We have thought about what we want our classroom to be like. We have used these ideas to write our class mission statement.
British Values - Rule of Law
Class rule and expectations.
In our British Values lesson we spoke about the rule of law. Rules and laws are everywhere at home, in school, even when you play a game. A regulation is a rule made by an authority. Breaking rules and laws is likely to get you into trouble at the very least!
We made our own rules for our classroom and the children discussed what the consequences should be if they are broken.
British Values - Democracy
Electing a class Councillor
In our British Values lesson we looked at how rules and decisions are made. We found out that votes are used to make agreements and find out the most popular plan.
In democracy every citizen should listen to the views of the different parties and candidates, and then make his or her own decision on whom to support. People must be 18 or over in order to take part in an election. We agreed that this is a good age as children would not always make an informed decision.
When voting, each person votes for the candidate of his or her choice. S/he does this by putting a cross beside the person’s name on the ballot paper. People cast their ballots in a booth so that no one can see who they are voting for. This is called ‘secret ballot’.
At the end of the election day the votes are added up and the candidate with the highest number of votes (the majority) is declared the winner.
We are too young to vote in elections but we have been exercising our right for democracy. Our class needs a class Councillor so we wrote manifestos and voted for the person that we thought would do the best job representing our class.
Here are the candidates who went up to represent 5L in our school council.
Every single person did a fantastic job of reading them out loud to the class, and their speeches were fantastic! Well done!!
The person who got the most and therefore our new class councilor is...
In year 5 we have been looking at children's mental health. We focused on what we might be worried about and some children shared theirs to the rest of the class. A lot of us agreed that the current climate can be worrying and the safety of our families. We also agreed that going into year 6 and doing SATs can also be worrying. We wrote these worries down and then discussed who we could tell. We all came up with 5 different people that we could share our worries with.
In Spanish we practiced the phrase ¿como te llamas?
We paired up and answered the questions and practiced our pronunciation. Some children even volunteered to have a conversation in front of the class.
Here are some children in 5L who have already achieved their pen license!
Their handwriting has been consistently joined up throughout all of their books and their presentation is beautiful.
In English we have been watching the animation clip of the lighthouse. The clip has no words but we have looked at detail which can be seen in the clip and thought about how we can use this to write our own narrative of the story. The children made plans to help them with their creative writing, and then wrote them up. We have made a fantastic display in our classroom with lots of the children's work.
You must consent to the use of advertising cookies to allow this YouTube video to show.
Mental health and Well-being/ English
We are looking at the book ‘What to do when you worry too much’. We have discussed how worries start and what can make them grow. We have also looked at how we can share and ignore worries and even how to make them smaller. We decided to write a letter advising someone on how to deal with their worries. We explained what a worry is and gave them tips in order to tackle their worry.
British values/ Food technology
On a Friday afternoon during our carousel we have been learning about national dishes. We researched dishes from all around the world and why they are important to that country. This week we have focused on a British dish, the scone. We have done some research on the history of the scone, where it originates from and why it is important to our country. Hopefully next week we can do some taste testing!
Congratulations to these children for receiving their penmanship award!
Well done Hannah, Jessica, Oliver and Annabelle!
This week in English we are looking at a new text- The Arrival. This story has no words, only pictures. This has challenged the children to use different skills, such as their inference skills, to figure out what is going on in each picture, without reading any words. We focused closely on one picture in particular. We thought of questions we wanted to find out about what is going on in the picture. We also thought about what the individuals in the picture were thinking and feeling by judging their facial expressions and the situation they were in.
After we had annotated the picture, we wrote a conversation out between the two characters in the picture. We focused on using inverted commas for speech, different synonyms for said and using adverbs.
In history we are looking at what mining was like in Yorkshire. We looked at the different roles that men, women and children did in the mine. These roles included the Hewer, the Trapper, the Thruster, the Hurrier and the Getter. People who did these jobs would be down the mines for up to 12 hours a day in pretty poor, dark conditions. We were shocked to find out that some children were as young as 5 years old! We created a mind map summarising the different roles which we will continue to look at next week.
In our guided reading lesson we looked at information around food banks. We looked at why people in need use food banks and why they are so important for our communities. We also looked at the different variety of people who may need a food bank. We learnt that it is not just an individual who might be homeless, but it can affect many different people in different circumstances. We use our knowledge from the text and decided whether the statements we were reading were true or false.
In maths we have been looking at place value. Within this topic we must look at negative numbers. We spent a couple of days on this as we found it a little bit trickier than other topics. We started off by using a number line and identifying where certain negative numbers were. We then began finding the difference between two numbers (negative or positive). After working on our varied fluency we began answering reasoning and problem solving questions, which really made us think!
Food technology/British value
Continuing with our theme of British dishes and focusing on scones, we finally got to try a variety of shop bought scones! We tried 3 different types; plain, fruit and cheese scones. Whilst we tried them we evaluated them against different criteria's such as taste, smell, appearance and texture. We then decided what we really liked about the scone, and what could be done to improve it. After we had tried all three, we had some more plain scones, but this time with different toppings! We had clotted cream, jam and were extremely lucky to try Mrs Horrocks homemade lemon curd! It was by far the most delicious!! Here are some picture below of the different facial expressions when we were taste testing. I bet you can guess which we liked and which we didn't!!
In music, Mrs Bedell has been looking at the lyrics to the Bon Jovi song Living on a prayer. The children have been learning the lyrics and working out what message the song writing wants to give. The children have looked at changing their voice to reach higher notes.
In assembly we looked at mindfulness. We looked at different techniques to stay calm and relax, and forget about our worries. One technique we had a go at was mindfulness colouring. We put some relaxing music on and just focused on colouring in the picture. It was a fantastic start to the day and we all felt really relaxed!
To finish off our place value topic we looked at roman numerals. This can be very tricky and some of us found it quite confusing! However, we didn't give up and were determined to figure it out. We played a game where we had to match up the correct roman numeral to the correct number. We turned it into a race and the quickest people won a prize. Well done!
Here are a few snaps from our daily mile. We have been completing our daily mile every morning since the start of October. Rain or shine, we are outside on that playground!
In PE we have been working on different ball skills and looking at different games in athletics. We have been making the most of the sun at the start of the term by doing most of our PE lessons outside, however, it is getting colder and wetter! But we have still managed to get our weekly outdoor PE lessons in!
In the second half of our music lessons we have been learning how to play the Ukulele. This is something we have been quite unfamiliar with but each week we get better and better. We have been learning the basic notes and strumming techniques, and also looked at different rhythms. We really enjoy our weekly Ukulele lessons!
Finishing off looking at our mining topic, we looked at the 1984 strikes. We looked bat who took part in the strikes and the 'scabs' who carried on working. We tried to look at both sides of the argument and both saw both points of view. We did this by having a class debate. One half of the class were 'scabs' and the other half were strikers.
We then wrote a letter to a striker from a 'scabs' point of view explaining why we have decided to continue working.
Ava and Ivy wrote fantastic letters and read them out loud. Well done girls!
Artist Tim Curtis
Tim Curtis is a local artist from Baildon. Tim came into school today to to show us his inspirations for his art work. Tim has his own website which can be found following the link.
Tim showed us the work by Anthony Gormley and Ai Weiwei which inspired the idea for the project which we worked on. We used Anthony Gormley's terracotta figures as our vision for our work.
Here is the final product from our art work with Tim Curtis!
Food Technology/British values
We were finally able to do some baking in our carousel lesson on Friday afternoons! We created our own scones and worked in groups to put the correct ingredients together.
We made sure that the tables were properly wiped down and that we washed our hands thoroughly!
Using scales and a measuring jug we put the ingredients together and mixed it up! Then we put in our own twist! Some of us added chocolate chip, m&m's, oreo's and more!
Mrs Horrocks put our scones in the oven and took them out when they were ready!
We have left them in the freezer so they stay fresh for the following week!
We get to try them on the last day of term!
Here are some pictures of us finally trying our scones! They were delicious!
AUTUMN TERM 2
In Science this half term we are looking at animals including humans. This involves us having a look at the human life cycle. We looked at all the different stages a human goes through in life and then talked about what happens at each stage and how we develop/change. We put the pictures of the different stages of a human life cycle in order and wrote about each one.
In 2020 we pay tribute to the men and women of the Second World War generation, and to those of today’s, who have served and sacrificed to defend our nation. We remember the collaboration of the Commonwealth and Allied nations who stood shoulder to shoulder then to secure our freedom and the communities coming together today to protect us all.
We read about Remembrance Day and then completed a Remembrance day Silhouette using colouring crayons. The dark silhouette stands out from the colourful background.
We looked at the history of Bonfire Night during our guided reading lesson. We learnt about who Guy Fawkes was, why he decided to commit the crimes he did, and what punishments he was given as a result. We also looked at the important of Bonfire night and how to be safe during firework displays.
We decided to use the silhouette art idea from Remembrance day, and draw a Bonfire setting on black card with chalk. This looked really effective, especially when we smudged the chalk in to make it look smokey. We had lots of fun and even managed to stay relatively clean!!!
For the next few weeks we will be looking at black history and focusing on an individual who has influenced change in black history. We are focussing on Ruby Bridges, who is now an activist and key speaker. She is famous for being one of the first black children to be integrated into an all white school. She faced many problems and backlash from the community who disagreed with the ending of segregation. We believe she is a massive influential individual in black history and can’t wait to learn more about her.
In English we had a look at what Ruby and Mrs Henry (Ruby’s teacher) looked like and used our inference skills to figure out what they were like as people. We used lot’s of adjectives to describe them, such as brave and courageous.
This afternoon we had a special visitor, who was called Rebecca, come and work with us. She specialises in African drumming and we all got an opportunity to play on a djembe drum. Rebecca went through different rhythms with us and also talked about the history of the djembe drum. We enjoyed our afternoon with Rebecca and wish we could do African drumming every week!
Continuing with looking at Ruby Bridges, we have started to write a diary in her perspective from her first day of school. We know that her first day must have been full of lots of different emotions. We used drama to act out the different emotions Ruby was experiencing at different parts of the day. We though of the emotion, and then we froze. This is called freeze frames. Here are some pictures, can you guess which emotions we are showing?
In English we are looking at writing a persuasive letter to the protesters who were against Ruby Bridges attending William Frantz School. We decided to have some mini debates with our partners in order to really voice our opinions on the matter. This helped us with our planning and also meant we could share ideas. Here are a few examples.
On Friday it was maths day. We started off by practicing our skills in a warm up task- this was very challenging but we worked in pairs! Then we decided to tackle 'The Riddle of The Sphynx'. This required us to crack the codes in order to find the correct Hieroglyphics. Next, we had a go on Times Table Rockstars and practiced for a little times table competition. Very impressed with the children who dressed up!
In Science we looked at different parts of a flower and it's life cycle. Our task was to work in groups, memorize the different parts of the flower, then go into the corridor and label a blank picture. This really tested our memories, but it was lot's of fun! We then went through a flowers life cycle and wrote about it in our books.
Black History Month
To end the Black History Month topic, we have made a display of all of the different work work we have done about Ruby Bridges. We have enjoyed this topic and have learnt so much about how Ruby changed the lives of many other people.
We have started a new topic in Science, which is the earth, the sun and the moon. We looked at why the earth is spherical and what evidence we have to prove this. We also looked at the sizes of the earth, the sun and the moon and we compared them to spherical objects we had in the classroom. Using the objects we tried to recreate the different orbits and rotations the earth and the moon do.
Here are some pictures of our experiment we did showing how the earth gets day time and night time. We used a football and a torch. We shone the torch (the sun) on the football (the earth) and rotated is on its axis like the earth. This showed us that one side of the earth is in the sun, whilst the other side is in darkness- thus how we get day and night.
In RE we looked at St Andrews day, which is celebrated in Scotland. It's St Andrew's Day on the 30th November. He is the patron saint of Scotland. He is also the patron saint of Romania, Greece, Russia, Ukraine and Poland. Patron saints are chosen to be special protectors or guardians over things. We also coloured in some stained glass windows.
How Planets Orbit the Sun.
We have been learning about how the planets orbit the sun. We acted this out on the play ground in the snow! Which made it even more enjoyable!
The Solar System includes the Sun, the Earth (where you are now!) and all of the other planets, asteroids and comets that go around and around it.
You may think that the Earth is a pretty big place, but the Earth isn’t even the biggest planet in the Solar System. The biggest planet is Jupiter – you could fit 1,321 Earths inside Jupiter. The Sun is even bigger than Jupiter – it would take 1.3 million planets the size of Earth to fill the same volume as the Sun.
It takes just over 365 days for the Earth to travel all the way around the Sun. We call the length of time it takes to go around the Sun a year, but to make life easier, most years have 365 days and every 4th year has 366 days. We call a year with 366 days a leap year. The extra day is February 29th. 2012 was a leap year, and 2016 and 2020 will be leap years.
The same force that holds you on the surface of the Earth so that you don’t float away when you jump, is what keeps the Moon revolving around the Earth and the Earth revolving around the Sun. This force is called gravity and the first man to discover that it existed was Sir Isaac Newton in the 17th century.
Earth is the only planet on which we know that there have been plants and animals living. On some planets there is no air to breathe and on others it is either too hot or too cold. Some scientists think that creatures may have lived on Mars millions of years ago, when Mars was warmer and had more air – they try to find evidence to show this is true.
Until 2006, people thought that there were nine planets in the Solar System. The ninth planet was Pluto and it is even further away from the Sun than Neptune. Astronomers decided that Pluto was too small to be called a planet, so now there are only eight planets.
In Spanish we have started a new topic- Los Instrumentos.
Today we had a look at some of the musical instrument in Spanish and worked on our pronunciation. We listened to the word first and then repeated it and really focused on how to pronounce the word. We also looked at the instruments that begin with la and el. This depends on whether it is feminine or masculine.
It is extremely important for us to look at how to stay safe online. The Internet plays a massive role in all of our lives on a daily basis. This can include staying in contact with friends/family, playing on online games, shopping, social media, work purposes and many more. There are so many advantages and opportunities now we have the Internet.
However, we must learn how to stay safe online as there are many dangers and threats about. We had a look at what we can do to stay safe online and took a pledge. We pledge that we will always treat people with respect/nicely online and if we see anything inappropriate we will report it immediately. We also pledged that we will always keep our passwords and any personal information private and not share it with anyone else.
We also looked at what we can do online to keep ourselves safe. We focused on 3 main components; blocking, reporting and unsubscribing. We made information posters for people who may be unsure of how to use these 3 techniques.
In English we are looking at a book called The Promise. This is a short book with a deep and meaningful message about our planet, and how a person can change for the better!
In our lesson we really focused on the main character, the young girl. We looked at what her characteristics and emotions were like at the beginning of the book, and how they changed throughout. We did this using freeze frames. we all put ourselves in her shoes, and recreated her emotions stopping at different parts of the story. This really showed us how she completely changed from the start of the story compared to the end. Can you guess what kind of facial expressions/emotions we are recreating?
The start of the story-
In our Maths lesson we have been looking at multiples and factors. In order to help us identify different factors for certain numbers, we used counters. This helped us make arrays and we could see the factors visually. We could also move the counters around and make different factors. We realised factors always come in pairs, for example 3 and 4 are factors of 12. However, there are an odd number of factors when we have square numbers!
We have continued to use counters throughout our maths lessons this week. We used them when we were looking at prime numbers. A prime number is a number that only has two factors (itself and 1). We could show this using the counters as the only way to represent this number was with a straight line. See pictures below.
We also used them to show square numbers. Square numbers at numbers that times by themselves- 3 x 3= 36. When we used the arrays to represent the numbers they would always be in a perfect square shape! See pictures below.
Here is a picture of our learning journey represented on our English working wall. These are all the activities we have got up to so far looking at the book 'The Promise'. We will be continuing looking at this next week, and doing some creative, descriptive writing.
In our art lessons this week we have looked at our class artist; Banksy. First, we found out that Banksy likes to hide his identity, and do random graffiti pieces expressing his views and feelings. We found this really interesting.
We then looked at the different styles of graffiti writing Banksy does, and focused on the tag he leaves on some of his artwork.
We looked at two different graffiti styles; bubble writing and pointed. We had a go at doing both. We watched some YouTube tutorials to help us. Have a look below:
We then focused on the colours and shading of the graffiti writing. We noticed that they use lots of different techniques such as shading. They also make their writing stand our by using extremely bright colours. We had a go at doing our own tags, and using pastels on one, and paints on the other. We really tried to blend our colours together and make them stand out!
What a fantastic term we have had! Everybody has put in so much effort and worked extremely hard since returning in September! We have all managed to adjust to the different things put in place to keep us safe as well as catching up with work we have missed. I am so proud of every single member of 5L! Merry Christmas and a Happy New Year!! We definitely deserve a big rest!! Miss L x
Privacy and cookies policy
Last Edited: 23rd May 2018
1.1. We are committed to safeguarding the privacy of the users of our services. Our services include and will hereby be referred to as ‘Our Services’ (our websites used to promote eSchools services and tutorial resources, specifically http://www.eschools.co.uk/ and https://academy.eschools.co.uk/), ‘School Websites’ ( designed by eSchools and populated by individual schools themselves) and ‘Platforms’ (individual online services that provide teachers, learners, parents and governors with information, tools and resources) as well as our smartphone app. This policy sets out how we will treat your personal information across these services.
2. Collecting personal information on Our Services
2.1 We may process or temporarily store the following kinds of personal information:
information about your computer and about your visits to and use of Our Services (including but not limited to, your IP address, geographical location, browser type and version, operating system, referral source, length of visit, page views and website navigation paths)
information contained in or relating to any communications that you send to us or send through our website (including, the communication content) via online forms
any other personal information that you choose to send to us via online forms
2.2 Before you disclose to us the personal information of another person, you must obtain that person's consent to both the disclosure and the processing of that personal information in accordance with the terms of this policy.
2.5 Schools are also able to add analytics tools and can therefore gather information on visits to and use of their website (including but not limited to, IP address, geographical location, browser type and version, operating system, referral source, length of visit, page views and website navigation paths). Individual visitors can manage their preferences through cookie preferences, as mentioned in 2.4.
2.6 Session IP addresses are retained to monitor and safeguard against improper usage of our services.
2.7 Content on the platform (added by staff, governors and students) and website content is added directly by School Users. This information is only used for to display on the platform in the way the user intends and is not used for any other purposes by eSchools. At a time when a school ceases to use our services the content is removed within a 14 day period as detailed in our agreement with the school.
2.8 Some of our services require the school to provide access to information they require for use with those services. For example a school using our communication tool, Letters Home, which enables schools to contact parents by email regarding important school information. In this situation a school will provide eSchools with access to the email address(es) they wish to send their communication to. Schools have granular access to ensure only the required data is shared and accessed by eSchools. The data is frequently updated to ensure that eSchools only retains up-to-date data.
3. Using your personal information
3.1. We may use your personal information to:
administer our services
enable your use of our services
troubleshoot and problem solve
send you email notifications that you have specifically requested. You can manage your preferences at anytime through your eSchools dashboard.
keep our services secure, safeguard against improper use of our services and prevent fraud.
3.1.1. For the purposes of providing you access to your eSchools platform and app (ie. forgotten password/login)
3.1.2. By registering for updates, School Staff/Governors are able to subscribe to our regular communications.
3.1.3. We will use any contact details supplied in an online form for the purposes explicitly detailed in said form. For example troubleshooting and problem solving or the provision of live online training as explicitly requested by you, the user.
3.2. We will not, without your express consent, supply your personal information to any third party for the purpose of their or any other third party's direct marketing.
3.3. eSchools understands our obligation to be mindful about the data we process and only process data that is required to fulfil our obligations in providing our services; to a school who enters into an agreement to use our services and you, the user.
3.4. We will not pass your information to third parties; except for the purpose of fulfilling our services to a school who enters into an agreement to use our services and you, the user or where we are required to do so by law.
4. Disclosing personal information
4.1 We may disclose your personal information to, any of our employees, officers, insurers, professional advisers, agents, suppliers or subcontractors insofar as reasonably necessary for the purposes set out in this policy.
4.2 We may disclose your personal information:
to the extent that we are required to do so by law;
in connection with any ongoing or prospective legal proceedings;
in order to establish, exercise or defend our legal rights (including providing information to others for the purposes of fraud prevention and reducing credit risk);
to any person who we reasonably believe may apply to a court or other competent authority for disclosure of that personal information where, in our reasonable opinion, such court or authority would be reasonably likely to order disclosure of that personal information;
to the school in the case of improper use on the platform by individuals.
4.3 Except as provided in this policy, we will not provide your personal information to third parties.
5. International data transfers
5.1. Data directly collected by eSchools may be stored and processed in and transferred between any of the countries in which we operate in order to enable us to use the information in accordance with this policy. Any third party we use is within the EEA or they hold a sufficient accreditation (i.e. Privacy Shield) as in line with requirements under the GDPR. No other third party are permitted to access the school’s data.
5.2. Personal information that an individual adds to our websites may be available, via the internet, around the world. We cannot prevent the use or misuse of such information by others.
6. Retaining personal information
6.1. This Section 6 sets out our data retention policies and procedure, which are designed to help ensure that we comply with our legal obligations in relation to the retention and deletion of personal information.
6.2. Personal information that we process for any purpose or purposes shall not be kept for longer than is necessary for that purpose or those purposes.
6.3. Data collected through analytic cookies will be retained for 26 months. Individual visitors can adapt the data collected through cookie preferences, as mentioned in 2.4.
6.4. Notwithstanding the other provisions of this Section 6, we will retain documents (including electronic documents) containing personal data:
To the extent that we are required to do so by law;
If we believe that the documents may be relevant to any ongoing or prospective legal proceedings; and
In order to establish, exercise or defend our legal rights (including providing information to others for the purposes of fraud prevention and reducing credit risk). Data will no longer be kept after the termination of the contract with the school.
7. Security of your personal information
7.1. We will take reasonable technical and organisational precautions to prevent the loss, misuse or alteration of your personal information.
7.2. We will store all the personal information you provide on our secure (password- and firewall-protected) servers. The web service we employ has a broad range of accreditations and certifications and the data centres used ensure the data stays within the EEA.
7.3. eSchools use a Secure Sockets Layer (SSL) which creates a secure connection uses two keys to encrypt data in transit. Despite this, you acknowledge that the transmission of information over the internet is inherently insecure, and we cannot guarantee the security of data.
8.1. We may update this policy from time to time by publishing a new version on our website.
8.2 You should check this page regularly to ensure you are aware of any changes to this policy.
9. Your rights
9.1. You may instruct us to provide you with any personal information we hold about you.
9.2. We may withhold personal information that you request to the extent permitted by law.
9.3. You may change your cookie preferences at any time as referenced in 2.4.
9.4. School Staff/Governors who subscribe to our Newsletter may manage their preferences at anytime through their eSchools dashboard.
10. Third party websites
10.1 Our website includes hyperlinks to, and details of, third party websites.
11. Updating information
We will only provide communication about the eSchools platform to school staff/governors who can manage their preferences at anytime through their eSchools dashboard.
Last Edited: 23rd May 2018
What are cookies?
Cookies are small data files that are placed on your computer or mobile device when you visit a website. Cookies are widely used by online service providers in order to (for example) make their websites or services work, or to work more efficiently, as well as to provide reporting information.
Cookies set by the website owner or service provider (in this case, eSchools) are called “first party cookies”. Cookies set by parties other than the website owner are called “third party cookies”. Third party cookies enable third party features or functionality to be provided on or through the website or service you are using (such as advertising, interactive content and analytics). The third parties that set these third party cookies can recognise your computer both when it visits the website or service in question and also when it visits certain other websites or services.
We use first party and third party cookies for several reasons. Some cookies are required for technical reasons in order for our Services to operate, and we refer to these as “essential” cookies. Other cookies enable us and the third parties we work with to track and target the interests of visitors to our Services, and we refer to these as “advertising” or “analytical” cookies. For example, the embedding of YouTube and Vimeo videos, as added by individual schools will require “advertising” cookies to be enabled in order to successfully play them. Schools that, for example, opt to track visitor data using Google Analytics will require “analytical” cookies to be enabled in order to do so. These third party cookies are used to tailor content and information that we may send or display to you and otherwise personalise your experience while interacting with our Services and to otherwise improve the functionality of the Services we provide. We also enable schools to employ cookies and similar tracking technologies in connection with their use of our Services in order to allow them to track visitors to and interactions with, their school website.
User Embedded Content
Our Services allows schools to embed code which may potentially contain cookies. Please note embedded content, if displayed on one our websites, has been added by the school and not by eSchools. The embedded content added by the school may require additional cookies or tracking technologies to be enabled in order to function.
How can I control cookies?
You have the right to decide whether to accept or reject cookies. Be aware that cookie preferences are set on a per device basis; therefore you may need to set your preferences on each device you use.
Initial cookie pop-up banner: You can exercise preferences about what cookies are served on our Websites by selecting your preference from this modal which appears upon visiting an eSchools website/login screen and dashboard. You can also change your cookie preferences by clicking on the link on the footer of any page. The banner will reappear annually (August 31st to coincide with the academic year) to confirm your settings.
Disabling Most Interest Based Advertising: Most advertising networks offer you a way to opt out of Interest Based Advertising. We will not, without your express consent, supply your personal information to any third party for the purpose of their or any other third party's direct marketing. If you would like to find out more information, please visit http://www.aboutads.info/choices/ or http://www.youronlinechoices.com.
Mobile Advertising: You can opt out of having your mobile advertising identifiers used for certain types of Interest Based Advertising, by accessing the settings in your Apple or Android mobile device and following the most recent published instructions. We will not, without your express consent, supply your personal information to any third party for the purpose of their or any other third party's direct marketing.
How often will you update this Cookie Statement?
Where can I get further information?