ECOLE ACTIVE BILINGUE INTERNATIONAL - THE VICTOR HUGO SCHOOL

23, RUE DE CRONSTADT 75015 PARIS

IN PARTNERSHIP WITH BUFFALO STATE, SUNY UNIVERSITY
RECOGNIZED BY THE EUROPEAN COUNCIL FOR INTERNATIONAL SCHOOLS

ELSA-FRANCE 86 RUE DE LA TOUR 75116 PARIS TEL/FAX 0145044852

WWW.ELSA-FRANCE.ORGINFO@ELSA-FRANCE.ORG
ASSOCIATION RGIE PAR LA LOI DE1901 SIRET: 43126229400025
N FORMATION PROFESSIONNELLE: 11 75 450001 75.

ELSA BOARD 2013

PRESIDENT: DONNA PHILIP, INTERNATIONAL SCHOOL OF LYON
VICE PRESIDENT: NANCY WILLARD MAGAUD, EDUCATIONAL CONSULTANT
TREASURER: DANYELLE GIRIN
SECRETARY: ROSE MARY DUPUY, MALHERBE INTERNATIONAL SCHOOL
ELSA ADMINISTRATIVE ASSISTANT: DANIELA BRUNEAU

TDD COMMITTEE 2013

PROGRAM COORDINATOR: ANTONY MCDERMOTT, EABJM
NANCY WILLARD MAGAUD, EDUCATIONAL CONSULTANT
CAROLYN COMFORT, LENNEN BILINGUAL PRE SCHOOL
PEGGY COMMUNAL, ECOLE MASSILLON
CONFERENCE COORDINATOR, DANIELA BRUNEAU

The ELSA Board and the TDD Committee extend their warmest thanks to Marie France
Conchard, head of Ecole Active Bilingue International-The Victor Hugo School, for hosting
the ELSA TDD and for her valuable assistance in organizing the
Conference.

Registration, Entrance A at 8:30 a.m.

In order to attend the conference all registered delegates must come to Registration
to sign their schools attendance form and pick up a badge, program and evaluation
form. Locate your registration table by finding your school name on the signs.

Workshop attendance sheets

Please be sure to sign the attendance sheet that is presented to you at each workshop.

Professional Development

Schools applying for a professional development refund will need to provide their
organism with the following documents signed and stamped: program and
description of the training event in French, certificates of attendance. Contact ELSA
for more information.

Locating stairs and elevators

Main entrance hall: elevator and stairs to all three floors.
Room 1, entrance C: elevator and stairs to all floors.

Locating rooms

Ground floor: Entrance A, Registrations and Exhibitor Stands in the library (main
hall: left), visual art room, rooms 1-5, elevators and stairs to floors 1-3, Entrance C.
Floor 1: rooms 12, 13, 16, 18/19,
Floor 2: rooms 21, 23, 25, 26 and Computer Lab (room 22), upper cafeteria
Floor 3: rooms 34, 35, 36, Science labs
Level-1: cafeteria (coffee, lunch)

SESSION RESTRICTIONS

Seating is on a first come, first serve basis for all sessions. Due to space restrictions in
most classroom and to occasional speaker requests to keep the audience limited,
sessions may close when the number of delegates has reached a cutoff point, usually
30-40 delegates, sometimes less. If this is the case it will be indicated in the speakers
session abstract. When planning your day, we recommend you choose two
workshops for each time slot so that you are not at a loss if your first choice session is
full. Sessions in the computer lab cannot hold more than 20 delegates. Please be on
time so as not to disturb an ongoing session. Some speakers may not accept
latecomers. If a Session Closed sign is posted on the door, kindly go to your second
choice session. Please be assured that speakers do their best to accept as many
delegates as the space allows and that the cutoff point is for everyones comfort.

SESSION RESOURCES

Speakers receive an estimated number of handouts and may not have enough to go
around. All handouts and power point documents communicated by speakers can be
made available to delegates in electronic form. Contact the speaker directly after the
session or make your request to ELSA.

Exhibiting Stands-Library

The Exhibitor stands are located in the library near Entrance A. This year we have
several new exhibiting companies. Check the program for the full list and contact
details.

Refreshments- Cafeteria Level-1

Coffee, tea and croissants are available in the morning at 8:45 and a bagged lunch is
served at 12:30. Vegetarian lunches are provided. Please check the signage on the
walls and join one of the two lines to speed up the process.

Evaluation form-Exhibitor Room

Your comments on the value and effectiveness of the conference are extremely
important to the TDD Committee and the ELSA Board for planning next years
event. Please take a few minutes to complete this form, and place it in the Raffle
Basket located in the library in the afternoon and from 4:30 pm in the registration
area where the cocktail and prize draw are located. The form allows you to
participate in the ELSA prize draw.

Closing Cocktail and ELSA Prize Draw-Registration Area

The prize draw is open to all participants. To participate in the prize draw you must
fill out an evaluation form and drop it in the raffle box at the end of the day. At the
closing reception, The ELSA board and TDD Committee members will draw forms
for prizes generously donated by ELSA member schools and Exhibitors. If a
participant is not present to retrieve the prize another form will be drawn.

Graduate Credit with Buffalo State, SUNY University

Every year, delegates attending the ELSA TDD may apply for graduate credit with
Buffalo State, SUNY University. Please contact ELSA for more information.
We hope you enjoy the conference!

Room 26
Secondary

Computer Lab
Primary

Poetry Archive:
create an audio
anthology

Computer Lab
Secondary

Tim Shortis

Poke, Message,
Tweet: role-paly
to explore social
media

Room 25
General

16:30-17:00

15:15
16:30

Julie Blake

Room 36
General

PISA Results

Francesca Borgonovi

Current Trends

Educational
expectations and
student marks

Francesca
Borgonovi
Making History
motivating

Richard McFahn

Room 23
Secondary

History: a nice
cup of tea

Richard McFahn

History

Room 36
General

Schooling in
Finland

Visual Art Room

Middle School

How to start a
Debate Club

Julie Forbes +
Nathan
Herschenroeder

Room 36
General

Schooling in
Finland
(same as above)

Kirsi Lindroos

EXHIBITORS IN LIBRARY

Room 18/19
General

The Language of
Learning

Room 23
Secondary

Teaching
Movement and
Settlement

Neil Bates

Room 23
Secondary

Using the
Personal Story

35
Secondary

Help! Im so
stressed I cant
text

Deanna
Canonge

35
General

Teaching is a
piece of cake!

Deanna
Canonge

Room 18/19
General

Girls and Boys

Fin ORegan

Room 18/19
General

Challenging
Behaviour

Fin ORegan

Learning
Support

COCKTAIL AND PRIZE DRAW IN REGISTRATION AREA NEAR ENTRANCE A

Room 21
Pre-Primary

Science Projects
and Nature

Jackie Todd
Morel

Homework
children +
parents love to
do
Room 34
Primary

Room 35
General

Bilinguals and
their identities

Nayr Ibrahim

EXHIBITORS IN LIBRARY

Room 35
General

How children
become
bilingual

Nayr Ibrahim

Language
Matters

Room 23
Room 36
Secondary
General
LUNCH IN CAFETERIA LEVEL-1 AND EXHIBITORS IN LIBRARY
Alison Pattinson
Fin ORegan
Kirsi Lindroos
Neil Bates
+ Helen Brian

Room 34
Pre-Primary

Assessment in
the early years

Christine
Merrick

Room 34
Pre-Primary

Moving In,
Moving Up,
Moving On

Chris Merrick

Pre-Primary +
Primary

REGISTRATION- MAIN ENTRANCE A

COFFEE IN CAFETERIA LEVEL-1 AND EXHIBITORS IN LIBRARY

March 27th, 2013 at the Ecole Active Bilingue Victor Hugo, 23 rue Cronstadt-75015 Paris
**9:15-10h45 - Lisa Huet: Reading Strategies that Engage Our Kids. Primary** Room 13

Room 13

See below for

title**

moved to
9:15-10:45

Room 21
Primary

Room 25
Secondary

Computer Lab
General

** session

Field Work
for Young
Students

Poetry Archive:
word as sound

Looking it up:
OED for student
research

14:45-15:15

13:3014h45

Paul Dolk

Visual Art
Room
(3-8 years)

Julie Blake

Room 25
High School

Secret Life of
Poetry: The
Writers Craft

Learning to
read + write
through song

Janet Evans

Visual Art
Room
(3-8 years)

My Grannys
gone missing

Mostly
Primary
Janet Evans

Tim Shortis

12:30-13:30

11:1512:30

Digital Phones +
cameras in the
classroom

Kimberley Law

Gary Snapper

Room 25
High School

Creative Writing

Gary Snapper

English Poetry

Secret Life of
Poetry: The
Readers Response

Cathy Altman
Nocquet

Mostly English

10:45-11:15

9:1510:45

8 :30

26
Secondary

Problem-Based
Learning: setting
up

EABJM Team

26
Secondary

Problem-Based
Learning:
experiencing

EABJM Team

Room 21
Secondary

The Doppler
Effect

Paul Dolk

Room 21
Secondary

Science on the
Go

Paul Dolk

Hands On

Room 34
General/Administrat
ors

Leaderful Schools
For Learning

Pam Harper

Room 16
All

UK College
Counselling

Nicholas Baker

Room 16
All

US College
Counselling

Franco-American
Commission

Room 16

Librarians

Round Tables

MOVING IN, MOVING UP, MOVING ON: TRANSITIONS IN THE EARLY

YEARS
Pre-Primary
Starting school is a big event. It is a time of many changes in a small childs life,
possibly the first time that they have been away from parents for any length of time.
How can we manage the transition into school so that it is a smooth and trauma free
as possible? What can we do to make sure children feel confident and settled in the
strange new environment that is a school classroom? Moving in is just the first of
many transitions though, after that theres often a new teacher next year, new
classrooms, new friends and even new schools to deal with. This session will look at
the strategies that teachers might employ to make these transitions as positive as
possible for everyone involved.! ! !

ASSESSMENT IN THE EARLY YEARS! !

Pre-Primary
Mary Jane Drummond (1993) described assessment as the ways in which, in our
everyday practice, we observe childrens learning, strive to understand it, and then
put our understanding to good use. Drawing on her work and ideas from around
the world this workshop looks at how the ways in which we assess children reflects
our priorities, what we treat as important, the way we teach, the way we value
children and the way children learn. We will have an opportunity to reflect on
practice and develop strategies that support a view of children as rich, competent
learners.! !
Chris Merrick is a dedicated Early Years professional with a successful background
in Primary School headship in the UK, Local Authority Advisory & Inspection
Services and International School administration. She has extensive knowledge in the
theory and implementation of a wide range of international practice with particular
interests in assessment and documentation, transition processes, development of
early literacy skills and the work of educators in Reggio Emilia. She has worked
closely with Sightlines Initiative, the UK organization acting as the liaison with
Reggio Children, both as a member of their Refocus Advisory Board and as a
consultant/trainer. ! !Chris delivers Early Years training and consultancy in the UK
and in International School and works as an Associate Inspector for SERCO on
OFSTED school inspection teams in the UK. She has also taken part in accreditation
teamwork for CIS. Chris has presented and lead workshops at conferences and
seminars in the UK and in Europe and until November 2009 was Chair of the
European Council of International Schools Early Childhood Committee.! !Chris is
currently studying for an Education Doctorate. Her doctoral research focuses on
inquiry based approaches to teaching and learning in the early years.

FIELDWORK FOR YOUNG STUDENTS

Primary
20 mini Ipads will be provided to participants for the session. Delegates may also
bring their own digital device.
This workshop will explore options the iPad provides (and also the iPod and iPhone)
for outside exploration. These cover subjects for instance in Biology like viewing a
microscope operated by a teacher, recording sounds from birds or any other animal
at hand and recording photo and movie documentation. But also simple things one
can find in nature like sand will provide excellent study subjects. Well-defined
assignments can be handed to the students, but the iPad also allows for an
opportunistic component teachers may want to stimulate. The recorded material will
be prepared for presentation in class (and on the web if needed).
The workshop has an outside segment (location and weather permitting).
Paul has been a physics assistant with a teacher training institute for many years. At
present he manages the Mac labs of the same institute. He also has been an active
member of the public astronomical observatory in his hometown of Haarlem for 15
years. In 2004 Paul became an active member of the "Orion Astronomy Club" of his
province, Noord-Holland (NH). His special interest as an Apple Distinguished
Educator is the use of science education applications on the iPhone, iPad and
Macintosh platform. He does many astronomy/science-oriented lectures for schools
and clubs. He also co-presents the Astronomy/Physics course at the Orion Public
Observatory <http://www.volkssterrenwachtorion.nl>.

HOMEWORK CHILDREN (AND PARENTS) LOVE TO DO

Primary
Let us introduce you to Learning Logs, a homework strategy that enables children
of all cultures and languages to experiment with and explore the challenges set them
in school at home, thus also implicating parents more actively in their childrens
learning. This session will provide practical examples of inquiry-based homework
that encourages mother tongue development whilst supporting language acquisition.
Learning Logs allow the students and parents to make choices that they feel
comfortable with whilst extending and reinforcing classroom learning. The session
aim is to provide a framework for implementation and a bank of participantgenerated ideas to take away and try.
Alison Pattison spent 14 years working in primary schools in the north west of
England. In that time she taught the full primary age range from 3 11, held 3
Deputy Head Teacher posts, was a National Strategy Lead Teacher and Advisor and
was a Mentor for PGCE SCITT students. Alison has worked in 2 International
schools and this will be her 4th year in her current post as PYP Coordinator at The
International School of Lyon.
Helen Brian has been teaching for the past 3 years at the International School of
Lyon, where she has been instrumental in developing the use of Learning Logs
within the lower primary school. She was trained at the University of Aberdeen,
Scotland, where she was part of the first cohort of students to follow the STNE
(Scottish Teachers for a New Era) programme of study that focuses on the child as a
learner in a number of different environments, only one of which is the school.

INTEGRATING NATURE INTO EARLY CHILDHOOD EDUCATION

Pre-primary and primary
Bringing nature into the classroom and bringing the classroom outside is the thrust
of this presentation. Integrating a wide range of pedagogical concepts that can be
used throughout the year in an urban setting can be safe and easy. Organizing
systems of recording nature experiences and ways of collecting children's anecdotes
will be presented. Making learning real and helping children and parents to explore
the wonders of nature can be enriching and significant as we become partners in the
discovery and reflection of the world around us.
I live between Paris and Normandy and am passionate about nature and
education. Combining the two has been an extremely rewarding process and
product. I was trained at Boston University School of Education in multiple subjects
with a science major, learning strategies to meet the needs of children with
individual profiles that require differentiation in the classroom. Following this
program I attended courses at the University of Pennsylvania School of Medicine for
neuropsychology.
I have been the president of S.P.R.I.N.T. in Paris for over ten years.
I have taught at the International School of Paris for 17 years from the early years
program through to grade 12. Throughout the six years that I was teaching in the
early years conceptual based IBO PYP program at ISP, I began to develop many
opportunities and experiences to get the children out into the garden or park and to
exploit their natural instinct 'Biophilia' which pulls them towards all living things.
Observation, change and predicting outcomes in the environment was the
original focus of the program. Parents donated funds to create a green space and
equip a terrace. An outdoor science center in an urban environment provides a space
where children of many ages and adults can, create, explore and relax together.
Construction with natural materials, dyeing with fruit juices, planting, nurturing and
cooking leads everyone back to the garden of life.
Jacquelyn E. Todd
50 route de Portbail
50390 Saint Sauveur le Vicomte
France
067 3232 895

MY GRANNYS GONE MISSING: LEARNING THROUGH PLAY, TALK,

AND STORIES
3- 8 years
Young childrens learning is not compartmentalized; they learn when they make
connections between experiences and ideas that are related to aspects of their life in
their school, home and community. They also learn through play when they are
relaxed, happy and confident.
This workshop will look at the important links between play, talk and stories in a
learning environment. It will consider why children need to play and how their play
experiences and talk, often linked to stories, lead to learning.
Delegates will see some very young children learning through roleplay linked to a
particular story. We will consider why stories are so important, the crucial
importance of reading to children on a daily basis, and how reading and writing are
inextricably linked in the literacy development of young children.

LEARNING TO READ AND WRITE THROUGH SONG: BOOKMAKING

USING RHYMES, JINGLES, POPULAR CULTURE SONGS, PUPPETS AND
ARTEFACTS
(3-8 yr olds)
Children become readers and writers when they are given the opportunity to talk for
meaningful reasons and to be real authors. This practical session will focus on how
we can encourage children to become real authors starting with things they are
interested in - popular culture songs, rhymes, jingles, puppets, masks and
artefacts.a selection of childrens book making will be shown. Delegates will also
be given ideas for teaching reading and writing and talk through song.
Janet Evans is a Senior Lecturer in Education and freelance Literacy and Educational
Consultant. Formerly an early years and primary school teacher, she has written
nine books on language, literacy and maths education. Her latest edited book,
Talking Beyond the Page: Reading and Responding to Picturebooks Routledge (2009)
focuses on a reader response approach to responding orally to picture books. Her
previous three academic books: Whats in the Picture: Responding to Illustrations in
Picture Books (1998) (Paul Chapman); The Writing Classroom: Aspects of Writing
and the Primary Child 3-11years (2001) (David Fulton and Heinemann USA); and
Literacy Moves On: Using Popular Culture, New Technologies and Critical Literacy
in the Primary Classroom (2005) published by David Fulton (England) and
Heinemann (USA) reflect her research interests of childrens literature, reader
response, literature circles and critical literacy along with her interest in children as
writers. Janets ongoing research interests include an exploration of strange,
ambiguous and unconventional picture books, critical literacy and interactive writing
linked to popular culture. Janet has taught in India, Nigeria, Australia, America,
Canada, Chile and Spain and was awarded two scholarships that enabled her to
work and study in the USA. In 2010 Janet received a research scholarship to study at
the International Youth Library in Munich; she returned to the International Youth
Library in September 2011 to continue her research. She has presented papers at
many international conferences and is currently doing freelance consultancy.
Janet Evans
Senior Lecturer in Education &
Literacy and Educational Consultant
www.janetevans.co.uk
janetevans@btinternet.com

FIRING THE TOUR GUIDE: ACTIVE READING STRATEGIES THAT

ENGAGE OUR KIDS IN READING
Primary. Session limited to 25 participants
**Session moved to 9:15-10:45 slot**
How do we motivate our kids to think, question and dialogue with each other about
a text? What are novel ways to engage our kids in books rather than leading them
through it all as a tour guide?
In the first half of this session, we will present and model multiple reading strategies
that your kids can apply to any text- from a short, current events news article to a
longer fiction novel. We will discuss the disadvantages to the 'tour guide', or teachercentered, approach to teaching reading. The second half of this session will allow
you to practice the reading strategies first in small groups and then conclude with a
shared discussion. If you are looking for an additional 'toolbox' of reading strategies
that you can easily implement as soon as tomorrow's lesson, this workshop is for
you.
After graduating from Boston University, Lisa Huet relocated to Phoenix, Arizona
where she taught seventh grade and participated in Teach for America. It was
through Teach for America's training coupled by her Master's Degree in Education at
Arizona State University where she became exposed to the methodology of today's
session. She then continued adopting this approach to reading instruction when she
transitioned to her role as a sixth grade teacher in Los Angeles, California. She
received further training in the strategies during the summer of 2006 as participant of
the University of California - Los Angeles (UCLA) Reading and Literature Project.

GIRLS AND BOYS: EQUAL BUT DIFFERENT

General
This workshop will explore both the overlap but also differences in terms of learning
motivation of boys and girls
Considering both research and best practice examples will be examined in order to
consider more effective learning and behaviour in 21st century schools

CHALLENGING BEHAVIOUR
General
Problem, or Opportunity? This presentation will attempt to unravel the behaviour
message and will also demystify a range of terms such as ASD, ADHD and ODD. We
will outline how Structure, Flexibility, Rapport, Relationships and Role Models SF3R
can develop positive outcomes for students on the behavioural spectrum.

THE LANGUAGE OF LEARNING

General
Effective learning requires effective communication for all but especially for nontraditional learners. Communication is not just about the words but the tone and
how you deliver your pearls of wisdom and/or experience.
This presentation will relay and reflect on the use of proactive language, timing
and delivery and the power of praise.
Fin was the Head teacher of the Centre Academy from 1996 -2002 which was the
London branch of a number of specialist schools for children with ADHD and comorbidities based in Florida USA.
He is currently a SEN and Behaviour Consultant for the SSAT and an associate
lecturer for Leicester University, the National Association of Special Needs, the
Institute of Education and the Chairperson of the European ADHD Awareness
Taskforce.
His books include the T.E.S. award wining book Educating Children with ADHD
(2000), How to teach and Manage Children with ADHD (2001), Surviving and
Succeeding in SEN and ADHD: Impact and Intervention: (both 2005),
Troubleshooting Challenging Behaviour and Challenging Behaviours (both 2006)
and The Small Change: Big Difference series Inattention, Hyperactive and
Disorganised (2008)
Fin ORegan MA, PGCE BSc
www.fintanoregan.com
fjmoregan@aol.com
07734 715 378

WHO ME? STRESSED? TEACHING IS A PIECE OF CAKE

General
All Teachers and those involved in classroom management, administrators
This workshop will focus on helping teachers, administrators, and others involved in
daily classroom activities to recognize and use support tools to deal with stress.
Those attending will learn: Identifying various causes of stress; how stress can
manifest itself; how to be proactive in dealing with stress; tools to keep stress to a
minimum

HELP! IM SO STRESSED OUT, I CANT TEXT ANYONE

Teachers, Administrators, Parents with a focus on 5th grade to 12th grade
This workshop will focus on strategies and tools for teachers and other adults to help
students cope with various types of stress and anxiety. Those attending will learn:
different causes of stress in children; different reactions children have to stress; when
normal stress isn't so normal; tools adults can use to help children cope with
stress
Deanna Canonge is a clinical therapist who has been practicing in Paris for 9 years.
Her areas of specialization include attention problems, anxiety, behavioral
management, adjustment difficulties as well as parent and teacher education.
Deanna is co-author of the book Grer un Enfant Difficile au Quotidien along
with French psychiatrist Dr. Michel Lecendreux.
Contact details: soxfan@free.fr / 06.16.92.13.88

MEET YOUR MIND, THE FERTILE FACTORY: USING WRITING

EXERCISES TO DEVELOP CREATIVE THINKING
Middle and Upper School
In this 90 minute workshop, Cathy Altman Nocquet, author of "Write Outside the
Lines: a creativity catapult" ($2.99 on amazon.com), shares original exercises that get
even the most reluctant students writing with zeal. Incorporating her 20-minute
creative workouts will "level the playing field" in the classroom and help your
students build confidence as they discover their best ideas.
Cathy Altman Nocquet made a career of creative thinking while working in
international advertising as a writer and strategist. Her creative writing workshops
for kids and adults feature offbeat, inspiring exercises designed to develop creative
thinking. (Over 300 of these are offered in her ebook, "Write Outside the Lines: a
creativity catapult"). She has taught students from dozens of schools in France, the
UK and the USA, as well as led workshops at libraries and for non-profit groups. Ms
Altman Nocquet is a SCBWI writing contest judge, and a graduate of Columbia
University. Her work has been shortlisted and nominated for editorial prizes in
national and international writing competitions.
Cathy will have copies of her book available for sale. Information can be found on
Amazon.com.

DIGITAL PHONES AND CAMERAS IN THE CLASSROOM

Primary
This session is limited to 20 participants in the computer lab. An additional 5
participants with laptops can be accepted.
If you would like to learn how to use various digital programs in the classroom, this
session is for you. Please feel free to bring smartphones, iphones, ipads, tablettes or
laptop computers.
Kimberley Law is a teacher who specialises in digital media. After 4 years of working
in the digital music industry in Australia, she wanted a change and completed her
Post Graduate Diploma in Education. Kimberley's idea was to use her previous
experience and incorporate it into a classroom setting. She created the Digital
Reporting System used by the British American School in Milan, Italy. This system
collected student work within a digital portfolio that could be showcased to the
parents. Currently she is working on a project with New York. The students in her
class create projects using different computer programs and upload them to a blog to
share with students in the USA.

LOOK IT UP IN THE DICTIONARY: USING THE OED AS A WORDHOARD

FOR STUDENT RESEARCH
(all ages and stages participants will be able to tailor the ideas to their own
contexts)
This session is limited to 20 participants in the computer lab. An additional 5
participants with laptops can be accepted.
Dictionaries have long been used in classrooms as sources of reference that can help
young people to improve their usage by improving understanding of words and
meanings. Dictionaries based on historical principles are also objects of study in their
own right and can be used as tools for authentic research even by young learners.

Drawing on research conducted in classroom settings from primary age to university

admission, this session focuses on the potential of the full Oxford English Dictionary
for student-centered enquiry. Activities will examine the possibilities for working
with texts from a range of genres from achieved literary production to everyday
mundane contexts.

POKE, MESSAGE, TWEET: USING ROLE-PLAY TO EXPLORE SOCIAL

MEDIA
(all ages and stages participants will be able to tailor the ideas to their own
contexts)
Social media such as Facebook present pervasive, immersive and commercialized
experience for many young people in their out-of-school lives yet have relatively
marginal space in the school curriculum. How can teachers work with the tacit
knowledge developed in the many hours spent on these vernacular literacy
practices? And if teachers do not attend to these media, where else will students
learn to develop more critical awareness? Drawing on research and on a pedagogical
design tried in a wide variety of settings, this workshop will outline ways of
developing playful aesthetic celebration and critique of young peoples encounters
with digital media more often proscribed in the classroom.
Tim Shortis designs educational materials based on his research of language and ICT
in home and school settings. He was previously a Head of English in a sixth and a
Chief Examiner of GCE Advanced level English language.

THE SECRET LIFE OF POETRY: THE READERS RESPONSE

Upper school
For many students, poetry is a chore associated entirely with studying literature in
class rather than an art form that exists in a world of pleasure beyond the classroom.
For many students, poetry is, at best, a puzzle to which the right answer must be
found (and, at worst, an irrelevance), rather than a rewarding aesthetic experience.
This workshop explores some ways in which we might begin to break down these
barriers in the classroom by looking at poetry through the lens of art, and
considering what poetry is actually FOR.

THE SECRET LIFE OF POETRY: THE WRITERS CRAFT

Upper School
Students search for meaning in poetry often focuses almost exclusively on
understanding the imagery of a poem and the way this contributes to its narrative,
argument or theme. Broader aspects of the poets craft for instance form and tone
and the way these help to shape meaning often remain a closed book. This
workshop explores some ways in which we might help our students to get into the
mind of the poet and understand the poets bag of tricks.
Gary Snapper taught in 11-18 comprehensive schools in Cambridge for 14 years,
including six years as Head of English at Impington Village College, Cambridge.
Having completed a PhD at the Institute of Education in London investigating the
transition between A Level English and English in Higher Education, he is currently
a Research Associate at Brunel University and continues to teach A Level English
Literature at the Cheney School in Oxford, and I.B. English Literature for Oxford
Study Courses. He is editor of the National Association for the Teaching of English
magazine Teaching English and a member of NATEs management group and Post-16
committee. He has taught English at KS3 and KS4; English Literature, English
Language, and Film Studies at A Level; and English in the International
Baccalaureate. He has led many workshops on teaching literature in the Sixth Form
for teachers and PGCE students. He is co-author, with Carol Atherton and Andrew
Green, of Teaching English Literature 16-19 (Routledge/NATE 2013), and has
contributed chapters on post-16 English to several recent books.
Dr Gary Snapper
Editor, English Drama Media
The Professional Journal of NATE
National Association for the Teaching of English
gary@nate.org.uk
www.nate.org.uk
www.gabrielsnapper.co.uk

POETRY ARCHIVE: WORD AS SOUND

(all ages and stages participants will be able to tailor the ideas to their own
contexts)
Poetry is essentially an oral art form and spoken word events, at festivals and slam
nights, and in the viral worlds of YouTube and Facebook, are enormously popular
with young people. Their encounter with poetry in the classroom is often quite
different in form and style, as well as in the modes through which they experience

it. How might we bridge between these encounters: staying with the poems we
value in the curriculum but also investing them with sound, voice and the life of
young people? This workshop will explore ways of engaging students of any age in
speaking poetry in class, and listening to it.

POETRY ARCHIVE: CREATE AN AUDIO ANTHOLOGY

(all ages and stages participants will be able to tailor the ideas to their own
contexts)
This session is limited to 20 participants in the computer lab. An additional 5
participants with laptops can be accepted.
The Poetry Archive website is the worlds premier online collection of recordings of
English language poets reading their own work. We are in the process of
supplementing this with recordings of contemporary poets reading their favourite
poems by poets who lived before the advent of recording technology. This
workshop will take you on a voyage of discovery, in which you will listen to some
remarkable recordings and then build your own audio anthology to share with
friends, colleagues or students.
Julie Blake is the Education Director of the Poetry Archive and is currently working
with Andrew Motion to establish an annual poetry speaking competition for schools
in England.

MAKING GCSE HISTORY MOTIVATING, MEMORABLE AND

MEANINGFUL
Middle and Upper School
If you asked your students what they will remember about GCSE history what
would they probably say? Exam questions? Target grades? Timed answers? Fed up
of teaching to the peculiar machinations of exam mark schemes and instead want to
teach Key Stage 4 lessons that are engaging, fun, active and rigorous? Join Richard
who will share a variety of lively, engaging and thought provoking lesson ideas that
work well and improve grades in a Key Stage 4 classroom.

A NICE CUP OF TEA: ADDING ENGAGEMENT AND COHERENCE TO

SCHEME OF WORK PLANNING
Middle and Upper School
When people think of the British they often think of us a nation of tea drinkers.
What could be more civilised, more mundane than a nice cup of tea? Surprisingly,
our national obsession with tea actually reveals some dark secrets about our past:
drunkenness, slavery, drug dealing and trafficking. This workshop will show you
how to enliven your classes by using tea as a starting point to knit together a series of
fascinating enquiries, based on these shadowy secrets. It will help make the history
you teach meaningful to the lives of your students and will show you how to add
coherence to your scheme of work by creating a common thread. !
Richard spent 13 years as a history teacher, Subject and Senior Leader and Advanced
Skills Teacher in Hampshire. In that time he turned around a failing history
department into one that was twice graded as outstanding by OfSTEd, once in a
subject specific survey where all of his observed lessons were rated as outstanding.
His department sustained exceptionally high GCSE passes over a sustained period
and became the benchmark department in Hampshire. He presently works as an
Adviser in West Sussex and as a freelance consultant supporting and advising on all
aspects of history teaching. He runs the website: www.historyresourcecupboard.com

USING THE PERSONAL STORY

Secondary
Most History teachers will be aware of the BIG NAMES that populate many a school
syllabus: from Henry VIII to Hitler, from Vladimir Lenin to John F Kennedy. Who,
however, has heard of John Hall, James Maley, Frau Haferkamp, or James Braddock?
In this workshop we will explore the wealth of opportunities offered by pursuing a
micro-history approach. By using the personal story we will consider several
practical examples of how to use the engaging personal story as a window into a
wider study of aspects of World History. This workshop will be suitable for
Secondary School colleagues, especially those teaching Modern European, British
and American history.

TEACHING MOVEMENT & SETTLEMENT

Secondary
While this session might sound like it has escaped from the Geography department,
rest assured that this session will be drenched in History. The British National
Curriculum currently requires that students investigate movement to, from and
within these islands. What we will explore in these sessions is how to craft engaging
enquiries that encourage reflection upon the concepts of migration and emigration.
Using giant maps, sheep, folk music and lots of cards, colleagues will be shown
several fully resourced and tested enquiries that give History a sense of place as well
as time. This workshop will be suitable for Middle and Secondary School colleagues,
especially those teaching Modern European, British and American history.
Neil Bates is an Oxford University graduate and an Advanced Skills Teacher with 17
years experience teaching in Hampshire, England. Neil has for the last ten years been
part of the Hampshire History Steering group, providing a range of CPD to teachers
across the county. These CPD sessions have included "Teaching Outstanding
Lessons", "Enquiry at GCSE" and "How to survive a History OfSTEd inspection". In
addition, Neil has twice been invited to give the opening plenary at the School's
History Project Conference in Leeds.

HOW CHILDREN BECOME BILINGUAL:

SOCIOLINGUISTIC AND

COGNITIVE FACTORS
General
Bilingualism is common in many societies and many children grow up in these
bi/multilingual situations i.e. hearing and speaking two or more languages on a
daily basis. As a result they are capable of amazing feats: switching languages in the
middle of a sentence, selecting the appropriate language to accommodate the
interlocutor or even translating for grown-ups.
In this presentation we will look at how these children learn their various languages
by exploring the interface between contextual, sociolinguistic and cognitive factors
that favour the developmental and maintenance of bilingualism: Contextual factors
will include: the importance of the home and the community in language
maintenance; the NEED to interact in different social contexts: the individuals the
bilingual child interacts with (Who?); the contexts in which the child uses his/her
languages (Where?); the domains in which the different languages are used (When?);
and for which purpose or function. Cognitive factors: language acquisition versus
language learning; simultaneous and sequential bilingualism or BFLA (Bilingualism
First Language Acquisition); cross-linguistic transfer; and how these theories of
bilingualism impact on classroom practise.

BILINGUALS AND THEIR IDENTITIES

General
A 14-year-old French/English bilingual comments on his/her biculturalism:
I consider myself bicultural because my bilingualism gives me a deeper level of
understanding of both francophone and Anglophone cultures, for example, I am able
to appreciate the humour of each of these cultures which can be difficult to do if one
is not a native-speaker.
Identity is about me, us and them; it is fashioned by the journeys we make through
life, the choices we make about who we are and who we want to be; it is about
crossing borders and drawing barriers; it is about difference and sameness,
belonging and exclusion. Throw a couple of languages into the mix and the question
of bilinguals identity becomes complex, multifaceted and contradictory. Bilinguals,
function in two languages, but also see, feel and perceive the world through the
prism of different cultures, linguistic systems, worldviews, geographical contexts
and interlocutors. This has an impact on how bilinguals express, construct and
experience their identity in multicultural, multilingual contexts.
In this session we will try to explore the question of how bilinguals construct their
identity between languages, cultures and perceptions:
Do bilinguals develop multiple identities or do they amalgamate their diversity
into one homogenous identity?
Do they perceive their identity to be separate and boxed, or does it easily cross
educational/ethnic boundaries?
Do they feel like a different person when they switch from one language to
another?
Are they perceived by others to have different identities in their two languages?
Do bilinguals accept or reject their multiple identities?

Nayr Ibrahim is Assistant Teaching Centre Manager and Manager Bilingual Section
at the British Council in Paris. She has worked for the British Council in France,
Portugal, Egypt and Hong Kong. Her interest in bilingualism stems from her
multilingual childhood in South Africa, bringing up a trilingual son in Europe and
her work with bilingual students in France. She has written articles on bilingualism:
My Trilingual Son: A Retrospective (Bilingual Familys Newsletter); A Bilingual
Adventure in Paris and Bilingualism: a childs perspective (IATEFL Young
Learners SIG Newsletter CATS). Nayr writes a blog on Being Bilingual, where she
explores issues in multilingualism through her experience of living and working
with
language:
http://www.britishcouncil.fr/blog/being-bilingual-mymonolingual-holiday/. Nayr is also working towards a PhD in Bilingualism at the
University of Reading, where she is exploring the link between bilingualism, literacy
and identity.

HOW TO START A DEBATE CLUB

middle school
Why have a debate club? It helps students:
Explore current issues in the news or related to school life;
Organize thoughts strategically;
Speak with confidence and clarity;
Reflect on other perspectives;
Learn flexibility in working with others;
Recognize the extent at which our background and culture affect our vision of
right and wrong.
We all know how much adolescents love to argue! This session will show teachers
how to channel this energy into forming a competitive debate club or even a twiceweekly class.
Debating is the perfect activity for international school students thanks to the
essential questions it raises: What's the difference between arguing and debating?
Can a persons argument be more "right" than someone elses? How do our culture,
country, age, and gender influence the way we think?
Using the British Parliamentary Debate format, students learn to debate about a
variety of topics that are meaningful to their lives. They also learn the system by
which a formal debate is judged. A debate club inspires students to practice skills in
formulating, supporting, and defending an argument before moving on to learning
how to pick apart an opponents argument. They cultivate the ability to articulate
thoughts effectively in a public forum. In addition, they learn to develop and
respond to points of information, thereby reinforcing skills in thinking on ones
feet.
Julie Forbes has taught English and French in Scotland and Charlotte, North
Carolina. She has been teaching 6th grade English and Creative Writing for grades 68 at ASP since 1999.
Nathan Herchenroeder has taught Government and Social Studies in Chevy Chase
and Bethesda, Maryland. He has been teaching 8th grade Social Studies and Debate
for grades 6-8 at ASP since 2011.

They both love to argue convincingly.and win!

GENERAL PISA RESULTS

The results from the 2009 PISA assessment reveal wide differences in educational
outcomes, both within and across countries. The education systems that have been
able to secure strong and equitable learning outcomes, and to mobilize rapid
improvements, show others what is possible to achieve. Naturally, GDP per capita
influences educational success, but this only explains 6% of the differences in average
student performance. The other 94% reflect the potential for public policy to make a
difference. PISA reveals what countries are strong performers in education both in
terms of overall achievement but also in terms of equity and which countries have
been able to improve the skills and competencies of their students over time. It also
reveals what schools and teachers can do to improve student outcomes, but also how
the organization of education systems affects the potential for students to flourish
and learn effectively.

EDUCATIONAL EXPECTATIONS AND STUDENT MARKS

This report was published in December 2012. It examines the factors that shape 15year-old students expectations of further education, including academic
performance, the structural particularities of the education system, gender and socioeconomic background. It also compares students expectations across countries and
economies, and by the type of education programme in which students are enrolled.
The problems associated with a misalignment between expectations and actual
ability are discussed, as are students expectations of social mobility. The report
examines the uses and significance of school marks. It discusses the kinds of
behaviour, habits and attitudes that teachers reward with better marks, some of
which may be unrelated to student learning. It explores differences in how countries
and economies distribute marks and suggests ways of improving the effectiveness of
school marks. Finally, the report illustrates the relationship between school marks
and students expectations for completing a university education. It discusses how
marks can reduce or reinforce inequalities in those expectations between socioeconomically advantaged and disadvantaged students, and between girls and boys.
Francesca Borgonovi has worked at the OECD on the Programme for International
Student Assessment (PISA) examining the features of strong performers and
successful educational reformers since 2008. Before joining PISA, she worked in the
OECD Centre for Educational Research and Innovation (CERI) on a project
examining the social outcomes of education. Francesca was previously based in the
Department of Social Policy and in the Centre for the Analysis of Social Exclusion
(CASE) at the London School of Economics and Political Science (LSE), where she
was actively involved in the development of theoretical and empirical research on
poverty alleviation, redistribution, health, disability, and family policies. Francesca
has held visiting positions at the Goldman School of Public Policy at the University
of California, Berkeley and is currently a visiting Research Fellow at the London
School of Economics. Francesca holds a PhD from the London School of Economics.

SCHOOLING IN FINLAND
General
This session is offered twice.
In recent years, schooling in Finland has attracted the interest of educators worldwide.
This session will present Finland's school system, and types of schools, and provide
information on teachers' responsibilities, teacher education, school leadership and
management. It will also describe specific development projects such as work in special
education, a bullying prevention program, and a project for increasing student
participation. A 16-minute video of an ordinary Helsinki school day will be shown.
Ms Kirsi Lindroos is currently Counselor for Education, Science, and Technology at the
Permanent Delegation of Finland to the OECD and UNESCO. She holds a Master of
Education degree from the University of Turku, Finland, and an Intermediate Diploma in
School Administration, University of Turku and National Board of Education. She has
been a classroom teacher, a school director, Director of Education for several Finnish
towns, Education Secretary and Director of General Education of the Association of
Finnish Towns and Cities, Director of the General Education Section at the Finnish
Ministry of Education, Director General of the Finnish National Board of Education, and
the Director of International Affairs at the Finnish Ministry of Education, before coming
to Paris in 2009. She speaks Swedish and English as well as her native Finnish.

THE DOPPLER EFFECT

Secondary
20 mini Ipads will be provided to participants for the session. Delegates can also
bring their personal digital device.
In this workshop we will explore one of the most famous experiments in classic
physics, the Doppler Effect. Some (historical) background will be given before we
perform the experiment with the iPad as a data recorder. Strategies for handling the
experiment in a modern classroom setting with iPads will be practiced. The recorded
material will be prepared for presentation in class (and on the web if needed).
The workshop has an outside segment (location and weather permitting).

SCIENCE ON THE GO
Secondary
20 mini Ipads will be provided to participants for the session. Delegates can also
bring their personal digital device.
Engaging students in science is essential in promoting further interest in
mathematics and science. Implementing science using mobile technology and
"learning to go" is one way to engage all learners. Come see how the iPad (and by
extension the iPod touch and iPhone) enable an entirely new class of
experimentation in and out of the classroom, engaging even the most reluctant
learners. This workshop investigates how these devices can enhance learning in the
field of science. Get a hands-on experience with the latest applications on mobile
devices that will allow your school to extend science everywhere.
In this workshop a number of iPad programs will be demonstrated that can enhance
science education. Some live experiments will also be performed. With the iPad
always at hand (the other iOS devices too for that matter), science can now be
learned opportunistically as well as scheduled in the traditional way.
We will work with some of the sensors that are native to the iPad, the accelerometers
and the microphone. We will also use some external measuring probes (from a range
of many) that enable us to do science experiments that the iPod on its own cannot.
"Science on the go" is for anyone interested in getting a hands-on introduction to the
iPad and natural science applications.
Paul has been a physics assistant with a teacher training institute for many years, at
present he manages the Mac labs of the same institute. He also has been an active
member of the public astronomical observatory in his hometown of Haarlem for 15
years. In 2004 Paul became an active member of the "Orion Astronomy Club" of his
province, Noord-Holland (NH). His special interest as an Apple Distinguished
Educator is the use of science education applications on the iPhone, iPad and
Macintosh platform. He does many astronomy/science-oriented lectures for schools
and clubs. He also co-presents the Astronomy/Physics course at the Orion Public
Observatory <http://www.volkssterrenwachtorion.nl>.

PROBLEMS WITH PIGEONS SESSIONS 1 + 2

Problem-Based Learning, a teaching strategy.
Empower your students with the responsibility to solve a real life messy situation.

1. EXPERIENCING A PBL
Gain first hand experience of what it feels like to be in a problem-based learning
environment whatever your subject or level.

2. SETTING UP A PBL
How to develop a Problem-Based Learning activity and take it through to a finished
product.
Secondary
Representatives of the science department at Ecole Active Bilingue Jeannine Manuel
in Paris will be running the workshop. Problem-based learning is a teaching strategy
that we have been integrating into our middle school science programme over the
past seven years but particularly during the past two years. It is a technique that
makes the learning situation more meaningful to the students while developing
important interpersonal and problem-solving skills. We discovered and refined this
technique with the help of cross-curricular in-service training run by IMSA (Illinois
Maths & Science Academy) near Chicago.
Paul Billiet from Britain, Karen Frey from the US, Sophie Parkman from Britain,
Michelle Rafat from Ireland, Kathryn Rix from Britain, Angelina Sturza, from Canada
and Elisa Velez from the US.

LIBRARIANS ROUND TABLE

MARIO CHIOINI, AMERICAN SCHOOL OF PARIS UPPER SCHOOL LIBRARIAN

UK UNIVERSITY ADMISSIONS
This session will explore the impact of the UK tuition fee increase firstly on
students making their choices, and secondly on the general landscape of UK
university admissions. It will also address issues such as sources of training and
support for advisors.
Nicholas Baker is Deputy Head & Head of English in the British Section of the Lyce
International, St Germain en Laye. He is also national Subject Leader for Language
and Literature in the British Option of the OIB. He has been involved in UK
university entrance for most of his career.

U.S. UNIVERSITY ADMISSIONS, FRANCO-AMERICAN COMMISSION

Charlotte Goodwin and Celine Ouziel, Educational Advisors
The Franco-American Commissions EducationUSA Advising Center is the only
center in France specializing in US higher education. The Center is part of the
EducationUSA network of educational information centers affiliated with the U.S.
Department of State's Bureau of Educational and Cultural Affairs. It offers a resource
library with test preparation manuals, college directories, and personal essay writing
guides among other useful books and documents. Students and their families may
make an appointment to have a private consultation with one of the Centers two
educational advisors for tips, advice, and guidance on selecting US colleges, the
admissions process, financial aid, and filling out applications.
Other activities of the EducationUSA Advising Center include participation in
education fairs; a series of orientation days in the spring with workshops and
presentations for U.S. college-bound students; and information sessions at French
schools and universities on study opportunities in the US.
The EducationUSA Advising Center has written several publications in French that
address a wide range of subjects, including summer schools, high school programs
and summer jobs, as well as a step-by-step guide to filling out college applications
for students enrolled in French lyces who wish to apply to American universities.

ADMINISTRATORS ROUND TABLE

LEADERFUL SCHOOLS FOR LEARNING
Does your school build and sustain leadership capacity at all levels? Does your
school have a shared and lived definition of leadership for learning?
Are all leaders actively engaged in a change process that focuses on student
learning?
During our session together, well draw on materials from the International
Leadership and Management Program (ILMP) as we begin to explore responses to
these questions.
Well focus on the increasing significance of middle leadership. For us, the difference
between senior and other leaders now is not in the types of behaviours, but their

scope. Senior leaders will have a broader spotlight on what is happening in a school
and a deeper field to plan for and to strategically direct. Other leaders may well be
exhibiting exactly the same kind of actions, but within a smaller sphere of influence.
Well focus on what all leaders need to know about the change process. And well
explore the importance of defining and living leadership for learning.
Pam Harper directs the Leadership Programmes, consultancy and professional
learning within the WCL Group (World Class Learning) which includes Fieldwork
Education, The International Leadership and Management program for Senior and
Middle leaders plus the Looking for Learning toolkit. Pam previously worked in
schools and local authorities in England and now works with schools worldwide.
She is project director for the International Leadership and Management Program
(now in its ninth year) for senior and middle leaders and the new alumni program.
Pam has been one of the leading facilitators of Looking for Learning for the past
six years and has played a key role in its development throughout that time. Pams
current work includes consultancy with schools in Bangkok, Singapore, Melbourne,
Vienna and Doha.
www.internationalleadershipandmanagementprogram.com
www.wclgroup.com

MOTIVSOLUTIONS is
constantly looking for
innovation
in
technology in order to
participate actively in
the improvements of
educational practices
making teaching more fun and interactive. MOTIVSOLUTIONS responds to
classroom needs and reinforces activities constructing a truly interactive class .
MOTIVSOLUTIONS is an exclusive partner and distributor of several companies
worldwide. Each company has developed and created innovative products or
solutions that target difficulties in learning and allow their users to better utilize new
technology encouraging them to be attentive learners demonstrating noticeable
improvements in attendance and academic results.
Created in 2008, the company is in constant growth and counts a great number of
prestigious clients such as the international school of Paris, the American school of
Paris, British School of Paris, Saint-Denis International school, Jardin des Nations
Unies.
We are based in Paris region but we cover all France and Morocco.
Please see the corporate video:
http://www.youtube.com/watch?v=_ukY2ItLhdo

At Pearson, we are made up of hundreds of

parents, teachers, learners and more than a few
technology experts, who all share the same
passion for education and want to help learners
achieve more.!!So whether you are following a US, UK or International curriculum,
Pearson Global Schools has the very best educational resources to help you
personalise learning and teach memorable lessons, every day.!!Why not drop by the
Pearson stand and talk to one of the international team and discover new ways to
make sure all of your learners flourish. For up-to-date catalogues, sample chapters,
eNewsletters
and
to
find
your
local
representative
visit
www.pearsonglobalschools.com
Nicola Wookey: !International Sales & Data Management Executive
!International Schools Europe!
Pearson!!
Edinburgh Gate
Harlow!
Essex!
CM20 2JE
!
UK!!D: +44 (0) 1279 623672!F: +44 (0) 1279 623325!
nicola.wookey@pearson.com

Nelson Thornes is a leading educational

publisher providing innovative learning
solutions of the highest quality that
support teachers and motivate students
from all international backgrounds from
Primary through to Secondary levels. We
listen to and understand the needs of our customers. Extensive market research with
teachers as well as contributions from experienced examiners are instrumental in the
planning, writing and reviewing of our wide portfolio of resources. Key titles for
2013 are as follows:
Primary
New - Nelson International Primary Science
New - Nelson International Primary Mathematics 2nd edition
BOND home learning and online exam practice
PM Primary Reading Scheme
Secondary
New - Science for Cambridge Secondary 1
New Nelson Thornes Page Turners
Nelson Thornes Dramascripts
Mathematics for Cambridge IGCSE
Business Studies, Economics and Accounting for Cambridge IGCSE
Mathematics for Cambridge International A Level
New- Maths Skills for A Level Science
New - Biology, Chemistry and Physics for Cambridge International A Level
Nelson Thornes Limited
Delta Place
27 Bath Road
Cheltenham
GL53 7TH UK
Tel: +44 (0) 1242 278 283 Fax: +44 (0) 1242 267 311
Email: internationalsales@nelsonthornes.com. Web: www.nelsonthornes.com

Bespoke Education's program in Paris includes

test preparation courses held both at our office
and at a number of Paris high schools for SAT,
ACT, and SAT 2 exams. We also offer
customized classes at schools around Europe,
either live or via Skype.
Our expert teachers also help students in private
or small group sessions for IB, AP, and other
English-language based courses, including math, science, history, and literature, as
well as for all standardized tests (SAT, ACT, SAT2, ISEE, SSAT). Students can also
use Bespoke's experienced tutors for help with their college applications and essays
for both American and British schools, as well as for GMAT and GRE preparation.
Mock testing is offered every Saturday throughout the year at our office,
conveniently located at Columbia University's Reid Hall campus near Montparnasse.
Website: https://www.bespokeeducation.com
Phone: 06 87 200 900 to reach Sophie Deutsch, or 06 11 10 15 39 to reach Zach Fox :
Email: Paris@BespokeEducation.com

National Geographic Learning

is a leading provider of English
Language Teaching materials
for the K-12, academic and
adult
education
markets
worldwide, incorporating Heinle, National Geographic School Publishing,
Summertown and other respected imprints. Combining print and media content
inspiring, innovative ways, the range of exciting materials created by National
Geographic Learning brings our world and its different cultures to life. From the
classroom to the world we honour the mission and tradition of National
Geographic Society to motivate people to care about the planet.
Amlie Fdou
National Geographic Learning | Cengage Learning (formerly Heinle)
Dlgue pdagogique FRANCE
+ 33 6 30 11 89 74
Website: http://elt.heinle.com
www.facebook.com/NGLearningUK
http://ngl.cengage.com/business_catalogue_emea

Hodder Education is a leading service

provider to schools in over 80 countries
worldwide,
with
resources
and
training available from Primary to A
level. We publish for qualifications
from the IB, Cambridge International
Examinations and Edexcel, and also
offer a wide range of innovative digital support. Hodder Education incorporates
Philip Allan who publish unique magazines for students who want to know more
and achieve the very best grades. Find out more at www.hoddereducation.com.
George Savage
International Schools Consultant
HODDER EDUCATION
Mobile: +44 784 3433875
Fax: +44 207 873 6299
Email: george.savage@hodder.co.uk

Collins Education is one of the UK's leading

publishers of textbooks, teachers' resources and
home learning materials. It is also part of one of
the world's leading publishers, HarperCollins,
giving access to a range of fiction, non-fiction,
reference material, atlases and dictionaries.
!Collins offers teachers a wide range of support
through our comprehensive teacher guides and
resources including additional downloadable
content via our website. Schools worldwide are using our award-winning guided
reading scheme Collins Big Cat as well as Collins Primary Literacy and Collins New
Primary Maths. Secondary highlights include the market-leading New Maths
Frameworking for ages 11-14, new IGCSE Maths and Science schemes and History
and Science textbooks tailored to the IB Diploma. We have also recently published
IGCSE resources for Maths, English (1st Language), Geography and ICT.
Also among Collins Education's brands are Letts & Lonsdale and Folens lists. !To
discuss account setup and order enquiries, please contact Robert Aransiola,
International Schools Manager: robert.aransiola@harpercollins.co.uk
Collins Education!77-85 Fulham Palace Rd
Hammersmith
London W6 8JB !Tel: +44 (0)208 307 4047
Fax: +44 (0) 208 237 4242 Mob: + 44 (0) 788 161 5497
email: robert.aransiola@harpercollins.co.uk

Cambridge University Press

is
a
leading
education
resources
publisher,
publishing
high-quality
books, software and digital
resources for international, primary and secondary schools worldwide. Visit us to see
our market-leading range of Cambridge IGCSE (endorsed by University of
Cambridge International Examinations), IB Diploma and bilingual resources, as well
as e-books and mobile apps.
Geraldine Byrne
Events and Operations Manager
International Education
Cambridge University Press
Shaftesbury Road
Cambridge
CB2 8BS
Tel: 01223 325914
Fax: 01223 325573
www.cambridge.org/education

 Oxfords knowledgeable International

Team is committed to developing the

strongest student achievement and
understanding across all ages and
curricula. Based around the world, we
work closely with teachers to ensure you
have the right tools to get the best from your students and to achieve your school
goals.
Our dedicated and interactive teaching resources in print, on CD and online offer
you planning and assessment support, giving you more time to spend developing
each student.
This year, look out for MyiMaths.com, our new online Mathematics learning solution
which integrates powerful automated assessment to save you time. Our new
International English course for ages 5 to 11 has been designed specifically for the
bilingual and international classroom to develop core language and literacy skills,
and includes digital teaching support.
Visit the Oxford table for more on this new publishing, or for resources endorsed and
recommended by Cambridge International Examinations, course books uniquely
developed with the IB, and a range of primary resources loved by schools around the
world.
Contact your dedicated Education Consultant:
Richard Cogley
Tel +44 1865 355366
Email richard.cogley@oup.com
www.oup.com/oxed

The
American
Library
in
Paris,
established in
1920, is as a
non-profit cultural association and the largest English-language lending library on
the European continent. With more than 120,000 books, 300 periodicals, movies and
other audio-visual materials, reference resources in paper and electronic form
including JSTOR & EBSCO databases. The Library hosts regular literary and public
affairs programs; book groups for adults as well as children's and teen events and
activities. Open to all, annual and short-term memberships available for individuals,
families, students, and seniors.
The American Library in Paris 10, rue du Gnral Camou, 75007 Paris, France
Tel. +33 (0)1 53 59 12 60 www.americanlibraryinparis.org

Scholastic is the largest

publisher and distributor of

children's books in the world,
serving millions of children, families and schools. Through a vast range of books, technology,
and teaching resources Scholastic reaches millions of teachers, students and parents
worldwide. We have numerous NEW and FEATURED programs to share with you:
Scholastic Learning Zone Introducing our NEW web-based platform that provides onestop access to an expanding portfolio of digital educational resources. Scholastic Learning
Zone provides access to instructional programs that are proven to raise language and
mathematical achievement and make learning fun
English 3D Help long-term English learners master key vocabulary, grammar and writing
skills with this new set of reference title, workbooks and professional books
Teacher & Student Resources Build key reading, vocabulary, grammar and writing skills
with this new set of reference titles, workbooks and professional books
Study Smart- Support teaching professionals with these high quality education titles to help
children on the road of learning and mastery
Learning Express Make learning accessible and enjoyable with fun and colourful activity
books
Scholastic Discover More-Engage students with non-fiction titles filled with up-to-date
information, fascinating facts and eye-popping graphics
Everyday Book Box Motivate young readers with great value collection of levelled books,
now including two NEW levels for intermediate readers
Levelled Math Readers Reinforce critical math concepts with dynamic stories and nonfiction titles that sparks childrens imagination
XBOOKS-Indulge in this collection of compelling science and social studies books for middle
school both in print and digital format
Best-Sellers from Scholastic-Celebrate the 50th Anniversary of Clifford, the 20th Anniversary
of Goosebumps, the best-selling Hunger Games trilogy, the 9th epic Captain Underpants
novel and much more!

Contact Person: Sjenka Leslie

Mobile Number: +44 (0) 7789742568
sleslie@scholastic.co.uk
www.scholastic.com/international
Scholastic International
Westfield Road, Southam, Warks,
CV47 0RA, UK

University of Cambridge
International Examinations is
the worlds largest provider
of international education
programmes
and
qualifications for 5 to 19 year olds. We are part of the University of Cambridge, one
of the worlds top universities and trusted for excellence in education. Our
qualifications are recognised by the worlds universities and employers.
We understand education. More than 9,000 schools in over 160 countries are part of
our Cambridge learning community. Our mission is to provide excellence in
education, and our vision is that Cambridge learners become confident, responsible,
innovative and engaged.
Every year, hundreds of thousands of learners gain the Cambridge qualifications
they need to enter the worlds universities. We believe in setting educational
standards and then encouraging learners to exceed them.
Understanding learners needs around the world means listening carefully to our
community of schools, and we are pleased that 98% of Cambridge schools say they
would recommend us to other schools.
We are a part of Cambridge Assessment, a department of the University of
Cambridge and a not-for-profit organisation. We invest constantly in research and
development to improve our programmes and qualifications.
Amanda Cator
Events Co-ordinator
University of Cambridge International Examinations
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Telephone: +44 (0) 1223 553547
Fax: +44 (0) 1223 553558
Email: Cator.A@cie.org.uk
www.cie.org.uk
Please note that this exhibitor is unable to attend the conference but can be contacted directly.

Thank you for joining ELSA today. The ELSA Board and The ELSA TDD Committee look
forward to seeing you again next year.