Monday, 20 June 2016

Digital APPrentice

Now your pupils can express their digital creativity by building their own unique app on any subject or project from across the curriculum using iPads.

“An excellent way to bring creative content 

created by pupils on iPads to one place!”

*Throughout the day the pupils will learn and develop many new skills from across the curriculum including digital literacy and computing, underpinned by a teaching approach to enhance core skills in spoken language, communication, writing and reading.

By creating their own app, pupils will gain a real sense of achievement, which can then be easily be shared within the school, at home and the world!

This jam-packed day will involve the pupils:
  • Designing and constructing pages for their app 
  • Customise their own app icon 
  • Designing and creating dynamic content to embed into their app (images/graphics, audio recordings and videos). 
  • Adding links, inserting quizzes and slideshows. 
  • Publishing their app to the web 
  • Adding their app to the iPad home screen 
  • Generate QR Codes for easy sharing of their app. 

*The classroom day features the use of iPads which are provided for the day.

To book a Digital APPrentice day in your school or for further information please contact or phone 08450030896

Monday, 9 May 2016

Effective Interventions For Pupils with Special Educational Needs

Yes. We do use technology. Here’s why:

If we know what matters most, and the best way to achieve it, we can immediately change outcomes and opportunities for our students.

Our expectations when working with children who have barriers to learning and special educational needs must be higher than we dare to imagine. As should our expectations of ourselves as teachers, practitioners, parents and carers. Our children grow up quickly and we know many elements and foundations are essential for an adult to have an opportunity for a happy, fulfilled and productive life. Education, of course, but never forgetting emotional intelligence, resilience, independence, self-care, communication and social skills. It is the bigger picture I see when I work with children and colleagues.

Our children will be adults soon. Will they achieve, thrive, survive? Will they be given the skills? Will they be given the chance? 

The teachers and teaching assistants who know when to step in and when to back off (and why) understand their role and the value of any intervention. An intervention should be enabling and impactful. If we tie a child's shoes every day, what will change for them? We will be doing it when they are 21? And 31?

I always try put myself in the position of the child (and their family) and try to ensure any intervention I lead or support is moving towards a positive and relevant outcome. Children who have additional needs need someone to fight for them, both at home and at school, as the system has not evolved in a way which makes things easy. Special needs require special solutions and special skills.

In my role managing Special Needs interventions with Mr Andrews Online and ongoing work with a number of schools and families, with children who have autism has taught me how solution focused, creative and determined parents and practitioners can be. The sacrifice and selflessness is focused on one thing alone, and I have gained enough experience to know that as it is a huge challenge, there is really no choice and actually those small, and often tiny, steps of progress matter so much.  The widely shared statistic (often challenged as an urban myth)  that the divorce rate among parents of children with autism is 80% reminds us that teaching, caring for and supporting a child with autism  (alongside the challenges of medical needs and education systems and procedures) takes people to a place where there is additional strain, stress, pain and  worry. 

Over the past 3 years I have worked closely with a large number of special needs co-ordinators, teachers, speech and language therapists, educational psychologists and families to develop new approaches which impact positively and immediately on the progress and life opportunities for children and young people with autism. My experience along with practical and post-graduate training in special education has taught me many things which I am able to share and bring together using new and simple approaches which use mobile technology. The focus of everything is based around progress we know we'd like to see, and a future life we would like to be available for the student we are working with.

My new training course provides a full background, practical overview and implementation plan and is suitable for both practitioners and parents. High-Impact approaches addressing challenges in communication, transition, interaction and social imagination.

Innovation with impact; linking best practice and research and a clear reason why. It matters.



For further details or to discuss how schools are working in partnership with Mr Andrews Online please email:

Wednesday, 4 May 2016

Making Effective Use of Digital Technology in your Classroom

A key challenge for teachers is not learning how to use technology. It’s recognising the value of what’s possible and then securing a way of making it happen. Finding a compelling reason why technology should be used. Understanding “Why?” and “How?

For 3 years now I have been supporting schools based on my own pedagogical beliefs and values. I want my students to be able to write and write well. To speak confidently and articulately. To read for pleasure and to further their understanding. To collaborate and be able to solve their own problems creatively and to be prepared for their future with a robust combination of knowledge, understanding, skills and resilience.

To achieve this goal there are certain elements of tablet technology that are more effective tools than any other. This principle forms the foundations of the work I share with the hundreds of schools I support. A highly effective pedagogical approach which impacts on all subjects and at all levels, which is aligned with evidence and research.

All of my work in the classroom follows a consistent message and clear method delivering whole school impact.

The team I work with at SAS Learning ( have prepared a comprehensive and powerful online platform which combines training and resources all focused on a tried and tested whole school pedagogical approach. It is based on classroom practice in hundreds of schools and there is no approach, system or methodology it doesn’t seamlessly align with.

If you are a school leader, literacy co-ordinator or manage interventions in your school I would like to invite you to attend one of my free training workshops in the summer term and will show you an exciting way forward to impact on the learning outcomes all of your pupils.

Regional Events:

Wakefield: 23/05/16. Cedar Court Hotel.
Sheffield: 26/05/16. The Holiday Inn Sheffield/Rotherham.
Bolton: 21/06/16. The Holiday Inn, Central.
Nottingham: 27/06/16. The Holiday Inn Nottingham/Derby.
Peterborough: 28/06/16. The Holiday Inn, West.
East London: 05/07/16. University of East London, University Square Stratford.

Book your place here:

Or if you have questions or would like to discuss ways we can work with your school please visit our website or email:

If you can’t attend any of the events keep following this blog, which will continue to feature more posts and examples of the hundreds of SAS Learning resources which lead to classroom impact.

What is the most important goal for your pupils? Would you like to learn a new and easy way to achieve it?

All too often digital technology is introduced without a meaningful pedagogical framework.

This must change. My team has found A new way. A different way. A better way.

David Andrews

Thursday, 24 March 2016

Kicking off with Reading: One example of how can apps really make an impact on what matters most?

A reading intervention for pupils from age 7 to 16. Relevant for: Disengaged pupils, reluctant readers, literacy co-ordinators, special needs co-ordinators, special schools,1:1 intervention, behaviour interventions, students with dyslexia, closing the gap.

This approach to intervening with children struggling to be motivated with reading really is worth exploring, for students who enjoy sport, particularly football (the soccer kind).This is based on work in a number of primary and secondary schools and, as an intervention both at school and at home, is worth pursuing. This reading approach is appropriate for children who struggle to read for pleasure, and are frustrated with reading support interventions. As a teacher looking for new “tricks up your sleeve” this, over time will help to turn things around. Teachers, teaching assistants, special needs co-ordinators and parents may be interested in trying this. They will already know which pupils this will be relevant for. 

This simple reading intervention makes use of the free popular app “New Star Soccer”. In the game the player controls the career of a professional football player, attending training, maintaining relationships with the manager and fans, and of course playing matches. All of the selections involve reading the on-screen text which leads to choices as to which boots to choose and whether or not to skip a game of golf with teammates to sign autographs for fans. New Star Soccer does something quite unique to support the development of reading, which is immediately apparent once the game is being played.

Already there are relevant and frequent reading opportunities in the option and management of the game, but the real power of this brilliant app comes in the matches which are played. During the games the player might take shots, complete passes and headers and dribbles. They may be substituted, or not even selected to start. However, throughout the game it is the continuous text commentary which describes all of the action. Line by line, minute by minute the text describes the action. The speed the text appears can be adjusted. If you want to know what is happening in any match, you have to read the text.

Reading the text aloud can be done by an adult or a pupil both during or after the game. The pace of the text (even on the slowest setting it is better to begin the approach with the adult narrating the live commentary and reviewing the text later) Screen shots of the commentary can be easily captured as images by simultaneously pressing the “home” and “power” buttons. Even as a 15 minute daily reading intervention, the motivation to participate and read more to find out what is happening next is *powerful. A fun game lasts a couple of minutes at the most and features around 50 lines of text, all of which can be read back and scrolled through following the action of the match.

Here is typical short session with the students (groups or individuals) I work with. This is more appropriate as an intervention led by someone who “gets it” believes in it and recognises the value. It combines spoken language opportunities, reading  and reflection activities and countless writing activities for all genres of writing, all based around an ongoing game of New Star Soccer (it is different every time and never ends).

1: Discussion: Review progress so far. Recap on the last match, the league table and the current issues facing the player. How is the team doing? What is going well? What are the problems?

2: Move forward in the game and begin to play a match.

3: Read the commentary aloud as it appears. The adult’s role in this can be reduced as appropriate  when the pupil is ready to take over. It is the content of the text commentary and the way it is presented which makes this approach to reading so powerful. The pupils very quickly develop fluency in reading, and expression and comprehension. All of the skills gained through the actives are entirely transferable, as is the confidence in reading, self-esteem, interest in learning and enthusiasm (which will be evident in all participants)

4: Review the match and discuss key incidents through reference to the text commentary (taking screenshots of the text commentary allows it to be printed).

5: Complete a short writing task linked to the match or the current events taking place in the game. This can form an ongoing writing journal especially for those using this approach as an intervention. This may take the form of: A match report, A persuasive advert to encourage fans to support the team, Instructions on keeping fit, programmed notes from the chairman. **The list of writing opportunities is endless. 

This is just one activity which can be used to turn around attitudes to reading and to make reading relevant and interesting. There are thousands more books and ideas and resources that can ensure that once there is a spark, the flame stays alight.

*do be aware of the addictive potential of any digital game. To maintain the impact of this intervention daily time spent should be limited to one game a day and at the most 30 minutes to complete the whole session. There can be many follow up reading, writing and comprehension activities based on the action in New Star Soccer.

**The reading activities can be extended with writing opportunities presented in the Kicking off with Writing resource which is a powerful new resource developed by Mr Andrews Online which will be available at It includes a wealth of ideas, activities and resources to ensure progress in writing for all pupils and is underpinned by our unique approach to using technology to support progress in oral narrative competence leading to better outcomes in reading and writing.

Next steps and Feedback

Even If there is even one pupil you are working with who you feel may gain from this approach, give this activity a try over several sessions, and please share your feedback on progress and do share any success stories. 

We work with a number of teaching schools which are undertaking research on the impact of some of the approaches we have developed, if this is an area of interest to you and your school would like to be involved in a research project please get in touch. It is partnerships with schools across the country which is enabling us evaluate our work and maximise its impact.


David Andrews is presenting a free twilight training session for Literacy Co-ordinators, taking place in:

Hartlepool (14th April 2016) Centre of Excellence in Teaching and Learning, Brierton Lane  

Wakefield (23rd May 2016) Cedar Court

Sheffield/Rotherham (26th May 2016) The Holiday Inn

Bolton (21st June 2016) The Holiday Inn

Nottingham/Derby: (27th June 2016) The Holiday Inn

Peterborough: (28th June 2016) The Holiday Inn

East London: (5th July 2016) Venue to be confirmed

Blackpool: Venue and date in June to be confirmed

These events are proving popular but there are a limited number of places available.

To book a place click here:

Friday, 11 March 2016

Songs to Unlock the Imagination

Songs are brilliant resources. Singing along to favourite songs only leaves a happy feeling. Melody links to memory, as currently demonstrated  by my 11 year old daughter who is happily memorising the elements of the periodic table through songs found on spotify and Youtube, and my youngest daughter who learned the 7 times table by changing the words to Disney’s “Its a small small world”.

As a teacher I have always used songs in my work. I have never understood why I can recite every lyric ever from hundreds, maybe thousands of songs, but can’t remember where I put my car keys. There are many educational researchers who promote songs as way to enhance vocabulary acquisition and comprehension and evidence recognises listening as a pre-requisite to the development of language.

Songs tell stories. songs share facts, songs explain things. And we love them because there are so many so there will definitely be ones we like. And we can change the words. And we can make up our own. Songs give us language we can use and remember.

My favourite songs to use with primary children are all by American band They Might be Giants. They have albums written for children including No!, Here Come the 123s, Here Come the ABCs and Here Comes Science. Different, challenging, funny, addictive and mesmerising songs extolling the virtues of imagination, wordplay, fantasy and playfulness.

Most often I will link a song to a project or activity which supports spoken and written outcomes, invention and imagination and in a way which captures the enthusiasm and interest of even the most reluctant learner. “The Alphabet of Nations” is a catchy fast-paced recitation of countries beginning with the sequence of letters of the alphabet. “Algeria, Bulgaria, Cambodia etc” It is a brilliant song, which can be found on the album Here Come the ABCs and online. The exciting bit for me is W,X, presented in the song as “West Xylophone” which turns out to be an imaginary country developed to ensure the alphabetical success of the song.

West Xylophone become the starting point for so many writing projects as it is a brand new (imaginary!) country. It needs laws, a national anthem, famous residents, a national sport, a distinctive cuisine, traditions, folk tales, historical events. An infinite number of ideas and activities. My year 4 class invented their own currency, advertised a West Xylophone festival, designed and sold West Xylophone car stickers and invented and provided marketing copy for a national airline. We did make links to knowledge and understanding but two words in one song produced so many opportunities for creativity, imagination, independence and real world relevance.

For teachers using tablets to promote progress spoken and written outcomes activities could include: (all of these activities can be linked to any real country to pursue geography and history objectives, but to see the true power of pure imagination West Xylophone is a good starting point!)

10 Speaking and Writing Activities linked to West Xylophone (or any country)

Each of these activities provides plenty of opportunities for oral rehearsal, reflection and improvement.

  1. Presenting a menu for a restaurant serving national dishes, and present a persuasive advert encouraging diners to attend using the app Tellagami (lists/persuasion).
  2. Create a digital timeline book using the app Book Creator outlining key events in the country’s history (recount).
  3. Use the app Tiny Tap to create a quiz about the country’s traditions (questioning).
  4. Create a narrated re-enactment of an event in the country’s history using the app Puppet Pals (chronological report)
  5. Create a map of the country and prepare a weather forecast to narrate using the iMovie app. (explanation)
  6. Use the app Plotagon to direct an animated drama and playscript displaying a typical day in the life of residents of the country (playscripts/drama)
  7. Compose a verse of the country’s national anthem and present visually using the powerful text-shaping app path on (poetry)
  8. Create a narrated visitor’s guide using the app Shadow Puppet (description)
  9. Record an illustrated news broadcast for the national tv station using the app iMovie (reporting)
  10. Prepare a persuasive “come and visit” advert using the app Sock Puppets (persuasive writing)

Western Xylophone: Part of the 'Power of Imagination' Series

Written By Chris Williams

Mr Andrews Online presents a unique teaching approach on the “SAS Learning” online resources platform which exclusively shares over 500+ writing activity ideas and resources all supported by video training and the teaching approach that underpins our work. The website ( “The Power of Imagination” which is inspired by songs and is among a wealth of resources designed to ensure whole school impact in writing across the curriculum.

Our summer term training course “Unlocking Oral Narrative Competence” which focuses on the development of whole school both spoken and written composition supports this through a consistent approach supported by tablet technology. We have always strived to ensure impact on learning comes first and continue to ensure our approaches reflect the latest research and thinking.

Mr Andrews Online continues to school based training. Whole school impact underpinned by a transformational high impact teaching approach. Find out more at: There is limited summer term availability and we are booking now for Autumn 2016.

For people working in early years settings we have also been proud to be involved in the launch of “chatta” which is our unique and exclusive training resource designed to accelerate progress in early language and communication. Find out more or book a place on one of the free summer term seminars

Monday, 29 February 2016

Providing Powerful Writing Opportunities Across the Full Curriculum

Next Steps

It’s a time of transition at Mr Andrews Online. It’s almost 3 years after we started offering training to schools in the form of training courses, school based training days and the extremely popular classroom based CPD days. During that time we have delivered training to over 3,000 teachers and high impact teaching to over 20,000 pupils. As teachers, we have been lucky to work in so many different places and we have never stopped learning, wherever we’ve been.

Powerful Writing Opportunities

One thing we have been doing since we started working in schools across the country is preparing activity plans and resources which support the unique way we teach everything. This has provided us with a vast and extensive bank of resources which support teachers from EYFS to KS2 and introduce exciting and powerful writing opportunities across the full curriculum. At last count there were over 500 writing activities including the best-selling “Rapid Progress for Boys’ Writing (Girls Too!)”, the innovative “Bringing Writing to Life” and the versatile “Inspiring Young Writers” projects.

Sustained Impact

We’ve always been committed to sustained impact from our work in schools. Pupil progress matters to us and we have always had the highest expectations of ourselves and the pupils and teachers we work with. Our resources reflect our teaching approach, our unique creative teaching ideas and provide flexible, adaptable and relevant resources for every class teacher, whether they are using technology or not.

A Shared Vision

Over the last year we have been lucky to work with the company SAS Learning, the school support subsidiary of the Schools Advisory Service (The UK’s leading School Insurer) with the aim of ensuring impact for schools, whilst saving time and money in increasingly challenging times. We are proud to join forces with SAS Learning and feel very excited with the resource for schools that has been created which will be available to schools in the Summer Term. We share a vision with the Schools Advisory Service, we want to make a difference and make things better, we want to help schools make a lasting impact.

Unique Teaching Approach

SAS Learning delivers our unique teaching approach which delivers high standards in every classroom, powerful assessment processes linked to reflection and feedback, a consistent approach and training resource to support professional development for every teacher. The resource also makes the most powerful use of mobile technology in terms of impact on classroom standards. 

Something that Matters

We use the technology when it provides the best tool for the job and achieves the outcomes we are looking for. “Show me something that matters, not just glitters” remains our priority.

We will be sharing blog posts featuring some of the impact, activities and resources of the SAS Learning teaching programme. We are continuing to offer training and support to schools who are looking for whole school impact and want to connect with a movement which is making a difference in lots of schools. We are also presenting our new training course nationally in the summer term which, when combined with the SAS Learning resource, delivers impact, value and world class innovation.

Watch this space!

David Andrews and Chris Williams

Mr Andrews Online

Tuesday, 7 April 2015

5 Simple Ways To Incorporate GarageBand for iPads Into Your Music Lessons

Your school has spent a lot of money on those iPads, and their skilful deployment in music lessons can be a real game-changer for both specialist and non-specialist classroom teachers.

Unsure where to start? Transformance Music's Ben Sellers shares five simple ideas to incorporate GarageBand for iPad into your music lessons at KS1, 2 and 3.

1. Explore Rhythm and Tempo with the SmartDrums

We often begin classroom composition projects with the fantastically easy to use smart drums on GarageBand. Simply select your favourite drum kit, then drag and drop percussion instruments onto a matrix (see photo). Each column in the matrix has an inbuilt rhythmic pattern, and students can create and record impressive beats in minutes.
Complete engagement is guaranteed, with students implicitly developing their understanding of dynamics, tempo, timbre and texture - three of the National Curriculum's 'interrelated dimensions of music'.

2. Explore Creating Writing and Performance Poetry.

As many of us know, motivating boys to sing in class can be a real challenge.
Overcome this by asking students to create their own backing tracks for recitation, raps and sung melodies. Using the 'Autoplay' feature on the smart strings instrument, student can create beautiful, shifting string quartet patterns in a range of moods and styles that form the perfect backdrop to evocative performances of their own create writings. A complete, step by step guide to this process is in my new book, 'Teaching Music With GarageBand for iPad'
In addition to providing a strong incentive to complete literacy tasks, students develop their self-confidence, communication and rhythmic skills. Sometimes the quietest student turns out to be a star rapper!

3. Solo Over a 12-Bar Blues

Most of our students can sing an improvised melody – perhaps a scat song- over a harmonic progression such as a 12-bar blues, but few could do the same  on a piano, euphonium, or other mechanical instrument.
Using the same principle as adding stickers to certain notes on a keyboard, the 'choose scale' function on the smart keyboard, guitar, strings and bass instruments allows students to play within a capped scale, in which every note sounds 'right'. The iPad enhances this principle by allowing the student to choose from a wide variety of voices (including classic organs, synths and guitar effects), and the ability to change octaves and timbres instantly.
Use this method to develop students' use of phrasing, consonance and dissonance, and pitch.

4. Add You Own Lyrics (and Solos) to Chart Songs

 Want to change the Beatles' lyric on 'Hey Jude' to 'Hey Gove'? Or perhaps rhyme Kylie's 'Can't Get you Out of My Head' with our favourite government school inspecting body? A canny combination of GarageBand and YouTube makes this simple.
First, find a karaoke version of your chosen song on youtube and download it using a program like 'Youtube Downloader', or a browser extension. Transfer this song onto your iPad using iTunes or an alternative program and import it into a track in Garageband, matching the tempo of the song to the tempo in GarageBand. You can now record your own lyrics using GarageBand's Audio Recorder, improvise over the chords (see above) or even chop the song up and change the harmonic structure!
A complete lesson plan using this technique with Aloe Blacc's 'I Need Dollar' is presented in 'Teaching Music With GarageBand for iPad'.

5. Provide Equal Access for Students with Special Educational Needs and Disabilities.

Our iPad journey began in SEN/D teaching contexts, and we remain committed to developing ways that children with additional needs can make high-quality music with their peers.
One good way to start this process is by adding and manipulating the inbuilt loops in GarageBand.
Another, especially for students without speech, is to use the Sampler instrument to capture a sample of their voice and map it across the keyboard, allowing them to 'sing' along with their peers.

All of the activities above can be found in more detail in 'Teaching Music With GarageBand for iPad' (£24.99 eBook, £29.99 paperback for a limited time). The book contains 180 pages of easy to execute exercises and complete lesson plans, all built around the National Curriculum and designed to help you get the most out of your school's iPads in music lessons.

Ben Sellers is musician, educator and trainer based in London. He is currently an Associate Musician at Drake Music and has delivered projects for The BBC Symphony Orchestra, The Museum of London and WOMAD Festival. He provides INSET training on Songwriting with iPads to schools, hubs and arts organisations across the country.
'Teaching Music With GarageBand for iPad' can be purchased online in ebook or paperback formats here.

Ben Blogs monthly on

Friday, 14 November 2014

Rapid Progress For *Boys' Writing (*Girls Too)

There are many challenges facing educators and students today. One of these is the increase in the use and availability of digital technology. In some quarters, there have been voices of concern that the widespread prevalence of digital technology is affecting students’ social and communication development and limiting interest and motivation for learning.

At Mr Andrews Online we take the opposite view. We have developed this approach over 12 months with classroom trials in a large number and wide range of schools, teacher consultation and feedback have led to this unique and highly effective approach. We harness the incredible power of technology these lesson plans teach students to write for a range of purposes and audiences, and additionally they make the students want to write and enjoy writing.

Rapid Progress For *Boys' Writing (*Girls' Too) is available for just £50

This book contains:

  • A clear and structured approach to teaching all genres of writing using popular games as a stimulus.
  • Easy to follow lesson plans which raise standards, secure rapid progress and make a sustained impact on all young writers, even those who are most reluctant.
  • Note taking sheets, vocabulary ideas, sentence starters, writing prompts and over 80 ideas for writing activities.
  • Typed and hand written examples from writing projects we have delivered in classroom in schools across the UK
  • A transferable cross-curricular approach demonstrating a clear, accessible progression covering: Talk for writing/ oral rehearsal, planning, drafting, feedback/collaboration and digital publishing.

Inspiring outstanding writing using iPad/Android tablet games, this revolutionary approach to teaching writing uses spectacular digital games and tablet technology to engage all young learners with a love of writing. Following the completion of an activity or challenge in a chosen game, students begin a clearly structured sequence of activities to develop language, expression and build sequenced ideas in preparation for writing. Writing outcomes can take the form of handwritten work or be presented as a digital book. All key genres of writing are covered.

Chris Williams presenting at the 'How to be Outstanding in the New Curriculum" conference for the National Literacy Trust
Working this way, students develop a passion for writing and sharing their ideas, standards improve both in print and with the spoken word, and a lifelong engagement with the importance of written and oral communication is started.

Classroom Projects: The writing approach has been developed in a large number and range of schools across the UK
This unrivalled product provides a clear background and explanation of the approach for educators, it also gives structured and sequenced directions allowing class teachers and to share the approach with their students. The step-by-step explanation ensures maximum impact of this dynamic, innovative and highly effective approach to teaching students to write for a range of purposes and audiences.

Resources from one of the Writing Modules
A small number of expertly chosen apps and a tablet computer (iPad or Android) are required to support this groundbreaking process, which was first presented at the UK National Literacy Trust conference “How to be Outstanding” in October 2013.

“I have a number of reluctant writers and have been looking for ways to engage them for some time. This product was just what I needed. The immersion in the games gave the pupils real knowledge for the writing tasks. They were hooked into writing straight away. It was clear that there was an increase in motivation, application and enjoyment resulting in higher standards of writing.”

Petra Rafferty, Senior Teacher, Highlands Primary School, Hull, UK

“I am so thankful to have come across the work of David and Chris. Their work inspired me and provided me with opportunity to engage and motivate the struggling writers in my class. When I reached out to David and Chris I was pleasantly surprised at the support and guidance they provided me. Their leadership around the integration of technology, student engagement and classroom innovation has benefited my practice and the achievement of my students. I consider their counsel to be invaluable and I am certain you would as well.”

Rolland Chidiac, Elementary School Teacher, Ontario, Canada

“I continue to be amazed at the creative and innovative uses of classroom technology developed by David and Chris. They recognise the power and impact of technology in the classroom and provided exceptional support, guidance and feedback. I am always excited to meet educators like David and Chris and completely support the approach they use to engage learners and raises standards.”

Dr Reshan Richards, Director of Ed Tech and App Designer (Explain Everything), New Jersey, USA

“I think your ideas have enormous potential and will be extremely useful for teachers and schools.”

Dr Peter Rudd, Reader in Education, York University. Specialism: Overcoming the barriers to educational disadvantage (especially using technology)

“David and Chris are at the forefront of the growing move towards using mobile technology as a way of engaging pupils and accelerating learning. The philosophy is based on a clear approach on how technology can be used to influence learners positively. I would recommend their input for a range of purposes. They are real teachers doing the job, not just talking about theory. I have been overwhelmed by the progress this product has enabled. Standards of writing have accelerated beyond my expectations.”

Chris Beazeley, Primary Headteacher, Essex, UK

“I love your ideas! They are endlessly inspiring for me and the children I work with. I work in schools consulting regarding integrating technology into the curriculum.This has been such a good way to help our boys WANT to write!”

Denise Hall, Educational Consultant, Victoria, Australia

I attended one of David and Chris’ course and immediately recognised the potential of their work in our school. To say that they have been a like a shining beacon is an understatement. The whole staff have been inspired by their work. Pupils with low self-esteem, low concentration and low academic levels have positively glowed these last few weeks. Truly magical. I thought it was Hogwarts at times!”

Paul Browning, Primary Headteacher, Hull, UK

“I have been using your ideas with my class. One of the stand out moments has been the work of one of the poorest children in my class. He is working just within level 2 on a day to day basis. The buzz he has found from writing has been such a rewarding thing to observe, where I am normally faced with frustration and lack of engagement now he is keen as mustard to write and it just seems to flow out of him. I know we have some issues with grammar and few technical elements of writing but I’m a firm believer that this bit can be taught whereas the want to write can’t!”

Michelle Randall-Harris, Primary School Teacher, UK