HWRK Magazine: Issue 3 - Spring 2018 by HWRK MAGAZINE

the essential magazine for teachers educational magazine

HWRK

A NEW publicAtion written by teAchers for teAchers

1,213 teacher tips

SPRING 2018 / ISSUE 3 / FREE HWRKMAGAZINE.CO.UK

getting to head principle advice for promotion

TAKE A DEEP BREATH stifle your stress levels with simple classroom breathing exercises from the far east

learning zone only end of seating plans

back to the future

history matters

10-week nutrition & workout planner

R E M M U S R YOU ! E R E H S T STAR

edventure is out there: taking your class outside into the great outdoors

HWRK

the essential magazine for teachers educational magazine

the online magazine for teachers

HWRK hWrk magaZine

A NEW publicAtion written by teAchers for teAchers

spring 2018 / issue 3

1,213 teacher tips

SPRING 2018 / ISSUE 3 / FREE HWRKMAGAZINE.CO.UK

getting to head principle advice for promotion

TAKE A DEEP BREATH stifle your stress levels with simple classroom breathing exercises from the far east

learning zone only end of seating plans

back to the future

history matters

hWrkmagaZine.co.uk

10-week nutrition & workout planner

YOUR SUMMER STARTS HERE!

edventure is out there: taking your class outside into the great outdoors

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Helping you to take care of your future Trusted client focused solicitors

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

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BIG Inteview

BRING ON SUMMER

ng the Climbi success of NQT gone fromstory ladder rd Corner hasfasci nating r Richa his – read ve years your caree master further In just fi tant head handy tips to to assis up some and pick D WORDS: RICHAR

CORNER

LESSON IDEAS & ADVICE

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H W WA G A Z I N E . C O . U K

BIG List

SCHOOL BUDGET ADVICE in association with

MAKING SMART CHOICES WITH YOUR FINANCES

58 SPENDING less to save you pounds

SAVING where it really matters

A complete guide to getting healthy and in shape in time for the holidays

INVESTING in your future outside of school

WORDS: KEVIN KEARNS

CLIMB THE CAREER LADDER

EXPAND YOUR MIND ONE SUBJECT AT A TIME

Embrace the future The virtual reality (VR) revolution in education may not quite have landed in UK state schools just yet, but make no mistake it’s coming and so it’s time to get ahead of the curve. Virtual and augmented reality technologies are at the frontier of social development and the market was thought to

GET FIT FOR THE HOLIDAYS

be worth almost £10 billion in 2017. Mastering the technology before it arrives is going to prove incredibly valuable for educators nationwide. Contact your school administrator or local council to find out about teacher-led courses now sweeping the UK. 5 EdTech classroom allies, see page 13

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Tips on making the most of your education budget

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ith every school budget tighter than ever – funding per pupil remains lower than 2015 levels – it’s now more important than ever to stretch budgets as far as possible. One of the most crucial roles of

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LANGUAGES HISTORY TECHNOLOGY PE COLUMNIST

BIG Read

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AL FRESCO TEACHING

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TAKING LEARNING OUTSIDE OF THE CLASSROOM

TEACHING IN KUALA LUMPUR  DISCOVER EDVENTURE  BULLIES OUT ARE HERE

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Boost grades with al fresco teaching

every school in the country right now is that of the business manager, who must beg, borrow and steal to ensure every penny counts in the classroom. Procurement is key to maximising your school budget and we’ve got the lowdown on Page 60.

eing taught science subjects outdoors increases student motivation. Shocker! A study involving over 300 students concluded that offering more outdoor instruction at the lower secondary level improves learning. Professors at the Technical University of Munich (TUM) spent two years on the study (seriously) proving something every teacher on the planet could have confirmed inside two minutes, before publishing it in the journal Frontiers in Psychology. So if you’re having trouble getting the head to sign off your next class excursion pull this study out of the hat and put the principle in their place once and for all. If you’re looking for ideas on teaching in the great outdoors, check out our feature in Page 68.

Teaching dyslexic students doesn’t have to be overwhelming, as long as you know what you’re doing WORDS: SUZZANNE MURRAY

in association with HWRKMAGAZINE.CO.UK

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CONTENTS CURRICULUM

ARTS

HEALTH

CAPITAL

EXPERIENCE

11 LANGUAGES

39 BIG DRAMA SHOW

48 NO MORE EXCUSES

57 PROCUREMENT

65 AL FRESCO TEACHING

How a tipple could unlock your bilingual potential.

Why amateur dramatics is so important in schools.

Half an hour before class? Here’s a quick workout.

Don’t waste your budget without going national.

The study proving outside learning really works.

12 HISTORY

40 THE GALLERY

51 FOOD FOCUS

60 SPENDING

66 TEACHING OVERSEAS

Making a case for history and its role in our future.

Check out the best of one Primary’s exhibition art.

The ideal packed lunch to ensure you’re at your best.

23 cost-effectve tips to save you time and money.

How life in Kuala Lumpur changed one couple forever.

14 TECHNOLOGY

42 SIGN OF THE TIMES

52 BLOW AWAY STRESS

61 SAVING

68 EDVENTURE IS HERE

How to embrace EdTech to engage your next class.

Oscar winning 6-year-old on a mission for change.

Ancient Asian breathing exercises to KO anxiety.

From hotels, books and stationary to rail and lego.

The former PE master now teaching on the Lakes.

18 GUEST COLUMN

44 PRIMA BALLERINA

54 CHASING MEDALS

62 INVESTING

70 BULLIES OUT!

Throw out the tables and chairs and get creative.

The Scottish ballet queen closing in on her dream.

The Preston teacher after Commonweath gold.

Advice on how to venture into stocks and shares.

Why we’ve teamed up with the anti-bullying charity.

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CONTRIBUTORS 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

HISTORIAN

ASSISTANT HEAD

ASSESSOR

Thomas Roberts

Richard Corner

Suzanne Murray

Currently head of history at Hampton Court House, he teaches Years 7-13 about the power of knowing where you came from.

From NQT to assistant head in five years, Richard leads Teaching and Learning at The Deepings School in Peterborough.

A specialist dyslexia teacher and assessor, Suzanne has got the experience and advice to help you engage every child in the room.

Written by you for you Welcome to the Spring issue of HWRK. We hope you will agree, it’s our strongest issue yet and the key reason is that so many more of you are getting involved in the magazine every day. This free publication exists to service you, to offer teachers and educators from across England and Wales a voice from the staff room. From day one we set out to offer every teacher in the country the platform to celebrate and debate the work that goes on in classrooms up and down the UK, day after day. And as the weeks and months pass we continue to grow as a network and voice for eduatcors just like you. The incredible teachers and industry pros here, on this page, have go involved already. But we want more! More teachers, classroom assistants, principles, governors and business managers. So, please send me an email, get involved and let’s celebrate education together. Nick Peet, Editor

editor@hwrkmagazine.co.uk

EXPEDITIONER

COLUMNIST

CAPITAL EDITOR

Neil Travis

Sarah Wordlaw

Jim Parkinson

After nearly 30 years teaching PE, meet the man whose classroom is now the Lake District and the UK’s beautiful National Trust parks.

Primary assistant head and Year 6 teacher with penchant for computing, project-based learning and music and performing arts.

After 30 years working in Government, specialising in procurement, Jim is here to provide tailored advice to save your school budget.

HWRK MAGAZINE PUBLISHED BY PICTURES UP DESIGN LTD 5 Hackins Hey, Liverpool L2 2AW, UK E: enquiries@hwrkmagazine.co.uk T: 0151 237 7303

EDITOR Nick Peet PUBLISHING Alec Frederick Power DIRECTOR CAPITAL EDITOR Jim Parkinson HEALTH EDITOR Kevin Kearns DESIGNER Jessica-May Wright CONTRIBUTORS Mike Dolce Tony Moran A Johnson Ian Leadbetter ACCOUNTS Andrea Waite MANAGER MANAGING G Gumbhir DIRECTORS Alec Frederick Power

HEALTH EDITOR

CEO

OVERSEAS TEACHER

Kevin Kearns

Linda James

Luca Rocco

International fitness coach, nutritional advisor and author of Always Picked Last, his acclaimed anti-bullying memoir.

Founder of award-winning charity BulliesOut that offers a comprehensive array of workshops and training. programmes for schools in the UK.

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After ditching UK classrooms for the land of smiles, Luca and his girlfriend are loving life simply Asian.

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 retrieval system or transmitted in any form or by any means without prior permission of the copyright owner.

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MORNING CLASS! WHO

School group canoeing session.

WHAT

Activity designed to develop communication and team work - one of six activities the group were involved in during a three-day stay.

WHERE

Derwentwater in the Lake District, beside Keswick. The mountain Skiddaw in the background.

WHEN

Summer 2017.

Chris Higgins

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EXPAND YOUR MIND ONE SUBJECT AT A TIME

LANGUAGES HISTORY TECHNOLOGY PE COLUMNIST

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Embrace the future now The virtual reality (VR) revolution in education may not quite have landed in UK state schools just yet, but make no mistake it’s coming and so it’s time to get ahead of the curve. Virtual and augmented reality technologies are at the frontier of social development and the

market was thought to be worth almost £10 billion in 2017. Mastering the technology before it arrives is going to prove incredibly valuable for educators nationwide. Contact your school administrator or local council to find out about teacher-led courses now sweeping the UK. Five EdTech classroom allies revealed, see Page 14

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Concerned about your health? Tired all the time and have no energy? Feel unfit? Need help getting the support needed but don’t know how to get started? You’re not alone… let us help you.

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CURRICULUM

LANGUAGES

months Scientists at Princeton University in New York report bilingual infants as young as 20 months of age can efficiently and accurately process two languages just by listening.

Try a little Dutch courage A new study published in the Journal of Psychopharmacology conducted by researchers from the University of Liverpool, Maastricht University and King’s College London, shows bilingual speakers’ ability to speak a second language is improved after they have consumed alcohol. It is well established that alcohol impairs cognitive and motor functions, but it also increases self-confidence and reduces social anxiety, meaning the effects of low doses were under scrutiny. Dr Inge Kersbergen, from the University of Liverpool, said: “Our study shows acute alcohol consumption may have beneficial effects on the pronunciation of a foreign language in people who recently learned that language. This provides some support for the lay belief (among bilingual speakers) that a low dose of alcohol can improve their ability to speak a second language.” BILINGUAL BENEFITS

BREAKING BARRIERS

Hero’s welcome The Arts and Textiles teacher at Alperton Community School in Brent, North London was named as one of the world’s top 10 teachers in February, after she learnt 35 different languages to better communicate with her pupils and their parents. Andria Zafirakou was hailed by judge and Microsoft mogul Bill Gates for helping to build

bridges in a community packed with migrant families by learning languages like Gujarati, Hindi, Tamil, Portuguese, Somali, Arabic, Romanian, Polish, Urdu and Italian.

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Immigrants shine Pupils who speak English as a second language are significantly outperforming native English speakers at GCSE level across the UK. A detailed breakdown of last summer’s exam results shows children who don’t have English as their mother tongue get, on average, roughly one and a half grades higher than those who do. The national average point score for native English speakers was 46.3, while for those who spoke English as a second language it was 47.7.

Start language study early Bilingual children will be far more receptive to learning additional languages later in life, according to a study published in the journal Bilingualism: Language and Cognition. The study, conducted at Georgetown University Medical Center, compared a group of EnglishMandarin bilinguals with English-only speaking students and found the

former picked up a third language far more efficiently. “There has been a lot of debate about the value of early bilingual language education,” says lead author Sarah Grey, an assistant professor at Fordham University. “Now, with this small study, we have novel brain-based data that points towards a distinct language-learning benefit for people who grow up bilingual.”

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CURRICULUM

In Defence of History THE HISTORIAN THOMAS ROBERTS insists it’s impossible to shape minds for the future with no knowledge of the past

To peer inside any booksellers’ window or to take a quick glance over the evening’s TV schedule provides clear evidence that we are fascinated by the past. With cultural interest in history so strong it seems paradoxical, or at the very least inconsistent, that the academic subject continues to face the threat of marginalisation in state education. I’d argue history, as a stand-alone discipline, deserves to be a permanent and treasured fixture within every school’s curriculum. Not only does it enable young people to interpret the contemporary world around them, it can also serve to help protect them from many of the modern perils we as a society now face. Compared to the rest of Europe, the English education system is unique in allowing pupils to drop history at the age of 14. For the majority of European children, history is a compulsory subject throughout secondary education. Our continental cousins place real value in the study of a subject that influences every aspect of society and helps us to make sense of the cultural and political world around us. As every teacher knows, covering the required content for an examination syllabus while at the same time pausing to reflect on the knowledge or practice the skills that have just been acquired can prove a challenge. Current practitioners dealing with the newly introduced GCSE history specifications will no doubt testify to this as vociferously as anyone. Despite this obvious difficulty, however, a strong case must be made for seizing every opportunity to make the study of history as relevant to the modern world as is possible.

Take for example the ongoing debate over the advent of technology and the replacement of humans by robots in the workplace. Any students studying the Industrial Revolution are presented with fine examples of the impact technological changes can have upon the lives of ordinary people. An understanding of the Luddites and the questions they raised about the ‘fraudulent and deceitful manner’ in which machinery was being used to exploit labour practices can help to inspire and inform opinions on the cautious approach we must take with our own future. A study of boom and bust in the United

‘You dont know where you’re going until you know where you’ve been’

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States during the first half of the 20th century offers so many direct comparisons with policies from the current White House administration. In a recent Year 10 lesson I had my students write a ‘letter of advice’ to the current president regarding policies to deregulate the economy, pull back from diplomatic cooperation and curb immigration. The advice they gave drew in part from their understanding of the disastrous impact such policies had in the 1920s. Such an exercise provides an opportunity for students to consolidate their knowledge and understanding of the period while also demonstrating how useful lessons from the past can be. Whether it’s the Industrial Revolution or Republican Party policies of the roaring ’20s, it’s the job of the history teacher to make it clear how up-to-date and relevant history can be. When talking to parents and prospec-

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HISTORY

TRUTH REVEALED

Migration part of humanity Humans have a rich history of migration, it’s in our DNA, quite literally. Thanks to advances in analysing the bones of ancient humans, scientists have dramatically expanded the number of DNA samples studied to reveal huge and surprising migrations and genetic mixing of populations in our prehistoric past. “There was a view that migration is a very rare process in human evolution,” says lead author David Reich, investigator at Harvard Medical School. Not so, says the ancient DNA. “The orthodoxy – the assumption present-day people are directly descended from the people who always lived in that same area – is wrong almost everywhere.”

-46%

The number of applicants wanting to train to teach history has dropped by almost 50% since last year, according to data from the university admissions service, UCAS.

BRINGING HISTORY TO LIFE

tive students of GCSE or A Level history, every history teacher will press home the fact history demands the development of a critical mind. Now more than ever is a time when young minds must be encouraged to employ caution when presented with news and opinion. After all, ‘fake news’ is hardly a modern phenomenon. We are asking a lot from teenagers in differentiating fact from fiction while digesting today’s news. Through the study of history, students are taught the causes and conse-

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quences of the same event are very often interpreted in contradictory ways. Recount the fall of Saigon in 1975 and ask them to guess the source before revealing it. Such an activity can be effective in challenging young minds to be critical rather than accepting information at face value. A student who has learned the importance of considering the motives that underpin a particular viewpoint is far less susceptible to the persuasive art of political spin or, worse still, malicious brainwashing. While there’s no need to convince our students that every topic must be approached from the standpoint of “what does this tell us about today’s world”, I’d still argue that in a globalised and increasingly unstable world lessons from the past, combined with the development of critical thinking skills, can help equip us for a new and uncertain future. This should surely be a fundamental part of any child’s education.

Movie magic One proven way to bring history to life, both in and out of the classroom, is via the silver screen. Urging pupils to visit the cinema will often leave them with more questions than answers. Here are three of the best WWII movies worth tying into the curriculum:

1. DUNKIRK

Depicting the evacuation of allied troops from the beaches of Dunkirk.

2. SCHINDLER’S LIST Based around the life of Oskar Schindler and the Holocaust.

3. DAS BOOT

The fictional story of German soldiers crewing a U-boat in battle.

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CURRICULUM

TECHNOLOGY

Embrace EdTech and engage the class Schools that fail to embrace technology in the classroom will find it increasingly difficult to capture the attention of children, according to Dr Patricia Davies, a senior lecturer at the University of Wolverhampton. An expert in computer science, Dr Davies’ new book Enhancing Learning and Teaching with Technology says that while schools across the country are investing huge amounts of money in purchasing iPads and other digital tools for the classroom, teachers often do not know enough about the effect they have on children’s learning. “We are getting to the stage where

learning in a traditional setting is becoming more and more boring for young people and children,” she told The Telegraph. “We run the risk of losing a lot of them because they are not engaged.” Analysing the children’s responses to the use of iPads, she discovered “it was easy for them to become disengaged and disinterested in classes that did not involve iPad use because ‘the lessons are boring and [we] find it hard to concentrate’.” She concluded that the “excitement of these new digital technologies has the potential to prompt novel ways of teaching and learning”.

Four great teaching apps to add to your classroom experience 1. NEARPOD

This app hosts tonnes of pre-made, fully-interactive lessons developed by subject matter for all school levels and subjects.

2. KAHOOT!

A game-based learning platform with more than 40 million monthly active users in 180 countries.

3. GO NOODLE INNOVATION

Teenage life saver Teenage inventor Baran Korkmaz picked up the Young Engineering Award at acclaimed The Big Bang UK Young Scientists and Engineers Fair for the mobile app he designed to aid people in emergencies. Inspired by the tragedy at Grenfell Tower in London last summer, the 15-year-old, who taught himself to code using the internet, invented iMAREC (Indoor Mobile Augmented Reality Evacuation and

Communication) in the hope of helping people escape buildings in an emergency. Baran, from Highams Park School, explains how the app works. “Let’s say a user in the building wants to evacuate, they would simply launch the app and evacuate using the augmented reality to locate the nearest exit and also to where the nearest extinguisher might be”. The annual Big Bang UK

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Young Scientists and Engineers Fair celebrates science, technology, engineering and maths for young people in the UK and is organized by non-profit company Engineering UK. Beth Elgood, from Engineering UK, added: “Baran really impressed the judges with his innovative project and we are excited to see what he comes up with next.”

Promotes movement and exercise, getting kids out of their seats and allowing them to be energetic, playful and active.

4. MATIFIC

A primary maths resource, it uses common objects in ordinary settings that children can connect to for a deep understanding.

5. WAKELET

Allows you to quickly organise and share handpicked content with your students, set digital assignments, and create stunning portfolios.

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CURRICULUM

of British adults believe PE is a very important subject for secondary school pupils in the UK, ranking sixth on the list – conducted by YouGov – after maths, English, science, IT and sex education.

Dominic’s world record leap Dominic Ogbechie, a pupil at the Cardinal Vaughan Memorial School in West London, certainly set the bar high at the England Athletics National Championships, achieving a world record in the high jump. The 15-year-old became the youngest Briton to clear 7ft indoors or out. He opened his account with a 1.95m clearance before efforts at 2.00m, 2.06m and 2.11m before he glided over 2.14m to

break the 29-year-old former record. And Dominic proved he’s one to keep an eye on in the years ahead by going on to jump 7.53m in the long jump - smashing the UK indoor Under-17 record by 31cm. Chris Bailey, PE teacher at Cardinal Vaughan, said: “Dominic was a talented athlete when he started here, but only with hard work and commitment to training has he progressed to being a double world record holder.”

P E D FA C T S INSPIRATIONAL

Let the Games begin for all The Commonwealth Games on Australia’s Gold Coast this Spring should be the perfect springboard for schools across the country to introduce pupils to new sports and nationalities. A total of 24 sports and subsequent gold, silver and bronze medals were contested during April ranging from athletics and badminton through to wrestling and weightlifting. Most pupils across England and Wales will be familiar with the track and field events and sports with high profile professional platforms like; rugby, cycling and boxing. But the event presents opportunity to introduce sports like table tennis, gymnastics and lawn bowls into a school environment. Success also breeds success and England and Wales’ combined 210 medal haul from Glasgow four years ago inspired a generation.

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Teenage athletes face injury crisis Around 75% of elite adolescent athletes suffer at least one major injury each year, whilst 3 in every 10 pick up an injury every week, with girls the worst affected. A study from Sweden looked at over 680 elite teenage athletes who measured injury rates alongside things like low self-esteem, less sleep and a higher training volume. The report recommended that “medical teams should be available for all athletes at every sports high school to reduce the unhealthy behaviour associated with being injured.”

Doping stinks… and doesn’t work Performance enhancing drugs (PEDs) in sports have had no real impact on an athlete’s results. Researchers collated Olympic and world championship records of athletes between 1886 and 2012. Comparisons were made between pre-1932 records – when steroids became available – and post, and it was found that the times, distances and other results did not improve as expected in the doping era. “This research looked at 26 of the most controlled and some of the most popular sports, including various track and field events like 100m sprints, hurdles, high jump, long jump and shot-put, as well as some winter sports,” says author Dr Aaron Hermann from University of Adelaide. “The average best life records for ‘doped’ top athletes did not differ significantly from those considered not to have doped. Even assuming that not all cases of doping were discovered during this time, the practice of doping did not improve sporting results as commonly believed.”

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GUEST COLUMN

Is your classroom antiquated or a modern learning zone?

T H E A S S I S TA N T H E A D SARAH WORDLAW says it’s time we closed the door on traditional classrooms

Research suggests classroom environments can boost learning performance by up to 16%, which is staggering. But how do we move away from the seating plan and display-wallpaper classroom design to something more innovative? Simple, take inspiration from the best. Office spaces at places like Google and Apple value the impact the physical environment has on wellbeing and productivity. I know what you’re thinking, ‘If schools had the budgets Google have, we could do amazing things.’ But developing a learning zone as opposed to a classroom won’t break the budget. When was the last time you stapled something new on your ‘working walls’? I know myself, a working wall was really a planned display that stayed up until the next time I willed a couple of hours to staple something else from Twinkl up. This changed when I moved school, ripped down my staple boards and replaced them with magnetic whiteboards. Children use them to clarify ideas then they’re wiped and changed in every lesson, by children.

Welcome to the learning zone

There is a lot of talk of independent learning at the moment within education. The teacher becoming the facilitator and children seeking to find, collect and make decisions about their learning. A stimulating and helpful learning environment can have such an impact upon the success of independent learning. Well organised environments have a direct impact on the quality of teaching and learning, and support raising standards. It enables pupils to develop independence as learners, and also builds on good Foundation Stage practice. Do children need a designated seat? Does your classroom need tables and chairs for all? Why can’t children sit on the floor to learn? Why can’t they use the walls to clarify ideas and map out learning before recording it in a different way? Learning zones are spaces where there are no designated seats, there are different ways for children to choose how to practice their learning, and

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resources (both physical and human) for children to go to when needed. There doesn’t have to be enough tables for all children. In fact, there doesn’t need to be any tables at all! Spaces must be provided for children to explore learning, for example whiteboard walls or using lap trays for children to lean on, and breakout spaces outside the classroom or even outside the building, are also valuable in developing your learning zone. Giving children their own waist-bags, where they store their writing materials, allows them to take personal responsibility for resources, as well as enabling free movement around the classroom. At Forest Academy in London there’s a climbing frame inside one learning zone, where children can work at the top of the frame. In another zone there are a selection of small learning hubs where children can break away and independently practice skills. This allows for teaching

Do children need a designated seat? Does your classroom need tables and chairs for all?

with less directing, more choice, more collaboration and more responsibility. A help desk needs to be accessible for all, providing resources both specific to the subject but also general resources for learning (iPads, QR codes, which link to ‘how to’ videos, paper, card etc). Assigning ‘learning experts’ in the classroom, for children to go to with any questions about learning, is a powerful tool and also builds self-esteem of children in the class. Assigning each child an ‘expert’ opportunity, from core subjects to art, computing and music, allows children to practice the 3B4Me strategy whilst building confidence, questioning and spoken language. Learning zones are amazing spaces for children to learn, experiment and being creative. Versus a traditional classroom, learning zones also reflect the future workspaces they may be employed in. A creative, purposeful space lends itself to more productive learning, and children who are skilled and self-motivated and leave school prepared for an everchanging world.

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e h t g n i b m s i l s e C c c su f o r e ladd

NQT e from n o g s a h ory Corner fascinating st r d r a h his ree s Ric â&#x20AC;&#x201C; read ve year your ca r fi r e t e t s s h t a ju r In adm o fu y tips t tant he to assis p some hand ku and pic ORNER ICHARD C WORDS: R

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TEAM

IN THE

BLOOD

rowing up, there was always a large number of teachers in my family and I feel that education and teaching is in my blood. This has been a huge influence in my life and sparked the dream of one day becoming a head teacher. Now married (to a teacher, obviously) with a two-year-old son and a little girl on the way, the desire is still as strong as ever. The opportunity to lead a school and have a positive influence on the lives of as many young people as possible is what motivates me each and every day. Now a full term into my sixth year, I could never have imagined that I would be in my second assistant head teacher role already. Following a PGCE at Loughborough University in 2012, I began my career as a newly qualified science teacher at Ken Stimpson Community School in Peterborough. I was lucky to be given the opportunity to develop by taking risks and trying new things without the fear of criticism. This is something I try to mirror in my own leadership now. I was well supported by a fantastic science team as well as an inspirational NQT coordinator, who led Teaching and Learning at the school; a role that because of this man, soon became an ambition of mine to fulfil. If I can have the same influence on new teachers as he did on me, I will be extremely happy.

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SUPPORT

RAPID PROGRESSION

In April of my NQT year, the first chance of progression came in the form of a maternity cover for ‘literacy across the curriculum coordinator’. I saw this as a fantastic opportunity to further contribute to the school. I was appointed to the post and set about trying to raise the profile of literacy across the school. I worked with teachers from every department; writing policies, launching whole school initiatives, and most importantly I was making a difference and could prove it. The position was made permanent and I held this role for threeand-a-half years, alongside the other roles I picked up along the way. I am sure this early exposure to an important whole school role and early experience of middle leadership is one of the main reasons I’ve been able to progress as quickly as I have.

Towards the end of my second year in teaching, I was enjoying extra responsibility and keen to make a greater impact at the department level. The opportunity arose to become joint second in faculty from September 2014. The experienced head and other second in faculty supported me greatly, they listened to my suggestions and supported me in pushing through the ideas I had. It would have been very easy for them to question my inexperience and not give me as much time and support as they did. As a team, we made a huge impact on results the following summer. As well as the positive impact I was making within the science department and with literacy, I was asked to become involved in delivering whole school CPD. Alongside the T&L lead, I delivered on INSET days, at twilight sessions and shared my ideas and resources at weekly teaching and learning briefing sessions. Sharing resources and delivering training sessions, to me, was a great honour. I felt I was making a real difference to the quality of teaching and learning within the school. I did these things because I wanted to, I gave up my own time to prepare and enjoyed every minute. This is something I would recommend to anybody looking to further their career. It gives me a great sense of joy when I see practical ideas and resources I’ve shared being used by other teachers.

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“Sharing resources and delivering training sessions, to me, was a great honour”

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10 tips for climbing the leadership ladder Bits of advice that have served me well so far, by Richard Corner

1. CLASSROOM COMES FIRST Never lose focus on what goes on in your own classroom. Lead by example in everything you do.

2. WHOLE SCHOOL INITIATIVES

3. EVIDENCE YOUR IMPACT

4. DEVELOPMENTAL FEEDBACK

Whole school roles give you a greater breadth of experience compared to working in one department. Get involved.

Keep a record of what you are doing and the impact it’s having. Be reflective.

When giving feedback to colleagues, identify areas for improvement but, more importantly, give suggestions of how it can be done.

5. BE SOLUTION FOCUSSED

6. STAY UP TO DATE

7. THE JOB AFTER THE NEXT JOB

It’s very easy for people to sit in staff rooms, find problems and moan about them. Be the one to suggest solutions and make them happen.

8. NETWORK WELL Don’t just surround yourself with likeminded people that are the same age and have the same interests and ambitions as yourself.

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Set aside time, no matter how small to read up on leadership / management books or documents.

9. WORK AMONGST FRIENDS We can’t and won’t be friends with everyone, but it makes work a lot more enjoyable if you have some good friends to turn to.

Think about what skills and experience you need for the job after the next one. If you make sure you’re prepared, you will progess quickly.

10. SWITCH OFF Make sure you find time shut down, whether it be in the evening or at weekends. You must get some rest.

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CAN’T WIN

IN AT THE DEEP END

‘EM ALL

In the summer of 2015, I applied for an internal assistant principal position. Although only coming to the end of three years as a qualified teacher, I knew I wanted this next step. I focussed my letter of application on how I could make further improvements to teaching and learning across the school. The interview day was intense. It included delivering an assembly, an ‘in tray’ activity, a data task and a presentation on the challenges and opportunities facing the school over the next three years. A pretty standard interview schedule for this type of role. Ultimately, I was unsuccessful on this occasion, but received some very valuable feedback and I was offered the chance to be part of the extended leadership team for a year. What a fantastic opportunity. I was part of the SLT, I attended briefings, meetings and contributed to the decisions being made across the school. Extended leadership isn’t easy; a lot of work whilst still teaching a hefty timetable. But absolutely crucial to development. Don’t let anybody talk down the importance of these positions to a school and to individuals’ progression. I was responsible for marking and feedback across the school and coordinating weekly T&L briefing sessions. These responsibilities were perfect for me and I was desperate to improve these areas of the school and therefore move the school forward.

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HARD WORK

PAYS OFF

In April 2016, Ofsted arrived and the school was judged ‘good’ in all areas. This was yet another fantastic learning experience. I was able to meet an inspector with the assistant principal responsible for T&L to talk about how we were working to improve T&L across the school and show the evidence of the impact we were making. To my delight, when the report was published, marking and feedback was identified as a key strength of the school to enable students to make good progress. Many people had put a lot of hard work into this area of the school before I took it over so I can’t claim this to be solely my success, but to read this following the work I’d put in made me very proud. That summer, another opportunity for an assistant principal came up. This time, with a greater wealth of experience and demonstrable impact within my role, I was successfully appointed to the position. I was an assistant principal after only four years, something my family were very proud of, if not a little surprised.

The job was going well and I was happy with the work I was doing and the impact I was making at the school. But, in early 2017, a fantastic opportunity came up at The Deepings School. Making the decision to apply, interview and accept the job at a new school and leave behind the pupils and colleagues that had been so good to me and shaped my career so far was one of the hardest decisions I’ve ever had to make. But now seven months into the job as assistant head, I know it was the right move at exactly the right time. The experience of starting again at a new school and working with different people in different situations has been incredible and invaluable to my personal development. I am now leading Teaching and Learning and trying to follow in the footsteps of my mentor. I’ve always had the goal of becoming a head teacher and I know I may still be a long way from realising this dream. But the skills I have developed and the experiences I’ve had have only further fuelled my desire to get there. One day.

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BRING ON SUMMER A complete guide to getting healthy and in shape in time for the holidays WORDS: KEVIN KEARNS

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PART 1: THE DIET RULES TO EAT BY

k, let’s get rid of the first three letters here: DIE. Most people who go on diets DIE not eating or eating tree bark or some other disgusting food with chemicals in it. Doesn’t that sound like fun? Not so much. So, what are we supposed to do if we want to look good on the beach? The answer is quite simple. One of the best plans I’ve ever seen and I personally have been on for over 10 years is what is called a rotating taxonomy diet. It’s really simple and if we were still roaming the plains like our ancestors we would still be eating this way. If you look at most Asian cultures they tend to follow the seasons. They eat what is available at that time of year. Asian medicine is almost 3,000 years old. Food, exercise and breathing can all help heal the body and keep it healthy. You were not meant to be overweight. It’s society, chemicals in foods, processed food, and eating on schedule that’s caused us to become obese. Plus, we are more stressed out than our ancestors. We’re not in any danger of being eaten by wolves or sabre-toothed tigers. Yet we have these little pocket devices we constantly have to check. Believe it or not stress and fight or flight hormones cause more weight gain then actually eating. Now that we understand that we can do something about it. Here are my recommendations for dropping pounds and keeping it off.

BREAKFAST Just like a fire that dies down at night you will need to throw another log on it to get it going. In the morning it’s the same thing with your metabolism. People will squawk and say, “I’m not hungry in the am.” That’s because your biggest meal was at 8pm at night. You need to reverse it.

ROTATE YOUR FOOD If you have eggs and toast for breakfast why not have that for dinner instead? Better yet, how about having that turkey dinner for breakfast. You’ll be less hungry at night. You will see me plenty of times have buffalo burgers for breakfast with veggies. Why not?

VEGGIES ROCK Veggies have close-to-no calories and you need the vitamins and minerals daily. Now your vitamin and mineral needs will change daily as well. This is why a rotating diet is the best. It keeps your metabolism on its toes and it’s not boring!

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HAPPY BALANCE Eating an even amount of carbs and protein is essential. This keeps your blood sugar on an even level and causes you not to overeat or overindulge.

TODAY’S MENU

Here’s a simple rotating meal plan Breakfast

2 turkey burgers 1 yellow pepper 1/2 sweet potato Cup of tea

Mid-morning

Apple slices with peanut butter Glass of water

Lunch

H20 ON TAP Water, water, water. In order to shift weight it’s imperative you hydrate. If you don’t hydrate your body can’t process and function optimally.

3–4 egg whites Spinach and tomatoes 1/2 serving of oatmeal Water or a cup of tea

Mid-day (if needed)

Protein shake with coconut milk and strawberries

Dinner

Grilled or baked chicken Green salad Brown rice Water

COACH KEARNS SAYS: “There is no reason you can’t flip-flop this menu around. The key is to mix it up, manage portion control, exercise daily and mindset.”

KNOW YOUR FRUIT Low glycemic fruits are the best, unless after a workout. Berries, apples, pears and alike are low in sugar. Melons, bananas, citrus are high in sugar. Directly after a workout your cells are screaming for sugar. Well, better to give it to them then.

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PART 2: THE WORKOUT PHASE 1

LAYING FOUNDATIONS We will start with 1-3 sets of up to 20 reps, with minimal rest between each exercise. Weeks 1-4, this will be your building base phase for your 12-week beach body plan. 1. Squats 2. Spilt lunges 3. Wall push-ups 4. Toe raises 5. Floor side planks 6. Suspension rows 7. Bodyweight kayaks

PHASE 2

EXPLOSIVE POWER Here’s your workout from weeks 5-8. It takes at least two weeks to build muscle memory and then you start building real strength. I’m a big fan of tweaking any workout every four weeks. 1-3 sets of 20 reps will continue to get more challenging as the weeks go on. 1. Jump squats 2. Spilt lunge jumps 3. Military push-ups 4. Toe jumps 5. Side planks to leg lift 6. Plank with alternating feet off the ground 7. Isometric suspension rows 8. Bodyweight kayaks with feet off the ground

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PHASE 3

CARDIO CRUSHER Now that we’ve established the base phases we are going to progress to a HIIT (high intensity interval training) circuit consisting of three rounds, each featuring eight excersizes. Race through all eight exercises per round and aim to complete 3-5 circuits with minimal rest periods between. This is a great way to get stronger and add more cardio in the same workout. Aim for 30 seconds or 20 reps of each drill.

FOR MORE TRAINING TIPS FROM COACH KEARNS CHECK OUT HIS TRAINING AND NUTRITION ADVICE IN THE HEALTH SECTION >>>

ROUND 1

ROUND 2

1. Squats 2. Push-ups 3. Pull-ups 4. Kayaks 5. Toe jumps 6. Jump squats 7. Push-ups 8. Planks

1. Split jumps 2. Pull-ups 3. Toe jumps 4. Pull-ups 5. Planks 6. Side planks 7. Kayaks 8. Push-ups

1–2 minute rest / hydrate period

ROUND 3 1. Jump squats 2. Split jumps 3. Pull-ups 4. Push-ups 5. Jump squats 6. Kayaks 7. Planks (alternating) 8. Side plank with leg lift

COACH SAYS: “If any of these exercises are unfamiliar then use your phone for something other than social media and do a quick search online. You’ll find all of these exercises complete with video tutorials.”

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Teaching dyslexic students doesn’t have to be overwhelming, as long as you know what you’re doing. WORDS: SUZANNE MURRAY

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en years ago, the British Dyslexia Association Management Board approved the following definition: ‘Dyslexia is a specific learning difficulty that mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be life-long in its effects. ‘It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual’s other cognitive abilities. The definition is deficit-based and it’s hard to see the individual within it.’

time. Teach them how to remember and watch their confidence grow. The process can transform a child from a passive to an active learner. The literal meaning of dyslexia is: ‘dys’: difficulty, ‘lexia’: with words. Most people might think of it as a difficulty with reading. Others still believe letters move around. And some insist dyslexia doesn’t exist at all. Whatever you call it, the difficulty or difference exists. Dyslexic people, unlike most people, can be thought of as processing language in the ‘mind’s eye’, which is where ‘thinking in pictures’ comes in. Dyslexic thinking typically mushrooms outwards instead of focusing in. This is the big picture style so often referred to. They have a tendency to see potential and possibility, not just what is. The connections they make are circuitous and do not serve them well within the environment of formal education. If you can begin to accept this, you might start to understand dyslexic thinking.

“With dyslexic children, that lightbulb moment can have a blinding intensity”

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The first thing I do when teaching is to try to build self-esteem by aligning myself with the child’s perspective. Whilst it’s often said that no two people with dyslexia are the same, I find they have many similarities when it comes to teaching and learning. Moreover, my sessions are a bit like rehabilitation; reconstructing self-esteem, scaffolding until confidence as a learner is regained. The ‘lightbulb moment’ is much referred to in teaching. With dyslexic children, that lightbulb moment can have a blinding intensity. I cannot express their hunger to learn and the powerful impact of an interested, skilled adult that wants to understand their unique perspective. Success breeds success and from small steps significant progress can often be made, self-esteem grows and the child starts to understand how they need to learn and that they can learn. So often at first, they will say, “I can’t remember” and look apologetic. It seems their memory has let them down so often that they have learnt not to rely on it. Why? Under pressure and time constraints, dyslexic children will not be able to remember. Give them thinking

The fact letters have names and sounds generally needs to be taught to dyslexic learners explicitly and this is one of the key components of any structured programme. When practising letter sounds, it is very important learners make ‘pure’ sounds, i.e. that no additional vowel sound is made. I always include games and children enjoy this: mixing up letters, taking them away; close eyes and point to a letter. After this, an hour’s session will typically include memory work, reading and spelling packs, handwriting practice, reading, revision of previous teaching point (a point of grammar or spelling) and discovery learning for the new teaching point. All sessions are multi-sensory and sequential. Whilst overlearning is considered essential for dyslexics, i.e. lots of practice doing the same thing, what interests me is finding creative ways to help the student learn and remember.

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BIG Read

“IF WE FOSTER RECOGNITION THAT DIFFERENCE ENRICHES, RATHER THAN DEMANDING CONFORMITY AT ALL COSTS, WE MODEL A MICRO SOCIETY WITHIN SCHOOLS THAT CELEBRATES ALTERNATIVE THINKING” - Dame Alison Peacock

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BIG Read

I ask a lot of questions, I teach, question and rephrase, repeat. I throw them lots of lines to catch: make it funny, tell a story, make up a character, give the history and etymology of language. Give them the semantics, meaning. Give them the why, they are very hungry for this. I give them visuals. Dyslexia might be thought of as a sensory difficulty: eyes, ears, and touch are involved in processing, naturally this impacts on attention and arousal. If a student is looking sleepy, I include activities that involve movement. If they seem over-active, I might ask them to stand to learn or engage in a sorting activity that will help them to focus. I also ensure that, at times, the student is involved in something totally independent with no interference from myself, and this is important. The rest of the time, I’m like a detective, looking for clues: how does this child need to learn? I am a coach too: giving the child a belief in their ability, in their particular approach to learning and in their strengths. It’s very much about noticing the small parts that make the whole. In handwriting, I will focus on

one join or letter shape and model it. I choose my favourite and so does the child – they begin to apply care and attention to all writing. I give lots of praise and encouragement and gradually the motivation starts to come from within. In the summer of 2016, we went to London for an exhibition on colour at the Natural History Museum. The exhibition, though slightly disappointing, did serve to crystallise some of my thoughts on the nature of dyslexia. My main takeaway was that insects, such as dragonflies have incredibly sophisticated, complex eye structures but very simple brains. In contrast, humans have fairly simple eye structures but highly complex brains, so complex that we are only just beginning to understand them. We see with our mind’s eye, not really with our eyes at all.

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THE TRUE POWER OF AM DRAM outh theatre holds the key to a happy, confident and resilient child, as discovered in a study conducted by the Australian Theatre for Young People (ATYP), who surveyed over 1,200 students, parents and alumni. “Building mental wellness and agility through participation in youth theatre had a positive impact on the

well-being of 94% of youth involved, helped 71% build resilience to cope with challenges and helped 52% reduce their anxiety levels,” stated the report. “Most participants (89%) reported improved selfconfidence, team work (88%) and interpersonal skills (84%) as a result of their involvement in theatre.

AR TS Take a sneak peak inside The Gallery

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Tips to own your drama school audition

British student chasing prima ballerina

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THE GALLERY

READY FOR INSTALLATION Before it goes on show at the Ashmolean Museum in Oxford, HWRK managed to get a sneak preview of the work on offer from Kingham Primary School

rt subject leader Mrs Liz Mahony, who is a lead teacher for art for Oxfordshire Teaching School Alliance, said: “Our pupils are encouraged to celebrate their achievements amongst a wider audience too, such as; the classroom, the communal areas and the school website. We enjoy participating in ‘Young Art Oxford’ – a competition which rewards its winners by featuring their art in a public exhibition at the museum. “When those children realise that over 3,500 entries are submitted, they soon realise they have created something special when their work is selected.”

As you can see the school also has a flair for producing sculptures, and prides itself on relationships with local artists who come in and offer advice. Mrs Mahony adds: “Owning a creative curriculum enables teachers to discover the opportunities afforded by such a topic. But if they lack the confidence to organise and plan in detail help is always at hand via the role of the art co-ordinator. “There is no right or wrong way to develop a meaningful art-based component to compliment the curriculum and this is our approach at Kingham Primary. Why not come and see us at the Ashmolean?”

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ARTS

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drama club Oscar winner wants sign for all Meet the schoolgirl from Swindon who’s hoping to bring sign language into classes aisie Sly, the six-year-old star of the British short film that won an Oscar in March, has called on Theresa May to allow deaf children to study sign language in schools. Writer Rachel Shenton and her fiancé Chris Overton, the film’s director, joined Maisie’s parents, Elizabeth and Gilson, who are also deaf, in signing a Sunday Times letter calling for schools to teach GCSE sign language. The Silent Child has attracted worldwide acclaim since the Academy Awards and work has now started on the sequel, which will tell Libby’s story as she grows up. Maisie has been asked to reprise her role. The 20-minute drama, about a caring social worker who teaches a deaf child to use sign language walked away with the Best Live Action Short statuette during a glitzy night with the stars at Hollywood’s Dolby Theatre. The Times’s letter states 97% of young people believe British sign language should be offered in schools. It said the success of The Silent Child shows that “when society, family and government reach out to support deaf children, there is absolutely nothing they can’t achieve”.

At the Oscars Rachel made her acceptance speech in British Sign Language – after having made a promise to Maisie. Rachel said at the time: “I made a promise to our six-year-old lead actress that if we won I’d sign this speech, but my hands are shaking.” She added: “Our movie is about a deaf child being born into a world of silence.

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It’s not exaggerated or sensationalised for the movie. This is happening. Millions of children all over the world live in silence and face communication barriers, particularly in access to education. “Deafness is a silent disability. You can’t see it and it’s not life threatening so I want to say the biggest of thanks to the Academy for allowing us to put this in front of a mainstream audience.”

“Millions of children all over the world live in silence... particularly in access to education”

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ARTS

Breaking a leg! Six top tips for smashing an audition and getting on a musical theatre course you’re a student W hether with ambitions to

become a platinum album selling popstar, or an Oscar winning actor, or even a drama or dance school teacher looking to get your Year 12 ready for the uncompromising world of auditioning, HWRK is here to help. We’ve teamed up with

PRESENTATION Overall appearance is an important part of auditioning. You must go to your audition as the best version of yourself. Be neat, tidy, stylish and comfortable.

DO YOUR RESEARCH On both the college or university and the course. Impress by researching the audition material. Know your shows so you can also discuss the pieces you are performing.

Stephanie Wallace Carr, Creative Director of Musical Theatre at LMA on Merseyside to offer some tips and advice on how to smash a theatre course audition. So, dress to impress, head back, chest out and pull back the curtain before giving it your best shot. After all, a star is born every day.

BE PREPARED Dress for the activity you may be undertaking. Don’t try and be something you are not with outfits, hair and makeup. Take all your dance shoes!

SHOW ENTHUSIASM We all love an enthusiastic, energetic, friendly student. This is the place for you, so kill them with confidence and likability.

SUITABLE MATERIAL Choose a monologue/song that relates to the course. If it’s musical theatre choose a song from a musical you can belt out. It’s important to sing the most impressive part of the song.

BE PUNCTUAL Arrive at least 20 minutes early to ensure you can fully warm up and prepare. This shows you are dedicated and reliable. Being late gives off a bad impression.

“For more details of courses available at LMA visit: lma.ac.uk”

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ARTS

dance & fashion

PRIMA BALLERINA South African silver medal for ballet prodigy

allet West pupil Uyu Hiromoto is showing no signs of slowing in her pursuit to becoming a prima ballerina with a silver medal in the seniors at the prestigious South African International Ballet Competition in Cape Town. Originally from Yokohama, Japan, the third-year degree student was awarded the Royal Academy of Dance’s highest award, the Solo Seal, last year while also reaching the finals of the BBC Young Dancer of the Year competition. Gillian Barton, principal of Ballet West, said: “Huge congratulations to Uyu. Winning the senior division silver medal at this important international competition against competitors of the highest calibre from across the globe doesn’t happen without many years of dedication, discipline and hard work - not only from the dancer but also from our teachers at Ballet West.” Before moving to the UK, Uyu trained at the Kudo Ballet School, where she achieved a distinction in her Royal Academy of Dance exams and reached the finals in the 2014 and 2015 Genée International Ballet Competitions.

A IS FOR ARMANI A public school in Japan has been forced to apologise to parents after pupils were harassed in the street by passers-by due to their new high-priced uniforms made by Georgio Armani. Taimei Elementary School in Tokyo’s wealthy Ginza shopping district gained international acclaim when they introduced the new £550 uniforms earlier this year.

But after insisting the expensive togs were befitting the local community, the school have now had to employ security guards to protect students who have become the target of abuse from strangers and tourists. Uniforms are not compulsory in Japanese public schools but are socially held in high regard.

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5.9% According to a study conducted by The Stage, less than 6% of drama school teachers working at the leading 13 drama schools in the UK are from black, Asian and minority ethnic backgrounds. None of the schools were found to employ more than 10% of staff from BAME backgrounds.

REEGAN, 6, HITS THE RUNWAY A pupil at Cwmfelin Primary in Maesteg, Wales, is having a fabulous time walking the runways of some of the world’s most glamorous fashion shows – and she’s yet to turn seven! Reegan Davies hit the catwalk at London Fashion Week at the start of the year and quickly followed that up with work at further shows in

Milan. Mum Lisa told Wales Online: “She loves to act and perform and has also been attending a drama school since she was three. As parents we are so proud of her and she truly is beautiful inside and out. She takes everything in her stride and sees it as an opportunity to meet new friends and has fun wearing clothes.”

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48 breakfast 2 go-go

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HEALTH

Blow away your stress O

n average you can expect to take 12 breaths per minute, 960 per hour, 23,040 breaths per day and 8.4 million per year. So, do yourself a favour, take deep relaxing breaths rather than short anxious ones and with it see your stress levels drop dramatically. With a little help from Ancient China, this monthâ&#x20AC;&#x2122;s HEALTH section includes some tips on the art of Qigong and how simply controlling your breathing can help to combat rising blood pressure and anxiety. Check out Page 52-53 for more.

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O! -G GO 2

HOLA GRANOLA!

Maple, peanut and sour cherry mini morning motivators You’ll need (makes 14) 2 cups old-fashioned oats 1 cup peanuts, unsalted and chopped 1 cup sunflower seeds 1 cup unsweetened coconut shavings ½ cup flaxseeds ½ cup sliced almonds ½ cup wheat germ

1 cup dried sour cherries ¾ cup pure maple syrup ⅓ cup light brown sugar 3 tbsp coconut oil 1½ tsp vanilla extract ½ tsp sea salt 1 large egg white, beaten

Instructions 1. Preheat oven to 200-degrees. Mix your oats, peanuts, sunflower seeds, coconut, flaxseeds, and almonds before spreading across a baking tray. Toast, stirring occasionally, until coconut is lightly golden brown, around 12 minutes.  2. Reduce oven temperature to 160 degrees. Transfer oat mixture to a large bowl and stir in wheat germ and cherries. 3. In a small saucepan, bring the maple syrup, brown sugar, coconut oil, vanilla, and salt to a boil. Keep stirring until sugar dissolves, around 4 minutes. Then allow to cool for 15 minutes before whisking in the egg white. 4. Pour syrup over oat mixture and stir until coated. Scrape onto a baking paper-lined lipped tray and bake until deep golden brown, 45-55 minutes. Allow to cool then cut into bars. 5. Store in an airtight container and consume within a fortnight.

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BREAK TIME FITNESS

Breakfast

A 15-minute workout for the classroom

HEALTH WONDER WALL Tables and walls, the ideal gym partners for busy teachers o, you’re between classes and only have 10-15 minutes to squeeze in a workout. You don’t have any equipment and you’re in dress pants or a skirt and a dress shirt. No problem. Bodyweight drills are super versatile and can be done literally anywhere. Plus, you don’t have to be in your gym kit to get a session in. An old friend of mine would to count how reps he did in a year versus during the workout. I think that is a great concept. First, make a bit of space, enough to move around in a six-foot radius. We are going to start with the larger muscle groups. Aim for three sets up to 20 reps per exercise with minimal rest between each.

personal coach Kevin Kearns is an acclaimed strength and conditioning coach, nutrition advisor & anti-bullying campaigner

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SQUATS (10 reps) Stand up tall with a chair positioned behind you. Bend your hips first and your knees second as you lower yourself to touch the chair on a count of four seconds. Pause for two seconds then stand again.

TABLE PUSH-UPS Lean into a table with your arms positioned 90 degrees to the ground. Elbows and wrists lined up. Now lower yourself towards the table and breathe in on a count of four seconds. Lift yourself off the table as you breathe out.

SPLIT LUNGES Grab the edge of a table or a door knob. Have one leg forward and one back in a ‘split stance’. Lower your knee towards the ground on the back leg, as you bend the front leg, taking care not to let your front knee go past your toes. Repeat on opposite side.

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KNEE-UPS Face the wall with yours hands on the surface. Bring one knee up to your hip and then return it to the ground before raising the opposite knee. That’s one rep. At some point you should find yourself skipping.

TOE RAISES Stand in front of a wall with your hand palms down on the surface. In one motion, raise your heels of the ground until you are on your toes. Then lower your heels back to the ground for one rep. Now try whilst facing the wall.

WALL SIDE PLANK With the wall in front of you turn to your side and place your forearm and hand on the wall. Bring your feet slightly out and away from you so you are leaning on the wall. Now press up with your one arm until your hips are parallel again.

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HEALTH

PLAYGROUND DUTY Tone your torso with just a bench and dash of motivation

1 STEP UPS (3 SETS x 5 REPS) Stand in front of the bench, feet shoulder width apart. Step up with your right foot to a standing position, and bring your left foot up also. Step down with right foot first. Repeat, alternating legs each time. Targets: belly and legs

2 JUMPING JACKS (3 SETS x 10 REPS) Spring off the ground and spread your legs and raise your arms at the same time. Land with your feet shoulder width apart and your hands should above your head. Jump again to return to start position. Targets: heart rate

ELBOW PLANK (3 SETS x 60 SECS) Lie face down, resting on your forearms, elbows and knees. Lift your knees off the ground by keeping your legs and back straight. You should be resting onto your toes and your elbows. Targets: belly, back and bum

5 SEATED DIPS (2 SETS x 5 REPS) Sit on a bench, hands on the seat next to your bum. Support your weight in your arms as you slide your hips forward off the bench. Lower your torso until your upper arms are parallel with the ground. Targets: arms and belly

personal coach Tony Moran is a former martial artist turned personal trainer

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LUNCH BREAK TRAINING

BIRD DOG CRUNCH (2 SETS x 4 REPS) Drop into a press-up position but with your bum in the air. Extend your left hand out in front of you at shoulder level while extending your right leg behind you at hip level. Bend your right knee and bring it under you while bending your left elbow and drawing it in to touch the knee under your stomach. Repeat alternative leg and arm. Targets: belly, bum and shoulders

SCHOOL YARD CALISTHENICS IN 30 MINUTES

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LUNCHBOX FOR...

FOCUS Take control of your energy and mood levels and ensure you are at your best after lunch

BLUEBERRIES The antioxidants in blueberries stimulate the flow of blood and oxygen to the brain â&#x20AC;&#x201C; and keep the mind fresh.

WATERMELON Water gives the brain the electrical energy for all functions, including thought and memory processes.

AVACADOS These little green gifts from Mother Nature enhance blood flow, offering a simple, tasty way to fire up brain cells.

DARK CHOCOLATE The magnesium helps you de-stress and stimulates the release of endorphins and serotonin, heightening mood.

NUTS Nuts and seeds are good sources of the antioxidant vitamin E, which is associated with reduced cognitive decline as you age.

SARDINES Fatty/oily fish contains omega-3 fatty acids that aids memory, mental performance and behavioural function.

LEAFY GREEN VEGETABLES Full of antioxidants and carotenoids, which boost your brain power, while the B-vitamins aid brain health.

FLAX SEEDS Grind them up and sprinkle over your salad for a delicious super-food all-in-one brilliant brain ally.

Avocados (ÂŁ29.8m) were third fastest-growing UK grocery product of 2017

GREEN TEA Contains caffeine and L-theanine which, combined, produce a better ability to focus attention, speed and accuracy.

FOOD GURU Nutritionist George Lockhart works with the military and in professional sports

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HEALTH BLOW AWAY STRESS

Why the ancient Chinese practice of qigong should be part of your healthy daily regimen

SPICE UP YOUR LIFE

A low-carb, low-fat noodle delight that will keep you motivated to lesson plan like a master

Instructions 1. Combine the soy sauce, 1.5 tablespoons of chilli paste and 4 teaspoons of fish sauce with water in a bowl. Whisk the eggs and remaining chilli paste and fish sauce in a jug. 2. Heat 1 teaspoon of oil in a non-stick wok over high heat. Add half of the egg mixture, tilting the wok to cover the base and side. Cook for 1 minute or until just set. Transfer to a board. Repeat

HEAD CHEF

2 tbsp chilli paste 5 tsp fish sauce 1 tbsp water 1/2 lime

with 1 teaspoon oil and remaining egg mixture. Roll up each omelette and thinly slice. Set aside. 3. Place noodles in a heatproof bowl. Cover with boiling water. Stand for 4 minutes. Drain and refresh under cold running water. 4. Wipe wok clean with paper towel. Heat remaining oil in wok over high heat. Add onion and stir-fry for 1 minute. Add peas, beans and garlic and stir-fry for 2 minutes or until tender crisp. Add noodles and chilli/sauce mixture.

Chef Ian Leadbetter has spent 20 years in restaurants across Europe and works as a nutrition consultant

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15-minute dinner

Spicy noodles with omelette You’ll need (serves 4) 4 eggs 3 tsp coconut oil 400g fresh wholemeal noodles 1 onion, thinly sliced 150g sugar snap peas 150g green beans, sliced 4 garlic cloves, crushed 1 tbsp soy sauce

s I become older and, hopefully, wiser I’ve realized breathing and being able to control your breathing is paramount in feeling healthy and healing yourself from your mind to your body to your being. Research concerning qigong has been conducted for a wide range of medical conditions. With millions of practitioners worldwide, this ancient Chinese holistic system of moving breathing and mediation should not be overlooked as a simple way to reinvigorate your mind, body and soul. As a two-year practitioner who was full of doubts with this practice initially, I now realise it’s just as important as strength training or cardiovascular exercise. Just recently, a US study revealed this type of exercise is one of the best ways to keep your arteries strong and flexible as the constant blood flow strengthens and protects against deterioration. It’s interesting to note that chi, and the flow of chi, has been part of Eastern medicine since its

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inception over 2,500 years ago. Western medicine is only 300 years old - and they are just starting to tap into alternative medicine or ‘biofeedback’. Here are seven ways qigong can improve many aspects of your health and wellness:

Centred & focused The art of controlling your breathing while doing these exercises is just that, an art. This translates to all parts of your life. Improving digestion The Chinese have long believed humans have two brains. The one in your skull and the one in your gut. Proper breathing massages your internal organs.

2 3

Balanced hormones Much of the new literature on stress indicates that one of the largest

1. OPEN LOTUS Stand with your knees bent and tailbone tucked under. Place your hands in front of you like you’re holding a bowl of water. Breathe in slowly through your nose as you bring the bowl towards your face and over your head. Then turn your palms out and push your hands away to your sides of the body.

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factors in determining stress levels is your emotions. Deep regulated breathing allows the body to calm down and turns off the stress hormones that naturally occur.

Increasing flexibility The more the body is able to relax at the most visceral level, the more the tightness or stiffness in the muscles are able to subside. When you are under anaesthetic a doctor can move your joint wherever they want. The fact that you’re so completely relaxed allows this mobility. Now, imagine the possibilities for your own overall health and wellness if you could tap into that on a regular basis.

Prevents injury Qigong is like a good gentle stretch and an acupuncture treatment combined, which improves the circulation of ﬂuids and energy in the body to lessen the impact of injuries and allow more rapid healing.

STReNGTHEN connections A primary way chi ﬂows is along the nerves of the body, which makes it a hugely effective technique for relieving stress on a day-to-day basis, as well as rebuilding bodies that have broken down due to long-term stress.

Strengthening muscles Power comes from the explosive contraction of your muscles; the more relaxed, the greater the explosive movement.

AN INTRO TO QIGONG

Here are some simple exercises to try with this method. All breathing should be a two and four count 2. PYRAMID In a push-up like position, drive your hips up in the air. Now as you fold forward breathe out as you bring your body down and arch your back and neck towards the ceiling.

3. TRUNK Stand with both feet shoulder width apart and your knees flexed. Hold your hands at your navel in a bowl-like position. Breathe in and inflate your belly, raise your hands, and then breathe out.

personal coach Kevin Kearns is an acclaimed strength and conditioning coach

4. KNEE TO CHEST Stand straight, legs shoulder width apart, with your hands palms down towards your feet. Breathe in as you pull both hands towards your chest along with your knee, as if you were pulling your pant leg up. Now reverse your hands and bring them back down. Count and focus on the timing of your breathing.

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HEALTH

ﬁttest faculty

CHASING MEDALS Tyler Spence is swapping the computer room for the rugby field at the Commonwealth Games

taff and pupils at Penwortham Priory Academy in Preston went Commonwealth Games crazy in April in support of one of their own. Computer Science trainee teacher Tyler Spence was due to represent England at the Games on Australia’s Gold Coast after being selected in the 15-man squad for the rugby league 9s team. The 22-year-old full-back, who played for Wigan St Patricks in the National Conference League, said: “It will be tough to win a medal as all the other teams are professionals and we are amateurs. “England is the only team which is made up of amateurs and the favourites will be Australia.” He added: “England are in a group with Tonga, Samoa and Papua New Guinea, who were champions in 2014 so it certainly won’t be a walk in the park!

“I can’t wait really, it will be the first time I have been to Australia and it’s fantastic that it’s to play rugby.” Penwortham Priory pupils helped to fund Tyler’s trip, with fundraisers held at the school including a raffle while family and friends got behind a crowd funding scheme.

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MAKING SMART CHOICES WITH YOUR FINANCES

58 SPENDING less to save you pounds

SAVING where it really matters

INVESTING in your future outside of school

Shopping for your school’s real future

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SPENDING

Money saving tips 23 cost effective ways to save your time and cash

lack of time and financial support on a national scale is threatening the quality of education in our classrooms. But don’t allow a decreasing

budget to inhibit your drive for educating. Utilise these simple and proven moneysaving ideas to ensure your learning zone doesn’t feel the pinch.

1. Start the school year/term by asking parents for their emails or to join a class WhatsApp group, to save on paper letters.

6. Invest in whiteboards for your classroom walls and wipe clean regularly to start learning over.

2. Ask at your local newspaper for leftover newsprint for arts and drawing paper.

7. Save every type of grocery container – margarine tubs, coffee cans, jam jars etc. for storing games, craft supplies and stationary.

3. Cut back on meetings. Focus on what you want to achieve and devise actions to let you achieve those goals. 4. Swap and share with other teachers rather than buying duplicate supplies. 5. Check magazines and newspapers for coupons and free offers.

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8. Don’t be afraid to ask parents to save things also, for art and science projects. 9. Check local media for travelling theatre groups and museum exhibits and don’t be afraid to ask for complimentary tickets.

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10. Use macaroni for cheap counters and art projects. 11. Ask supermarkets for used advertising displays — Valentine’s hearts, Easter bunnies and Christmas stuff – and chop up and save for seasonal bulletin boards. 12. Use the plastic popcorn from packaging for arts and craft projects or counters. 13. Ask students to bring any surplus games from home to use on rainy days. 14. Ask parents and students for used books to grow your classroom library. 15. Look for children’s books at car boot sales and add them to your classroom library. 16. Combine salt, ﬂour and water to make cheap modelling dough. Store to reuse in airtight containers or bake to keep as class ornaments.

18. Check through the junk mail in the staff room as they often contain posters, maps or stickers. 19. Keep leftover activity sheets and reuse the backs for scratch paper. 20. Keep school computers switched on to avoid wasting time every lesson booting up. 21. Cut back on the number of emails you send and especially avoid the ‘cc’ action to free up your inbox. 22. Don’t purchase classroom supplies without going through your team leader or school business team. 23. Don’t forget, time and money are interchangeable. Spend time to save money.

17. If you buy treats for your class, purchase them in large quantities at discount stores.

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SAVING

Spending once spending wisely Three factors to consider before blowing your next school budget ver the last five years there has been mounting pressure to reduce public spending and there’s every indication this will continue in this parliament. Schools in particular have been hit hard and things are only going to get worse with this government’s new funding formulae. Expect to see budgets fall again on top of the existing cuts. So, I thought it would be prudent in this issue to highlight what steps schools can take to try and ensure budgets go a little further. Having worked in public sector procurement for over 25 years, I’ve been responsible for awarding and managing a wide range of commercial contracts, all of which were aimed at delivering good value for money. Furthermore, when spending public funds, we must also be sure the contract terms and conditions are appropriately robust to ensure we receive the goods and services we purchased, and to protect us when things go wrong. I’ve heard many horror stores, with schools in particular, who have made some large value purchases only to be stung by the supplier. Here are three key factors to consider when you embark upon making a specific purchase:

WHERE TO START

Firstly, it’s always good practise to examine your current spending commitments and rank them in order of value. This information should be fairly easy to obtain from various sources. Once you have this information you can then consider which areas of spend you need to attack first. From memory, outside the cost of paying for the rent or mortgage on your buildings the largest costs usually fall into salaries, temporary labour and utilities, often with a very long list of low value purchases. Typically referred to as tail spend.

KEY FACTORS

Before we can make decisions on the next steps you also need to consider existing contractual commitments. For example, should you be tied to an existing telecoms agreement for say five years, then there’s little you can do to get out of that contract. Likewise, you must also consider when is the best time to go out to the market to make a purchase - if you know prices rise every January for a certain product or service

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you should be mindful of this and make your purchases during the latter months of the previous year. Other factors to consider are the internal procurement policies of your establishment. A well organised school will have a set of policies to follow before making a specific purchase. These policies will outline when and how to obtain formal quotations and when to conduct formal tendering exercises. Where spend exceeds circa £105,000, then there is the EU Procurement Regulations to consider, which sets out how you should approach the market in a predefined way.

WHERE TO BUY

Where to buy can be as equally challenging as considering Key Factors, and as such many organisations prefer to use the professional services of an established procurement organisation, who in essence do all of the legwork for you. Two worth considering are: Crown Commercial Service (CCS) is a well-know, well-established central procurement agency that’s part of the Cabinet office.

With over 600 staff that procures a range of contracts and framework agreements across a wide range of products and services including; utilities, professional service, ICT & telecoms, printers and multi-functional devices, fleet and travel. CCS has over 90 framework agreements in place, all of which offer full compliance and excellent value for money. Crescent Purchasing Consortium (CPC) are very similar to CCS, albeit their main focus is the education sector, offering a range of procurements covering: estates & facilities management, office supplies & equipment right though to ICT and telecoms. CPC currently have in excess of 50 frameworks in place. Both CCS and CPC promote their offering to be fully compliant to various regulations while offering great value for money, which in-turn will generate real savings for your school. Have you got a question for HWRK’s Capital section editor? Then email: jim.parkinson@hwrkmagazine.co.uk

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Both staff and pupils can bag a huge 15% off everything at berghaus.com by simply offering up your teacher/pupil ID at the checkout. See the website for more information and links to edu discount codes.

Pick up a £30 Railcard and save 33% on all your rail travel for 12 months at railcard.co.uk. Hugely beneficial if your commute involves a daily rattler route or your role takes you up and down the country.

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INVESTING

It’s a marathon, not a sprint Make your first job of 2018 improving your school’s mission statement

hen it comes to investing your hard-earned money in the stock markets there is never a right or wrong tie to start, the key is to only do it when you can invest in the long-term to ensure maximum results. Keeping your exposure to equities when markets fall is a more profitable approach than looking to time the market for a swift return. Riding out the peaks and troughs over many years is more likely to provide higher returns overall, analysis shows. “We’ve looked at data that shows someone investing £10,000 in the UK stock market in 1997 would have seen their investment more than treble to £32,000 in 2017 if they left it untouched over that time,” says Martin Lawrence, Investment Manager at Wesleyan. “This 20-year period encompasses the dotcom crash in 2000, the 2003 recession and the 2007/08 credit crunch, so it would have been tempting at many points to divert money into a safer home with a plan to re-invest at a later date. “Had that happened the investor would have

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found themselves in a less profitable position as it is likely they would have missed out on the ‘best days’ in the market. These best days occur typically when the market is recovering from a nasty drop.” Analysis shows missing out on just five of the best days in the UK stock market would have seen that £10,000 investment grow to just £22,000. While missing out on the 10 best days and the investment would be down to £17,000, meaning the investor would be £15,000 worse off than if they kept their money invested over the full period. If you need access to your cash within the next few years and don’t have the luxury of a long-term horizon, now may not be the best time to invest. But if you are in a position to make your savings work for you, the risk vs. reward here may be worth examining. Lawrence adds: “For anyone wanting access to equity markets but uncomfortable with weathering the roller coaster ride of the markets, with profits products may be a good alternative. “This is a type of investment fund that

spreads capital across a number of asset classes, with the aim of softening sharp rises and falls by smoothing returns. It aims to provide a bonus that increases with the value of the fund over time.” As ever, each financial situation is unique and there’s no one-size-fits-all approach. Your financial situation and the length of time you are looking to invest for are crucial. If you are in a position to leave your money invested for the long-term then history shows that equity markets will over time provide better returns than cash or bonds. And with interest rates at record lows and inflation on the increase, leaving money in cash could see the value of your investment diminish in real terms. If in doubt, speak to a financial consultant who can give you specialist advice on how to manage your money. Wesleyan provides specialist financial advice and solutions to professionals including teachers and can provide guidance on reviewing your finances. Visit wesleyan.co.uk for more info.

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Kuala Lumpur Luca Rocco and his girlfriend traded in the classrooms of the UK for a life truly Asian he tourism strap line is ‘Malaysia – truly Asia’. And, to be honest, I couldn’t agree more. Kuala Lumpur is a hotbed of different Asian cultures, religions and nationalities, all of which seem to interact and cohabit with no fuss. A true microcosm of what the world should be like. I look back now to those frosty mornings in the UK, scraping the ice off the car, with dismay. The dark nights coming in, OFSTED lurking just around the corner… I did two years at a fantastic school at home, but it was time to move on and me and my girlfriend couldn’t have chosen a more magical place. As adjectives go, ‘cool’ isn’t the most adventurous, but when asked what Kuala Lumpur is really like, it’s my go to word. This city really is a cool place to live. Different districts are packed with hipster cafes, boutique shops, vegan restaurants, and new styles of yoga. At times you have to remind yourself you’re not in New York or London. At other times, however, it’s strikingly clear. I wouldn’t say the gulf between rich and poor is large, but in among the high rise shopping malls exist small Kampungs – local Bahasa dialect for village – where corrugated iron forms the shell of primitive housing. A stone throw away from Starbucks and McDonalds. Another thing to note is the local way of life. Malaysian’s are, shall we say, relaxed. The bureaucratic efficiency of the UK is streets ahead. Buses are late, post is late, a 6:30 meeting is usually 7:30. The deadline for housing bills are not enforced, parking fines are seen as optional and traffic jams are just expected. I guess it all adds to the fun! Or as the locals say: “That’s Malaysia, lah.”

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Travel was a huge driving force in my decision to move, and it’s in the perfect place to hop aboard cheap flights to other destinations. So far, we’ve explored Vietnam, Singapore, Thailand, Malaysia, Australia and Indonesia, with many more still on the list. Thanks to AirAsia’s remarkably cheap prices, every pay packet is subsequently spent visiting somewhere new. But beyond all of this, the main positive for me is the school. I’m extremely fortunate to work in a place where I love coming in every day. The makeup of staff is predominantly British, meaning friendships are easy to forge and the atmosphere within the school is one not too dissimilar to the UK. The school is also driven by technology, where students from Year 3 upwards operate on a 1:1 iPad scheme, which has completely changed my approach to teaching. My current class has 12 different nationalities and behaviour management isn’t an issue. The Asian parental culture at times is demanding, with the mindset being “top of the class” and “homework equals success.” But as is the case with any teaching job, parental engagement is a huge part of it – you have to find ways to connect on a personal level. I teach Year 6, without the usual SATs test at the end of the year. Quite

Luca’s snaps from Kuala Lumpur, including one with girlfriend Kate after a Batik painting workshop

simply, it’s great. Students and staff are not pressured by the results of SATs scores and students working ‘below, expected, exceeding’ the prescribed UK government levels (even though we are told they are now without levels, it’s really the same thing). This means I have more freedom to teach content thoroughly without rushing through a syllabus, or teaching to a test. My use of assessment is now 100% focussed on the students as students, as opposed to falling into the trap of viewing students as pieces of data that I have to justify at every performance management meeting. Yes, I am still identifying students who have strengths and weaknesses, and adapting my practice accordingly. But I can actually enjoy them as learners, and as young people. So, I’m 18 months into my overseas adventure and loving every minute of it, both professionally and personally. I can see myself teaching and exploring the region for the foreseeable future. My advice for those considering it would be to research the school before you move. Does its philosophy and ethos suit yours? Read reviews. Remember, it’s different living somewhere and holidaying. Have an open mind, you never know, you might just surprise yourself.

I can see myself teaching and exploring the region for the foreseeable future

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If you are inspired by Neil and wish to learn more about his business visit: discoveredventure.co.uk

Edventure is out there! Discover the PE teacher who swapped gym benches and mats for the great outdoors former PE teacher has embarked upon an adventurous and inspiring journey of his own. Neil Travis, who previously headed the sports department at Castle View Enterprise Academy in Sunderland, has launched his own business called Discover Edventure. After 29 years of teaching PE, Neil decided to turn his hobbies – walking and cycling – into a dream job, encouraging people into the countryside to educate, involve and inspire them through outdoor activities. After spending many years with family, friends and students in the Lake District and other national parks, it was on such a school trip when he was inspired by an outdoor instructor during a residential week at Derwent Hill near Keswick. He recalls: “The students were from the football team at school. They were taking part in a GCSE course on mountain and moorland walking. The instructor, Andy, began the course by taking the group to a small hill called Castlehead near Derwent Water. This is a beautiful vantage point over the lake. “He began teaching the boys about basic map reading and how far the different islands were away from the group. As the boys were trying to work out the distances, he stopped everything, waited for everyone to hwrkMAGazine.co.uk

listen and said to me, ‘Isn’t this the best classroom in the world?’” That sentence never left Mr Travis, in fact it became the inspiration behind Discover Edventure. “It captured the moment perfectly,” he recalls with a smile. “It was actually a life changing moment as the very next day I got involved in very basic hill walking following a knee injury.” His new career is all about making access to The Lake District and

other national parks in the UK easy for groups, whether it be sports teams, school children, college or university students, groups of friends or work colleagues. Experiences can be social, exciting, educational, adventurous and challenging. And the 54-year-old has already scored a winning goal after securing Middlesbrough Football Club Academy

as a client - taking their under-18 squad to the lakes for challenging team bonding activities with a unique football related theme. “The coaches and staff from Middlesbrough were impressed by the skills it brought out in the players. When you take the players away from their normal environment, they can find new skills that they didn’t know they had, and then they can take it back to their usual environments,” Neil says. “That’s one of the reasons I wanted to start this. I’ve found that kids want to learn, they want to go outdoors and get away from their normal life. It’s fantastic to see them shine in an unusual setting and it provides the best job satisfaction ever.” When talking about going self-employed, Neil adds: “If you’re thinking about it then I would say just go for it. It’s a big commitment, but the stresses are good ones. I had great support and advice from the BIC (Business and Innovation Centre), and now I’m loving my job more than ever. “I’m passionate about what we can offer people in terms of group togetherness, improved communication, leadership development and improved team dynamics and I have a huge desire to succeed. It’s also got the amazing benefit of being done outside in incredible environments.” S p r i n g 2 0 1 8 // HWRK M AG A ZINE // 6 9

HWRK backing BulliesOut! Why we are backing the nationwide anti-bullying charity every step of the way

chool-age bullying is a serious societal concern that affects the lives of half of the UKâ&#x20AC;&#x2122;s children and young people. Going to school can be fun, but it can be stressful too. Learning new concepts, taking standardised tests, making new friends, and then perhaps losing some of those friends and negotiating your way in the world for the first time. Add bullying to the mix, and the pressures multiply exponentially. Most school-age children want to be liked by their peers but being subjected to taunts and mockery unnecessarily sullies a childâ&#x20AC;&#x2122;s learning environment by adding daily anxiety and uncer-

tainty about what will happen from one day to the next. BulliesOut aims to initiate and support efforts to create a safe, healthy and learning community which recognises, respects and celebrates diversity. A key theme is creating an environment that improves the social, emotional and academic wellbeing across settings where children and young people, parents and professionals alike feel confident in dealing with bullying and have faith that appropriate action will be taken if instances are reported. Linda James MBE

To learn more about the great work being done nationwide visit: bulliesout.com

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in association with

programme objectives EDUCATION Through innovative, interactive workshops and training programmes, BulliesOut use energy and enthusiasm to focus on awareness, prevention, building empathy and positive peer relationships - all of which are crucial in creating a nurturing environment in which young people and staff can thrive.

AWARENESS Bullying is often talked about but can also be misunderstood. Developing a fuller awareness of how bullying can manifest, how it can be prevented and how it should be dealt with, will help both sufferers and perpetrators disengage from the bullying cycle.

TRAINING BulliesOut provides unique and interactive training courses for youth, parents, education professionals and the workplace. Their training can be delivered in-house and they also run open courses. BulliesOut can tailor our training to meet the needs of beneficiaries, exploring a range of anti-bullying themes. BulliesOut have gone viral with their popular Ambassador photoframe.

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S p r i n g 2 0 1 8 // HWRK M AG A ZINE // 7 1

PHANTOM HEADMASTER

AFTER FOUR DECADES IN EDUCATION, WE’VE UNLEASHED THE BEAST TO SHARE SOME OF ITS FUNNIEST TRUE TALES

The apple doesn’t fall far from the tree

ob Whatmore was feeling rather pleased with himself. He’d just completed his first-year teaching and was standing in the assembly hall at the end of a successful parents evening. It was 1975 and his timetable showed, out of a 40-period week, he’d taught 37 – and 34 of them were ‘third years’ (Year 9s in new money). It’d been tough, but he was content with his efforts. He was shaken out of his daydream, however, by a sudden commotion at the far end of the hall, from which two fellow members of staff were gesticulating wildly. They were waving their arms about and pointing to his nearest exit with no little degree of urgency. Rob, still not quite sure the signalling was for him, was baffled. Yet they became even more animated and pointed at a large woman who was heading straight to Rob’s part of the hall. Even his colleagues gesture of a finger drawn across the throat failed to communicate the impending danger. The ample and irate lady drew closer and only when she was 20 feet away did Rob spot his nemesis – Denise Brown – smirking in a self-satisfied way, with her head tilted slightly backwards as she trailed behind (Rob guessed) her mother. It was now too late to move. “Where’s this Mr Whatfore?” the woman asked. Nervously, Rob replied: “That’s Whatmore.” “I’ll give him Whatfore!’ Mrs Brown was a formidable looking woman who most people would stand aside for if she was pushing into a queue. “I am Mr Whatmore,” Rob offered, if now a little sheepishly. “How dare you!” she bellowed. Rob looked for help from the staff around him. Amazingly they had all become occupied and were in deep conversations or scouring the mark books diligently. “How dare I what?” he asked, catching a glimpse of young Denise still smirking behind her mum’s shoulder. “How dare you write this

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about my daughter?” she replied, holding snapped, turning back towards Denise, a report book aloft before passing it to whose expression had gone from Rob. smugness to one of quiet terror. “Why Rob read his summary of Denise’s haven’t you shown me your card, you year, which read: ‘Denise is probably the f***ing little b***h? Who did you get to rudest, laziest and most sign it?” disruptive pupil in the Before Denise could “YOU FOUL year and possesses the answer, Mrs Brown foulest mouth I have turned back to Rob. “She encountered in the MOUTHED LITTLE didn’t say all that did school. Her manners and she?” respect for others are non“She did,” he replied. C***. WAIT ‘TIL I “She existent.’ didn’t!” countered Rob made his decision. Mrs Brown. “Oh yes she GET YOU HOME I’M did, and some more,” Failing to have enlisted any support from his replied Rob, feeling more colleagues he went for GOING TO KNOCK confident and also a little it. “Well Mrs Brown, any like a pantomime prince. pupil who comes into my Mrs Brown turned to SOME F***ING room shouting, ‘I f***ing Denise once more. “You hate maths and I’m going foul mouthed little c***. to knock the s***e out of MANNERS INTO Wait ‘til I get you home Amanda Brooks. Come I’m going to knock some her you little b***h, you’re manners into YOU, YOU LITTLE f***ing going to get the f***ing you, you little madam!” s*** knocked out of you, Denise hung her head. MADAM!” you f***ing t***’ has, Mrs Brown turned in my book, the foulest back to Rob once more, mouth I’ve come across in a 14-year-old. and softly offered: “I’m so sorry she’s been On top of that, she hasn’t completed one like that with you Mr Whatfore. Any more homework and is on a report card due of trouble with her, just let me know… I her lack of work and poor behaviour.” really don’t know where the f*** she gets “I haven’t seen that,” Mrs Brown it from.”

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