Education Inspire magazine Issue03

Transforming lives, inspiring change

Interview with
Steven Onasanya
Graduate of the Early Years Professional Status.

11 MILLION
TAKEOVER DAY
Education sector’s support is vital to success.

Research
Matters
CeSNER research
partnerships
across the globe.

Also Achieve A Developing
inside: Higher Level Blended Learning
Professional Development How Blended Learning could assist
and Training explored HLTA candidates

Welcome
Welcome to this issue of Inspire. The School of Education has had a
very busy 9 months. Continuing on from last years Ofsted success, the
school has celebrated another rise in its teacher training ratings, and
is the first in the country to offer an integrated degree leading to Early
Years Professional Status.
The children’s commissioner for England talks to Inspire about
the 11 million take over day. We will also give you an update on
the School’s research and our travels around world!
I hope you enjoy the latest issue of Inspire.

Paul Bramble,
Editor, Inspire

Thank you
We would like to also take this opportunity to thank everyone who has helped us over the past year, whether you have
been a mentor on our many courses, a school partner or contributed to the various research projects that have been
undertaken.
I hope you and your school, nursery or educational settings have another successful year.

1 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk

Contents

11 Million Takeover Day ........................5
Achieve a Higher Level..........................7
Bursaries for support staff .....................9

University holds Children and Young People Lecture
with Dr. Penelope Leach......................10
Partnership with schools .....................10

record for teaching The Further Mathematics Network ...10
Research Matters...................................11

jobs after graduation Global success for CeSNER .................13
Interview with Steven Onasanya .......15
A model programme.............................17
The School of Education has the best record for newly-trained
New school based route for
primary teachers in securing teaching posts through their PGCE the Masters in Education ....................18
primary programme, according to the Good Teacher Training Developing Blended Learning ............19
Guide 2009. From Photos to Memories....................21
Within six months (based on 2008 figures) University and School-based tutors to the
of gaining qualified teacher status (QTS) from future of primary education.
The University of Northampton, an impressive
92% of trainees were successful in gaining “We believe our graduates will be in a strong
employment as a teacher. Additionally, the position to continue to be successful in the
Guide ranks Northampton 7th in its provision current employment situation”
of primary Initial Teacher Training (ITT).
The Good Teacher Training Guide 2009 is
Joanna Moxham, Head of ITT, School of compiled by the Centre for Education and
Education, commented: Employment Research at the University of
“We are delighted by the statistics which Buckingham, and compares teacher training
reflect the hard work and professional qualities providers in terms their intakes, Ofsted ratings
of our students and the commitment of our and trainees’ take-up of teaching posts.

Achieving a higher
level continues Inspire
Written and produced by The University of Northampton School of
Education all submissions are property of Inspire magazine. The entire
The School of Education’s HLTA team have content © Copyright The University of Northampton School of
successfully retained the TDA contract HLTA, for Education 2008, and cannot be reproduced in whole or part without
prior written consent.
Phase 3 Regional Provider of HLTA Assessments.
Editor Paul Bramble – paul.bramble@northampton.ac.uk
The team has now been involved in a lead role Words Paul Bramble – paul.bramble@northampton.ac.uk
in HLTA assessment across the pilot, phase 1 Photography Design Depot Ltd, Merle Moustafa & Chris Allum
and phase 2. This marks the continuation Design by Design Depot Ltd – www.designdepot.net
Printed by Portland Print Limited
of a major contribution to the development
of teaching assistants across schools in the
East Midlands Region.

www.northampton.ac.uk/education | email: education@northampton.ac.uk | Inspire | 2

Success for
University’s
teacher
training
A new PGCE Early Years course
is starting this term.
This follows on from the success
of last year’s Ofsted Grade 1
award of the University’s
undergraduate and postgraduate
courses and the subsequent
Training and Development
Agency’s (TDA) award of
Category ‘A’ provider status.
Due to these excellent results, the University
was awarded additional teacher training places,
resulting in the launch of a new PGCE Early
Years course to add to the existing suite
of programmes.

University welcomes
The first cohort of 24 students is due to begin
training this September and they bring with them
different experiences and backgrounds, including
Music and Psychology.
Course Leader Anna Cox commented:
“As well as developing strong subject knowledge
our students will consider important issues in the
special needs teachers
from India to campus
field of Early Years such as how to support
children’s well being, inclusion and working in
partnership with parents. If you really want to
influence society and make a difference, be an
Early Years teacher.”
A group of teachers from South West India has One of our current Doctoral students will be very
The School is delighted to be extending its
chosen to visit Northampton to study special influential in policy terms when he returns to the
partnership opportunities with Early Years settings.
needs education, based on the international region next year with specialist, but important,
reputation for excellence of The University of knowledge in this aspect of children’s schooling.''
Northampton’s Centre for Special Educational
A rich programme is underway for the visitors,
Needs Research (CeSNER).
including a five day visit to the Ofsted awarded
The visitors from Marion Play Home, a special 'outstanding' special school, Fairfields School,
school within a poor community in the Kerala Trinity Avenue, to observe teaching in
region, will be finding out how UK schools teach classroom settings.
children with autistic spectrum disorders or severe
The teachers are partnered with four Malayalam-
learning difficulties.
speaking students from the University’s School
Richard Rose, Head of CeSNER, explains: of Education to make sure they receive the full
''The collaboration was initiated by former benefit of the experience.
overseas students who returned to their homes in Corallie Murray, Fairfields Head Teacher and PhD
Kerala with news of our work in special needs. student at The University of Northampton, said:

''We are pleased to welcome the visiting
teachers to our school and hope they will take
away some useful information, new ideas
and some of the best practice they will see
happening within our school. The children
are enjoying sharing their time with them.''


Teaching assistants celebrate success
Teaching assistants in Northamptonshire schools celebrated their new Higher
Level Teaching Assistant (HLTA) status at an event at The University of
Northampton's Park Campus recently.
Northamptonshire has 436 HLTAs working in schools across the county who
have a wide range of roles and responsibilities.
Ros Burman, Area School Improvement Manager, Children and Young People's
Directorate, Northamptonshire County Council, presented certificates in
recognition of HLTAs' achievements. Ros was involved in the pilot project when
the HLTA status was introduced as part of the National Agreement on Raising
Standards and Tackling Workload in 2003.
Ros drew attention to the newly formed HLTA/Cover Supervisor Support
Network for Northamptonshire, which will be offering support group meetings
and opportunities for training and professional development to HLTAs and
Cover Supervisors across all phases of education from September.

1st in the country
to provide a new
professional route
train for EYPS
The School wins bid to s
a
chool teachers
Following the success of the initial stages of the

primary s
pilot Early Childhood Studies (ECS) to Ealy Years
Professional Status (EYPS) in 3.5 years’ a new
ialists
hematics Spec chool of
version of the BA (Hons) Early Childhood Studies

M at S
(ECS) was validated in June.

orthampton’s
This new BA (Hons) Early Childhood Studies

The University of N r to lead a new
(Professional Practice) provides a designated

as won a tende
professional pathway for selected ECS students
Education h l authorities from years 2 and 3 that will enable them to
ve across sixteen loca
national initiati
develop as effective early years’ practitioners and
ol teachers as
0 primary scho
to prepare for leadership and management roles.
100
to train around ext three years. As a result, students graduating with the BA (Hons)
ecialists over the n Early Childhood Studies (Professional Practice)
Mathematics Sp an exciting represents
pathway should be able to complete EYPS
“The Programme ion
between 6 to 9 months after graduation.
hematics Special
ist
opportunity to work in collaborat
The Primary Mat l local authorities
Programme is a new professiona with other unive
rsities,
gramme created
as vide quality
development pro
ommendation in
the and schools to pro
nal development
for teachers - TDA approved provider
a result of a rec professio
‘Independent Re
view of Mathem
atics
and make a signif
icant difference
to
for the national SENCO
and athematics.”
Teaching in Ea rly Years Settings
at every children's learning
of m
qualification
’ (June 2008), th -face training ou
tside
Primary Schools ss to a Through face-to
should have acce and
primary school
Teacher by 2019
.
school hours, network meetings The School of Education is now a TDA nationally
ecialist t, teachers on
Mathematics Sp in-school develop
men approved centre for the training of SENCOs
nal
the Department
for will gain professio (special educational needs coordinators),
Fully funded by the Programme
s (DCSF), e int erpersonal skills which leads to the award of a national SENCO
Children, Sc hools and Familie knowledge and th
by a consortium
led ive professional qualification.
the course is run to lead collaborat hool
rsity of Northam
pton, with d team work in sc
by The Unive rsity development an vision The Training and Development Agency for schools
Grosseteste Unive ality and pro
partners Bishop to improve the qu (TDA) has awarded the University this contract
Nottingham Trent
College Lincoln, e, of m athematics. for training teachers with SENCO roles in schools
ty of Bedfordshir
Un iversity, Universi rs will be awarded across 8 local authorities.
rby and Un iversity of Successful teache matics
University of De of Primary Mathe
close partnership the status , Steve Cullingford-Agnew, course leader for SENCO
He rtfordshire, and in nis ed national award
ities. Specialist, a recog a Masters
commented that
with local author in addition to on
e third of
“We are delighted to have been chosen to deliver
Senior Lecturer in gree in Education
.
Debbie Morgan, rsity de the National SENCO course. This course will assist
ucation, The Unive
Mathematics Ed gional to recognise the work of SENCOs and their
, and Re
of Northampton ics commitment to improving outcomes for children
mary Mathemat
Pro gramme Lead Pri with SEN and disabilities”.
mme, co mmented:
Specialist Progra ail
n pack please em This course is fully funded for SENCOs new
d an applicatio
For further information an to their role or in post after September 2008.
pton.ac.uk For further information please contact
MSP@northam education@northampton.ac.uk


Education sector’s support is vital to success
of 11 MILLION TAKEOVER DAY, says
Children’s Commissioner
11 MILLION TAKEOVER DAY was even bigger students in decision-making through school Adults also tell me they learn a great deal from
and better last year and much of this success councils, student unions and other similar initiatives. working alongside children and young people and
was down to the hundreds of education bodies welcome the fresh insights and new perspectives
But today I am encouraging everyone to get
including schools, colleges and universities who on their jobs. They all say they look forward to
involved in this national event and give children
took part. taking part again.
and young people the opportunity to work
This year’s Takeover Day is on Friday 6 November alongside teachers, lecturers and staff in other Anyone can get involved in 11MILLION TAKEOVER
and I hope that even more institutions will sign up posts and shout out about what they are doing. DAY because there is no one size fits all formula.
and support my organisation 11 MILLION in So please sign up via our website now:
The day benefits all ages – children and young
highlighting the great contribution to society that www.11MILLION.org.uk or email:
people have the chance to influence decision-
children and young people make. takeover.day@11MILLON.org.uk . Also check out
makers and what they do on Takeover Day has
the website for tips to help you start planning your
I am well aware that schools, colleges and helped to change some of the negative public
activities for 11 MILLION Takeover Day 2009.
universities up and down the country are already attitudes that are reported about them in
doing fantastic work to involve their pupils and the media. Sir Al Aynsley-Green
Children’s Commissioner for England


What is 11 MILLION
TAKEOVER DAY?
11 MILLION TAKEOVER OVER DAY is a national
event offering children and young people across
the country opportunities to work alongside adults
and to get involved in decision-making in a diverse
range of organisations.
During Takeover Day 2008, 17,000 children and
young people ‘takeover’ jobs at nearly 700
organisations including schools, police and fire
services, the Department for Children, Schools and
Families, media, BT, charities, youth groups, local
authorities, councils and many more.

“It’s really good when people listen
to what you are saying.”
Pupils at Caldecott School who ‘took over’ their teachers’ jobs

“They gave us pretend £2,000 to use to
design the week of action, which we did
and we’re going to stay together to
achieve the next project – hooray!”
Pupil from Bentley Wood High School who worked with Harrow Connextions:

“I enjoyed the interview rooms also
so now I am following my dream to
be a police officer. Thank you.”
Pupil from Pickering High School at Humberside Police:


Achieve A
Higher Level
Lurking in corners throughout the education buildings at Park Campus,
there exists an entity known as the PDT Division. What is it?
What does it do? Is it dangerous?
There is a team of School of Education staff The School of Education was at the forefront 'It is a great pleasure to help dedicated and
working on courses for the wider schools nationally, of identifying the demand for hardworking Teaching Assistants achieve their
workforce. This remit is broad and of singular professional development for teaching assistants career aims. At the core of what we do in the PDT
importance for the training of support staff and began offering accredited courses from 1994. division is the help schools improve the quality of
working in schools, not just in Northamptonshire, The high demand for these courses led to the teaching and learning for their students by training
but throughout the East Midlands. It provides a development of: their staff.' (Ken Bland)
network of professional development and training 2001 The HLTA programme has grown from strength to
opportunities to meet the needs of one of the • Foundation Degree (Arts) in Learning and strength since its inception in 2003. To date over
fastest growing and constantly developing sectors Teaching (FDLT) 450 candidates have gained HLTA status in
in the country. In the 10 years from 1997 to 2007
2003 Northamptonshire alone. Research into the
the numbers of teaching assistants working in
• BA (Hons) in Learning and Teaching (BALT) as deployment of HLTAs and the impact they are
schools expanded exponentially from 61,000 to
a one year full-time equivalent Level 6 top-up making in schools, carried out by the University
177,000. Fresh impetus was given to the training of
from FDLT with, on average, 80% of FDLT of Northampton in conjunction with
support staff by the signing of the National
graduates progressing to BALT Northamptonshire Local Authority, can be found
Agreement on Raising Standards and Tackling
• HLTA status was incorporated into the PDT on the University’s HLTA website. Ken Bland is very
Workload in 2003. The creation of Higher Level
Division portfolio positive about the impact of HLTAs in schools, 'The
Teaching Assistant (HLTA) status gave teaching
HLTA programme is all about modernising the
assistants a career pathway for the first time. 2004
school's workforce and changing the teaching and
• Certificate in Higher Education Supporting
The government has raised expectation amongst learning dynamic in schools today'
Learners (CHESL) as a part-time programme
school support staff that training will be available
of Level 4 modules Wendy Yarnall, who joined the team in May 2008,
to help them meet their development goals. For
is the course leader for CHESL. There are currently
some that goal will be a degree and the possibility The Head of Professional Development and
30 CHESL modules (and more being developed),
of teacher training, for others Higher Level Teaching Training is Ken Bland, who as well as being the
which cover a wide range of topics of direct
Assistant status, for many others it is to seek that divisional leader, is also the project manager for
relevance to support staff working in schools.
specialist knowledge which will enable them to the HLTA programme.
improve the life chances of the children that they
are working with.

7 | Inspire

Above: Ken Bland, Head of Professional Development and Training

Many of the specialist modules are taught by This 2 year, work based course is led by Julie Jones remit is to develop students' academic ability such
experts in their fields from the CeSNER (Centre for who observed that, ‘Since our first students that they reach honours level and display all the
Special Needs Education and Research) team at the graduated in 2003, the Foundation Degree in skills and have the confidence that all graduates
University. They cover such diverse subjects as Learning and Teaching has provided its 396 of The University of Northampton should have,
autism, literacy difficulties, speech and language graduates with a vocational qualification to irrespective of the employment they are in."
and behaviour to name but a few. enhance their career development.’ Comment
The CHESL, FDLT, BALT and HLTA programmes
from a recent FDLT graduate who is now pursuing
‘CHESL offers support staff an excellent provide for those involved in supporting teaching
a career in teaching, Katie Noon, sums up how
opportunity to develop their knowledge and and learning within mainstream infant, primary
valuable the course is when she said at her
expertise in supporting learners while giving and secondary schools, community colleges and
graduation... 'to be quite honest it's the best
them a 'first toe in the water' at higher education academies, Special Educational Needs schools and
decision I ever made.'
study, raising their confidence as a result. Many other education providers such as pupil referral
students go on to take further modules and often Students can continue for a third year to top units, and hospital education services.
combine this with HLTA, enhancing their profile up this degree and gain a BA in Learning and
With a commitment to the principle of lifelong
significantly in the work place.’ (Wendy Yarnall, Teaching (BALT). Led by Dr Estelle Tarry.
learning, the PDT Division offers opportunities for
course leader CHESL)
teaching assistants that respond to employer needs
and enable teaching assistants to develop careers
‘It is a great pleasure to help dedicated and in education and extended schools provision. The
programmes are popular within school
hardworking Teaching Assistants achieve their communities and local authorities, recruit well and
have a good reputation in Northamptonshire and
career aims. At the core of what we do in the PDT the surrounding counties. Modes of study are
division is the help schools improve the quality of suitable to teaching assistants in full or part-time
employment with accessibility, flexible provision
teaching and learning for their students by training and widening participation being key principles.

their staff.' Ken Bland I’m sure you’ve worked it out by now. PDT stands
for Professional Development and Training. Not
scary at all really.
The Foundation Degree in Learning and Teaching Paul Sedgewick, Senior Lecturer in Education and
(FDLT) is very successful with a consistently high Admissions Tutor for BALT said, "Within a division
annual intake, (82 in 2008-09). It has proved very that caters for students in employment the BALT is
popular with students, offering the school unique in not being a work-based programme. This
workforce a route into Higher Education. odd situation is quite deliberate because the BALT's


Bursaries for support
staff working in schools
Northamptonshire School teachers who are offered a place on a Certificate in Higher
Education Supporting Learners (CHESL) module at The University of Northampton
this financial year will be able to apply for a bursary from the Northamptonshire
local authority towards the fees for the course.
The bursary is good news for those who are working in schools. There are 30 modules to choose Similarly there will be full funding for up to 15
employed to support learning and teaching with from, all taught by experts in their field, including applicants accepted for the module, ‘Supporting
pupils aged three years and over in the county’s Social, Emotional and Behavioural Difficulties, Learners with Speech, Language and Communication
maintained schools, such as teaching assistants and Supporting Learners with Autistic Spectrum Difficulties.’ This is because the content of these two
Higher Level Teaching Assistants. Disorders, Special Educational Needs and courses in particular is deemed to meet the local
Literacy Difficulties. authority’s priorities for school support staff.
The School Workforce Development Manager for the
Learning, Achievement and School Improvement A typical 20 Credit CHESL module costs £350. The grant is available for this financial year (2009-10)
Division at Northamptonshire County Council has The Local Authority is offering a bursary of £200 and there is no guarantee that these funding
announced new funding arrangements for nationally for every 20 credit module up to a maximum of arrangements will continue next year. Individuals
accredited qualifications that are not supported by 40 credits this year. and school managers who are considering the
other grants for school support staff in professional development needs of their support
In addition there will be full funding for up to
Northamptonshire schools. staff should take a look at the website to see what
15 applicants accepted on the Specialist Teaching
is on offer.
CHESL modules, which are offered by The University Assistant (STA) course. STA has been popular since
of Northampton, form a bridge between vocational its inception 13 years ago and some 260 teaching For a full list of modules visit
and higher education qualifications, covering a wide assistants have gained this qualification in the county. www.northampton.ac.uk/chesl.
range of topics of direct relevance to support staff

To apply, or enquire about the modules, contact admissions on 0800 358 2232 or email admissions@northampton.ac.uk
You will need to be offered a place before you can apply to the Local Authority for the bursary.


The School of Education’s Annual
Children and Young People Lecture
with Dr. Penelope Leach
Childcare practitioners and students on professional childcare
courses at the University attended this years lecture by Penelope
Leach, eminent child development psychologist and author of
‘Your Baby and Child’, which has been an essential guide for new
parents over several decades.
wide-ranging international account of what she calls
"the conundrum of contemporary child care".
Denise Hevey, Professor of Early Years and organiser
Above: Stephen Smith, Head of Partnership
of the Lecture, is author of new chapter, ‘Professional
Work in Early Childhood’. She said:
“We are honoured that such a respected figure in
the field was present at the launch of our team’s
book and are hoping that this revised and updated
Partnership
edition will be equally well received and valued by
students and practitioners.
“Penelope Leach has always championed
with schools
home-based childcare such as child-minding for
Penelope is as an advocate for Stephen Smith is our new head
young children, and her renowned research supports
children and parents (Children
First Vintage 1994), a Fellow of
the importance of sensitive, consistent caring of partnership at the School of
relationships. We are very proud and excited that
the British Psychological Society,
she came to talk to us.” Education and talks to Inspire.
and an Hon. Senior Research
Fellow at the Tavistock Clinic and The University’s annual Children and Young People’s I have worked in education for nearly thirty years,
at the Centre for the Study of Children, Families and Lecture has previously attracted other high-profile mainly in secondary schools in North Yorkshire,
Social Issues, Birkbeck. For the past nine years her speakers such as Camila Batmanghelidjh, East Yorkshire and Hull. I began my career as a
research has been focused on child care; she is psychotherapist and founder/Director of the History teacher and went on to become a Head
co-director of the Families, Children and Childcare charity Kids Company, and Dr Sheila Shribman, of Department and Senior School Leader. I also
study, the largest study of child care ever carried NHS National Clinical Director for Children, Young worked with a large number of primary schools
out in the UK, and author of a new book offering a People and Maternity. promoting curricular links with their secondary
partners. As a Senior School Leader I was responsible
for Continuing Professional Development, including
Graduate and Initial Teacher Training.

The Further Teacher Education eventually became the most
satisfying area of my work, and so I am delighted
to join the School of Education at The University

Mathematics Network of Northampton. The School is, clearly, a thriving
and successful organisation. Furthermore, it offers
an extremely friendly and supportive environment
to work in. I have two main roles in the School, as
The Further Mathematics Network is a government-funded Head of Partnership and a Divisional Leader for
initiative. It is managed by Mathematics in Education and Teacher Education.

Industry (MEI), an independent educational charity. I believe strongly that partnership between the
University and schools is absolutely central to
The Further Mathematics Network consists of opportunities available to them because of their achieving our aim of producing tomorrow’s high
46 Further Mathematics Network Centres, which mathematical ability. Schools and colleges quality education professionals. The School already
The School of Education at The University of report that involvement with their local Further has a large number of successful partnerships
Northampton is the centre for the East Midlands Mathematics Network Centre has raised the which I am keen to maintain and develop.
region. Each Centre aims to ensure ASIA level profile of mathematics amongst their students. However, the University is also interested in
Further Mathematics is available to all ASIA level We need more students to study mathematics establishing new partnerships with Early Years
Mathematics students, promote mathematics to post -16 and we need more well-qualified settings, primary and secondary schools. Partnership
all young people and help support the teaching students to choose maths-related subjects at isn’t just about student placements in schools and
of ASIA level Mathematics and Further university. The Further Mathematics Network is we are keen to explore other ways in which the
Mathematics in all schools and colleges. already starting to make this happen. School of Education can contribute to the work
of education professionals.
The Further Mathematics Network, combined The Further Mathematics Network (FMN) came
with the change to the structure of ASIA level to an end on 31 July, but its success means that If you would like to know more about the
Further Mathematics, has already led to a the DCSF will continue to provide funding to opportunities working in partnership please
significant increase in the number of students support Further Mathematics. From 1 August get in touch.
achieving Further Mathematics qualifications. 2009, the FMN is replaced by the Further
Each of these students' exposure to Further Mathematics Support Programme (FMSP). Tel: 01604 892470
Mathematics has made them more aware of Email: stephen.smith@northampton.ac.uk
Go to www.furthermaths.org.uk for details.
their own potential, the pleasures of an
intellectual challenge and the extra


Research
Matters
Collaboration down-under: groups. Observing and acknowledging the often very it’s quite a bit different. Some of the teachers I
small steps of progress these pupils make can be worked with had no other schools or colleagues
Annie Fergusson, CeSNER really difficult, yet teachers everywhere want to nearby. In fact some had had a day’s travel or a few
Teachers grapple with similar issues the world over. celebrate the achievements of all of their students. hours flight to get to my sessions in their closest
Earlier this year I experienced this first-hand when I school or centre! Obviously this is quite a common
My involvement was to explore this challenge by factor for them to consider. They have well-
was invited to work with teachers across the state of sharing practice from England around the
Western Australia (WA) to explore some common established routes of communication – virtual
assessment of pupils with special needs. discussions via internet or the lower-tech mode of
challenges. The focus of the work was on assessing
the progress of learners with special needs. During During my stay we worked with UK resources as a short wave radio, as used by their ‘schools of the air’
my three week stay, I worked with over 150 teachers useful springboard for teachers in WA. There were (a bit like the flying doctor service we know from
in five regional venues, spending many hours two main parts to my work – firstly to give teachers the movies!).
travelling to the north (outback territory!) and the an overview of our national assessment and
moderation process in England, introduce an
Observing and acknowledging the often
far south of this vast state.
assessment measure for learners working below level very small steps of progress these pupils
I had the privilege of spending time in schools and 1 of our national curriculum (known here as the P make can be really difficult, yet teachers
working with teachers across the state - this was scales) and then give them first-hand experience of
fascinating; a real highlight. I felt very at home in everywhere want to celebrate the
using these in workshop activities. The second part
classrooms getting to know students & seeing their of my task was to set up some focus groups of
achievements of all of their students.
achievements great and small. What was quite teachers in five regions of the state, to enable them Following straight on from the WA work, was a trip
different was the diversity of students in many of to trial and review these materials and the process to Canberra, to share developments in this area from
the schools and classes – particularly those located of assessment and moderation for the WA context. England with the federal government. Australia is
in ‘rural and remote’ places (and they mean There were many similarities between our countries, currently developing a national curriculum for the
remote!). If there’s a school in your area, that’s but a glaring difference was the scale of the country. first time. They have a really unique opportunity to
where you go – inclusion by default! These schools
In England, teachers work together to develop be the first nation to introduce a truly inclusive
are supported by a visiting teacher service who
consistency making judgements of pupil progress, national curriculum from the start. It may just be
regularly fly in to work with and advise teachers
usually with colleagues in neighbouring schools. that sharing the English perspective with them will
working with students with special needs.
Many of the local authorities I am used to working enable them to get it right from the word go. Who
Understandably, many teachers I met felt isolated
with have dense populations and you are usually knows – in a couple of years we could be sharing
and often overwhelmed by the challenges of being
almost on the doorstep of a nearby school. In WA, conversations about pupil progress using a common
able to meet the wide ranging needs of their pupil
language and with a truly shared understanding.


Research
Update
TDA supported projects undertaken by the School
of Education.
Boy-friendly teaching: using
Fathers to develop resources
to support QTS
This study identified important information for
trainee teachers and their tutors concerning the role
fathers in the education of their sons. A set of
resources have been developed, including a number
of checklists, a set of illustrative narratives, power-
point presentations and video-extracts of
conversations with fathers.
The project is of great importance because the role
of fathers in their son’s education has not been the
focus of much attention in the English schools. It is
also helping to contribute to the debate concerning
the underachievement of boys in certain curriculum
subjects, their over-representation in instances of
unacceptable behaviour, and in exclusion figures.
The study is featured on Teachers TV and its findings
published in a book Fathers and Sons: in and about
education, published by Trentham Books.
The project team comprised Philip Garner and Barry
Groom (The University of Northampton), supported
by a cast of many fathers and their sons!

Improving group dynamics to
support learning and social
inclusion: developing and
enhancing CPD tutor capacity
The aim of our project which we call Growing Talent
for Inclusion (GTI), is to work with a class teacher to
develop more effective and satisfying interpersonal
relationships in the classroom. The process is based
on the principles and approaches of collaborative
Research Partnerships Mary Doveston and Sheena Bell are currently consultation, Appreciative Inquiry, solution focused
involved in comparative research into work with brief therapy and co-researching with the students .We
with Ireland dyslexic children with a colleague at St Patrick’s have been working with a focus group of Educational
Members of the Centre for Special Needs Education College of Education in Dublin. Their work has Psychologists and teachers to pilot a training
and Research (CeSNER) team have recently been already been reported in a number of academic methodology to enable other professionals to use
successful in obtaining research grants through journals and through conference presentations. this approach, in schools and other learning contexts.
competitive tendering with colleagues in Ireland. For further information regarding Project Iris, One member of the focus group commented:
A three year longitudinal study into special please visit www.projectiris.org ‘….every school has a class where the dynamics get
educational needs provision in schools across the
in the way of learning. I feel quite honoured to have
Irish Republic, funded by the National Council for
Special Education in Ireland, will involve members
Working with School been involved in this type of research because this
could be taken into every school.’
of CeSNER working with colleagues from Trinity Leaders in Australia
College Dublin and The Institute of Child Education. Now that we have a training file and a feature on
Professors Richard Rose and Philip Garner have
This project, (Project Iris – Inclusive Research in Irish Teachers TV, we are in a stronger position to
recently returned from Perth Australia where they
Schools) the largest of its kind ever funded in disseminate this approach and a GTI course starts in
presented keynotes and workshops at the Western
Ireland will involve a survey of every Irish school November.
Australian Education Support Principals &
and the development of case studies to illustrate
Adminstrators’ Association Conference. This The project team consisted of Mary Doveston (The
current practices in supporting students with special
provided an opportunity to disseminate recent University of Northampton) and Marian Keenaghan
educational needs.
research which they had undertaken in the UK (Northamptonshire County Council).
A second project sees Professor Richard Rose to an audience of research leaders from across
working with colleagues from Church of Ireland Western Australia. In addition, Richard and Philip Extended Schools
College of Education Dublin to undertake an analysis visited a number of schools and had meetings
Research conducted by Andy Smith, Sue Griffiths and
of the role of special needs assistants (SNA) in with education officials from the State
Richard Rose from The University of Northampton
schools across Ireland. This project, funded by the Government and with colleagues from the
have recently examined models of provision within
Irish Ministry of Education will be used to inform University of Western Australia, Curtin University
the extended schools initiative. Case studies focussed
future developments in classroom support in and Edith Cowan University.
upon aspects of extended services were generated
Irish schools.
and will form the basis of a programme for initial
teacher training use. The researchers were supported
by a group of undergraduate students on an ITT
course throughout this project.
All these reports are available from www.tda.gov.uk

| Inspire | 12

Global
success for
CeSNER
The Centre for Special Needs Education and
Research (CeSNER) within the School of
Education is receiving international acclaim
for innovative research into inclusion and
managing behaviour in the classroom.
Professor Richard Rose, Head of CeSNER,
recounts some of this year’s successes.

UK Annie Fergusson continues to provide advic
e to the
CeSNER has been in the national medi
a spotlight
Western Australia Ministry of Education
and to Hong Kong
providing expert commentary on educ Federal Government officials on the introd
ational uction of Steve Cullingford Agnew and Sue Griffi
issues. The global impact of the Behaviour P Scales – performance descriptions for ths delivered
4Learning measuring training to education assistants in Englis
website, led by the University, has been the progress of pupils for whom the early h Schools
widely levels of Foundation schools as the last stage of
recognised, with world-wide training event the National Curriculum are not appro a course
s provided. priate. provided by CeSNER colleagues including
Andy
Smith and Mary Doveston.
Australia India As Visiting Professor at the Hong Kong Instit
ute of
Philip Garner and Richard Rose presented A team of teachers from Kerala requested Education, Richard Rose is working on a
the a visit to project
keynote address at the West Australia Speci the University in July based on CeSNER’s funded through the Research Council to
al School reputation look at
Principals’ Conference. While we were there for research and practice. They visited our models of support for inclusion in Hong
we held partners Kong schools.
discussions at four university teacher educa at Fairfields School, guided by our Mast
tion ers and PhD
departments. students, to plan for future SEN teaching
in India. Singapore
Richard Rose will be the keynote speak
er at a major
international conference on SEN and inclus
ion in
the autumn.


Croatia USA
Republic of Ireland
Maria Howley had recently returned from North
Philip Garner is in liaison with colleagues at the
CeSNER successfully achieved two research bids in Carolina where she was training colleagues in
Croatian Ministry of Education regarding a potential
Ireland. One is funded by the Irish Department of the education of children with autistic spectrum
project on disability, teacher training and inclusion.
Education and Science to examine the role of disorders.
assistants in schools, and the second is a three year
longitudinal study into SEN provision in schools Germany Armenia
across the country.
Philip Garner recently addressed policy-makers and
Richard Rose recently worked with colleagues from
Dyslexia research is being conducted by Sheena Bell teachers from the state government of Schleswig-
the University of Aberdeen and with an NGO in
and Mary Doveston in partnership with St Patrick’s Hostein at the request of the European Agency for
Armenia providing support for teachers who will
College in Dublin. Special Needs.
begin a programme of education for pupils with
special educational needs in the country.
Estonia Belgium
CeSNER’s work is moving at such a fast pace that
Research into children with social, emotional and We are carrying out assessment work on a European we are already booking our flights to start on our
behavioural difficulties is being carried out by Barry joint doctorate project to make sure we are new projects!
Groom with colleagues from the University of Tartu. connected with the international agenda.


“If you are a graduate and
have a passion for working
with children then I recommend
Early Years Professional Status
(EYPS). Your professional
development doesn’t come
to a halt after training, you
can access Professional
Development and Training
through your local authority.
EYPS is here to stay.”

Interview with:

Steven
Onasanya
Graduate of the EYPS
Full Training pathway

15 | Inspire |

I come from a background in business, and have a
postgraduate diploma. Before starting on the course
I worked as a volunteer with the elderly and with
young people with mental health issues, helping
them reintegrate. While I was working with Mencap
I was nominated for an award for excellence, and
I’ve worked as a Sunday school teacher – I realised
that I had a flair for working with children and also a
belief that it is better to tackle early on the problems
that can arise for them.

I chose early years because I have a passion for EYPS has helped me to improve outcomes for
working with them, born of experience. Nowadays children because I have positive relationships with
there are so many children in single parent families their parents so I can help them in their role as EYPS courses available
who have no male role model, and even in settled educators. I’ve learnt to see the uniqueness of
homes the dad may be out working till late, so it’s every child so that we can create the enabling The Early Years Validation Pathway
great for children to have male input in their lives. environment that each one deserves. (3-4 months part time)
Funded by CWDC, is for experienced graduates
My experience with The University of Northampton The thing I enjoy so much about my job is that it’s with vision, resilience and commitment.
was memorable because the course is so intensive – special every day, it’s always rewarding and you tune
there is the experience you gain through placements in to the children so you see things from their own The EYPS Short Pathway (6 months)
where you discover so much you just didn’t know. level. It’s exciting, there’s something new every day. Focuses on updating your knowledge and
We were taught by excellent tutors in an skills in working with babies and toddlers and
I love the challenge now that I’m managing an Early in leading and supporting others to deliver Early
environment that was really conducive to learning.
Years setting. This is just a small setting, but most Years Foundation Stage (EYFS).
We visited Eureka Children’s Centre a centre of
skills are transferable and I’m planning in the future
excellence in the West Midlands and we kept a diary The EYPS Long pathway
on running something bigger, and eventually
and used it reflectively. (12 -15 months part-time)
becoming the manager of a Children’s Centre.
Since gaining EYPS my life has changed for the If you already hold a Foundation Degree in Early
If you are a graduate and have a passion for Years or you have a less relevant Honours degree
positive, I have more knowledge to help interact
working with children then I recommend EYPS. but with at least two years experience of working
with children and know how to understand the
Your professional development doesn’t come to a in Early Years, then this route may be for you.
relationships they have with their parents. In my
halt after training, you can access PDT through your
previous roles I learned a lot about independence The EYPS Full Training Pathway
local authority. EYPS is here to stay.
and how to achieve it which I’m able to use to help (12 months full-time)
children. As a result of the course I feel much more If your interested in what being an EYP could If you are a graduate wanting to work with
comfortable in meetings. do for you, please contact Hayley Hunter young children but have little or no experience,
hayley.hunter@northampton.ac.uk or visit then this route is for you.
our website www.northampton.ac.uk/eyps


A model programme
Interactive education for children with autism and special
needs is the key to changing behaviour, according to research
work by two senior lecturers from the School of Education.

Interactive education for children with autism and interaction programme helped children with with peers and staff and were able to create
special needs is the key to changing behaviour, autism to have meaningful relations and friendships,” said Marie.
according to research work by two senior lecturers interactions,” explains Kyffin.
As a bonus the pair found that the status of the
from the School of Education.
They also discovered how such a training model member of staff involved in using and cascading the
Marie Howley and Kyffin Jones are members of impacts on a school and its staff. model elevates because of their newly gained skills,
the University’s Centre for Special Needs Education increased confidence and the feeling of
The mainstay of the model is the training of a
and Research (CeSNER). Their expertise in dealing empowerment.
member of staff within a school – very often a
with autism and special needs, which they
teaching assistant – who would then cascade their Marie and Kyffin gathered their information for
developed as practitioners in schools, informed
expertise throughout the school. This is in contrast the research through focus groups, questionnaires,
the findings of their investigations into interactive
to most other authorities where an autism specialist interviews and by reviewing video footage taken
education approaches for children with autistic
would be used for a limited amount of time. in schools.
spectrum disorders.
“We found this continuing support is really positive, They pass on their findings and expertise in this
Reviewing a model commissioned by Leicester
benefiting the pupils, staff and parents. The field through their teaching at The University of
City Special Needs Teaching Service was the main
outcomes were that the pupils had more Northampton, giving students a unique insight
focus of their research. “We looked at how an
appropriate social behaviour, better communication into the workings of this model.

TEACCH UK 2009
The 5th TEACCH UK conference 2009, organised by The TEACCH UK international conference is a
the School of Education, took place on June 12th bi-annual event for practitioners in the field of autism
and 13th at The University of Northampton. Division who wish to reflect upon TEACCH practice, share
TEACCH is based at the University of North Carolina new ideas and disseminate research. This year’s
at Chapel Hill, directed by Professor Gary Mesibov. conference had two keynote presentations: Ros
The TEACCH approach is underpinned by a Blackburn is an adult woman with autism and Dr
philosophy of understanding and respect for Mary E. Van Bourgondien is Director of the TEACCH
people with autism spectrum disorders. TEACCH Center in Raleigh, North Carolina. Both keynote
collaborates with parents as equal partners in order addresses highlighted issues relating to transition
to provide services for individuals with autism and to adulthood for individuals with autism. In addition,
their families in North Carolina. The approach was there were numerous presenters from the UK, Ireland,
introduced into the United Kingdom in 1990 where Denmark and Spain who are presenting workshops
it was first established as an intervention strategy in which focus upon a range of topics related to the
Northamptonshire. The success of the approach in conference theme ‘A Culture of Autism’.
schools, homes and adult services quickly led to
widespread use of the approach across the UK.


Interview with Paul
Pomerantz, Northampton
School for Girls
Why did you choose the School of Education
(The University of Northampton) to work with?
The university is very close to the school, and
several departments at school already have close
links with the university. Financially it worked out
very well too, with the university able to offer a large
discount to us depending on the number of people
taking the course.

What has been the benefit(s) of the Whole
School Approach to Action Research with the

New school-based School of Education?
The University were very flexible at meeting the
needs of teachers at NSG – for example able to

route for the Masters come to us for lectures when necessary, and
ensuring the extra work load has always felt directly
relevant to our day to day teaching. The work so far

in Education has also been an interesting mix, so as well as the
reading and assignments undertaken, we have also
presented our action research plan to the deputy
heads at the school, and taken part in peer
In April 2009, ten members of staff from Northampton School assessment activities.

for Girls (NSG) took up the opportunity to enrol as part-time What aspect(s) of the course has been of
students on a new school-based route of the Masters programme. particular value to your school, colleagues?
Gaining a greater understanding of action research,
Designed in collaboration with local schools, this each gave a presentation of their research proposal particularly the methods has been important, as the
route enables teachers and other participants to to colleagues and leaders at the school. Now skills we learn when doing this can be passed on to
engage in a professional practice approach (whole enrolled on the follow-up module, the teachers are colleagues. Ultimately after we do the research, the
school approach) to study and gain Masters level in the early stages of conducting their own Action findings can be presented back to colleagues – and
credits for the work they do in their own institutions. Research study. Several of the group have decided to having so many people conducting such a variety
focus their research on different aspects of of different research will be of great benefit to
The delivery of the school-based route is flexible the school.
assessment, others are researching provision for G&T
and aims to take the needs of busy professionals
students, independent learning, peer assisted
into account. Tutor-led sessions and personal What advice do you have for schools and
learning and enhancing the physical learning
tutorials therefore take place at the school on agreed colleagues looking to study with The University
environment.
dates and times. While all students have full access of Northampton
to the library facilities at the university, book boxes Each module is worth 30 M level credits and
(containing key texts) have also been loaned to the participants need to accrue a total of 90 credits to The University has always been very approachable
group and is kept centrally at school. gain a Post Graduate Diploma or 180 credits for the and keen to meet the needs of the teachers at NSG
full MA. Some of the NSG participants are able to – always ensuring the masters fits around our
With the guidance and support of module tutor current jobs, rather than adding to an already hectic
carry forward 60 credits that they gained from their
Dr Chris Derrington, all ten teachers successfully work load! Don’t be intimidated by the thought of
PGCE course and are therefore well on the way to
completed the first module ‘Principles and Practice extra study – they will help make it manageable and
achieving their MA!
in Action Research’. As part of their assessment, they beneficial to you.

MA Education module discount
TDA supported (until 2011) of £750 for individuals with QTS enrolling
on two 30 CATs points modules.
Further discounts available for whole school MA programmes
For more information please contact:
Steve Cullingford-Angew
Tel: 01604 892586 Email: steve.cullingford-agnew.ac.uk


Developing Blended
Learning

A new School of Education project on how Blended Learning could
assist HLTA candidates with the General Modular, Mathematics and
Science training courses funded by Northamptonshire and Leicestershire
local authorities.
The questions asked included: It uses modern communication and multimedia Course Components
Is it possible to split a course into components technology to:
How do you create and order course components
which allow us to apply modern technology and • Enhance learning through multimedia which take all this into account?
learning theory in a more effective way? What • Allow online assessment and reporting.
might be the components of the Blended learning The HLTA courses are based around 8 or 9 whole
• Improve communication links between peers
course and how might they fit together? How might days of training with at least a week between
and tutors.
the Northampton Virtual Learning Environment each day. Steve Goldthorpe, leading on the
(NILE) be used to give students access to the e-Learning Materials Development at the School
It sets out to enhance teaching and learning by:
course components? of Education, commented: “We wanted to support
• Increasing the number of assessment students before and after each training day and so
opportunities.
Blended Learning we developed the idea of ‘Virtual Tutors’ which are
• Supporting students outside of teaching time powerpoints linked to a variety of appropriate
The best blended learning course takes into • Shortening learning/assessment /feedback cycles. multimedia resources. The students also have access
account: • Creating the opportunity for the tutor to use to a ‘Training Needs Analysis’ and a Blended Learning
• Individual preference in when, where and how adaptive teaching. Assessment Tool. The results of these assessments
they learn. can be accessed through NILE by the tutor.”
• The stages people go through in learning, from
simply remembering things to being creative. Intended Benefits
For the Student


More Support – candidates can access the Virtual Blended Learning modules developed
Tutors at any time. A candidate on the Maths for the General Modular Course
training course can also access a Virtual tutor on
Planning and Preparation or Managing behaviour Day Title
if they feel the need.
1 Frameworks
More Assessment and ‘On Time’ feedback. There are 2 Planning And Preparation 1
assessment opportunities both in the Virtual Tutors
3 Planning And Preparation 2
and in the Blended Learning Assessment Tools. The
feedback is formative and instant and is therefore 4 Whole Class Teaching 1

more useful than a summative grade. 5 Whole Class Teaching 2

For The Tutor 6 Whole Class Teaching 3

Online assessment and student tracking 7 Managing Behaviour 1
The opportunity for adaptive teaching based 8 Managing Behaviour 2
on assessment data.
9 Working With Other Adults
For the School
Improved effectiveness
Blended Learning Development Team:
Increased student satisfaction
Steve Goldthorpe, e-Learning Materials Developer
Blended Learning Development Philip Needham, e-Learning Technical Support
Ken Bland, Head of Professional Development
Steve Goldthorpe commented: “As Blended Learning
and Training
is adopted in mainstream schools there will be a
need to ensure all School of Education students For more information please contact
have both the benefit and experience of this type hlta@northampton.ac.uk
of teaching and learning framework.”

“The blended learning resources will become more valuable as they are used
and refined. There is no reason why blended learning resources cannot be
made available to all students within the School of Education. As the number
of available online VLEs increases it will be possible to create more and more
links between them offering more and more support for students.”

Blended Learning modules developed for the General Modular Course

Training Needs Analysis Virtual Tutor Classroom activities Blended Learning
Assessment Tools
Designed to be used before the Designed to support learning before, Group work, discussion, individual
training day. These are multiple choice during or after the training day. These practical work, peer assessment etc. Designed for after or during the
assessments which ask candidates for are animated powerpoints containing training day. These are multiple choice
their level of confidence in aspects of audio, video and links to appropriate formative assessments which provide
the training. The scores are stored by web sites and other VLEs feedback on individual answer choices.
‘gradebook’ in NILE and can be There are also links to web sites which
accessed by the tutor. support learning. The tutor can access
the assessment information in detail
in ‘gradebook’.


From Photos
to Memories
Using the computer to enhance our digital
photographs and help us all to produce work
of the highest quality. A useful application for
your classroom.

Computers are enablers; they can help us achieve enthusiastic ICT school. But sometimes the print out
excellent work. There are so many things that are
possible now for everyone that were once the
Download Picasa is just the thing that’s required and then perhaps the
idea of perfecting the image before printing even
preserve of the expert or the professional. The more important. Cropping a picture so that only the
creation of professional document such as reports • Go to www.google.co.uk relevant parts are printing can make both aesthetic
and wills are available as are sophisticated market • Click the “More” tab and economic sense. If display material is wanted
places for both buying and selling. Music then optimising the colour balance of an image
• Click the “Even more” option
compilations are commonplace and there are the becomes very important. Picasa gives the
dubious benefits of instant communications as well. Picasa is one of a long list of Google photographer full control over these and so much
Researching family history or finding images to applications available. If you click more. Any images that are printed out can all be
illustrate almost any topic are possible with for us on its name you will see the made just right; and not just by professionals but
all. Photography too has exploded in popularity with all of us.
the arrival of the digital camera and the camera
download button.
The first thing you notice when you load Picasa3 is
phone and the computer can bring professional
that it offers you thumbnails of all the picture files
looking photographs into everyone’s repertoire.
available on your computer. You may be surprised at
Teachers and pupils alike can use images to show
If you download Picasa at the moment you get the number that are stored. You quickly see some
children’s art work, especially 3D, displays, school
Picasa3. Its basic job is to take a digital photo, a photos from the past that you thought and perhaps
trips amongst many other things.
good one or not so good one and to provide a series hoped were gone for ever. They are arranged in
Really serious photographers invest in purpose built of tools that can be used to enhance the photo, folders according to the date they were created. This
enhancement software such as Paint Shop Pro or making it better, more interesting and more means that the first step in using Picasa3 is to take a
Photoshop to add the skills of the digital dark room professional. It’s also easily used by pupils in primary photo and store it on a hard disk which also has
to the facilities of their cameras. These can cost a lot and secondary schools. Some of the common Picasa3 installed. The computer will then be no
of money but there is a great alternative available features of photographs taken with a digital camera, difficulty in seeing the picture when Picasa3 is
from Google for free and hence accessible to us all. often quickly, or in poor light, include those showing loaded.
It’s called Picasa, downloadable from the Google faces with devilish red eyes or seas that slope down
from one side of the picture to another, or perhaps To choose a picture to work on simply double click
home page. Please see right for the button clicks.
are too light or dark. Picasa3 can help children deal its thumbnail and it appears large on the screen
As an early part of the ICT courses here at the with all these quickly and easily. alongside the many helpful tools.
University we encourage the students to take and
With so many photographs being taken these days, I’ll spare you a full list of the tools available but
consider the use of digital photographs in schools
it may not be a good idea to think in terms of under “basic fixes” there are simple buttons to
and suggest ways in which the photographs can be
printing them all out. Printing ink is still one of the eliminate red eye from portraits, a twist button
enhanced and used. Sometimes we use Colour
most expensive liquids available to the general public that can make the horizon horizontal and another
Magic for this, but Picasa is a simple and impressive
and transferring all the photographs to paper can for cropping out the parts of the picture that are
professional alternative.
soon eat up the budget of even the most not required.


Example 1 – The Sepia Effect

Example 2 – Using the soft focus option

Example 3 – A quick and easy collage
Under another tab, another set of tool, the picture
can be changed to sepia tone (Example 1) with one
simple click – just the job for recording the Victorian
project; but my favourite is a soft focus button that
allows you make some of the picture fuzzy so that
the important details can stand out. (Example 2)
There is a useful collage feature as well (Example 3).
Select a few pictures and one click away is an
arrangement of all these pictures on one page with
the pictures displayed at jaunty angles, or in line to
fill the available space. This is great for display work
of all kinds.
These facilities are useful in the classroom, the
lecture room and at home and I hope you enjoy
playing with them.
In the last edition of INSPIRE Pivot Man animation
was looked at and I hope many of you had a good
time investigating this.
This was the first of a series of resources
downloadable for the web for free and which
Some free downloadable resources
provide a great deal of fun learning in the classroom. • http://www.snapfiles.com/get/stickfigure.html
But there are others and some details are offered in
the resource list in panel 2.
for Pivot man animation software for children

The digital world not only gives us the chance to be • http://www.google.co.uk/intl/en/options/
prolific producers of images but also the tools to for the Picasa 3 software discussed here
make those images professional looking and able to
stand the test of time. I hope Picasa3 and the • http://www.microsoft.com/windowsxp/using/digitalphotography/
software that will undoubtedly follow allows you to photostory/default.mspx for software that provides a moving slideshow
build a really good collection of photographs. from you still photos – we’ll look at this in more detail in a later edition.
Bob Hopkins • http://photosynth.net/default.aspx for making your own images into
Senior Lecturer in ICT
panoramic shots. You supply the digital images and Photosynth will stitch
The University of Northampton
them together to make one big image as a panorama.


Call TODAY to place your order!
Tel: 01604 590967 www.northants-black-history.org.uk

Northamptonshire Black History Association
Doddridge Centre 109 St. James Road, Northampton NN5 5LD
Tel 01604 590567


Pam Cormack
Short Courses and Research Administrator
The School of Education

Conferences 2009-2010 Tel: 01604 892897
Email: education@northampton.ac.uk

Positive Behaviour Management in the Mainstream Junior/Secondary/PCET Classroom
(PART 1: Introduction)

This is part one in a series of one day professional development events based on the
positive management of behaviour in mainstream classrooms. In part one, participants will:
• Understand & appreciate that there are different theoretical models/perspectives on
behaviour and how these can influence interventions & responses
• Consider how adult behaviour impacts on pupils/students
• Be able to identify hostile/non-assertive and assertive styles of behaviour management
• Reflect on characteristics of their own personal response style and consider a range of
responses to challenging behaviour
• Understand how verbal and non-verbal behaviour can be used more effectively to
Date: Thurs 14th January 2010 manage pupil/student behaviour
• Explore and rehearse a variety of practical strategies for ensuring least-most intrusive
Led By: Andy Smith intervention
Location: Sunley Management Centre • Develop language skills in corrective management
Park Campus, The • Develop skills and techniques for diffusing conflict and arguments
University of Northampton
Boughton Green Road, Market
Northampton NN2 7AL • NQTs
Registration: 9.30AM • Teachers in mainstream primary & secondary schools who wish to develop their
positive behaviour management skills
Lunch: 12:30-1:15PM • Lecturers & Support Staff in PCET – particularly those working with school leavers
Finish: 4:15PM and school pupils who ‘infill’ on to vocational programmes of study

Course Cost per delegate: £150 (inc. tea/coffee/squash on arrival; morning tea/coffee; lunch; afternoon tea/coffee)

(PART 2: Raising Self-Esteem & Encouraging and Developing Positive Relationships Between Pupils/Students)

This is part two in a series of one day professional development events based on the
positive management of behaviour in mainstream classrooms. In part two, participants will:
• Consider what is meant by self-concept, ideal-self and self-esteem
• Explore the nature and characteristics of high and low esteem
• Be introduced to the concepts of locus of control and transactional analysis
• Understand the relationship between self-esteem, motivation and classroom behaviour
• Develop their knowledge and repertoire of skills and strategies for enhancing pupil self-
Date: Thurs 28th January 2010
esteem and begin to explore strategies for raising pupil self-esteem in schools
Led By: Andy Smith • Consider the importance of a positive ethos within the classroom to the development
& Mary Doveston of pupils learning
Location: Sunley Management Centre • Develop their repertoire of skills and strategies for supporting pupils to maintain a
Park Campus, The network of positive relationships within and outside of the classroom
University of Northampton • Critically examine a range of initiatives and programmes that are used to teach and
Boughton Green Road, support the development of positive relationships in school
Northampton NN2 7AL
Market
Registration: 9.30AM • NQTs
Lunch: 12:30-1:15PM • Teachers in mainstream primary & secondary schools who wish to develop their
Finish: 4:15PM positive behaviour management skills



(PART 3: Behaviour as a Special Need: Exploring Attention Deficit Hyper- Activity Disorder - AD/HD and
Autistic Spectrum Disorder -ASD)

This is part three in a series of one day professional development events based on
the positive management of behaviour in mainstream classrooms. In part three,
participants will:
• Gain insight into the nature, prevalence, causal theories, diagnosis and treatment
of AD/HD (inc. the use of medication)
• Consider the implications of the condition for schools and colleges
• Understand how pupils/students with AD/HD can be supported more effectively
• Learn about the triad of impairment
Date: Thurs 11th February 2010
• Examine a range of behaviour associated with ASD
Led By: Andy Smith • Gain an understanding as to why some interventions (e.g. the focus on structure)
& Mary Doveston are considered effective for pupils with ASD
Location: Sunley Management Centre
Park Campus, The Market
University of Northampton • NQTs
Boughton Green Road,
• Teachers in mainstream primary & secondary schools who wish to develop their
Northampton NN2 7AL positive behaviour management skills
Registration: 9.30AM • Lecturers in PCET (particularly those working with school leavers/infill students)
Lunch: 12:30-1:15PM • Learning Support Staff from PCET
Finish: 4:15PM


(PART 4: Observation and Recording & Applied Behavioural Analysis)

This is part four in a series of one day professional development events based on
the positive management of behaviour in mainstream classrooms. In part four,
participants will:
• Gain an understanding of the purpose of classroom observation
• Consider a range of issues that might impact on the value and validity of such activity
• Increase their awareness of the different observation and recording techniques they
might use
• Develop the confidence and skills to conduct a formal observation in their schools
• Appreciate why it is important to analyse challenging behaviour
• Learn about applied behaviour analysis and how it can be used to follow up pupil
Date: Thurs 11th March 2010 observations
Led By: Andy Smith • Understand why it is important to describe behaviour objectively and specifically
Location: Sunley Management Centre • Gain insight into the process of effective target setting and monitoring
Park Campus, The
University of Northampton Market
Boughton Green Road, • Teachers in mainstream primary & secondary schools who wish to develop their
Northampton NN2 7AL positive behaviour management skills
Registration: 9.30AM • Special Educational Needs Co-Ordinators
Lunch: 12:30-1:15PM
Finish: 4:15PM



(PART 5: Recognising and Dealing with Bullying and Racism (am) and Motivation, Rewards and Sanctions (pm))

This is part five in a series of one day professional development events based on
the positive management of behaviour in mainstream classrooms. In part five,
participants will:
• Consider the effects of stereotyping when considering bullies and victims
• Reflect on the nature of bullying and racial harassment and evaluate some working
definitions
• Appreciate their professional obligations in terms of being alert to bullying and racism
and gain insight into strategies for support
• Share ideas and experiences and gain a better understanding of the nature and range
of rewards and sanctions that are used in schools
Date: Thurs 6th May 2010 • Understand the distinction between intrinsic and extrinsic reward and between
Led By: Andy Smith tangible, token, symbolic and social rewards
• Explore the relationship between motivation and rewards/sanctions
Location: Sunley Management Centre
• Produce a bank of ideas and strategies for reinforcing appropriate behaviour
Park Campus, The
• Consider the nature and effects of sanctions used in schools in relation to research
Market
Northampton NN2 7AL
• NQTs
Registration: 9.30AM
Lunch: 12:30-1:15PM positive behaviour management skills
Finish: 4:15PM


(PART 6: Anger and its Management – with pupils/students and aggressive adults in schools and colleges)

This is part six in a series of professional development events based on the
positive management of behaviour in mainstream classrooms. NOTE: Part 6
is a half-day programme only. In part six, participants will:
• learn to recognise different anger styles
• understand the possible triggers
• recognise physical signs and changes
• appreciate the stages of aggressive behaviour
• discuss a range of interventions for managing anger and aggression

Market
Date: Thurs 20th May 2010
• NQTs
Led By: Andy Smith
Location: Sunley Management Centre positive behaviour management skills
Park Campus, The • Lecturers and Learning Support Staff in PCET
Northampton NN2 7AL
Registration: 1.00AM
Finish: 4:15PM

Course Cost per delegate: £60 (inc. tea/coffee/squash on arrival; afternoon tea/coffee)


Education Inspire magazine Issue03

Education Inspire magazine Issue03

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