Hi, everyone. Recently in our VIP group, a number of students shared some recent speaking part two questions and we discussed them together and there were a few common difficulties that came up. So I thought I would share these questions with everyone and more specifically share the difficulties that each student had so that you can learn from them because they're very, very common and they're very easy to overcome. So let's get into it. So we're going to look at how to think of ideas when you are not familiar with the topic. This seems to be a big fear among students that they'll get a topic that they're not familiar with and they'll not be able to speak for two minutes and really there's no need to fear this and we'll talk about that in this video. We're gonna show you how to use the bullet points to help you speak fluently. So there are bullet points and that they give you on the cue card. We'll show you how to use them effectively and a little technique that we use that no one else seems to be using that really does help students. And then we'll also share with you our part two strategy. This is the same strategy that has helped thousands of our students get a band eight and a band nine on the speaking test. So first of all, let's look at what you have to do in part two. Even if you have done part two many, many times, there are many people who do not understand exactly what you must do and what you don't have to do. And it's really what you don't have to do that is the key here. So what you must do is you must speak as fluently as possible about the cue card topic for up to two minutes. So the cue card topic is the main topic at the top of the cue card. If you don't understand that, don't worry. We will show that to you in a second, but that is what you must do. You can use the bullet points if they help you. So there will be four bullet points and you can use them if they help you. But the key word there is if. If they help you, use them. If they don't help you, don't use them. Talk about other things related to the topic if they help you. So you must talk about the main topic at the top of the cue card, but you don't have to talk about all of the bullet points. You can if you like, but you can talk about all of them or some of them or none of them. As long as you are speaking about the main topic at the top of the cue card, that is absolutely fine. So if you want to talk about other things related to that main topic, such as a description of it or how you feel about it or a story about it or maybe something that happened in the past related to that topic or something that might happen in the future related to that topic, you can add those things in. It's all about just making your job of talking fluently for up to two minutes as easy and as comfortable as possible and removing any obstacles that stop you speaking fluently for up to two minutes. So let's have a look at this first difficult question and it actually isn't that difficult. Talk about a book you enjoy reading. So look at three students and why they found this difficult. So you should talk about, so this is the main topic and then here's your bullet points, the type of book it was. Would you recommend this book? Why you decided to read it and explain why you enjoyed reading this book. So why did some students find this seemingly quite straightforward topic difficult? Well, you will always get one student who says something like this, I don't read. No matter what the topic is, they will say I don't know anything about this. So I think where this comes from is it's more psychological than anything and I'm not criticizing anyone here but what people are doing is they're creating an excuse so that when they don't get the score that they need they are able to blame the topic and blame the test and not take really responsibility for their own actions. And when you talk to a student about this, this comes out. So when I was dealing with this student, I said, well, you don't read anything. You've never read a book. And they're like, oh yeah, I have read a book but in my own language, I've not read a book in English. So it doesn't say anything about the book being read in English. Oh well, the books that I read are not fiction books. They're non-fiction books. Well, it doesn't say anything about reading fiction books here. So once you start scratching the surface with these students what you realize is that they are just afraid of speaking for two minutes. They're afraid of failing. And the best way of avoiding failure is preparation and working with someone who can help you with that. So don't automatically look at a cue card and think, I know nothing about that. Remember, you're not being tested on reading. You're not being tested on books. You're being tested on speaking. And you are looking just to give the examiners enough information to judge your speaking. So don't allow your fear to stop you speaking clearly and fluently. Another student looked at this and said, I can't remember. Related to something I just previously said, they are not testing your knowledge of a book. They're not testing your memory of a book. They just want you to speak about any book at all for two minutes. The reason they're giving you this cue card is so that you can demonstrate that you can speak, not testing you on reading. So I said, it doesn't really matter if you can't really remember it. You can make things up. It is not an honesty test. They're not testing whether, they're not going to get the book that you just talked about and check every detail that you talked about. So if you can't remember one book, think of another book. It can be any book at all in the entire world. With this student, what we got down to was, they thought that it was the last book that they read. I was like, no, it's not the last book. And then we talked about a religious book that they read quite regularly. And then, oh, I didn't know I could talk about that. Can I talk about a religious book? Absolutely. It's any book, don't pick the thing that is easiest for you to think about. So don't automatically go into this negative mindset of, I can't do this, I can't remember. Try and stay more positive by, if you got this topic, what is one book that is the easiest book for me to talk about? So that could be your favorite book. It could be a children's book. It could be a book, a very technical book, like you're an engineer and it's an engineering book that you look at every day. Or you could be quite a religious person and talk about a religious book that you read quite regularly. Or a book that maybe has been made into a movie and you know a lot about that movie. You don't have to tell the examiner that you've watched the movie and you haven't read the book. You can just talk about that. The examiner wants you to do well. They're not gonna try and trip you up there. Student three, and this is more about the bullet points here. And the last bullet point, explain why you enjoy reading this book. So the book that they were thinking about was an IELTS book and they're like, I don't enjoy reading IELTS books, but that's the books that I've been reading recently. You don't have to use all of the bullet points. So their previous teacher had told them that you must read or talk about each of the bullet points in order. And if you miss one of the bullet points, you will get a lower score.  And this is asking me about, if you get a bullet point that you're not comfortable talking about, don't talk about it. You must talk about why you enjoy a book you enjoy reading, but you don't have to use that bullet point. And if you don't enjoy reading it, again, it is not an honesty test. Just pretend that you enjoyed reading it. All right, even if it is a really boring IELTS book, you can just say, yeah, I was reading this and this is what was in the book and that's all you need to say. Don't worry about the examiner is not going to start accusing you of lying to them or anything like that. So yeah, you might look at this and think, that's quite an easy topic, but many students do struggle with that and it is really down to either negative thinking or just a misinterpretation of what they need to do. So what I'm gonna do now is I'm going to talk about this just to demonstrate the strategy that we use. So the strategy that we use is we tell students, look at the main topic, look at the bullet points, use them if you feel comfortable using them and then add in other things, other bullet points related to that topic that are designed to help you speak fluently for up to two minutes. So let me get my timer out and I'll do this. So a book I enjoy reading is a book called The Daily Stoic. The Daily Stoic is a book all about philosophy and specifically the philosophy of stoicism and what The Daily Stoic does is it just gives you one little lesson each day. So there are 365 lessons in the book and it is divided into like 1st of January to the 31st of December. So the reason why I enjoy reading this book is kind of twofold. One, it makes philosophy and stoicism a lot more digestible than picking up a more dense book such as Meditations by Marcus Aurelius which is a great book but it is quite difficult to get into. So what the author of The Daily Stoic has done is just take basically paragraphs or single sentences of those more dense books and put them on one page and then he explains what that sentence or what that paragraph means and what he normally does is he relates it back to modern life because most of these lessons were written down maybe 2,000 years ago. And the other reason why I really enjoy reading this book is it becomes a habit because it's quite easy to read one page of a book per day whereas if you give yourself a big challenge of maybe reading one book a week or it becomes quite difficult and then life gets in the way and you don't really end up learning anything. So it is very digestible and then it also builds that habit up of reading and learning each day and it's just a great way to start the day each morning. So what I did there was I talked about the book but I only really mentioned two bullet points. The type of book it was and explain why I enjoy reading it because those two are the easiest for me to talk about. Would you recommend this book? I could have talked about that but it would have been very, very short. Yes, I recommend this book. Why you decided to read it? I can't really remember why I decided to read it. I probably could have talked about that but I would have had to really think about that and we don't want to be thinking too hard because if we're thinking too much then that could affect our fluency. So that demonstrates the strategy of just picking the bullet points you want to talk about. Okay, so the second difficult question, talk about a cafe you recently visited. You might look at that and think, God, that's really, really easy but some students did find this difficult. So you should talk about where it is, what food or drinks they serve, who you went there with and explain if you liked it or not. So why did some students find this difficult? Well, the first student, I don't go to cafes. So again, this is one of, we've talked about this already. We won't talk about it too much but you could show a picture of the student's own first born child to them and they're like, I don't know them. If you give them anything this negative defense mechanism kicks in and I don't know anything about this. We've already talked about that so we won't dwell on that too much. I find cafes boring. Okay, so it is talking about if you liked it or not but this student has been taught that you need to impress the examiner. So if you don't talk about interesting things or exciting things or you don't sound like you're interested or it's going to affect your score, this is total nonsense. Not to criticize teachers or anything like this but if your teacher has taught you things that don't matter, then it means that you are not focusing on the things that do matter. So this student was focusing on sounding interesting. You can be the most boring person in the world and still be a great communicator. Many people would think that I am boring but I'm pretty good at communication. You don't have to sound interesting or exciting. So be very careful to make sure that what you believe about the test and what the examiners believe about the test are the same thing. Student three, I only go to cafes on my own so one of the bullet points here who you went there with. So this student was panicking because I'm a busy person. I think this person was a doctor and they said that when they have time they just go to the cafe in the hospital by themselves and they're really tired and they just go there to get coffee to wake themselves up and they were like, I don't go there with anyone and we're like, okay, don't worry about that. Again, this student had been taught that you must talk about every single bullet point. It says you should talk about them, not you must talk about them. So we've already talked about that. So just talk about things that are easy for you to talk about. So I'm going to demonstrate how I would answer this question and then after explain how I answered this question. Okay, so a cafe I recently visited I was in a place called Austin, Texas. I was on holiday and I woke up at around 3 a.m. because I was suffering from jet lag and I checked Google and there were no cafes open until 7 a.m. The only cafe was a place called The 24-Hour Diner. It was called The 24-Hour Diner but it only opened at 7 a.m. So I waited and I got an Uber to the cafe and the great thing about that cafe was it was a typical American coffee shop with a big bar and the lady served me a bottomless coffee which was great. They have that great strong filter coffee in American coffee shops and just you can drink it all day and they just keep topping you up for free. And one of the things that caught my eye on the menu was something that I've never seen before which is chicken and waffles. So fried chicken, kind of like what you would get in KFC and waffles, like Belgium sweet waffles. And I've never even heard of this combination before. So when I'm on holiday, I like to try unusual things that I wouldn't get back home. So I tried it and it was absolutely amazing. I didn't think that having basically a Belgian dessert and KFC for breakfast would be good but it was amazing. And the thing that was quite funny was after she came and cleared the plates and I completely demolished it, she said, would you like dessert? I was like, welcome to the USA. Only in the USA after you have eaten something the size of your head, would they then offer you dessert at 7.30 AM. So it was a great experience but I don't think I would go there every day because I would be the size of a house if I ate that every morning. So what I did there was I didn't even look at the bullet points because I had recently had a good experience, a memorable experience at a coffee shop and it was quite easy for me to just recall that it happened last week. So if you get something in part two or maybe one of the other parts that it's easy for you to tell a story, stories are very easy to talk about. We are all born natural storytellers, I think. So it's just easy to think of a story that happened and talk about that very, very fluently. And all I did was talk about that coffee shop for two minutes and it was very, very easy for me to do that and I didn't even look at the bullet points. I probably did talk about some of them but I wasn't looking at them and I wasn't relying on them and the best part two performances are normally like that. Okay, so the last difficult question, talk about a walk that you enjoyed. So before we look at this, I just want to focus in on the three topics.  Cambridge do spend a lot of time thinking about these questions and specifically trying to make them relatable to anyone in the world. So it doesn't matter who you are or where you're from, you probably have gone for a walk in the past. You have probably been to a cafe or a coffee shop. You have probably read a book. A lot of people fear these questions because they're worried, you know, what if I get something that I have never seen before? That is extremely rare as these real questions demonstrate. If you're seeing part two questions that are on topics that are very, very unusual, either that you are incredibly unlucky or more likely you are looking at fake questions. Most of the questions that you'll find online, especially are not real. They are not produced by Cambridge and people who are producing these questions, if they don't know what they're talking about, what they generally do is they make them more difficult than they really are in real life. So, you know, don't panic too much about whether you will understand the topic because most of them are designed so that, you know, anyone in the world will be able to think about them. So you should talk about where the walk is, when you went on that walk, what you saw on that walk, explain why you enjoyed the walk. So pretty straightforward, but why did some students find this difficult? So I don't like walking. Again, we've already talked about this. This is just one of these very negative students that, you know, they don't like anything. They don't know about anything when they do, all right? And, okay, I don't like walking.  Make it up, you know. Most people do enjoy walking and they can think of it, even if they don't like physical exercise, they can think of one walk in their life that wasn't terrible.  You are aware that some people do enjoy walking. Pretend for two minutes that you are someone who enjoys walking. You know, it's not that difficult. Student two, I can't talk about this for two minutes. This is very, very a legitimate concern because it is difficult to talk about this for two minutes. So let's look at the bullet points. Where, so imagine I'm talking about this. Where it is, a forest, that's, you know, if I just mentioned the forest, that's five seconds or less when you went on that walk last week, you know, two seconds. What you saw on that walk, trees, it's a forest. Explain why you enjoyed that walk. I like trees. So the bullet points often lead to very short answers naturally when you went on that walk last week. It's very difficult to talk for more than 30 seconds about when you went on that walk. So that is why we tell students, use our strategy of adding in things that are much easier for you to talk about. So you can say, you know, I went for a walk in a forest last week and I saw lots of trees and then talk in more detail about why you enjoyed that walk or then add in other things. Another student said, can I talk about a past walk or a future walk? So again, not to criticize other teachers or anything like that, but a lot of teachers teach something called PPE, past or PPF, past present future. So when you get a question, talk about the past, talk about the present, talk about the future for part two. Now some questions that does work, but a lot of questions like this one, it doesn't work because it's talk about a walk that you enjoyed. So if you talk about something that happened in the past, okay, that's a walk that you enjoyed, but then you might run out of time. And then so you talked about a past walk, then are you going to talk about a present walk? That's, you know, you're not walking presently. And then a future walk, are you going off topic because you're not now talking about a walk? So some of these methods that are being taught do help, but they also can hinder your performance as well. So that is why we teach our strategy, which is very flexible. The great thing about our strategy is it gives people the flexibility to talk about whatever they feel comfortable talking about. So for this student, we said, you know, don't use that very rigid structure, just add in things that are easy for you to talk about. Okay, so I'll talk about this one. And what I'll do is I'll go through the first three bullet points very quickly and then demonstrate what I will do next. So a walk I love to take is a walk in a place called Tollymore Forest Park, which is about a 15 minute drive from my home. The last time I went on that walk was last week and it is a huge forest, so it's mostly trees. There are some rivers and mountains as well, but mostly what you're looking at are trees.  Number one, it is a place of outstanding natural beauty. So it's very rare to be in a place that has trees, so you're in the forest, but you're also looking at mountains, rivers, and the sea all at the same time. So one of those things is pretty good, but when you can walk through the forest up to the mountain and then you're looking at the other peaks floating down to the sea, it's really, really special. And you can also see my house from up there as well. So often you'll just stop and look at just a breathtaking view. And then the other reason why I like going up there is there's no phone reception. So I run quite a busy business and I'm always attached to my phone. I'm always getting notifications. So it kind of forces me to switch off. And the other reason is you will sometimes see movies and TV shows being made up there. There's quite a famous scene in Game of Thrones in the first episode of the first series where they find the dire wills. That was all filmed inside that forest because it is so beautiful. So what I did there was the first three bullet points only took me less than 30 seconds to talk about. And what happens is that a lot of students get through the first three bullet points very, very quickly and then they panic and they start to run out of things to say. And if you are only really talking about this topic for one minute and then the rest of it, I don't know what to say, you're probably not going to get as high a score as you deserve. So what I talked about was I really went deep into why I enjoy that walk. So I thought of a couple of reasons why I enjoyed that. And then I just added in something extra about the forest that I go for a walk in and they do film Game of Thrones or did before. And they film lots of movies and stuff up there. And often you do see movie stars and film crews and stuff up there. So I just added in that little extra detail. It's not really in the bullet points, but it is talking about that walk and why I enjoy it. So to summarize, you need to speak as fluently as possible about the cue card topic for up to two minutes. So do whatever helps you do that and don't do whatever hinders you speaking as fluently as possible for up to two minutes. Use the bullet points, but only if they help you and feel free to not use them at all or only use some of them and talk about other things related to the topic if they help you. Hope that you enjoyed that. If you wanna get in touch, go to ialtadvantage.com where you'll find all of our socials and you'll find hundreds of free lessons and resources. Or if you have any questions, feel free to email me, chris at ialtadvantage.com. Hope that you enjoyed the lesson and feel free to get in touch if you need anything else.


Okay. Hi, folks. So, Sira, as you've all been wondering what that means, it means campaign to enhance research experience. It also happens to be the name of the local beer in all of Stenmark. This is not a coincidence, of course. Sarah is with bigger letters because she deserves much more of the credit for this than I do. So what's the idea here? Well, there are many aspects to this, but the first thing we think about here is we'd like to improve the way we write and read papers. It should be enjoyable. It shouldn't be a pain. We have ideas for this, and you can see the website, but first, surprise, surprise, the first goal, there should be a better format for papers, we think. All our papers are available electronically, so why on earth are they still formative as if they were to be printed and read on paper? It doesn't make any sense when you think about it. In particular, why can't we have a graphical overview of the structure of a paper? Which sections depend on which other sections, instead of just the table of contents, why can't we navigate a paper based on this graphical interface? Why can't I pin a theorem to the top of the screen and see the proof at the same time? Why can't I recall the definition of an ocean easily without changing the location of the paper you're at? All this should be possible, obviously. Why isn't it possible? It doesn't make any sense to me. Et cetera, et cetera, I could go on. So how do we get there? Well, the first step we think is to get ideas from people. We're doing this already a little bit to find out what's actually needed. Second step, we think, might be a bilalitic class. It implements as much as possible in PDF, and some rudimentary versions of this is actually available, and more might be possible. And later on, I mean, who knows when, but perhaps we have to build a really completely new format, or it might be maybe just an annotated PDF, and then there's a viewer that runs in your browser and lets you see all these nice interfaces. Who knows? But that's where you guys come in. So please go to the website. I've been flashing this on every slide with a purpose, of course. Share your ideas. There's a comment page you can do there. Join the team if you want. And maybe you know exactly who can code this and make this happen in practice. Who knows? We'll try to find financial support for making it happen. There are other ideas. See the website. And thanks.


All right, folks, with our left to trade, the Dow Jones Industrial averaged up 500 point stocks. Of course, getting a lift today from Jay Powell. And now I think all eyes are going to shift. We got some retail numbers after the close, but all eyes are going to shift to the G20 meeting. I want to bring in now the owner of stocks, who is Melissa Armo, also back with us, Gary B. Smith. Melissa, let me start with you.  You know, we just had Jeff Sutton, some key numbers he was looking at, held up. He's really bullish. He's talking 3,000 by the end of the year. What do you think? That's certainly doable. By the end of 2019, I think he said, not 2018, right? No, this year. That I'm not going to commit to, but I will say this, I'm very bullish in the market. I believe there's a possibility between now and the next 10 days, we could have a lot more volatility than people are thinking after this good news and the rally today. We might have another steep drop off. We might and then turn back around. There's so much going on right now with the summit coming up. Even though we just had this great news today that they might hold off on a rate we don't know, I'm telling you, it's not all clear skies and sailing yet, but it might be within the next 10 days. If the summit goes well, tariffs is more important than rates. I always felt like that as far as the effect on the market because the market is so worried about tariffs and they're just worried the costs are going to go crazy. I've always felt the exact opposite, in part because corporate America has been much more worried about the strong dollar. In fact, people are shocked when I tell them in the third quarter, Gary B, less companies complain about tariffs than in the second quarter. It was a dramatic drop off. Be that as it may though, market participants do have to look at this G20. I think the good news, expectations are so low. What do you think? It's true. Yeah. I agree with you. I think the whole tariff story has been overblown and just the full effect of tariffs is such a small impact on the combined economies, the multi-trillion-dollar economies of China and the United States that it just really can't have much of an impact on GDP. I'm more concerned though, Melissa mentioned the volatility. One thing even from our earlier discussion with Gary Kaye, the fact that the market is up on 533 points because Powell basically said, yeah, I could raise rates again. Seems to be a little overreaction on the upside, but maybe that's pent up the man. I'm more concerned, not so much about tariffs. G20 is, I think, a rounding error. I'm more concerned about all the politics, the Mueller investigation, any of that stuff coming out. Man, I'll tell you what, the whole mainstream media and it seems that every department under Trump is out to get them. And if that many people are focused, there's bound to be something there. That's what I worry about, not so much the economy, not so much corporate earnings, which I think you're implying are pretty darn good out there. But these kind of black swan events, if you will. That probably would be the black swan event. So let me ask you, Melissa, today, for instance, with all this good the market up, Burlington having a fantastic session, but Tiffany's not having a fantastic session. We've kind of seen this where the high-end retailers haven't done necessarily that well. We heard last week in a Michigan sentiment number that the top one-third of household incomes, their sentiment went down. So there's an interesting bifurcation going on in this economy. Is there something beyond the charts and the momentum and the action in the markets that we should be concerned about? With retailers specifically? With the economy or just? No, no, we just had a huge shopping week. My goodness, what were those numbers? I don't know. It was close to 8 million, 7 some million or billion it was. I don't even know what the numbers were.  I mean, it was people spend so much money in the last couple of days between Black Friday and Cyber Monday. No, people are spending money. I think people are going to have a good holiday season. I said that and I think the market holds the uptrend. But as far as it would be peaked and could it get any better than that? In other words, another theme this year has been its peak earnings, its peak spending, its peak auto. Have we peaked in this economy? No, the economy has not peaked. I believe the market makes brand new autumn highs again. I believe the Dow goes to 27000. I think the spy goes up and hits that number two that that gentleman said, I'm just not committing to the end of 2018. I think it's too soon to say. You're going to buy yourself 13 months. That's maybe, yeah. Hey, Gary B. Melissa, I think you both made great points. We appreciate it. Folks, Dow Jones Industrial Labyrinth, give.


We'll get started, guys, because time is of the present. We haven't got a lot, so let's get going. So as Laura said, my name is Darren Bailey. I work at the Ornant Survey. And my role at OS is to help teachers and training teachers use our materials, linked to the various curriculums and syllabuses.  So even though we're talking about primary and secondary, I've kind of turned this onto a primary example of how to use digital map schools, but with some links into secondary as well. Now I wanted to focus on the key off-stead findings that came out quite recently around primary geography. So I wanted to look at how we can help you with these. So this will link into primary and secondary as well, guys. So first of all, the first one was training. So if you guys have made your way tonight to this session, then you found, at least you found some training, okay? So this will help you build into your geography curriculum. Now I will say we work with the Geographical Association and the Royal Geographical Society, both fantastic advocates for geography in this country. They run lots and lots of school CPD sessions, covering primary and secondary key stage one, the key stage four. So if you're looking for some training to build on your geography and your geography knowledge, make sure you go and have a look at these guys' websites, okay? They will be able to be able to host some training for you. And of course, keep coming to the fantastic webinars that Adina are running as well and build your knowledge around using digital map schools. Now the second one, important geographical skills were lacking. So I'm going to do a little bit of live demo showing you the items there where we've got scale, scale, symbols, grid references, UK, Europe, et cetera, et cetera. Now the third one, schools not meeting the national curriculum. So again, looking for guidance for you guys to go and find some information about how you can link your geography into the curriculum to make sure you're delivering that rounded curriculum that Ofsted want to see. So the first one I'm going to use you to is a document that we've created, which is available on the Digital Map for Schools website. So this is teaching map skills to inspire a sense of place and adventure. Now this is pitched at key stage one and two. This has been created by Paula Owens. And Paula Owens is a leading name in geography in this country. She creates lots of fantastic resources and is a superb geographer. Now she's created this fantastic guidance for us bringing together all the elements that you'll need to meld in your primary geography curriculum. So this is looking at planning. This is looking at progression throughout year one to year six and all the links into the Ofsted guidance as well. So the front page looks like this one and there's just a little piece of taken out of the book here looking at those knowledgeable elements across the geography curriculum and looking at that kind of progression guidance there as well. Now for early years and if you see secondary guys out there listening we are hoping to have new versions of this created for early years and for secondary for September. So there will be a family of documents linked into that progression curriculum and Ofsted guidance covering from early years through to the end of key stage four. So have a look at the Digital Math for Schools website and look at ours as well. And hopefully those resources will be there for the start of the new academic year. Finally, number five because number two and number four I'm gonna show the live examples. There's number five. So very few primaries work with secondary schools. So this is one of those key findings that Ofsted found. I've always found this a very interesting one not coming from a teaching background myself. Why don't the primary schools and the secondary schools speak to each other? Because this is gonna be so relevant for you secondary guys on the geography that you can do with your pupils at year seven and year eight based on their experience and knowledge of their primary school geography. So why aren't you guys working together? So what can we do? What can we do to help you with this in the basis of using Digital Math for Schools? Is there a possibility that we can run some joint training sessions where we can get the secondary school along and bring all the feeder primary school geography leads as well together and maybe do something based around that. So it would be interesting to see what you secondary guys think of that. And of course your primary guys if you think working with the secondary school would also be useful in any way we can help you with that as well. So I'm gonna stop sharing my PowerPoint now. There will be this will be made available so you can come and get this and download it for another point. If you would like, could you pop a marker on the on its own HQ for me? So guys, what I was trying to put across that you couldn't see sadly was that concept of scale. So using different scales to look at place and location. So using a large scale map to originally find the building you're looking for and then you can just keep zooming out for me, Viv. So then we can see the different scales. We see it one to 25K if we zoom out again we can see one to 50K. So we're starting to see that larger area and seeing how things are depicted differently on an online survey map. And then as you can see we can come right out we start to see county information. Then we'll see in the southern coast of England and all the way out until we see the context of the whole of UK. So using those different scales to look at place and location. So seeing where you fit in your local, regional, et cetera, et cetera, et cetera. So those. So, Viv, can you zoom out to the extent of the UK? And in the overlays, can you overlay the British National Grid System please? I think you might have to zoom in one layer. There you go. So guys, one of those key skills is using the National Grid System to use for your four and six figure coordinates. So there's a couple of really nice tools within Digimap Schools to help you with these. So we can see the full extent of the UK here, okay? With the complete overlay on top of the map. Viv, if you can zoom in on the unit survey HQ again on the postcode. So as you go down through the grid, we start to see that division of grid. And of course, you guys know that knowing which 100 kilometer grid square you're in is incredibly important when you're doing your grid reference work. So we can zoom right in and keep going in Viv until we're right in on top of the OS building. So using this to do our coordinates and our grid work, okay, with your pupils. Now you can, of course, print these maps out if you wanna stop there, Viv, that's fine. So you can print these maps out and you use these and have physical, tangible copies in the classroom to be able to use. But as you can see, if you could just pan up just a fraction, Viv, just so we can see all the coordinates, fantastic. So we can see now our completed grid for six figure grid references. So we can do this the proper way so we can go along the corridor and up the stairs to find our points and our coordinates for our six figure grid reference. And of course, more importantly, you can see the abbreviation SU which is very important when we're actually doing our grid reference work to show this. Now, Viv, you can just show the grid reference tool as well that's under the drawing tools. So we also have the option, if you click on anywhere on a point, on the map it will also give you the grid reference. So we can find the grid reference for specific locations.  Can you give me the grid references for these locations? Or you can build these into kind of quizzes. So can we find historical buildings throughout the UK and find the grid references for those locations and completing your grid reference skills that way? So it's a really nice way to introduce those grid reference skills, those key mapping skills. So Viv, can you zoom out to the extent of the world for me please? So the greatest thing about Digimap Skills now is not only are we limited to Great Britain, we can now go anywhere in the world to show a map. So when you're linking your European and world geography, we now have those options to be able to do this. So Viv, if you can turn on the overlays, could you please turn on the major lines of latitude? So here we're about to show you those elements that you'll find in the key stage two curriculum that the wording that you'll find. So we've got the tropics, the equator, the Arctic Circle, et cetera. So that terminology we use in the classroom, you can look at this. Viv, can you change the map to the Atlas view? So we've got two ways of doing this. We've got a beautiful physical view, but we also have our Atlas view. So why not use Digimap for Schools as an Atlas to look for places and locations in the world? So you've got that fantastic online Atlas you can use with your pupils. Can you put on the world time zones please, Viv? So world time zones again, some terminology, geographical skills, looking at time and locations, time zones specifically mentioned in the curriculum, we can bring in the terminology of hemispheres by leaving the equator on there. So looking at southern and northern hemisphere. And this is an opportunity as well to link in some maths. So looking at different places, different times in different worlds. So linking a little bit of maths into your geography, looking at those time differences. So these are some really, really fantastic overlays that we can show for the world for those key geographical skills. Viv, you could just zoom back in on the OS HQ using the postcode. And finally on the map selector box there guys, we've got aerial and aerial X. So Viv, if you could turn one of those on for me, that would be great. So one of those key things for recognizing place and location at key stage one is using aerometry to interpret place. So here again is a tool that you can use to bring in that element at key stage one, looking at place and location using aerial injury. And if you could put on the OS map and slide between the two, Viv. So we can now slide between the aerial image and the map. So to help us understand and interpret the map, we can use the aerial image and the mapping layer together. So looking at those key geographical skills as well. Now, Viv, you might need to give me back control because fortunately I planned ahead and put my field work elements into my PowerPoint so people could at least see those. So I won't be able to show them live on Digimap skills but at least I'll be able to talk you through them hopefully on my PowerPoint. But this is looking at field work elements. So one of those things that came up was looking at opportunities for field work. Now these can link in to both primary and secondary. So I'm gonna show you a couple of these on the screen. So the first one you're gonna see is a land use map. So this is a really nice piece of geography to do with Key Stage Two pupils but also for you Key Stage Three people looking at land use at a location this is a great little piece of work to do. Okay, because this can be around your own locality. It's about collecting and presenting data which is terminology you'll find in Key Stage Three and using GIS to show this using symbols. So there's a conversation to be have how would you symbolize place in the location? So you can see on this map looking at the buildings, classifications for the buildings that the pupils used. But this one's called what's this, okay? So for primary pupils, okay? Using your own school grounds to do field work. So how about taking obscure pictures of certain things in your school grounds and linking them to your map? So then your pupils go and explore and see if they can find out what these images are in their location or around the school field. So using your own school grounds to do your field work which is a nice way to link those in and of course using photos to recognize place and location the school grounds. So let's stop sharing, show you my next map, see if this one works. So hopefully you can see one now that says symbol walk. That looks like the same one as previously, Darren. Okay, this is going really well. I can see your slides down the side. It's obviously that looks more like a symbol walk. There you go. Yeah, that's a symbol walk, okay. So symbol walk, again, this can be key stage two or it can be key stage three. So if you've got key stage three pupils that don't know they're ordinary survey symbols, haven't looked at place and location, this is a nice one to link in. But it's especially useful key stage two using ordinary survey symbols where those are introduced. So this is planning a walk around a locality, identifying ordnance survey symbols in your location. Okay, so planning a walk to go past as many of these as you possibly can. And on that walk, collecting images. So what do these symbols look like in the real world? So to collecting images of a lake, of a main road, of some coniferous trees, of a church, et cetera, et cetera. So using those in your location, okay. So a really nice way to better link those elements together looking at planning a walk or using symbols and using images and bringing them together there. So let's see if this one works. Okay, so hopefully you can see my decibel map. So this one's a really good one again for key stage three and key stage two. So this is collecting data in your location. So this would be a map showing you decibel levels. So looking at the sound around a particular location and geo-referencing those particular points on a map. So using your map to observe, observe, measure and record information on a map, terminology that you'll find in the curriculums. So this is a human one looking at the human noise in a location. So the sound of traffic, et cetera, et cetera, those kind of things. So there's there. Or you could do this around things like temperature in the school grounds, rainfall in a location. Can we record certain points around a location? And observe, measure and record that on a map. And the final one I was gonna show you guys was especially for key stage four, which is this one on the side here, which is not easily gonna be able to see. Okay, so this is a field trip by a key stage four group of pupils to a particular beach location, recording sand heights at groins. So again, using GIS to collect, analyze and draw conclusions from geo-data. So this is collecting those sand heights at groins and trying to make a link between offshore drift, sorry, longshore drift and the accumulation of sand around groins and mapping these to show a location. So this is one of those maps. So guys, obviously my pressure is not working fantastic. So I'm gonna stop there. So is there any questions you need me to answer in the chat, Emma? No, I can't see any at the moment, Dara. But if anybody would like to ask the questions now then we've got a couple of seconds. Guys, the PowerPoint has been shared with Laura. So she will make that available when as soon as we can get it posted up onto the website, guys. There's a couple of questions I've come in, Darren. How do you drop photos onto the map? Okay, so there is a little photo icon on the drawing tools, which says image. And with that tool, you can click on that image tool, click anywhere on your map to geo-locate that particular image. And then you can just upload an image from the hard drive or the network on your school. And you can link that directly to your map. So this can be pre-collected images that you've got or images your pupils have collected for the location and link them to the map very easily. Thank you, Dara. We'll send help page a little link to show people how to do that as well. Somebody's asked about how do you view the aerial imagery? So on the actual map, there is a button that says map selector. And on the map selector, you've got different views that you can use. And one of them is aerial, or there's aerial x, aerial x just adds place names and road names. So it's quite easy to be able to move between those different data sets. Someone's asked about an introductory video. So again, we'll send a link to that. So guys, that's me. Sadly, it didn't work perfect. Okay, I wanted to show you some really, really good maps. But as I said, the PowerPoint will be made available. So you'll be able to view those maps that we've put together. So I will hand over to Emma if there's no more questions. Thanks, Darren. Thanks very much, Darren. Hopefully everybody can see my screen. Yes, that looks fine, Emma. Okay, and so I'm going to share the full screen and hopefully we won't get any technical issues. So just collapse all of that. Okay, then. So I'm going to showcase some of you so I've did your map for schools that I've done quite recently in the classroom. I've used it lots outside the classroom, but this one relates to inside the classroom. And so I thought I'd provide a little bit of a background. So the Geographical Association Initiatives Fund provided us with some funding. And it was for Adriana Morales and myself to take 248 upper key stage two pupils and there were 20 teachers and teaching assistants from five schools across Gloucestershire, South Gloucestershire, the Bristol area on a scintillating South American adventure in October 2020, right in the middle of the pandemic. Now it was originally intended to hold this particular multi-schools event in the Department of Geography and Environmental Management at the University of the West of England, Huey, which is on the outskirts of Bristol. However, we had COVID-19 and quite a few implications.  So you can see a blog post report from that first event on 15th of October, 2020. And I was then asked if I would write an article for the Geographical Association's primary geography journal. And so this is in the summer edition and it's got a link to what we did and some resources and things that you might find useful too. But the feedback that we had from pupils, you can see some of it there. I know lots more about the Amazon now, we need to do more to help. I enjoyed having a Zoom session with other schools so we could learn together. I liked the opportunity to learn from someone who has had experience of it, not just my teacher. Adriana is a Brazilian and she's had first-hand experience of the Amazon. And it was really fun to learn about South America and the people and the children who lived there. And we had some great feedback from the teachers as well. So things like what a fantastic learning experience for staff and students at our school, the pupils were fully engaged and were able to use such a wide range of skills throughout the day and problem solving to analyze into thinking creatively. Today was a great way of enriching our geography curriculum and bringing core Key Stage 2 geography knowledge and skills and understanding to life. A really valuable experience that the children learn to lock from and so it continues. So following all this positive feedback, Adriana and I thought actually we don't need to stop here. We need to take this a little bit further. So I thought I'd just share this with you. I hope some of you, I know there were some bits coming up in the chat box that a couple of people couldn't see the video, but I hope majority of you were able to see some of that. So I just thought I'd put a sort of a talk about a typical multi-school event. So you can see there, we start at nine o'clock in the morning. We have a welcome and a starter for the first half hour and then the second sort of part of the day is session one, which is all about geography and critical thinking and literacy. We focus on location and place knowledge, human physical geography and geographical skills, which we continue with after break. And after lunch, we have a second session where we focus on smart and D&T and we go right into the heart of the Amazon rainforest before a half an hour preliminary session towards the end. And what I did when we were sort of constructing this particular workshop was to integrate some activities from the GA's critical thinking and practice guide and the British Council's training days. I do the critical thinking and problem solving for them. So I try to integrate some activities into the day. So I thought I'd just chat through some of the screens here. Okay, very quickly. So our starter. Now our starter is where we outline the learning objectives that are very closely linked to the national curriculum key stage two program study for geography. And we look at the development of critical thinking skills and we give out a sort of format of the day. Scores allocated names based on groups that have an interest in the Amazon region. So that could be loggers, minors, conservationists, researchers, et cetera. And then I access Google Earth Pro and I take pupils and teach them a virtual trip. So I go from Bristol, which is my nearest city, to Manaus in Amazonas in Northern Brazil. And I question pupils. I sort of ask them the distance that they think is involved, how long it might take. So it means a transport and the cost. And that is where they access digital map for schools to help them. And then I show them a movie clip, which takes them deep into the heart of the Amazon. So they get a feeling of what it is really like. And then see that we move on to activity one. Now activity one is where we look at the distribution of the tropical rainforest. And pupils can work either independently or in pairs, depending on what is deemed most appropriate in their setting. And they can access Google Earth Pro or they can access an online Atlas like Digimap for schools. They can use a hard copy of Atlas. They can use a globe. But they've got to answer the question on which continents and in which countries our tropical rainforest is found. And Digimap for schools is great for this because it's got an overlay where you can put it in the biomes of the world. But they're expected to write their answers around the outside of the map that they're given. And then we prompt them to zoom in on South America and onto Brazil and onto the Amazon basin. So they get a bird's eye view of an extensive area of tropical rainforest. And again, Digimap for schools has got that aerial facility that Darren was showing earlier. And afterwards I call upon the different schools to provide me with some answers. So you can see the children in action there. And then we move on. We look at a climate graph and data for Manaus in a city that's located on the river Amazon in the state of Amazon, it's in northern Brazil. And again, pupils can work in pairs or independently whenever is deemed most appropriate. And they use the sources provided to help identify or calculate answers to a number of questions on a sheet. So they might be identifying the months with the highest or the lowest temperature or precipitation. They might be calculating the range in temperature or annual precipitation. And then what we do is we reconvene to share our findings. Our next activity, activity three, is all about the tropical rainforest biome. And you can see there that pupils are given a short piece of text and they're expected to find a word from the table below to fill the gap. So this is really reinforcing subject specific vocabulary there. I reveal the answers and at the end I ask them what they learned about the tropical rainforest biome. We then move on and we look at the 5Ws and how approach. I give them a little bit of background information, first of all, about why the tropical rainforest are important. And I give them a few facts and statistics which about its status as a pharmaceutical wonderland, obviously pretty important at this moment in time. And we explore deforestation within the tropical rainforest. I show them a couple of movie clips. And then we look at this image with the 5Ws and how approach. And I ask them to feedback some answers to the questions there. And we sort of outlined some of the action that's been taken, but we really do appreciate that perhaps more needs to be done. We then move on to activity five, which is a thunk, okay? And before we do that, they are given some images of the tropical rainforest, three images in actual fact, and they've got to select a suitable caption to go alongside each one. And then we get them to consider two options. So option one there, you can select the indigenous people, live and manage the land as they have the thousands of years, or should the land be cleared for the cattle ranching? And we get whole class discussions being held in each classroom, steered by the teacher. And then we get them to think about this thunk where they've got to think deeply and philosophically and independently about what their dream Amazon would be like. And I emphasize that they cannot be right or they cannot be wrong, okay? There's no sort of right or wrong answer. But we get them to jot down a few words to start off with. And then we try to get them to expand each of those words to form a series of bullet points or a paragraph of writing. And then they share those bullet points, a paragraph of writing with one or two of their peers. They sort of point to whether their dreams for the Amazon are very similar or if they're very different. And then we ask teachers to select three pupils from each school to share their dreams with us. And you can see how they're sharing their dreams with a much, much wider audience. Some of the schools have actually taken this further the next day and created some absolutely wonderful writing, okay? That goes on from there. And you can see how it links in with literacy. Activity then six, I hand over to Adriana. And Adriana, she has first time experience of the Amazon. And so we learn about the Indigenous people's culture and their lifestyle through the medium of art and D&T. And so we emphasize the extent and diversity within Brazil. We link back to Digimap for schools as well. So we can compare the size of the UK with Brazil. How many UKs will fit into Brazil perhaps? And then she shows a series of photographs and movie clips and she takes them into the heart of the Amazon, talks about the rivers being roads and some of the issues that the Amazon people face and how this actually might relate to us. And we learn that the Indigenous people, they live in the forest and they work with nature, they protect it, they live in harmony, they have this simple life, they live in communities, they maintain strong traditions and then they have extensive distances from each other. So again, we can use Digimap to perhaps emphasize some of those distances involved, but traditions encourage them to meet up and to have fun and to help each other. So this Indigenous people's philosophy of all about sustainability of the rainforest, living within its limits, relating to it in an affectionate way, dreaming about the forest and its belief in forest spirits. And so Adriana, she showcases some of the items that she's collected on her trip to the Amazon and she demonstrates how they can be used to create a forest spirit and she also adds some animation to it so that her forest spirit has character. And then we give the children time to be created so they've previously gathered some natural artifacts and they produce their own forest spirit and then we share those images that the teachers have taken of their artwork with Brazilian teachers and pupils. And we challenge people to think about what the children in Brazil have perhaps taught them and what they might be able to do to support the children in Brazil and you can see them getting involved in some of their artwork that they've created. And we're very fortunate now to have strong links with the Canvibas, the Canviba Indigenous community about an hour and a half from Manaus. Adriana's in regular contact with them probably once a week. She has taught them some art and animation and we're sharing their classroom and their artwork with children over here. And what's been really nice is 5% of the proceeds because it's very much a non-profit making exercise but 5% of any proceeds then are gifted to the community and this has allowed them to pay for COVID-19 treatment for Tika, who's the medicinal woman within the wider community there. And they've just recently bought a sewing machine and they're now making their own clothes, which is lovely. So you can see there some of the feedback from pupils that have been involved in the day. And then we finish off with the plenary where we sort of reflect and we share learning experiences and I ask them to sum up the day of five words or a sentence or two and we think about sort of three key questions there before we review the learning outcomes with a thumbs up, thumbs down. If you want to read more about a typical day this was our last one, okay, so in mid-May. And our next one is next Wednesday. We have got a couple of places remaining so if you are interested, then do get in touch and my email is at the bottom there, okay. Thank you. Sorry, I wasn't able to monitor the chat feed at the same time as presenting but if there's any questions there. I don't think there's any as- Anything that's come up? I don't think there's any specific questions, Emma. Thank you so much. That was really fascinating to see that. I love the such a wide range of activities that the kids got involved in. Someone did ask who facilitates the sort of events so maybe you could say a little bit about the sort of practical setting up and organizing of it. Do you have lots of pre-meets with the teachers too? Yes, we do, yes. So prior to any event, a couple of days before up to a week before, I have all the staff from all the schools involved. We usually have about six schools involved on each event and all staff will have a half hour just preliminary meeting where I will share a resource list with them and I will talk through the structure of the day just like I have done now. I will answer any questions that they've got but basically the whole idea is that Adriana and I steer the event so that the teachers are able to actually learn alongside the children and just have a great day. All the things that you need are things that you've got in the classroom already beyond the natural artifacts that the children have to collect a couple of days before. Wonderful. Yeah, so then are you and Adriana on screen on a whiteboard? Yeah, we're on Zoom and we steer it all through Zoom. We ask for webcams to be displayed in each classroom and for the classrooms to have a microphone so that the children can come up to the front screen. They can share their work with us, share it with the wider audience as well, engage with us fully. Today we have a chat feed running through two and teachers are able to unmute themselves, children are able to come up to the front and to talk as well. So it's very, very interactive. Yeah, sounds great. And yeah, both Emma and Diffley and I have posted a couple of links to some resources. Did you map for school resources? That is, and I just thought maybe it'd be helpful since you authored those locational knowledge resources for us. Maybe if you could say a little about why do you think DigiMap for Schools is useful for the locational knowledge area of the world? Yes, there's a bank library of teaching resources on DigiMap for Schools. So if you go to Learning Resources and it will come up and there's a whole section on primary, but there's about 12 resources that Professor Simon Kappling and myself produced last summer all about locational knowledge, which tie in very closely with the National Curriculum Program of Study for England, Scotland, Wales and Northern Ireland. And they are aimed at Key Stage 1 and Key Stage 2. And they target very much a lot based on the geographical skills sections of all of those programs of study. Super. Someone's asking where we can find those. I've already put the link in the chat, but we'll send that out in a follow-up email too. Someone's saying how much does it cost? I'm not sure if they mean the DigiMap for Schools or one of Emma's events. Yeah, I'll just put a link in here to our next event on there. It is on the last slide, but it's on there too, which has got all the details. It's £250 per school to take part for the whole day. And you can have as many students as you can facilitate your end. It is aimed at Upper Key Stage 2 pupils. However, we have had some year four involved as well, which has worked successfully. They may just need a little bit more input at your end. Year five and six can be a little bit more independent. So they might require a little bit of supervision in situ. But yeah, that's for as many pupils as you can involve. So we've had some schools who have had year five and year six involved 180 pupils in some instances. You know, so, yeah. Excellent. Thank you so much, Emma. And yeah, I suppose I just thought I noted down a few of the ways in which you use Digimap for Schools in your event. So you use the biomes overly. It's got the WWF biomes we have. And also the measuring. It sounded like they did a fair bit of measuring distances between countries and locations. Yeah. OK, well, thank you again to Emma and Darren. Really useful ideas. I hope that's going to be very useful for all you guys. Now I'm going to hand over to Emma Diffley from the Digimap for Schools team, who's going to do a quick overview of what we've been up to in the service and some future plans. And so again, we'll do a little Q&A after Emma Diffley's presentation. So please do keep questions coming in the chat. OK, thanks, Booth. Let me see if I can share my screen successfully. I'm hoping you will be able to see a big green slide with recent developments, future plans on it. If I am assuming you can see it, if you can't please put it in the chat. Thanks, Viv. Very quick run through about how many updates and things we've done to Digimap for Schools over the last year or so. Services are always evolving and we have to keep up with new changing technology as well as what our schools need and so on. Let me hope I can get this next slide going. There we go. Can you everybody see the next slide? Is that working? I'll assume it is unless I hear otherwise. We've added a couple of extra overlays. Emma referenced the world biomes in her talk a minute ago. Here's the world biomes. Leo, I've just put a quick picture in it and you can see where to get to it. If you go to the overlays tab, which is in the far left-hand panel and there's a little orange and yellow layers symbol. If you open that, you can see all the different overlays that are available. The world biomes are new ones. We've also added world time zones, which is also very interesting.  We've recently, very recently, actually revamped our website. We hope that it's easier to find things on it. It has a better look and feel to it. Key points there are that the learning resources are now much better organized and you should be able to find out much more easily the things that you want. As we've pointed out today, there are a few things there that we've highlighted that you might be interested in. We also redesigned all our drawing tools. This came as a result of a changing underlying technology but also some feedback from our user community saying that some things were a bit tricky to find and use. What we've done is to change the way it works, slightly to make it easier to add multiple copies of the particular features. If you want to add 20 markers with 20 different locations, you can do them one after the other rather than have to go back to the macro supports. It's much easier to set the fill and line colors to change the symbol that you want or change the color of a symbol or change the size of fonts and so on. It's also easier to move individual features around. Definitely worth having a play with these. Viv mentioned earlier that our YouTube channel has lots of little videos on it. Do have a look at those because we've taken individual items within Digimap and created YouTube videos about each section. So none of them are any more than a minute, a minute and a half, two minutes long but they'll give you a much better idea of how to use individual features within the service. We also increased the types of data, the number of types of different data you can add from your own sources. So anybody with a GPS watch or some sort can now download the tracks from that, the GPX tracks and upload those into Digimap. So if you were to take your class on a walk, somebody with an Apple watch or similar, I think the BBC say other varieties are available, you can then take the track that your device records and then upload it onto the map to see exactly where you've walked. You can also add point data as before, which is a simple CSV file using Excel and there are instructions and videos on the YouTube channel on how to do that. We've run a reasonably successful series of webinars over the last year or so. We will continue to do this, of course. We get some great feedback. It's lovely that you have time to join us for these things. If there are particular topics that anybody feels they need covered, then we're always willing to listen to ideas. The webinars are all listed on our websites and you can register for webinars on that page as well. As Viv said previously, all our previous webinars are on our YouTube channel and you can go back and watch those again. Also on our YouTube channel, which picked off, of course, about March last year, some home activity ideas. So while none of us relish the prospect of classes isolating, we have to accept that for the moment it is a reality. If you are setting work to do at home, then there are some home activity ideas that we might find useful and interesting. Oh, there we go. I've already talked about the how-to videos. These are small snippet-type videos centered on individual features, which are useful for just learning how to use individual functions within the service. We recently introduced a free trial for Digimap. So if you want to take advantage of the free trial, you appear to go through a purchasing process, but in fact, the thing you purchase is free. This is a picture of our subscription portal and on it you can see there's a free trial version at the bottom if you add that to your basket and follow the process through to submit your contact details. It doesn't cost you anything. We don't issue an invoice, but you can then have a month's worth of free trial. There's more information about that on our website course. Future plans where we have ideas to add some more overlays. For example, the hill shading is one that we're working on. So you could have a look at the area and get an idea of the slope and aspects and where the shadows fall and so on. We're also looking to create more datasets that are too complicated for us to add as overlays, but would be useful over much smaller areas. So things like county boundaries, ward boundaries, things like that. And of course, we will continue our schedule of webinars ongoing. I think that's all I have for now, but I'm very happy to answer any questions at the moment. Viv has put our poll up. If you wouldn't mind completing that, that would be really helpful. It helps us to know where to go next to help you do what you need to do. Thanks Emma. There's more additional questions. So hopefully we will get some good responses to the poll. I think I'm not sure if Laura put the question. If you do have anything to add to your poll response, that would be excellent to hear about that in the chat. This is just an opportunity to give us a bit of feedback which we would review and base some future plans around that. Also worth adding, Viv, that if anybody has any questions, any time, do email us. We are here to offer support and answer questions. So please don't hesitate to get in touch if you have questions. One of our teams suggested earlier that perhaps it would be an idea to share the DigiMap for Schools screen again. Sorry, Andrew, yes. If you do have anything additional to add about what would be useful for you for DigiMap for Schools and Proof Your Experience, please let us know in the chat here. Yeah, just keep the comments coming. If it's useful, I think we have five minutes left. I could do a quick sort of another little quick demo of some of the things that Emma Espley and Darren mentioned, or perhaps it's better to let people go and send them, send you guys some videos and help pages afterwards. There's no contour line. There's no specific contour line overly at present. It's a matter of whether they're available on particular maps. Correct me if I'm wrong. Yeah, they're available at certain scales. So if you see the equivalent of one to 25K map, you should be able to see the contour lines on those. Okay, thank you for the feedback on the Eastings and Northings on the print. Someone's asking, where to find the scale? Okay, I'm going to share my screen and Emma, if I could ask you to check the chat for anything else that's coming up. Okay, so if I just zoom in on London, I'm using a touchscreen Chromebook here, which it's not my usual method of using digital map for skills. Okay, but I've zoomed in a few times on London and there's an indication of scale at the bottom here. So it says two kilometers. So that gives an indication of scale on screen. But there's this map information menu option in the menu on the left here. So this will tell you the map that you're viewing. So this is the Ordnance Survey map product. This is the date of publication and this is the default print scale. So that again is an indication of the scale of the map you're viewing on screen. When you choose to print your map, we give you a print scale. So hopefully you can see here, this one's one to 24,000 possibly. But you can choose whether to round that up to perhaps something that's a bit more understandable for pupils or choose that exact number. So you can't select the exact scale that you want, but you could choose a rounded scale. I'm not sure if there's any more questions coming in. If there's one I can get you to show. So Andrew said, also can a viewed map have a bespoke legend? So if you go to the legend on the left-hand panel underneath the drawing tools. So this is for anybody watching guys, whatever scale of map you have on the screen, you have the applicable symbols on the left-hand panel here. So as you go through those different Ordnance Survey scales, you do have the unique symbols to those scales of maps. I'll just cement a different map so you can see that the legends change. So this one that I'm viewing now, I think is this the one to 50,000? Yeah, that's 25,000. Yeah, so that's equivalent of your paper land change or that's the format. So these are the symbols really, which I think schools would be focusing on aren't they? The ones in the these one to 25,000 and one to 50,000 maps. Yeah, that's that's the most common symbols that people would use. So these are all these different sections of the legend here on the left. Someone's sorry, but Darren, I was just going to add, it's worth adding that we can't get a legend to be any more bespoke than that in getting very, very complicated. It is possible, it's doable. We've done it in our higher education service, but it's very complicated. So you're right that if you're looking at the the Landrager and Explorer maps, the legend that you see on the left-hand side, there is will cover anything that could appear on the map, not necessarily what is actually in the viewing window that you're looking at right at that moment. Yeah, I think it's worth pointing out that when you print a map, you can add legend at the bottom and that will give you a PDF file with the legend for that particular map. Also in our learning resources center, we've added PDFs of all the legends as well. So if you want to print those from there, that's also potentially useful as a resource. I think there's also an OS map symbol flash card set, which is available on the OS education site, of course, but I've also put a link to it on the digital map for schools resources. So I've, in the past, I've printed off maps and I've had them put on A3 and laminated them and I've used them to support local field work activities. So in the chat, I have just put a link to two geography days that I've done with years three to year six, where I've used digital map for schools to create maps then as part of a sort of orienteering exercise. Super, thank you, Emma. I'm just going to show a couple of other things that people mentioned in the chat. Someone asked where to see the aerial maps. So the map selector button is on the map window. So you just, the simplest thing is to take the radio button next to whatever you want to see, 1950s and so on. And then if you want to fade between them, so I've got, let's select OS on the left, 1950s on the right. And then this little bar here is where you can fade between. Someone's asked in the chat, how often the maps get updated. So I'll do the OS bit. Somebody want to do the Adena bit. So from the OS's point of view, our maps are updated every single day. So they're constantly being updated, but our remit as the National Map Agency of Britain is every major change has to be on a published map within six months. But a major change would be something like a new road network or new housing estate. Yeah, so we take what OS do as far as the updates are concerned. Darren, it's probably worth saying that the updates appear in your OS master map level database. So that's the very, very large scale detailed stuff and everything else follows on from that. We will update the maps once, usually once a year. We have a schedule update, which we can send around later. But we try and, we can't update them as frequently as OS because we just don't have the resources to do it. It would be worse than painting fourth bridge, I think. You are geared up to do it as we are not. There's also the notion that actually consistency between classes, so if you look on Monday, it's quite likely to be the same on Monday as it is on Thursday. So updating things too frequently cannot be a bad thing. We do do them and we can send around the schedule. Yeah, there's another one in there, if you're about showing the biome information. Yeah, yeah. So do you want to zoom right out to show the world and send the biome layer on? Sure. And then use the information button at the top to show the biome information. Yeah, so I've taken this little search button at the top and then I can select anyone for some information. And also, if you click on the biome dropdown list, you can also get the guides to the WWF information as well. Yeah. So there's a link there to a user guide. I wondered if it was worthwhile showing people where you add an image. Someone asked about that in the chat. So within the drawing tools on the left here, you just select image and then choose a file as you read on another application.  So that's a nice way to build place knowledge. There's also a bank of images. There's something called the Geograph Project and that's a public domain. What's the word I'm looking for? Crowdsourcing project. Crowdsourcing. Yeah, where you can. This is only images of GB. So let's zoom in. But you can search for any kind of term. So for example, a river sheep. And there's millions. There's about 6 million images in this database and they're all displayed within digital map for schools on your maps. So it's a really nice way for people to build place knowledge. You know, maybe if they're doing a field trip, they can look up images of a location. All sorts of uses for that. I think we've got some nice resources where Paula Owens wrote for us about exploring a river. And, you know, you can view different stages of the river for the physical geography of it. Someone's asked as well, one that you can do on the screen here, Viv, is can they draw a circle with a certain diameter? So can you use the buffer tool to show that? So there's a buffer option to create buffers at any size you like with any measurement. So I'll go for a one-man buffer and I'm going to make it orange. Then I'll put it there. So that's the buffer tool you can have. So that was a point buffer. You could also have a line buffer. Let's go for a purple one. So it's just a matter of drawing a line, which I'm not doing so well on my touchscreen. Sorry, I'll have to send a little demo of that on the desktop. I didn't manage that so well on this touchscreen. Oh, no, it did work. Viv, can I explain a little bit about the aerial data? Because I think that the update for that is rather more complicated. And it's probably useful for people to understand. The aerial data is only updated once a year. And we get an update from GetMapping, who is our data supplier. GetMapping have a flight schedule. So they fly different areas of the country every year. And we can never guarantee which area of the country is going to be flown in any given year. So they start with the areas that are covered by the oldest data and gradually work their way through an update regime that way. However, they also have factors to do with cloud cover, atmospheric conditions, and air traffic control, which determines what they can fly and when. So we've just got this year's update, which is the summer of 2020 that they've flown. And it's huge because, of course, this year, or last year rather, they haven't had to contend with air traffic control in quite the same ways they have previously because there have been no other aeroplanes. So we're hoping, when we take a proper look at the 2020 update for the aerial photography, there will be many, many more new areas covered so we're looking forward to that. It's a big update. It's enormous, but updating aerial photography is not quite as straightforward as other things maybe. The feature selection tool, feature information tool at the top, which Darren mentioned earlier, can also be used to check the fly date for the aerial photography. So I'm not sure if there's anything else that would be useful. Well, Emma mentioned measurements, so I can quickly show how to measure distance. OK, I'm feeling with the touchscreen on that. Let me try here. Yeah, you can create measurement and distance and area measurements on screen as well. I'm going to stop sharing now, I think, because we must be getting to the point where we're over time. And I'm not sure if Laura would like to sum up a little. Yeah, well, thank you. Thank you so much, babe. What we can do is that we can always send a video over to you guys. We've got plenty of how-to guides in our YouTube channel, so feel free to have a look, subscribe, and also take on the bell so you can have a little notification whenever we upload a video. For instance, this event too. Yeah, so thank you. Thank you so much to our team and our fantastic speakers, Emma Estli, Darren Bailey, Emma Deffley, for your participation today. Thank you so much for attending this event, and we hope that this can provide you a great overview of how you can use DigiMap for schools in the classroom and beyond all the applications and essentially like what we are working on as well. Thank you so much, and we will upload this recording soon, and we'll send the follow-up email with all the materials as we discuss in the event. Yeah, so if you've got any questions that you'd like to pop in the chat, we will follow those up later. But yeah, thank you so much for attending today.


Vaccines are considered one of the greatest public health achievements of the last century, having eradicated smallpox, a scourge that killed hundreds of millions of people, and greatly reducing other major diseases such as measles and polio. To this day, vaccines are estimated to save millions of lives a year. More than 90% of U.S. children get common childhood vaccinations, such as polio or their measles, mumps, and rubella shot, but most adults fail to get their full complement of recommended adult vaccinations. Assuming you've got all your childhood vaccinations, and aside from any emergent pandemic needs, the CDC recommends all healthy adults get annual flu shots, tetanus boosters every 10 years, though the World Health Organization doesn't think this is necessary, shingles vaccination at age 50, and pneumonia vaccine at age 65. Certain groups need others, such as a Hepatitis B series for healthcare workers, or men who have sex with men, ask your medical professional for a personalized schedule. How safe are vaccines? In a systematic review and meta-analysis, the RAND Corporation screened more than 50,000 citations and concluded that routine vaccinations can be considered safe with only rare serious adverse effects, such as severe allergic reactions in 1 to 10 in a million, and transient autoimmune syndromes, Guillain-Barre, an immune thrombocytopenic perpura in 1 to 3 in a million, and 10 to 30 in a million for flu shots, and MMR vaccines, respectively. Of course, any adverse effect should be weighed against any protective effects that vaccines may provide. In my last video, I talked about the effectiveness of flu vaccines. What about pneumonia vaccines? Pneumonia may well be called the friend of the aged, or the father of modern medicine, Sir William Osler, over 100 years ago in 1898. Taken off by it in an acute short, not often painful illness, the old man escapes those cold gradations of decay, so distressing to himself and to his friends.  But these days, healthy older adults hospitalized for pneumonia are not significantly more likely to die in the subsequent two years than younger adults in the same situation. Because of comorbidities at older ages, though, pneumonia is the fourth leading cause of death in the world, and the ninth leading cause in the United States. The most common cause of community-acquired pneumonia, as opposed to hospital-acquired, is a bacteria known as pneumococcus, or streptococcus pneumoniae. In addition to pneumonia, pneumococcus can cause inner ear infections, sinusitis, or pink eye. It gets serious when it starts to invade the bloodstream, which can result in meningitis, infection of the brain, endocarditis, infection of the heart valves, or sepsis, a life-threatening organ dysfunction caused by blood poisoning. Thankfully, we have vaccines against pneumococcus. The first was developed over a century ago, but they fell out of favor after penicillin was discovered, thinking antibiotics would eliminate the threat. Unfortunately, these days up to 40% of these kinds of streptococcal infections are resistant to at least one antibiotic, and despite our miracle drugs, mortality rates of invasive pneumococcus in the elderly remain around 15 to 30%. However, randomized controlled trials have found that pneumococcus vaccines reduce the risk of those 65 and older, getting pneumococcal pneumonia by 64%, and even more importantly, your risk of invasive pneumococcal disease by 73%. Like the flu vaccine, population studies have found that pneumonia vaccines can reduce the risk of both heart attacks and the overall risk of dying, but unlike flu vaccines, there aren't randomized controlled trials to confirm these bonus benefits.


As we say goodbye to 2020, we thought we'd highlight a few of our most popular features this year. Canadians were at home making bread, hoarding toilet paper, and also searching for food pairings to complement potatoes, mushrooms, peaches, apples, carrots, and strawberries. Our most popular recipe was once again the Greek Chicken Orzo Power Bowl featuring Ontario greenhouse-grown cucumbers and tomatoes. Other delicious recipes we know you'll enjoy were developed by our amazing ambassadors. Hi, my name is Irene Mattis and I'm an ambassador for ProduceMadeSimple. Hi, I'm Betty from Stems and Forks. I'm Suzy from Just Crams. My name is Lisa and I'm the Vegan. Hi, I'm Shazadidevji, registered dietician. I'm Louisa Clements from livinglue.com and I'm a ProduceMade Simple ambassador. Thanks also to this talented team of content creators for sharing our love of produce this year. Finally, thank you to the fruit and vegetable growers, packers, and shippers who have worked so hard to consistently provide us with fresh produce throughout this challenging year. Keep following along for more fresh fruit and vegetable information next year. On behalf of the ProduceMadeSimple team, happy new year!