BESA CORNER


This month, in our ongoing feature highlighting the work of members of the UK education suppliers’ trade body BESA, we hear from 2SIMPLE, creators of Serial Mash; and learn how COLLINS ADAPT helps pupils develop resilience in their learning.


Supporting schools to excel in reading


In July 2023, the Department of Education introduced the Reading Framework, outlining a comprehensive approach to improving reading skills among pupils in the UK. Although not mandatory, this framework serves as a valuable guide for schools seeking to enhance their reading initiatives. Among the innovative tools that align seamlessly


with the Reading Framework is Serial Mash, an online library and guided reading platform developed by 2Simple. Serial Mash isn’t just about meeting requirements; it’s about promoting a lifelong love for reading.


Fostering a love for reading


Central to the Department of Education’s Reading Framework is the aspiration to kindle a genuine passion for reading among pupils. Serial Mash accomplishes this beautifully by offering an extensive library of captivating original digital books alongside non-fiction gems from DK Learning. These books aim to ignite pupils’ passion for reading, providing them with engaging narratives and characters that will keep them coming back for more, alongside high-quality nonfiction texts from a trusted provider to schools. Serial Mash doesn’t just stop at school; it extends its reach to homes, ensuring that the joy of reading follows pupils wherever they go.


According to Mary Lloyd-Evans, Oakdale Junior School: “Serial Mash has been used to consolidate reading skills, particularly in Years 5 and 6, where children are more able to read independently. We mainly use the books which either link to other curricular areas (we love the new DK non-fiction books!) or ones that we know our children enjoy. The tasks are easy to mark, and children enjoy going over the work on the class whiteboard and challenging the teacher. Great homework tasks.”


Developing reading comprehension


The Reading Framework emphasises the importance of improving reading comprehension skills among pupils. Serial Mash steps up to this challenge with a rich collection of high-quality, age-appropriate books spanning various reading levels and interests. What sets it apart is the inclusion of comprehension quizzes and activities that accompany each text. These tools empower teachers to gauge their pupils’ understanding, track progress, and tailor instruction effectively. It’s a win-win, aligning seamlessly with the framework’s goals while saving teachers valuable time.


Supporting differentiated learning


Schools are encouraged to address the unique needs of every pupil, and Serial Mash does just that. With a spectrum of texts boasting varying levels of complexity, teachers can cherry-pick materials that harmonise with their learner’s reading abilities. Moreover, Serial Mash extends a hand to pupils with different learning styles, offering audio versions of many texts, including those with special educational needs or disabilities. This inclusivity echoes the framework’s vision for equitable education.


Promoting independent reading


The Department of Education’s framework emphasises the importance of independent reading as a tool for improving literacy skills. Serial Mash actively supports this goal by providing a platform where pupils can access a wide range of books independently, covering both fiction and non-fiction texts. “I find it very easy to recommend Serial Mash to the schools I work with because it does so much. Not only does it offer a wide range of reading materials for all ages, but also records reading times and books read. It also has the ability for books from outside the scheme to be added and allows pupils to keep reading journals that both teachers and parents can comment in.” Lucy Jayes


Serial Mash is perfect for schools seeking to meet the requirements of the Reading Framework published by the Department of Education earlier this year. By promoting a love for reading, providing ready-made comprehension activities.


Request a trial of Serial Mash to see for yourself: uhttps://bit.ly/serialmash October 2023 “


Helping students to develop resilience in learning


Wilmington Grammar


School for Boys, a medium-sized selective school located around 12 miles outside central London has for some time placed resilience and academic agility


at the heart of their ethos and ambition for their students. Their belief is that reflective learners are more likely to feel empowered and determined to improve.


Sarah Tame, Head of Science, has been using Collins Adapt since March 2021 to engage students with their learning, and encourage greater independence in their studies. Here, she shares her experience of using the platform. “Some of our pupils… became frustrated because they kept getting it wrong, and that meant they had to keep going. This goes to the heart of what it means to be a resilient learner, developing that perseverance and determination.


“We used Adapt with our Y10s in several ways. Firstly, for targeted follow up after a test - after every test, students are given a WWW (What Went Well) and EBI (Even Better If). Based on a shortlist of five areas, students had to select a topic that they were weakest on, and work through it. This worked well. Based on the percentage they’d achieved in the test, we told them which level to start on, and this meant that the learning pathway through the unit was set at the right level of challenge. Our Y10s also used it to revise for their mocks. The purpose was to scaffold their follow up work, as they’re not good at revising by themselves at this age – they find it hard to know what they’re supposed to be doing. We also set a weekly physics homework for our Y10s. All were given the same assignment although they could set the level of challenge themselves, to reflect their confidence.


“Our high achievers felt the platform was tailored to them, and it offered that additional level of challenge, while those who were working at a lower level felt supported. Allowing students to select their own level of challenge gives them autonomy over their learning.


“Collins Adapt requires students to rate their own confidence for each question they answer. As the pilot progressed, we saw two positive outcomes emerge: firstly, our Y10 students who didn’t want to write down their answer if they thought they were going to get it wrong had the confidence to ‘have a go’, because they were able to say they thought they didn’t know it. Secondly, some students who lacked confidence realised that they knew more than they thought they did. One of our students said to me, “Miss, I didn’t know that I would get these right.” Some of our least-confident students were most positive about this feature of the platform.


“From my point of view, one of the main benefits of the platform is that it won’t allow students to move on until they’ve got it right. I’m not that interested in the score they get at the end; it’s about knowing that they are secure in their learning and giving that guidance when they need it. Some of our students struggled with this, and became frustrated because they kept getting it wrong, and that meant they had to keep going. This goes to the heart of what it means to be a resilient learner, developing that perseverance and determination.”


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