DOCSLIB.ORG

Making Every Child Matter Welcome to the First Issue of Primary Subjects: Design and Technology, on the Theme of Making Every Child Matter

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Making Every Child Matter Welcome to the First Issue of Primary Subjects: Design and Technology, on the Theme of Making Every Child Matter DesTech_BL3.qxd:Layout 1 13/3/08 20:00 Page 1 issue one summer 2008 Making every child matter Welcome to the first issue of Primary Subjects: Design and technology, on the theme of Making every child matter. Here we show how D&T matters to all children; overleaf ‘Everyone plays’ describes an inclusive design project that embeds the outcomes of Every Child Matters. We hope there’s something here that you as subject leader can use and share with your colleagues, especially those who may be new to D&T. Introduction Understanding design and technology Design and technology is more than just a craft activity. The national curriculum emphasises its importance in enabling children to ‘intervene to improve the quality of life’ by designing for a user or a particular context. It is demanding for children: they must draw upon under - standing from maths, science and other areas and apply it in a practical way to generate solutions. D&T allows children to identify and solve their own local problems and to powerfully make a difference in people’s lives. Design and make assignments (DMAs) offer children opportunities to demonstrate their knowledge, understanding and skills. You can support them by teaching focused practical tasks (FPTs), demonstrating and practising You should be careful of planning a project where: new skills and techniques, and also investigative and evaluative tasks (IDEAs) to understand similar products and • children focus on the aesthetics, without being asked how things work. A unit of work should be made up of to think about the functional characteristics. (For these three different activities (DMAs, FPTs, IDEAs). example, using appliqué or tie-dye to decorate a piece of fabric, where the fabric is not subsequently used in a functional product) What sort of assignments should a • children do not have a user or purpose in mind for teacher plan? the product they are designing. (For example, designing and making a moving vehicle without In the DCSF/QCA Scheme of Work and D&T Association identifying who or what their vehicle is going to website you will find several good examples. carry) Characteristically, they: • children are only making, with no designing. (For • emphasise the functional characteristics as well as example, making a fruit salad to a recipe set by the the aesthetic qualities of the product children are teacher with no opportunity for designing; or making designing and making; a model of a home from a box by copying an • encourage children to consider the needs of the user illustration in a textbook.) and the purpose of the product; Whilst these activities give children a chance to practise • involve children in designing as well as making their skills, what they lack is the vital opportunity to products. apply them in a real design and make assignment. DesTech_BL3.qxd:Layout 1 13/3/08 20:00 Page 2 Everyone plays Are you sure that the ECM outcomes are embedded in your planning? Here’s an example of a planned project that does just that – and we’ve followed it with a checklist for you to share with colleagues when you’re next thinking of future work. ‘Everyone plays’ is an inclusive designing project which embeds ‘making a positive contribution’. Amy, a young girl with spina bifida who uses a walking frame, ‘Is the play equipment good? … for everyone?’ wants to play with her friends at the local playground. She ‘Do we need special equipment to play with?’ needs to gain access, reach and operate the playground ‘How can we include all users of the playground?’ equipment. If she cannot then she is ‘designed out’. ‘What do they need and want?’ Show the children photos of equipment that have been Design everyone in designed for a wide range of users and those that are less Poorly designed equipment, buildings and transport services well designed. Look at the differences. prevent disabled people from fully participating in society. This is a problem for everyone, not just disabled people. It is 3. Focused practical tasks vital that tomorrow’s engineers, designers, architects and Show the children some basic modelling techniques, and talk planners have a full understanding of the need for an about how designers use modelling to develop their ideas. inclusive environment. Let’s help children to ‘design everyone in’ as a matter of course, rather than think later about Show the children how to construct a square or rectangular adaptations to existing designs. frame using construction kit framework components, and how they could make the frames more stable and able to withstand greater loads, e.g. by adding further kit parts or materials such as string or card, or by adding supports. 4. Design and make assignment To address the design brief, the children now bring together what they have learned. For this stage, you become a facilitator, and the children take ownership of the project. Explain to the children that they are going to design and make models of equipment for a playground. The equipment must be designed to include as many users as possible. Discuss the intended users, e.g. children with disabilities or special needs, and the type of equipment that the user would like, e.g. the playground could be either traditional or based on a particular theme. Give the children an opportunity to discuss their ideas and use pictures and words to explain what they would like to The theme of this project is playgrounds. It focuses on good make. design that helps everyone play. With older children, your ‘Who is the equipment for?’ theme could be fairgrounds. ‘What could you do?’ ‘Does it meet their needs?’ Planning a playgrounds project ‘What do you need to know? Who could you ask?’ In this unit children explore playground equipment in their At key points gather the children together to talk about their locality and then design and make a model. They investigate work. materials used, what the different parts of the equipment are, ‘How will you make it stable?’ and how they have been assembled. They think about a wide ‘How could you make it stronger?’ range of playground users – children who may be blind or ‘Have you thought about the user?’ partially sighted, deaf or hearing impaired or wheelchair users – and equipment that can be designed for their needs. Encourage the children to evaluate their own work and that of others in a positive manner. 1. Investigating what exists already and how it ‘Is the equipment suitable? Is it fun to use?’ has been made Take the children on a local playground tour. ‘Why do we have playgrounds? Is the play equipment good? Need some help? • You can get further information about the playgrounds Why?’ project from the DCSF/QCA unit of work Use photographs of different types of playground equipment (http://www.standards.dfes.gov.uk/ for children to name and label the parts and the materials schemes2/designtech/det1b/?view =get). used. ‘Why have these materials been chosen? Is the equipment • Free to download PowerPoints and worksheets on easy and safe to use?’ Designing Everyone In – Everyone Plays, plus an Inclusive Designer certificate, are available from the D&T 2. Understanding the user Association/ DPTAC, e-mail [email protected] or Show the children pictures of different playground users – http://www.data.org.uk/index.php?option=com_content& ages, sizes, and disabilities. task=view&id=247&ltemid=320. DesTech_BL3.qxd:Layout 1 13/3/08 20:00 Page 3 This is how design and technology contributes to the Every Child Matters outcomes. Stay safe • Use tools and equipment safely • Care for others • Use products safely and ‘design safety in’ • Prepare food safely Be healthy • Design and make recipes for a healthy diet • Design and make products to help people lead healthier lives • Understand how poorly designed products may affect health (ergonomics) Enjoy and achieve • Develop products to meet their own and other people’s needs • Develop creativity, risk taking and innovation • Enjoy seeing their ideas made into reality • Understand the made world in and beyond school • Create practical solutions to problems relevant to their own lives Achieve economic well-being • Discover what we design and manufacture locally and in the UK Make a positive contribution • Find out who works in designing • Design products that make a and manufacturing – product difference designers, chefs, engineers, architects … • Think about inclusive design and sustainability • Understand the difference between shop bought and • Design and make for others in homemade their community • Learn enterprise skills (making • Challenge existing designs products that can be sold) • Design collaboratively to • Make recipes to a budget develop better ideas DesTech_BL3.qxd:Layout 1 13/3/08 20:00 Page 4 What do we do? The Design and Technology Association inspires, develops and supports excellence in design and technology education for all. We: • promote, represent and support design and technology professionals; • influence the development of a high quality curriculum; • enhance the quality of teaching and learning in design and technology, and • develop positive links with other curriculum areas, and with industry and commerce. What do you get? If your school takes up primary membership, you and Look out for … your colleagues will receive: Active Kids Get Cooking • a dedicated primary poster publication, D&T Primary, every term with free supporting downloads Challenge 2008 (worksheets, activities and presentations) – that’s 12 This year’s challenge celebrates the diversity units of work a year! – and other resources from the of foods from around the UK. Create a two- D&T Association website course meal (main dish and dessert) that can be shared with your friends and that Designing magazine, every term including two • uses your local/regional ingredients.
Load more

Recommended publications
  • Shibboleth - a Strategic Approach to School Web Content Authentication and Authorisation
    Shibboleth - a strategic approach to school web content authentication and authorisation Shibboleth – a strategic approach to school web content authentication and authorisation Shibboleth is a trademark of Internet2 http://shibboleth.internet2.edu/ September 2005 http://www.becta.org.uk Page 1 of 41 © Becta 2005 Technical standards and policy team Becta | Shibboleth - a strategic approach to school web content authentication and authorisation Contents Executive summary..................................................................................................................................4 Strategic context – why a unified authentication and authorisation infrastructure matters......................5 Priority 1 – An integrated online information service for all citizens .................................................5 Priority 2 – Integrated online personal support for children and learners.........................................5 Priority 3 – Develop a collaborative approach to personalised learning activities............................6 Priority 6 – Build a common digital infrastructure to support transformation and reform .................6 Becta and AAI ..........................................................................................................................................7 Shibboleth ................................................................................................................................................9 Introduction...........................................................................................................................................9
    [Show full text]
  • Wmnet Climate Change in the Curriculum Programme Final
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Lancaster E-Prints WMnet Climate Change in the Curriculum Programme Final Evaluation Report WMnet Climate Change in the Curriculum Programme 20 October 2006 This final evaluation report was authored by: Don Passey Department of Educational Research Lancaster University With expert comments on web-casts from: Mike O’Donoghue Department of Educational Research Lancaster University Department of Educational Research, Lancaster University i WMnet Climate Change in the Curriculum Programme Contents 1. Executive Summary 1 2. Introduction 3 2.1 Background 3 2.2 Aims of the Programme 3 2.3 Objectives of the Programme 3 2.4 Planned Projects and Activities 3 2.5 The Aims and Focus of an External Independent Evaluation 4 3. The Final Report and Evidence Base 6 3.1 The Final Report 6 3.2 The Evidence Base 6 4. Climate Change and Learning 7 4.1 Climate Change is a Widely Accessible Topic 7 4.2 Climate Change from a Learning Perspective 7 4.3 Climate Change from an Educational Perspective 7 4.4 Climate Change from a Developmental Perspective 8 5. Activities and Outcomes 9 5.1 Informing Teachers and Schools 9 5.2 Informing from Expert Perspectives 9 5.3 Involving in Debate, Discussion and Action 13 5.4 Involving in Scientific Processes 16 5.5 Developing Teaching Materials 18 5.6 School Level Involvement and Commitment 19 5.7 The Portal 21 6. Summary of Outcomes and Conclusions 26 6.1 Summary of Outcomes 26 6.2 Conclusions 28 7.
    [Show full text]
  • Teachers in Development Education] for the Wmnet Climate Change in the Curriculum Portal > Climatechange.Wmnet.Org.Uk Copyright © 2006 Wmnet
    These materials have been developed through a teachers’ working group at Tide~ [Teachers in development education] for the WMnet Climate change in the curriculum portal > climatechange.wmnet.org.uk Copyright © 2006 WMnet They form a contribution to West Midlands Coalition Framework 2: sustainable development. They build on the earlier project climate change, local & global and the 2005 conference A climate for change? See www.tidec.org for details. Project co­ordinators: Ruth Henshaw, The Wakeman School, Shrewsbury Malcolm Smith, Barston Education Centre [Severn Trent Water], Solihull Project worker: Ben Ballin, Tide~ Project steering group: Ben Ballin and Scott Sinclair, Tide~ Margaret Danby and Steve Horsfield, WMnet Working group: Rupert Brakspear, Worcestershire County Council Barbara French, Netherton Primary School, Dudley Kate Glanville, Blue Coat CE Junior School, Walsall Paul Kemp, Groundwork Birmingham and Solihull Jodie Mills, Highfields School, Wolverhampton Mike Smart, Bell Heath Study Centre, Birmingham Gerry White, Education Walsall Clare Whitfield­Crisp, Woodcock Hill JI School, Birmingham Alyson Whittaker, Bramford Primary School, Dudley Project core/advisory group: Paul Archer, Birmingham LA Jon Cree, Bishop’s Wood Centre, Worcs Derrick Golland, Staffordshire LEA Dr Stephan Harrison, Oxford University [in advisory role] Paul Kemp, Groundwork Birmingham and Solihull Steve Lockwood, Dudley LEA Dr Fran Martin, University of Worcester [in advisory role] Steve Rogers, Shropshire LA Sue Shanks, Natural Curriculum Project, Wolverhampton
    [Show full text]
  • March-05 Cover.Ps, Page 1-4 @ Normalize ( Batod May-06.Qxp )
    AdaptingAdapting thethe curriculumcurriculum toto meetmeet differingdiffering needsneeds MAGAZINEMAGAZINE May 2006 ISSN 1366-0799 From your editor Each year the May Magazine is based on the annual CONTENTS Articles from the conference Conference topic and forms a modfied ‘Conference Accessing the curriculum: deaf children with additional needs 6 Proceedings’. This year instead of asking notetakers to Supporting Students in FE and HE.......................................... 8 record the disussion in workshops we asked the Presenters Language modification in FE ................................................. 9 to provide a text that could be used to inform the Including deaf children with ESL ........................................... 11 Interpreters as well as appear in the Magazine. Complex additional needs including MSI ................................. 12 Unfortunately we do not have the text of Sue Lewis’ two Assessing early years development using video ................... 14 workshops but we hope to either add them to the website To see the world in a grain of silicon ..................................... 16 or to publish them in a future Magazine. Additional articles Adapting MFL in the curriculum ............................................. 17 Following the publication of the March Magazine ‘Facets Edward's Journey to ECDL .................................................... 18 of Sign’ I received several positive comments about the Adapting RE for children who are deaf in KS1 & 2 ................ 20 content of the Magazine. Basking in reflected glory I was Learning from success - high achieving deaf pupils ............. 23 brought down to earth by the comments about the pictures Adapting the Secondary Curriculum ....................................... 24 A new method to teach deaf children to play the clarinet ...... 27 on the cover (see page 30 Letters to the editor). All of our photographs are ‘real’ and often taken in informal Regular items and general information situations.
    [Show full text]
  • Climate Change
    WMnet Update News from the West Midlands Regional Broadband Consortium Issue 9: November 2005 www.wmnet.org.uk Climate Change … send questions to WMnet’s resident experts at the University of Birmingham’s School of WMnet’s key activity in 2005-6 is to enable Geography, Earth and Environmental Sciences. schools to tackle issues related to climate change through innovative resources, activities … Young People’s Parliament and events for a range of subjects and ages using the National Education Network. Key Stage 4 and 5 pupils are invited to a climate Information about all aspects of the WMnet change debate with a focus on citizenship at the Young People’s Parliament, Birmingham, on climate change programme is at rd http://climatechange.wmnet.org.uk. February 3 2006. Groups may attend the Parliament or take part in related online … Pledge your school activities. In school, students can view the debate via a webcast and electronically submit The Climate Change Pledge helps schools their votes on the issues raised. commit to raise awareness of the issues and begin to take action to reduce the effects of … Global Science for real climate change. Developed by WMnet and the Bishops Wood Centre, Worcestershire the Key Stage 2 and 3 pupils may contribute to an Pledge has three levels. Schools receive a international database used by climate change certificate to acknowledge their achievement at scientists around the world. The GLOBE each level. The Climate Change Pledge for Programme is running one-day training courses Schools will be launched by Bill Giles, ex BBC for teachers in various West Midlands venues.
    [Show full text]
  • Agenda for a Meeting of the WARWICKSHIRE COUNTY COUNCIL to Be Held at the SHIRE HALL, WARWICK on TUESDAY 9 SEPTEMBER 2008 at 10.00 A.M
    Agenda for a meeting of the WARWICKSHIRE COUNTY COUNCIL to be held at the SHIRE HALL, WARWICK on TUESDAY 9 SEPTEMBER 2008 at 10.00 a.m. Please ensure all mobile devices (mobile telephones, blackberries etc) are turned off before the commencement of the meeting. AGENDA 1. General (1) Apologies for absence. (2) Members’ Disclosures of Personal and Prejudicial Interests. Members are reminded that they should declare the existence and nature of their personal interests at the commencement of the item (or as soon as the interest becomes apparent). If that interest is a prejudicial interest the Member must withdraw from the room unless one of the exceptions applies. Membership of a district or borough council is classed as a personal interest under the Code of Conduct. A Member does not need to declare this interest unless the Member chooses to speak on a matter relating to their membership. If the Member does not wish to speak on the matter, the Member may still vote on the matter without making a declaration. (2) Minutes To confirm the minutes of the meeting held on 24 June 2008. (4) Chair’s Announcements, Correspondence, Petitions. 2. Local Government and Public Involvement in Health Act 2007 Cabinet portfolio holder: Councillor Alan Farnell. A report from the Strategic Director of Performance and Development is enclosed. Council agenda 09-09-08.doc 1 3. Annual Report of the Chair of Resources, Performance and Development Overview and Scrutiny Committee. The annual report of the Committee is enclosed. 4. Annual Report of Councillor Alan Cockburn, Cabinet Portfolio Holder for Resources.
    [Show full text]
  • Introduction
    INTRODUCTION 1 Teachers’ notes 3 Teachers’ notes on Shishmaref 4 Acknowledgements INTRODUCTION Teachers’ notes Thinking through climate change This e-learning resource has been designed by a group of teachers to support young people’s enquiry into climate change. It draws on our own work with 7-14 year olds, and is aimed to make the most of e-learning activities to support independent and group enquiry into this complex global issue. While it is designed for use by schools, we imagine it may also be used by learners of all ages, often outside of classroom contexts. > Teachers’ site map The resource’s starting point is the lives of young people in Shishmaref, Alaska – one of the communities most vulnerable to climate change in the world. From a news story about Shishmaref, it goes on to invite learners to find out more about climate change worldwide, through a series of connected modules. Learners might explore all these modules, or a selection of them. We offer suggestions about differentiation below, and you may want to take this into account when thinking about this. Each module is supported by downloadable teachers’ notes, and invites learners to record their growing understanding of the issue in a learning log. INTRODUCTION A final module invites learners to present their conclusions from this investigation as a multi-media news item, and to share ideas with others about their own responses to climate change [including personal and collective action]. The resource supports enquiry learning and thinking skills in a variety of areas, and we have sought to identify these in our notes.
    [Show full text]
  • Safeguarding Children in a Digital World Developing an LSCB E-Safety Strategy
    Safeguarding children in a digital world Developing an LSCB e-safety strategy PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES Safeguarding children in a digital world Developing an LSCB e-safety strategy Contents Foreword Introduction Definition of key terms and concepts Disclaimer Developing an LSCB e-safety strategy Section 1: Developing an e-safety strategy Section 2: Developing an e-safety subgroup Section 3: Developing an e-safe infrastructure Section 4: Developing an e-safety training strategy Section 5: Monitoring and reporting on e-safety incidents Section 6: Monitoring the impact of the e-safety strategy Section 7: Sources of external e-safety support Section 8: Other sources of support Annexes Guidance on using the annex materials Annex A: Local authority case studies Annex B: Example incident flowcharts Annex C: Responding to a RIPA notice Annex D: Example LSCB training activities Annex E: CEOP: Practice guidance for teachers Annex F: Safeguarding incident case studies Annex G: Sample LSCB e-safety strategy and action plan Acknowledgements: Participants in the Becta e-safety working days Foreword 01 Foreword I am delighted to launch this e-safety strategy toolkit on behalf of Becta, to coincide with our second conference – Safeguarding Children in a Digital World. We all have a responsibility to safeguard and promote the welfare of children, and that responsibility must apply to the online world which is such an important part of the everyday life of children and young people. New technologies open up many exciting benefits and opportunities for children and young people but they can also present some risks.
    [Show full text]
  • Telford Education Services
    Telford Education Services Telford & Wrekin Council delivers a comprehensive range of professional and affordable services to early years, schools, academies and colleges. Version 5. Updated January 2020. Contents Professional, Educational and Pupil Education Catering (Let's Dine) Support Eatwell Project 4 Arthog Outdoor Education Centre (Wales) 32 School Catering Service 5 Arthog Outreach (Telford & Wrekin and Shropshire) 33 Training Services Arthog Sky Reach (Telford Town Park) 34 First Aid at Work 6 Education Services within Telford Town Park 35 Emergency First Aid 7 Educational Visits and Journeys 36 Paediatric First Aid 8 Free School Meals Assessment Service (Year 3 and above) 37 Food Safety (Level 2 and 3) 9 FutureFocus Careers Service 38 Manual Handling 10 Leisure & Outdoor Education Health and Safety in the Workplace 11 Telford Ice Rink 39 Telford Snowboard and Ski Centre 40 HR, Business Support and Health & Safety Oakengates Theatre @ The Place Telford 41 Pupil Support Services Communication Support 14 Behaviour Support Advisory Team (BSAT) 42 Emergency Planning & Business Continuity Planning 15 Virtual School Team 43 Employment Services (Employment Contracts and Road Safety and Sustainable Transport 44 Payroll Services) 16 School Performance and Development Graphic Design 17 Attendance Support Team 45 Health and Safety 18 Early Years and Childcare 46 Information Security, Data Protection and Multicultural Development Team (MDT) 47 Freedom of Information 19 Newly Qualified Teacher (NQT) Appropriate Body Service 48 Insurance Services
    [Show full text]
  • Services for Schools
    Services for schools Telford & Wrekin Council delivers a comprehensive range of professional services to schools, academies and colleges. Version 4. Updated January 2019. Contents Professional, Educational and HR and Business Support Pupil Support Arthog Outdoor Education Centre (Wales) 4 Graphic Design 34 Arthog Outreach (Telford & Wrekin and Shropshire) 5 Health and Safety 35 Attendance Support Team 6 Information Security, Data Protection and Early Years and Childcare 7 Freedom of Information 36 Education Business Links - Enterprise Programme 8 Insurance Services 37 Education Business Links - Work Experience 9 Internal Audit 38 Education Services within Telford Town Park 10 Legal Services 39 Educational Visits and Journeys 11 Online Learning Interactive Environment (Ollie) 40 FutureFocus Careers Service 12 Occupational Health 41 Multicultural Development (MDT) 13 Human Resources Advisory Support 42 Newly Qualified Teachers (NQT) 14 Procurement 43 Oakengates Theatre @ The Place 15 Research and Intelligence 44 Road Safety and Sustainable Transport 16 Telford & Wrekin Training Services 45 Safeguarding 17 School Governance 18 Property, Facilities Management Special Educational Needs and /or Disabilities (SEND) and Catering Behaviour Support Advisory Team (BSAT) 19 apT Development Management Services 46 Educational Psychology Service 20 Eatwell Project 47 Learning Support Advisory Teachers (LSAT) 21 Engineering, Geotechnical and Structural Sports Development 22 Engineering 48 School Improvement Teaching and Free School Meals Assessment Service
    [Show full text]
  • Harnessing the Potential of Secondary Education
    Sandwell MBC Education and Lifelong Learning SECONDARY EDUCATION UNIT Aspiration for All: Secondary Schools in Sandwell A World Class Learning Community G:\ADV\SEU\SECONDARY VISION-16-07-04.DOC Final draft 16 July 2004 Aspiration for all Introduction: Aspiration for All Young people should have the best start in life. Our vision is to raise the aspirations of all young people in Sandwell and to lift levels of achievement significantly. Education in Sandwell is about preparing young people to participate in its community. It will be the necessary catalyst to bring about lasting change in our multi-cultural, multi-faith communities. We want healthy, aspirational communities whose members understand the possibilities that their talents and the world can give them, who have high self-esteem which promotes aspiration, who are aware of the contribution they can make to others and who enjoy emotional, social, cultural and economic fulfilment. The Sandwell Partnership’s vision is that ‘Sandwell will be a thriving, sustainable, optimistic and forward looking community’. This document reflects our response to the Green Paper ‘Every Child Matters’. We believe that the secondary education we can deliver through strategic capital investment in our schools will act as a cornerstone for community and economic regeneration in the borough. The vision outlined in this document makes clear the cross-cutting objectives of Building Schools for the Future by supporting our 14-19 Area Inspection Action Plan, developing a lifelong learning culture and by supporting community development and regeneration. It is part of a coherent and integrated set of aspirations which is directly linked to our Excellence in Cities plan, the Sandwell Plan, our School Organisation Plan, the Behaviour Support Plan and Inclusion Strategy and our Education Development Plan.
    [Show full text]
  • Bill Giles Launches Climate Change Pledge
    WMnet Update News from the West Midlands Regional Broadband Consortium Issue 10: Spring 2006 www.wmnet.org.uk happens in news production as an item slips down the news agenda, and has its airtime cut. Coventry school makes the news What were the benefits of the experience? "We learnt how to construct a news story. It was surprisingly Year 13 Media students at Caludon Castle School, hard it was to edit, trying to pick out the best bits and Coventry, were winners of the Best Local News Story trying to cut it, but still get in all the information. We category in the Making the News competition. Their gained a lot of experience. Those of us who want to story focused on Coventry's Ricoh Arena and its bid work in the media have now got a real understanding for the first super casino licence. The award was pre- that things have to fit to time, that there are real sented at BETT 2006 by Robin Cousins, the 1980 deadlines, and that we've got to get all our informa- Olympic gold medallist. tion beforehand. We had to rush at the end to meet the deadlines, because we were doing all our other lessons as well." Terri's advice to other students Making The News? "Plan the time. Try to get as much information as possible. Make sure that everything you've got is relevant and enjoy the experience." See the winning entry at http://tinyurl.com/avs8e. Bill Giles launches Climate Change Pledge Former BBC senior weatherman, Bill Giles OBE, launched the West Midlands Climate Change Pledge website at BETT 2006 in January.
    [Show full text]