BGS Technology & Innovation

INTEGRATING TECHNOLOGY INTO TEACHING AND LEARNING

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Clip Conversations in Spanish

By Kit Davies, Digital Design Creator

On a very sunny Tuesday afternoon in Wing House, I was invited to join Year 8 for their Spanish lesson with Mrs Fudger Galvez. The girls have been working on their speaking skills, and last lesson prepared vocabulary to help them buy food from a market stall and order food in a restaurant. Now it was time to put it to the test!

Using Clips app, the girls formed small teams to script and film two scenes. They used resources held on Google Drive and their exercise books to help them plan, and then made decisions about how best to write their script. Some groups preferred to handwrite in their exercise books, others preferred to collaborate on a Google Doc. They are experienced in selecting the most efficient way to work. Mrs Fudger Galvez moved between groups to support them.

Once the scripts were ready, the girls spread out in a free classroom, the corridor and the gardens outside to perform. Clips app meant that filming and editing is very swift, so the majority of the time was spent focusing on reciting lines and improvising the odd prop.

I admired the commitment to speaking Spanish. One group ensured restaurant table small-talk was in Spanish before their ‘waiter’ approached. Another group consulted on correct translation for a waiter’s questions for authenticity. Some girls were more shy at speaking on camera but filming in small groups was much more approachable.

The girls were keen to film but co-operative when sharing a space. Two groups sharing a room compromised to act as extras in each other’s scenes. The girls also managed their time wisely, ensuring they filmed quickly and edited after. Each group finalised their video clip and shared it with Mrs Fudger Galvez via a Google Drive folder at the end of the lesson.

Some of their work can be seen in this summary video:

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The Year 7 WINGS team have risen to the challenge again. Before Easter, the radio teams were challenged to put together a breakfast radio show. 

Working together with iPads and Google Docs the girls researched and scripted their show, and even craftily recorded a ‘phone in’ request for one of the tracks. 

With just this brief the girls put everything together, organised their sessions and committed to record their show before the deadline, which is a fantastic achievement. 

The WINGS team are H.Diggle, A.Gentry, C.Kilpatrick, E.Ponter, E.Riach and J.Wood.

Listen to the show above and follow the radio station on twitter @bgsradio

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Mrs Hopkins - Head of English

To celebrate World Book Day 2018, girls in the Senior School were asked to create a short movie trailer to promote a new film. They could choose any genre for their work and the entries were impressive.

The winners of the inaugural Movie Trailer competition were A.Tambe, S.Arun and H.Whalley, with their trailer for ‘Battle of the Costumes’. The girls clearly enjoyed the challenge with snowy backdrops adding to the drama. Prizes and 5 House Points to each of them. Watch their trailer above!

The runner up was K.Ghods, with her trailer to promote the movie of the novel ‘Divergence’. 3 House Points have been awarded.

This is a challenge which we hope will become part of future World Book Day celebrations. Who will be our next Jane Campion or Kathryn Bigelow?

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Kit Davies, Mary Ellwood and The Lazy Lads

After the success of the Christmas broadcasts, we challenged the radio teams to create a feature show about the school charity of their choice, including an interview. 

The teams worked together to research their charity, plan suitable questions and organise the interviews. As the girls work independently, they have to be very organised and flexible when meeting this brief. We were impressed with the professionalism and commitment shown by both the Year 7 and Year 8 teams who completed this challenge.

The Year 8 team, The Lazy Lads chose their class charity:

Our class charity (8OLH) is the Little Princess Trust, and we think its amazing that our friends are donating their hair, as it helps so many children by giving them back a little thing that makes a huge difference. This podcast is help raise awareness and donations for Franci and Simrit’s Just Giving page.

- A.Alam, A.Felice and E.Taylor.

The Lazy Lads team are A.Alam, A.Felice, S.Rai and E.Taylor. You can listen to the recording of their interview above.

To Sponsor the Girls:

Sponsor Simrit here: https://www.justgiving.com/fundraising/simrit-rai

Sponsor Franci here: https://www.justgiving.com/fundraising/franci-chrisp

You can read more about their plans to donate on the school website.

Find about the Year 7 interview here.

The BGS radio station is run by the girls. They form teams at the start of the academic year to put together shows for a variety of events and occasions. The station can broadcast over IP so it is possible to listen in live when they are on air.

You can follow BGS Radio on Twitter @bgsradio

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Kit Davies, Digital Design Creator and Apple Distinguished Educator

This term the BGS Radio teams were challenged to put together a short feature show on one of the school charities. Within the show they were challenged to interview someone from the school community who took a leading role in the charity or efforts to fundraise. 

The Year 7 team, WINGS, elected to focus on Year 9′s charity of Educate Girls. Educate Girls empowers communities to facilitate girls’ education in rural India and help them take a stand against gender inequality. 

WINGS worked on writing suitable interview questions on iPad in a collaborative Google Doc, with some guidance from Mrs Ellwood. They also researched key facts suitable for their audience before arranging to record their interview. Rather than just one guest, WINGS filled the studio with Head of Year, Mrs Cruse and several Year 9 girls too.

You can listen to the recording of their interview above.

The WINGS team are H.Diggle, A.Gentry, C.Kilpatrick, E.Ponter, E.Riach and J.Wood.

The BGS radio station is run by the girls. They form teams at the start of the academic year to put together shows for a variety of events and occasions. The station can broadcast over IP so it is possible to listen in live when they are on air. 

You can follow BGS Radio on Twitter @bgsradio

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Brilliant Biology Videos with Year 7

Kit Davies, Digital Design Creator and Apple Distinguished Educator

Year 7 have been studying human reproduction in Biology this term. To summarise their understanding of the stages of birth, the girls paired up to create short videos using iPad. 

Using play-dough, pipe cleaners, whiteboards and other materials they used either Clips or iMovie app to create their films within a short timescale. They then shared them on Google Drive with their biology teacher, Mrs Teale.  

Here are a selection of complete videos:

A.Moodley and A.Gentry used iMovie for their video.

E.Penacoba-Lievano and A.Sturt used Clips which allowed them to add labels and stickers.

S.Wesson and C.Kilpatrick also used Clips which allowed them to annotate the stages. (Sometimes autocorrect is not so helpful!)

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Video Diaries in Design Technology

Kit Davies, Digital Design Creator and Apple Distinguished Educator

On two chilly November days Year 7 and Year 8 welcomed me into their Design Technology lessons with Department Head, Mrs Hill. Both year groups are currently experimenting with video diaries to document their practical work on their products, and were keen to see how Apple’s Clips app could be a perfect solution.

Year 7 are undertaking Project Tealight, where they combine a wood base with an acrylic frame to house an electric tealight and cast shadows. Through this project the girls learn how to work with wood, and the basics of plastics.

In the lesson I was invited to, the girls were finalising the base of their tealight holders by filing, sanding and waxing. Then they drew their designs onto the acrylic, ready to cut out.

Welcome to a Year 7 lesson, shot with Clips:

Year 8 are undertaking Project Animal Treasures, which builds upon techniques learned in Year 7 with wood and plastic to create a trinket box out of MDF with a laser-cut plastic animal decoration on the lid.

The girls were busy cutting out their joints, filing, assembling, gluing, filling and belt sanding throughout the hour.

Welcome to a Year 8 lesson, shot with Clips:

The previous year much of the documentation about the projects was drawn together with Book Creator to form an eBook. The girls have limited time in the subject, so on reflection the Department adjusted their approach. This year they combine a small exercise book and the girls to use the iPads to create a video diary to support their planning and designs.

Some perspective drawing from Year 8:

This year the video diaries shall either be created in iMovie or in Clips, to show the key steps to create their product. The girls are very familiar with iMovie but quickly got to grips with Clips, combining both pre-recorded video and photos with video taken through the app. They then trimmed clips to the most important moments, and added labels and captions.

There are lots of potential uses, here we experimented with the highlights of Mrs Hill’s safety briefing:

Clips is very quick to assemble short video, overlay snippets of information and encourages brevity in communication. Some of the girls began to experiment with the voice captioning to speak about their product and let Clips add their words as text on their video. It is possible to draw comparisons to Snapchat and Snapchat Stories to further illustrate how succinct their video diaries could be.

From the perspective of a teacher marking video diaries, a short video from a student demonstrating each technique under ten seconds with the correct vocabulary is far more useful than a three-minute time lapse of a technique.

From a student’s perspective it takes less time than iMovie to demonstrate learning. Year 7 had a head start with Clips from using it previously in their Computer Science lessons. By the delighted faces of some of the Year 8s, this will now be a useful app in their arsenal to demonstrate learning in other subjects.

Once the girls have completed their projects, we hope to be able to share some examples of their work with you!

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The Day in the Life of a English Teacher in an Apple Distinguished School

Claire Barrett, English Teacher

When I came back into the world of classroom teaching having explored various other avenues for 15 years, I arrived at Bedford Girls’ School intrigued by how the Apple Distinguished School status would change the classroom.

Just six weeks in the classroom at BGS and I would now think very, very hard now about teaching elsewhere. I could not imagine stepping back into a school which without 1:1 devices, nor a school which didn’t have a superb IT Support Department or two dedicated curriculum IT staff who were as patient and committed as Mr Potter and Ms Davies.

It has revolutionised my teaching and the learning in my classroom. It has made me excited about classroom teaching in a way I have never been.

I would like to take the opportunity with this blog post to share three lessons from a ‘day in the life of the passionate teacher convert’ as the best explanation to support my enthusiasms.

Lesson 1

Enter a typical Year 7 English lesson. The lesson aim was to introduce the new key topic for the term - the novel.

During the half term holidays, after a couple of hours one to one coaching with Mr Potter, I wrote my first iTunes U course. This was my first lesson using the new resource.  We had a few teething problems, but soon we were all accessing the same course.

Using iTunes U means that the lesson is clearly outlined for all the students, including worksheets and links to videos and other instructions.  Within this first lesson on the course any extension activities and support activities could be accessed to enable all the students in the mixed ability class to access the tasks at their level without any fuss or waiting around.  Students were all able to work at their own pace and pair and group work, supported by more focused teacher involvement, dominated over more traditional whole class teaching.  

During the lesson, I received an email from the form tutor informing me of a student absence and asking for the class work to be sent home.  I quickly emailed directing the student to the iTunes U course, so that despite absence she could be working alongside us.

Lesson 2 

From Year 7, we move to a typical Year 9 English lesson, reviewing a Shakespeare assessment.  

The students had previously shared some Shakespeare coursework with me via Google Drive. Ahead of the lesson, I had marked their work using Google Doc comment threads. We began the lesson by spending a short period reviewing and revising based on the feedback.

They then watched short sections of various film versions of the play with ClickView, a television and film repository, using their iPads and earphones. The girls made ‘Big Silent Pictures’ with their partners - they conversed using mini whiteboards and pens, sharing their opinions of the different versions of the scenes.  Later the students used their iPads to photograph their homework written on the whiteboard.

Lesson 3

We now return to Year 7, but another class, in their library lesson. In this lesson students worked on analysing book jackets of their half term independent reading book.  

The girls began by using the iPad to photograph the front and back cover of their independent reading books. Using an exemplar shared with them, they annotated their covers, independently deciding whether to use Notability or Explain Everything. They then produced book jacket suitable for a re-launch using Book Creator or Pages. Examples of which can be seen below.

In Conclusion…?

These were just three out of the five lessons of an Autumn day. The afternoon saw Year 13 use iTunes U to support their course, while I kept track of their progress with iDoceo, a versatile mark book app.

Even just sharing three lessons I hope it is clear to see how different teaching and learning has become. For me, to remove the support of iPad and technology and then try to teach the same lessons would have required very different approaches. The lessons may not have been so engaging or achieved the same progress within the hour, and my time and focus might have been on the delivery rather than spending important lesson time observing, assessing and supporting learning.

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Storytelling in Hinduism

Kit Davies, Digital Design Creator

In Philosophy and Religion, under the guidance of Department Head, Mrs Pagliaro, Year 7 are exploring Hinduism. 

The girls combined their knowledge and understanding of Hinduism to retell and explain stories from the Hindu faith. Using their iPads they used a variety of techniques and approaches for storytelling with video, making independent decisions on how to present their work.

Here are two brilliant examples:

The above by L Giles.

The above by L Barrett.

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Apple Education Innovation Summit 2017

Kit Davies, Digital Design Creator & Apple Distinguished Educator

As an Apple Distinguished School, Bedford Girls’ School was invited to attend the Apple Education Innovation Summit, hosted at Bolton School. BGS is one of about 400 Apple Distinguished Schools worldwide, and one of 39 European schools who were represented at the Summit this year. 

The event was split over two days with a mixture of presentations from schools, networking opportunities and workshops led by both Apple employees and teachers from other Apple Distinguished Schools. 

It was clear that we are all in the same boat about there being no particular game-changing piece of technology, and that more established Apple Distinguished Schools, like us, are achieving levels of technology ‘invisibility’ - where inspectors comment on how students see the iPad and other resources as just part of learning normality, exactly as textbooks, pens, paper etc. Everyone agreed that learning had been transformed by iPads and nobody could imagine going back. 

There was also much discussion over value-added as a measurable impact of technology, especially in secondary. When students were interviewed they were asked if they felt more engaged with their lessons, asked if they were more likely to share what they did at school with their parents than they might have been before the iPad. Whether behaviour had improved. 

The focus of presentations and workshops became how to really utilise the iPad to achieve student-led projects with real-world impact. 

To use the iPad for such a variety of tasks is supported by the Apple Teacher status. The Apple Teacher badges cover key Apple apps (which are comparable to the Google equivalents we are more familiar with) and also scenarios where students can use a selection of appropriate apps to achieve an outcome with project work from recording sounds in the field with Garageband, to sketch mapping in Notes and producing a formal report in Pages. 

By achieving Apple Teacher status, all teaching staff will have at least the same baseline experience and confidence in using the iPad. Those who have done it already at BGS have discovered apps they’d never thought to use, features on their iPad previously unknown that will save them time and considered new ways to approach learning tasks. It’s also provided more time to have useful conversations about how we use the iPad in teaching. 

The conversation for Apple Distinguished Schools has definitely surpassed ‘what learning can we do on the iPad’ novelty to ‘what can our learners independently achieve with the iPad there to support them?’ where the iPad is able to maximise the value-added opportunities and provide real-world, tangible results reaching an audience far wider than the classroom.

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Versatile Vocabulary in French

Kit Davies, Digital Design Creator

It is Friday morning, first lesson, and in Wing House, Year 9 are on their feet. There is a sea of iPads in the air, pointed at the board, racing to scan a QR code. The air is tense with competition and anticipation.

A QR (quick response) code is a type of barcode, which vaguely resembles a chessboard. The iPad can read the QR with an app and the camera, and reveal what is hidden inside. Head of Modern Foreign Languages, Ms Catriona Kyle is positioned by the board. She picks girls who have decoded the code to read aloud the hidden messages in French, pausing to query words and request synonyms.

The theme is set, the QR codes decode to vocabulary relating to media genres. It’s straight to Google Drive, the cloud storage service we use to share files, to find a pre-prepared Explain Everything file. It takes just a moment for each of the girls to locate and download the file over wifi. All heads are down to match up the English and French phrases.

Explain Everything app is versatile, and what might otherwise have been a paper matching exercise across the desks is completed individually and digitally in two minutes by pressing and dragging vocabulary around the screen. Today Year 9 are just moving the shapes, but if they wanted to, they could record their thinking and movements within the app to replay and share.

Photo: Explain Everything matching activity on student iPads, and unsolved version Airplayed (broadcast) to the interactive whiteboard by Ms Kyle.

Following their iPad activity are rapid questions to check Year 9 have correctly matched their items. The girls try to predict which of the vocabulary set Ms Kyle is thinking about, speaking aloud their guesses in French. Her good humour keeps them trying, and there are plenty of raised hands offering to speak.

Now the girls have established the vocabulary, it’s time to explore it in more detail. With the interactive whiteboard, Ms Kyle illustrates suffixes, encouraging the girls to take notes in their exercise books. As a possible misconception about comics is discussed, I glance around the room to spot that some girls are using Google Translate to further explore the vocabulary and possible translations. It is instinctive to use all the tools at their disposal to discover, and embellish their written notes.

Not a moment has been wasted - we’re only fifteen minutes into the lesson. Following another round of questioning, it’s back to Explain Everything to finish the last slide in Explain Everything with a bit of pairs work under the watchful eye of Ms Kyle.

The girls appear excited by the pace. As the lesson continues, Year 9 switch attention back and forth between the iPad, their teacher and the board at the front. There is much opportunity to speak new vocabulary aloud, plenty of smiles and good humour. It is a supportive, happy atmosphere as Year 9 practise speaking and listening in pairs, referring to their iPads as needed for the vocabulary in Explain Everything.

Although the iPad is embedded in the lesson, it is just one resource the girls use to build up vocabulary knowledge. They close the iPads on request, and recite their vocabulary in unison, correcting their pronunciation collectively.

We are almost halfway through the lesson, so the girls turn their focus from speaking to reading and writing by using Quizlet. Quizlet is a fantastic site designed to help learn vocabulary, and Ms Kyle has combined this week’s vocabulary on genres with the previous week’s work on giving opinions.

The girls independently practise phrases on books and films, typing them into the iPad to answer questions Quizlet poses, matching translations. They continue to quietly read aloud the questions and their answers as they work. It is an industrious scene.

With twenty minutes to go, all iPads are closed again. It’s time to demonstrate their new vocabulary in conjunction with last week’s, speaking aloud phrases from the Quizlet. Ms Kyle encourages the girls to listen and critique each other’s answers, and further illustrates important aspects such as correct apostrophe use.

It’s a surprise for me to realise that the girls have been studying a vocabulary list for almost three quarters of an hour now, albeit combining it with knowledge from the previous lesson. Stranger still, Year 9 appear overjoyed to be presented with a test...

I soon understand why. As well as providing the girls with vocabulary lists, flashcards, and automatically generated practice quizzes for the girls to use to revise independently, Quizlet offers “Quizlet Live”. Ms Kyle sets up the test at the front, and the girls use their iPads to join and enter their name. Once everyone is connected, the girls are automatically grouped into teams of three or four, according to an animal. They shuffle themselves around in the room to sit together.

Once Quizlet Live begins, each girl in her team is presented with the same question and a bank of possible answers. Only one girl in her team has the correct answer, and they must work together to tap the right one.

Photo: student view of Quizlet live, the team clustered around the desk.

For each correct answer the team gets, they win a point, and the total increases on the board at the front of the classroom. They are racing each other in teams to achieve 12 points, and the pressure is on! Precision is key, as for each incorrect answer, the whole team loses all their points and they are back to the beginning. They have to work together, keep calm and know their vocabulary to be victors.

There is an urgent hubbub amongst the teams, high-fives at correct answers, gasps at sudden reconsiderations on the answers and cries of dismay at choosing a wrong answer, until finally a triumphant cheer from Team Bison, who are first to 12 consecutive correct answers.

Photo: Year 9 testing their vocabulary with Quizlet Live. Each team’s score is updated live on the interactive whiteboard (IWB).

The girls are keen to try again, and there’s just time to fit three rounds in, as each round is faster than before, the girls recalling more vocabulary without error. This is definitely a highlight in what was already an action-packed lesson.

With five minutes left of the lesson, Year 9 return to their places for their homework briefing. Ms Kyle leads them through some examples of written work shared with them on Google Drive, setting out how to challenge their writing skills for better marks.

An hour has flown by incredibly quickly, yet so much has been achieved. The pace is enabled by technology, allowing the girls to delve deeper into their language while keeping learning fun, energetic and captivating.

Merci beaucoup de m'avoir invité Year 9 and Ms Kyle!

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Kit Davies, Digital Design Creator

iPads are part of our learning and teaching toolkit at Bedford Girls’ School. Wonderful, inspiring and creative lessons using technology take place every day. Such is the innovation and wish to challenge and push boundaries, our teachers can be very modest about ‘simpler’ yet very effective uses of the iPad in their lessons.

Year 8 and Mrs Hopkins recently invited me to their Monday afternoon English lesson. The girls are studying Refugee Boy by Benjamin Zephaniah, a very topical and relevant text when reflecting on the international humanitarian crises dominating our media. Refugee Boy follows Alem Kelo, a 14-year-old refugee from Ethiopia and Eritrea.

The previous lesson the girls had collaborated in pairs. They used shared Google Documents to compose a television news script about a significant event from the text. Using their iPads the girls created a script for the news presenter in the studio, who passed to the correspondent outside a courtroom, and then concluded the report back in the studio.

By using a shared Google Doc, both students were able to work simultaneously on the same script without having to share an iPad, as their changes are updated live as they type. As such, the girls each finished the lesson with their pair’s completed script.

After a short recap from Mrs Hopkins and a few minutes to warm up and rehearse their scripts, the girls took turns to shoot their pieces to camera. One played the role of the news anchor, seated at the classroom desk for the studio, and the other the correspondent in the field. The girls in the correspondent role positioned themselves before the interactive whiteboard (IWB), complete with a projected backdrop of the courts, for their ‘outside’ broadcast.

Filming the ‘newsroom’ pieces:

Filming the ‘outside’ broadcasts:

Using their iPads, the girls filmed both their studio pieces first, and then their outside broadcast. They took care to frame the shots as best they could. Once done, they returned to their places to import the clips into iMovie. Year 8 quickly edited and mixed together titles, transitions and theme music to mimic the style of the professional broadcasters they had studied as part of their homework before the lesson.

Some speedy editing of footage:

Although working to a really tight deadline (just like the professionals), Year 8 were ready to share the results of their rapid iMovie editing (see video above of a first cut). 

The girls took turns to Airplay, which enables them to present their films to the class. With a couple of taps, seated at their desks, the girls took control of the IWB. After thoughtful review of their classmates’ work, the girls offered constructive peer critique to conclude the lesson.

Airplay from the iPad to the interactive whiteboard:

“We regularly use iPads in the Department to record girls giving individual presentations. This allows them to critique and self-assess their delivery, essential at KS4 where Speaking and Listening assessments are recorded and sent to the exam board.” - Mrs Carole Hopkins, Head of English

Collaborating with Google Docs saves valuable learning time, allowing the girls to complete the whole process, from scriptwriting to editing footage together in under two hours.

By presenting to camera each of the girls can review their performances, from the pace and clarity of their delivery to their body language when presenting. Recording and preserving the work allows for future reflection on their progress. Regular presentation opportunities builds valuable self-confidence. As a result, the iPad’s camera is an invaluable resource to the girls.

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A Perfectly Ordinary Maths Lesson...

Kit Davies, Digital Design Creator

At the end of the Autumn term, I had the opportunity to visit a Year 7 maths lesson. The girls warmly welcomed me into their Friday afternoon lesson in M104, awaiting Mr Palmer.

As I took a seat, I realised that almost two decades ago, I sat in the very same classroom for my maths lessons. A typical maths lesson involved dutifully copying down our notes dictated by our teacher into one exercise book. We used a second exercise book to practise problems from textbooks or the board. It was a rare occasion that we’d use any technology other than a calculator.

Today, technology is embedded almost invisibly in the BGS classroom. Each room has an interactive whiteboard (IWB), excellent wifi, laptop dock and every girl has her own iPad. It’s a leap from two exercise books of the late 1990s.

Year 7 were in the midst of studying data models, examining how data is presented. Drawing on their existing knowledge, Mr Palmer led the girls through a challenging array of questions, illustrating points using the IWB. (No squeaky board pen about to run out of ink here!) Faced with increasingly tricky challenges, Year 7 were a flurry of hands in the air, offering possible answers.

But what was this new type of diagram called? Year 7 could guess, or flick open a text book in the hope it was in the next chapter, but Mr Palmer laid down a challenge. “iPads out please, and research the possible name. The first person to come up with the correct name shall get a house point.”

The girls were quick to fly to their iPads, searching familiar maths websites, Google Images and other sources. They used their existing terminology and their understanding of this new diagram to come up with suitable keywords and search terms. Even I was excited to find out the answer!

Within minutes the answer was correctly located, and it was time for Year 7 to put their new knowledge into action. But rather than a set of exercises from the textbook, Mr Palmer set another challenge to locate some real world temperature data for two 10 day periods for comparison. The girls then had free choice as to how to present their diagram using the range of apps on their iPads, but they had to be prepared to present their work to the class at the end.

From Bedford weather to the sunnier climes of California, back-to-back diagrams never felt so relevant to real life. With a minority of questions to Mr Palmer - only to query the task and diagram - the girls were entirely at ease with navigating the technology to construct their diagrams. iPad screens around the room filled with data and diagrams as Mr Palmer reminded: “Remember the key for your diagram, and to state the source of your data.”

After fifteen minutes, sharing their work was a breeze. The first of the girls gained control of the project with a swipe and a couple of taps of her iPad. From her seat she took her classmates through her data. With Airplay, Year 7 independently transferred control amongst them, leaving Mr Palmer to critique and encourage peer review from anywhere in the room. The girls were proud to present their diagrams, made in Notability and Explain Everything.

Such was the flexibility in their choice of presentation, there was even the odd exercise book, photographed ready to show - blending what was once a familiar sight for me, with what is ‘ordinary’ for today’s girls.

I am excited to discover what will be ‘ordinary’ in future.