Wednesday, July 13, 2016

SOLO... ised with Pam Hook

Brett Sloan's capture of SOLO learning
When I first joined Westmount, I was told that the school was a SOLO school, meaning that everyone followed the ideal of the SOLO framework in all areas of the school. 


However, this may have been the intent but in fact there seemed to be a little inconsistency as to how it was being embedded across the year levels and within each of the learning areas and logistically from campus to campus. While the best of intent had originally been there it was time to bring us all back to the same point of shared understanding and then build from there. 
Pam Hook- Leading the Learning at SELT
On the 27th and 28th of June the SELT team including the campus principals and curriculum leaders met for a two-day extravaganza on SOLO with the inspirational and knowledgeable 'Pam Hook'. In my estimation she is pretty much a certified Guru of all things SOLO in a learning context. 


However, this is not a sales advert from me but a case study of learning through the eyes of one of our own. Anindidta Goswami - Curriculum lead for science at Westmount, New Zealand.

"It is not a new concept for Westmount but it takes it to a whole new level when the presenter is Pam Hook herself. It was one of the best PD sessions. We as a department have used quite a few SOLO strategies like using the various levels, hexagons etc. Our Science Fair rubric is also based on SOLO levels.


I have found it most useful in aligning the learning intentions and success criteria with the levels to demonstrate the depth of the learning. Especially for Year 9 and 10 it really does get students to see what is needed to reach the higher grades and make learning less superficial. 

When embedded in the structured tasks, it supports students in making connections and help them to reach multi-structural, relational and abstract levels. I have found that the students enjoy this way of learning and that it provides them with motivation as it actually does make the learning ‘visible’ – students can see what is needed to move on and improve."

The SELT teams collaborating on SOLO

As and when I get further updates from curriculum leaders I will update this blog accordingly.

All resources provided by Pam on our training day are available through the SOLO tile under staff@westmount on Moodle.

So where to from here? Next steps require the Heads of school and the curriculum leaders discussing the agreed vision moving forward. This will be followed by campus based inquiries into current practice and how we collectively can make SOLO our framework for learning from year 3 through to year 13.




Thursday, June 16, 2016

Are we walking the same path?

How do we measure success?

PLG 8 'The Strivers'
This is a question that I keep coming back to, and as I mull over what it actually means from a students perspective, teacher perspective and as a school. I am keen to acknowledge that as there are many similarities there are also some gaps. I believe as an educationalist there needs to be consistency around the purpose of education.

Internationally there are multiple groups of thought but realistically they come to align to two main theories. That education is about either Actualisation or Idealisation  and never the twain shall meet.

What I mean by this is Actualisation = "Maslow's belief was that self-actualization – the need to be good, to be fully alive and to find meaning in life."  https://en.wikipedia.org/wiki/Self-actualization 
Suggesting that all humans want to be the best that they can be and enjoy the process.

Whereas Idealisation = "Marx's theories about society, economics and politics—hold that human societies develop through class struggle." This theory suggests that in the last 100 years this trajectory of thought has led humanity down an academic route that has led to labeling success based on money, power and academic attainment.

As long as we have these two opposing views of the purpose of education, we will never be able to agree on the outcome, as in what success looks like for our learners.

What I found interesting was the latest PLG that came through the Teacher Academy workshop had their feet firmly in both camps of thought, when asked to brainstorm: How might we ensure that every student at Westmount gains success?

There is increasing support for reality based or contextualized learning creating projects where the learning has real life situations/problems that students need to solve.

http://www.fastcocreate.com/3043107/most-likely-to-succeed-shows-how-classrooms-modelled-after-real-life-can-help-kid 

So what is being done at Westmount?
On my recent trip to Waikato's Eureka campus I came across this fantastic example of project based learning happening in front of me.
Alan  Clark, Waikato Campus working alongside year 3 & 4 students

The group above were year 3 and 4 students from Mrs Kelli-Brooke Pace's class.  As a part of their class technology inquiry study into structures they are collaboratively constructing models of the Eiffel Tower as well as bridges using craft materials like dowel, kebab skewers, MDF, glue and cable ties. You can see from this quick snapshot both the high level of engagement, focus and collaboration needed.

Another example would be the multi campus BP challenge organised earlier in the year by one of our three Regional Principals, Mr Phil Muir. Where students worked in groups to produce a solution to societal issue.

Auckland Campus BP Challenge 2016
Auckland Campus BP Challenge 2016
I am sure that there are many more examples of such learning occurring across Westmount, but I would like to challenge you as a teacher to think beyond the silo of your subject area and see if we can get more cross pollination of subject skills happening in contextualized learning.


But how do we measure Contextualized learning? 
and should we as facilitators of this learning be the ones to measure it?  

I would like to pose those two questions to the teaching faculty across Westmount New Zealand. feel free to comment your thoughts below or email me directly and hopefully as you respond it will enable a deeper discussion going forward.

Reflecting back on my latest journey to Waikato Campus I wanted to share two examples of Students tracking and monitoring their own learning progress effectively and efficiently in a way that informs their planning.
______________________________________
Year 7 - 8
Laura Jackson & Jonathon Pace from Waikato Campus -  SDL progress sheet
The idea behind the tool was;

"Jonathan and I have recently introduced SDL lessons into our weekly programme and to make this effective and structured, while also being completely student-led, we created this tracking sheet so the students know where the gaps in their learning are. 

The aim of having this information available to them is that they are aware of the specific skills and concepts that they need to work on. The sheet is made up of the skills and concepts that are relating to each question from the Maths and Writing PAT tests. Using the 'Individual Report' from the PAT website,  they have highlighted their 'gaps' (questions they got wrong below the line) in one colour and their 'to be achieved' (questions they got wrong above the line) in another colour so that they can differentiate between the two. 

We then created a bank of resources for each skill/concept in each subject area. Students have a planning sheet where they plan out what area they want to work on in that lesson and what specific activity they have found to help them learn and practise that skill, such as a worksheet, text book, Mathletics tutorial, or teacher workshop. 

As students get into the hang of how SDL works, they will be able to use teacher feedback, other assessments and their own monitoring to find new gaps and add new areas to add to their list so that it's not solely led by PAT results. So far the students are using the sheet and system effectively and can articulate their own gaps and what they are doing/have done to work on these. They are engaged with the process and get excited about attending workshops and understanding things that they previously didn't understand."
__________________________________

Senior School
Rakesh Nand - Waikato's senior form class
Rakesh has enabled his form class students to visibly display and manage their results for assessments in a central location. He feels that the students like to see how they are progressing through the year and are able to identify gaps in their own trajectory and then put in the hard work to tray and negate these gaps.

"The board has been prepared by the students to have a visual display of the credits each student has received. The students keep updating the board by putting up the credit as they receive the grades from their subject teachers. It is the responsibility of the individual student to put up his/her credit on display. As tutor teachers we keep reminding and the students to put up their credits and also congratulating them for achieving well. The different colours are very much visible and it is easy to see who is doing really well."

What else is happening across Westmount? 
Please share your examples of where students are leading their learning path.

Monday, May 30, 2016

An insider guide to the Teacher Academy

An overview of the teacher academy experience from our new recruit Shelly Upchurch:

Teacher Academy Workshop – a newbie’s perspective

"As the newest member of the Teacher Academy team, I was thrilled to get the chance to sit in on the Professional Learning Group 11 workshop this month. Having liaised with the teachers, booked their flights, accommodation, catering and generally organised the more mundane tasks of the workshop, I was happy to meet the teachers I had been organising for the preceding few weeks and experience first-hand the day-to-day excitement of the workshop.
PLG11 – or Device Divas, as they prefer to be called – are a fantastic team of energetic teachers who are committed to building on their knowledge of the use of devices in the classroom to motivate student learning. Over the three-day workshop, the group bonded, vented and collaborated and came away with a fresh perspective on approaches to technology to support learning in the classroom.



Day One
The first day of the workshop we discussed the ‘circle of concern’ – the things that affect us but we have no control over – and the ‘circle of influence’ – the things that affect us that we do have control over. This helped the group to ‘Let It Go’, which evolved into a catch-phrase (and song!) for the workshop.
PLG 11's Poster
The group then got stuck in to teambuilding exercises and activities, followed by discussion and reflection on the Language of Learning at Westmount and SOLO. Teachers discussed their challenges and reflected on ways to evaluate their own teaching. The group also reflected on nurturing a growth mindset within the classroom so that teachers felt empowered to positively influence students and the wider school learning community.





Creativity vs Innovation
An interesting discussion that provoked a lot of ideas and discussion was discussing creativity, innovation and critical thinking. These areas appear to be key drivers for success in employment. The group discussed how, as educators, they can foster creativity and innovation and create an environment where these competencies are fostered and nurtured. Teachers put these ideas into practice by attempting an ‘incomplete figure’ drawing challenge – an iconic element of the Torrence Test of Creative Thinking (TTCT) which was developed by psychologist Ellis Paul Torrence in the 1960s.
                       


After lunch, guest speaker Michael Schaefer spoke with the group and answered questions and concerns from the group regarding IT-related issues that Westmount teachers face. This was a chance for the group to air concerns and issues that they have and come up with solutions. Of course, many of the issues with IT fell within the ‘circle of concern’ rather than the ‘circle of influence’!


Day Two – Mind Lab
Day Two was definitely a personal highlight of the workshop. After morning tea, the group drove out to Newmarket to visit the education collaboration centre known as the Unitec Mind Lab. The Mind Lab is dedicated to building digital literacy capability and implementing contemporary practice within the teaching profession. Mind Lab is pioneering the way for digital and collaborative learning, and reflects the new practical and theoretical frameworks of contemporary education. The Mind Lab is dedicated to redefining professional development for teachers and specialises in digital and collaborative learning.


It was fascinating listening to Richard Rowley - the Education Director – and his enthusiasm and passion for transforming education. He spoke of his beliefs to personalise education and build achievement by focussing on the individual talents of each child, and to put them in an environment where they want to learn and can organically discover their true passions and potential. 

Richard introduced us to ideas for active class engagement, practical knowledge of digital tools and exposure to emergent pedagogical practice to enhance the learning experience for today’s learner.
Richard’s passion for Mind Lab was clearly justified when we witnessed primary school children at the centre fully engaged in their learning. They were intrinsically motivated and involved in their own learning; problem-solving, collaborating and discussing in groups. It was refreshing to see a group of children so actively involved and excited about their own learning.
  

Escape Masters – Cyber Crime
That evening before dinner, Device Divas, myself and Nicole joined in a team building exercise in downtown Auckland. Escape Masters is a real-life escape game experience, and of course, we chose the most difficult – Cyber Crime!
Our top-secret mission was to retrieve confidential data from a group of cyber criminals. However, our team discovered that the door had locked behind us! We had to retrieve the stolen data and solve the complex puzzles to make our escape. And boy, were those puzzles complex! We had to work together as a team, collaborate and communicate to solve the problems together as a team and crack the code that meant we could escape.


Thanks to our teamwork, we were out of there not long after an hour! The activity cemented our bond as a team, but we were famished. Dinner time fast approaching, we headed down to the fancy Wynyard Quarter for the next stage of the workshop.

Dinner at Miss Clawdy’s
Miss Clawdy’s was our soul food haven, inspired by Lloyd Price’s 1952 New Orleans hit, ‘Lawdy Miss Clawdy’. This meant we were in for Southern USA-inspired shared plates such as jambalaya, ceviche and southern-fried jerk chicken with chipotle lime mayo. Yum! It was a welcome chance to unwind and debrief after a full-on day of learning and collaborating. We were then treated to award-winning gelato from Gelatiamo. What a delicious way to end the day!



Day Three – The Last Day
After a chock-a-block couple of days, it was good to meet up on Wednesday morning and reflect over the past few days’ learning. The group discussed differences between Transactional teaching (just doing the necessities to meet compliance) and Transformative teaching (in that they go above and beyond to get results). We discussed the Spiral of Inquiry and appraisal reports, and teachers had an opportunity to talk this over with each other and Nicole.

One of the most interesting and fun activities on day three was making balloon animals in three groups – but each group had different information (or no information!) on how to do this. The end results of each group reinforced the idea that each student comes to the classroom with their own individual knowledge, and that in order for students to excel they need to be understood and previous knowledge (or lack thereof) must be recognised.



Reflection

I thoroughly enjoyed sitting in on Teacher Academy for three days as part of PLG11. It gave me a wealth of knowledge and an opportunity to understand the challenges and rewards of being a teacher at Westmount School. I was honoured to be able to meet and get to know some of our fantastic teachers – this was definitely a personal highlight. I look forward to continuing to grow with Teacher Academy and getting to know more teachers as they come through!"

Thanks for your feedback Shelly!

Wednesday, May 4, 2016

Innovation in Education


Innovate - to take something that exists and create a new outcome/product from it that has value.

Innovative education - To take the idea of education and reinvigorate the delivery method to create value for both teachers and learners.


A passion of mine as an educator is innovative thinking and I am inspired this week to write on this topic for two reasons.
The first reason was an article I read on the top innovative schools in the world.

http://www.techinsider.io/the-13-most-innovative-schools-in-the-world-2015-9?utm_content=buffer3c6fc&utm_medium=social&utm_source=linkedin.com&utm_campaign=buffer

My second reason for this particular focus has been that I find that everything I seem to be working on at Westmount lends itself to Innovation. Professional learning and development to staff is by no means a new thing. Schools have been organising and self-delivering professional learning to teaching staff for many years. What I have found though is that it in the main is delivered at them, with no initial input from the teachers themselves as to relevance or need, then once delivered the expectation is that the new learning is adapted, irrelevant of how useful the content was. I have also found that there is limited if any measure of the impact that the PLD has had on teaching and learning.


So my personal philosophy in this space is not to say that the Teacher academy is ‘New’ as I believe that Westmount has always given staff the opportunity to engage in PLD opportunities. I suppose the new is the innovation that sits behind it. That we are taking traditional PLD and facilitating the delivery so that it has relevance and meaning to all teachers and related to areas that they see as important to focus on while also shifting the balance of delivery from trainers delivering content to teacher led further development through the professional learning groups.


Tailoring the content of the Teacher Academy workshops to meet the needs of each group as they come through has been a challenge, but I have to say my experience in the last three days with PLG 6 (TUMM – teachers using modern methods) has shown me clearly the benefits that can be gained from this process. The outcome of the 3 days which incorporated a hands on session with MindLab culminated in some very engaged and invigorated teachers itching to get back to school and try out some innovative approaches to teaching.

Team PLG 6 having the tour

The Team focused on Coding and Electronics
Rich Rowley Director of education at Mindlab Auckland delivering a session to the team

In fact the workshop has already had an impact with one of the attendees, Elizabeth Whiterod
 from Manawatu sharing a creation she put together in Padlet (One of the apps we played with) to encapsulate all the learning that the group explored.

Elizabeth's Padlet page created and shared with her PLG
I look forward to what they produce collectively to share with the wider Westmount community in the coming months.

Monday, April 18, 2016

Interactive digital tools for the classroom - Case study

As we, as a school transition into a forward thinking, state of the art model of interactive teaching and learning beyond just the use of VC and Moodle, we need to acknowledge that the infrastructure needs to be laid and then the pedagogy developed to cater to this new space. Ideally we would be ready to go from the outset.......

The reality is that technology and teaching tools are constantly moving as new developments are introduced, and while it can be overwhelming in some respects it can also be extremely rewarding to come across a tool that enables engagement and improved learning outcomes for our learners.

2016 has seen the Ministry of Education for New Zealand driving a shift in building digital capabilities in New Zealand schools. Their definition of digital fluency is:

Broadly speaking, digital fluency is a combination of:
  • digital, or technical, proficiency: able to understand, select and use the technologies and technological systems;
  • digital literacy: cognitive or intellectual competencies, which include being able to read, create, evaluate and make judgements and apply technical skills while doing so;
  • social competence, or dispositional knowledge: the ability to relate to others and communicate with them effectively. 
http://blog.core-ed.org/blog/2015/10/what-is-digital-fluency.html


The following case study from our very own Rochelle Thorn at Wellington campus is a story of mindset and of working towards inspiring other teachers to embrace the possibilities.


Flip the learning in Practice..... (Case study by Rochelle Thorn)

"In the English department at Westmount Wellington I have been incorporating a range of digital technology tools to enhance teaching and learning; developing the 21st century skill of collaboration in particular; and to further develop and embed 'flip learning practice.'

A few of the tools I have introduced to the students have been:"

Edpuzzle

www.edpuzzle.com/   


EDpuzzle is a site that allows users to select a video and customize it by editing, cropping, recording audio, and adding questions to make an engaging presentation or lesson.

Screencast-o-matic

Screencast-o-matic is a screen capture software that can be used to create video from your screen (i.e. short lectures or course tours), and it doesn't require any downloading or installing.

https://screencast-o-matic.com/home 

Bubblus 


https://bubbl.us/

Bubbl.us is a simple and free web application that lets you brainstorm online. Using Bubbl.us you can: Create colorful mind maps online. Share and work with friends.

Sway

Office Sway is a presentation program and is part of the Microsoft Office family of products. Generally released by Microsoft in August 2015, Sway allows users who have a Microsoft account to combine text and media to create a presentable website.

An example of a Sway using the Project zero conference photo's and learning. (Nicole Peterson)

"and using the Microsoft apps to share word documents, power-points, and Sway presentations. This allows myself and the students to work collaboratively, which further aids students towards becoming even more self-directed; as well as developing their critical thinking and problem solving skills. 
Ed puzzle in particular has been a useful tool to edit short film clips and embed with questions, quizzes, and teacher audio so that students are not simply passively watching a film clip, but are actively engaged with it, through the inclusion of tasks. 
The great thing is my students (from other campuses) and I have been able to collaborate on this document also!"


STUDENT COMMENTS

"Sharing word document has been extremely helpful for group task. This way we can work on it together and help each other if needed. We have also used it as a class and this way we can see what everyone is doing and get help.  Bubbl.us has also been helpful as we can bring our thoughts together in a colourful and organised way." 

"Bubbl.us has been a big help and I thought It was very easy to use. As you are able to print it off. It makes creating a mind map a lot easier."

"I have found bubbl.us a massive help and now use it in some other subjects other than English. It is an efficient way to plan and easy to use. You can share mind maps with classmates and teachers so they can see what is going on and can help out."

"Sway is very useful because multiple people could work on it at once. This was great for collaborating between me and my class mates. You can share your thoughts with others and it made working on the documents after school together easier. When it came to presenting if someone was away there was no excuse saying "its on her computer" as it was shared between the three of us therefore we all had access to it. Overall this was an excellent tool to use." 

"Screencast-o-matic is a tool that I have found to be of great help to me this year in English. It has allowed me to access documents with commentary on them from our teacher at any time. This has helped strengthen my understanding of ideas and tasks that were given to us to do"

(Shared by Rochelle Thorn, Wellington)




So my challenge to you as practitioners in the classroom is what are you doing to build your digital fluency and that of your students?
The following is the one page strategic overview from the MoE for schools to support them build digital fluency. As a practitioner have a look and reflect what you are doing and how it aligns with the direction being led within the state sector. 
http://www.education.govt.nz/assets/Uploads/Towards-Digital-Fluency.pdf
In terms of your practice:

Pause for a sec.... 

Having been spouting the belief for some time that schools/ teachers should follow a model to extend just replacing paper and pen and actually use the tools to extend student thinking, reasoning and skill level. I would suggest before you go experimenting, that you hold in your mind the question "How can I utilise this tool using SAMR?" (Substitution, Augmentation, Modification & Redefinition).


Here is an example of how it could be used.....
Substitution
In a substitution level, teachers or students are only using new technology tools to replace old ones, for instance, using Google Docs to replace Microsoft Word. the task ( writing) is the same but the tools are different.

Augmentation
Though it is a different level, but we are still in the substitution mentality but this time with added functionalities. Again using the example of Google docs, instead of only writing a document and having to manually save it and share it with others, Google Docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud.

Modification
This is the level where technology is being used more effectively not to do the same task using different tools but to redesign new parts of the task and transform students learning. An example of this is using the commenting service in Google Docs, for instance, to collaborate and share feedback on a given task task.

Redefinition
If you are to place this level in Blooms revised taxonomy pyramid, it would probably correspond to synthesis and evaluation as being the highest order thinking skills.  Redefinition means that students use technology to create imperceptibly new tasks. As is shown in the video below an example of redefinition is "when students connect to a classroom across the world where they would each write a narrative of the same historical event using the chat and comment section to discuss the differences, and they  use the voice comments to discuss the differences they noticed and then embed this in the class website".


Please post a comment and share with other readers what you think......

Wednesday, April 13, 2016

The Value of success

I would like to start by posing a big question 

"What is success for a student at Westmount?"

"The ability to walk out of school on a Friday and into a job on Monday and be productive from day one."  (Gary Andrews HR)

I believe that this is the fundamental driver for us as teachers in this space, and while the answer may differ by student and by campus, the community focus is to develop work ready individuals who are ready to participate and contribute in a way that adds value to the workplace.

The question we should really be asking ourselves is......

"How does my learning programme support my students to reach success?"

This is a really good point in the year as we come up to the end of term one, to pause and reflect on why and how we are delivering our content.

Balancing between academic attainment and work ready skills

As a school our focus is around delivering teaching and learning experiences that encompass the whole of the curriculum document, and what I mean by this is developing a balance between the content laden curriculum levels within National standards and NCEA and then the key competencies (or in the Westmount context the indicators of a proficient Self Directed Learner.)

+



Focus on the whole package!



One method that is being widely promoted in the education field is PBL (Project based learning).

Project based learning, (is in my mind SDL working at its optimum.) Where students and teachers work on a real world project that has relevance to the students context and interests, while also collecting evidence towards academic attainment. 

This week I came across an article published on the Edutopia website called “PBL” and when watching the video and reading the resources that I have linked here for you, I was struck by the simplicity of the steps required for success.



The focus is on:  Project Based Learning which by definition is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.



I chose to share it with you as a community to start a conversation around the similarities with SDL working at its best. Also to capture what is happening across the school in this area. I know that we have some really good initiatives/ programmes of work being undertaken nationwide, but often the busyness of life around us takes precedence and focus tend to narrow in on our own piece of the universe.

 But I would like to share a project that was undertaken at Northland campus this term. It was a fantastic piece of real life contextual project based learning, where the students organised the opening of their new learning centre, you can see from the link bellow how well the event went.







The aim of this blog is to share stories and case studies of what is being undertaken across 'Westmount' from a teaching perspective and I welcome hearty discussion and sharing in the comments section, if you have a story to share around what is happening on your campus, in your PLG or in your Curriculum area please let me know so we can continue to share.

Wednesday, March 30, 2016

Beginning of the Journey

Background

Westmount Teacher Academy has been a while in the design process!



The undertaking of designing an interactive and valuable learning experience for all the teachers at Westmount across Junior, Middle and Senior schools and within the 11 campuses and their satellites across New Zealand has been a huge undertaking for the Teacher Academy team, and a process that we are still iterating and refining as we traverse the landscape.

Each week as we develop new tools and support systems in relation to professional learning groups, curriculum inquiry support or campus PLD, we will make them available both through this weekly blog and the Teacher Academy Moodle pages.


http://classes.westmount.school.nz/course/view.php?id=2973 

Inquiry Process

The process of Inquiry should really be undertaken for each of the goals that you have set for appraisal. The minimum being, 1 curriculum based and 1 personal, however the write up and use of evidence is not stipulated other than you must show evidence of inquiry towards your appraisal requirements and to meet the RTC’s (PTC’s now). My suggestion would be to do two really well throughout the year and then choose which if not both to report on.


Timeline for Inquiries

I have had many requests to clarify the expectations around teacher inquiries, and as a way to explain I have put the following interactive timeline together. I have to say it looks pretty flash and with relatively minimal work to put it together. I can see the value of using this or a similar tool to add to Moodle courses for students.




The above link is to the timeline that I created for teachers and is hosted in Westmount Moodle.

However the following link is to the website that hosted the App and the user guide on how to create it for those of you that would like to try it out.





Skype for Business (Video tutorial and help notes)

Okay, so I am a realistic person and I am also the first to admit that the transition to using Skype for business as a tool for collaboration sharing sessions, has not been as successful as I would have hoped. But we have come to far to throw in the towel for defeat, but instead urge you to continue to trial and explore till we get it working as I know it can!

Many teachers are now getting the hang of the basics, but to help you a little further Suzanne has put together and awesome video tutorial hosted on Moodle that will show you how:
  • To create groups
  • Schedule a meeting and send out invites
  • Link into skype meetings
  • Add people to the meeting after it has started
  • Share your screen/programme so you can show your screen and talk to it
  • How to use the features to produce minutes collaboratively as a group.



Suzanne has also produced help notes that you can access through this link if you find it easier to follow script more than a video tutorial.



Signing off for this week, but will bring you new tips and tricks next week before we head off into the end of term holidays.