#OnFire – Klotz

Standing at 6’5”, Garrett Klotz is one of the taller players to ice for the Blaze this season. Coming from the ECHL in North America, the Canadian brings a wealth of experience to the team. It helps, that as a forward, he is not afraid to use his size and fight when necessary. This has made him very popular with the fans, and he’s even scored a few goals as well!

How is it, playing on the fourth line? Klotz said, “It’s great, I’m more a role player, so I’ve always been on the third or fourth line, so I’m used to it. Here in the Elite League I’m getting more ice time than I’m used to, so I’m trying to take advantage of it and doing the most I can with the time. That includes a goal every once in a while, so that always helps. I’m not here to score, I’m here to take care of the boys and bring a physical aspect to the game. Whenever I score it’s a bonus.”

You’ve made a name for yourself as an enforcer. How do you feel about fighting? “I’ve been doing it my whole pro hockey career, so it’s nothing new to me. I don’t mind it. I kind of enjoy it. some nights it is not easy, but it’s my job so I accept it,” he explained.

Usually, in the Elite League, teams employ a defenseman who acts as an enforcer. Klotz playing as a forward is a slight departure from what a lot of us are used to. Does he see this as being unusual? Klotz shrugged. “It depends. Defensemen are known to more physical, but there are other forwards who are enforcers. I just do what I can. Usually they want the forwards to score, but in my case I try and do both.”

Speaking of which, how is the scoring going? He smiled, “It’s my second-best scoring season ever.  I’ve got six goals and two assists so far, I’m going to try and finish the season with ten – that’s my aim, ten goals and ten assists. We’ll see how it goes. There’s 18 games left so I’m going to try and finish strong and hope for the best.”

What made you decide to come to Coventry? Klotz explained, “My friend Garrett Zemlak played in the Elite League – he was netminder for Fife, Braehead and Belfast – and he put me in touch with Danny Stewart as he had played with him in Fife. Danny asked in the summer if I wanted to come overseas – I looked it up on the internet and had a chat with other guys I’ve played with who played here before, like Jim Jorgensen. They said it was a good city and there were lots of positives, so I agreed to come here.”

He continued, “it’s a good city with a good fan base. the fans here are a bit more intense than they are back home – they are die hard and I really enjoy it, and spending time with them.”

Like most hockey players from North America, Klotz appreciates the opportunities to travel from the UK. “Obviously, we’ve travelled with the team, that was fun, going to Belfast and to Scotland. I’ve been to London a few times too. After the season I’m hoping to get across to Europe and then maybe head over to Thailand.”

Klotz keeps busy when he’s not on the ice. “I just go to the rink in the mornings and train on the ice. In the afternoons I go to the gym and do some off-ice training, and in the evenings I hang out with the boys, play some cards or read. We went bowling with the fans recently, which was fun. It’s nice to get some downtime and just relax in the evenings.”

As Garrett has reminded us, the season is drawing to a close, and players are starting to think about next year. He said “I’ll take the future as it comes. I haven’t really thought too much into it. I’ll do what I can here, finish strong and finish on a positive note, and see what comes my way.”

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#aseconf Science with picture books


Recommend journal of emergent science (on ase website)

Looking at science in children’s story books. Focusing on science inaccuracies (many teachers will use these stories unaware of these)  and focusing on why did that happen in a story line.

Why should we use fictional picture books to explore science at primary school ? Metaphorical language. Children blur imagination and reality.

? Link between teaching literature (interpret, debate) and improvement of understanding of science.

  • Pictures need to be prominent
  • Dialogue and conflict
  • Consistent simple  plot with proper logic
  • Narrative problem linked to scientific problem

Use e.g. section of book to prompt discussion, raise misconceptions . Will link to what pupils already know

Children find it hard to put themselves in something/ someone else’s place to draw from their perspective

e.g. fish is fish . Tadpoles promise.  Very hungry caterpillar. Seven blind mice.  On the seesaw bridge

Can compare first and last double pages of each book

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#aseconf exploring chemistry in send schools

Royal society of chemistry funded a project to develop six experiments that are hands on and accessible to all. Based on exploring materials

Contains prep sheet,  practical list, symbol worksheets

– each lesson delivered three times.  Once as a new activity, then to develop skills,  confidence and knowledge, consolidate

Use gloves for tactile defensive,  cut holes in gloves in later sessions. Can also use Ziploc bags.

Will eventually be available free to download on national stem learning website

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#aseconf science fun for SEND

States of matter.  Use dry ice.  Add flavours.  Engage all senses.

Shadow puppets.  Use gruffalos child as stimulus.  Transparent,  translucent, opaque materials. Animal ear headbands to explore shadows bigger and smaller.  Spectrum glasses. Learnaboutlight.co.uk

Science hunters–  engaging through computer  games.  Minecraft. Working with NAS, engaging children once a fortnight.  Has been found to increase social communication skills.  Also helps to show some abstract science concepts and leads to further discussion

Science from the start–  hands on practical activities . Ice play.  Snow dough (cornflour , oil, glitter). Creative workshops, child led, flexible,  sensory.

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#aseconf ofsted

Science more likely to be outstanding when teachers have had science specific training 

Science is a core subject in primary . Broad and balanced curriculum.  Primary schools failing to ensure full coverage of  Nat curric e.g. only one hour a week in the afternoon.  Plan to ensure progression.  Need enough time so children can build up their skills. 

Ofsted do not make judgements before they come to the school.  Judgement made on current outcomes for each year group.

Need to develop skills and progress over time. 

Still a mistrust between primary and secondary around transition.  Schools  need to work together

Teacher assessed parts of ks2 curriculum give  higher outcomes than externally assessed.  New system still bedding  in.  How are you being as accurate as possible?  What progress are children making?

Gcse achievement in English and maths is stable.  Science has gone down with btech gone.  How are courses meeting needs of less able students? 

Short inspections for good schools.  Only a day.  Assuming school is still good.  Looking at self assessment of leadership team.  Will do learning walks.  Not going to interrupt a lesson. as teacher can direct inspector to books or particular children to talk to.  No preferred style of marking. do children understand where they are at and what to do to improve.  What impact?  No preferred frequency of marking.  How effective are your systems? 

Is work at ks3 demanding enough and appropriate? 

Key messages are you challenging the most able?  Disadvantaged?  Most able disadvantaged?  Is provision meeting need? 

No particular method expected for planning,  teaching,  marking or self assessment. They will mage a judgement on safe guarding,  visit lessons, meet with staff, gather parent and pupil views and scrutinise work. 

How well does science curriculum develop understanding and skills?  High quality,  timely,  meaningful experiences to develop skills and understanding. 

 Challenges ahead.  Do leaders have enough knowledge of science to know if curriculum is appropriate and being taught well?

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#aseconf introducing foundation science

Snap science 

Creative curriculum while keeping integrity of science.  Child led.

– science education should develop understanding of a set of big conceptual ideas in science

– … develop big ideas about the process of science

Not a big expectation of written work,  mostly oral.

– … develop positive scientific attitudes.
Resilience.  Perseverance.  Group work.  Take science home to talk  about it

How to enjoy with out getting messy? Clean wet area, no mud.  Mix big.  Use aprons.e.g mix honey and…

Engage with parents.  Use collaborative homework.

– social interaction plays a vital role in developing children’s scientific understanding

Science and talk is crucial. Dialogic learning

– first hand experience is a necessary and significant element in children’s learning

Learning needs all senses and genuine observation. First hand experience leads role play. If in doubt, go outside!

– assessment is integral part of teaching

– all areas of curriculum are important and interconnected

Snap science resources include (24 in total)

  • A story
  • Activity plan
  • Science photos
  • Supporting resource

Resources available on line to download

Hot water in a cup to melt chocolate


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#aseconf cleapss ideas for primary science

Colour changing uv beads to show uv from the sun.  Bracelets will colour change.  Use sun cream, water, t shirt to show effects on beads. 

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