The Globe Theatre is the largest indoor performance space in the Tees Valley. It regularly hosts singers, bands, musicals, comedians and much besides. The theatre is also committed to engaging with the local community with regular events for the public to get involved in. So if you want to be an actor, scriptwriter, sound engineer, lighting engineer…oh just meet them below!
Find out more about what the company does and who works there
Venator specialise in the chemistry of additives that make materials and technology work better. They trade with companies in over 100 countries but are based in the Tees Valley. They specialise in coatings, plastics and paint additives that add colour or durability to existing products. Their research labs at Wynyard are constantly focussed on making new and innovative products that can improve the way that people live their lives.
Find out more about what the company does and who works there
| Year | Key skills | Tutorial video | Examples |
| 3 | Create a new project and name it Use and manipulate text for effect on a selfie film Use images, text and stickers effectively to support audience engagement in a presentation | Find and open a new project Front and back camera choice Take first clip Options for editing it – adding filters/stickers etc Add a sticker before recording | Scaffolding writing |
| 4 | Use soundtracks/music to improve a presentation Use live titles for effect Use scenes to create a narrative or effect | Live titles Add a soundtrack Adding posters Adding Memojis Using scenes for effect | Funky book reviews Using filters to create history work |
| 5 | Export movie to be used in other apps | Sharing Options for saving Rearranging clips |
| Year | Key skills | Tutorial video | Examples |
| 3 | Collect data in a Numbers document and display as a chart Use a range of collection data techniques (numerical, rating, checklist) | Open a doc, quick overview of templates Basic overview of features on screen Formatting table size Adding data to a table Creating a chart from a table | Using Numbers as an infinite whiteboard |
| 4 | Use basic formatting tools for objects and text Use multiple ways of presenting information on the same sheet Export ‘assets’ to be used in other apps – such as tables | Formatting the chart Formatting the table Adding icons for effect Explaining data on a sheet Structuring info on a sheet Add a drawing for effect | Evaluating charts and information |
| 5 | Use basic formulae Create simple forms to organise data Export ‘assets’ to be used in other apps – such as tables/graphs | Using a checklist Formatting data cells Adding formulas | Use a formula to work out costs Use a spreadsheet to scale costs |
| Year | Key skills | Tutorial video | Examples |
| 5 | Create a new project and rename Add new objects from gallery and manipulate to position and size effectively Format objects to add colour Add actions to objects Add and format labels Export effectively | Find the app, create a new project Move and delete an object Adding objects Move an object Rotate an object Scale Reshaping an object Changing the appearance of an object – formatting Consolidating using shapes – completing the candle Add a text label Show as AR Showing the format settings Adding behaviours Save and rename Share Export Multiple scenes | Audience focussed work in D&T or Enterprise projects Wearable AR using face triggers in history and D&T 3D modelling in history Creating 3D working models in science |
Each video asks the subject over 20 questions to try and reveal about what they do as a job. Mixed in are questions to bring out their personality and relatability to pupils. After every 5 or 6 questions the doors close and there is an opportunity for teachers to pause the video to get some feedback from the class. The final section is always preceded by the revelation of which company the person works for. Have the pupils heard of it? If the teacher wants to they can use the interactive map on this site to search for the company and find out a bit more, before the pupils hear the final few questions that reveal what the person does and how they ended up doing it.
This resource is constantly being updated so please keep checking back regularly.
None of the team at Spark are ‘hardcore’ coders. None of us pretend to be code wizards who can create incredible online animations or systems. Our approach is to look at impact, utility, why are we coding? How can we use it to support other aspects of the curriculum.?
That is why we have found Scratch to be the most effective tool for the thousands of pupils from Y1 – Y9 that we have worked with over the years. Professional coders learn from other coders. They see how someone else’s code works and adapt it to their needs. That is the ethos of Scratch.
To get started, you do need to know the basics and the built in tutorials are as good as any. Spark has organised these into a progressive model of complexity to allow schools to show progression in their planning. Supplementing this are a range of resources for our pre-literate learners using Scratch Jnr. You do need an iPad to run it but the structure and capability of the software allows young learners to develop an understanding of some key coding concepts while making lots of amazing animations.
We also add additional resources and ideas continually to showcase new devices, systems or ideas that may be of use. Shout if you need any help!
Click the images below to access resources
Scratch Jnr can only be used on an iPad as a free download. It allows children who are pre-literate to learn how to organise blocks of code commands (represented as icons) to create stories and animations. Although it is a great entry point for younger learners, it can create some amazing outcomes for children of all ages. The image below takes you on a guided tour of how to use the software and can be shared with children.
Use the Hotspots to learn how to use Scratch Jnr
Scratch has built in tutorials that are brilliant for teaching children the basics of coding to achieve different outcomes such as animations or games. It is run by a small team at MIT and is free to anyone who wants to use it. It is best to use the web based version of the software reached from the link below :
Ideally children should have an account when using Scratch and there is guidance below for teachers about how to set accounts up safely and securely.
The best way to learn Scratch is by using the tutorials that they provide. The tutorials can be accessed from the Scratch website, click on ‘Ideas’ at the top of the page:
The online tutorials are not organised in a specific order but the Spark document linked below allows you to organise the tutorials into a progression of concepts to suit your children. The year groups indicated are for guidance only, you may want to do more in one year than another or start earlier or later. The tutorials are also just a starting point. Once children have completed a tutorial you can then challenge them to adapt its content to something else that they might be learning about. For example, add historic characters as sprites to an animated story to show their learning in history.
Click the screenshot below for access to the document
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