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FOOD 4 THOUGHT The ideal lunchbox foods to inspire you creatively in time for your next class
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Helping you to take care of your future
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Trusted client focused solicitors
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Stress busting
HWRK are delighted to have secured the sponsorship of Liverpool-based firm, Harvey Howell Solicitors. The firm is already very well established with all the police federations in the north-west of England and have now widened their focus towards the teaching profession. The firm itself has a culture of education, with two directors supervising a team of lawyers and support staff. Amongst other roles, Dr Tony Harvey is a senior UK university academic and lectures both in the UK and internationally. Whilst John Howell, who was a law student of Dr Harvey’s going back 20 years, is a trusted advisor to several major educational organisations. Howell, who will lead the firm into the teaching profession, is the son of two retired assistant head teachers. He believes he can speak the right language when it comes to putting education affairs in order with a focus upon wills, powers of attorney, trusts, care home funding and probate.
Let us take care of your future Telephone: 0151 928 8597 Email: reception@harveyhowell.co.uk Harvey Howell Solicitors 1 Mount Pleasant Waterloo Liverpool L22 5PL
CONTENTS CURRICULUM
ARTS
HEALTH
CAPITAL
EXPERIENCE
11 English literature
40 the gallery
48 breakfast 2 go-go
58 spending
66 teaching in DUBAI
To be, or not to be... GCSE’s giving Wales a headache!
A glimpse at the works of the UK’s own Mini Monet.
Breakfast for the week in one easy, delicious recipe.
Tips on how to save money on car insurance renewal.
From the UK to the UAE, and never looking back.
12 DOUBLE science
42 the stage door
50 lunch time drills
59 PURCHASING
68 DofE awards
How genetics holds the key to teaching about evolution.
The musical about school cuts that’s rocking London.
Get fit and inspired during your next lunch break.
How DOE procurement agreements can help you.
Still changing lives daily, after all these years.
14 mathematics
43 ACTOR Q&A
52 disabled boxing
61 saving
70 STAR trekking
Three of the best modern day mathematicians.
Teacher, comedian and playwright Lindzi Germain.
How a former champion found his forte teaching.
Seven easy ways to save money on the high street.
The Dartmoor ponies at the heart of the community.
18 guest column
44 music scene
54 fittest faculty
62 investing
71 Hit the slopes
The trials and tribulations of becoming a governor.
Ed Sheeran and Adele are both going back to school.
The search is on for Britain’s fittest teacher.
The importance of not gambling on your future.
From a council estate to the Alps, Snow Camp in action.
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Principal at Oasis Academy Isle of Sheppey since 2016, his guidance has resulted in an upturn in fortunes for the dual-site school.
A headteacher for 17 years, Alan is now a master coach and certified clarity coach. He’s now a director at Working with Wisdom UK.
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T H I S I S S U E ’ S I N V I T E D E X P E R T S F O R E D U C AT I O N
At last, after months of designing and evolving, the first ever issue of HWRK Magazine has arrived. We aim to be a voice for every teacher in England and Wales, a soundboard to celebrate and debate the very best of today’s education industry, and hopefully have a few laughs along the way. Whilst constructing this magazine I personally went out and spoke to teachers up and down the UK to find out what you all would want most from a publication written predominantly by teachers for teachers. Not surprisingly, budget cuts and staff shortages were the last thing today’s faculty want to read more about. Instead you asked for a consumer-style magazine that serviced and entertained you with hints and tips for use both inside and outside the classroom. HWRK has been tailored to be beneficial to teachers at primary, secondary and special school level, and we plan on producing a magazine each term, starting with this issue for Autumn 2017. Practical classroom tips, entertaining reads and features, the best of the UK schools arts scene, fitness workouts and healthy recipes, along with sound financial advice and exciting out of the classroom teaching opportunities will make up every issue of HWRK. But, that’s enough from me. Enjoy the first issue, and please let us know your thoughts via social media. And if you have a story you’d like to share with the rest of the country, then please fire me an email.
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Lindzi Germain
Ged O’Neil Bell
International fitness coach, nutritional advisor and author of Always Picked Last, the school-touring antibullying memoir.
Actress, comedian and playwright, Lindzi also teaches regularly at junior, senior and special needs schools across the North West.
An independent financial adviser and director at Teachers Financial Planning, he specialises in retirement planning for teachers.
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Phantom Head
Working for an agency within the Cabinet, she aids the Department for Education and associations to help schools in saving money.
After growing tired of all the staff cuts in the UK, he moved to Dubai in 2015 and debunks a few myths about working in the UAE.
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Our resident columnist has over 40 years experience in education, and the stories to go with it! Often outlandish yet always 100% true.
MANAGING G Gumbhir DIRECTOR Legal Disclaimer: While precautions have been made to ensure the accuracy of contents in this publication and digital brands neither the editors, publishers not its agents can accept responsibility for damages or injury which may arise therefrom. No part of any of the publication whether in print or digital may be reproduced, stored in a retreival system or transmitted in any form or by any means without prior permission of the copyright owner.
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SURF’S UP, CLASS!
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Groups of young people being trained in how to surf safely off the English coastline this summer.
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Surfing is a great sport to build cardio fitness, balance and coordination and is very popular along the south coast of the UK.
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Westward Ho! Beach, North Devon, England, UK.
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July 2017.
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Despite the assault on abbreviation, texting is in fact believed to enhance literacy levels, helping students to write more quickly and fluently. A Stanford University study found today’s mobile phone texting teen is actually writing more across texting, blogging and social media updates than previous generations. And it’s believed quantity will manifest itself into quality when it matters most.
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A handful of private schools in Wales opted for England’s new number-graded GCSEs, particularly in core subjects, due to the demands of universities pushing for the new numerical grading system. One headmaster said that private schools were not protesting against Wales’ GCSE reforms but were
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responding to a lack of confidence among parents. Simon Antwis, head teacher at St Clare’s School in Porthcawl, said pupils took England’s new English literature, English language and maths GCSE, because “it was very clear that the groundswell of opinion was for England’s GCSEs”.
Welsh kids ‘missing out’ Hollywood actor Rhys Ifans and poet, author and playwright Owen Sheers are campaigning to get GCSE English literature reinstated as one of the core subjects in schools in Wales after the number of pupils taking the exam halved in the last 12 months! Schools in Wales must teach English language and English literature, but teachers decide whether pupils take the latter at GCSE. Some teachers and parents have also claimed it’s not being taught properly in some areas because it is not a core subject. “It’s very, very worrying that English literature isn’t a core measure and what does that say about how we value literature?” Sheers said. “What is education? It’s not just to prepare children for the world of work, it’s about developing rounded citizens.”
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Renaissance study of young people’s reading habits (2016)
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The Renaissance study also discovered that, while primary school pupils across the UK tend to push themselves to read suitably difficult books, secondary school pupils often do not read books sufficiently challenging enough to develop their reading skills.
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Grading pupils on the strength of their English literature GCSE results rather than English language could cost them university places, warns the association of modern universities, MillionPlus. A minimum of a C/4 grade in language is still an entry requirement at a number of universities across the UK. Following
reforms last year, pupils achieving that grade in literature can now be pushed through the system without having to resit their language exam, “It depends on the course, but there’s no doubt about it that universities do use English language as a kind of filter,” Pam Tatlow, CEO of MillionPus, told Schools Week.
Evolutionary biologist and celebrated atheist Richard Dawkins believes religious education should remain on the school curriculum, as it would be virtually impossible to study English literature without knowing the background of Christianity. “It is an important part of our culture to know about the Bible after all so much of English literature has allusions to the Bible,” he says. “If you look up the Oxford English Dictionary you find something like the same number of quotations from the Bible as from Shakespeare.”
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DOUBLE AWARD SCIENCE
So, the egg does come first
endan g ered species
Science teacher mass migration
Tackling genetics before moving onto evolution could be a simple way to unlock the potential in your classroom, according to a study published in the journal PLOS Biology. Priming students with genetics first has been proven to significantly improve understanding of evolution. Over 2,000 students aged 14-16 in the South
Teachers of sciences are an endangered species, according to two fields of research published this summer. According to official data analysed by the National Foundation of Educational Research (NFER), from 2010 to 2015 science teachers topped the list of those quitting the classroom, with 10.4% heading for the exit each year. A second study, commissioned by Wellcome, found the odds of science teachers leaving the profession in the first five years was 26% higher than similar teachers of other subjects. The latter research also found that the chances of a newly qualified teacher with a physics or engineering degree leaving are an incredible 87% higher than NQT’s teaching other subjects.
of England took part, and co-author Dr Rebecca Mead said: “It’s remarkable that such a simple and cost-free intervention makes such a big difference.” So, finally we have an answer to the age-old causality conundrum: which came first the chicken or the egg? By understanding the genetics of the egg, we can comprehend the evolution of the chicken.
52
Intelligence has a much stronger relationship with nature than what was previously believed, according to a Nature Genetics journal study which uncovered 52 genes for intelligence, of which 40 were completely new discoveries.
opportunity k noc k s
Time for a trip? Schools are failing to offer sufficient opportunities for students from diverse backgrounds to engage in science-based learning outside of the classroom, according to new research published in the International Journal of Science Education. Almost 6,000 secondary pupils (aged 11-16) from communities with traditionally low science engagement took part in the study, which investigated who participates in science outside of the classroom. The data found students from less privileged backgrounds remain far less likely to participate in science learning experiences, such as school trips and museum visits. Over half of the surveyed students had never been on a science-related school trip, while nearly 70% had never had a visitor talk on science. 1 2 // H W R K M AG A Z I N E // A u t u m n 2 0 1 7
Award winning Kendrick School student Sreenithi Bhuvaneshwaran received her AWE Young Scientist of the Year trophy from an AWE team during a special assembly. The 2016 AWE Young Scientist of the Year competition invited science teachers across North Hampshire and West Berkshire to nominate one exceptional Year 9 student. Physics teacher Eileen Sheppard said: “As a future scientist, Sreenithi will make a difference in her field through her diligent committed approach and her enquiring, challenging thinking.”
CURRICULUM-LINKED
Nap key to A* grades
Science Explorers blasts into action BP is boosting support for science teaching in primary schools with the launch of Science Explorers, a new collection of free, curriculum-linked science learning materials, including an app for primary school pupils aged 5 to 11. Science Explorers is specially designed for use by teachers who are not science specialists and takes a fun, interactive hwrkmagazine
We all know how a sleepless night can impact on performance the next day. But for the first time researchers from Zurich have demonstrated the causal context of why deep sleep is important to the learning efficiency of the human brain. Using a new non-invasive method for modulating deep sleep in humans in a targeted region of the brain. When awake, we constantly receive impressions from our environment, whereby numerous connections between the nerve cells – so-called synapses – are excited and intensified at times. The excitation of the synapses does not normalize again until we fall asleep.
and whole-school approach. Available to all UK teachers, Science Explorers will help teachers to run a science day or week for their class or the whole school – whether teachers have a science background or not. Pupils will work together and explore their surroundings to answer the big question, “Why are living things the way they are?” @hwrk_magazine
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It seems English teachers should thank their Mathematical colleagues for the brightest students in their class, as a growing body of evidence confirms it; learning comprehension of basic mathematics is the key to developing strong literacy skills. In the US, 125 pre-school children, aged 3–5 years old, were assessed on maths, literacy, and cognitive measures in both the autumn and spring of their pre-school year. And analysis indicated the relation between early mathematics and literacy ability is mediated by children’s mathematical language skills. According to the study, published in the Developmental Psychology journal, mathematical performance may have acted only as a proxy measure for more complex language skills, such as those assessed on a mathematical language measure.
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Oops! The number of schools that “doubleentered” their pupils for maths GCSE in England last year, meaning hundreds of students entered an exam with more than one board. According to DfE figures, one school double-dipped 69 pupils!
Pupils’ self-concepts of their own ability in mathematics plays a significant role in their long-term attainment, found a longitudinal study conducted across the UK and US. Published in the journal Chid Development, researchers from the University of Michigan crunched data on self-concept and both early and later academic achievement from over 13,000 British children and 1,600 Americans. The study discovered how confidence in the subject from the outset played a vital role in motivating their achievements over time.
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M O D E R N D A Y mathematicians
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The greatest minds today The modern day mathematics curriculum is so frequently tied to names like Pythagoras, Hypatia, Newton, Gauss, Cantor and Einstein, yet it would perhaps be refreshing for students to hear the names of this generations leading mathematicians. Today’s most astounding minds in maths are usually found jousting for The Fields Medal and the Able Prize. Here’s four worth talking about today:
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JOHN H CONWAY Best known for his analyses of games and puzzles, the Liverpudlian, currently Prof Emeritus at Princeton, also came up with the rules for Game of Life.
GRIGORI PERELMAN The Russian recluse once turned down $1m cash for proving one of the most famous open questions in maths, the Poincaré Conjecture.
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MARYAM MIRZAKHANI The first woman and Iranian to be honoured with the Fields Medal in 2014, she tragically passed away from cancer aged just 40 during the summer.
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PHYSICAL EDUCATION
DESK JOBS
Stand and deliver Pupils at Kewstoke Primary near Weston-super-Mare are benefitting from the introduction of standing desks. Headteacher Sarah Harding says: “We have children in school who learn better and have improved concentration levels when they’re active. The desks are about allowing the children the flexibility to learn how they want to, while also promoting a healthier lifestyle.” Research suggests working at a standing desk for just three hours per day, five days per week over 12 months, burns an additional 30,000 calories – like running 10 marathons.
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Age impacts on child fitness There is an age-related decline in children’s physical activity levels as they progress through primary school, according to a British Heart Foundation-funded study. Researchers at the University of Bristol discovered children spent less time doing physical activity and
spent more time sedentary from Year 1 (aged 5-6) to Year 4 (8-9). Additionally, by the time they got to Year 4, around a third of boys and two thirds of girls aged eight to nine years old were failing to meet Chief Medical Officer’s (CMO) recommended physical activity guidelines of an hour of physical activity per day.
A primary school in eastern Finland, who fitted all of its pupils and staff with a pedometer so they can track the number of steps they take, found the average first grader walked 10,000 steps per day. Part of a government Schools of the Move programme, the pedometer’s have led to an increase in activity as both staff and pupils compete to rack up high scores.
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A typical one hour session at an after-school sports club amounts to less than 20 minutes of actual exercise, claims a report out of Kansas State University, USA. Research, published in the Journal of Sports Sciences and Medicine and Science, found that between sitting listening to instructions, standing
in line waiting their turn and other parts of practises, only about 30% of time is actually spent in moderate to vigorous exercise. “It’s still a little bit less activity than people would expect,” said Katie Heinrich, study co-author. Parents are advised to ensure children have at least one hour of active play daily.
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Sport England Study 2016: Under-18s Free time activities* Browsing the internet
25 hours
Phone / texting
17 hours
Watching TV / Films
16 hours
Others
16 hours
Listening to music
15 hours
Hanging with friends
13 hours
StudYing
11 hours
PC GAMING
6 hours
Sports
6 hours
Reading
5 hours
Hobby (other)
5 hours
* Time spent per week on each activity
A religious education teacher at Savio Salesian College in Bootle, Merseyside is nurturing the art of respect, discipline and confidence mixed with exercise and sport, with great success. Mr Bennett, known throughout the college for his dedication to martial arts, especially jiu-jitsu, has created extracurricular midweek classes which have proved very popular with students. He said: “I’ve seen some big changes in students attending the classes. Some were apprehensive at first but once they attended the first session, they were telling their family and friends about it.”
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the g o v ernor Accountant PAT DESMOND has been a school governor for 18 years
My role as a school governor allows me to use my professional skills and workplace experience to perform my duties and carry out my responsibilities. But this is just not one way, I also gain in return a lot of transferable skills that help me with my day job. The motivation in becoming a school governor was in wanting to give something back to the school that had and would have a big impact on my life, both in terms of my own education and that of my two children. At my first meeting, I sat awkwardly looking worriedly at the agenda and supporting papers, experiencing full on the proverb ‘a watched pot never boils’ and how true it Tackling was! The thought of setting the school strategic direction, holding the principal or head teacher to account and head is a big overseeing financial performance part of the job of the school that I had relied on requirement for my own education seemed of a school daunting. governor Eventual realisation was, however, that this was our governing body collective responsibility and I was not on my own. Together with the many ways in my professional my personal aspirations and support infrastructure in place, life, as a parent, and being part of career progression. the skills and experience I have a wider community. While developing new skills developed provided me with the The role provides me with the has been beneficial to me, it’s tools to perform my role more opportunity to practice important not a requirement for a fulfilling confidently and effectively. skills used in my workplace, a governor role. When it comes My fellow governors have such as leadership, strategic to a governor role, being taken on the role for a variety planning, risk management, prejudice-free, having passion of reasons. For some it offers communication, collaboration, and positivity should be the the chance to give something influencing, team working, most valuable and sought after back to the community or make networking, decision making, requirements. a difference to our children’s problem solving and many more. Governing bodies should be future. All of which have impacted on representative of their local For others it provides an opportunity to develop new skills or build on existing experience and knowledge. Regardless of the motivation, what unites us all is that we find it both challenging and rewarding. Having spent over 18 years as – Gordon Hinckley a governor, I have benefited in
“One of the great ironies of life is this: He or she who serves almost always benefits more than he or she who is served”
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Passp rt r e t h g i r b t a future dino is using a v a C n h o J l a How princip fortunes of e th d n u ro a rn three P’s to tu est schools rg la s t’ n e K f o one
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BIG Inteview sailing. He was surprised, at least initially, by a backlash from some parents. He says: “Pupil Passport was met with resistance, but not from teachers. Across the board, they’ve supported the initiative fully. Some parents were upset that the controls over the passport system with strict. “But they’re strict for everybody and now things have settled down I’d like to think the parents are appreciating the fact they can monitor their child’s performance on a daily basis. “I made sure to try to speak to as many parents as possible. I met with every one that requested a meeting with me, and I hope I put their minds at ease. “Yes, it’s taken some time to be fully implemented and be accepted by some. But it’s a process I believe is working, both for teachers and parents and most importantly the pupils themselves.” The initiative has also caught the attention of other 47 Oasis Academy’s across the country. And while Sheppey may be the first, they’re potentially not the last to take up the performance tracking concept. It’s going to take a little more time to gauge it’s long-term success, but the signs are positive. The Oasis Academy group spans many regions of the UK, and features schools at both ends of the OFSTED spectrum. But Cavadino’s passport control scheme keeps all involved informed of individual performance.
hen John Cavadino took over as principal at Oasis Academy on the Isle of Sheppey 18 months ago he was facing a task unlike any other in the UK. Not only did he have to tackle an underperforming secondary school shackled with a hit-and-miss reputation. But as a school split across two campuses it was also as if he had double the workload. Drastic times call for drastic measures, and early in 2017 the new head introduced a Pupil Passport system, based on three P’s: prepared, polite and productive. It was a way teachers, pupils and indeed parents could monitor a child’s daily effort, attitude and work. Naturally, like many new ideals, the passport concept was initially met with concern, yet not so much by faculty, more by parents. An initial backlash made the Kent regional press, with parents complaining of punishments for indiscriminate offenses. Yet now six months on things have settled down and Cavadino believes the new passports are playing a significant role in the school’s future fortunes. He tells HWRK: “I came into the job full of ideas. When I first arrived at the school in 2013 as Deputy Principal I immediately felt like I could do great things with the school and for the community. “That chance to take over the reins arose when the former Principal left last year, I knew the moment he announced his departure that I would be committed to taking over here. Yet with two sites to wrestle with, two miles apart, turning around the academy’s fortunes was never going to be a straight forward task. “The biggest chal-
lenge is taking on not only the running of a huge academy across two campuses, but also serving the community as a whole. I feel a personal commitment to the people on the Isle of Sheppey and a responsibility to provide their children with the very best education possible. “We are not where we want to be yet, but we are moving in the right direction
and I’ve managed to do that through the support of the parents and a dedicated team of staff.” He adds: “A lot of my focus has been on developing relationships and trust with parents, especially with the introduction of new initiatives, like the passport system. “The feedback from staff, students and parents has been mainly very positive, with children saying behaviour is noticeably better, and staff reporting they are able to help children make progress better than before. It’s been pleasing to see so many students so proud of their achievement points.”
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Located over two sites in Minsteron-Sea on the Isle of Sheppey, Kent
PUPIL PASSPORT In a nutshell, the 3 P’s Passport concept may sound like putting an entire school on permanent report. But Cavadino insists it’s also a great tool to ensure pupils are positively rewarded for their efforts on a daily basis. The passport works on a point scoring system, positively and negatively, depending on behaviour and input. The principal explains: “By scoring behavioral points the pupils can score negatives, of course, but they can also achieve positive point scores which is instilling confidence and responsibility across the school.” But he admits it’s hardly been plain
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The school’s passport system has proven to be a real success
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BIG Inteview TWO SCHOOLS As for working across two sites, John has become adept at travelling the twomiles between the two schools over the past 18 months. But is quick to praise the faulty who do the same – and the performances of the department heads who successfully run the rule over two sets of pupils at once. “Despite the challenges involved in running two campuses, a huge amount of effort is made to maintain the sense of our Academy family,” he says, with an assured nod of the head. “Staff operate over the two campuses both of which serve 11-18 year olds. The heads of departments respectively ensure that pupils in both campuses are working at the same pace.” Oasis Academy Isle of Sheppey has struggled to hit its performance standards in recent years, dogged by a souring reputation across the south coast. But Cavadino believes the tide has turned back in his favour, and is confident of greater things to come from the dreaded OFSTED report in the future. “OFSTED is very important, I believe that. It’s important to have a scale that schools can aim to climb,” he says.
“There’s two sets of staff, with only a handful of teachers working out of both facilities”
“We have had our challenges but I believe we’ve turned the corner and we are aiming to achieve a ‘good’ in the future, which would signify that we are doing great work with the pupils at our academy. “It would also be a just reward for the staff, whose work and commitment is matched by my own.” One area in which the school, and indeed John, have already excelled is with their work with Teach First. The academy has become a standout loca-
JOHN CAVADINO’S PRINCIPAL ADVICE Three ideals if you’re new to the headmaster’s chair
tion for the teacher training enterprise and has produced many excellent new members of staff from which the school and pupils are now greatly benefiting from. Cavadino finished: I am very proud of is the work we’ve done in conjunction with the Teach First teacher training programme where we have become a Centre of Excellence. “We’ve taken trainees placed with us and made them an integral part of the school. We have been recognised for growing our own talent and I have been asked by Teach First to speak at their next conference about our high retention rate.” Living proof that hard work, fresh ideas and perseverance will pay off in the end. John Cavadino is doing great things for the Kent community on Sheppey and for that every parent and child should be very grateful.
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LISTEN… to pupils, to teachers and to parents.
STAY RESOLUTE… it can be challenging at times but you have to have confidence in your experience and decisions and see them through. THINK… what is best for the students in every decision you make.
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Pupils at Oasis Academy Isle of Sheppey in their blazers and ties
Both school sites were redeveloped in 2013
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Top 20 s r e h c a e T on Twitter A collection of the coolest, funniest and most influential educators in the UK WORDS: KATE MERCER
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Another author, this time of the acclaimed Lazy Teacher’s Handbook (soon to be updated), Jim was born in Essex, but lives in Bristol. Originally a geography teacher, he’s now a school leader and can be found speaking at conferences up and down the UK – when he’s not posting online, of course. “Catching up with various media reports tonight and @RealGeoffBarton deserves as much credit as the students for absolutely nailing it.”
Hilarious comments coupled with the type of commentary on real education inequalities that only a career in the system can produce, since they became the Ranting Ex-Teacher the posts have come more frequently than ever, and for that we are forever thankful! “This weekend I have been to a festival. I am still in bed recovering with tiredness. It was only a day festival. I think I’m broken.”
“I am still in bed recovering with tiredness. It was only a day festival. I think I’m broken.”
High-heel touting teacher from County Durham with sharp wit, slick memes and occasional trivia. Her ‘high heels and high notes’ blog tracks her favourite footwear, while the sports fanatic also remains a champion for the cause of primary education in the North East.
Bringing a little international flavour to our list is an American author and educator whose progressive classroom ideas are sweeping across the USA. Championed by the New York Times, amongst others, she has great ideas around social media teaching practices.
“Loved singing at @Sage_Gateshead as well as climbing on their roof and abseiling from the Tyne Bridge!”
“Every student should get the opportunity to teach peers and share their knowledge with the world.”
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Author, inventor and primary school motivator with unbridled passion for education. Likes nothing more than to share things that work for him, readily retweets articles and advice from others but more often than not can be trusted to say it like it is. “Latest invention – class job wheel. Names rotate one place each day, every child has a job to do #primaryrocks”
“Just spoke to my son at bedtime. He said ‘really like my teacher. She knows lots of things and helps me learn lots.’ Simple really!”
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The motivational speaker turned YouTube star loves a meme online and can always be trusted to fire you up, whether it’s Monday morning blues or the middle of the Friday afternoon slog. Able to speak to young people at their level, there’s a reason why students across the UK enjoy his seminars. “We have the power to make ourselves #FIXUPFRIDAYS”
Norwich’s very own primary school blogger, his ideas on effective pedagogical approaches to teaching and learning have received a he response and should be the glowing light to the DfE in terms of what great teaching can achieve when give the freedom to teach from the heart. “Primary teachers in England spend 942 hours a year teaching, while secondary teachers spend 817 hours” That’s an extra 3.5 weeks a year!”
Editor of the teacherhead.com website, his articles are thought provoking and come from a wealth of experience. One of the best at taking education back to basics in order to move it forward. His teaching fundamentals series proved incredibly popular. As one of the UK’s most respected English teachers, Alex travels the UK holding courses to help faculty teaching English language and literature for GCSE level. A study junkie, he approaches teaching scientifically. His ‘The Confident Teacher’ blog is a place one can truly get lost in.
“Lots of great things about FE. One is being issued with steel toe-cap boots for learning walks.”
“Just spoke to my son at bedtime. He said “‘ really like my teacher. She knows lots of things and helps me learn lots.’ Simple really!”
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There’s probably no prouder teacher on social media than the Historychappy, who regularly floods his timeline with great pieces of work from his students. A self-confessed bow tie aficionado, Mr O-Shaughnessy loves history as fervently as most people love apple pie! “Bow Tie of the Day. #historyteacher”
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Year 6 teacher and art geek, Miss Merrell can always be relied upon to post thought provoking and beautiful artwork to lift even the most dreary, wet Monday morning. Her blog is more of the same, but also keep an eye out for engaging quotes everyone can take into the class room. “If children can’t say it, they can’t read and understand it or write it. Oracy needs to underpin the curriculum #primaryrocks”
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“Best Y7 joke today whilst discussing Viking raids in Northumbria: Pupil: ‘So the venerable Bede became the vulnerable Bede’ I loved it”
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Another history teacher – who knew they were also so entertaining? This one’s a textbook author too! Based out of London, Robert regularly posts about his trips out and comedy feedback from pupils. “Best Y7 joke today whilst discussing Viking raids in Northumbria: Pupil: ‘So the venerable Bede became the vulnerable Bede’ I loved it”
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Literacy nut-job, accomplished blogger, TES contributor and mummy, it’s a wonder Rebecca ever finds the time to post on social with all the commitments in her life. But she does and you should thank her for it as she is thoughtful, entertaining and opinionated. “Cathedral views must mean the home stretch of the @stedmundswilts sponsored walk 2017”
Why have one Twitter account when you can manage three? Only Anne Williams knows the answer, but her Eng Chat portal is a great location to get lost in chatter every Monday from 8pm. Yes, that’s right, one evening a week she goes live and its thoroughly engaging. “I enjoy it when the students have a perceptive idea that I haven’t considered. Love to have my ideas and thinking challenged #Engchatuk”
Funny, sweet and totally on point, Becky’s Twitter account is a pot-shot version of her unmissable blog account: ‘just a teacher standing in front of a class’. Whether it’s praising her pupils, celebrating her daughter’s texts, or simply lamenting a bout of flu, she’s unmissable. “Today I made one of last year’s yr 11 cry on the phone; I told him his grade had gone up. No one ever deserved that grade more than him.”
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The most famous name on our list and, admittedly, he’s hardly in the classroom dealing with a rowdy Year 6 detention class, but Professor Cox is certainly an educator – and a fine one to boot. His cosmic posts are inspirational while his intergalactic lectures are out of this world. Sorry! “Just tried tweeting in Latin – nightmare with spellchecker. I wonder how Jacob Rees Mogg gets on? Can you set your iPhone to ‘Classics’?”
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Another social media butterfly with more than one account, Kate loves to share her daily classroom success stories, while also posting about the challenges being a head of faculty in a difficult educational climate. A mentor, mum and mountain biker to boot! “Fassbender reciting Ozymandias in Alien: Covenant. Could this man do any more for English Literature?”
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OK, so we are cheating a little here as this is more of a noticeboard for teachers rather than one individual posts, but PE Geeks couldn’t be left off this list. A onestop shop for tips and ideas for sports related learning, it reposts ideas quicker than Mo Farah eats through kms or quorn! “[retweet] @GEvansNine: GCSE students making pasta skeletons and labelling the main bones. I’m keeping my phalanges crossed they remember them...@ PEgeeks”
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Host of the popular ‘that boy can teach’ blogspot, this maths teacher come vice principal turned grammar geek has his finger on the pulse of primary education. Always opinionated, he’s brimming with ideas and expect those followers to blow up soon. “I’m coming clean. I’m not actually a boy. I’m 33 years old and I have a name and a face.”
“Today I made one of last year’s yr 11 cry on the phone; I told him his grade had gone up. No one ever deserved that grade more than him”
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oday’s teachers face more change than any of their predecessors. The emphasis on exam results provides more pressure than ever, while teachers are expected to work longer hours with less resources with increasing uncertainty. It can be easy for us to allow this ever-changing canvas to affect our well-being.
What is our well-being?
Is it our physical health, our psychological health, both or neither? Why are some people affected by situations in work, or outside, when others appear to sail serenely through? Is it genetic? Something we all can develop? Or simply down to chance and circumstance?
behaved, how polite we were and how we performed within any number of other parameters that were laid down. Honestly‌ a teddy bear! As we grew we were introduced to bigger goals that would provide our success, happiness and contentment. Successfully passing exams, having good friends, going to university, college, getting an apprenticeship. This became getting a good job, having a car, a house, money in the bank and so on. Bigger and bigger teddy bears. If these external objects and situations could guarantee happiness, then everybody who attained or achieved them would be happy. Patently they are not. Indeed, there is evidence that individuals who achieve these goals end up feeling frustrated, empty and with a realisation that their true happiness resides somewhere else. So, can we agree that our feelings are not derived from anything outside us? By a process of elimination then, they must come from inside us. Our feelings come from thoughts. If we feel happy we are having happy thoughts. If we feel insecure we are only thinking we are. If we are angry we are having angry thoughts. If we feel stressed then we are having stressful thoughts. And so on.
The human condition
When we were very young we all had an innate ability to auto correct. Our moods changed, but soon passed, and we had a sense that we were OK. Slowly we were introduced to the idea that happiness came from things outside us. Our security came from a teddy bear, a blanket or some other object. Our peacefulness and connection with others was determined by how well we
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Moods & states of mind
If you’re in a bad mood or suffering from a low state of mind it will impair your performance in the classroom. Moods are a reflection of our inside world. Bad moods lead to poor communication and conflict and start a spiral of negative feedback that deepens our mood. Good moods, or high states of mind, are the basis of high productivity, motivation, creativity, success, humour and all the other characteristics we want. When our mood changes everything changes. Remember, negative moods pass and when they do we feel better.
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Guess why? The most important factor is to realise that it’s an inside job and that we are responsible. Not our partner, or colleague, or the last class we taught. Stop and accept that you’re in a bad mood. Don’t take the mood seriously, recognise the role your thinking is playing in the drama and then, if required, divert your attention to something mundane and light. Don’t look for sympathy to feed your mood and don’t feed it yourself by thinking about fixing it. Remember, you’re watching rain clouds concealing the sun. The mood will pass, just let it roll on by.
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Life’s a contact sport
We all get caught up in the hurly burly of life’s dramas. We will get frazzled with our classes from time to time and forget about the inside-out nature of life. It’s like getting totally absorbed in a film before realising that the sticky feeling is ice cream running down your hand and you are sat in the stalls. When we realise we are creating our own perceptual reality, we have the ability to design what we want. Everybody else – including our colleagues – is also creating their own realities, but may not be aware that they are. They are doing their best with the thinking they are experiencing. But, when you are living, working, playing from this place of understanding you’ll find your creativity, wisdom, clarity, relationships and well-being will increase exponentially.
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have not been produced as a response to any external event. They are freshly manifest from the formless energy we are all connected to. You will know the difference. Remember when you had an idea or an answer to a problem that seemed so clear, right and obvious? That was your wisdom. That’s there all the time. There are no ‘Top 10 Tips’ for having an insight that gives you access to this place. That would be like giving you tips on growing your hair or healing a cut. This is a natural and automatic process. You do nothing.
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So, if our feelings go up and down with our thoughts, it’s okay. But we are not our thoughts. You’re that powerful energy called consciousness that is behind all your thoughts. In any particular moment, we are witnessing our thoughts. That is all we ever do. We experience thought in the moment. That thought can be an actual imagining or an awareness of the energy from which thought is manifested. When we are present in this place we experience a sense of peace, contentment and clarity. This is the place where we have always been and always will be. Thoughts will come and thoughts will go. That’s what they do. They are like clouds floating in front of the sun; they will always pass. On occasion, we all get caught up with a particular thought, and that’s like focussing on an individual cloud that’s obscuring the sun. When this occurs, the key is to do nothing; not a thing. Don’t panic and don’t try to forget the thought. Instead, just let it pass – like we did when we were children. Carry on with our daily stuff, quietly aware that we possess this innate well-being, clarity and wisdom. Thoughts that flow from this place are uncontaminated. That means they
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Dance your way to a healthy life hen it comes to burning calories, frying fat, releasing endorphins, busting the blues and even staving off dementia, there really is no better physical activity than a good old boogie. A good session not he dance floor can expand more than 300 calories, according the a report from the University of Brighton. While a 2007 study found that dancing to hip-hop improved energy, lifted mood and lowered stress. And a more recent study published in Frontiers in Aging Neuroscience earlier this year found regular dancing actually saw an increase in ‘white matter’ in the brain, which is directly linked to processing speed and memory. Throw in the social and bonding aspect and we could all do with a little more samba or salsa in our day.
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‘mini monet’ worth over £2 million! The teenager who’s gone way beyond GCSE art In many ways, teenager Kieron Williamson is like most British 14 year old boys. He loves being outdoors, doesn’t get hung up on life and dreams of one day playing professionally in the Premier League. Yet instead of comparisons with Brazilian superstar Lionel Messi, he’s more regularly compared to Monet as one of the most exciting prodigies in art this century. Dubbed ‘Mini Monet’, the Norfolk
teen regularly sells his paintings for over £50,000 and is estimated to be worth a cool £2 million already. The teenager who sold his first painting at the age of six for £14,000, has the support of his dedicated parents Michelle and Keith – who he lives with in the home he bought – along with his younger sister Billie-Jo, 12, in Ludham, Norfolk. Still a couple of years off his GCSEs, we’d bet his school art teacher is positively glowing!
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DRAMA CLUB Actors fight for funding British actors are currently the toast of Hollywood with stars like Tom Hardy, Eddie Redmayne and Christian Bale snagging huge blockbuster roles, yet one young Thespian who’s on his own path to follow similar footsteps believes the cuts to arts funding is threatening to decapitate the industry. Actor Ben Lloyd-Hughes, currently featuring in Kiss Me on the West End but most famous for his roles in the Channel 4 series Skins and in the movie Divergent, says: “The arts cuts in schools are terrible. To devalue the arts, to suggest they are a pastime and an extracurricular hobby, is so arrogant. How is anyone expected to expand their mind?”
According to government figures, GCSE entries for Arts subjects fell by 46,000 in the last year, that’s a 9% drop year on year.
STAGE REVIEW
A rock musical fighting back against school arts cuts A musical set against the backdrop of austerity Britain may not sound like a great night out, but this hilarious, feisty and heartbreaking new musical follows six unlikely school friends as they rebel in The State of Things. In the run up to their GCSE show, six Year 11 pupils discover the school’s music course is being cut, and their hopes of future studies are crumbling. Like a British School of Rock, the stage is packed with instruments which sets the platform for a series of original scores. Yet unlike it’s American musical muse, The State of Things is not set in a private school but an Academy reeling from the cuts of the current government. “It’s a story of rebellion against authority, the awkwardness of being teenagers and the struggles that young people and their families face when the welfare state is no longer there to support them,” says Elliot Clay, who wrote the rock musical with best friend Thomas Attwood.
LINDZI GERMAIN The jobbing actress, comedian and playwright reveals a passion for teaching
“During my time at school I saw first-hand how these cutbacks hit our music and drama departments the hardest. Redundancies were commonplace, our two extracurricular orchestras were disbanded, student numbers opting to take music at GCSE and
“It’s a story of rebellion against authority, the awkwardness of being teenagers”
A-Level plummeted and, eventually, some creative courses weren’t offered to Sixth Form students at all.” After sweeping five star reviews across an array of London’s most credible critics, it’s hoped The State of Things may tour around the UK later this year or early in 2018, following its successful August-September stint at the Brockley Jack Studio Theatre in Lewisham.
UK drama’s big six claim gold Six of the UK’s leading drama schools have been awarded gold status under the government’s new Teaching Excellence Framework. Rose Bruford College of Theatre and Performance, Royal Central School of Speech and Drama, Liverpool Institute for Performing Arts and the Conservatoire for Dance and Drama – which encompasses Bristol Old Vic Theatre School, LAMDA and RADA – all received the rating. Guildhall School of Music and Drama and Chicken Shed Theatre Trust were both given a silver ranking.
The cast of The State of Things in full song at the Brockley
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Q. When did you first realise you wanted to make a career on the stage? A. While I was at secondary school we had a supply teacher come in, called Mr Harvey, I’ll never forget him. He filled in for our English teacher for a few months and loved drama. Then at parents evening he told my parents that I had a flare for making people laugh and that I could consider a career on stage. That really resonated with me. He urged me to go to drama college. I’d love to meet him again now, and explain the role he played in my career. He had a great head of hair, but was only a supply teacher so we naturally lost contact. Q. How did you find drama school? A. I loved it, naturally. It was basically like the ‘80s movie Fame – although set in my home town of Liverpool rather than New York! I could have gone to London or whatever to study, but staying close to home suited me and I don’t feel like I missed out on anything. There are plenty of amazing drama schools regionally out there today, offering courses for Sixth Form and degree level students. The level of drama teaching nationwide has gone through the roof. But you have to go and train and learn the basics to make a career on the stage. Q. How often do you teach and do you enjoy it? A. I absolutely love teaching and I do it as much as I possibly can. It’s hard to commit to full terms and whatnot, because I am working so much. But I’m very lucky in that regards as I can drop in and out of the classroom. And I believe it helps that the kids and young adults I teach can buy a ticket and see me on stage, working at the theatre, writing and being interviewed in the press. That’s something most full-time drama teachers suffer from and I believe it really helps when I take a class as the students know and
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Lindzi Germain (left) on stage during The Royal with Angela Simms and Lynn Francis
understand I’m speaking to them directly from the stage door.
Q. How does teaching special
needs differ from regular classes? A. Just thinking about my special classes makes me smile. I’ve taught at Bridge Chapel for seven years and it’s the most fulfilling job I’ve had. It’s completely different and so satisfying. They are so appreciative. Give them one line in a show, and you’ve given them the world. I encourage everyone I teach and work with to come and see them. Then I tell them, “people are paying to see you act, so you are professionals now.” And they love that, and really respond to it with the most committed performances you can imagine. They are unique and so passionate. They love it. I’ll keep teaching those classes for as long as they’ll have me!
Q. What’s the best piece of advice you have for teaching drama? A. I treat everybody in the class like they’re my own kids. I’ve always don’t that. I listen to them more than most teachers and nothing is off limits. I let them express themselves as they want too. For example, curse language may come out of kids mouths in the moment, especially teenagers, but I don’t react to that. I explain a different type of language they could have used but I wouldn’t chase a child out of the room for expressing themselves. I think drama teachers can get away with that. I find kids open up to me much more than they probably would with another teacher. Maybe they’re upset at a maths teacher or English teacher and as a third party I like to be a confidant. I want the class to be like a home from home; totally relaxed and at ease, they’re fully engaged.
Q. Which scripts are most fun? A. Even now, comedies are my forte. The Royal is the best. I wrote it. It is my baby. I created her. It’s had two runs back-to-back. I was fortunate to have Cal McCrystal come up from London to director, and that was a huge coup. I’ve done everything, of course. My first play was King Lear and at the time, I hated Shakespeare. I say that to kids all the time, ‘It’s OK to not like Shakespeare right now, one day you’ll come to really enjoy it.’
“I say to kids all the time,‘It’s OK to not like Shakespeare right now, one day you’ll come to really enjoy it’” Q. How important is it for kids to visit the theatre? A. I went to the Everyman Theatre with school, once I had it in my head to be an actor, and I went to see a play called No Holds Barred about two dockers doing Shakespeare. It was hilarious and that’s the moment I knew the stage was for me. I wanted to make people laugh. Visiting the theatre is so important, even for kids who don’t necessary want to become actors or work in the industry.
Photo: Bond Media
Q. Why are theatre trips and drama lessons important? A. I was lucky growing up as my parents were always taking me to the theatre to see musicals and live shows. But it’s so important for schools to visit as not all parents can afford the price of family tickets. Seeing arts live is very special and when kids groups come to see shows I’m in, and we interact with them, there’s nothing better. It’s a great way to capture imaginations. Kids get drawn into a play or a live performance so much more than a book read or in a classroom. Going to the theatre is something special to most kids and it can be life changing. Q. Does pantomime still have a role in British theatre? A. Absolutely. Pantomime is often the first experience children have with performing arts. I spent many years touring the country doing panto and that’s a wonderful introduction as it is so interactive. Aged 4-5 upwards, the children really get it and are drawn in. They get so emotionally involved. I did Peter Pain one year and the kids on the front row were sobbing when Tinkerbell died on stage. They were clapping their hands furiously to try to wake her up. I often played the evil queen or the ugly sister and had sweets thrown at me and everything, but the kids totally bought into the fact I was a baddie and they really responded to being about to shout and scream. You’re encouraged to take part and kids love that. Panto is often helps them to express themselves publicly for the first time. You can see Lindzi Germain on stage at the Royal Court Theatre in Liverpool this autumn.
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The success of British music is at risk because the subject is being neglected in schools, says the head of UK Music. Michael Dugher is warning that future talent could be going to waste because of a drop in the number of GCSE places being offered in England. The UK music industry contributed £4.4bn to the economy in 2016. But Mr Dugher, CEO of the group that advises the government on the music industry, told Newsbeat there are “issues on the horizon”. “We’ve got this fantastic industry but there are potential problems,” he says, “and cuts to music in secondary schools is certainly one of them.”
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By signing this declaration I acknowledge that I fully understand the terms and conditions as stated above, and that the same artwork will be used in the relevant edition Figures from the University of Sussex suggest the number of schools in England offering music GCSE has dropped from 85% to 79% between 2012 and 2016.
adele teaching back at brits After helping raise the spirits of local firefighters and children deeply affected by the Grenfell fire tragedy in Kensington, London, award-winning singer Adele is now planning on returning to the class room. The Hello songstress, one of the biggest selling artists of all time, plans to return to The BRIT School, where she studied alongside Leona Lewis and Jessie J, to help inspire and guide the next generation. Adele concluded her latest world tour in the summer, with four sold-out nights at Wembley Stadium. 4 4 // H W R K M AG A Z I N E // A u t u m n 2 0 1 7
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Ed Sheeran proves he’s not forgotten his roots he teacher who taught Ed Sheeran music has praised the star for keeping to his roots and helping students at his former school. Richard Hanley, director of music at Thomas Mills High School, which Ed attended, reveals the Grammy winner regulary returns to speak to pupils. “The really great thing is he’s kept his Suffolk roots and his connection with the school,” he said. “He’s been back to lead some song-writing workshops at the school and is always great with students. “He always comes across as really normal, grounded and down to earth. He
visited at the end of last term and you would not think for a minute that he was a global superstar.” Reflecting on the new album Sheeran released in the summer, following a break of more than a year, Mr Hanley said: “It’s great – really catchy.” The teacher says Ed’s talent was obvious from his school days. “It’s nothing to do with me and all down to his natural ability, flair and hard work,” he added. “He was always very determined to make it and had very supportive parents. The school just gave him the opportunities to perform as often as he wanted.”
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O
kay, so it’s not even technically a food, but a recent study found that people who chewed gum during a stressful task were more alert afterwards than when they did the task without gum. So, the next time your Year 6 front row is chewing
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away like a dairy cow, remember it could actually be the only thing keeping them focused! For a dozen more foods associated with retaining attention check out Page 51, where we serve up much more than just a cup of coffee before your afternoon classes.
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O! -G GO 2
BBT MUFFINS
Simple low carb, protein-packed breakfast muffins you can prepare in advance and defrost the night before your school day starts You’ll need (makes 6) 3 large eggs 2 large egg whites 2 x tbs low-fat heavy cream 6 x slices of streaky bacon 1/2 cup reduced fat cheese, grated 6 x stems of broccoli 6 x cherry tomatoes, halved Low calorie cooking spray Instructions 1. Whisk together your eggs, egg whites and heavy cream. Season with a little pepper. 2. Coat your six-place muffin tin with low calorie cooking spray and add one slice of bacon to each to form a wall around the inner perimeter. 3. Steam broccoli for 10 mins or microwave in covered bowl until slightly softened. Distribute into each muffin along with a cherry tomato. 4. Sprinkle in a liberal amount of grated cheese. 5. Pour over your egg and cream mix to the top then add a final pinch of cheese. 6. Bake in the oven for around 15-20 minutes. Then enjoy or allow to cool before individually bagging and freezing for future mornings.
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A 15-minute workout for the classroom
Breakfast
BREAK TIME FITNESS
HEALTH 1
personal coach Kevin Kearns is an acclaimed strength and conditioning coach, nutrition advisor & anti-bullying campaigner.
CHAIR SQUATS We all know that squats are good for you. Now that you may be little older or the knees may not be as good, you can still perform partial to full squats. Put the chair right behind you and simply just squat down till your bum touches the seat. Targets: legs, bum & hips
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THE FIT CHAIR Aim to complete three sets of each exercise, with between 8-20 reps per set depending on fitness level
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ne thing I love about classrooms is there are plenty of chairs around. I see a chair and automatically I think of at least 10 exercises with no other equipment that can be done effectively and efficiently. Here’s four to get you started, and to whip you into shape while your next class is outside causing havoc during morning break.
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STEP-UPS The average school chair can handle a lot of weight, so don’t worry. Place your chair so the back is up against a wall. Standing in front of it place one foot on the chair and push down and stand up to the wall. Repeat with opposite leg. Targets: legs & bum
CHAIR DIPS With the chair up against a wall, sit on the seat and place your hands on the chair either side of your thighs. Now slide your bum off the chair with the legs bent and lower your bottom down towards the floor, bending at the elbows. Targets: bingo wings & shoulders
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LEG RAISES Remain in the seated position on the chair, holding onto the seat for balance. Now raise both feet up towards your chest. If your lower back is a little weak only lift one foot at a time. Then repeat on opposite side. Targets: stomach & lower back
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NO GYM REQUIRED When it comes to lunch break fitness, 30 minutes of free weight training is all you ever need
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lack of time or equipment really shouldn’t be your go-to excuse for not getting in shape. All fitness really needs is commitment!
WALKING LUNGE (20 REPS PER LEG) Stand upright, then take a step forward and bend both knees to 90 degrees. Step your feet together and try opposite leg. Targets: bum, legs and belly
Here’s a simple calisthenics workout you can do three times a week in any classroom or school yard that will ensure you hit every muscle group and keep you in great shape.
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1 WALL SITS (3 SETS X 60 SECONDS) Stand with your back against a wall, then squat down until your thighs are parallel to the ground, staying upright so you maintain contact between your entire back and the wall. Hold this without touching your legs. Targets: bum, legs and belly
2 FEET RAISES (3 SETS X 60 SECONDS) Lie on your back with your legs extended and arms overhead. Brace your abs and press your lower back into the ground, then lift your legs an inch from the floor while maintaining the flat-back position. Targets: back and belly
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BURPEE (2 SETS X 10 REPS) Squat down and place your hands on the floor in front of your feet. Kick your legs back into a plank position and perform a push-up. At the top of the push-up, jump your legs back in, leap up and reach your arms overhead. Targets: everything!
personal coach Tony Moran is a former martial artist turned personal trainer.
LUNCH BREAK TRAINING
PIKE PUSH-UPS (3 SETS X 10 REPS) In a yoga ‘downward dog’ position, bend your elbows to lower the top of your head towards the floor. Pause before pressing back up. Targets: shoulders, chest, belly and arms
school yard calisthenics in 30 minutes
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LUNChBOX FOR...
APPLES As well as combating anxiety, apples contain high levels of acetylcholine, which increase movement and sensory perception. POPCORN Bursting with B6 and B12 vitamins, the whole graons boost short-term memory and concentration. BLUEBERRIES Bespoke brain packages, blueberries contain nutrients that greatly improve memory, verbal comprehension, decision making and numerical ability. YOGURT While yogurt alone won’t boost your brain power, it’s work in the gut will have a direct impact on your thought process, making you feel fresher. BROWN RICE / BARLEY Whole grains like brown rice, oats and barley are antioxidant havens that will stop the glucose energy your brain feeds on from being released too quickly.
FOOD GURU Nutritionist George Lockhart works with the military and in professional sports.
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CREATIVITY Ahead of your next class ensure you’re feeling inspired by giving your brain a boost PISTACHIOS A mood enhancing nut that’s rich in vitamin B6 and antioxidants that prevent inflammation in the brain. DARK CHOCOLATE Indulging occasionally won’t do you any harm and will release endorphins to your brain making you feel happy. SPINACH Leafy greens, like all good veg, have been shown to encourage a slow rate of cognitive decline, the natural part of aging. Fight back Popeye style! MIXED BEANS A great lean source of protein which will regulate the release of glucose to the brain keeping you mentally alert longer.
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on the 2016 UK seafood consumption chart, mackerel has been fished for centuries,
MACKEREL Laced with the ultimate brain food: omega-3 fatty acids, cold water fish like mackerel and salmon literally contain the building blocks to brain power. GREEN TEA A proven ally in the age-old battle against old age, green tea slows down the aging process of the brain.
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QA &
KEVIN DE BRUYNE
DISABILITY BOXING
“DISABLED PEOPLE DON’T WANT TO BE TREATED ANY DIFFERENTLY AND THEY SHOULDN’T BE”
How former champion Derry Mathews made boxing available to everybody, and next plans to take his classes nationwide WORDS: ELLIOT FOSTER
Punctuality at school earned him his career in football and £54m move to Manchester City
Q. What was your favourite lesson at school? A. I was good at languages and it’s helped me a lot. I’ve played in a lot of countries and I almost speak four languages now, which is quite good.
Q. Were you well behaved? A. I was a little bit in between (laughs). I
balance your studies with playing football? A. It was because I was a good student that I got into football. One year I was rewarded for never being late with tickets to watch a professional game, and that came at an important time in my life. Football soon became my passion.
Q. What’s the best piece of advice you have been given?
A. Do whatever you want to do. If you really
W
e’ve seen disability football and, of course, we have the Paralympic and Invictus Games. But not many people will have given boxing a thought as a sport to bring to the disabled community. That, however, was the brainchild of one former fighter upon retirement – to give the disadvantaged youths a platform to excel, both physically and mentally. Yet Derry Mathews’ vision has now become a national phenomenon. The 33-year-old former British and world champion announced his retirement after 52 fights at the start of the year, yet already had big plans for the next stage in his life: teaching disabled youths and adults the sweet science.
“It all started on social media,” he tells HWRK, ahead of one his capacity disabled boxing classes. “In the build-up to the first Anthony Crolla fight, there was a girl called Zoe Robinson who was giving me stick. “She was a massive Crolla fan, but after a certain amount of time of us giving it to each other back and forth, we became mates and I invited her to my gym for a session on the pads.” Robinson is herself a two-time Paralympic medal winner, having won winning a boccia (bowls) gold back in 2008 in Beijing and claiming bronze four years later in London. Yet it was her passion for boxing that inspired Mathews to engage with the disabled
Derry teaches a disability boxing class at his gym in Liverpool
want something, give it more attention and you’ll give it more of yourself.
Q. Which team-mates would make good school teachers? A. Probably Vincent Kompany, he talks a lot.
Q. Who would you like to be stuck in detention with?
A. You just need somebody who’s funny, you need to have a good time, because you’re in detention!
Q. Who is your smartest team-mate? A. I am… definitely. That’s easy. 5 2 // H W R K M AG A Z I N E // A u t u m n 2 0 1 7
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community on a much wider scale. I teamed up with Mark Horlick, who works in disability football, and from there it just grew,” Mathews adds. “We started off with four lads and girls on a Thursday afternoon and now we get 20, 30, 40 in each class. It’s a massive achievement and I’m buzzing.” Mathews’ belief has always been anyone who can pull on a pair of gloves and that philosophy has ultimately led to this initiative, which has earned rave reviews nationwide. “I see everyone the same. They are just the same as me, just the same as you, just the same as him over there,” he says. “I treat everyone the same; everyone deserves respect. Disabled people don’t want to be treated any differently and they shouldn’t be. That’s what they like, the banter and the rapport. They like the way I give them stick, but believe me they can give it out too. “I feel better after taking a session with them, but they’ve started taking the sessions themselves now. They do a proper warm up, they work on the heavy bags, they do a circuit, they throw medicine balls and slam balls, they use kettlebells. All of the standard training routines that you’d get in any boxing gym anywhere in the world are there
for them to do and they do them.” Mathews describes how his sessions have transformed a group of disabled and somewhat disadvantaged youths who were lacking in self-esteem and self-confidence into young people who use their disability as an advantage. “When we started this, I started with a group of people who had not been out of the house for years, people who had never been to the shops on their own, never been on a bus on their own and always had to be chaperoned by helpers. Now, they’re telling their helpers to stay in the house, that they’re going to knock for their mate and then going to the gym. “It had never been done before, they’d never had the opportunity and we’ve opened that up to them. I just want to give something back and show people that everyone is equal. We cater for everyone and it goes to show that people with disabilities only need to be given a chance.” Mathews is a veteran of the fight game and wants, as he says, to give something back to those who’ve gone without for so long through mere lack of opportunity. If your school or club is interested in learning more about disability boxing contact: derrymabc@gmail.com.
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Don’t let Year 6 detention scupper your diet, here’s a tasty 20-minute dinner to supercharge tonight’s lesson planning TURKEY MASALA WITH RICE AND PEAS
20-minute dinner
always tried to enjoy it, I did what I had to at school and at the time that was the most important thing for me.
Q. How did you
POULTRY PERFECTED
Derry Mathews is giving back to the community who supported his career
You’ll need (serves 6) 2 boneless, skinless turkey breasts 2 tbs low-fat plain yogurt 1 tsp lime juice 1 tsp garam masala 1 tsp olive oil 1 tsp honey 1/2 teaspoon turmeric 1 pinch salt 1 pinch garlic powder 1 pinch cayenne pepper Nonstick cooking spray 1 bag precooked jasmine rice 1/2 cup frozen peas 2 tbs water 6 cherry tomatoes 2 lime wedges (optional) Fresh coriander Instructions 1. Preheat the oven on high. Combine yogurt, lime juice, garam masala, oil, honey, turmeric, salt, garlic powder and cayenne pepper in a large bowl. 2. Make three diagonal slashes across the top of each turkey breast then coat liberally with yogurt mixture, massaging into slashes. Save the excess curry mix.
3. Arrange turkey top side down on a broiler tray; spray with cooking spray then slide into over. 4. Cook for 4 minutes, flip, spray tops and cook for a further 4 to 6 minutes more or until just cooked through. 5. While turkey is in the oven, pour the bag of rice into a pan and add the frozen peas and two tablespoons of water. Warm over a medium heat until peas are soft. 6. Remove turkey breasts from the oven and bathe in remaining yogurt mixture and gently warm over a mdeium heat for five minutes. 7. Finally garnish with lime wedges and coriander. Serve your rice and peas using a bowl flipped onto a plate.
HEAD CHEF Chef Ian Leadbetter has spent 20 years in restaurants across Europe and works as a nutrition consultant.
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Meet Mark Hoban, head of sports, health & wellbeing at Ark St Albans Academy in Birmingham, may possibly be the UK’s fittest teacher
n indoor and outdoor fitness enthusiast, Mark combines intensive weight training with a variety of outdoor endurance events, priding himself on maintaining an extremely high level of functional fitness while at the same time maintaining low body fat and keeping a high percentage of lean muscle mass. Mark broke out onto the fitness scene appearing as a contestant on the hit BBC and Discovery Channel series Last Man Standing, where he competed against some of the toughest indigenous tribes around the world at their own extreme sports; pushing his mind and body to extremes and at times breaking point. “Filming the TV series proved to me what I was able to achieve both physically and mentally. It pushed me to my limits and beyond but proved to me how diversely fit and mentally strong I am,” he says. Along with competing nationally at kickboxing, Mark also has years of experience in karate. He learned many fighting disciplines whilst filming the reality TV show he now applies and adapts to enhance his own training. He also has a passion for inventing his own fitness challenges, raising money for charity. He once run, kayaked and cycled across the full length of the Maltese Islands, which was recognised by the Duke of Edinburgh.
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eaching, rather like nursing or social services, is more of a vocation than a profession, and that’s where the trouble starts. Pay is down, budgets are down and often moral is down too, so any chance to make teacher’s lives financially easier
has to be embraced. And that’s where HWRK’s Capital section comes in. In the following pages of editorial we aim to provide you with honest and up-to-date ways to spend, save and invest your cash so it works best for you. After all, every penny counts!
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Five secrets to cheaper car cover Helpful hints from the motor industry to get the best insurance quote
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vidently music teachers don’t make the best drivers, at least that’s what money saving expert GoCompare found out when they researched the best way to get a cheap car insurance quote. Apparently listing yourself as a “music teacher” resulted in an £86 increase compared to the same applicant choosing
the description as simply “teacher”. In fact, job description is just one description in application that can impact on your next quote. Along with age, sex, post code and where you park, getting the best quote possible can be a minefield for all – not just those in education. So, here’s 5 handy tips on how to play the game, courtesy of some industry insiders.
1 2 3 NAME A DRIVER
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CASH BACK
It’s illegal to falsely list a main driver of a vehicle, but adding a second driver is an easy and legal way to bring down your next quote. Ideally an older driver with a clean license and no-claims history will help to make a substantial saving on your own quote.
All insurance websites feature drop-down menus for job descriptions and there’s no reason why you can’t try alternatives before committing. Listing yourself as a RE teacher from Devon when you’re the head of an Academy in central London could invalidate your cover, but different titles carry unusual benefits. Ticking the parent box saves cash too.
Comparison sites make money because they get kick-backs from the insurance companies, but you can pick that up yourself. TopCashback currently has insurance deals offering as much as £60 cashback from some insurers.
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PARK THE EXTRAS Most new insurance quotes include things like breakdown cover and windscreen cover, driving abroad and personal accident cover, but these are all added extras. Cut them out and make substantial savings, after all, a lot of these types of premiums are already covered with things like bank accounts, roadside assistance contracts and home insurance policies.
CHANGE ANNUALLY Don’t ever leave your renewal to the last minute. Be prepared to switch every year and do so a couple of weeks ahead of your closing date, Shopping for a new deal three weeks before your renewal date saves an average of £280, according to Comparethemarket. While Moneysupermarket report that the near six million drivers who just accept their auto-renewal quote costs them upwards of £112 a year!
The benefits of big framework deals Good purchasing choices for schools Did you know that every year schools collectively spend in excess of £9 billion on goods and services such as energy, IT and back office equipment? It’s a complex landscape and often hard to know whether you are getting the best deal, agreeing to the right terms and conditions or even whether you are compliant with procurement regulations. Academies have the freedom to choose how to spend their budget on goods and services, however, they also must comply with the rules of public procurement. Getting the balance right between ensuring funds are being spent through fair and open competition as well as getting true value for money can be difficult. Shopping around can take up valuable time and resources school bursars or business managers don’t have. Achieving savings is usually at the top of the list of priorities for finance professionals in public service, and schools are no different. With tight budgets and improvements to be made, releasing resources so that your school can re-invest in its priority areas can make a huge difference.
Using established procurement agreements not only speeds up the process, but offers peace of mind by ensuring legal and financial obligations are met. By maximising competition, leveraging supplier innovation and value through the supply chain, national frameworks can deliver major savings to schools. There are a range of ready to use, compliant deals for goods and services being offered by
“getting true value for money can be difficult” a number of public sector buying organisations, such as Yorkshire Purchasing Organisation, Eastern Shires Purchasing Organisation, Crescent Purchasing Consortium and The Crown Commercial Service. These organisations can provide expert, commercial advice and support and offer deals are available across a variety of core areas. For a list of offers available to schools across England and Wales right now, visit hwrkmagazine.co.uk and search for this column to hit the hyperlinks.
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Money in the bank Spend far less for much more with these Autumn savings selected for teachers
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Save as much as £300 on a trip to Thailand with the International Teacher Identity Card (ITIC) from STA Travel gives teachers thousands of holiday and lifestyle discounts here in the UK and in over 130 countries worldwide. All for just £1 per month.
Spending more than you should on textbooks or trashy novels? Then start saving at least 50% of that cash today by simply swapping books. The website readitswapit.co.uk allows you to trade literature with fellow book worms, and all you pay for is the postage.
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FREE SOFTWARE Download Word, Excel, PowerPoint, Outlook, OneNote, Publisher and Access all total for free by registering on the Microsoft website using your academic email address. All software is also available to use across five PCs!
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Gas, water, electric, credit cards, broadband, insurance, you name it the team over at thisismoney.co.uk carry a wealth of information about lowering your monthly outgoings. Packed with links and up-to-date advice articles plus columns from industry insiders, it’s a valuable money-saving resource.
With fuel charges going up once again in time for Autumn, getting to and from school every morning and night can be expensive business. Stay on top of the best deals in your area by frequenting petrolprices.com. With national listings updated weekly you’ll ensure to keep your costs as low as possible.
In life, you get what you pay for and in that regard the MacBook is the pinnace of personal laptops. The price though often puts them out of reach, but thanks to the happy people at your local Apple Store you can get 10% off a MacBook plus free Beats headphones by showing proof of education employment.
Newly employed and heading to a new city with pennies rather than pounds in the bank, then check out the furniture re-use network for furniture donated across the UK that’s being saved from landfills. The website, frn.org.uk is packed with furniture of all shapes and sizes ready for good homes.
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DEBT: FIRST CONSIDERATION If you have spare cash and you have debts you are being charged interest on for example, credit cards or loans, it makes sense to pay these off first. The rate of return on any investment is unlikely to be as high as the interest you are charged on these liabilities. If you have debts that are interest-free or you have low rates of interest, and you’re prepared to take some risk, then you may decide to keep debts and start investing now with the hope of a higher return.
EMERGENCY FUNDS Before you invest any money for the medium to long term, you must be sure you have emergency funds for the short term. The rate of return for money held in an instant access current account or cash ISA is likely to be below the rate of inflation, therefore in real terms will be losing value. But the purpose of these funds is to pay for unexpected expenditure. Investments rise and fall in value daily and so the last thing you would want to do is cash in an investment
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eachers are fortunate as they have an excellent pension offered with the job, but the recent changes mean that for many, the pension is not as generous as it once was. Members of the new Career Average Scheme also face the likely risk of their retirement date being increased because this element is linked to the State Pension age. Currently, around half of teachers retire from the classroom before their normal pensionable age however a much larger proportion would like to be able to finish before this. Knowing that the goal posts could be moved and their retirement date could be pushed further down the line, we are increasingly seeing younger teachers wanting to take control of their financial future.
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Invest in your future and unlock early retirement, reports Ged O’Neil Bell
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By signing this declaration I acknowledge that I fully understand the terms and conditions as stated above, and that the same artwork will be used in the relevant edition whilst the stock market was against you. This potentially could consolidate a loss that would probably have been avoided by waiting. Therefore, it is important to hold emergency reserves. Typically, before thinking of investments, it’s best to be free of any loans and credit cards and hold 3-6 months expenditure in cash in instant access accounts as emergency reserves before you start.
IS IT A GAMBLE? Whilst there is an element of risk, the risk of investing is a different type of risk to
Building your portfolio Coming soon… we will be looking at how to structure your savings and investments and build a portfolio in line with your risk tolerances as well as how best to avoid making losses through common mistakes.
that of, say, gambling. And there is no doubt that teachers who are best prepared for retirement are those that started to invest early. When you are investing, you need to think about what you are doing. You are typically buying small parts of a company, loans, properties or other securities, often as part of a collective scheme, so the risk is diversified. By diversifying your investments across different geographies, sectors and asset classes you can limit the risks you by holding the shares of a single company that goes bust, a bond that wasn’t redeemed or a commercial property sitting empty.
The hope is that for every Name: element that may fail or Signature: underperform, there will be others that still have the Date: Welcome to Shorland pamper Covering the Bristol and bath area, we aim to provide x you128mm potential to increase in Quarter Portrait Page - 84mm with an experience that is as easy and stress free as possible. value over the long term. When you gamble, it is We offer treatments such as : typically a zero-sum game • m�sage • waxing where you either win or lose. When you are • spray tanning • manicur� CUSTOMER DECLARATION investing, it doesn’t matter • pedicur� • facials signing this declaration I acknowledge that I fully understand the if By you back the next Apple terms and conditions as stated above, and that the same artwork will or Facebook (although that be used in the relevant edition would nice) all that matters are that most the assets you Name: invest in perform in line Signature: with expectations over the long term. Date: By having a diversified Eighth Page - 84mm x 59mm portfolio structured in line with your risk tolerance should help you achieve growth in the long term and CUSTOMER DECLARATION limit your risks along the By signing this declaration I acknowledge that I fully understand the way. terms and conditions as stated above, and that the same artwork will
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LIFE IN DUBAI l DOFE AWARDS l PONY TREK l SNOW CAMP
TAKING LEARNING OUTSIDE OF THE CLASSROOM
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Beat the blues hit the piste!
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ant to lose weight, enhance your mood and improve morale? Then head for the slopes. As well as burning calories and raising smiles, lab coats from Korea’s Yonsei University conducted a survey of 279 visitors at three major resorts and found skiers got a lot of pleasure from the snow. “Adult playfulness can influence people’s happiness, while socially convening around a sporting activity has positive psychological outcomes and contribute to overall well-being,” says head researcher Hyun-Woo Lee. A u t u m n 2 0 1 7 // H W R K M AG A Z I N E // 6 5
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Dubai Darren Baxter swapped the UK for a teaching job in UAE in 2015 and, until now, he’s never looked back he contract was signed. I was joining a British Primary School in Dubai as their new Grade 6 teacher. Like most people in the UK. I thought Dubai was a country somewhere in the Middle East. They had oil, they were Muslim and they have huge buildings. That was the start and end of my knowledge of Dubai. The summer months before I set off were filled with the same comments from my friends, ‘you can’t do that in Dubai’. Now considering none of my friends had ever been to Dubai or couldn’t find it on a map, I am not sure why I let their comments worry me. The Middle East is dangerous. You have to cover up in public. They don’t have alcohol. The police are bias. The roads are wild. They let camels on airplanes. You can get in trouble if a local simply does not like you. They hate white people. It is a boring place. Five years on and I’ve fallen in love with the United Arab Emirates and proudly call it home. The UAE has one of the lowest crime rates in the world, shorts and T-shirts is the norm, some of the best nightclubs I’ve ever seen are on my door step, the police are helpful and honest, I haven’t seen a camel on the plane yet, although I have seen falcons, I have many local friends and I am never short of something to do. So, the first thing I would say as a teacher who has been in the Middle East for five years is, do not listen to anyone or believe what you read. Sensational stories make for better reading and gain more interest. There is nothing I did in the UK during university that I can’t do here in Dubai. It is as simple as that. As far as my experience goes, this is by no means the norm and your school experience depends very much upon the school you are appointed to. 6 6 // H W R K M AG A Z I N E // A u t u m n 2 0 1 7
Despite all the myths surrounding a career switch to UAE, Darren Baxter is thriving in Dubai and insists understanding the cultural differences in teaching in an Arab country is key to a happy transition.
The school I am employed by is a leading school in the city. It achieves high grades, attracts high fees from the parents and advertises itself as a British school. If you have read this on the school website and expect to walk into a school similar to the one you did your teaching practise in or the one you currently work in, you’ll be in for a huge shock. To start with, you have to remember schools are businesses. The don’t have a headmaster, but a director. The school’s
Are you teaching overseas and would like to share your story with faculty in the UK? Then drop us an email at editor@hwrkmagazine.co.uk
job is simple; to make the owner money. This does not sit well with some teachers. Some come out and think they’re going to change the school ethos and approach. Those teachers are usually sent home disappointed at the end of their first year. Inside the class room you are left to use your own approach to teaching and mould your class. As far as material studied and assessments go, they are pretty rigid and universal across the year group. Differentiation is almost hwrkmagazine
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non-existent and all students must have the same word inside their books they take home. The schools biggest fear is parents comparing books and wondering why a child in one class has different work to a child in another. Now, this does not mean you can’t make worksheets for students based on their ability. It just means those worksheets are not to be stapled into the books they take home. A file in the classroom is how I overcome this issue. The next major difference are the parents of the children. They like to be involved and have a personal relationship with you. Due to the extreme wealth most of the families enjoy, the mothers rarely work. Leaving them with lots of free time to fill with worrying about their child. But I’ve learnt to embrace it! At the start of every year, I actually set up a WhatsApp group with the parents of my students. You set the limits from the start, let them know what times you are available to discuss school and these groups are very useful. They also work as a great discipline tool as the children know you talk to their parents every day and have instant access to them, before they have time to go home and make up a story. I still have regular contact with the parents of my children from five years hwrk M A G azine . c o . u k
ago. Once they see you are doing something a little extra and genuinely care for their children, these parents will do anything to make your stay in their country as pleasant as possible. Everything, from advice on where to get a good deal on a rental car, which places are good to eat, use of their holiday homes or a simple invite to go and dine with their family. They really want to make you a part of their community and family unit, so you have to be willing to do that in order to be accepted fully. A lot of teachers come to Dubai for a break and don’t treat their job as seriously as they would at home. The children and parents can see straight through this and will not be as helpful as they could be. It may be two years of your life before you move home again, but remember you are still their child’s teacher and they expect the same care as you would give a child in your own country. The final thing I should highlight to anybody thinking of teaching in UAE is the school administration. Like I said above, the school is a business. They make decisions based upon the interest
of the business and not the child. This can represent a huge shock to the system for anyone who has taught in the UK for any period. Choices for promotion, for example, are usually based on those staff who will say yes and not on ability. The school will put more resources into extravagant events that the parents will see, rather than investing more into classroom resources or better equipment. This will always be the case and complaining or trying to change it will only be a waste of your time. Instead, make sure you do all you can for the children in your class. Show those children what a British education is about. It may not seem like much to you and you may feel like they are being short changed. But they will remember you for a long time and remind you of the little things you did for them for years to come. Tell them stories about your life, take an interest in their way of life and give just as much as you would if you were working in the UK. The children and their families will embrace you, remember you and will do all they can to welcome you to their country.
“I actually set up a WhatsApp group with the parents of my students”
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The Duke of Edinburgh’s Award is still changing lives up and down the country
With over 300,000 young people between the ages of 14-24 doing their Duke of Edinburgh’s Award in the UK every year, the charity presents an opportunity to learn and develop skills and attributes, as well as implement strategies that will help young people now and in the future. To find out more visit: DofE.org
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recent survey of 540,000 15 year olds in 72 countries, conducted by the Organisation for Economic Co-Operation and Development (OECD), showed that many students in the UK are very anxious about school work and exams. The DofE can offer another benefit to young people, especially those that may have gained the grades or results they were hoping for. A DofE programme allows young people to not only get fitter and get involved with their communities, but alongside this, the skills and attributes developed are transferable into the workplace and university. Over 100 top UK employers – including British Gas, Asda, Google, RSM, Amey, ITV, DFS and Heathrow – have endorsed the skills developed by DofE, such as resilience, commitment, self-motivation and team working and said they want Award holders in their business. Gold Award holder, Samuel said, “The DofE was a life-changing experience for me. I developed skills such as my ability to lead and interact confidently with people, especially through my role as an expedition team leader. “Whilst I was at school I was able to volunteer as an employability coach, helping fellow students to write about their skills on their CVs to obtain work placements. I now work at Deloitte as a technology consulting analyst and I am working towards obtaining my professional qualifications.”
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The magical ponies of Dartmoor and the young lives they inspire n the summer, 18 teenagers with a range of challenging life issues from secondary and special needs schools in Devon, successfully completed a demanding trek leading Dartmoor ponies across almost 14 miles of the toughest terrain on Dartmoor. Ponies George, Rolo and Smartie, from Dartmoor Pony Heritage Trust (DPHT), were the ‘platform for learning’ for the 10-week programme the teenagers worked through called ‘Fresh Tracks’ – culminating in the Ten Tors challenge.
One of the UK’s most demanding outdoor youth challenges, teams of young people navigate 35, 45 or 55 miles across Dartmoor over two days. Fresh Tracks was created and delivered by the DPHT as part of its ‘Ponies Inspiring People’ (PIP) equine assisted learning programme. Students underwent 10 weeks of intensive training to build their handling skills with ponies, walking safely in the Moorland environment, navigation, first aid and teamwork. Sam Battershall, assistant head at Teign Academy, said: “The challenge
these young people faced and overcame is huge and gives them a sense of hope and ambition. It’s the proof they need that if they put their mind to something then they can achieve it. It builds resilience and mental strength as well as positive communication skills, overcoming fears and a true sense of team.” Organiser Dru Butterfield added: “Delivering Fresh Tracks is an amazing team effort. We could not deliver this without the commitment of the schools, families/carers, our volunteer guides and support team members.”
The primary aims of the DPHT are to preserve and promote the Dartmoor pony – now on the ‘endangered breed’ – encouraging people to buy them as all round family ponies and for conservation grazing.
Snow-Camp provides young people, who would not otherwise have access, to experience snow sports for the first time, starting with a two-day introduction to skiing and snowboarding through to training young people to be Level 1 instructors, all the way to apprenticeships and full-time jobs in the skiing industry.
true life story
JENNY JONES, OLYMPIC BRONZE MEDALLIST “I love the way Snow-Camp uses my sport to support young people who wouldn’t ever get the chance to get involved in snow sports – and beyond that, to enable them to get qualifications and access to employment in the snow sports industry. “I have enjoyed witnessing first-hand the Snow-Camp London programme where I have been fortunate to spend time on the slope and in the classroom during the life-skills sessions. “In 2014, I was delighted to come on board as a patron, as I am committed to seeing positive opportunities for young people in snow sports across the country. “I can see how Snow-Camp has made such a positive influence on those in London and it could do the same thing for young people across the country.”
From teenage tearaway to ski camp instructor, read Aimee’s story...
1. Make learning engaging Take maths outside and have children estimate how long it would take to run, hop and skip a field. They can discuss it and graph it back in the classroom.
10 reasons why you need to take learning out of the classroom to a real castle ruins and have them act in role? Their imaginations will run wild.
2. Design relevant classes Many concepts which seem too difficult to get a grasp of in the classroom are a lot easier to understand in the big wide world when they’re set in context.
4. Play & experimentation Infants learn a huge amount about volume and textures with simple sand and water play, whilst juniors enjoy becoming nature detectives and learning about insects and their habitats.
3. Nurture creativity Instead of learning about castles are you able to take your pupils
5. Improve attendance If you’re able to build outside play and trips into your
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curriculum, you’ll inevitably find attendance will spike too. 6. Reduce behaviour problems Children are less likely to act up if the whole class has to go back to learning maths inside. 7. Grab the environment Community learning develops responsible citizens, that can be tough to learn in the classroom. 8. New opportunities Museums, galleries, zoos and
farms can provide learning experiences that won’t be forgotten fast. 9. Stay healthy Even pupils who aren’t keen on PE can usually be tempted by a fun learning game without the pressure of needing to ‘win’. 10. Limitless resources No matter how tight your budget, all you need is imagination to develop free, meaningful learning opportunities. hwrkmagazine
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imee Hudgell has been involved with Snow-Camp since 2015, after being hooked up with the charity from Ealing Youth Services with a targeted youth group. Her youth worker said she needed a positive direction as she was starting to mix with the wrong crowds in her area. When she started with Snow-Camp she was shy and reserved and would hardly talk to anyone outside of the group she arrived with. Over the last two years Aimee has grown in confidence and achieved a series of qualifications through SnowCamp programmes including the Snowsport England Level 1 Instructor qualification. But the 17-year-old hasn’t stopped there. Aimee was accepted on to the SnowCamp Apprenticeship Programme in 2016, after she showed commitment, passion and motivation to starting a career in the snowsports industry. As part of the Apprenticeship Programme, Aimee has been provided with a work placement at SkiWorld’s head office, where she supports the HR department. Her youth leader said: “It’s done wonders for her and she is already thinking about how she can mix her passion for hair and beauty and skiing together for a career in the mountains. “They have been so pleased and amazed at how Snow-Camp has become such a positive activity for her to focus on and progress in.” hwrk M A G azine . c o . u k
Aimee was also given the opportunity to attend the CDC Performance Camp, where she was given further skiing training from Snow-Camp Patrons Chemmy Alcott and Dougie Crawford. She regularly volunteers on programmes, teaching the new cohort of young people starting their Snow-Camp journey, further showing how much she has grown in confidence over the last 18 months. Aimee says: “The area I’m from is boring, full of drugs and crime, it can be really negative and not a nice place to live really. To be offered something more positive is amazing.
SMILES: Aimee Hugdell secured a job in the snow sports industry
STEVE REDGRAVE, 4 x OLYMPIC GOLD MEDALLIST “Snow-Camp is a fantastic charity helping those from deprived backgrounds do something positive. “People say snow sports are for the elite, and rowing has that reputation too. Snow-Camp proves this is not necessarily the case.”
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You didn’t wait all year to take an ordinary vacation.
PHANTOM HEADMASTER
After 4 decades in education, we’ve unleashed the beast to share some of its FUNNIEST true tales
When all you want to do is knock and run!
T
erry stood nervously gripping the front gate. A relatively inexperienced education welfare officer, he was responsible for schools that served two of the toughest estates in the city. Just weeks into the job, here he stood, at the entrance to the home of the boy with the poorest attendance record on his books. He gulped down some air as he stirred at the waist high grass in the garden that failed to conceal a range of objects; including a rusting pram, an upturned sofa, a stained mattress, a pallet and the statutory shopping trolley. His focus, however, was on none of these. In the centre of the garden was a dog that looked like a cross between an Alsatian and a wolf. It had spotted Terry and was barking and growling fiercely. The front door opened and a woman in her mid-30s called out to him. “What do ya want?” Terry asked if she was Mrs. Brown. “Yeah, what of it?” Terry explained who he was and that he was calling because her son, Wayne, had only been in school for two days that term. Mrs Brown looked around and told Terry he’d “better come in.” He opened the gate and to his huge relief the dog
let him past and then followed him as he walked slowly up to the house. Mrs Brown invited him in and, after looking around outside, closed the door. The house was in a similar condition to the front garden. Takeaway boxes, beer crates, cigarette stubs and dirty clothes were strewn over bare floorboards. The atmosphere was heavy with the smell of cigarette smoke and urine. Mrs Brown told Terry to sit down and offered him a cup of tea. Terry graciously declined. He sat on a grease-stained chair with Mrs Brown, on a sofa of similar condition, opposite him. The dog, who had followed them into the room, jumped up to join Mrs Brown on her sofa. Terry patiently explained he was concerned Wayne had only attended school for two days out of 45 and was not only facing court action but that his attendance would severely limit has career prospects and increase his chances of mixing with “the wrong sort” during the day. Mrs Brown broke down and cried
explaining she was doing her best on her own with three other children and little money. Terry felt sorry for her and offered his support and some practical solutions. In the middle of his empathetic speech the dog, jumped down and menacingly walked over where Terry sat, cocked its leg, and urinated on the sofa. Terry tried to stop his jaw from dropping but Mrs Brown appeared to be oblivious to the dog’s activities. With no little difficulty, he carried on outlining his plan. When he had finished Mrs Brown thanked him and promised to bring Wayne into school on the following day. She opened the front door and Terry walked out into the fresh air making his way briskly to the garden gate and sanctuary. He walked through the gate, carefully closed it behind him and gazed up at the sky, breathing a huge sigh of relief. But, as he took his first step to walk away from the house, the front door reopened and Mrs Brown, with the dog at her side, called out; “Hey Mister! Aren’t ya going to take yer dog with ya?”
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THE DOG COCKED ITS LEG AND
URINATED ON THE SOFA
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