Brilliant Learning

Wandsworth expands use of technology in the classroom, with support from Apple

Autumn seemed to arrive very quickly this year and schools have swiftly got back in the rhythm of the new academic year.

Over the break Wandsworth City Learning Centre (CLC) were enthusiastically engaging with Apple’s Community Education Initiative (CEI) about the successful outcomes of the integration of iPad in two Battersea Primary schools – Sacred Heart and St Mary’s. With the support of CEI, the schools are tackling under-achievement through teaching digital skills to students and teachers, and have had a positive impact on skills and confidence.

The highly successful pilot technology programme has now been extended to reach additional schools this academic year. Each school will receive iPads with Apple Pencils and a storage cart, as well as engineer time to set up the new devices. These resources will help ensure that pupils and teachers can master the knowledge and understanding to become digital creatives and coders, and provide them with the skills needed to work in the technology industry.

Wandsworth City Learning Centre and Apple Distinguished Educators have been busily creating digital content and resources to support the schools throughout and beyond the programme. The team are preparing easy to use lesson plans and collaborative tasks to help teachers deliver their computing curriculum using iPad. Additionally, CLC tutors will be trained to deliver lessons and academic mentoring for staff and students.

Reaching beyond the classroom, the programme will also offer essential digital skills classes for adults and families to ensure the broader community has access to, and recognises the need and benefit of digital skills. These directed sessions can lead to volunteering and work experience opportunities in the technology field.

In September, Apple CEO Tim Cook, along with Apple’s Vice President of Environment, Policy and Social Initiatives Lisa Jackson, visited St Marys and spoke with the staff and students whilst they were enjoying a morning of coding with Apples Swift Playgrounds application. The fantastic morning of programming allowed the enthusiastic learners to show-off their coding skills. The students displayed their knowledge and excitement of the use of technology through some challenging questions to Mr.Cook, who was clearly impressed by their enjoyment and fascination of the digital world, stating that he was, “Looking forward to seeing them and their fantastic ideas come to life with Apple!”

With the ending of a truly memorable experience, the positive message was that there was more opportunity and more partnerships emerging from this relationship. The success of this fantastic programme will be felt for many seasons to come, and will allow more schools and our wider community to celebrate the fruitfulness of technology in the classroom and in our Borough.

Tim kneels down next to a student who shows him her work on iPad.
Tim kneels down next to a student who shows him her work on iPad.

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Embrace Difference

Too often the service hears that schools are tied up with time consuming web searches and hours spent hunting for resources. Much more than a subscription, what schools say they benefit from the most is the access to a librarian’s mind. 

The benefit of a librarian run service is their ability to navigate over 120,000 items available. From picture books that challenge gender stereotypes to Asian characters in children’s fiction, a librarian’s mind will help pupils explore our world from new perspectives. And it’s much more than books – the service provides schools with artifacts which allow pupils to explore topics like history hands on.


“It’s really important to belong to a service like the Wandsworth Learning Resources Service because class books are so expensive now. We really believe every child should be reading from their own copy. The librarians will send me a selection. I’ll take what I like and send the rest back. That’s really important, and it’s so easy. All you need to know is what you want to teach and ask their advice, and they’ll send it out to you. Every item comes with some notes on it, so you’re not left fumbling thinking, “What is that?” Every item comes with some background knowledge, so it’s really easy for everyone to use. 

As a professional, there’s no doubt that having the Learning Resources Service available to us is a great help. With our teaching hours already absolutely at the limit, we are not having to scurry around trying to find artifacts and books and class sets, which our budget wouldn’t necessarily allow us to do.

Jane Bunn, Literacy Lead, Ronal Ross Primary School

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Values in Action: Think Bigger 

Recognising that psychology support is more effective when they are run in partnership, the School & Community Psychology Service (SCPS) is raising the awareness of their whole school initiatives through the launch of a new website. 

Their focused approach understands that children and young people’s lives are complex and need to be considered in a holistic way – from both a micro and macro perspective – to ensure we meet the needs of the whole person at school, at home and in the community. 

To empower teachers, school leaders, parents, carers, professionals and community organisations SCPS have launched a new website with a series of resources available to help all schools – regardless of whether they subscribe to the service. It is hoped that the Giving Psychology Away series will help all schools think bigger about school psychology and realise the importance of taking a proactive, pre-emptive approach.

Highlights from the Giving Psychology Away series of resources: 

Promoting Parental Involvement 

Webinar by Educational Psychologist & Doctorate Tutor, Karen Schumacher

Parental anxiety can be higher at points of transition and so is the value of building a positive practice of parental involvement so we hope some of these points will be useful, especially if you are new to a role that requires ongoing liaison with parents.

Thinking about Autism and Girls

Article by Educational Psychologist, Dr. Rose McGeown

When considering the presentation of autism in girls and women, it is important to note that the key diagnostic criteria for autism remains true.

Circle of Adults: A Person Centred Approach

Webinar by Principal Educational Psychologist, Theodora Theodoratou

Webinar exploring a widely popular model used in educational psychology, that offers groups of people the opportunity to discuss an area, issue or young person that adults feel stuck with. 

There is nothing that gives me more pleasure in my work than seeing a parent, child, teacher or student grow in confidence in their own ability and feel empowered to take their next steps. 

Karen Schumacher, Educational Psychologist and Doctorate Tutor

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Core Values in Action

A good education must develop children’s curiosity, creativity and kindness. The measure of educational success cannot simply be students’ academic achievements, but also the qualities of the learners who leave our school gates; good citizens who are equipped to lead meaningful and fulfilling lives.

As a values-based organisation, we are passionate about supporting schools to realise their full potential in the services they provide. We use our council values as our guide in this and hold our actions accountable to its ethos at all times.

Discover more examples of our Values in Action in our latest Smart School Services annual report.

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At Your Core – School Values

Guiding everything from decision-making to daily interactions, brilliant school values spark shared ownership in teachers, learners and their families; transform communities as well as classrooms; and lay the foundations for brighter futures that impact every one of us, and even the planet.

Taking the time to create core values that are truly tailored to your whole school can be transformational.

Get it right and they can help swell pupil numbers, bolster budgets, grow resources, deliver recruitment and retention and garner rich connections with your local community and its families. They can also help with Ofsted inspections, carried out with a clear understanding of the school’s ethos and expectations.

Miss the mark and you risk diminishing their value. They can easily become a generic, continually reproduced page in your school prospectus, or an occasionally referred to set of laminated words displayed on your reception wall. A nice to have.

The Value of Re-evaluating School Values

There are two primary reasons to reconsider your core values. Firstly, because they fail to authentically represent your school and its distinctive culture. They don’t inspire or capture the real essence of what makes your school different. Worse still, you might find yourself ensnared in the ‘educational waffle’ dilemma. The problem of having a set of generic, safe statements that closely resemble those of many other schools in your catchment area, but miss the heart of what matters most in your school.

The second is their relevance to your community and the world at large. Society has shifted. Social media 

safety, diversity and inclusion, coronavirus, climate change, the cost of living crisis… Legacy values that you may have inherited may no longer feel relevant without redefining what they mean from your school, its learners and their families perspective. 

According to the National Parent Survey 2023, over 2.8 million children live in households where their parents are struggling to afford the cost of sending them to school. 875,000 primary school children don’t have enough age-appropriate books at home. In Wandsworth, 45% of primary school pupils do not have English as their first language. 

A special focus on a value a month is a great way to bring values to life rather than promoting ‘all the values all of the time’ 


Imagine the impact you would have if you addressed these issues directly through your core values. If you communicated a safe, supportive and inclusive school culture and embodied it across everything you did. Where your words and their associated actions were perfectly aligned. How powerful would that be?

Living Your School Values 

Your values should be the lens through which you view all of your school activities. They should be embodied by staff, underpin all of your external and internal communications and permeate through every facet of daily school life. 

Develop a consistent and structured implementation plan for your values programme and you can unlock the benefits of creating a positive, inclusive, and supportive learning environment. 

Here are some ways your school can embody its values: 

Leadership Role Models 
First and foremost, the school’s leadership and staff must serve as role models for these values. They should consistently demonstrate respect for one another, honesty in their interactions, and integrity in their decision-making. These actions send a powerful message to students about the importance of these values in the real world. 

Integration into Curriculum 
Infuse the values into the curriculum. Incorporate them into activities and lessons to reinforce them. 

Consistent Messaging 
Ensure that the values are consistently communicated through posters, assemblies, newsletters, and classroom discussions, reinforcing their importance in various contexts. 

Recognition and Rewards 
Acknowledge students who demonstrate these values through certificates, praise in assemblies, or special mentions in newsletters to encourage others to follow suit. 

Conflict Resolution Programmes 
Teach conflict resolution strategies that align with the school’s values, promoting peaceful and respectful interactions among students. 

Student Involvement 
Empower students to take ownership of your values by involving them in decision-making processes, clubs, or initiatives that promote and embody them. 

Training and Development 
Provide training and workshops for both staff and students to understand, practice, and integrate your values into their daily lives. 

Regular Evaluation 
Periodically assess how well the values are being integrated and lived out in the school environment, making adjustments or improvements as necessary. 

Community Engagement 
Organise events or projects that reflect your values, involving parents, local organisations, or the wider community – reinforcing their importance beyond the school walls. 


Value of the Month 

To effectively integrate your values into whole school life, consider adopting a Value of the Month programme. This enables you to explore each value in-depth across myriad contexts at school, home and in the world at large. 

To raise awareness of and engagement with the Value of the Month, develop a prominent visual focus around the school, with large values boards in key halls and areas. 

Create a classroom poster for display each month with each child given a copy to take home with them. 

Feedback from similar initiatives reveals that these posters find their way onto the walls of the immediate family home, the extended family and even businesses in the wider community. 

As you revisit the value in subsequent years, learners will interact with the value in different ways as their understanding matures. 

Connecting Parents 

More than eight in 10 parents want to play an active role in their child’s education. And yet fewer than one in five schools have policies in place to facilitate this. 

Engaging your greatest advocates through values-aligned initiatives means your school will: 

  • Build trust and understanding 
  • Bridge the gap 
  • Reduce absenteeism and exclusion 
  • Raise aspirations and achievement 
  • Inspire parents, pupils, and staff 
  • Garner testimonials / referrals 

Involving parents in decision-making brings in different perspectives and points of view, which in turn can help the shift towards home school partnerships; shared values and shared goals. 

A Parent Council can provide an excellent forum that supports consultation and shared values-led decision making. 

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Michael Hallick: Find Your Voice

As Wandsworth continues to evolve in a rapidly changing capital, the role of core values within its schools becomes increasingly important. Differentiated and tailored core values serve as the bedrock – not just articulating the moral and academic expectations for everyone in the school community – they lay the foundation for nurturing well-rounded young minds that can navigate their world with integrity, empathy and purpose.

Values are invaluable

Has there ever been a time when clear, compassionate and courageous values have been more needed? With society facing huge challenges, we need to clearly communicate how we wish to live positively alongside each other in our communities.

Over the last 12 months Wandsworth council have been doing just that. More than 150 of our people have taken part in defining a new set of values that capture the spirit, energy and intent we need to drive forward our ambitions for our residents.

Our new borough values have been built to capture the best of how we work together and to inspire the change we need to create in our culture.

The five statements are clear, directional and demanding. They build on good governance and reliability, emphasising the need for all of us, whatever our role, to show leadership, to be confident, imaginative, caring and creative.

As an organisation which has come together to represent a broader part of London, our values reaffirm our commitment to embrace difference, to connect even more deeply and widely and to show compassion and empathy for the people we work with and the people we serve. They are so much more than words on a page.

The new values are:

  • Think Bigger
  • Embrace Difference
  • Connect Better
  • Lead by Example
  • Put People First

In our annual Smart School Services report we will be discussing the important role values can play for your school, teachers, pupils, and the communities that you serve. From pupil numbers to staff retention, they can lead to transformative results and permeate through everything you do. We hope you find it of use on your values-based educational journey. 

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Steve Preston: Super School Profiles

At the end of September we uploaded Super School Profiles to the Research & Evaluation Unit (REU) website for all Wandsworth schools buying into Traded Services. Most schools will now be very familiar with these profiles – we originally launched them way back in 2010, though we continue to develop and improve each year. It’s our way of drawing together analysis from across the wide range of data we collect including attainment and progress, cohort analysis absence, exclusions, finance and workforce.

Each analysis section is visually presented with information on pupil groups, trends over time and comparisons to local authority and national averages. The profiles include analysis of Year 1, 3, 4 and 5 TA and NFER tests if you submitted them – note that schools providing data for Year 3, 4, 5 for a test other than NFER do not have analysis included in the Super School Profile as we were unable to calculate the percentage of pupils at expected or higher.

The profile this year followed the familiar format, but with some notable improvements including:

  • The Vulnerable Groups Summary (Section 1j) has been updated this year and should be quicker and easier to understand. The values are still coloured vs pupils different to the England data, but we’ve moved away from using the dot to indicate cohort size, to showing the count of children in brackets. We think it really helps to pop out things like subject-specific good practices across the year groups!
  • We’ve freshened up the IDACI and Absence maps – and also moved the latter to focus on persistent absentees, rather than all children.
  • The Absence section now shows a five year trend – this is important as it shows how absence levels are still well above the levels pre-pandemic in Wandsworth and across England.
  • The Workforce section show the ethnicity profile of your pupil cohort alongside the staff profile, so you can easily see how comparable they are

The new ethnicity comparison for school workforce:

The new vulnerable groups summary:

And remember, you will have more detailed analysis on the REU website that provides even more depth to the analysis in the profiles, for example contextual reports that break down achievement of pupil groups by individual subject, and question level analysis for year 3, 4 and 5 optional tests.

As always, please get in touch with the REU if you have any questions about the profiles or any other aspect of the REU service, and indeed if you have any suggestions for future developments – we are always keen to learn.

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Francis Gerard: The Global Storyteller

The Arrival of the Drakons

Conceived on VE day (family legend!), Francis Gerard, 77, was born in London and then moved to South Africa at 10 months old where he grew up steeped in stories. This was partly because his father, who has the same name, loved to tell stories to his children and their friends. He also wrote around 30 novels between the two world wars – one famous fan was the actor Christopher Lee (known for portraying Dracula) who employed book hunters to search secondhand shops for the titles he hadn’t read.

Growing up in South Africa was complicated. “My father was very anti-apartheid and I loathed the whole process of apartheid. I refused to learn Afrikaans, so it meant I couldn’t go to university.” Instead, Francis, “walked across Africa in the late 1970s….”. When the six-day war broke out between Israel and Egypt he couldn’t, “continue as I was in the Sudan, so I went back and took a boat to Calcutta then travelled across India, Pakistan and Afghanistan.” Eventually he arrived, “pretty ill” at Istanbul where “I took a train directly into London.”

Though Francis now mostly lives in Tooting with his wife and two of his five children, he has had many stints working in South Africa. In 2006 he oversaw the setting up of the Origins Centre Museum at the University of the Witwatersrand, Johannesburg, which reveals the history of early humans in Africa going back more than 2 million years ago. It’s where we all come from.

Chinese Culture

As a filmmaker Africa and China have both often been in his lens.

In 1992 Francis produced and directed the BBC documentary on Chris Patten’s time as The Last Governor of Hong Kong which was presented by Jonathan Dimbleby. This led to a number of TV documentaries and films covering the Forbidden City; ways China has changed the world and revolutionary art, some made with his wife, Haiyao. See  

“My wife is Chinese and is a fairly well-known as a writer in China. She’s called Zheng Haiyao, as the Chinese have their surname first,” he says explaining how the pair were approached by a publisher in China who for nearly 40 years had been selling a set of books, that needed bringing up-to-date. “I have a company that designs exhibitions and museums in Africa, so my key designer Renay Kneale and I took the illustrations and remade them for a worldwide English audience, and we then translated all the material and I rewrote it.”

Recently, Francis has been working with Wandsworth LRS visiting schools to read from these six illustrated books about Chinese myths and folk tales. He’s also donated more than 40 books to school libraries including the Legend of Nezha, The Lotus Lantern, Monkey King (the early years), The Cowherd and the Weaver Girl, Houyi and the Ten Suns and The Flame Emperor’s Daughter – for around eight to 10-year-olds.

At the readings Francis asks the children, “What kind of book would you like me to read as there are so many different stories? Monkey King the early years is my favourite. Everyone knows the story of the Monkey King, except they don’t – he’s so naughty as a child, gone is the responsibility that he has on his back when he’s an adult, it’s a wonderfully witty story.”

As well as introducing these classic stories Francis loves to help the children explore Chinese culture as a “way of getting children and adults excited about reading.”

“I go into libraries and find they had nothing about China or books to understand the great stories of the world, except those limited to Britain,” says Francis whose home is packed with books from a lifetime of reading.

Interestingly Francis’ most recent book, The Arrival of the Drakons, YA fiction for teens, was inspired by the story telling tradition. Just like Watership Down it began as a bedtime story that he spun for his two youngest children, now 16 and 21, and weekly Zoom calls with his grandchildren who live in New Zealand. This story is partly based on his knowledge of the San (Khoisan) bushmen from the Kalahari who use trance to access the spirit world, whom he has lived with, filmed and are a key part of the Origin Museum. But The Arrival of the Drakons also brings in his love of sci-fi.

“Drakons are what the aliens call themselves, we got it wrong and we call them dragons,” explains Francis who is taking some books to South Africa on his next trip. “I had a continuing story that went on and on, and the children kept saying ‘what happens then’? That story was about Zade, the young half-bushmen, half-English child and his adventures, who has a drakon as a friend. The drakons arrived when a colossal meteorite wiped out the dinosaurs. So, it’s a story about ancient entities dealing with a young individual who solves one of the big problems that they have…”

Although you may not find Francis’ adventures in any library yet, you may already share his passion for books, Chinese culture and stories about the big changes in South Africa reaching right back to the DNA of the San bushmen. Indeed, the San are such a key part of our human story that they are the centre part of the South African coat of arms redesigned in 2000. Even so The Arrival of the Drakons is one of the first sci fi books to feature the San – and all thanks to a continuing bedtime story.

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Alex Purssey: Harnessing ECT energy to deliver Creative Digital Tech Days in your school

As part of the Ravenstone Early Career Teachers professional learning, three new teachers, Lauren, Jack and Rory, were asked to help plan and organise a student Science, Technology, Engineering and Maths (STEM) Day. Some creative discussions and stimulating ideas workshops with the energetic ECT’s and consultants from the CLC ensued to plan an exciting day of interactive labs for staff and students at the Balham school.

Educators often search for professional learning experiences that explore how STEM concepts and tools can be embedded into the classroom in meaningful, intentional and academically engaging ways. Teachers know their students want more technology in their classrooms and so are always seeking to integrate STEM into learning opportunities, but sometimes suffer a lack of confidence, resources or time to experiment with innovative interactive tools. Partnership, collaboration and sharing are all in abundance through the CLC and their tutors are on hand to come into schools to support staff in delivering and embedding engaging digital transformation into the schools’ curriculum.

Ravenstone Lead Science teacher, and brainchild of the day, Richard Ingham enthused;

“STEM day was amazing! The children had a great time exploring the Virtual Reality world of NASA and taking a trip in a helicopter. Others had the chance to ‘touch coronavirus’ and look at other viruses up close and personal. The overwhelming response was of positivity and learning across both Key Stages. Dave, the facilitator from the CLC, was great, and the day went off with smiles and laughs.”

The stimulating activities included using Artificial Intelligence to allow students to explore a galaxy in the palm of their hand. Learners could hold a 3D object, explore a DNA molecule, enabling an entirely new way to learn and interact with the digital world. Using the fully integrated VR goggles provided students with virtual and augmented reality content to explore and investigate complex scientific topics in a safe and absorbing way.

Pupil engagement and excitement was clearly evident, with the activities triggering incredible discussions and motivation for further future workshops. “I enjoyed the lesson because I don’t get to do those things normally…it was fun to have the opportunity to do different things!” stated one learner, with another adding, “We looked inside a human body through an iPad, it was cool to see the body in a different way!”

The enjoyment and interest from the pupils was matched by the eagerness of other staff wanting to incorporate the digital tools in their own curriculum areas. The exhilarated ECTs, clearly pleased with their accomplishments, chimed about their learners “They loved it…they were fascinated by the technology but it was interesting to see how familiar the

students were with the terms and use of the devices, they were constantly engaged and it was lovely to see.”

Ravenstone skilfully harnessed the energy and enthusiasm of their new teachers Lauren, Jack and Rory to deliver an inspiring and refreshing day of creative practical sessions to promote STEM, and not only motivate pupils but re-energise staff into wanting to integrate tech into their subject areas!

Wandsworth City Learning Centre can deliver specific projects in your school to enhance teaching and learning, and introduce innovative digital tools to motivate and engage staff and students, making difficult topics exciting and fun. Please do get in touch via the form below to discuss how the CLC can bring subjects alive and challenge your learners in the classroom.

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Wanda Gajewski: What price progress?

A few weeks ago, I attended a webinar with Andy Jones. The author talked about his latest book ‘Bob vs the selfie zombie: a time -travel comedy adventure.’ The children were asked to travel in time, and it was interesting to hear that some pupils wanted to be transported to pre -technology era and others to Tudor times, for instance. If the children travelled back in time to the 16th century, what would they miss the most? I am personally in favour of new technological developments and that what inspired me to investigate what technology is coming out in 2023 and link with the topic for KS2 ‘What price progress’. The list of tech inventions to kick off 2023 is impressive; green hydrogen, nuclear fusion, quantum computing and the artificial intelligence to get even smarter, just to mention a few. 

We live in a time filled with modern technologies and are excited about the novelties that global corporations provide us with and are still waiting for more. Your pupils will learn that many inventions that only yesterday seemed revolutionary and forward-looking, today are almost obsolete. However, there are also those that have changed our lives forever and become milestones in the history of the world. 

This IPC (International Primary Curriculum) unit gives you and your children the chance to explore lots of amazing developments that have changed the world. It is a great topic for children to develop their history skills and learn about different brilliant inventors and inventions. The resources will also help your children in developing critical thinking skills and build their knowledge about the effects that the inventions had on their lives. 

Kickstart a discussion by asking what earlier technologies and devices have been replaced today by computers and the Internet?

The dynamic development of the entire electronic and IT sector meant that the man was no longer required to perform many activities. The number of professions that have been dismissed thanks to this revolution is growing with each passing decade. The internet, on the other hand, has made it possible for everyone to have access to things that our ancestors would not have been able to imagine within a few clicks. Fax machines are now completely replaced by smartphones, for example.

Facilitate a discussion which inventions are the 5 greatest of all time? 

The wheel

Some people consider the wheel to be the greatest invention of all time.  The Sumerian people in Mesopotamia  are widely believed to have invented the wheel around 4200-400 BC. The wheel led to other innovations, including wheelbarrows and chariots, and changed the way people lived, worked, and travelled. Other advances such as mills, steamboats also owe their creation to the basic but incredible wheel.

The elevator 

Mechanisms for vertical transport date back thousands of years. In 236 BC, Greek mathematician Archimedes designed a rudimentary elevator operated with the use of ropes, pulleys, and a capstan. In ancient Rome, wild animals kept beneath the Colosseum were delivered to the arena through a series of up to 28 lifts — each one of which could carry 600 pounds and took as many as eight men to operate. The elevator as we know it was created in 1854, when Elisha Otis produced an elevator with a safety device. His company’s designs were ground-breaking at the time, and the Otis company continues to be the leader in the elevator industry today.

Printing press

Although Johannes Gutenberg is synonymous with the printing press, he was not the first to use a press to create printed material. The oldest known printed text was a Buddhist scroll made in China, using block printing. However, in 1436, Gutenberg refined printing in a way that forever changed history. His crowning achievement was using his press to produce 200 copies of the Bible within three years, which was astoundingly fast at that time. 


The concept of inoculation is an old idea. It goes back to Buddhist monks who drank snake venom and people in 17th century China who purposely exposed their skin to cowpox in an effort to protect against smallpox, a related but far deadlier disease. But it was British doctor Edward Jenner who pioneered the field of vaccinology with his development of the smallpox vaccine in 1796. From there, Louis Pasteur made advances in the field, developing cholera, anthrax, and rabies vaccines. By 1970, there were separate vaccines to address deadly measles, mumps, and rubella. The invention and evolution of vaccines have saved countless lives around the world. 

The Computer

It is hard to think of an aspect of modern society that has not been affected by the computer. Although many people contributed to what we call a computer, several great minds are especially noteworthy. The idea of an automatic digital computer dates to mathematical prodigy Charles Babbage. His idea, named the analytical engine encompassed elements of current computers. A huge leap forward came in 1946, thanks to John William Mauchly and J. Presper Eckert. These two scientists  created the first general-purpose computer — the Electronic Numerical Integrator and Computer (ENIAC).

Resources to borrow

The top ten Inventions that changed the world, by Chris Oxlade

In 1903, two brothers achieved the first controlled flight of a heavier than air machine. The Top Ten from thousands of inventions that have undoubtedly changed our world. The children will find out why have these ten made it and not others and what the other top nine inventions are that changed the world! 

Inventor’s secret scrapbook, by Chris Oxlade

Inside this book you and your pupils will find pages of scraps from the notebooks of some of the world’s greatest inventors. Your class will also discover how the inventors came up with their incredible ideas- from the humble light bulb to a fantastic flying machine. 

Machines and Inventions, by Ian Graham

Humans are clever creatures. For thousands of years, they have found ways to make life easier, from lighting fires to building robots. This book, with special acetate pages, will help you and your pupils to explore some of the most ingenious devices that the human mind has created. 

I wonder why Zips have teeth, by Barbara Taylor

Colourful and full of information book is the perfect introduction to inventions, featuring the first computers, robots on Mars, eBook readers and much more. The pupils will learn that the Inventors try to solve problems and they think about people’s needs, and then try to come up with an answer. 

Inventors who changed the world, by Angela Royston

Discover the amazing brains behind the inventions we could not live without! This book brings together fascinating facts and information, from how phones became mobile to the World Wide Web   made available on the Internet. 

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