In the words of Benjamin Franklin, ‘By failing to prepare, you are preparing to fail!’
‘Mid-to-late-May. The exams have finally arrived. You can practically feel the pressure, touch the tension, in secondary schools. “It’s Panic Stations!” one teacher tersely puts it.’
That was the intro into an article in the Telegraph this week, http://www.telegraph.co.uk/education/10826623/Tense-times-as-exam-season-starts.html, written by an English teacher at a top independent boarding school, Boarding Beak.
The author details how stress takes over around exam season, with the library suddenly filling out with students (whereas usually it is like a graveyard). Children actually turn up for breakfast, for a change, and one GCSE student even breaks out in a nose bleed in class.
“Sorry, Sir, it’s all the pressure”, he apologised, as he dribbled blood on the desk.
But it’s not just the students who feel the pressure of exams. Teachers have for months prior, put in the hard work to prepare them for what lies ahead.
Whether you’re a regular user of Serif software in the classroom, or you’re only just learning about us, we’re never sure if teachers are fully aware of the teaching resources we have to offer. We know that many schools successfully use them to deliver their exam components. But we thought, in case, we’d offer a round up of how we help teachers with the stress of exam preparation!
Why do we offer free teacher resources?
We understand the curriculum, and how creativity fits into it. It’s sometimes tough to teach children what they need to know for exams, whilst also bringing creativity into the mix (which of course, helps with their motivation to learn). Our teaching resources can help!
We know our software inside out, so we offer handy tips to how the Serif Design Suite fits what you need to teach.
We want to help save teachers’ time. Let’s face it, there is never enough. We want to help you to get the most out of our software. Ultimately, the more we do to help you, the better results for your students.
We want to save on your precious budget. We pride ourselves on being a cost-effective option to schools. We understand budgets are tight, and we don’t want to be adding on hidden costs once you’ve bought our software.
What types of resources does Serif offer?
Units have been designed to guide students in the creation of several digital projects for assignment purposes using Serif software. Our resources are closely linked to curriculum objectives, and so can be used to support the teaching of GCSE ICT, OCR/Cambridge Nationals, or just to support your students in their everyday work. Teachers can easily select materials suitable for their students’ needs and abilities to create their own SoW, with training videos to help pupils learn key ICT skills.
For example, the ‘Creating a Multimedia Website’ looks at how websites are put together and how Serif WebPlus can be used to make a simple website. As well as eight steps to guide you through the project, we offer a model assignment, interactive training videos and student work examples.
We also updated our resources pages a few years ago to incorporate links to new websites and other online resources.
The importance of teaching and learning resources to compliment our software
Resources are there to help provide a strong support that helps bridge the gap between a teacher’s ‘teaching’ and a student’s understanding. When it comes to exams, there is a need for a student to understand a topic in a certain way. The effective use of resources will help students consolidate what they have learned, extend and construct knowledge for themselves and develop learning strategies and skills for learning. Whilst teaching children what they need to know, we have also tried to make our resources interesting, incorporating real examples and fun ideas.
Project Maths’ development team recommends that teachers should consider the following principles when considering which teaching resources to use:
1. They should be in line with the Learning Outcomes in the Syllabus/Curriculum.
2. They should take students’ prior knowledge into account.
3. They should present concepts and ideas in an active and effective way.
4. They should engage students actively in learning.
5. They should provide knowledge but also scaffold learning.
6. They should provide for students’ differences by offering varied learning activities at different levels of difficulty.
7. Resources used to complement textbooks should promote and extend independent learning in addition to what was learned in class.
8. They should facilitate discussion and enquiry.
We hope that our free resources do all the above and more! If you feel there is an area we should focus on then feel free to make suggestions to email@example.com
To view all of our comprehensive free teaching resources, visit: http://educationresources.serif.com/