HWRK Magazine: Issue 05 - Autumn 2018
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<strong>HWRK</strong><br />
the essential magazine for teachers<br />
WRITTEN BY TEACHERS<br />
for TEACHERS<br />
REDISCOVERING YOUR MOJO<br />
REIGNITING YOUR PASSION AFTER THE SUMMER BREAK<br />
AUTUMN <strong>2018</strong> / ISSUE 5 / FREE<br />
WWW.<strong>HWRK</strong>MAGAZINE.CO.UK<br />
Suzanne Murray<br />
LEARNING<br />
WITHOUT LIMITS<br />
Dame Alison<br />
Peacock’s great<br />
impact<br />
20 GHASTLY<br />
BOOKS FOR<br />
HALLOWEEN<br />
SUPER SPOOKY LITERATURE<br />
*<br />
LEARNING WITHOUT<br />
LIMITS: HOW ONE EAL<br />
TEACHER IS TAKING<br />
ON THE WORLD!<br />
FIND YOUR<br />
WORK-LIFE<br />
BALANCE<br />
+<br />
THE SECRET TO KEEPING<br />
YOU IN THE CLASSROOM<br />
BENDING<br />
THE RULES<br />
BRING THE FUN BACK<br />
INTO YOUR CURRICULUM<br />
Investing for expats- Millionaire teacher shares his tips
<strong>HWRK</strong><br />
the online magazine for teachers<br />
<strong>HWRK</strong> MAGAZINE AUTUMN <strong>2018</strong> / ISSUE 5 <strong>HWRK</strong>MAGAZINE.CO.UK<br />
<strong>HWRK</strong><br />
the essential magazine for teachers<br />
AUTUMN <strong>2018</strong> / ISSUE 5 / FREE<br />
WWW.<strong>HWRK</strong>MAGAZINE.CO.UK<br />
Suzanne Murray<br />
LEARNING<br />
WITHOUT LIMITS<br />
Dame Alison<br />
Peacock’s great<br />
impact<br />
20 GHASTLY<br />
BOOKS FOR<br />
HALLOWEEN<br />
SUPER SPOOKY LITERATURE<br />
REDISCOVERING YOUR MOJO<br />
REIGNITING YOUR PASSION AFTER THE SUMMER BREAK<br />
*<br />
WRITTEN BY TEACHERS<br />
LEARNING WITHOUT<br />
LIMITS: HOW ONE EAL<br />
TEACHER IS TAKING<br />
ON THE WORLD!<br />
for TEACHERS<br />
FIND YOUR<br />
WORK-LIFE<br />
BALANCE<br />
+<br />
THE SECRET TO KEEPING<br />
YOU IN THE CLASSROOM<br />
BENDING<br />
THE RULES<br />
BRING THE FUN BACK<br />
INTO YOUR CURRICULUM<br />
Investing for expats- Millionaire teacher shares his tips<br />
Follow us on twitter @<strong>HWRK</strong>_<strong>Magazine</strong>
GEOGRAPHY<br />
MATHS<br />
STRATEGY<br />
HISTORY<br />
RELIGION<br />
COLUMNIST<br />
08 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
EXPAND YOUR MIND ONE SUBJECT AT A TIME<br />
The new school year is<br />
upon us and excitement<br />
both inside the classroom<br />
and the staff room is at<br />
fever pitch – those damn NQTs!<br />
But regardless of whether you’ve<br />
spent the last few weeks of summer<br />
counting down the hours or simply<br />
counting down the glases of wine,<br />
not much beats a new school term.<br />
Ill-fitting blazers, tears at the<br />
gates, blister-beguiling new shoes<br />
and packed out pencil cases – and<br />
that’s just the staff!<br />
Don’t miss Paul Delaney’s top 10<br />
tips on cutting yourself a break this<br />
month – see page 20!<br />
@hwrk_magazine<br />
WORDS: JENNY HOLDER<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 23<br />
62 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
34 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine <strong>HWRK</strong>MAGAZINE.CO.UK<br />
<strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 63<br />
@hwrk_magazine <strong>HWRK</strong>MAGAZINE.CO.UK<br />
<strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 35<br />
68 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
id you return from the Crowther, has got some<br />
holidays inspired from a fascinating tips on how to<br />
summer in Tuscany or Paris? rediscover your art teacher<br />
Or did your imagination fail mojo this month and ensure<br />
to get past the check-in desk your start the new school<br />
at Thomas Cook? If it’s the term full of wonder and<br />
latter, never fear, <strong>HWRK</strong> has promise.<br />
got you covered.<br />
Inspiration is just a couple<br />
The Arty Teacher, Sarah of pages away – see page 44.<br />
Kingham<br />
Primary do<br />
Shakespeare<br />
Mulan brought<br />
to life in<br />
papier mache<br />
Tips to<br />
rediscover<br />
your arts mojo<br />
London from<br />
every cultural<br />
angle!<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 39<br />
WORDS: JON LOVE<br />
@hwrk_magazine <strong>HWRK</strong>MAGAZINE.CO.UK<br />
<strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 69<br />
<strong>HWRK</strong>MAGAZINE.co.uK // INSIDE THIS ISSUE<br />
P08<br />
lESSON iDEaS &<br />
TEaChiNG TipS<br />
20 creepy, kooky and downright spooky books to bring<br />
Halloween to life this term<br />
BIG List<br />
tales for the classroom<br />
P23<br />
hallOwEEN<br />
rEaDiNG<br />
P34<br />
DamE aliSON pEaCO0Ck iN prOfilE<br />
BIG Profile<br />
Dame Alison Peacock is at the helm of the Chartered<br />
College for Teachers – isn’t it time you set sail too?<br />
WORDS: SUZANNE MURRAY<br />
P39<br />
SplaSh Of COlOur<br />
READY, STEADY, PAINT!<br />
AR<br />
TS<br />
Here we go<br />
again!<br />
P62<br />
iT’S all abOuT ThE<br />
riGhT quESTiON<br />
Why<br />
did King<br />
Henry VI<br />
ban<br />
kissing<br />
in 1439?<br />
A lesson in why curiosity doesn’t kill the curriculum cat<br />
WORDS: DOMINIC KIRBY<br />
BIG Question<br />
P68<br />
wOrk-lifE<br />
balaNCE TipS<br />
BEWARE TERM<br />
TIME TREADMILL<br />
BIG Advice<br />
After 10 years of grind, JON LOVE has finally found his<br />
work-life balance and urges you to do the same<br />
CONTENTS<br />
curriculuM FeatureS<br />
artS<br />
HealtH eXperience<br />
12 MatHS<br />
A primary approach to<br />
solving facts and figures.<br />
23 Spooky taleS<br />
20 books to ensure your<br />
Halloween’s not ghastly.<br />
40 tHe gallery<br />
Shakespeare brought to<br />
life in Oxfordshire.<br />
50 water carrier<br />
Shed fat fast by juggling<br />
your water jug!<br />
76 budapeSt’S brill<br />
The Yorkshire couple who<br />
are thriving in Hungary.<br />
17 HiStory<br />
How to effectively teach<br />
chronology in schools.<br />
28 Fun oF learning<br />
Tips on how to get around<br />
traditional teaching.<br />
42 ScHoolS view<br />
How one primary used<br />
Mulan as inspiration.<br />
52 playground puMp<br />
The 15-minute workout<br />
you’ve been waiting for.<br />
78 eal aMbaSSador<br />
How one teacher is slowly<br />
changing the world.<br />
18 religiouS StudieS<br />
Is RS the key to unlocking<br />
every other subject?<br />
59 penSion power<br />
How to ensure your pay<br />
goes a very long way.<br />
44 Find your Mojo<br />
Top 10 tips on how to<br />
rediscover your style.<br />
53 Happy Meal<br />
Discover the foods that’ll<br />
put a smile on your face.<br />
70 bullieS out!<br />
Our anti-bullying charity<br />
partner’s engaging stories.<br />
20 gueSt coluMn<br />
The loneliness in being a<br />
male primary teacher.<br />
68 balancing act<br />
How to get your work-life<br />
balance absolutely right.<br />
46 london calling<br />
How the capital inspired<br />
one Year 6 adventure.<br />
54 SportS day rockS!<br />
The highs and lows from a<br />
year as a PE leader.<br />
81 pgl oFFerS<br />
Book your next school trip<br />
to recieve massive savings.<br />
@hwrk_magazine<br />
<strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 03
<strong>HWRK</strong>MAGAZINE.CO.UK // MEET THE TEAM<br />
CONTRIBUTORS<br />
WRITTEN BY TEACHERS FOR TEACHERS<br />
DEPUTY HEAD<br />
Sarah Wordlaw<br />
@smwordlaw<br />
A regular contributor to<br />
<strong>HWRK</strong>, Sarah is now a<br />
primary deputy head. A Year<br />
6 teacher with a real flare<br />
for writing, especially about<br />
project-based learning and<br />
music or performing arts,<br />
she’s a real star.<br />
EAL SPECIALIST<br />
Beth Southern<br />
@Bethan_Southern<br />
Founder of the brilliant<br />
ealhub.co.uk website.<br />
ARTY TEACHER<br />
Sarah Crowther<br />
@ArtyTeacher<br />
Dedicated and seasoned host of<br />
TheArtyTeacher.com.<br />
PEOPLE’S POET<br />
Paul Delaney<br />
@DPoetryBuzz<br />
Primary teacher turned author<br />
and performance poet.<br />
OVERSEAS TEACHER<br />
Chris Russell<br />
@britinterschoolbudapest<br />
Head teacher at British International<br />
School Budapest.<br />
CEO<br />
Linda James MBE<br />
@BulliesOut<br />
Founder of award-winning<br />
charity BulliesOut.<br />
LITERARY LEADER<br />
Jenny Holder<br />
@JennyHolderLiv<br />
Liverpool Learning Partnerships<br />
reading coordinator.<br />
TIME TRAVELLER<br />
Dominic Kirkby<br />
@History_Chap<br />
History teacher by day,<br />
Army Reservist by night.<br />
Late Medieval and Early<br />
Modern historian with<br />
penchant from cross-curriculum<br />
learning. Loves<br />
all things outdoors. May<br />
contain a sense of humour.<br />
TEACHER REBORN<br />
Jon Love<br />
@jonthelegend<br />
Formerly in SLT, a Year 6<br />
teacher and an OLEVI ITT<br />
provider, Jon is now back<br />
standing in front of the<br />
classroom in East Lothian<br />
in Scotland, and could not<br />
be happier. And he’s here<br />
to help!<br />
PE LEADER<br />
Sam Stewart<br />
@samstewart93<br />
Year 5 primary PE, school<br />
sport and wellbeing leader.<br />
ASSISTANT HEAD<br />
Richard Corner<br />
@MrCornerTDS<br />
Heads up teaching and<br />
learning at Deepings School.<br />
COVER STAR<br />
Suzanne<br />
Murray<br />
@thinkpix_suze<br />
A specialist dyslexia teacher<br />
and assessor, Suzanne has got<br />
the experience and advice<br />
to help you to engage every<br />
child in the room. This issue<br />
she shines a light on the work<br />
of the inspirational Dame<br />
Alison Peacock.<br />
PERSONAL TRAINER<br />
Kevin Kearns<br />
@BurnwithKearns<br />
School touring anti-bully<br />
campaigner and fitness guru.<br />
MONEY EXPERT<br />
Andrew Hallam<br />
@aphallam<br />
Expat in Canada, author of<br />
Millionaire Teacher.<br />
MATHS MANIAC<br />
Lloyd<br />
Williams-Jones<br />
@smwordlaw<br />
Brilliantly bearded assistant<br />
head from Kings Hill in<br />
Kent, who leads Year 6<br />
maths by day and fronts<br />
his own band by night. At<br />
weekends can be found on<br />
the rugby field.<br />
DEBATE QUEEN<br />
Gemma Papworth<br />
@PapworthRe<br />
L&T Lead for RS across GLF,<br />
Head of RS in Surrey, M Ed.<br />
HISTORY BUFF<br />
Stuart Tiffany<br />
@Mr_S_Tiffany<br />
Author of the brilliant Mr T does<br />
Primary History blog.<br />
04 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
<strong>HWRK</strong>MAGAZINE.CO.UK // MONEY SHOT<br />
06 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong>
‘toil and<br />
trouble’<br />
WHO<br />
Irish Students from Mercy Secondary<br />
School, Tralee, on their final<br />
year of study.<br />
WHAT<br />
An unforgettable four day excursion<br />
for 51 Irish students and 6 enthusiastic<br />
teachers.<br />
WHERE<br />
What seems like the whole of London!<br />
From strolling Buckingham<br />
Palace’s State Rooms and Shakespeare’s<br />
Globe Theatre, to spectating<br />
the Crown Jewels and the<br />
Serengeti, not to mention managing<br />
some mischief at Hogwart’s School<br />
of Witchcraft and Wizardry!<br />
WHEN<br />
September 2017<br />
BY<br />
Andrea Thornton.<br />
<strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 07
EXPAND YOUR MIND ONE SUBJECT AT A TIME<br />
GEOGRAPHY<br />
MATHS<br />
STRATEGY<br />
HISTORY<br />
RELIGION<br />
COLUMNIST<br />
Here we go<br />
again!<br />
The new school year is<br />
upon us and excitement<br />
both inside the classroom<br />
and the staff room is at<br />
fever pitch – those damn NQTs!<br />
But regardless of whether you’ve<br />
spent the last few weeks of summer<br />
counting down the hours or simply<br />
counting down the glases of wine,<br />
not much beats a new school term.<br />
Ill-fitting blazers, tears at the<br />
gates, blister-beguiling new shoes<br />
and packed out pencil cases – and<br />
that’s just the staff!<br />
Don’t miss Paul Delaney’s top 10<br />
tips on cutting yourself a break this<br />
month – see page 20!<br />
08 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
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CURRICULUM<br />
GUEST COLUMN<br />
Back to school again!<br />
PEOPLE’S POET<br />
PAUL DELANEY takes flight with some<br />
new school year advice<br />
PAUL’S TOP 10 NEW SCHOOL TERM TIPS<br />
Flashback to Friday<br />
July 20th <strong>2018</strong>. The<br />
longest summer since<br />
’76. A young teacher is<br />
sat in Tesco, enjoying two sneaky<br />
choc au pains and a latte with<br />
her non-teaching fiancée. Weight<br />
Watchers’ points don’t matter<br />
anymore. It’s holiday time! She’s<br />
on a high. Six precious weeks<br />
off. Yes six, not five. And all on<br />
full pay!<br />
Her mind wanders. Mel<br />
Gibson’s Braveheart suddenly pops<br />
into her head, free from the trials<br />
and tribulations of daily teaching.<br />
“Freedom!” the young teacher<br />
yells, springing to her feet,<br />
throwing the remains of her<br />
choc au pains over the café<br />
balcony. Passing shoppers look<br />
up, bemused. “Must be another<br />
teacher,” somebody says. “They’re<br />
always the same at this time of<br />
year!”<br />
Out of the corner of her eye,<br />
she notices it. The back to school<br />
aisle, its racks jam packed with<br />
uniforms, black shoes and cheap<br />
stationary.<br />
Above, ‘Back to School!’ signs<br />
hang on invisible string from<br />
the ceiling, as invited as hot and<br />
sticky dog dirt on the sole of a<br />
brand-new trainer.<br />
Soon, William Wallace is being<br />
hung, drawn and quartered.<br />
Teachers are back in their stuffy<br />
staffrooms, wondering what<br />
happened to those precious six<br />
weeks. They’re Titanic survivors<br />
sitting in lifeboats, staring at a<br />
cold, empty sea, their holiday<br />
cruise ship now lying at the<br />
bottom of the ocean along with<br />
Jack’s drawing of Rose.<br />
And then, the ‘demon’ head<br />
teacher walks in, followed by the<br />
school business manager driving<br />
a forklift truck, its forks buckling<br />
under the pressure of countless<br />
reams of A4 paper. Handouts!<br />
“Hope you’ve all had a great<br />
holiday?” Miss Terious cackles,<br />
opening up her diary. “Ofsted’s<br />
still snooping around…”<br />
You’re back to school with a<br />
bang, memories of ice cold G&Ts<br />
under a rare English summer sun<br />
fading like Gareth Southgate’s<br />
waistcoat or embarrassing<br />
Football’s Coming Home! chants.<br />
So how do you survive yet<br />
another school year, especially if<br />
you’re an NQT, young, fresh-faced<br />
and ready for classroom action?<br />
The new school year is like a<br />
flight; Check-in: September 1st<br />
<strong>2018</strong>… Expect some turbulence<br />
on the way!<br />
But with some top flying tips,<br />
you’ll soon be cruising at 10,000<br />
feet, peering out of your tiny<br />
window, enjoying the view…<br />
You are NOT superman or<br />
superwoman. Accept that<br />
fact!<br />
Take advice from older<br />
members of staff. They’ll<br />
tell you what will work and more<br />
importantly, what won’t!<br />
Turn the ‘I did this’ into<br />
‘We did this!’ Effective,<br />
collaborative teaching is always<br />
better. Who wants to be an<br />
island anyway?<br />
Be proud of your school.<br />
Don’t gossip! Remember<br />
the famous WW2 poster –<br />
‘Careless talk costs lives!’<br />
September is important<br />
for establishing initial<br />
relationships. You’ll hit stormy<br />
turbulence… and teaching may<br />
never be the same again.<br />
It’s July again - 2019.<br />
September <strong>2018</strong> a distant blur.<br />
You begin your descent. Your<br />
jumbo jet lands at the airport.<br />
“Teaching is not a job, folks!”<br />
the captain mumbles through<br />
the PA system. “It’s a way of life.<br />
Remember that and you’ll be<br />
fine!” (An old teacher once told<br />
me that – I’ve never forgotten it.)<br />
Feeling stressed and<br />
overworked? Tell someone.<br />
Came into school with an<br />
annoying worry? Perhaps<br />
one of the children in your class<br />
has too. Look for the signs.<br />
Fed up of that certain<br />
member of staff already?<br />
Recognize staff as individuals –<br />
look for their strengths.<br />
Have a midweek night off.<br />
Some will scoff at this idea<br />
but I did it for years! Leave<br />
school at 6pm and then do no<br />
schoolwork for the rest of the<br />
evening. You’ll return the next<br />
day recharged and energized!<br />
Pop a cork at the end of<br />
your first term. Have a little<br />
party with new colleagues or by<br />
yourself. Celebrate your success!<br />
Soon, you collect your baggage<br />
at the carousel. Anything to<br />
declare? Nothing. Will you fly<br />
again? Probably…<br />
See you on September 1st –<br />
Flight FR5241. Please watch the<br />
information board for the gate<br />
number.<br />
Here I go again. Which class<br />
have I got? Oh dear…<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 11
CURRICULUM<br />
Taking tips from the best<br />
A PRIMARY APPROACH<br />
LLOYD WILLIAMS-JONES discusses lessons<br />
learned from Mr B’s brilliant book<br />
Mr Barton’s ‘How I Wish I’d<br />
Taught Maths: Lessons learned<br />
from research, conversations with<br />
experts, and 12 years of mistakes’<br />
has already had a profound effect on the<br />
way I approach not only maths, but all my<br />
teaching in the primary classroom.<br />
I saw Craig speak last summer and it<br />
really has changed the way I view teaching<br />
and learning. He humbly states ‘this is<br />
a book in a secondary context, but if<br />
primary teachers can benefit, then great.’<br />
He’s absolutely right they can benefit –<br />
immensely.<br />
The strategies from Craig’s wonderful<br />
book can be applied, and are alive and<br />
kicking in my primary classroom. So far, it<br />
has had a measurable impact on understanding<br />
in my class. I have grand plans<br />
to roll out these strategies and approaches<br />
down the school.<br />
Below are the main takeaways that have<br />
already had a profound impact on my<br />
teaching, and hopefully demonstrate how<br />
they can be applied in a primary setting.<br />
PROBLEM PAIRS<br />
One of the key elements of the book<br />
is the majestic problem pair. And it’s a<br />
game-changer. Granted, I am teaching<br />
Year 6, however, I believe the principles<br />
of this technique are easily transferrable<br />
right the way down the school, particularly<br />
in the skill acquisition phase of learning.<br />
I began working through problems with<br />
similar structures and then providing<br />
worked examples for the children alongside<br />
the questions. I thought I had the perfect<br />
setup, but it swiftly became apparent<br />
that trying to create worked problems<br />
to fit alongside the actual problems was<br />
taking an age to prep.<br />
With one eye on the beast that is<br />
workload, I realised, after reading what<br />
Craig does, that the process of children<br />
copying down the example (a model of<br />
excellence) was a time saver and helped<br />
with dual coding.<br />
The children responded really well<br />
to this approach and the success and<br />
understanding has been clear in multiple<br />
lessons for me.<br />
‘The process of children copying<br />
down the example was a time saver’<br />
12 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
maths<br />
REDUNDANCY EFFECT<br />
This one is heavily influenced by the work<br />
of Peps McCrea alongside Craig’s book (listen<br />
to their podcast interview and get hold<br />
of ‘Memorable Teaching’ by Peps). The idea<br />
that any information that’s presented to<br />
children that is not linked to the learning<br />
becomes redundant and has a bearing on<br />
the working memory.<br />
Granted, this can cause somewhat of a<br />
stir in a primary setting as I know many<br />
teachers like colourful engaging classrooms<br />
with plenty of support on walls for<br />
children.<br />
I am not advocating nothing on the<br />
walls, more of a refinement on what we<br />
present. I have trialed (along with another<br />
Year 6 teacher) working walls that are very<br />
long and split horizontally in two – we are<br />
fortunate to have the space to do this.<br />
Since taking this photo (below), I’ve<br />
moved the flipchart off to allow full space<br />
SILENT TEACHER<br />
Now I know this is nothing new in education<br />
and has been around a few years, but<br />
coupled with the problem pair, the silent<br />
teacher proves a wonderful tool to help<br />
the encoding process. I’ve been delivering<br />
the problem without any narration and my<br />
TA has ensured all children are silent and<br />
giving the board full attention.<br />
Once this process is finished, the class<br />
then explain the process (with guidance)<br />
and are then set to try their own. It really<br />
does pay attention to the phonological<br />
loop and the visuospatial notepad and the<br />
implications on fragile working memory.<br />
I asked my children what they thought<br />
about the process and they feel it helps<br />
them concentrate and really understand<br />
the ‘key bits’ of the maths.<br />
FADING<br />
This has been a more recent technique I’ve<br />
employed and again fits perfectly with the<br />
development of germane load – the idea<br />
that our working memories need exercising<br />
at the right level.<br />
By fading out the worked examples as<br />
we’ve gone through, it’s allowed children<br />
to start predicting and filling in the rest<br />
of the problem, thus leading to better<br />
understanding of problem structures. It<br />
really does work.<br />
I tried this with some percentage<br />
questions with a similar structure. At<br />
first, some were hesitant and looking for<br />
support. But with the right climate over<br />
the lesson we were able to make headway<br />
and they really started engaging with the<br />
process.<br />
on the board. This now tracks the learning<br />
we are doing and is a record of key worked<br />
examples as we move through a unit. The<br />
children have responded wonderfully to it<br />
and it has helped with clarity of thought<br />
for myself.<br />
Another thing that’s disappeared is my<br />
clock. I never really considered what a<br />
cognitive distraction it was, particularly<br />
for Year 6! Finally, I have also stripped<br />
back any distractive displays from the<br />
front and focused the visuals on what I<br />
want them to think about.<br />
Pick up a copy of Craig<br />
Barton’s How I Wish I’d<br />
Taught Maths: Lessons<br />
learned from research,<br />
conversations with<br />
experts, and 12 years of<br />
mistakes for just £13.99<br />
from Amazon.co.uk<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 13
CURRICULUM<br />
SCHOOL STRATEGY<br />
Working together<br />
ASSISTANT HEADTEACHER<br />
RICHARD CORNER reveals his strategy<br />
for effective use of Pupil Premium<br />
One of my responsibilities is Pupil<br />
Premium and the progress of our<br />
disadvantaged students. The Pupil<br />
Premium is additional funding that the<br />
school receives with the objective of raising the<br />
achievement for identified students.<br />
As with most schools, improving the<br />
performance of our disadvantaged students<br />
features extremely highly on our list of priorities<br />
and since joining the school just over a year ago,<br />
we have used the Pupil Premium funding to<br />
provide many different interventions, equipment<br />
and aspirational events.<br />
However, we have always felt that we needed<br />
to be smarter and have a clearly defined strategy<br />
in place to ensure best use of the funding and<br />
therefore provide the best opportunities for our<br />
students.<br />
In October, I read a fantastic post by Danny<br />
Bullock on the SSAT website about four Pupil<br />
Premium pathways, which matched our ambition<br />
completely and inspired me to develop something<br />
similar.<br />
We now feel we have a well thought out,<br />
personalised approach, that we are due to launch<br />
across all staff on our training day in September.<br />
Whilst constructing our strategy, we have focussed<br />
on two key criteria:<br />
If you are interested<br />
in finding out more,<br />
contact Richard Corner<br />
on Twitter:<br />
@MrCornerTDS<br />
Not a homogenous group<br />
We have looked at the<br />
characteristics of each of our<br />
Pupil Premium students and<br />
given them a score based on a<br />
number of elements such as KS2<br />
attainment, attendance, SEND,<br />
behaviour and their reason for<br />
being in receipt of Pupil Premium<br />
(FSM, Ever 6, Services, etc.)<br />
From here, we have sorted<br />
our students into three distinct<br />
groups, with each group having<br />
their own personalised needs. For<br />
example, Group 1 students may<br />
be Ever 6, very well behaved but<br />
have poor attendance, whereas,<br />
Group 3 students may be FSM,<br />
low prior attainment and a record<br />
of poor behaviour.<br />
Two of our Pupil Premium<br />
Progress Leaders are allocated<br />
to working with the students in<br />
these groups. They will devise sixweek<br />
support and intervention<br />
plans for the students that will<br />
provide personalised support to<br />
address the barriers that we have<br />
identified. On completion, the<br />
plans will be reviewed and the<br />
impact measured. Where needed,<br />
we will then devise a new plan<br />
and continue the cycle.<br />
High attainers = high profile<br />
As well as the three groups<br />
previously described, we will<br />
have a fourth group of students.<br />
The fourth group will consist<br />
of all students that have arrived<br />
at the school as high prior<br />
attainers. These students will<br />
receive different support plans to<br />
students in groups 1-3 as we aim<br />
to stretch and challenge them<br />
across the whole curriculum.<br />
They will also be able to access<br />
aspirational activities as we try<br />
to encourage them to think more<br />
about higher education and other<br />
opportunities that are within the<br />
reach. The third Pupil Premium<br />
Progress Leader is allocated to<br />
this group and will devise the<br />
support and intervention plans<br />
for students in this group.<br />
+ Teacher awareness<br />
For the system to be successful, it<br />
is vital our teachers can quickly<br />
and with minimal fuss, find out<br />
which group a student is part of<br />
and what they can do to provide<br />
support. We subscribe to an<br />
excellent online system in which<br />
teachers create their seating<br />
plans by organising student<br />
‘cards’ in to the right place within<br />
their classroom layout.<br />
The student ‘cards’ contain a<br />
thumbnail picture of the student<br />
and it also identifies if they are<br />
Pupil Premium, and if so, which<br />
group they belong to. By clicking<br />
on the student, teachers get rapid<br />
access to the support plans and<br />
the specific support strategies<br />
that have been identified for each<br />
student.<br />
+ Next steps<br />
We know that grouping our<br />
students as I’ve described is not<br />
going to instantly improve the<br />
attainment and progress of our<br />
disadvantaged students. What<br />
it will do, however, is ensure<br />
we are providing personalised<br />
support and challenge for our<br />
disadvantaged students to help<br />
them close the gap between them<br />
and their peers.<br />
We know that over the<br />
course of the next academic<br />
year, our funding will support<br />
the implementation of the<br />
intervention plans and I am<br />
confident that the school,<br />
but most importantly, our<br />
disadvantaged students, will be<br />
in a far better place in 12 months’<br />
time.<br />
14 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
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CURRICULUM<br />
history<br />
Effective Teaching<br />
of Chronology<br />
PRIMARY HISTORY<br />
STUART TIFFANY presents some handy<br />
guidelines to ensure history runs smoothly<br />
A recent poll I ran on my Facebook<br />
page – Mr T does Primary<br />
History – revealed the most<br />
commonly taught concepts in<br />
primary school history is chronology –<br />
thank goodness! But, what does effective<br />
teaching of chronology look like and<br />
how can we show progression throughout<br />
the primary school phase?<br />
Let’s start with the misconception:<br />
you don’t have to teach in chronological<br />
order and it doesn’t improve children’s<br />
understanding of the past. It is vital<br />
children are able to make links between<br />
their history learning so it does not<br />
compartmentalise their knowledge.<br />
Combining the elements below is a<br />
sure-fire method to effectively teach<br />
chronology and enable us to show progression<br />
throughout the whole primary<br />
phase.<br />
Cleopatra VII<br />
Philopator<br />
was the last<br />
active ruler of<br />
the Ptolemaic<br />
Kingdom of<br />
Egypt<br />
Sequencing<br />
This is the most commonly taught skill when<br />
understanding chronology. This process can<br />
start in the Early Years and Key Stage 1 using<br />
the children’s own life experience. Ordering<br />
ages and referring to being a baby, toddler<br />
etc. can reinforce counting the years and<br />
chronology at the same time.<br />
In Year 1 and 2, this can be developed by<br />
constructing practical timelines using numbered<br />
scales. When you create timelines by<br />
placing dates in order, this is sequencing.<br />
It’s important that children understand<br />
the linear nature of time and how BC/AD<br />
influences how long ago an event was. By the<br />
time children reach Upper Key Stage 2, they<br />
should understand the principle of sequencing<br />
and be able to understand where eras<br />
occurred in relation to each other.<br />
Scaled Timelines<br />
To really understand the scale of history<br />
we must teach children that events do not<br />
occur one after another. There are quite<br />
often years, decades and centuries between<br />
events we choose to study and using scaled<br />
timelines can really reinforce this.<br />
In Key Stage 1, using practical multilink<br />
timelines allows children to see the difference<br />
between events (simply more cubes =<br />
“I’d thoroughly<br />
recommend using<br />
ChronoZoom to<br />
explore the scale of<br />
time in a fun and<br />
engaging way”<br />
more time). In Key Stage 2, however, children<br />
should be able to identify the approximate<br />
number of years between events and<br />
create their own scales.<br />
I’d thoroughly recommend using ChronoZoom<br />
to explore the scale of time in a<br />
fun and engaging way. A quick question to<br />
consider: Imagine a timeline with the construction<br />
of the great pyramid of Giza at one<br />
end and the modern day at the other. Which<br />
would Cleopatra be closer to?<br />
Duration<br />
Explaining how long something took place<br />
for can be a tricky concept. Once again,<br />
doing it practically using a scale is really<br />
beneficial. When selecting events to use for<br />
a timeline, ensure there are some that have a<br />
duration of time.<br />
Here’s a simply example: the Greco-Persian<br />
war lasted for approximately 50 years,<br />
therefore could be represented by a bar<br />
measuring 50cm. The Peloponnesian war<br />
lasted for approximately 27 years, so can be<br />
represented by a bar of 27cm, meaning the<br />
duration of each event is clear for everyone<br />
to see.<br />
This reinforces the practical multilink<br />
timelines suggested in Key Stage 1.<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 17
CURRICULUM<br />
Critical Thinking<br />
PRIMARY HISTORY<br />
GEMMA PAPWORTH explains why Religious Studies is now<br />
more important than ever in shaping young minds<br />
Religious Studies, the<br />
marmite subject of the school<br />
curriculum – everyone has an<br />
opinion, but why is Religious<br />
Studies so imperative for today’s<br />
younger generations? The answer is<br />
simple – critical thinking.<br />
Critical thinking is a skill that can<br />
make you stand out above others, a skill<br />
that needs to be nurtured from the very<br />
beginning and it’s something RS can<br />
play a key role in developing.<br />
Over the course of time, RS<br />
has developed from building up a<br />
community devastated by war, an<br />
attempt to instil good Christian values<br />
in young people in schools, to the<br />
critical RE of the 1990s, developed to<br />
incorporate links to human rights and<br />
citizenship.<br />
Religious Studies opens up a world of<br />
valuable, rich insights into the beliefs<br />
and values of others. By encouraging<br />
empathy and personal opinions,<br />
students can develop into more<br />
holistic, well-rounded young people,<br />
ready for the wider world of adulthood<br />
and employment.<br />
Religious education has not been<br />
without its critics from the very<br />
beginning, a subject historically<br />
synonymous with inculcation,<br />
something that seemed to disappear<br />
until more recently in light of the<br />
media’s portrayal of religion since 2011.<br />
BELIEFS & VALUES<br />
As Religious Studies teachers we<br />
should be offering students the<br />
opportunities to learn about different<br />
beliefs and values, religious and nonreligious,<br />
philosophical and ethical<br />
- understanding them and evaluating<br />
them, relating them to their own lives<br />
and experiences.<br />
For example, students can<br />
contemplate the idea of belonging,<br />
linking to the idea of the Sikh Khalsa<br />
and how baptised Sikhs have a sense<br />
of belonging through the 5Ks that<br />
bond a community together. Or they<br />
can consider the crucifixion and<br />
resurrection of Jesus and how this<br />
supports the idea of belonging to<br />
Christians, all the while thinking about<br />
where they belong – family, school,<br />
hobbies...<br />
With the introduction of Philosophy<br />
and Ethics into the GCSE and A-Level<br />
curriculums, students have further<br />
opportunity to think about and justify<br />
their own ideas against those of the<br />
Ancient Greeks or the philosophers<br />
of the past, like David Hume or more<br />
recently Joseph Fletcher.<br />
Ethics allows for students to<br />
consider the behaviour of others and<br />
make a valid decision based on their<br />
own views. Giving students case<br />
studies and asking them what they<br />
would do is a key way to get them to<br />
think critically.<br />
They could be given a visual<br />
stimulus, something they can discuss<br />
and develop their own justifications<br />
about. They can then align religious<br />
views with theirs, focusing similarities<br />
and difference and why this may be, all<br />
the time encouraging them to develop<br />
their own views.<br />
1944 Education Act<br />
The 1944 Education Act responded to the<br />
devastation of war by extending what was learnt<br />
in Sunday Schools into the classroom, a coalition<br />
government looking for ways to make sure a<br />
world war did not reoccur.<br />
1970s<br />
Ninian Smart’s phenomenology meant it was no<br />
longer acceptable to follow a confessional<br />
curriculum, students needed to be offered a<br />
deeper insight into other world religions.<br />
1960s<br />
It was decided a better way to teach Religious<br />
Studies was to relate it to everyday issues<br />
students would face, figuring things out using<br />
their own ideas alongside Christian values. Critical<br />
thinking was born.<br />
18 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
eligious studies<br />
QUESTIONS & ANSWERS<br />
Religious Studies is a rich tapestry<br />
of different experiences and ideas<br />
that invites students to investigate<br />
and develop their own reflections<br />
and opinions. This is a skillset that’s<br />
transferable across the curriculum:<br />
analysis of sources in history,<br />
justification of ideas in geography,<br />
formulation of opinion in English, etc.<br />
RS gives students a glimpse of the<br />
wider world, something many of them<br />
may not have experienced. It gives<br />
them an opportunity exercise empathy<br />
and ask questions about others,<br />
gaining an insight into the importance<br />
of an appreciation of an eclectic mix of<br />
views and beliefs.<br />
Not everyone believes in an afterlife,<br />
not everybody likes to discuss it,<br />
whilst others have a very certain view.<br />
Religious Studies gives students access<br />
to a plethora of ideas, allowing them<br />
to ask questions and think about their<br />
own beliefs.<br />
The common misunderstanding<br />
of Religious Studies is that it’s been<br />
designed to ‘convert’ or ‘make’<br />
someone religious. This may have<br />
been the case in the past, following a<br />
World War, but today, in a world where<br />
people are fighting to be heard and feel<br />
misunderstood, Religious Studies plays<br />
a key role in opening up the world to<br />
all, giving them a voice and supporting<br />
appreciation for all.<br />
The role of Religious Studies is<br />
fundamental in the curriculum as it<br />
can ensure students have the tools to<br />
develop into well-rounded, empathetic<br />
and appreciative young people.<br />
People who are able to think<br />
critically about the world and opinions<br />
around them, with an appreciation of<br />
the rich diversity this has to offer them<br />
on their journey in and beyond school<br />
education.<br />
Be critical<br />
of relgions<br />
Students should<br />
be encouraged<br />
to be critical of<br />
religions too.<br />
Religion is complex, often<br />
ambiguous and students<br />
need to understand this.<br />
It’s not enough to take<br />
it and accept it at face<br />
value. Students need to<br />
have the opportunity to<br />
explore the uncertainty<br />
openly and work things<br />
out for themselves rather<br />
than succumb to the<br />
unfortunate spoon-fed<br />
approach that many sadly<br />
adopt.<br />
1990s<br />
Critical thinking in Religious Studies took on a<br />
deeper meaning where educationalists like David<br />
Hay developed an experiential approach that was<br />
designed to support the student explore their<br />
inner life of spirituality.<br />
1988 Education<br />
Reform Act<br />
Now known as ‘RE’, a process of systematic<br />
instruction, aiming to educate students in the<br />
“principal religions represented in the UK”, but<br />
also recognising the “fact that religious traditions<br />
in Great Britain are in the main Christian”.<br />
1990s<br />
This brings us up to date, where practising<br />
students can often be more expert than yourself!<br />
Critical thinking plays a key role in providing<br />
students the tools to analyse and evaluate<br />
different ideas to form a judgement of their own.<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 19
CURRICULUM<br />
guest column<br />
This was the<br />
instruction I received<br />
at The University of<br />
Winchester in 2010<br />
during my Men in Teaching<br />
lecture. It was held in a room<br />
built for 200 yet there were only<br />
seven of us. Seven out of 75 on<br />
my course. For a few it was a<br />
second career. The whole thing,<br />
for me, felt farcical.<br />
Fast forward seven years and<br />
the number of men teaching in<br />
primary schools sits at around<br />
15%. Why? What prevents<br />
men from joining the teaching<br />
profession, from inspiring our<br />
youngest minds and from taking<br />
on an incredibly hard, but<br />
fulfilling challenge?<br />
A significant part of the<br />
problem is pay. Let’s not beat<br />
around the bush, teachers are<br />
not paid well. With men still<br />
representing 59% of the main<br />
earners in a household, pay<br />
naturally has an impact.<br />
This is why so many men want<br />
to climb the ladder so quickly.<br />
To maximise earnings in a sector<br />
that they love and wish to remain<br />
in. This is the quandary I myself<br />
am in. However, this can’t be the<br />
only reason.<br />
It seems to me it’s reputation.<br />
Or lack of reputation for male<br />
teachers in primary. Even more<br />
so if you want to work with our<br />
youngest children.<br />
I genuinely feel that for many<br />
men primary teaching is simply<br />
not presented as a ‘normal’ career<br />
option. I have lost count of the<br />
number of sympathetic ‘oh that’s<br />
nice’ responses when I tell people<br />
what I do, lost count of the<br />
confused looks and ‘did you not<br />
fancy secondary?’<br />
It’s not a joke, it’s a real issue<br />
and many male teachers have<br />
got in touch with me to discuss<br />
their experiences. Lots of<br />
them unfortunately are rooted<br />
in safeguarding. There is an<br />
underlying suspicion of men in<br />
primary, one that people do not<br />
speak of but is certainly there.<br />
Once children reach Upper<br />
Key Stage 2 they generally split<br />
to get changed. This works fine<br />
if there happens to be a male and<br />
female in say a two form school.<br />
But what if it was two men?<br />
I don’t enter the room when<br />
the girls are changing but<br />
teachers, and teaching assistants<br />
that are female, will think<br />
nothing at all of walking in on the<br />
boys? One teacher contacted me<br />
to say his TA actually entered the<br />
room saying, ‘It’s ok boys I’ve seen<br />
it all before!’<br />
Let’s be frank, that’s blatant<br />
Answer: He made £20 profit<br />
‘You teach primary,<br />
“I see nobody supporting<br />
people like me. Nobody<br />
representing or helping young<br />
men who want to work with<br />
small children”<br />
sexism. There is an assumption<br />
being made that I am a risk or<br />
that I’m under suspicion. An<br />
assumption not made of female<br />
colleagues. It gets worse when<br />
changing for swimming or water<br />
sports is involved.<br />
I’ve been told of female<br />
members of staff that have stayed<br />
inside communal changing<br />
rooms whilst children change.<br />
Admittedly, this was several<br />
years ago and was to ‘stop them<br />
mucking around’, but it left me<br />
cold imagining the headlines if I<br />
were to do such a thing.<br />
but you’re a bloke?’<br />
KING IN THE CLASSROOM<br />
BEN KING discusses the lack of support and<br />
understanding teaching primary as a male<br />
Children routinely fling their<br />
arms round female colleagues,<br />
especially younger ones. I’ve<br />
fantastic support in my current<br />
school but in previous ones I’ve<br />
been told that I’m not allowed to<br />
receive a hug because I’m male.<br />
In a primary school in<br />
Liverpool a male teacher was<br />
told children couldn’t sit on his<br />
lap if upset but could if it was a<br />
female member of staff. When he<br />
challenged this it was met with<br />
‘well you’re a bloke.’ Apparently<br />
we can’t be trusted.<br />
Working in an industry<br />
dominated by women has many<br />
benefits, but it can have its<br />
drawbacks. Many men report<br />
feeling isolated and locked out<br />
of conversation with staff rooms<br />
simply not worth visiting. Others<br />
that spoke to me about being<br />
mothered and treated like little<br />
school boys themselves having<br />
to leave their school in search<br />
of respect and to be treated as a<br />
professional, an equal.<br />
WomenEd do a fantastic job in<br />
supporting aspiring and existing<br />
female leaders in schools but if<br />
I were starting my career again<br />
I see nobody supporting people<br />
like me. Nobody representing or<br />
helping young men who want to<br />
work with small children.<br />
The negative assumptions<br />
that surround men in schools,<br />
the almost sympathetic attitudes<br />
from the public and the lack of<br />
awareness of male viewpoints<br />
among the faculty are all<br />
impacting on numbers of men in<br />
primary settings. Being a man in<br />
a primary school can be lonely.<br />
I now work in a fanatic school<br />
where I feel respected, my<br />
opinions valued and I genuinely<br />
believe that all staff are treated<br />
equally and have the support of<br />
SLT, but sadly this is simply not<br />
the case everywhere.<br />
Within an hour of asking for<br />
thoughts and experiences from<br />
my twitter followers I received<br />
12 messages of concern and two<br />
from people that have left the<br />
profession over related issues.<br />
They speak of feeling isolated<br />
and not fitting in. The vast<br />
majority of teachers of both<br />
genders are wonderful, fantastic<br />
people that would never mean to<br />
generalise men or women for that<br />
matter.<br />
However, these issues are<br />
occurring, they are effecting<br />
morale and there are men leaving<br />
the industry because of it.<br />
Something needs to be<br />
changed going forward,<br />
conversations need to be had or<br />
the problems will persist.<br />
20 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
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BIG List<br />
tales for the classroom<br />
20 creepy, kooky and downright spooky books to bring<br />
Halloween to life this term<br />
WORDS: JENNY HOLDER<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 23
s the nights begin to draw in and we get closer to<br />
Halloween, many adults and children find themselves<br />
drawn towards activities which border on the creepy<br />
and the kooky, mysterious and spooky.<br />
Adults will find a larger proportion of horror films<br />
available for them to watch both on TV and at the<br />
cinema whilst families often choose this time of year<br />
to visit theme parks and scare experiences.<br />
It, therefore, makes sense that many<br />
teachers will look at this time of year for<br />
providing reading matter which reflects<br />
this interest in the more frightening side<br />
of life. However, there is a question of<br />
how appropriate it may be for teachers to<br />
promote scary texts in the classroom.<br />
Should we really be encouraging<br />
children to seek out books which could<br />
potentially give them nightmares?<br />
Actually, yes. Reading scary stories is<br />
a safe way for us all to face our fears and<br />
test our reactions to this within a safe setting.<br />
Horror fiction is an outlet to explore<br />
fears and anxieties, to feel exhilarated and<br />
excited by them.<br />
The good thing about scary fiction is<br />
that sense of artifice – we know it’s not<br />
real and, therefore, know we can stop the<br />
narrative at any time by closing the book.<br />
It’s also important for children to know<br />
what different emotions feel like and how<br />
to deal with them. Reading a spooky story<br />
can help to start conversations about<br />
coping mechanisms when feeling scared.<br />
Life (sadly) isn’t always safe and comforting,<br />
so having experienced fear safely will<br />
only make us more equipped for what we<br />
may face in the future.<br />
Saying this, we do need to be mindful<br />
when thinking about sharing a book with<br />
frightening elements with the children in<br />
our class. Not all people enjoy the physiological<br />
changes that come with the sense<br />
of terror of a spooky stories.<br />
Some children may not have the most<br />
stable of home lives and for them, horror<br />
fiction may feel too real. We want to<br />
‘thrill’ children and get them excited<br />
about the possibilities of fiction. We don’t<br />
want them to be too scared to sleep!<br />
Many scary books for younger readers<br />
have one foot firmly entrenched in the<br />
comedy genre. If the fear is ultimately<br />
diffused by humour, it’s much easier for<br />
a young child to deal with. Just like the<br />
Boggart in the Harry Potter universe,<br />
laughter is a great way to overcome fear.<br />
Ultimately, it all comes down to knowledge:<br />
knowledge of the books you’re<br />
recommending, knowledge of what<br />
would be appropriate for that age group<br />
and knowledge of any issues that may be<br />
triggered to a particular child.<br />
Here are a selection of spooky books<br />
for your reading area or library:<br />
Editor's<br />
picks<br />
Gangster School 2<br />
Kate Wiseman<br />
The second installment in the<br />
celebrated Gangster School series,<br />
trouble is brewing at Blaggard’s<br />
School for Tomorrow’s Tyrants.<br />
Teenage adventure fun, it’s got<br />
everything from a secret society,<br />
to a robot dog turned invisible<br />
superhero and so much more.<br />
The Apprentice Witch<br />
James Nicol<br />
Dealing with the death of her<br />
mother whilst also starting a<br />
new school, The Apprentice<br />
Witch tells the tale of Arianwyn<br />
Gribble on her journey to<br />
become a proper witch. A book<br />
as popular with teachers as it is<br />
with young teens.<br />
24 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
EYFS<br />
BIG List<br />
A Dark, Dark Tale<br />
Ruth Brown<br />
A Dark, Dark Tale uses repeated<br />
phrases to build the tension as we<br />
follow the black cat through the<br />
dark wood, into the dark house,<br />
down the dark stairs and to the<br />
surprise at the back of the toy<br />
cupboard. This is a beautifully<br />
illustrated picture book with a<br />
lovely ending for young readers.<br />
Ten Little Monsters<br />
Mike Brownlow and<br />
Simon Rickerty<br />
There’s lots to spot and count<br />
in this fantastic rhyming picture<br />
book featuring the cutest ever<br />
versions of typical horror story<br />
monsters!<br />
What’s in the Witch’s Kitchen<br />
Nick Sharratt<br />
A fun rhyming book with a liftthe-flap<br />
twist! The witch has a<br />
variety of different foods in her<br />
kitchen! Children can lift the flaps<br />
in different directions to discover<br />
either a treat (“nice strawberry<br />
tea”) or a trick (“nasty goblin<br />
wee”)!<br />
KS1<br />
I Want To Be in a Scary Story<br />
Sean Taylor and Jean Jullien<br />
Although the narrator tells him<br />
it may be a little too frightening<br />
for him, Little Monster insists<br />
he wants to be in a scary story.<br />
However, when he sees the dark<br />
and scary forest he starts to demand<br />
changes be made. A great<br />
way to begin conversations about<br />
what we find scary or funny<br />
The Hairy Toe<br />
Daniel Postgate<br />
Children will love joining in with<br />
the refrain “where’s my hairy toe?<br />
Who’s got my hairy toe?” in suitable<br />
creepy voices. The brooding<br />
atmospheric tension leads to the<br />
inevitable jump scare, making a<br />
great model for how to structure<br />
a scary story. It’s also a great way<br />
to open conversations about how<br />
being scared can make us feel.<br />
First Day at Skeleton School<br />
Sam Lloyd<br />
Even monsters need to go to<br />
school! In this colourful and funny<br />
rhyming book, we find out what<br />
games they play, what lessons<br />
they learn and even what they<br />
eat in the canteen! Children could<br />
spend a long time studying the<br />
map on the endpapers and writing<br />
their own stories about what<br />
happens in each of the different<br />
rooms in the Skeleton School!<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 25
LOWER KS2<br />
The Worst Witch<br />
Jill Murphy<br />
First published in 1974, The Worst<br />
Witch has inspired several onscreen<br />
adaptations and become<br />
a modern classic. Although there<br />
are slight creepy touches, underlying<br />
this tale of young witch’s<br />
going off to boarding school is a<br />
message of friendship and loyalty.<br />
Stitch Head<br />
Guy Bass,<br />
illustrated by Pete Williamson<br />
Stitch Head, the tale of the forgotten<br />
creation of a mad professor, has its<br />
basis in classic gothic literature but is<br />
full of humour and warmth. This is a<br />
fun, quirky story which is accompanied<br />
perfectly by the Tim Burton-esque<br />
illustrations of Pete Williamson.<br />
There’s a Werewolf in my Tent<br />
Pamela Butchart,<br />
illustrated by Thomas Flintham<br />
Izzy is excited to go on the school<br />
camping trip but when she<br />
and her friends get there they<br />
quickly realise that their teacher<br />
is actually a werewolf! Why else<br />
would she have such hairy legs?<br />
An absolutely hilarious take on<br />
werewolf lore.<br />
UPPER KS2<br />
Coraline<br />
Neil Gaiman<br />
A modern day Alice in Wonderland<br />
tale, where a young girl<br />
travels through a hidden door in<br />
her new house and finds herself<br />
in an alternate universe where<br />
her ‘Other Parents’ have buttons<br />
for eyes. Genuinely creepy but<br />
completely delicious.<br />
Doll Bones<br />
Holly Black<br />
When is the right time to stop<br />
playing with dolls? Zach, Poppy<br />
and Alice play every day after<br />
school until Zach’s dad throws his<br />
action figures away, triggering<br />
a series of chilling events that<br />
no-one would have foreseen. Doll<br />
Bones is a beautifully written but<br />
creepy ghost story which also<br />
focuses on the transition from<br />
childhood to adolescence.<br />
The Whitby Witches<br />
Robin Jarvis<br />
Recently released with a stunning<br />
new cover, The Whitby Witches is<br />
a modern classic piece of supernatural<br />
horror for young readers.<br />
An atmospheric and spooky story<br />
where two children move in with<br />
their new foster mother, only to<br />
realise that there’s more to her<br />
and her elderly friends that meet<br />
the eye.<br />
26 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
KS3<br />
BIG List<br />
KS4<br />
Lockwood and Co: The<br />
Screaming Staircase<br />
Jonathan Stroud<br />
When the dead come back to<br />
haunt the living, Lockwood<br />
and Co step in! The Screaming<br />
Staircase is the first in a series of<br />
gripping and suspenseful novels<br />
about the Lockwood and Co Psychic<br />
Investigations Agency.<br />
Tinder<br />
Sally Gardner,<br />
illustrated by David Roberts<br />
The stunning but frightening image<br />
on the cover reflects the beautiful<br />
writing but chilling nature of this<br />
reworking of Hans Christian Anderson’s<br />
The Tinder Box. Tinder is set<br />
in the time of the 30 Years War and<br />
tells of how Otto Hunderbiss is given<br />
a pair of shoes and a set of dice - a<br />
gift which will change his whole life.<br />
Uncle Montague’s Tales of Terror<br />
Chris Priestley,<br />
illustrated by David Roberts<br />
When Edgar visits his uncle he<br />
is regaled with a range of stories<br />
about the odd and curious objects<br />
in his house. After a while though<br />
Edgar realises that the stories are<br />
getting more creepy, more frightening<br />
and that Uncle Montague<br />
may be more involved in these<br />
stories than he originally thought.<br />
A fantastic range of eerie and<br />
chilling scary stories, linked with a<br />
connecting frame narrative.<br />
The Haunting<br />
Alex Bell<br />
The Haunting is the tale of an old<br />
Cornish inn called the Waterwitch,<br />
built from timber salvaged<br />
from a shipwreck of the same<br />
name, and the effect that it has<br />
on those who live there. We<br />
follow Emma, a young girl whose<br />
grandmother owns the Waterwitch<br />
and hasn’t visited the area<br />
since the mysterious accident<br />
which left her unable to walk.<br />
Grave Matter<br />
Juno Dawson,<br />
illustrated by Alex T Smith<br />
Alex T Smith’s beautiful yet<br />
creepy black and white illustrations<br />
mean that this is a beautiful<br />
book to treasure as well as a<br />
cracking good read. Grave Matter<br />
has been printed on thicker paper<br />
in a dyslexia friendly font as part<br />
of Barrington Stoke’s super-readable<br />
range of books.<br />
We Have Always Lived<br />
in the Castle<br />
Shirley Jackson<br />
Merricat Blackwood, her sister<br />
Constance and their uncle Julian<br />
live in isolation from the rest of<br />
the town since the mysterious<br />
death of the rest of their family.<br />
We Have Always Lived in the Castle<br />
is a dark and brooding mystery<br />
novel dealing with themes<br />
of ‘otherness’ and persecution - a<br />
perfect choice for those wanting<br />
their chills served without gore.<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 27
WHAT IS LEARNING<br />
WITHOUT FUN?<br />
Don’t allow traditional methods to hold you back. Rearrange the<br />
class, switch up the curriculum and engage your pupils by bringing<br />
them together and enjoy the school year ahead<br />
WORDS: SARAH WORDLAW<br />
28 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
BIG Read<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 29
eaching is the best job in the world – no day is ever the same and<br />
children are far more interesting to work with than adults. I started<br />
my educational career many moons ago, volunteering as a Teaching<br />
Assistant in a primary school in South London – and I loved it.<br />
I loved the way you could shape young minds and the eagerness at<br />
which they learned. Soon after I was offered a paid job as a TA, and<br />
I worked across two schools in South London with very different<br />
challenges. One, situated in a very affluent area, followed by one<br />
in an extremely deprived area, and it was then I made my decision<br />
that this was the type of school I could really make a difference at.<br />
After five years of working as a TA, I moved to work in the school<br />
office at a secondary school, which was a baptism of fire! The<br />
school office is its own ecosystem of efficiency and I found it very<br />
tricky. One chilly Christmas party, after several wines I might add,<br />
a teacher asked me why I wasn’t a teacher.<br />
I couldn’t answer. I guess I never thought I<br />
could do it. That night, at 3am, I went home<br />
and applied for my PGCE and have never<br />
looked back. Fast forward seven years and<br />
I started my new Deputy Head position in<br />
September.<br />
Teaching is a privilege. It is our job as<br />
educators to provide learning experiences for<br />
children which are both relevant and memorable.<br />
And fun! After all, what is learning<br />
without fun?<br />
When we reflect upon the things that<br />
stuck with us most throughout our lives, nobody<br />
remembers the run-of-the-mill lessons,<br />
we remember the experiences that had an<br />
emotional impact on us; happy, sad, excited<br />
or scared.<br />
CREATIVITY COSTS<br />
NOTHING<br />
To make learning fun can often be misconstrued<br />
as making learning expensive. I’ve<br />
heard teachers citing a “lack of resources” as<br />
reasons why learning can’t be enjoyable, but<br />
they’re wrong. An injection of creativity costs<br />
nothing but can prove priceless.<br />
For example, if you’re reading Kensuke’s<br />
Kingdom, why not turn all the tables upside<br />
down to make a boat and spray the children<br />
to get them to gather ideas about what it<br />
might be like for Kensuke.<br />
If you’re studying inheritance, why not<br />
give the children jelly babies to cut up and<br />
demonstrate how characteristics are inherited<br />
through generations?<br />
If you’re learning to measure, grab some<br />
ingredients and bake a cake. Furthermore,<br />
sell those cakes at school and get children<br />
to calculate money then write your baking<br />
instructions for a writing opportunity.<br />
Direct experience is essential in creating<br />
memorable learning experiences. There are<br />
so many free (or very cheap) places you can<br />
take classes to, to give them an immersion<br />
into a topic.<br />
Museums, historical sites, areas of natural<br />
beauty, taking part in workshops are all<br />
invaluable. In addition, experiences such as<br />
going to a restaurant and then running the<br />
school kitchen for the day, having a child<br />
bring a pet in or having parents/carers/professionals<br />
come in to talk about their jobs,<br />
faith or life experiences provide children<br />
with fantastic learning opportunities.<br />
Direct experiences also provide the following<br />
six advantages:<br />
Energises students<br />
with excitement of leaving<br />
school environment<br />
Allows children to develop<br />
life skills through<br />
the transportation to<br />
and from a destination<br />
Gives students the<br />
opportunity to see new<br />
things and learn about<br />
them in a more unstructured<br />
way. particularly<br />
important for those<br />
children who struggle<br />
in a school setting (SEN<br />
students)<br />
Switches focus to interest-driven<br />
subjects,<br />
not teacher and curriculum<br />
driven<br />
The chance to experience<br />
a more holistic,<br />
integrated picture of the<br />
information that, in the<br />
classroom, may have only<br />
been presented in a textual<br />
and abstract way<br />
Enriches and reinforces<br />
learning with superimposing<br />
sensory and<br />
intellectual inputs<br />
30 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
BIG Read<br />
Something I would like to work on as I<br />
move further into leadership is developing<br />
independence of thought and, for want of a<br />
better phrase, ‘common sense’ in young people,<br />
through residential trips. I don’t believe a<br />
residential has to be just for Year 6.<br />
All children could develop valuable life<br />
skills – which can be transferred to in-class<br />
learning – through activities like camping.<br />
Even if it is only on the school grounds. The<br />
most wonderful progress in children I have<br />
seen over my years of teaching, have been on<br />
school trips.<br />
Outward Bound in particular provide fantastic<br />
experiences for children. The Outward<br />
Bound Trust (@OutwardBoundUK) is an<br />
educational charity that uses the outdoors to<br />
equip young people with valuable skills for<br />
education, work and life.<br />
They help them become more confident,<br />
more effective and more capable at school,<br />
through exploration into some of the most<br />
beautiful places in the UK (and indeed<br />
throughout the world).<br />
To watch a child, who perhaps finds classroom<br />
learning tricky, flourish in a real-life<br />
situation is one of the biggest joys I’ve had<br />
the privilege of seeing. And year upon year I<br />
see more and more of it, which truly makes<br />
my heart smile.<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 31
PROJECT BASED<br />
LEARNING<br />
TEAM BUILDING<br />
WORKS<br />
These amazing learning experiences can be<br />
harboured to enhance classroom learning.<br />
In particular, I love Project Based Learning<br />
(PBL). Too many students – especially those<br />
furthest from opportunity – are unprepared<br />
for the challenges of the 21st century and the<br />
modern economy.<br />
PBL tackles this head on by preparing<br />
pupils for academic, personal, and career<br />
success, readying young people to rise to the<br />
challenges of their lives and the world they<br />
will inherit. Projects are cross-curricular<br />
and are worked on for an extended period<br />
of time, starting with a driving question and<br />
direct experience to apart children’s interest.<br />
The driving question is a meaningful real-world<br />
problem to solve or answer. Students<br />
make decisions on how to go about answering<br />
it and what their final product will be. My<br />
personal favourite question (suggested by a<br />
10-year-old) was, ‘How could robots change<br />
the world?’, and I was astounded at what my<br />
class came up with.<br />
One, created a walking stick for the blind,<br />
which had built in GPS while another created<br />
a ‘happy watch’ for people with stress which<br />
sensed your stress levels and gave you practical<br />
distress tips on its screen (I mean, what<br />
teacher doesn’t need a happy watch?).<br />
Why was this project so successful? Because<br />
children used their own interests and<br />
experiences to drive it. PBL also encourages<br />
collaboration between children and enhances<br />
children’s ability to work together effectively.<br />
This brings me nicely on cooperative learning.<br />
I am also a firm advocate for Kagan Cooperative<br />
Learning (@KaganOnline), which<br />
is a pedagogy based on extensive research by<br />
the educationist Dr Spencer Kagan. This is<br />
a whole-school approach for simultaneously<br />
boosting student learning and creating a<br />
kinder, more caring generation of learners.<br />
The basic principles of cooperative learning<br />
are that children are sat in mixed ability<br />
tables, where every child has a number.<br />
These tables are developed as teams, which<br />
change every half term.<br />
children used<br />
their own<br />
interests and<br />
experiences to<br />
drive it<br />
These teams have opportunities for team<br />
building, which then allow children to feel<br />
more confident and comfortable when working<br />
together on a task. There are no hands<br />
up (to answer questions) as all children are<br />
accountable for their team and could be<br />
asked a question at any time.<br />
The success of each team for each task<br />
is based on positive interdependence and<br />
simultaneous interaction. Teaching is done<br />
through the use of different cooperative<br />
learning structures, which allow thought<br />
showering, talk for learning and the deepening<br />
of understanding.<br />
The structures are fun, encourage structured<br />
talk and also allow children to develop<br />
their social skills (how to maintain eye contact,<br />
how to thank and paraphrase another<br />
person etc). I’ve seen cooperative learning<br />
transform schools, particularly in areas of<br />
deprivation, but not exclusively.<br />
I’ve been blessed to work with teachers<br />
who embrace this pedagogy and there is a<br />
tangible buzz of learning as you walk into<br />
their classrooms – that’s the kind of learning<br />
experience we want to offer children.<br />
So, as I sit and ponder the school year<br />
ahead, imagining what the next step in my<br />
career will bring me. I smile with excitement,<br />
looking forward to seeing new things<br />
and continuing to provide memorable<br />
learning experiences for a new set of young<br />
minds.<br />
32 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
From Russia with Love<br />
BIG Read<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 33
Dame Alison Peacock is at the helm of the Chartered<br />
College for Teachers – isn’t it time you set sail too?<br />
WORDS: SUZANNE MURRAY<br />
34 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
BIG Profile<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 35
BIG Profile<br />
have been troubled by the number<br />
of NQTs leaving the teaching<br />
profession, with articles<br />
in the press about stress and<br />
mental health issues, workload<br />
and the breakdown of trust in<br />
the area of SEND.<br />
Exclusions are high and tension<br />
within SEND provisions is causing<br />
distress to children and families. It’s<br />
hard to see a way out: increases in<br />
accountability measures has led to a<br />
system which feels at breaking point.<br />
In my first article for <strong>HWRK</strong> I<br />
quoted Dame Alison Peacock. I had<br />
watched her TedTalk but had never<br />
seen her speak in person. With hope<br />
in my heart, I went to see her deliver<br />
an address recently as part of the<br />
Oldham Learning Festival. I was not<br />
disappointed.<br />
As she spoke, my synapses sizzled,<br />
connecting lots of ideas and<br />
concepts, my heart swelled. With<br />
this formidable and inspiring woman<br />
leading the way, how could the<br />
Chartered College fail?<br />
It’s up to teachers to make it a<br />
success of course and that requires a<br />
commitment to the ideology behind<br />
the Chartered College.<br />
Does teaching without<br />
limits appeal to you?<br />
Membership of Chartered<br />
College is free for student<br />
teachers; alternatively<br />
£45 per year.<br />
What is the Chartered<br />
College?<br />
There are three ways that the Chartered<br />
College of Teaching aims to help<br />
educators:<br />
Education Research Access<br />
Professional Recognition<br />
Creating a community of<br />
Educators<br />
Currently, it is difficult for teachers<br />
to access academic research. Impact,<br />
the termly journal of The Chartered<br />
College, connects research to classroom<br />
practice, enabling teachers to<br />
critically discuss research and how it<br />
applies to practice.<br />
The Chartered College wants to see<br />
teaching excellence celebrated and<br />
shared, with greater interaction within<br />
the academic sector, i.e. professors<br />
working in schools together with<br />
teachers, bringing new, effective ways<br />
of working to light. It aims to empower<br />
individual teachers via networks<br />
across the UK; so far there are more<br />
than 80.<br />
Who is Dame Alison<br />
Peacock?<br />
As a Head, she built a reputation for<br />
turning failing schools around. She is<br />
a bold visionary, buying an old bus to<br />
turn into a library and making a music<br />
garden out of junk. She is also known<br />
for her ‘Learning Without Limits’ research,<br />
which was turned into a book.<br />
Together with nine other teachers,<br />
Alison took part in a research project<br />
for Cambridge University which explored<br />
effective approaches to teaching<br />
and learning beyond the confines of<br />
notions of ‘ability’. Three key principles<br />
underpinned all of their practice:<br />
Trust<br />
Co-agency (teacher/pupil)<br />
Everyone (inclusion)<br />
Learning Without Limits<br />
Dame Peacock has worked in High<br />
School, as 1-1 support and in Primary<br />
and declares, ‘children have the right to<br />
surprise us’. Yes, they do.<br />
She talks powerfully about her time<br />
turning a failing school around. There<br />
was no extra money, just belief, hope<br />
and a commitment to making the curriculum<br />
‘irresistible’.<br />
How was this achieved? By being<br />
open to opportunities; in one case,<br />
some old mammal skulls offered by a<br />
friend and in another with some ancient,<br />
filthy Victorian bottles bought at<br />
a jumble sale electrifying a Year 2 classroom,<br />
turning the learners instantly<br />
into archaeologists. Within three years,<br />
the school was outstanding.<br />
What could things be like?<br />
Dame Alison Peacock believes that amazing<br />
things can happen, if fixed thinking<br />
can be changed to a notion of ‘transformability’.<br />
Use research to try things out and<br />
don’t be afraid to innovate, this is where<br />
transformation happens.<br />
She is striving to create happy learning<br />
communities, with high standards,<br />
working together to produce a broad and<br />
balanced, ‘irresistible’ curriculum. The<br />
overriding message I hear is inclusion and<br />
empowerment of teachers.<br />
‘We can’t have a teaching profession that<br />
is not a learning profession’<br />
36 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
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<strong>HWRK</strong><br />
educational magazine<br />
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educational magazine<br />
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AR<br />
READY, STEADY, PAINT!<br />
id you return from the<br />
holidays inspired from a<br />
summer in Tuscany or Paris?<br />
Or did your imagination fail<br />
to get past the check-in desk<br />
at Thomas Cook? If it’s the<br />
latter, never fear, <strong>HWRK</strong> has<br />
got you covered.<br />
The Arty Teacher, Sarah<br />
Crowther, has got some<br />
fascinating tips on how to<br />
rediscover your art teacher<br />
mojo this month and ensure<br />
your start the new school<br />
term full of wonder and<br />
promise.<br />
Inspiration is just a couple<br />
of pages away – see page 44.<br />
TS<br />
Kingham<br />
Primary do<br />
Shakespeare<br />
Mulan brought<br />
to life in<br />
papier mache<br />
Tips to<br />
rediscover<br />
your arts mojo<br />
London from<br />
every cultural<br />
angle!<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 39
THE GALLERY<br />
SHAKESPEARE LIVES ON IN OXFORDSHIRE<br />
“Stars, hide your fires; Let not light see my<br />
black and deep desires” – Macbeth<br />
or the last 12 years, Kingham Primary<br />
School pupils have had the privilege of<br />
studying in-depth and then performing<br />
one of William Shakespeare’s masterpieces.<br />
Pupils have met dark and complex men such<br />
as Macbeth and Hamlet to the often hilarious<br />
and incorrigible characters of Midsummer<br />
Night’s Dream and Much Ado About Nothing.<br />
Catherine Harrison, Year 6 Teaching<br />
Assistant says: “I firmly believe all children, if<br />
taught with knowledge and passion, will<br />
embrace the words of Shakespeare. There is no<br />
‘dumbing down’ here; we have copious<br />
amounts of blood (fake of course!) screams of<br />
terror and despair, lovesick heroes and<br />
maidens, and plenty of laughter and frivolity.”<br />
The school’s latest production, Macbeth, left<br />
parents flabbergasted by the pupils<br />
comprehension and delivery of Shakespeare’s<br />
works.<br />
40 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
ARTS<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 41
ART CLASS<br />
42 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong> @hwrk_magazine
ARTS<br />
THE MAGIC OF MULAN<br />
University lecturer Maria Vinney enjoys a taste<br />
of China at Malmesbury Park Primary<br />
teach Art and Design at the University<br />
of Winchester to students who are<br />
training to become primary school<br />
teachers and part of my job is to go<br />
in and watch them teach across the curriculum<br />
and give them feedback. As an added<br />
bonus, I also get to see some of the fantastic<br />
artwork children are doing in school.<br />
As someone who is passionate about<br />
the arts in general, I love it when I walk<br />
through the doors of a school and I can see<br />
straight away that this is a community who<br />
really value the importance of art to young<br />
children, and that’s just what happened<br />
when I arrived in Malmesbury Park Primary<br />
School, a large, lively, multi-cultural<br />
community school in Bournemouth.<br />
For a start, I was greeted by two<br />
papier-mache animal sculptures perched<br />
next to the signing in book ¬– and it just<br />
got better. As I made my way through<br />
the school, I could see evidence of the<br />
children’s love and enjoyment of art everywhere<br />
I went.<br />
As many schools do in the second half of<br />
the summer term, both children and staff<br />
had been working hard on a post SATs performance<br />
of Mulan. But what was so lovely,<br />
was the way every year group had clearly<br />
been involved and had taken the Chinese<br />
theme from Mulan as the stimulus for<br />
some fantastic art work, starting with the<br />
creation of a cherry blossom canopy as you<br />
came down the corridor, which every child<br />
had contributed to - all 600 and something!<br />
All the children, right from nursery<br />
through to Year 6, with the help and<br />
support of some enthusiastic and talented<br />
teaching and support staff, had been working<br />
hard developing their art skills across<br />
lots of different projects. There were beautiful<br />
paper fans, each individually painted<br />
and unique, willow pattern plates and lotus<br />
flowers decorated with buttons and beads,<br />
long fabric banners hung in corridors,<br />
painted with beautiful blossom designs.<br />
I saw lots of examples of fantastic<br />
print-making from different year groups,<br />
which really helped highlight the importance<br />
of progression of art skills across the<br />
school and included Year 1 children’s very<br />
own terracotta army!<br />
As well as individual pieces, there was<br />
some wonderful collaborative work such<br />
as the huge fire-breathing dragon, made<br />
up from painted paper plates, where the<br />
children had used a strong but restricted<br />
colour palette and had been encouraged to<br />
use their creativity in their personal design,<br />
using Chinese symbols and patterns.<br />
However, my personal favourite had to<br />
be the pandas! Sitting bright and perky<br />
on a shelf, against a back drop of printed<br />
bamboo, sat some rather lovely and very<br />
individual, pandas, made from air dry clay<br />
who, couldn’t help but make you smile!<br />
“I could see<br />
evidence of<br />
the children’s<br />
love and<br />
enjoyment<br />
of art<br />
everywhere<br />
I went”<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 43
ART & DESIGN<br />
REDISCOVERING YOUR ART TEACHER MOJO<br />
Don’t dread going back to school after the summer break, The Arty<br />
Teacher is here with some great suggests on how to reignite your passion<br />
Words: Sarah Crowther<br />
t’s that time of year when<br />
art teachers around the<br />
world are preparing to go<br />
back to school. On social media,<br />
it appears that some of us are<br />
looking forward to it more than<br />
others. So, what do you do keep<br />
your teaching fresh? How do<br />
you stay motivated? I posed this<br />
question to Art Teachers around<br />
the world, and this is what they<br />
told me.<br />
1<br />
PLAN NEW WORK<br />
3TEACHER TALK<br />
2<br />
GET<br />
Teaching the same old stuff can make your<br />
teaching feel stale. Don’t try and change<br />
everything, but either make small changes or<br />
change a few projects that you teach. This will<br />
keep your teaching fresh and you will pass this<br />
on to your students. It may be teaching the same<br />
project but using a different artist as a starting<br />
point.<br />
SOCIAL:<br />
PART 1<br />
Get excited by looking on Instagram and<br />
Pinterest. The beautiful things and numerous art<br />
teaching projects and exemplar work will soon<br />
get you motivated!<br />
Katherine Campbell: “find what peaks your<br />
interest and attack it with most of your energy.<br />
I’ve been super into pour painting/exploring the<br />
creative process this summer, so I structured my<br />
classes to do the same. Making stuff and<br />
experimentation is what I’m excited about, so I<br />
want to share that with them, not elaborate data<br />
tracking or fancy displays.”<br />
4<br />
PROFESSIONAL<br />
PROFESSIONAL<br />
DEVELOPMENT<br />
Reinvigorating your teaching with new ideas can<br />
work wonders, and you’ll pass this enthusiasm<br />
onto your students.<br />
44 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
5TEACHER TALK<br />
Jeanna Peña: “Plan your own PD! Don’t wait for<br />
your school/district to do that for you! Soo many<br />
opportunities are out there and networking with<br />
like-minded folks in the community, state, and<br />
even nationwide… is spirit lifting!”<br />
6<br />
GET<br />
8<br />
GET<br />
SOCIAL:<br />
PART 2<br />
Speak to other teachers in person and on social<br />
media. Knowing that other teachers sometimes<br />
feel the same can help. Share ideas and<br />
resources.<br />
7LEARN TO<br />
SAY ‘NO’<br />
Don’t take on any more extracurricular activities<br />
than you know you can cope with. Sometimes it’s<br />
the workload that can be overwhelming.<br />
SOCIAL:<br />
PART 3<br />
Have some arty fun yourself and go hang out<br />
with an art teacher friend. Visit a gallery or draw<br />
together. Play with materials and have fun.<br />
Remind yourself why art is the best thing ever!<br />
9<br />
GET<br />
BALANCED<br />
Could teaching part-time be the answer for you?<br />
This is not always possible but an improved<br />
work/life balance may be just what you need.<br />
10<br />
TEACHER TALK<br />
Mark Williams says:<br />
“The only element<br />
that’s dissatisfactory in<br />
art education is the<br />
‘education’ part... Art<br />
itself is delectable,<br />
delicious, shiny and<br />
sweet and the archaic<br />
culture of schooling is<br />
what damages art.<br />
“Art already knows<br />
how to be art. Art<br />
already tells us how to<br />
teach art. All is innate<br />
in Art. Hail Art!”<br />
ARTS<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 45
ARTS<br />
culture club<br />
LONDON’S CALLING<br />
Keep calm and go to London’<br />
alm... I’m not sure that<br />
this is the most apt adjective<br />
to describe the<br />
four jam-packed days that<br />
51 Irish students and their 6<br />
enthusiastic teachers spent<br />
embracing every inch of<br />
lovely London last weekend.<br />
Exciting; unforgettable;<br />
magical: London baby!<br />
Travel opens your mind,<br />
broadens your heart and fills<br />
your life with stories. It also<br />
tires your feet. Not that they<br />
were complaining! I have<br />
it on Fitbit authority that<br />
this eager group marched a<br />
marathon from Buckingham<br />
Palace’s State Rooms to the<br />
dark, dank alleys of Jack<br />
the Ripper’s Whitechapel.<br />
They time-travelled to<br />
Shakespeare’s Globe Theatre<br />
where Macbeth’s “hangman’s<br />
hands” ended the life<br />
of King Duncan and circled<br />
back to the Serengeti just in<br />
time to celebrate the birth<br />
of another king - a lion cub<br />
named Simba.<br />
Music. Mystery. Museums.<br />
From Victoria and<br />
Albert’s cultural collections<br />
to the crown jewels in the<br />
Tower and from six-storey<br />
whale skeletons to WWII<br />
Spitfires, these thirsty<br />
students were swimming<br />
in history, science and art.<br />
London has it all, and more.<br />
Much more.<br />
Their final morning took<br />
them on a journey from red<br />
phone boxes and cobbled<br />
streets to flying cars and<br />
magic broomsticks. As an<br />
educational tour, naturally<br />
it was imperative to include<br />
a visit to England’s most<br />
famous school: Hogwart’s<br />
School of Witchcraft and<br />
Wizardry! Dumbledore’s<br />
domain did not disappoint.<br />
Chocolate frogs and magic<br />
wands, butter beer galore<br />
and backstage secrets. Even<br />
the teachers jumped on the<br />
Hogwart’s Express, donning<br />
Gryffindor robes and casting<br />
spells.<br />
Whether it was wizardry,<br />
or London itself, one thing<br />
is for certain: this was one<br />
bewitching school break.<br />
Renewed and invigorated,<br />
amazed and inspired, these<br />
students now face their final<br />
year with a cache of communal<br />
memories and maybe<br />
just a little bit of magic.<br />
46 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
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p50<br />
p52<br />
p53<br />
p54<br />
breakfast biscuits<br />
playground pump<br />
eat yourself happy<br />
leading from the front<br />
HEALTH<br />
Start on the right foot<br />
G<br />
etting the work-life balance<br />
is key to a happy life and it’s<br />
easy to throw yourself into<br />
school in the opening term.<br />
But finding time to exercise and<br />
eat properly will actually make you a<br />
better teacher than spending every<br />
night revising plans, marking books<br />
and reheating microwave meals.<br />
So, curfew your school hours,<br />
commit to designated times to check<br />
your emails and above all else keep<br />
stress at the door by focusing on your<br />
own development and mind-state<br />
more than anybody else.<br />
<strong>HWRK</strong> Health is here to ensure<br />
you’re healthy and happy both in and<br />
out of the classroom.<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 49
HEALTH<br />
Breakfast<br />
2<br />
s<br />
GO-GO!<br />
BREAKFAST BISCUITS<br />
Protein-packed egg, ham and cheese<br />
bites – simple and delicious<br />
Ingredients<br />
1½ tbs wholemeal<br />
self-raising flour<br />
1 large egg<br />
2½ tbs cottage<br />
cheese<br />
1 slice smoked ham<br />
2 chestnut<br />
mushrooms<br />
1 tomato<br />
15g Parmesan<br />
cheese<br />
2 tbs natural<br />
yoghurt<br />
2 handfuls of<br />
rocket<br />
½ lemon<br />
Chilli sauce<br />
Instructions<br />
1. Place the flour in a bowl and beat well with<br />
the egg and cottage cheese.<br />
2. Finely chop the ham, tomato and mushrooms,<br />
and stir through the mixture with a<br />
good pinch of sea salt and black pepper.<br />
3. Put a large non-stick frying pan on a medium-low<br />
heat. Once hot, add spoonfuls of the<br />
mixture into the pan to give you six biscuits.<br />
Leave them to golden for a few minutes, then<br />
flip over and gently flatten to 1cm thick.<br />
4. Once golden on both sides, remove from<br />
the pan and turn the heat off.<br />
5. Finely grate the Parmesan into the pan to<br />
melt. Place the biscuits on top, wait for the<br />
cheese to sizzle and go golden.<br />
6. Once the cheese has crispier up, remove<br />
from the heat and plate one or two and allow<br />
the rest to cool before bagging ready for the<br />
fridge.<br />
4. Swirl some chilli sauce through the yoghurt,<br />
toss the rocket in a squeeze of lemon<br />
juice and serve both on the side of your<br />
breakfast biscuit.<br />
BREAK TIME FITNESS<br />
A 15-MINUTE WORKOUT FOR THE CLASSROOM<br />
DON’T JUST DRINK IT<br />
The single piece of kit that brings an<br />
entire gym to your classroom<br />
A<br />
we all know, water is vital for<br />
survival, a keen ally in the battle<br />
for weight loss, a loyal friend when<br />
it comes to muscle function and,<br />
let’s not forget, when you’re dehydrated your<br />
brain does not work that well either.<br />
But before digestion water can also be a<br />
formidable training buddy. Most people don’t<br />
realise a gallon weighs around 8lb, which<br />
may not sound like a lot, but when you use<br />
it with dynamic variable resistance training<br />
(DVRT) then things get interesting.<br />
DVRT is when your body and muscles<br />
have to constantly be on its toes or ready<br />
for those constant variable changes in the<br />
weight. And a large water jug is all you need.<br />
Before you start make sure your water jug is<br />
sealed otherwise it will make a big mess.<br />
Complete the following exercises in<br />
a circuit fashion to make it more time<br />
efficient. You can switch around the<br />
exercises to suit, but try and complete all<br />
seven to ensure a full body workout.<br />
personal coach<br />
Kevin Kearns is an acclaimed strength<br />
and conditioning coach, nutrition<br />
advisor & anti-bullying campaigner<br />
50 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
1<br />
GOBLET SQUAT<br />
Grip the water jug in both hands and<br />
hold out in front of you with your feet<br />
shoulder width apart and knees bent.<br />
Squat down keeping the water jug at<br />
shoulder level.<br />
3<br />
OVERHEAD LUNGES<br />
With the water jug raised over your<br />
head in the standing position step<br />
forward and do not let your knee go<br />
pass your toes. Push back and return to<br />
your original position. Alternate sides.<br />
Targets: Legs, core & shoulders<br />
Targets: Upper body, core & legs<br />
2<br />
AROUND THE WORLD<br />
Hold the water jug over your head.<br />
Now you are going to draw a big circle<br />
from the right side of your body to the<br />
left side of your body while you squat<br />
down and then raise back up.<br />
Targets: Arms, core, shoulders & legs<br />
4<br />
CORE TWIST<br />
Hold the water jug in front of your<br />
chest with your arms extended. Now<br />
rotate it to one side of the body as you<br />
rotate the onto the opposite ball of the<br />
foot. Then rotate to the otherwise of<br />
the body.<br />
Targets: Core, arms, shoulders & hips<br />
10-30<br />
reps x 3<br />
sets<br />
5<br />
SHOULDER CIRCLES<br />
Hold the water jug in front of your face<br />
with your knees bent. Now make a box<br />
around your head in a slow circle. Then<br />
reverse the circle.<br />
Targets: Shoulders, arms & back<br />
6<br />
WATER KAYAKS<br />
Sit on the floor with your knees bent<br />
and feet on the floor. Now take the<br />
water jug and bring from your right hip<br />
to your left hip. For a real challenge,<br />
elevate your feet.<br />
Targets: Abs, lower back & hips<br />
7<br />
WOOD CHOPPERS<br />
Hold the water jug over your head with<br />
your feet shoulder width apart and knees<br />
bent. With one motion, swing the water<br />
jug through your legs as your squat<br />
down. Then return the jug to the<br />
overhead position.<br />
Targets: Arms, core & legs<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 51
HEALTH<br />
1<br />
PLAYGROUND PUNCH<br />
A simple bodyweight workout you can do during<br />
break – with or without the pupils<br />
E<br />
very playground has<br />
a picnic table, swings<br />
and monkey bars, but<br />
what most people<br />
don’t comprehend is that these<br />
pieces of apparatus can be the<br />
perfect substitute for the gym.<br />
STEP UPS<br />
Stand facing the bench with one<br />
foot on the seat and the other on<br />
the ground. Press your heel<br />
down on the seat and bring your<br />
other leg up. For more explosive<br />
work, drive your leg past the<br />
seat and up into the air..<br />
Targets: Legs & bum<br />
A quick workout is key when<br />
you’re a teacher as time is precious,<br />
plus don’t we all wish we<br />
have played a little more when<br />
we were kids? Hit this circuit<br />
aiming for 10-30 reps of each<br />
exercise.<br />
2<br />
LATERAL STEP-UPS WITH<br />
ABDUCTION<br />
Standing beside the bench with<br />
one foot on the seat and the<br />
other on the floor, press down<br />
through the leg on the bench<br />
and raise the other leg off to<br />
the side.<br />
Targets: Legs & hips<br />
3<br />
KNEE TO BELLY<br />
With both hands on the seat of the<br />
bench, lift your knee towards your<br />
nose and hold it for 10 seconds.<br />
Repeat on opposite leg<br />
Targets: Upper body & core<br />
4<br />
MONKEY PULLS<br />
With your hands on the monkey<br />
bars perform a simple pull-up. If<br />
you can’t go all the way, go<br />
halfway, or put your feet on a<br />
small child’s head.<br />
Targets: back & biceps<br />
5<br />
KNEE TO OPPOSITE ELBOW<br />
With both hands on the bench,<br />
bring your right knee to the left<br />
elbow, then left knee to right<br />
elbow. Hold for 10 seconds.<br />
Targets: Upper body & core<br />
6<br />
SWING OUTS<br />
In a plank position, with your<br />
arms on the swing seat and your<br />
hips not dropping, push the<br />
swing and your elbows away<br />
from the body.<br />
Targets: Upper body & core<br />
personal coach<br />
Kevin Kearns trains professional<br />
athletes, kids and professionals<br />
SCHOOL YARD CALISTHENICS IN 30 MINUTES<br />
LUNCH BREAK TRAINING<br />
52 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
LUNCHBOX FOR...<br />
HAPPINESS<br />
Sometimes the working week can drag you<br />
down; we’re here to help<br />
TURKEY<br />
The tryptophan in turkey<br />
increases levels of serotonin, a<br />
neurotransmitter that regulates<br />
mood. helps oxygen production.<br />
BLUEBERRIES<br />
They may be blue, but they<br />
keep us from feeling that way<br />
by reducing blood pressure<br />
and improving brain function.<br />
BLUE POTATO<br />
Blue potatoes are loaded with<br />
anthocyanins and iodine,<br />
nutrients that reduce brain<br />
inflammation and regulate mood.<br />
HONEY<br />
Packed with quercetin and<br />
kaempferol that reduce<br />
inflammation, keeping your<br />
brain healthy.<br />
RED PEPPER<br />
The high concentration of<br />
vitamins helps to improve your<br />
mood, as well as boost your<br />
immune system.<br />
DARK CHOCOLATE<br />
Cocoa gives you an instant<br />
boost in mood and focus, and<br />
improves blood flow to your<br />
brain to keep you energized.<br />
SPINACH<br />
Iron deficiency, a problem many<br />
women face, can really sap your<br />
energy. Spinach is also laced<br />
with mood-boosting B vitamins.<br />
FULL-FAT GREEK YOGURT<br />
Protein-rich Greek yogurt<br />
increases levels of pleasureboosting<br />
neurotransmitters as<br />
probiotics fight depression.<br />
BEETROOT<br />
Beets contains betaine, which<br />
supports serotonin production<br />
in the brain, elevating your<br />
mood along the way.<br />
HONEY<br />
80 %<br />
carbs, 18% water, and<br />
2% vitamins, minerals,<br />
and amino acids.<br />
WHOLE GRAIN BREAD<br />
A complex carb that can curb<br />
your hormones and improve the<br />
amount of good bacteria in your<br />
gut that can impact your mood.<br />
BANANA-ALMOND SMOOTHIE<br />
fight depression and anxiety<br />
with milk’s vitamin D, banana’s<br />
potassium and the the almonds<br />
omega-3s.<br />
<strong>HWRK</strong>MAGAZINE.CO.UK Autum <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 53
HEALTH<br />
SEAFOOD PASTA<br />
Simple prep, easy to cook and deliciously healthy too<br />
King prawn pasta with tomatoes and garlic<br />
Ingredients<br />
1 tbsp olive oil<br />
2 garlic cloves, sliced<br />
1 long red chilli, deseeded and<br />
finely chopped<br />
150g cherry tomatoes, halved<br />
½ lemon, juice only<br />
250g jumbo king prawns,<br />
cooked and peeled<br />
3 tbsp flat leaf parsley, roughly<br />
chopped<br />
150g Pappardelle fresh pasta<br />
ground black pepper<br />
160g green beans<br />
SPORTS DAY EVERY DAY!<br />
Long hours and busy weekends – the first year<br />
reflections of a PE Leader<br />
T<br />
he summer holidays are a time for<br />
reflection as teachers and often our only<br />
opportunity to look back at the academic<br />
year we’ve had as practitioners and<br />
remember the successes we often overlook in the<br />
midst of term time.<br />
For me, it has certainly been the busiest year<br />
I’ve had in my short teaching career. To my<br />
delight, I took up the role and responsibilities of<br />
PE leadership at my school – a junior school of<br />
390 children, located in Surrey.<br />
As an NQT+1 I was very aware the opportunity<br />
to become a subject leader was one I’d love to take<br />
on and PE was the ideal subject for me.<br />
I have been a sportsman all my life, studied<br />
Sports Science and Sports Coaching at university<br />
and worked as a sports coach prior to my teacher<br />
training. Coupled with another year of teaching<br />
in Year 6, there was no such thing as a quiet week.<br />
pe leader<br />
Sam Stewart is a Year 5 Primary School<br />
Teacher in Surrey. A PE, School Sport and<br />
Wellbeing Leader and a SCITT Mentor<br />
Instructions<br />
1. Add the green beans to a<br />
steamer or boiling water.<br />
2. Heat the oil in a small frying<br />
pan over a low heat. Add the<br />
garlic and chilli and cook<br />
gently for five minutes or until<br />
the garlic is soft but not<br />
coloured, stirring occasionally.<br />
3. Add the chopped tomatoes<br />
and lemon juice and cook for<br />
two minutes or until beginning<br />
HEAD CHEF<br />
Chef Ian Leadbetter has spent<br />
20 years in restaurants across<br />
Europe and works as a<br />
nutrition consultant<br />
to soften. Stir in the prawns<br />
and cook for 2-3 minutes,<br />
stirring, until the tomatoes are<br />
well softened and the prawns<br />
are hot through.<br />
4. Quickly warm through the<br />
pasta in a boil of boiling<br />
water, once soft add to the<br />
pan.<br />
5. Remove the pan from the<br />
heat, stir in the parsley, season<br />
with lots of pepper and serve<br />
with the beans.<br />
15-MINUTE DINNER<br />
MOTIVATOR<br />
Without a doubt, the greatest strength of leading<br />
PE in my school is that it allows you to know every<br />
child, something I don’t feel necessarily happens if<br />
you lead on any other subject. I oversee the planning<br />
and delivery of timetabled PE lessons, lunch and<br />
after school clubs, sports teams and sporting events<br />
(e.g. Sports Day, Sport Relief) across the year, which<br />
genuinely enables you to come face-to-face with every<br />
child at your school.<br />
You learn their quirks, their interests, their<br />
motivators and you become a figure that is universally<br />
respected. Children will want to give you high-fives<br />
in the corridor, embrace it. They will want to share<br />
their sporting success from outside school, embrace it.<br />
Children will want to show you the new football tricks<br />
they can do, embrace it.<br />
PE leadership puts you in an unrivalled position,<br />
you become a prominent figure and a well-known face<br />
around the school and even the wider community.<br />
All of this will seem quite bizarre at first, however, it<br />
becomes the norm very quickly.<br />
54 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
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DELEGATOR<br />
I’ve been very fortunate that I’ve been surrounded by<br />
an amazing group of children. They’ll push themselves<br />
in ways you can never imagine, they’ll do everything for<br />
the school in fixtures, try new ideas you’re keen to roll<br />
out and always do it with a smile on their faces.<br />
The staff have been no different and due to the sheer<br />
amount of work PE leadership entails, it’s incredibly<br />
helpful to have those around you who are happy to run<br />
clubs, drive the minibus, collect the kits, etc.<br />
At first, I was terrible at delegating – many teachers<br />
are, we have a fear that jobs won’t get done the way we’d<br />
do it or that in the time you’ve explained something, you<br />
could have got it done yourself. Both of these scenarios<br />
are probably true, however, for your own sanity and the<br />
illusive work-life balance, it’s essential.<br />
Surrounding yourself with like minded people will<br />
make your life so much easier. Excitingly, I will be<br />
taking over further responsibilities next year by chairing<br />
the association and I’ve got ambitions of growing it<br />
further in the coming year, including football and<br />
netball leagues with weekly fixtures.<br />
COMMUNICATOR<br />
It’s crazy how many sporting items fill your diary as the<br />
PE leader and virtually every day of the week you’ll have<br />
something going on – well I certainly did.<br />
Clubs, fixtures and meetings will all become a daily<br />
occurrence for you. If you are good at managing your<br />
time and particularly as a Year 6 teacher this was<br />
crucial, you’ll be fine. However, if you find this tricky,<br />
speak to someone.<br />
The worst thing you can do is bottle up your anxieties<br />
and hide from the problems. If you’re snowed under,<br />
speak to someone. Also, learn to say no to things. On<br />
occasion, I had to withdraw us from a couple of sporting<br />
events, as it simply became too much for myself and<br />
the children. You’ll feel guilty but you don’t want the<br />
children to burnout, or you for that matter. >><br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 55
HEALTH<br />
PROMOTER<br />
My year has been full of memorable<br />
highlights, magical moments that I look<br />
back on fondly. Sports day is always a<br />
fantastic event, one that we really go for at<br />
my school. Firstly, a morning of inclusive<br />
mass participation events that promote the<br />
sporting values of the School Games and<br />
secondly, a traditional sports day athletics<br />
programme in the afternoon.<br />
This year we had over 400 spectators<br />
and the atmosphere was incredible. It is a<br />
seriously demanding event to organise with<br />
weeks and weeks of preparation, becoming<br />
used to being the first in and the last out of<br />
the school in the build-up and logistically<br />
managing that many people all in one space<br />
are just some of the challenges you face.<br />
But I cannot describe how amazing it feels<br />
when it all goes to plan and everyone has a<br />
wonderful day taking part in sport. Some of<br />
my other highlights include: being awarded<br />
the Gold School Games mark, qualifying<br />
for multiple county finals across a range<br />
of sports, successfully introducing a new<br />
PE scheme of work (Real PE), awarding<br />
Sportsperson of the Week/Term trophies<br />
in celebration assemblies and working so<br />
closely with so many outstanding children.<br />
BENEFACTOR<br />
Day to day, I’d bet on PE leaders being the<br />
busiest of all the subject leaders in a school.<br />
Not a day goes by when you aren’t writing<br />
letters to parents, running a trial, taking a<br />
team to a fixture, pumping up the footballs,<br />
liaising with other schools, replying to<br />
sporting emails, the list is endless.<br />
Would I have it any<br />
other way? Absolutely<br />
not. Is there a subject to<br />
lead that gives you more<br />
satisfaction? Absolutely<br />
not. Would I discourage a<br />
fellow teacher to take up<br />
the role in their school?<br />
Absolutely not. It’s the<br />
best job you can get aside<br />
from being a class teacher<br />
and one you have to<br />
wholeheartedly immerse<br />
yourself into, however it<br />
is worth every minute of hard work.<br />
The final whistle never really blows on a<br />
PE leaders responsibilities, as I’m always<br />
looking ahead to the next event, yet if<br />
you’re into your sport and have competed<br />
previously, you’ll know that is simply the<br />
nature of the beast.<br />
My year has been full of<br />
memorable highlights,<br />
magical moments that<br />
I look back on fondly.<br />
Sports day is always a<br />
fantastic event<br />
56 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
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BIG Saving<br />
Tracking<br />
Your<br />
Pension<br />
Selecting the right investment for teachers overseas<br />
WORDS: ANDREW HALLAM<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 59
xpats often get a raw deal on their pension – usually they<br />
can’t pay into UK pension schemes and, if they are eligible<br />
to join their company’s scheme, it may also let them<br />
down.<br />
Andrew Hallam, a British expat who built a million-dollar<br />
investment portfolio on a teacher’s salary provides a<br />
few tips designed to help Britons abroad save for retirement.<br />
His own interest in investing began as a 19-year-old<br />
when he spent his summer holiday washing buses to save<br />
money for college.<br />
“One of the guys I worked with (a<br />
mechanic) was worth more than $1<br />
million,” Hallam explains.<br />
“I could hardly believe it. He took<br />
me aside, taught me about the power of<br />
compound interest and convinced me<br />
to start investing a small amount every<br />
month.”<br />
By the age of 37, Mr Hallam, who immigrated<br />
to Canada from Nottingham<br />
with his parents when he was three,<br />
became a millionaire thanks to his<br />
investment portfolio.<br />
Andrew spent 11 years teaching at an<br />
international school in Singapore where<br />
he gave regular presentations to other<br />
teachers about low-cost investment<br />
options.<br />
According to Mr Hallam, a combination<br />
of poor investment performance<br />
and high management fees can make<br />
some company schemes a bad deal.<br />
“[My friends’] accounts were layered<br />
with ruinous fees. There were start-up<br />
fees that ran for as long as 18 months;<br />
ongoing annual account fees, and<br />
the underlying fees of the funds they<br />
bought. The more unfair the financial<br />
products were, the more prolifically<br />
“Those fees<br />
could make the<br />
difference<br />
between dining<br />
on caviar or<br />
dog food upon<br />
retirement”<br />
they appeared to be sold to British<br />
expats. Those fees could make the difference<br />
between dining on caviar or dog<br />
food upon retirement.”<br />
Look for example at a portfolio growing<br />
by 10% a year. Once fees of 0.2% are<br />
deducted it gains 9.8% a year. Over 30<br />
years, investing £5,000 a year it would<br />
grow to £869,564. But if that same<br />
portfolio had annual fees of 4% it would<br />
only grow to £419,008 – a difference of<br />
£450,556.<br />
So what should Britons abroad do<br />
with their pension savings?<br />
“British expats shouldn’t speculate<br />
with their money,” suggested Mr Hallam.<br />
“Instead, they should build portfolios<br />
of low-cost tracker funds. Depending<br />
on where they live, they could use<br />
offshore accounts, giving them virtually<br />
tax-free gains.<br />
“They would need just three tracker<br />
funds: one tracking the British stock<br />
market, a second tracking the international<br />
market and a third made up of<br />
British government bonds.”<br />
Having sold more than 40,000 copies<br />
of his first book Millionaire Teacher,<br />
Andrew Hallam followed up with The<br />
Global Expatriate’s Guide to Investing,<br />
published by Wiley.<br />
60 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
BIG Saving<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 61
Why<br />
did King<br />
Henry VI<br />
ban<br />
kissing<br />
in 1439?<br />
A lesson in why curiosity doesn’t kill the curriculum cat<br />
WORDS: DOMINIC KIRBY<br />
62 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
BIG Question<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 63
he 17th-century political philosopher Thomas Hobbes (think<br />
social contract theory and impressive Roman nose) once wrote<br />
that ‘curiosity is the lust of the mind.’ Lust speaks of desire and I<br />
have always found that the best learners, irrespective of ability,<br />
are those who are naturally desirous to know and understand<br />
more than they do already – and those who are naturally curious<br />
enough to actively do so.<br />
I try and keep this somewhat grandiose thought in mind whenever<br />
I have the following conversation with one or more of my<br />
Key Stage 3 or 4 pupils. The conversation usually runs thus:<br />
Me: “Can you remember what the word history means?”<br />
Pupil: “History is the study of the past.”<br />
Me: “Yes, it is. That’s certainly one of the things it is. But I<br />
didn’t ask you what history is. I asked you if you can remember<br />
what the word history means.”<br />
Pupil: “Umm”<br />
Me: “Any more thoughts?”<br />
Pupil: *Incurious silence*<br />
t's all Greek<br />
to me it<br />
really is<br />
So, I remind them what the word history<br />
means. For those of you whose knowledge<br />
of Ancient Greek is as indifferent as<br />
mine, the English word history ultimately<br />
derives, via Latin, from the Ancient Greek<br />
word ἱστορία (historía) meaning ‘inquiry’.<br />
The word does have other meanings, but<br />
when there’s a double lesson with ‘that’<br />
class (we’ve all got one, they’re generally<br />
Year 9) to get through on a hot Friday<br />
afternoon, it doesn’t do to overcomplicate<br />
matters.<br />
Although I have a passing interest in<br />
etymology, I’m more interested by the fact<br />
that, in this etymological context, history<br />
is a verb and not a noun. In other words,<br />
history is a doing word – the study of the<br />
human past is something which is actively<br />
done. And I’m a great believer that if something<br />
is worth doing (and studying the past<br />
certainly is), it is worth doing well.<br />
I match this with the fact that most children,<br />
certainly when they start secondary<br />
school, are naturally quite curious (the<br />
same may not be said when they finish).<br />
This being so, I try and tailor some or all of<br />
my history lessons towards letting my pupils<br />
explore the past through the medium<br />
of their curiosity.<br />
Above all, I tell them that to be a good<br />
student in general and a good history student<br />
in particular, it pays to be curious – as<br />
curious as a cat.<br />
64 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
BIG Question<br />
o, why did King<br />
Henry VI ban<br />
kissing in 1439?<br />
Every good teacher knows the importance<br />
of trying to capture their pupils’ natural<br />
curiosity and harnessing it as a vehicle for<br />
learning, but how many of us actively plan<br />
for it on a weekly basis?<br />
Like all good history teachers I usually<br />
start (most) of my lessons and (almost)<br />
always my schemes of learning with an<br />
over-arching, historical inquiry question.<br />
Sometimes these inquiry questions are<br />
in lieu of a learning objective, sometimes<br />
they are not. Either way, I do so in order<br />
to capture my pupils’ imagination and to<br />
draw them into the subject.<br />
For example, when teaching a lesson<br />
on the consequences of the Black Death<br />
(there were many), I always start the<br />
lesson with the question: Why did King<br />
Henry VI ban kissing in 1439?<br />
To a bright Year 7 class the prospect<br />
of discussing why a mad king (the last<br />
of the Lancastrian kings suffered from<br />
prolonged periods of insanity) didn’t want<br />
his subjects to kiss each other is a far more<br />
engaging way for 11 and 12 year olds to explore<br />
what daily life was like for a peasant<br />
in 14th century England.<br />
Imagine the reaction if I had asked<br />
them to write, ‘What were the socio-economic<br />
consequences of the Black Death?’<br />
at the top of the next blank page in their<br />
exercise books. I would have lost them at<br />
the first hurdle.<br />
King Henry VI<br />
tried to ban his subjects<br />
from kissing in<br />
July 1439 in a futile<br />
attempt to try and<br />
prevent the spread<br />
of the plague in England. More specifically,<br />
Henry tried to ban it so that his<br />
knights didn’t kiss him when performing<br />
an act of homage to him, thus apparently<br />
reducing the chance of the king and his<br />
courtiers catching the plague. Like the<br />
vast majority of attempts by successive<br />
governments throughout history to try<br />
and control human nature (the Roman<br />
emperor Tiberius tried the same thing in<br />
the 1st century AD), the law simply didn’t<br />
work.<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 65
illing Bloom’s<br />
taxonomy with<br />
two bullets<br />
I don’t like Bloom’s taxonomy – I<br />
never have done. I was force-fed a<br />
pedagogical diet of it in my teacher<br />
training year and the taste has stuck<br />
in my mouth ever since.<br />
While I accept the need for some<br />
kind of structured categorisation of<br />
cognitive and metacognitive thinking-skills,<br />
I strongly believe that, as a<br />
profession, we teachers place far too<br />
high a premium on the sanctity of<br />
Benjamin Bloom’s taxonomy.<br />
Also, Bloom’s taxonomy has not<br />
aged well with the passage of time<br />
since its first appearance in the 1940s<br />
and 1950s. Those of us who completed<br />
our teacher training more recently<br />
than some of our older colleagues<br />
will know that Bloom’s model was<br />
subsequently revised by other American<br />
educationalists into its current<br />
incarnation.<br />
One of the key revisions was to<br />
re-order the higher-order thinking<br />
skills. At the very top of the pedagogical<br />
pyramid sits the skill of creating.<br />
Somewhere towards the bottom<br />
sits the skill of understanding. This<br />
structure lends itself very well to inherently<br />
creative curriculum subjects<br />
such as art, music and drama but it<br />
lends itself far less well, I feel, to the<br />
academic study of the past.<br />
One of my professional hobbyhorses<br />
is cross-curricular learning – I’m a<br />
great believer in the value of it. I was<br />
recently talking to a maths teacher<br />
who agreed with me that understanding<br />
is far more of a higher-order<br />
thinking skill in our respective subjects<br />
than the feted pyramid allows.<br />
Take the First World War for example.<br />
The underlying, long-term causes<br />
of the First World War are as numerous<br />
as they are complex. Europe was<br />
plunged into total war in 1914 in no<br />
small part because of a tangled web<br />
of political, diplomatic and military<br />
alliances between numerous nations,<br />
some of which dated back to the mid-<br />
19th century.<br />
Most of my pupils are capable of creating<br />
colourful A4 mind-maps on the<br />
causes of the First World War but for a<br />
Key Stage 5 pupil, let alone a Key Stage<br />
3 pupil, to genuinely understand the<br />
significance of the link between Britain<br />
declaring war on Germany on the 4th<br />
August 1914 and a diplomatic treaty<br />
signed two years after the accession<br />
Queen Victoria (the Treaty of London<br />
in 1839), would be for them to show<br />
real mastery of this subject.<br />
I find with the First World War, as<br />
with the majority of historical topics,<br />
the more curious a pupil is, the more<br />
likely they are to have that lightbulb<br />
moment. When a pupil tells me ‘now I<br />
get it sir’ and I know they mean it, I am<br />
immensely satisfied.<br />
"THE MORE CURIOUS A PUPIL IS, THE MORE<br />
LIKLEY THEY ARE TO HAVE THAT<br />
LIGHTBULB MOMENT"<br />
66 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
BIG Question<br />
ow did two bullets<br />
cause nearly 70<br />
million deaths?<br />
As with the Black Death with Year 7, I use<br />
an inquiry question to explore the causes<br />
of the First World War with Year 9, again<br />
to try and capture their curiosity (never<br />
any easy task with this year group).<br />
I begin the first lesson with the question:<br />
‘How did two bullets cause nearly 20<br />
million deaths?’ Most readers will know<br />
the two bullets in question were fired<br />
by the Bosnian Serb nationalist Gavrilo<br />
Princip in Sarajevo on 28th June 1914,<br />
killing the Archduke Franz Ferdinand of<br />
Austro-Hungary, his wife the Archduchess<br />
Sophie (it was their 14th wedding anniversary)<br />
and along with them the prospect<br />
of peace in central Europe.<br />
This fateful event sparked the July<br />
Crises which led to the outbreak of war a<br />
month later. By the end of the First World<br />
War in November 1918, nearly 20 million<br />
people had been killed or wounded (even<br />
100 years later, the exact number is still<br />
unknown).<br />
If a 13 or 14-year-old is not curious as<br />
to how and why these two bullets caused<br />
the deaths of so many human beings, then<br />
it’s a safe bet to say they’re probably not<br />
curious about much at all.<br />
In order to really understand something<br />
– whether the origins of the First<br />
World War or why the sky is blue – it<br />
immeasurably helps if you’re genuinely<br />
curious about it in the first place. Perhaps<br />
the thing I dislike most about Bloom’s<br />
taxonomy, both the revised and un-revised<br />
versions of it, is that it does not lend itself<br />
to curiosity.<br />
Pedagogy is all the poorer for it.<br />
So, whatever subject you teach and<br />
to whatever year groups, please try and<br />
allow for curiosity in your lessons. Where<br />
curiosity in the classroom leads, your pupils’<br />
enjoyment of learning will follow…<br />
perhaps.<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 67
BEWARE TERM<br />
TIME TREADMILL<br />
68 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
BIG Advice<br />
After 10 years of grind, JON LOVE has finally found his<br />
work-life balance and urges you to do the same<br />
WORDS: JON LOVE<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 69
eturning to school should be a<br />
term of celebration for teachers,<br />
yet all too often it’s filled<br />
with dread as it’s back to those<br />
long, long stretches of time<br />
spent at school. On the treadmill.<br />
We often don’t even realise we are<br />
on a treadmill or that achieving a<br />
work-life balance is something that<br />
we can realistically accomplish.<br />
t sometimes feels like<br />
it’s expected and accepted<br />
that we will always be<br />
knackered and overworked,<br />
underpaid and<br />
sometimes undervalued.<br />
Take myself as a case<br />
study. One that will be all too familiar<br />
to many teachers out there.<br />
I used to work in an inner city<br />
school. You know the type. High levels<br />
of deprivation, huge social problems,<br />
an estate with a city-wide reputation<br />
for drugs and drinking, thievery and<br />
violence. I’d be at school by 6:30am<br />
telling myself and anyone else that<br />
would listen that this was when I’m<br />
most efficient. I’d work through my<br />
break and eat my lunch at my desk<br />
(marking or prepping or reading an<br />
edu-book).<br />
Okay, I was out the door at 4:30pm,<br />
but I justified that by telling myself<br />
it took two buses to get home with a<br />
door-to-door time of about 90 minutes.<br />
Then it was cook dinner, get the kids<br />
70 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
BIG Advice<br />
to bed, read the bedtime stories and do the<br />
brushing of the teeth etc. Then it was back<br />
down to the kitchen table, laptop out, a<br />
stack of literacy and numeracy books piled<br />
up next to me. I’d be at this until around<br />
11:30pm before calling time.<br />
Add to this a break-time duty, one<br />
dinnertime detention duty, a staff briefing<br />
Monday and Tuesday mornings, staff meeting<br />
on Wednesdays after school and a Key<br />
Stage meeting on Thursday lunchtime.<br />
Emails were sent out on an hourly<br />
basis, and at weekends, which most staff<br />
accessed by either their personal phones or<br />
via the iPad that we were all given to help<br />
us be more productive and mobile in our<br />
work habits.<br />
Books were collected every Friday<br />
(a random sample chosen by the HT)<br />
planning collected Friday afternoon and<br />
subject learning walks took place regularly<br />
with every member of staff having an area<br />
to monitor and show impact in.<br />
Writing this now, it seems crazy to think<br />
how this could ever have been sustainable,<br />
but I did this for 10 years! And I know I<br />
wasn’t the only one. It’s not that we were<br />
encouraged to work like this, but weren’t<br />
discouraged either. I was crazy ambitious.<br />
I had to have the best presented books.<br />
The shiniest of all shiny Smart Notebook<br />
“It’s not that we<br />
were encouraged<br />
to work like<br />
this, but weren’t<br />
discouraged<br />
either. I was crazy<br />
ambitious”<br />
presentations for each lesson, with every<br />
lesson resourced to the max.<br />
My L.O.’s and S.C.’s were works of art.<br />
I was spending more time thinking about<br />
and prepping for a lesson than actually delivering<br />
it. I used to be asked by my mum,<br />
in a way very reminiscent of sixth-form, if<br />
I had done all my work. The answer was<br />
invariably no. There was always more to<br />
do. More to read. More to analyse. More<br />
to prep.<br />
To add to this craziness I was convinced<br />
this work-life imbalance was making me<br />
a better teacher. But I know now that it<br />
wasn’t. What it was doing was making me<br />
a lousy dad and husband. What’s strange is<br />
that at the time I didn’t feel it was excessive.<br />
I couldn’t see it. I didn’t even know if<br />
I enjoyed what I did.<br />
People would ask me and I’d answer that<br />
I didn’t spare the time to think about it. I<br />
was always on the go. Always a meetings<br />
to attend, training to complete, schools to<br />
visit and collaborations to be established.<br />
The stupid hours, the ridiculous number<br />
of meetings with no clear purpose, the<br />
then never ending cycle and merry-goround<br />
of triple marking.<br />
Add into the mix being Year 6 lead, an<br />
OLEVI teacher trainer and a SAT marker.<br />
Something had to give.<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 71
BIG Advice<br />
It did. My wife’s job did. NHS funding<br />
disappeared and probably saved my life<br />
and career. Fast forward three years and a<br />
move of houses, schools and country - and<br />
things could not be more different. Emails<br />
at home? Can’t be accessed. We only get<br />
one or two a day anyway.<br />
Staff meetings are once a month. I’m in<br />
school at 7:45am (still before most others).<br />
And I’m home by 5:30pm, with all the kids<br />
in tow. By 6:45pm dinner is done and we<br />
are away to the beach.<br />
Those beach walks recharge the batteries<br />
for me like nothing else. The air. The sea.<br />
I’m not suggesting everyone may need<br />
such a radical move as we did, but even a<br />
small change can make all the difference.<br />
I know now the problem lay not with the<br />
job (which I love still) but my school and<br />
with me. I needed to change.<br />
Stepping out of the system enabled me<br />
to do that. It’s like what Ferris Bueller<br />
once famously declared to the screen;<br />
‘Life moves pretty fast. If you don’t stop<br />
and look around once in a while, you<br />
could miss it.’<br />
“Those beach<br />
walks recharge<br />
the batteries for<br />
me like nothing<br />
else. The air.<br />
The sea”<br />
72 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
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OVERSEAS EDUCATOR • THE SKYDIVING EAL • BULLIES OUT! • TEXAS SCHOOL FUND MASSACRE<br />
What are<br />
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In association with<br />
<strong>HWRK</strong>MAGAZINE.CO.UK Autum <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 75
Budapest<br />
After cutting their teeth<br />
in Vietnam, Chris Russell<br />
and his wife found a home<br />
teaching in Hungary<br />
n 2003, after several years working<br />
in Leeds and North Yorkshire,<br />
my wife and I decided to explore<br />
international teaching and we haven’t<br />
looked back since. It’s a bold step,<br />
packing up your belongings and renting<br />
out your home, but it’s one we’ve not<br />
regretted since we first stepped onto<br />
international waters.<br />
Initially, we joined the British International<br />
School in Ho Chi Minh City<br />
in Vietnam and it was evident from the<br />
first moment that in Asia the teaching<br />
profession and education was held in<br />
very high respect. The two years spent<br />
in Vietnam gave us a chance to travel<br />
to countries such as Laos, Cambodia,<br />
Thailand and Myanmar.<br />
Professionally, this was a very exciting<br />
time to be in Vietnam, working<br />
alongside now lifelong friends in a<br />
school that is now classed as one of the<br />
most highly regarded schools in Asia.<br />
But we wanted more and soon our feet<br />
grew itchy once more.<br />
In 20<strong>05</strong> we had the opportunity to<br />
move to Hungary. At the time, the Nord<br />
Anglia Education group had just five<br />
schools and The British International<br />
School Budapest had a total of just over<br />
300 students. Budapest was a mystical<br />
and enchanting city back then, and still<br />
is. Its Austro-Hungarian heritage and<br />
architecture entwined with a love of<br />
the arts and culture makes the city a<br />
fantastic place to live and work.<br />
Teaching the British National Curriculum,<br />
we follow new initiatives and curriculum<br />
adaptations just as we would in<br />
the UK. Keeping up to date with recent<br />
UK and international developments can<br />
be challenging for international schools<br />
and so anyone wanting to teach internationally<br />
must consider this.<br />
Fortunately, Nord Anglia Education<br />
highly values staff professional development<br />
with its Nord Anglia University<br />
and its range of online courses through<br />
to a fully funded Masters in collaboration<br />
with Kings College London.<br />
Tethered to this is a desire to develop<br />
and support people to grow within the<br />
organisation. I’ve personally benefitted<br />
from this by attending middle and<br />
senior leaders courses, which helped me<br />
prepare for my current Head role.<br />
At BISB we are fortunate to have a<br />
stable Primary staff that enables us to<br />
work as a close team, embed good practice<br />
and work on giving the children<br />
a memorable but challenging primary<br />
Are you<br />
teaching<br />
overseas and would<br />
like to share your<br />
story with faculty in<br />
the UK? Then drop<br />
us an email at<br />
editor@<br />
hwrkmagazine.co.uk<br />
education. For our non-native students,<br />
we help them appreciate the language<br />
and history of the region through our<br />
Hungarian Culture lessons and we<br />
support our Hungarian students with<br />
their language development through a<br />
bi-lingual support programme.<br />
The Primary school now has just<br />
over 400 students, taking the total for<br />
the school to over 900. The British<br />
International School Budapest caters<br />
for children aged 3 - 18 at which stage<br />
they complete their International Bac-<br />
76 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
in association with<br />
A collection<br />
of Chris<br />
Russel’s<br />
experiences<br />
in Vietnam<br />
and<br />
Hungary<br />
calaureate Diploma exams and exit to<br />
universities across the globe.<br />
My wife and I have had two children<br />
since living and working in Hungary<br />
who also now attend and love the<br />
school. As a teaching couple, the school<br />
were very supportive with the birth of<br />
our children by allowing us to job share.<br />
This meant collectively we could share<br />
the childcare whilst continuing to work<br />
in the profession and at a school we<br />
love.<br />
We are often asked why we have<br />
stayed in Budapest for as long as we<br />
have. This is truly a mixture of being in<br />
a great school that has given us professional<br />
challenge and living in such an<br />
exciting city as Budapest. The community<br />
of the school is a very special one.<br />
We have over 70 different nationalities<br />
who combine to create a community<br />
of respect for one another and a<br />
collective understanding that we can<br />
‘achieve more together than we can<br />
alone’. We are blessed with having<br />
some wonderful students and ported by a set of parents who want<br />
supto<br />
help enhance and improve the<br />
school and community together.<br />
I’m proud of the school, it’s students,<br />
teachers and parents. I have<br />
been honoured to be part of BISBs<br />
journey into the successful school<br />
it is today. I am, of course, equally<br />
excited to be part of its very bright<br />
future.<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 77
Bullying is everyone’s business<br />
The importance and value of peer mentoring inside the school gates<br />
For further<br />
information<br />
on the Peer2Peer<br />
or Playground<br />
Pals Programmes<br />
please visit:<br />
bulliesout.com<br />
ith one in two young people reporting<br />
to have been bullied, childhood<br />
bullying has become a huge societal<br />
issue. We are all aware of the damage<br />
bullying can do to a person and<br />
how it can affect their wellbeing. We need to<br />
convey the message that bullying is everyone’s<br />
business and we believe that to reduce the effect<br />
and prominence of bullying, everybody has a<br />
role to play.<br />
We do understand that in a school environment,<br />
with some bullying incidents, the difficulty<br />
for teachers is that what actually occurs<br />
between students is not often visible to them.<br />
Bullying can occur online or via mobile phones<br />
out of school hours, or sometimes in parts of the<br />
school where no teachers are present.<br />
By monitoring the social dynamic of a class<br />
climate and identifying how children and young<br />
people are interacting and engaging with each<br />
other, teachers will be able to identify those who<br />
seem isolated or vulnerable in some way. This<br />
may be an indication of bullying.<br />
The most important thing a teacher can do to<br />
prevent bullying behaviour is be proactive. They<br />
should never assume that just because they don’t<br />
see it happening then it’s not going on. Pupils<br />
need to be taught about what is socially and<br />
culturally acceptable behaviour.<br />
If their language or behaviour at school is<br />
inappropriate, it needs to be challenged and<br />
responses such as, ‘I was only joking’, or ‘it was<br />
just a bit of fun’ should not be acceptable in a<br />
supportive school environment.<br />
The power imbalance that defines bullying<br />
is also reflected in classroom social relations<br />
and this makes it more of an issue than ‘one<br />
“A peer mentoring<br />
scheme is a<br />
resource that<br />
many schools find<br />
valuable”<br />
child bullying another’. Those who bully are<br />
frequently considered ‘cool’ or ‘popular’, whereas<br />
those who are bullied, are more often than not<br />
rejected by their peers.<br />
Creating a space for young people to explore<br />
problems and report issues, knowing that they<br />
won’t face any judgement, is crucial and a peer<br />
mentoring scheme is a resource that many<br />
schools find valuable.<br />
Peer support is well liked by young people.<br />
It is effective and creates a culture of listening,<br />
empathy and support. Mentors provide valuable<br />
support and are able to help identify low level<br />
behaviour issues and help them to be resolved<br />
before escalating further.<br />
It is important to encourage young people<br />
to shift their role from supporting bullying to<br />
preventing it, because when bystanders intervene,<br />
more often than not they are successful at<br />
stopping the bullying and the more witnesses<br />
who intervene, the stronger the message to the<br />
perpetrators.<br />
In a school setting, by making young people<br />
aware that a safe, respectful world is everyone’s<br />
responsibility, we empower them to take<br />
positive actions – like reporting a bully, flagging<br />
a cruel online comment, or not forwarding a<br />
humiliating photo – that ultimately can put<br />
a stop to an escalating episode of cruelty and<br />
humiliation.<br />
Research findings constantly highlight how<br />
bullying affects a person’s emotional wellbeing<br />
and mental health. This is why we have to work<br />
together to support and empower young people<br />
to be more than passive bystanders and make<br />
bullying everyone’s business.<br />
78 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
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The Texas School Funding Massacre<br />
What you know about funding... doesn’t even<br />
come close.<br />
t should come as no surprise to educators<br />
around the world that the state of Texas is<br />
in the middle of a school funding nightmare.<br />
A quick Google search reveals school<br />
funding fights in nearly every US state, a legislative<br />
battle over school funding still boiling<br />
over in the UK, and similar problems from<br />
South Africa to Japan.<br />
The lesson? Getting the money which our<br />
schools need to operate at full capacity into the<br />
hands of the administrators that distribute it is<br />
a global problem.<br />
Is this just a problem on paper? Won’t our<br />
resilient teachers and the grit of our students<br />
help the state float in choppy waters? The data<br />
indicates – no.<br />
The Texas School Funding Massacre, as I like<br />
to call it, has teeth. The state of Texas has now<br />
fallen into the bottom half of all major annual<br />
reports on educational quality. One piece of<br />
research, Education Week’s Quality Counts<br />
report, ranked the state as low as 43rd. There<br />
is a growing gap in performance on standardized<br />
tests between white students and students<br />
of color.<br />
The Lone Star State, the swaggeringly-huge<br />
territory full of braggadocio and bullets, boasts<br />
the tenth-largest economy in the world. Our<br />
GDP crushes that of traditional edu-darlings<br />
like South Korea and Finland. We have the<br />
money. Is it really that hard to distribute it<br />
equitably among the state’s 5 million students?<br />
Problem #1: The State Plays<br />
Favorites (and it’s 100% legal!)<br />
Without showing too much of my legislative<br />
wonk side, I must talk a little bit about state<br />
law. The state tends to spend more money on<br />
some districts and spend less on others. The<br />
cause? Something called the Target Revenue<br />
system, added to existing legislation in 2006.<br />
That year, local taxation was compressed,<br />
thanks to House Bill 1. The result? A funding<br />
floor assigned to each district, essentially legislating<br />
district spending in an inequitable way.<br />
The problem? Target Revenue plays<br />
favorites, with its funding amounts tied to<br />
“historical factors” instead of contemporary<br />
numbers. In other words, the district’s purse<br />
is only as full as it needed to be in years past,<br />
and doesn’t have anything to do with current<br />
district-based spending.<br />
Think of it another way: the districts which<br />
the state doesn’t favor pay more taxes to<br />
subsidize those better-funded districts, whose<br />
residents pay less in taxes. Students and parents<br />
in non-favored districts suffer to prop up<br />
their peers in the state’s favored areas. Example<br />
– the district in which I work (Houston ISD)<br />
has lost as much as $14.1 million, according to<br />
estimates by the Reason Foundation, thanks to<br />
the Target Revenue System.<br />
Problem #2: The Purse Clamps Tight<br />
on Texas’ High-Need Students<br />
Texas uses several factors when adjusting<br />
a district’s allotment. The state pays the bills<br />
based on a wide range of factors, many of<br />
which are buried so deep in legislative red tape<br />
that you’d be hard-pressed to find them. But I<br />
have a secret. Not one of those indices consider<br />
contemporary student need.<br />
Go ahead, look it up. Texas’ Cost of Education<br />
Index, which considers demographics and<br />
factors like student need, is a huge factor in<br />
determining how much money each district<br />
gets. This Index has been stagnant since 1991,<br />
regardless of the fact that the state has changed<br />
a great deal in the past thirty years. This Index<br />
is responsible for the allotment of more than<br />
$2 billion of taxpayer funds, and it doesn’t<br />
reflect anything resembling the Texas that<br />
exists today.<br />
Problem #3: Rich Kids Have More<br />
Quality Choices Than Poor Kids<br />
We know that charter schools (especially<br />
public-charters, which carry the support of<br />
a school district) are effective at serving our<br />
state’s poorest kids. Stanford University’s<br />
Center on Research on Education Outcomes<br />
was hired by the state to consider the effectiveness<br />
of our charter schools. Their finding? Poor<br />
students who got into charter schools had a significant<br />
learning advantage in both reading and<br />
math. Why, then, do our state’s charter schools<br />
currently have more than 150,000 students on<br />
waitlists?<br />
Our state lawmakers are partially to blame.<br />
Senate Bill 2, passed in 2013, raised the<br />
number of charter schools that can operate in<br />
the state to 3<strong>05</strong>. This sounds like a good thing;<br />
however, the devil is in the details. Authority<br />
over all the state’s charters was moved from<br />
the Texas Board of Education over to a new<br />
office, the Commissioner of Education. That<br />
meant new application standards, new forms<br />
to fill out, and a huge nightmare in terms of<br />
student files and existing applications. The<br />
result? Application is increasingly difficult to<br />
access, especially for low-income students.<br />
Added bonus – fewer charter school systems<br />
are showing interest in Texas, thanks to the<br />
new mountain of paperwork and pile of hoops<br />
to jump through.<br />
All this red tape stands directly in the way of<br />
low-income students’ access to quality schools.<br />
The demand from parents is strong – anecdotally,<br />
I get questions about Texas charter<br />
schools monthly from my students’ guardians.<br />
We know that the poor students of Texas are<br />
enrolled in failing schools at much higher rates<br />
than students with wealthy parents. More than<br />
ten percent of the state’s low-income schools<br />
are currently listed as “Improvement Required,”<br />
the lowest rank for a school in the state.<br />
Compare that to the number of higher-income<br />
schools listed as “Improvement Required” and<br />
you’ll see this problem clearly. Fewer than one<br />
percent of schools in middle or upper-class<br />
areas are listed with that low rating.<br />
Texas is one of the wealthiest states in the<br />
wealthiest country in the world. Our inability<br />
to figure this problem out has made a laughingstock<br />
out of our schools. It won’t surprise<br />
any teacher reading this that our schools are<br />
absolutely stuffed with talented teachers giving<br />
their all to expand the minds of our learners.<br />
But what can be done? What can the parents<br />
of students in our districts do? When low-income<br />
students are ten times less likely to get<br />
a quality education than their wealthy peers,<br />
and when most of our students are classified as<br />
low-income? What in the world can be done?<br />
We can continue to teach. We can continue<br />
to lead. We can continue to build curious,<br />
confident, capable human beings. We teachers<br />
in low-income areas will continue to spend<br />
hundreds or even thousands of dollars each<br />
year for our learners. We will lecture, we will<br />
question, we will give feedback, we will laugh,<br />
we will cry. We’ll write referrals and call mamas<br />
and show up for choir concerts and dance team<br />
auditions and One-Act Play competitions. And<br />
we’ll do it all with significantly fewer resources<br />
than we need, and the biggest, realest smiles<br />
you’ve ever seen.<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 79
Beth Southern<br />
How a passion for EAL learning led this<br />
skydiver into taking flight as a consultant<br />
What made you<br />
decide to become a<br />
teacher?<br />
My journey in to teaching<br />
was not exactly a direct route.<br />
When I went to university to do<br />
a law degree it was probably the furthest<br />
career from my mind. However, during<br />
my first year I became involved with<br />
the university skydive club, ended up as<br />
club president, and suddenly my weekends<br />
were consumed with skydiving and<br />
training other people.<br />
It was during this time that I found a<br />
real passion for helping people to grow<br />
and develop, and it gave me enough<br />
doubt over my original career plans that<br />
I put them on hold and decided to apply<br />
for school-based jobs. In 20<strong>05</strong>, I became<br />
an assistant boarding school house parent<br />
at an International school in Somerset<br />
and this is where my passion was<br />
truly ignited. Soon after arriving I was<br />
desperate to teach and so completed the<br />
Trinity CertTESOL month-long course<br />
which began my career into teaching.<br />
I taught English to international<br />
students aged from 7 – 18 and I thrived<br />
on watching their English improve<br />
and their confidence grow. Most of the<br />
international students we taught took<br />
their GCSEs in just one year, so their<br />
progress was rapid and very easy to<br />
track.<br />
Is that why you<br />
decided to specialise<br />
in EAL?<br />
By 2007 I was ready to embark<br />
on a PGCE and although my<br />
love of working with EAL<br />
students remained, the option to qualify<br />
as an EAL specialist was not available,<br />
which I thought was strange.<br />
I decided that once qualified I would<br />
do everything possible to specialise<br />
within the area of EAL, doing additional<br />
training as required.<br />
I undertook a school centred primary<br />
PGCE in Cumbria and applied for inner<br />
city teaching jobs in Manchester, where<br />
I knew there would be many opportunities<br />
to work with EAL pupils and<br />
develop my experience.<br />
I secured a position in an academy in<br />
Moss Side and undertook my NQT year<br />
as a PPA cover teacher, which had both<br />
positive and negative attributes.<br />
As soon as it was completed I began<br />
the process of pushing to set up a whole<br />
school EAL department across the 3 –<br />
18 academy.<br />
No stopping you!<br />
How did that work<br />
out?<br />
I was never one to hold back<br />
and before long I had secured<br />
large amounts of funding and<br />
I became Head of EAL in 2009. I set up<br />
the EAL department, recruited staff, implemented<br />
functional skills, undertook<br />
staff training and took the department<br />
through Ofsted successfully. By 2010<br />
the department was fully functional and<br />
running well in conjunction with the<br />
English department.<br />
In 2011 I was offered a funded MA by<br />
Manchester Met University and jumped<br />
at the chance to do a PgDip in Teaching<br />
Bilingual Learners and an MA in Language<br />
Education. I was amazed by many<br />
of the discussions from other students<br />
on my course, such as how little CPD<br />
there was within the area of EAL.<br />
So many teachers said they were<br />
teaching EAL learners but that teacher<br />
training barely touches on it and many<br />
felt ill prepared to know what to do, day<br />
to day, in the classroom. It was then I<br />
decided I wanted to move in to consultancy<br />
and training at some point.<br />
“I thrived on<br />
watching their<br />
English improve<br />
and their<br />
confidence grow”<br />
Tell <strong>HWRK</strong> about<br />
the summer school<br />
you used to run?<br />
In 2007, my husband and I<br />
set up, marketed and ran an<br />
international summer school<br />
for children from around the world to<br />
come to the UK during the summer to<br />
learn English. It was the hardest thing<br />
I had done in my career to that point,<br />
such a tough market to break in to and<br />
to become established in.<br />
However, we did become established<br />
and we ran in the end for five years on<br />
two sites (Bristol and York) with a massive<br />
team of staff and 100s of students.<br />
80 // <strong>HWRK</strong> MAGAZINE // <strong>Autumn</strong> <strong>2018</strong><br />
@hwrk_magazine
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Why did you<br />
discontinue that?<br />
In the end, it really took over<br />
family life. We still needed<br />
to be at one of the sites most<br />
of the summer; we were expecting our<br />
third child (we had three aged 3 and below<br />
at one point!) and so we decided to<br />
pass it on at a time when it was thriving<br />
and we walked away with a huge sense<br />
of achievement and a wealth of experience<br />
in so many different areas.<br />
If you’d<br />
like to<br />
know more<br />
about EAL<br />
teaching visit:<br />
ealhub.co.uk<br />
Is that when you<br />
finally moved over to<br />
consultancy?<br />
I set up consultancy and training<br />
privately and also worked<br />
for a local council as a Lead<br />
Teacher of EAL. I visited lots of schools<br />
and saw loads of interesting teaching<br />
but my overriding sense was that there<br />
was still a real lack of training and<br />
understanding of how best to support<br />
students, particularly new arrivals.<br />
Many teachers asked me to recommend<br />
EAL teaching resources or<br />
websites that they could visit for teaching<br />
support and ideas and I was often<br />
unable to offer very much.<br />
I decided at the start of this year I<br />
would take the leap of faith and move<br />
full-time in to setting up EAL HUB. I<br />
just had a huge desire to better support<br />
teachers globally and also to give EAL<br />
pupils the best chance to remain in<br />
lessons as much as possible and thrive.<br />
What are the<br />
short-term goals for<br />
EAL HUB?<br />
To build the resources as<br />
much as possible whilst<br />
keeping them at a high standard.<br />
We are still developing new ideas<br />
and concepts, but the PIVOT Packs<br />
and Reading Hero Packs are proving<br />
really popular with teachers and pupils<br />
nationwide. We are also getting regular<br />
book requests, as well as daily downloads<br />
of the standalone resource sheets,<br />
videos and activities.<br />
The free resources are doing so well,<br />
to date we have had around 13,000<br />
downloads in under six months, so<br />
there is clearly a real need for the extra<br />
resources!<br />
We have also found that lots of<br />
schools are also using many of the resources<br />
for children that aren’t EAL but<br />
that have specific literacy needs, so we<br />
are looking at this side of things too, to<br />
ensure we are meeting that need.<br />
I am currently working on pushing<br />
my CPD and training. I am keen to get<br />
out in to schools to offer training within<br />
areas such as: welcoming and providing<br />
for new arrivals; how to boost reading<br />
and writing in Advanced Bilinguals;<br />
EAL Coordinator training and TA training<br />
and Assessment.<br />
I am also excited to visit some international<br />
school overseas in 2019.<br />
And what are the<br />
long-term goals?<br />
The long-term goal is simple –<br />
to offer an amazingly versatile<br />
and holistic EAL support hub<br />
that is the go-to place for teachers in<br />
need of support, resources and training<br />
for students learning English.<br />
We are also marketing across the<br />
globe at the minute, with some exciting<br />
collaborations in the pipeline, so our<br />
long-term goal is to get EAL HUB in to<br />
as many schools as possible!<br />
“I just had a huge desire to better support<br />
teachers globally and also give EAL pupils<br />
the best chance to remain in lessons”<br />
<strong>HWRK</strong>MAGAZINE.CO.UK <strong>Autumn</strong> <strong>2018</strong> // <strong>HWRK</strong> MAGAZINE // 81
AFTER FOUR DECADES IN EDUCATION, WE’VE UNLEASHED<br />
THE BEAST TO SHARE SOME OF ITS FUNNIEST TRUE TALES<br />
The incriminating<br />
telephone bill<br />
P<br />
hil was the deputy head in the main<br />
building. It was his job to do the ‘sub’ list<br />
first thing in the morning to ensure all<br />
absences were covered. Interruptions<br />
were not encouraged before it was<br />
complete.<br />
The only exception to this was his<br />
boss, Joan Pendleton, who was a feisty,<br />
pugnacious lady whose leadership style<br />
could kindly be described as dictatorial.<br />
On one particularly sunny summer<br />
morning Phil was driving towards school.<br />
He could see that the boss was in early<br />
and was leaving the car park. She stopped<br />
suddenly, causing a bus to swerve around<br />
her at the last moment. Oblivious to<br />
the carnage she’d almost caused she<br />
approached a member of staff and waved a<br />
piece of paper at him.<br />
“Oh no!” thought Phil. As she saw him<br />
approach she reversed her car back into<br />
the car park. Phil parked up and got out<br />
of his car, shooting a cheery and hopeful<br />
“Good morning Joan!” in the head’s<br />
direction.<br />
“Don’t you ‘good morning’ me!” she<br />
shot back.<br />
“Have you seen this?” she waved the<br />
aforementioned piece of paper in<br />
Phil’s face.<br />
“Er, No Joan”<br />
“Well it’s the phone<br />
bill and someone’s going<br />
to pay!”<br />
“We do normally,<br />
don’t we Joan?”<br />
“Don’t be facetious,”<br />
she responded sternly.<br />
“Someone is taking<br />
the mickey and making<br />
international calls from<br />
the school! It’s your fault,<br />
you’re too soft with them.<br />
You and Michael (the deputy<br />
in lower school) are going to<br />
find out who’s making these calls and<br />
you’re going to do it today!” She stormed<br />
off, got into her car and headed to lower<br />
school.Phil rushed into the building<br />
and called Michael to warn him of the<br />
impending storm.<br />
“ DON’T GO<br />
HOME UNTIL<br />
YOU’VE<br />
FOUND THE<br />
CULPRIT ”<br />
After assembly they got their heads<br />
together and divided the staff up<br />
between them to interview.<br />
The process was conducted like<br />
a police operation. Only the tape<br />
recorder and spotlight were missing.<br />
By 10am everyone knew the boss was<br />
on the warpath and by the end of the<br />
day Phil and Michael had interviewed<br />
all of the staff. The boss had chipped in<br />
by asking everyone she met whether<br />
they had relatives in Australia or<br />
not. The school was reeling from the<br />
consequences of the phone bill.<br />
As she was leaving school, Joan put her<br />
head in Phil’s office.<br />
“I’ve got to go now. Any joy?”<br />
“No Joan. Not yet.”<br />
“Well don’t go home until you’ve found<br />
the culprit. Stay and interview everyone<br />
at night school.”<br />
She closed the door before Phil could<br />
protest. Phil and Richard both stayed<br />
and interviewed the night school staff.<br />
Nothing.<br />
The next morning Phil was at his<br />
desk completing the ‘sub list’ as usual<br />
when Joan put her head around his door.<br />
“Morning,” she said, smiling at Phil who<br />
was about to admit her two deputies’<br />
failure to identify the culprit.<br />
“You know that phone bill?” she asked<br />
quietly.<br />
“Yes.” said Phil warily.<br />
“Don’t tell anyone, but it was the gas<br />
bill,” she smiled again and closed the<br />
door. That was Joan.<br />
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