Issue 4 September 2010 - brgs.me

T H E T R A I N I N G N E W S L E T T E R F O R B R G S 

I S S U E 4 

September 2010 

Research and Development at BRGS 

As part of our Training School programme we have been in the fortunate position of 

having a series of research and development leaders undertaking school based projects. 

Jane Jackson was appointed as R&D Leader in 2009 and has been undertaking research in KS5 and planning the 

roll-out of a tutorial programme to improve independent learning. 

“My project is looking at the role of independent learning in achievement at AS and A2. Currently students who are 

predicted C grade have a tendency to underachieve. I am in the process of developing three tutorial sessions which 

should support the work of sixth form students outside the classroom. These focus on the importance of review, making 

the most of individual learning styles and a reading technique to enhance understanding. Surveying student approaches 

to revision has shown a huge variation in time spent on revision as well as how early they begin exam preparation. 

These are currently being looked at with the view of producing specific guidance for students in the future.” 

leading the way . . .

Moving on.... A new phase for BRGS Training School 

Welcome to Issue 4 of ‘Training School’ that heralds the start of a new academic year and provides us with the perfect 

opportunity to reflect on our second year as a Training School. May I take this opportunity to thank Paul Reeves for his work 

covering my maternity leave from September to January and to thank Angela Wardle (Training School Administrator) for her 

superb contributions and support during my absence. I should also like to welcome Emma Gauntlett (Development Director) to 

the team as she takes over leading Training School as I leave BRGS to take up Deputy Headship at Collegiate High School in 

Blackpool. 

Another Training School team member to secure promotion is Caroline Newton, who has worked tirelessly as a Training School R&D Leader for two years 

focusing on Able, Gifted and Talented students. Caroline takes up post as Head of Sociology and Psychology at St Christopher’s in Accrington. Her work 

will be forever immortalised on the school’s Moodle network for all teaching staff and is well worth a look. Finally, a huge thank you to everyone else on 

the team – Paul, Darren, Alastair, Margaret, Jane J, Jane Y and Joanne for all your help, support and contributions, and to all the staff who have delivered 

workshops and sessions with enthusiasm and expertise – keep up the good work! 

Gill Spokes (Assistant Headteacher & Training School Leader) 

National College ‘Middle Leadership Development 

Programme’ Pilot 2009-10 

Way back in June 2009, we were invited by the 

TDA to apply for funds to work with the National 

College to trial the newly developed Middle 

Leadership Development Programme as part of 

a pilot. The programme promised to support the 

development of a cluster based approach to 

middle leadership training delivered by 

accredited school based facilitators who had a 

deeper understanding of the contexts of the 

schools and needs of the participants within the 

cluster. 

Bacup & Rawtenstall Grammar School was 

successful in securing the tender to lead a 

cluster of five secondary schools in collaboration 

with Canon Slade School in Bolton. News came 

in July 2009 that we would be able to train two 

facilitators and invite 15 participants to join in. 

Invitations were circulated and soon we had a 

group from BRGS, Fearns Community Sports 

College, Turton Media and Arts College, 

Thornleigh Salesian School and Canon Slade 

School. 

Gill Spokes (BRGS) and Kate Bowker (Canon 

Slade) attended a five-day facilitator training 

programme in January 2010 and launched the 

course soon after. The key difference for the 

MLDP is the complete flexibility to develop our 

own materials (based on ten stages and an 

assessment) to participants at times that suit, 

using methodologies that respond to their needs 

and tailoring the content to the contexts of the 

schools involved. Whilst this involved much 

planning and preparation, the outcomes were far 

more personalised and facilitated ‘deeper’ 

approaches to aspects of learning and 

leadership. The concept of narrowing the gap 

and reducing variation was embedded thanks to 

the opportunities to discuss, share and network 

across the cluster. 

The final facilitator-led stages were delivered in 

June 2010 during a successful weekend 

residential and participants are now planning 

their ‘Leadership Challenge’ that will put some 

of their learning to the test in a practical way. 

The group will meet again in November 2010 to 

deliver formal presentations to each other. 

We should like to thank all schools involved for 

their commitment to the pilot, but most 

importantly to all the participants for their 

enthusiasm, engagement and contributions 

made during the entire programme. The journey 

is the joy! 

Shirin Patel, a participant from Fearns 

Community Sports College, writes: 

‘The Middle Leadership Development 

Programme has taught me how effective 

management and leadership can really raise 

pupil attainment which as educators is the 

ultimate aim. I particularly enjoy networking 

with colleagues from other schools as it’s a 

fantastic opportunity to share and learn new 

ideas. I am hoping that at the end of this I 

shall have acquired all the necessary skills to 

becoming an effective middle leader.’ 

Our thanks go to: 

Canon Slade School : Kate Bowker, Chris 

Bates, Andy McNally, Andy Welsh 

Fearns Community Sports College: Shirin 

Patel, Rachel Whittaker, Michelle Torbet 

Turton Media and Arts College: Sarah 

Worswick, Paul Sanders, Matthew Scott 

Thornleigh Salesian: Louise Sparks, Helen 

Dickinson, Alison Brett-Andrew 

BRGS: Kate Byrne, Jane Jackson, Ben 

Ventress 

Angela Wardle 

(Training School 

Administrator) 

My thanks 

must go to 

Paul Reeves 

who stepped 

in for one 

term to 

cover Gill’s 

maternity 

leave. With 

a full timetable as well as other 

leadership responsibilities, time 

was really tight, but Paul held the 

fort extremely well and kept the 

momentum of the Training School 

initiatives going at full speed, 

especially the initial setting up of the 

NCSL Middle Leadership Development 

Programme pilot scheme cluster. I 

thoroughly enjoyed working with Paul. 

I must also express my sincere thanks 

and heartfelt congratulations to Gill 

on gaining her Deputy Headteacher 

position. Having worked with Gill from 

almost the beginning of when BRGS 

was awarded Training School status, 

it is amazing to see how much the 

school has embraced the ethos of 

what it is to be a Training School. As an 

inspirational leader, no doubt Gill will 

go on to do great things. 

2 . .

Impact of Training School 

Research and Development 

Bacup and Rawtenstall Grammar School was in the fortunate 

position to welcome Eva Pope, lead actress in Waterloo Road, 

whom some of you might know as the innovative Head Teacher, 

Rachel Mason . This event was organised by Caroline Newton to 

build on her R&D work for Training School. 

. . 3 

Eva kindly agreed to give up an afternoon of her hectic schedule to work with some upper and lower 

sixth theatre and drama studies students from Mr Neve’s class. 

Eva spent time discussing her thoughts on school life, the inspiration she gained from her own drama 

teacher, drama school and the issues and difficulties of entering into the acting business. 

The students also had the opportunity to perform a piece from their practical examination. Eva was 

so impressed by one particular student, Kailey McGowan, and asked her if she had considered drama 

school. Kailey was unsure if she had the raw talent, but after talking to Eva felt fully motivated and 

confident to apply. 

She said “It gave me a really large confidence boost and now I have no doubt in my mind that drama school is the place for me and I’ll always 

remember her words.” Kailey McGowan. 

The afternoon certainly had a positive impact on the young students of BRGS theatre and drama and, who knows, may have inspired the next 

generation of budding actors. 

Caroline Newton (R&D Leader for Gifted and Talented students) 

BRGS TLA work goes national! 

Darren Vass (AST) 

In 2008 I successfully completed my TLA stage 1 presentation. The theme of the 

presentation was the introduction of Moodle (our VLE) to the ICT department and 

then on to the whole school. The presentation described the learning process 

I had gone through as I experimented with the Moodle tools, worked with my 

department colleagues with the development of Moodle and the support I would 

then provide to other departments in their implementation of the VLE. 

I was then contacted by one of the key organisers of the National TLA Conference 

(which was to take place in June 2009). I was asked if I could attend the conference 

in London and present my TLA report to a small team of 10 education professionals 

(including teachers). This was an exciting yet daunting idea for me, so of course I said YES! 

The morning’s segment of the conference focused on sharing ideas and good practice 

relating to the innovative use of ICT. We sat at tables of about 10 professionals and 

each table had one or two nominees (that’s me) who would present their TLA report 

to the rest of the group. I was very nervous but thoroughly enjoyed sharing my 

experiences with a group of teachers and professionals who were genuinely interested 

and appreciative of my input. There was a Q & A session afterwards where we were 

all able to discuss the next steps forward that many of us will take in relation to the 

adoption and development of learning environments within schools. 

Since the conference I have been asked if I would agree for my TLA presentation to be 

included in the TLA resource bank and for it to be used for further discussion in a later 

TLA event. Well, who could say no? A thoroughly enjoyable experience and it is good 

to know that I was able to share good practice with a wide range of professionals from 

across the country.

Continuing Professional Development Programme 2010-11 

• CPD sessions will take place on Tuesday / Wednesday / Thursday lunchtimes and evenings in the 

Clark Building. Updates will be posted on the Training School notice boards. 

• After school sessions start at 4pm and end at 5pm (unless stated otherwise). Refreshments available from 3.45pm. 

• If you would like more information on the session, please contact the leading colleague. 

• All sessions are open to all staff. Please book your place in advance through Angela Wardle (Training School Administrator) 

(ext 223) or email aw@brgs.org.uk. 

SEPTEMBER – DECEMBER 2010 

Date Topic Staff Leading 

Wednesday 15th Sept 4.00pm - Refreshments provided 

Writing UCAS references 

TE 

Thursday 16th Sept 

Thursday 16th Sept 

Wednesday 22nd Sept 

Thursday 30th 

September 

Wednesday 

6th Oct 

Wednesday 

13th Oct 

Thursday 14th Oct 

Thursday 21st October 

HALF-TERM 

Wednesday 3rd Nov 

Thursday 4th Nov 

Wednesday 10th Nov 

Tuesday 16th Nov 

Wednesday 17th Nov 

Thursday 25th Nov 

Wednesday 1st Dec 

Tuesday 7th Dec 

Wednesday 8th Dec 

Wednesday 15th Dec 

CHRISTMAS HOLIDAYS 

12.30pm - Lunch provided 

The BRGS VLE – What is Moodle? – all beginners welcome 

4.00pm Raise Online for HoDs 

Vital training for all Heads of Department to understanding the Raise Online report and 

implications for tracking / intervention from an Ofsted perspective 

4.00pm – Refreshments provided 

Role of the KS5 Form Tutor – for all new 6th Form Tutors 

4.00pm - Refreshments provided 

Microsoft Office applications – session can be tailored to your requirements 

12.30 pm - Lunch provided 

Using Promethean Interactive Whiteboards – top tips for beginners 


Observing lessons – how to grade effectively – What does an outstanding lesson look like? 

4.00pm – Refreshments provided 

Making the most of Excel – Creating a spreadsheet mark book 


Middle leadership for recently appointed & aspiring HoD/HoY ** A series of 3 workshops 

throughout the year ** 


Understanding FFT for monitoring and associated intervention strategies – HoDs are particularly 

advised to attend this session 


Using Sixth Sense 


What is happening in Learning 2 Learn? 

PLTS ideas for use in lessons 


TLA for NQTs (compulsory session for all NQTs) 


Cross curricular literacy / developing literacy in lessons 


First Aid updates for all 


Understanding ALPS – for all staff – tracking and intervention strategies 


Beating stress and managing good mental health 


Starters and plenaries 


Applying for positions in Senior Leadership 


New staff get-together 

DAV 

NAS /CLW 

DFM /JUW 

CLD 

tbc 

CLW 

AMW 

NAS 

CLW & NAS 

HJB 

AJW/JAH 

JAY / JOH 

SMC 

SB 

NAS / CLW 

SB 

SMC 

MJM 

ECG 

4 . .

. . 5 

Teaching – an ‘all Masters profession’? 

Since being designated a Training School, BRGS has supported our teachers to develop their skills further 

through the study of Masters Degrees. To date, three staff have taken up the offer for subsidised study in 

their own time and we hope to build on this in future. 

Claire Frost – RQT in Biology 

I am in my second year of a part-time 

MA in Education. Although it has been 

challenging to fit evening seminars, 

private reading and the completion 

of assignments in around my school 

work, I am really enjoying the course. 

So far, we have looked at schoolbased 

enquiry, which gave me 

the opportunity to investigate 

possible ways of raising students’ 

achievement in GCSE Biology; current 

issues in education, which deepened 

and strengthened my understanding 

of reasons for students failing to achieve their academic potential; 

and the development of inclusive education, both worldwide and in 

the UK. I have found that, in addition to enhancing my awareness and 

appreciation of existing issues within education and the adversities 

that are faced by some students, my working relationships with the 

students I teach have improved as a result of involving students in the 

research I have carried out. 

I am due to begin my dissertation which I am really excited about, 

despite the concept of writing 15-20,000 words being quite daunting! 

I plan to look at the impact of involving pupils in the lesson planning 

process and the preparation of resources upon their motivation 

towards, and achievement in, GCSE Biology. The students seem to have 

responded really well to the idea and several of them have volunteered 

to take part in the intervention. I’m really looking forward to working 

closely with the students in order to help them to achieve their target 

grades and enjoy my lessons more. Planning with pupils is something I 

feel I probably would not have taken the initiative to carry out had it not 

been for my Masters dissertation. 

Overall, I would recommend the course to any newly- or recentlyqualified 

teachers. 

Jenny Magill – NQT in MFL 

During my NQT year at BRGS, I have undertaken the first year of a 

Masters in Education degree. 

I decided to do this straight 

away following on from the 

PGCE course, and although 

it has been a lot of work, I 

have found the balance very 

manageable. As the course is 

designed for teachers working 

full-time, I have found a lot 

of the skills from the course 

transferable to my teaching 

and vice-versa. 

During the first year of this degree, I have studied two modules: the 

first, an evaluation of research methodology and the second, a look at 

contemporary issues in education. With the first module I have been 

practising research techniques that I will need to do my dissertation, 

so a lot of my work has been based in school carrying out interviews, 

questionnaires and observations with staff and students. The second 

module has involved my studying the school and its local area in more 

depth, which I have found extremely interesting and useful as it has 

given me a better understanding of the young people I work with and 

the environment I teach in. 

I have found the school to have been extremely supportive with regards 

to my MA study. Senior management and staff within school have 

been helpful in giving me their time and comments for my research 

tasks, and I have no problem accessing information I have needed 

for my various assignments. Students in the school have also been 

extremely helpful in providing me with data needed for assignments, 

through carrying out questionnaires and volunteering their time for 

interviews. 

Sarah Freeth – RQT in Business Studies 

So why do a MA in Education? For me it was a chance to draw on my 

experience over the past two years of teaching and also understand my 

role a little better in school. 

I began the MA in Education in September 2009 at the University of 

Manchester. The course itself is split into areas considering research 

methods and contemporary issues in education and has given me an 

insight into not only the issues surrounding many students but has also 

had an impact in the way I approach my roles as a subject teacher and 

a form tutor. This has been particularly useful in my pastoral roles when 

dealing with parents and other outside influences on the students. 

As this is my second year of teaching the initial adjustment to the 

Masters workload was difficult; however the University stagger the 

workload in the first term so that by the time you need to write up your 

assignment you have already carried out the bulk of the work. Since 

then I’ve looked into differences in attainment according to gender, 

race and peer culture and have learnt how to carry out research in my 

own working environment to an academic standard. 

Next year will see me looking into an optional unit on government and 

international policies on inclusion and carry out my research into an 

area of interest to me. 

Whilst this year (and I’m sure next year) has been hard work I feel I 

have gained a lot of insight into education and hopefully this has been 

reflected in my classroom teaching.

The introduction of Personal, Learning 

and Thinking Skills in the KS3 Curriculum at BRGS 

Impact of recent STEM 

training organised 

through Training School 

Jonathan Fitton - Head of 

Design & Technology 

BRGS Technology work 

featured at the national 

conference for STEM 

(Science, Technology, 

Engineering and 

Mathematics). 

Year 8 and 9 Technology pupils have been the guinea pigs for a 

Cyber Pet project organised by Jonathan Fitton, Head of Design & 

Technology. This project has been introduced as a result of a two 

day training course at Bolton’s Science and Technology (STEM) 

centre which the school supported as part of Training School and 

the Maths and computing specialism. The course focused on the 

incorporation of Computer 

Aided Design (CAD) and 

its manufacture (CAM) 

with Micro- Controller 

technology. 

work was then outputted through 

the school’s Roland CAMM 2 

machine in 2mm HIPs (plastic 

sheet) which was then line 

bent into a structural housing 

to package the electronic 

circuitry. 

Pupils have risen to the 

challenge and worked 

enthusiastically with 

the variety of work 

and have produced 

unique and exciting 

outcomes. 

When the success of this work was reported back to the course on 

day two of the training the tutors expressed intrigue in the fact that 

very old CAM equipment (15 year old Roland CAMM 2) was being 

used to deliver a modern approach to Technology teaching. As a 

result, the merits of the work of BRGS pupils were displayed and 

featured at the STEM national conference in York in June. 

Well done to our Technology pupils. 

Micro-controllers are 

computers at a mini circuit 

level and are responsible 

for the control of many 

electronic products in the 

modern world e.g. mobile 

phones, washing machines, 

microwaves etc. 

BRGS pupils designed cyber 

pets and the program to 

operate the micro-controller 

and built the circuitry. They 

designed and modelled 

ideas for their casing which 

they then converted into 

CAD net profiles. Their 

6 . .

. . 7 

‘My National College Leadership 

Pathways project’ 

Since first designated as a Training School, a large number of colleagues have completed 

Leading from the Middle and Leadership Pathways. The impact of the projects undertaken 

has been widespread and the school would like to thank all particpants to date for their 

hard work and efforts in developing their work. 

Jessica Dougherty - Head of English 

Here’s Jessica Dougherty’s account of her experiences 

on both programmes: 

“I completed the NCSL course Leadership Pathways 

in March 2010 which has enabled me to develop my 

leadership skills on a whole school basis, engaging 

with theoretical constructs and ethical considerations of 

leadership through the practicalities of the development 

of the school E-Safety Policy, an important aspect of the 

Every Child Matters and Safeguarding national agenda. 

“In the previous academic year, I completed the NCSL course Leading from the Middle 

which I found really useful in enabling me to assess and develop my leadership skills at 

the departmental level and engage effectively with leadership and management theory 

and practice, using my involvement with the Lancashire LEA English Subject Team as 

a member of a working party as a focus and creating resources to support the new 

Programmes of Study for KS3 (specifically APP) for secondary schools in Lancashire. 

The LEA workshops and this project were also an invaluable tool in assisting my 

leadership of the changes in our department, necessary due to the new PoS and in terms 

of our development of APP, guided work and AFL generally. 

“I found that the user-friendly and intuitive structure and teaching and learning strategies 

of both Leading from the Middle and Leadership pathways (online units/critical reviews/ 

face to face regional workshops and school based coaching sessions) met my learning 

needs on a personal and professional level as the programmes could be self-directed and 

tailored to my personal and professional context. I particularly valued the opportunity and 

time to reflect on, challenge and develop my existing perceptions and practice. 

“It is essential that a good leader is aware of developments in governmental education 

and social policy, and maintains a pro-active stance to them. These courses really 

ensured that I fully grasped and could act on the challenges posed by the current and 

future national agendas, using research effectively to lead and manage change. 

“I was aware that the development of the school E-Safety Policy (my whole-school 

Leadership Pathways project) might be a controversial and sensitive area but it was 

clearly crucial that staff at BRGS were more aware of the safeguarding/child protection 

issues concerning E-Safety, as I believe strongly that education should be as much an 

ethically based process as a cognitive one. The Internet and other digital and information 

technologies have become integral in the lives of children and young people in today’s 

society. These technologies obviously open up new exciting opportunities and clearly have 

been shown to raise educational standards; however, use of these new technologies can 

put young people at risk within and outside school and obviously as educators at BRGS 

we have a responsibility to provide the necessary safeguards to help and ensure that we 

have done everything that could reasonably be expected to manage and reduce these 

risks. 

“I have now completed the final draft of the policy, based on consultation with SMT and 

staff at BRGS. The policy also reflects current DfE, LEA and BECTA guidance, government 

legislation and is based on the South West Grid for Learning E-Policy model which has 

now been recommended by Lancashire. In addition, I have provided input in the school’s 

Safeguarding INSET days in October 2009 and March 2010. The policy will now be open 

to further consultation with students/parents/governors but as a result of my Leadership 

Pathways project I feel there is now more clarity at BRGS in terms of appropriate 

technological communication between staff and students. 

I enjoyed and valued the experience of both the Leading from the Middle and Leadership 

Pathways programmes, as both made a significant impact on my continuing professional 

development, a key component of my effectiveness as an educator and leader. These 

programmes also provided me with the confidence, motivation and practical strategies 

necessary for taking on more leadership responsibility in the future.” 

Congratulations: 

Leadership Pathways: 

Jessica Dougherty 

TLA Stage 1: 

Kristy Todd 

Jennifer Magill 

Holocaust Educator: 

Margaret Stanley 

ICT ITQ 3: 

Clive Davenport 

Joe Jones 

Midas Minibus Training: 

Jane Jackson Steve Haycocks 

Tom Gray 

2-Day Emergency First Aid: 

Natasha Richardson Claire Frost 

Jessica Dougherty Audrey Jackson 

Heather Bowden Steve Mercer 

Sarah Smith Andrea Price 

Jaimie Ogle 

The following staff are underway with these 

programmes: 

National College Lead Facilitator: 

Gill Spokes 

Leadership Pathways: 

Colin Williamson 

Masters in Education: 

Claire Frost Sarah Freeth 

Jennifer Magill 

National College Middle Leadership 

Development Programme Pilot: 

Jane Jackson 

Ben Ventress 

Kate Byrne 

National College Diploma of School Business 

Management: 

Nikki Wilby 

National College Certificate of School 

Business Management: 

Angela Wardle 

Michelle Owen 

ILM Level 3 Line Management: 

Michelle Owen 

Craig Scott 

NVQ Level 4 Management in Hospitality: 

Sandra Connor

Spotlight on CPD 

Getting into Middle Leadership 

Nick’s session on ‘Getting into Middle 

Leadership’ was full to the brim with 

up to date and useful information. 

His presentation was accessible 

and stimulating with some excellent 

documents including an informative 

questionnaire to highlight areas for 

development, handy hints on how to 

write an application letter for a middle 

leadership role as well as offering his 

own advice from personal experience. 

I should certainly advise anyone aspiring to a middle leadership role 

to attend this session. 

Siobhan Carney - Teacher of English 

Cubase Training 

If you’re interested in recording your 

own music, but don’t know a fermata 

from a semibreve, Cubase is for you 

- such an accessible tool once you’ve 

been shown a few key steps, and 

wonderful for adding music to your 

home videos. Lower school students 

enjoy the freedom of this software 

without the technical hangups! 

Sandra Callaghan - Teacher of Music 

Teaching Students with Dyslexia 

Role of KS5 Form Tutor 

I was interested to see how Lancashire 

LEA is actively involved with helping 

pupils with dyslexia and schools who 

teach them. There is so much to learn 

about dyslexia, the symptoms and the 

many methods of helping pupils with 

their learning and how schools can 

help. I should be very interested to find 

out more. 

Tasha Richardson - Cover Supervisor 

This course will enable you to improve the skills needed to be a 

successful KS5 Tutor. You will gain 

• Ideas on how to gain more from your tutor-student interviews 

• The practical guidance necessary to save to the computer system 

relevant interview information 

• The knowledge needed to open programmes and access 

information via the computer relevant to the progress of your 

students. 

Joan Waddell - Teacher of Physics 

Using the hall PA system 

I have a very keen interest in this area, having used similar 

equipment at birthday parties and events that I have organised. 

I wanted to develop my ability and understanding of the school’s 

sound equipment so that in the future I am able to get involved with 

school productions, assemblies and other events that require the 

use of such equipment. The session was extremely helpful and had 

been well planned; Clive Davenport provided me with some excellent 

resources and a good foundation of knowledge which could be built 

upon in future CPD sessions. Due to my keen interest, Clive decided 

it would be beneficial to show me how to operate the stage lights 

that our school hall is equipped with. By the end of the session I felt 

I had grown in confidence, that I would be able to use the PA system 

in the hall with no assistance, and that I would be able to make basic 

use out of the stage lighting. I have since requested that I can take 

more similar CPD sessions to build upon the foundations laid during 

this session. 

Joe Jones - Teacher of ICT 

Desktop Publishing 

I’m the Music Technologist at BRGS. 

Our department uses Microsoft 

Publisher for lots of tasks, such 

as concert programs, posters, cd 

labels, learning games, and even 

making and marking exams. Many 

programs are WYSIWYG (what you 

see.. is what you get) but the thing 

I really like about Publisher is that it 

is – and this is a made up acronym 

– WYPIIWIS (Where you put it… is where it stays). Simples as the 

Meerkats say. 

I recently ran a series of CPD sessions on Publisher - in fact so many 

people booked in from schools around the area that we had to run the 

series twice. My hope was to cover the basics and then to open up 

many of the ways that it can be a valuable and quick way to produce 

some good resources. 

Many people came with one task in mind such as how to design a 

school magazine or produce award certificates, and most left with 

an open ended bundle of ideas, especially with the inclusion of mail 

merge linked to class lists etc. 

I thoroughly enjoyed delivering this CPD and it’s been great to see 

such positive reactions to the course. 

Clive Davenport - Music Technician 

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Bacup & Rawtenstall Grammar School, Glen Road, Waterfoot, Lancashire BB4 7BJ t: 01706-234500 f: 01706-234505 w: www.brgs.org.uk

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