these mint sweets and a coke drink. It exploded and schools welcome a male presence in education. it was great to have a and soared to the ceiling in a fountain. They went When family breakdown and absentee fathers are mad for it, they absolutely loved it. a norm, male teachers can provide a positive role male teacher, and one said And, hopefully – they’ll remember it. For my part, model, and someone to talk to, for young boys. her daughter absolutely I still light up when I think back on it.” Paul says: “Parents have received me really well. They said it was great to have a male teacher, loved me! That’s a nice and one said her daughter absolutely loved me! That’s a nice boost. It did me a lot of good.” boost. It did me a lot Now nearing the end of his year, he reflects back. of good.” “I found it very difficult for the first couple of weeks. The course is very intensive but in a way “There’s no doubt in my mind that this is what I’m I was complacent about it at first. I’m naturally supposed to be doing. confident. You actually have to work extremely hard – you can be planning until midnight or 1am It just fits. And it definitely isn’t a job you can do for a single lesson. “In terms of the job, yes the halfheartedly.” It is, he says, a job he loves. But his holiday’s good, but the hours are hard – you’re fears are very real. In a target based, results-driven working 50 or 60 hours a week, and you certainly system, he worries his love of teaching will be don’t leave the school by 3.30pm. Most teachers eventually be lost under a pile of paperwork. It is I know don’t actually finish until at least 7pm.” where, he says, the UK education system could learn something from its Irish counterpart – a He adds: “I’m looking forward to getting started, system in which a more flexible, teacher-led but there’s a touch of apprehension. The PGCE goes curriculum still reigns. This article was first published in the Northampton Chronicle & Echo, Tuesday, April 20, 2010 www.northamptonchron.co.uk www.northampton.ac.uk/education | email: education@northampton.ac.uk | Inspire | 22
    • From Still Photographs to Movies using Photostory First there was film and then there were films. In America the film that moved became known as a movie and for a long time a difference in terminology was tolerated. The Americans made movies and went to the movies to see them. In the UK we made films and went to the pictures to watch them. But things have moved on and we no longer visit the pictures and no longer use film and so, thanks to the dominance of the United States in the computer market, new technologies encourage us to make movies. Here on our teacher training courses we encourage download called PHOTOSTORY 3 (with version 4 A collection of still images is shown sequentially the use of movie making as an educational tool available for Vista, see panel for the download site). by Photostory with associated labels, commentary, while at the same time teaching the skills of pans and zooms and even music. It will always prove This software is perfect for replaying the storyboarding and editing. It constantly amazes me difficult to illustrate the power of a movie via a photographs taken on a school trip or visit. Likewise how quickly students learn to manipulate visual written article and a full tutorial is available from all children’s art work, both 3D and 2D can be images using software such as Windows Movie the site in the panel. But making a movie out of recorded and transformed into an engaging movie Maker and iMovie. And how, increasingly really quite still using Photostory is a story in five chapters. presentation. Wherever school work can benefit from young school children come to grips with the new photographs then Photostory can be used to turn a media. Much of this work involves the use of video photo album into a movie which can be shown via cameras but it is possible to produce movie like PowerPoint or in Windows Movie Player. experiences using still photographs using a free 23 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk
    • Chapter One: Import your pictures Once you have chosen whether to start a new story or edit an existing one, Photostory will need to know which images you are using in the presentation. We encourage our students to use their own photos and the same could be true for pupils, although it certainly possible to use images from the web, copyright permitting. Once they have been imported they can be re-ordered, added to or deleted. It’s here that the first artistic considerations need to be exercised while thinking about how the final story will look. It’s also possible to make changes to the pictures as well, if necessary. The next button takes you to... Chapter Two: Adding titles It’s possible to label or title all the images in the story, but providing titles on the first slide is probably essential. By default the titles appear in black in the centre of the slide but both the position and colour, along with the font and style are easily changed. It’s good fun adding credits to the final slide as well. These titles can also be used to tell the story, but there are other ways. The next button takes you to... Chapter Three: Making the pictures move and adding a commentary This is the most creative of the chapters. Each photo will be shown sequentially by the software. At this point you can decide how long each image is on the screen and how the camera will pan or zoom across the image. This effect is known as the Ken Burns effect and it’s what makes this style of presentation much more engaging than PowerPoint, for example. Photostory will do all this automatically if you wish but it’s great fun choosing to do your own and it helps the author to concentrate the eye of the viewer on the most important parts of the story or picture. At this point too you can add a narration. There is a record button built in, so if the computer is equipped with microphone a commentary can be added to any or all slides. The next button takes you to...(overleaf) www.northampton.ac.uk/education | email: education@northampton.ac.uk | Inspire | 24
    • Chapter Four: Adding music This can really bring the story to life. One of the things that make this program so accessible is that it is capable of producing many features automatically, while at the same time allowing the user to override its decisions. The adding of music is an example of this. There is a built-in music generator that will provide original and entertaining music when you select options such as the tempo and mood and style. Alternatively music can be imported from other sources. Either way music adds a really professional touch to the show. Then finally to... Chapter Five: Creating a Movie Up to now we have been working on a project and now is the time to make it into a movie. We mostly use the movies on their own or within PowerPoint but because the movie is presented in .wmv format, it’s possible to upload to YouTube as well if a larger or more distant audience is anticipated. Before chapter five it is always possible to go back and change any aspect of the presentation. The order, titles, motion, narration and music can all be changed. In fact this is one of the best features of computers for artistic work. Having a go and testing the output before going back to make things even better is both powerful and motivating. If you are looking to enhance you pupils experience of trips, assemblies, art or even ICT, Photostory is well worth a look. On a personal note I’ve found that transferring digital photos to a movie is a good way of remembering and celebrating important family occasions too, and the movie on CD makes a fine thank you present. Good luck 25 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk
    • Photostory 3 Resources The program itself can be downloaded from http://tinyurl.com/uonpsdownload A YouTube tutorial is available at http://tinyurl.com/uonphotostory Another tutorial presented and an example movie is available at http://tinyurl.com/UonPSExample www.northampton.ac.uk/education | email: education@northampton.ac.uk | Inspire | 26
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