HWRK Magazine: Issue 6 - Winter 2018 by HWRK MAGAZINE

the magazinefor forteachers teachers the essential essential magazine

HWRK

THE PUBLICATION WRITTEN BY TEACHERS FOR TEACHERS

WHY BOYS LOVE RELIGIOUS STUDIES HOW THE QUESTION OF FAITH CAN UNLOCK THE POWER OF THOUGHT

BOOKS FOR YOUR MIND

TACKLING MENTAL HEALTH INSIDE THE CLASSROOM

7 WAYS TO IMPROVE SCHOOLS

WINTER 2018 / ISSUE 6 / FREE HWRKMAGAZINE.CO.UK

FOR THE LOVE OF TEACHING Why education is a vocation rather than a career choice.

INSIDE THE MIND OF A STUDENT TEACHER CLIMBING EVEREST THE ULTIMATE SCHOOL TRIP!

OVER-40 FITNESS #whyiloveteaching

HEALTH AND WELLNESS SHORTCUTS FOR YOU

DREAM READ BELIEVE ACHIEVE THE POWER OF A GOOD BOOK

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Life changing! Imagine climbing into the shadow of Mount Everest with your Year 10s? What kind of lasting impression would a school trip like that have on their minds? Well, thanks to one international travel school that trip of a lifetime could become a reality in 2019. Base camp as a teenager; that’s the kind of life experience that stays with you forever. Check out this month’s Overseas Teacher on page 72 for more.

LESSON IDES & TEACHING TIPS

BIG Read

SUPPORTING THE ARTS

Time’s winged chariot…

in association with

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WHY HISTORY ROCKS!

PGL ADVENTURE

OVERSEAS TEACHER  EDUCATING MUMMY  BULLIES OUT! 

TAKING LEARNING OUTSIDE OF THE CLASSROOM

AR TS The Gallery

Thriller live!

Time and timing in the classroom HWRK Podacst

WORDS: DOMINIC KIRBY

EXPERIENCE EVERYTHING

EXPAND YOUR MIND ONE SUBJECT AT A TIME

DESIGNS ON LIFE very month HWRK magazine is inundated with artwork from art departments across the UK and the quality of the work never fails to blow the minds of our editorial team. But every once in a while one

school’s body of work will leave us breathless, and this issue it came via email from Kimbolton School in Cambridgeshire. Check out this issue’s Gallery on page 40 and see just what we mean.

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New year, new book As the New Year approaches HWRK has got a resolution for you: read a new book every week.Aim for 50 books read in 2019 and you’ll be all the better for it. Reading is the key to a happy life. Reading is relaxing, rejuvenating, inspiring and exciting yet most of us neglect one of the most fulfilling pastimes available, instead spending hours burying our heads in our phones. So, next year, drop the smart phone, ditch that apps and instead turn the page on a fresh chapter. You won’t be sorry.

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I MY P57 PUPILS

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MY TEACHING VOCATION

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GUEST COLUMN RELIGIOUS STUDIES COLUMNIST ENGLISH READING

Why marching full STEAM ahead is key to engaging the classroom and preparing kids for the future

The realities of being a teacher are tough, but here’s five handy hints to ensure your own childhood dream to teach doesn’t become a nightmare

WORDS: BLAIR MINCHIN

WORDS: ADAM NICHOLLS

Towards the end of my final placement when studying the PGDE, my mentor told me that pupils will rarely remember what you told them. However, she stressed, they will remember the way you made them feel. This priceless piece of teacher wisdom has woven its way into my practice and

become the firm foundation for my career education. Entering the teaching profession after working in the legal sector, I have set high academic expectations for all of my pupils, regardless of their background, stage or ability. Yet, this is tempered with my belief that no pupil can learn effectively unless

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they feel valued, loved and cared for. I tell my pupils that I love them every day – especially the ones that give me the biggest headaches. I am a passionate advocate for Maslow’s Theory of Human Motivation and can almost recite verbatim Rita Pierson’s ‘Every kid needs a champion’ speech.

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CONTENTS CURRICULUM

FEATURES

ARTS

HEALTH

EXPERIENCE

12 RELIGIOUS STUDIES

21 STUDENT TEACHER

39 ON DISPLAY

48 BLACKBOARD BICEPS

72 NEPAL OR BUST!

Why teaching RS right is the key to good education..

The passion and expectation of a new journey.

The finest school art projects from the UK.

Workouts for in and out the classroom.

Taking school trips to a whole new level.

14 GUEST COLUMN

32 PAGE TURNER

40 THE GALLERY

50 SWING INTO IT

74 MUM’S THE WORD

How I used my stammer to become a better teacher.

Mental health literature for every classroom.

The Kimbolton School installation is open.

Playground training for lunchtimes.

Our anti-bullying charity partner’s engaging stories.

17 ENGLISH

57 DREAM WEAVER

42 THE THRILLER

51 BRAIN FOOD

76 ADVENTURE TIME

Why reading rocks regardless of age.

Why teaching is a vocation not an occupation.

How one school made Halloween go pop.

The ultimate lunchbox designed for you.

Why PGL is still rocking in 2019.

18 READING

60 SUPER SEVEN

44 HWRK PODCAST

52 FIT OVER 40

77 BULLIES OUT

Revisiting the classics with legendary Roald Dahl.

One EAL’s thoughts on the future of education.

The audio sensation rocking the nation.

How to get back in shape in 2019.

The charity Ambassadors chasing lives daily.

@hwrk_magazine

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H W R K M A G A Z I N E . C O . U K // M E E T T H E T E A M

CONTRIBUTORS W R I T T E N BY T E AC H E R S FO R T E AC H E R S LITERARY QUEEN

EDU INSIDER

PEOPLE’S POET

Jennifer Holder

JS Sumefield

Paul Delaney

@JennyHolderLiv A self-professed ageing nerd with an obsession for books, comics, games and pop culture, Jenny currently works for education charity on reading for pleasure (EYFS to secondary), but spent the first 13 years in Primary teaching.

@jssumerfield Teacher, lawyer, writer, playwright and author ARTY TEACHER

Lisa Bamford

@KimSchArt Head of Art at Kimbolton School in Cambridgeshire.

CEO

HEAD OF LEARNING

Linda James MBE

Gemma Papworth

@BulliesOut Founder of award-winning charity BulliesOut.

@DPoetryBuzz Primary teacher turned author and performance poet. TEACHER REBORN

Jon Love

@jonthelegend Former SLT who’s now back in front of the classroom.

@PapworthRe With 15 years of teaching experience in Religious Studies, Gemma is currently Head of RS at The Beacon School and the Teaching and Learning Lead in Religious Studies in Surrey. And she loves nothing more than a good debate!

TEAM LEADER

Niomi Clyde-Roberts

@NiomiColleen Year 5 Team Leader, pedagogy, yoga & gymnastics nut.

HWRK VLOGGER STUDENT TEACHER

Jake Forecast

@J_Forecast28 Year 6 Student Teacher and BA Primary Ed Student at Canterbury Christ Church University, where he is also a Student Placement Officer (Education). Level 3 Early Years Educator and fired up with optimism and excitement for the future!

PRIMARY NUMBER

Adam Nicholls

@TeachMrN Just a young man living out his dreams as a teacher. HISTORY CHAP

Dominic Kirby

@History_Chap History teacher, Army reservist, cross-curriculum learner.

Blair Minchin

@Mr_Minchin A primary teacher based in Edinburgh, this STEM obsessed educator hosts the increasingly popular Blair’s Bites video blog tutorials on the HWRK website. His passion and enthusiasm for teaching holds no bounds.

PERSONAL TRAINER

HEAD OF DEPARTMENT

MOUNTAIN MAN

Kevin Kearns

Laura George

Santosh Koirala

@BurnwithKearns School touring anti-bully campaigner and fitness guru. DRAMA QUEEN

Andrea Thonton

@MissMounthawk Recovering dromomaniac teaching English, history and drama.

@Mrs_Educate HOD of RS and PSHEE also work hard on enrichment, PBL and innovative ideas. After 10 years in education, Laura has a passion for sharing her knowledge through experience. “If you teach you must always be willing to learn.”

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moonlighttreks.com Specialists in international school trips to Mount Everest. KING IN THE CLASSROOM

Ben King

@MrBKing1988 Teacher, leader, podcast and book reviewer. He’s got it all.

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EXPAND YOUR MIND ONE SUBJECT AT A TIME

GUEST COLUMN RELIGIOUS STUDIES COLUMNIST ENGLISH READING

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CURRICULUM

GUEST COLUMN

Too poor to care KING IN THE CLASSROOM Primary school teacher and HWRK podcaster BEN KING tackles the bigger issues in print

When the Education Maintenance Allowance (EMA) was scrapped in 2011 the Government said it did so to give schools and colleges more control over the funds that are earmarked to support the poorest pupils. However, according to the Association of Colleges, that same year intakes dropped in half of England’s colleges. Now, let’s be clear, some recipients of EMA clearly didn’t need it or chose to spend it on clothes and food rather than transport and resources. Having said that, this clearly wasn’t the case for all and the fact David Cameron’s replacement bursary scheme received only £180 million, compared to the EMA’s £380m, indicates this was just a cost saving exercise: less money to less kids. However, are we really surprised? The research has been clear for years. Those born into a family of low educational success are far more likely to achieve less academic success than those born into families with high levels of qualifications. It may sound logical, obvious perhaps, but then why is nothing really being done about it? The simple answer: it’s too much effort. Being born to a parent with a

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university degree is more likely to guarantee a child top grades at school in England than in the US, Australia and Germany. Those were the findings of educational charity The Sutton Trust. They found 56% of teenagers whose parents had degrees performed in the top quarter of their peer group. This compared to just 9% of those whose parents left school without qualifications. This gap of 47% points is twice Australia’s and higher than in Germany and America. All of this is set against a backdrop of a teacher recruitment and retention crisis, budget cuts and a decimation of our social services. The relative abandonment of Sure Start Centres has seen the facilities specifically put in place to help our poorest and most vulnerable children withdrawn, budgets cut and closures rife. According to Action for Children, local council budgets for early help services have shrunk by £743m in five years. Clearly, the promotion of our social change and supporting those most in need is too expensive for contemporary Government. Meanwhile, Grammar Schools were guaranteed an additional £50m this year, despite there being no research to suggest they increase social mobility.

So, why is it nobody seems to care? To put it bluntly, because for the majority of our politicians they know that huge, sweeping, difficult changes – the ones really needed to actually create an even playing field – are too much effort, too difficult to take on and too unknown for any Prime Minister to want to take responsibility for. It’s unfair that any child from any background entering our school system could face a statistical disadvantage from their first day, but it’s reality. Politicians, or at least the vast majority of them, know it won’t be the reality for their child, so why make the hard choices the potentially painful changes. Yet what we are living through now is an almost tactical destruction of the social services designed to support our most needy and most vulnerable. Some would say it even appears deliberate that our political elite don’t want to break a cycle of low qualifications in certain areas. Short term wins are the flavour of the day and with Mrs May unlikely to see out Brexit, let alone her full term, why worry about the future issues experts are warning will arise by cutting early years funding. This isn’t a new problem. Once upon a time only the

children of royalty or nobles were educated, then only boys of the middle classes and so on and so on. Change will come, it has to, we are holding back an entire sector of our population and in a way almost punishing them for the fluke of being born into a deprived area. I’ve seen this first hand in schools across the country and it is the same story, lack of support, lack of belief and lack of care from the state, whilst teachers, social workers and community leaders scream for help. The Government are claiming they are spending more on schools and education than ever before, a claim that they have since been ordered to revise due to the fact it is entirely misleading. They have shifted costs, altered budgets and ignored inflation. They claim to be making changes, claim to be helping our most vulnerable. Yet on October 28th thousands of headteachers presented Downing Street with a petition outlining their funding concerns, the DFE decided to produce yet more spin defending their stance. Spin that was met with dismay, laughter (or tears) and outright anger. If they want to help, if they want to see change then start actually proving it.

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CURRICULUM

Why boys love Religious Education? PRIMARY HISTORY Forget what you think you know, GEMMA PAPWORTH insists the opposite is true, as long as your teaching is right

Boys hate RS. Boys do not like discussing their ideas. Boys do not like writing about their feelings. Over the years I’ve heard these three statements repeatedly, but is there really any truth in them? Alternatively, are some teachers succumbing to a stereotype? Could it actually be that boys engage more in RS than girls? For six years I worked in an outstanding boy’s school where I, with the help of a fantastic department, engaged all students in the RS resulting in them completing the full course GCSE. It was not always easy and there were always students who did not enjoy the subject, much like any other subject, but the results proved boys did enjoy RS. In 2007, OFSTED released a report called Making sense of religion that collated observations and views from inspections. It cited that the underachievement of boys in the subject was “a major concern” and that the gender gap was widening (and was wider than any other subject). It was noted that more girls were opting to follow the full course GCSE and were achieving the higher percentage of A*/As, but why? What is preventing the gender gap from closing? In my experience, boys enjoy RS. They love the opportunity to explore different ideas and discuss things that matter to them; topics that involve social and moral issues engage them

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more than any other. One example of a task that boys have excelled in is a lesson called The Bomb Shelter. Students need to decide which six people from a list are going to restart the world following a nuclear bomb. The students are given a list of people with ages and a description

about each attached. As a group they have to decide who stays and why. The opportunity to discuss their own ideas and compare them to others proves very popular with the boys and it’s a lesson they will discuss in the following weeks, using the skills they have developed themselves.

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religious studies

WHY DO BOYS LIKE RS?

Boys enjoy focusing on philosophical issues, the big questions in life – they want to discuss rather than just gather information, they want to know the bigger picture – not what a Christian believes about God but can we actually prove God’s existence; or whether the concept of war is acceptable or not. Boys want to learn about the world, they want to develop a deeper understanding of how they fit in. OFSTED quoted that boys saw RS as a “rare opportunity” to discuss ideas about the world around them and use their own ideas to express different views. This does not mean boys do not want to learn about religion, they do. They just want to learn about it through the discussion of different issues like the problem of evil - the focus on the application - a critical thinking skill imperative to GCSE success in RS. ALL ABOUT THE TEACHING

So why is there a gender gap if boys do actually like RS? It seems, from my experience, that lesson content is not the issue but the quality of teaching. In discussions with boys over the years, it seems they don’t want to be in lessons where the focus is on recording information without the opportunity to discuss it, or having the freedom to ask questions. I have found boys to be naturally inquisitive, always wanting to ask more, often asking questions I had never considered. Boys want debates, a chance to express their ideas. They like questioning and the development of higher order thinking. The use of a visual stimulus on the board grasps attention from the moment they enter the room, something that depicts the bizarre or unusual – a boat on the roof of a house for exam-

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ple. Boys will immediately engage with it, asking a plethora of different questions. They will give random answers, bizarre remedies and then settle on a possibility, all the time fully hooked on the activity. Boys (and many girls) do not want right or wrong answers, they want to work an answer out for themselves, they want to be challenged and not get bored. There is also a direct link to behaviour management – a bored student can often be loud, disinterested and apathetic in lessons. Give them a challenge and they rise to it; short bursts of information, simple instructions, a chance to ‘work it out’, and a chance to ask questions. Boys are often critical of fragmented learning, they want time to focus on one topic before moving on, and they do not want to be rushed. Another example of an activity that boys enjoy (but would never admit it) is being walked through an assessment or an exam – the walking/talking mock concept. By talking them through it and giving them an opportunity to ask questions, boys are able to understand

the ‘bigger picture’ of what they are doing and feel a sense of accomplishment and progress. FINAL THOUGHT

Only a minority of boys are opposed to RS, which is similar across the whole spectrum of subjects. Boys do not dislike the subject; their attitudes are often reflective of the quality of teaching rather than the subject. This is not suggesting that as RS teachers we are doing it wrong, more we are not doing it right for the boys. As RS teachers we need to think about how we use discussion in lessons to enhance learning rather than shying away from it or including it to simply make the lesson seem more enjoyable. Ask them the big questions in life and actually listen to their responses, you will be amazed at some of the profound things you may learn from them. Through the use of questioning and exploring the bigger picture, the gender gap will start to shrink. Why do boys love RS? Because they get the chance to share their ideas and think about ideas bigger than them.

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CURRICULUM

COLUMN

DREAM BELIEVE HARD WORK ACHIEVE PEOPLE’S POET Teacher turned poet PAUL DELANEY’S stammering journey to the classroom

Cranes. Interesting inventions, stretching across our cities like the arms of Ted Hughes’ Iron Man. Prague. Rome. Budapest. London. I saw them in these cities, whilst working in British International schools in my present capacity as a children’s author and performance poet. I glanced up at those marvellous mechanical machines, shielding my eyes from the sun. My lips arched into a wry smile as I remembered… It’s 1980. I’m at St Helen’s hospital with my mum. I’m visiting a so-called ‘expert’ in his field, some sort of child psychologist. All these years later, I can still see that huge gold watch of his, sitting on his wrist. I read out a passage of prose printed on a little white card. I’m stammering away, spluttering and gasping for breath, blocking sounds, words sticking on my tongue like rookie Olympic ski jumpers, terrified of taking the plunge. “It’s obvious you have a serious stammer, Paul,” the man said, his deep voice resonating around the room. “So I’m thinking you need a job where you don’t speak to anybody all day long. I’m thinking of a crane driver, you know, sitting in that little cab all day long. That’s your ideal job, Paul and my recommendation.” I left that stuffy room, my mum in tow, just wondering… Wondering about my awful, debilitating stammer. Wondering about my uncertain future. Wondering about that pompous psychologist’s remarks, stabbing my skin like a dozen acupuncturist’s needles. Fortunately, I had my own ideas about my future, thank you very much, pushed along by destiny’s invisible hands. In February 1990, Mr Bernard Conlon, my old childhood head teacher rang me up. He had a Year 5 girl who wanted piano lessons. “Could I oblige?” Mr Conlon asked. “I’m not sure,” I stammered, a cold shiver racing

through my spine. Stammerers don’t teach, I thought. They just end up in dead end jobs…“ But I suppose I’ll give it a go, Mr Conlon.” Soon I was teaching piano in four local schools, around 40 eager pupils all wanting a piece of the action. I realized I didn’t stammer when I spoke to children in their piano lessons. Why? To this day, I don’t know but one day, Mr Conlon, perhaps glimpsing into my future, asked me to teach whole class music lessons. I trembled but somehow plucked up the courage to teach a class of 30 eager and enthusiastic children. “You should do your PGCE, Mr Delaney,” Mr Conlon said, quoting my surname as was his way. “I think you’d make a

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great teacher.” “Oh, well, err, yes,” I replied. “I suppose you’re right.” “I’ve arranged an informal interview for you. Christ’s College, Liverpool.” Mr Conlon dropped me off in his white Citroen estate. Mr Bernard Conlon #knightinshiningarmour. Again, yet another ‘psychologist’ moment… “If I’m honest, I can’t ever see you in front of a class, Paul,” Tony Earley, the then-head of the primary PGCE course said. “Obviously, you stammer badly so unfortunately, I can’t offer you a place next year. I can never see you standing in front of a class and delivering a lesson, that’s my problem, Paul.” I jumped into Mr Conlon’s car.

I delivered the bad news. “Oh, did he say that, honestly?” “Yes, so don’t worry, Mr Conlon. I’ll think of something else.” “Leave it with me,” was Mr Conlon’s reply as we sped off back to school. Mr Conlon somehow pulled strings. Soon, I was back in front of Tony Earley, his two sidekicks by his side. “Can you read this story, please” a woman asked me. I obliged. Fluently, my voice effortlessly moving into ‘character’ mode. I received my offer and, a year later, I passed my PGCE with flying colours, my teaching practice schools amazed at my piano playing skills. I had several job offers without any formal interviews ever being mentioned.

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Reading Rules! ENGLISH TEACHER JON LOVE building an appetite for reading in the classroom

I recently posted on Twitter about how I impressed I was that after effectively three weeks back at school, my class had managed to clock up over three and a half million words on Accelerated Reader (AR). It got a few likes and a few comments about how this was achieved, how AR worked in my classroom and how my class seemed so fired up about reading. Here, I’ll attempt to describe some ways in which I go about trying to develop a deep enjoyment (not necessarily love) of reading in my class.

Readfor forfun fun Read When I first started teaching, I was eager to share my love of reading and the vast reserve of quality books out there with my new class. I built reading for pleasure time into the day. I loved it. Many of the kids did too. Unfortunately, the management team at that time did not. They did not see the benefit in children ‘just’ reading for pleasure without an adult there with them guiding them through the more nuanced sections of the text or highlighting subtle subplots and themes. I was forbid to do it. Thankfully, the younger version of me was quite the rogue and I went ahead and did it anyway. I took it underground. Fast forward to today and in my current school free reading time is valued and takes place in nearly all classes. This environment leaves the way clear for me to push ahead fully with nurturing a reading culture within the class.

Know your class [xhead] Know your class Before diving in with a class text, take the time to find out what your class is like. What are their interests? What is hot in the

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class at that moment? What are they naturally drawn to? With my new class this year I was in the fortunate position of having had them for a week at the end of the previous academic year. During Daily Mile and daily interactions, I discovered a love of Manga, of Studio Ghibli films and Teen Titan cartoons. They loved all things spooky and dark so we watched the short film Alma, by ex-Pixar animator Rodrigo Blaas, and they just adored it. I felt like I had just the book – and even better, the series of books – for them come the new academic year.

Keep secret,keep keepititsafe. safe Keep it it secret, Something I love to do when starting a new book with the class is to not let them know what the book is. I cover the cover. There is no preamble about the author or what the title may mean. There is no chat about the blurb or who the book may be aimed at. I dive in with the first two chapters and take it from there. The class have to judge the book on the story rather than the cover art or the story title. I’ve done this many times and it works incredibly well. In this instance, the class were instantly absorbed. The questions they had! The discussion across the classroom! I answered most enquiries with just a smile and the response, “let’s read on and find out shall we?” The fact the book in question had short chapters and cunningly crafted cliff-hangers was an added bonus… this I had, of course, factored in for my class. When the bell has gone for break-time and the class are begging for another chapter you know you’re onto a winner. [xhead] book yourself Love theLove bookthe yourself I have a sign on my desk that says ‘Mr Love is reading… ask

me about it!’ I do this to show that I read. I talk about the books that I am reading. I tell the class about the awesome books that are awaiting them for when they get older. I talk to them about the books they love. Be passionate about the book you are reading. Don’t fake it, they’ll know. Also, read it well. Read with expression – do the voices. Always with the voices! If the book calls for a shriek then do it. If a character is yelling in pain or fear or anger then read it like that. It sounds obvious but ask yourself how often you do you overhear a teacher next to you yelping and howling and growling whilst reading to their class. Stalk the room as you read… move about and allow the story to come from all around them. Set the scene. Like we would when Big Writing, set the room up. My class know when we are going to read as I close the blinds and turn the lights off. Build an atmosphere. All these things help with engaging the class in the story. If you buy into the story, then they will follow you.

Connect theauthor author Connect with with the One of the things I love most about social media is the way in which it makes authors and other creators so accessible to those of us who love their work. My class and I were about a third of the way through the rollercoaster ride of Darren Shan’s Cirque Du Freak when one of my girls whispered aloud to the class “It’s just like The Greatest Showman… but without the songs and happiness.” I loved how she connected the common themes of two very different stories across two different mediums. At break, I tweeted the comment and tagged in the author. By dinner he had liked, responded and asked

permission to use the quote on his Facebook page. Needless to say the child in my class was thrilled when she heard the news! The rest of the class were delighted to be interacting with the author of the book in this way. It made them feel special. For this, I secretly loved him just a wee bit more. Armed with this new knowledge, the class now started posing questions to the author about creative choices. They offered their feedback on the pros and cons of the book. They were starting to critique!

It’s forall all It’s not not for Exhaust the text types that the class is exposed to. Have a diversity of texts available for the class to choose from. Fiction including graphic novels (or comics if you prefer) and choose your own adventure stories like the ever brilliant Fighting Fantasy series (the canon now newly added to by the ever brill Charlie Higson). Non-fiction – in all it shapes and forms – including newspapers, magazines, natural history, history (horrible and otherwise), biographies, books about supercars etc. Get to know your class and find books on the things they are interested in. But it is worth bearing in mind that despite all of this, reading is not for everyone. Take mandate number one on Daniel Pennac’s The Rights of the Reader; the right not to read. And that should also be okay.

REDISCOVERING THE CLASSICS - BOOK REVIEW See page 15

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column

ENGLISH TEACHER JON LOVE starts a new series looking back on great literature

We are in danger of forgetting the immense wealth of children’s books that have come before us. That we grew up on but are in danger of overlooking. Books that are just so rich and vital that to forget would be criminal. My mission is to select and celebrate books of yore. Books that may have once been dearly cherished but are now at risk of being pushed aside. So, with that aim in mind I would like to continue in this endeavour with the quietly brilliant Danny The Champion of the World, first published by Roald Dahl in 1975. Dahl is one of those writers whose name and books are instantly recognisable by any primary school child in the country. They have been turned into cartoons, films, plays as well as being available as audiobooks and as e-books for Kindles and other such digital devices. I would suggest that in any primary school book corner you will find a well-worn box set of some of Dahl’s more

Danny The Champion of the World, by Roald Dahl

popular novels probably sitting alongside equally well-read boxsets of the works of Jaqueline Wilson and Michael Morpurgo. I would go further and propose that of those Dahl books in the classroom the ones that children would name first would be; The BFG, Matilda, The Witches and Fantastic Mr Fox. The one that I am going to focus on here though is quite different from Dahl’s other works. A book that celebrates the closeness of family, and the way that family depends on and is there for each other. A book that takes a little look at how it doesn’t matter what a family looks like but rather how much love that family has. The book is about the titular Danny, who lives with his father in an old gipsy caravan behind their family-owned fillingstation surrounded by fields and country life. The story spends the first 30 pages or so telling us about Danny’s almost idyllic upbringing in and around his father’s workshop helping to fix

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automobiles. We learn how Danny’s father raises him by himself doing all the things ‘a mother normally does’ whilst also fixing cars and serving customers. Dahl spends pages and pages detailing how much Danny loves his father and the various ways in which he is a fantastic dad. We even get a brief, early glimpse of the BFG way before he gets his own book during a bedtime story. The book is filled with a warm, old time feel of a time long gone. A time of school masters and corporal punishment, wealthy land owners in a time of gas lights and no electricity. A simpler, somewhat purer time. A time of fire-balloons, country doctors and poaching. In terms of ‘feel’ this is akin to Dahl’s other ode to childhood, namely his own as told in Boy. The story unfolds when, due to a night-time poaching incident, Danny’s father is injured leading Danny to develop his own wild and dangerous scheme to become the champion poacher of the world.

Danny The Champion of the World stands out for me as being a bit special for many reasons. For a start it does not contain any of Dahls usual dark sorcery and trickery. No fantastical beasts to be found here or magic concoctions mixed up to change one’s grandparent into a towering monstrosity. There is none of the slap stick cruelty of the Twits or madcap magic of the Giant Peach. In fact, this is one of the rarer books that includes a loving and dependable parent. Where many of the adults are on the side of the child. This is rare for Dahl. It is a tale of simply getting one over on the unpleasant land owner and bird shoot organiser. It is about pulling together against a repugnant force. But mostly it’s about how fantastic and marvellous Danny’s father is. A gentle, lovely story with just a whiff of danger that is suitable for any age. As an added bonus there is of course a film adaptation starring Jeremy Irons acting opposite his real-life son – Samuel – as Danny The Champion of The World.

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BIG Interview

passion to educate Teacher in training JAKE FORECAST reveals whatâ&#x20AC;&#x2122;s inspiring him to forge a career in the classroom WORDS: JAKE FORECAST

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W i n t e r 2 0 1 8 // H W R K M AG A Z I N E // 2 1

Q. What made you get into teaching? A. ‘How are you a student teacher at the age of 18?’ one of the Year 6 children asked me whilst I was in placement. Who would of thought of that? But if you have got a passion for teaching, then you give it what you’ve got. I guess it’s my calling. Q. Did your family support your decision? A. As the first family member going to university, my family were very supportive to ensure that I get the best opportunity in life. My mum is a midday supervisor in the Early Years Foundation Stage at a school in London and sometimes I would go to her school to have a richer understanding of teaching and how it would affect the children. Q. Where does your passion for teaching come from? A. My passion in my career started when I was at a very young age, six years old in fact. Starting with a teacher who was inspiration to me, so I can be what I am today. And that’s the reason why I want to teach. I want to inspire and encourage children to be the best that they can be. I want children to believe, be resilient and to succeed in education

to achieve their full potential. Q. Why did you choose Canterbury University? A. My progression towards going to Canterbury Christ Church University hasn’t been easy, but has been rewarding. I got 9 GCSE’s graded B-C, including Maths and English, but failed to get into Sixth Form. My careers advisor said that I would need to take the A-Level route in order to progress to become a teacher. But I studied a NCFE CACHE Diploma in Level 3 Early Years Education at Epping Forest College (now known as New City College), which I thought was a teaching assistant qualification into teaching. I progressed into the course and I found that my CACHE qualification fuelled my passion for teaching and helped me secure a place at university. Now, I am a Year 6 student teacher in a small primary school in Canterbury and it has fuelled my passion even more. Q. What branch of education are you planning on specialising in? A. In the next academic year, I will be applying to complete a Certificate in Music Education (CME) degree. In my view, schools haven’t got enough

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time to teach music, especially in an upper key stage two classroom. Some schools are also unable to provide music resources for children due to the increasing cuts in school funding. But music is more than using a music instrument. Music can be whole body movements, voices, and even silence.

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Interview Continues on page 26-27

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W i n t e r 2 0 1 8 // H W R K M AG A Z I N E // 2 3

Q. What are your short and long terms goals in education? A. In the long term, I would like to become an English Coordinator. I have a wide passion for reading, and regularly put books on my blog and on Twitter for primary school key stages. I also encourage children to use their imagination in writing their own stories. A Year 6 teacher and English leader has encouraged me to use the Hierarchical Cross Curricular Learning (HCCL) method for children to use their imaginative and creative ideas to life, for example drawing pirate maps and creating coins to inspire their pirate narratives. Q. During your training has anything surprised or disappointed you? A. What surprised me currently is the change in the curriculum from being in the Early Years Foundation stage to being in the highest year group. But it also gives you an insight on the massive difference in the curriculum between Year 6 and the other year groups. To take a massive leap into a different method of teaching is a great achievement. To be regularly assessed is even bigger. Q. Has your training made you more or less excited for what lies ahead? A. The training at Canterbury Christ Church has made me more

excited about the times that are coming, absolutely. Learning brand new modules and having a different learning experience has ensured that I will be ready to teach to the best of my ability.

Q. Has anything shocked you about the education system so far? A. I’ve been taken aback by the number of males in early years and primary education. I have been fortunate to be placed in a school where there is a gender balance between male and female primary teachers. But around the UK there is a massive shortage in males in the sector: a shocking 15.3% to be in fact. That’s really inspired me to drive change. I am determined to work with other members of the education sector to ensure children get the best opportunity in life. Some children don’t have a male influence in their lives and this can have a massive impact on their emotional wellbeing and confidence. When I went on work experience in Year 10 and on my Level 3 course, I never knew how much of an impact I would make to the primary school and early years sectors by being a positive male role model. Q. How do you intend to help change this? A. I have been working alongside CACHE and NCFE to promote the gender imbalance in the sector and

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why we should encourage and promote males in the sector with colleagues in the Further Education and Higher Education sectors. But I would stress to support children in what they want to be to ensure that they don’t only. Q. What excites you about the journey ahead? A. Seminars, lectures and training have made me more excited about the future and makes me think ways in which I would of never thought of! Being on a newly validated course is even more exciting to know that the biggest topics at the moment are being put into perspective to ensure that we as teachers are ready for the next step ahead. Q. What are the biggest stumbling blocks facing educators? A. I feel that the biggest fear of mine now is on behaviour management. Of course, that is a generic term, but as we know as teachers, this is broader. I feel that I struggle with negative behaviour in the classroom, as well as dealing with children who have Special Educational Needs, so I am making sure that I deepen my understanding on behaviourism in the classroom to ensure that I am approaching this matter in a correct manner. Q. Have you ever thought about teaching overseas? A. Maybe I’ll teach overseas one day, New Zealand being one on top of my list. It is amazing to see the different curriculums around the word and how they impact a child in their wellbeing, leaning and development. As part of the University modules next year you get to go on an Alternative Learning Placement, so going to teach in a different country for a month is something to consider! Q. Which teacher growing up made the biggest impact on your life? A. My Year 2 teacher as well as my Year 9 English teacher both made a huge imprint on my life. They showed me the significance in self-belief and to make sure that I achieve my potential. And that’s what I want more than anything, to have the same level of impact on a youngster’s life would give me so much satisfaction. Those two teachers in particular helped me to grow into the man I am today. I want to repay that favour with the next generation, and I can’t wait to really get started.

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Time’s winged chariot… Time and timing in the classroom

WORDS: DOMINIC KIRBY

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W i n t e r 2 0 1 8 // H W R K M AG A Z I N E // 2 7

hose of you who’ve seen The King’s Speech, Tom Hooper’s heart-warming film about King George VI’s private struggle to overcome his terrible public stammer, may remember the following self-deprecating one-liner. Geoffrey Rush, as Lionel Logue, the speech therapist, says: “Do you know any jokes?” Colin Firth, as the Duke of York (as King George VI then was), replies: “T… t… timing isn’t my strong suit.” As a classroom teacher it helps if timing is one of your strong suits – knowing when to let your pupils into your classroom, knowing when to move on to the next part of the lesson, knowing when to reward or rebuke, knowing when to set homework. As a classroom teacher it helps if timing is one of your strong suits – knowing when to let your pupils into your classroom, knowing when to move on to the next part of the lesson, knowing when to reward or rebuke, knowing when to set homework. Time and timing are omnipotent. It also helps if telling jokes is one of your strong suits too. If you taught or studied AQA GCSE English Literature about 15 years ago as I did – or if you have a passing interest in iambic tetrameter – structured metaphysical poetry (which doubtless most of you do) – you may remember from the anthology of poetry Andrew Marvell’s celebrated carpe diem poem. Possibly written in the early 1650s, the poem is the age-old story of a man (Marvell) trying to get a reluctant woman (the eponymous ‘coy mistress’) into bed

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with him. He does this by telling her that if she doesn’t have sex with him now she never will because life is so short that they will simply run out of time before death claims them both. I can’t say it’s a chat-up line which has ever worked for me. Andrew Marvell was of course writing at a time when life was far more precarious than it is now. To reach 50 in the mid-17th century was to have reached old age. In 1678, the year Marvell died at the respectable age of 57, the average age of life expectancy in England was a tragic 32 (the second lowest of the 17th century). Today it is a merciful 81. The poem’s most celebrated – and most prophetic – rhyming couplet runs thus: “But at my back I always hear Time’s wingèd chariot hurrying near”

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The poem in general and this part of it in particular have been in my mind recently, since the start of term in fact, because like Alice’s white rabbit I seem to be perennially short of time before, during and after the school day. No sooner do I arrive at school in the morning (7:45am) than I seem to hear time’s winged chariot, in the prosaic form of the shrill school bell heralding the arrival of tutor time. And then I look at the clock and it’s 5.45pm. The one thing about teaching is the time definitely does not drag.

started to collect my pupils’ exercise books in row by row at the end of each lesson, in order to minimise the amount of time I spend handing out the books at the start of the next lesson. This probably only saves me 90 seconds or so but it’s precious time I can spend complementing a couple of pupils on the quality of their work in the last lesson (usually Year 8 and 9 girls) or checking no one’s gone rouge and decided to implement their very own bespoke seating plan (usually Year 9 and 10 boys).

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at “But

r yi ng n ear”

The life of a good classroom teacher who wants to do the very best for their pupils is a fast-paced one, but starting at a new school this term – an academically very focused and academically very successful grammar school – means I am doing things to save time which I didn’t do or need to do at my previous school, where the pace of life wasn’t quite as fast-paced. I won’t bore you with a long list of how I go about saving time in the classroom – they are things that most of you probably do already. But just as an example, I have recently

r io ha ays c èd hear, Time’s wing

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BIG Read

Be mindful of timing

Sero, sed serio

Time and timing are things which are hammered home in the early years of one’s teaching career – and rightly so. My first year in teaching was a year of two halves. I trained for the profession via the School Direct Salaried route (the Graduate Teacher Programme in old money). This meant I taught my own classes (and not other peoples’) from Day 1 of Week 1 of Term 1. I loved the trust I was given and I thrived. All this came to an abrupt but thankfully temporary end when I had to spend six weeks from January to February half term at a so called ‘complementary’ school, which complemented nothing, except perhaps my irritability at having to go there. At this school (we’ll call it St Peter’s) I was over-observed, a common mistake by inexperienced mentors who haven’t been involved in initial teacher training before. On one memorable occasion at St Peter’s, after teaching a superb observed lesson on public health in medieval towns - a topic I knew far more about than the person observing me - to an engaged and engaging Year 10 class, my temporary ‘mentor’, rather than complementing me on teaching a very successful lesson, advised me to “be mindful of timing” after the lesson ran 1 minute over. I wasn’t sorry to leave St Peter’s but I was sorry to leave the Year 10 class. Some weeks later I was informed that a pupil from the class “loved my lessons” and was “gutted” when I had left. The complement made my time away seem slightly more worthwhile.

Aside from some of my classes (I had a lovely Year 8 class too) one of the other redeeming features of my time at St Peter’s was that I taught the Tudors. I love the Tudors and always have done. One of the greatest of the Tudors was also one of the last – Sir Robert Cecil. Cecil’s curriculum vitae would easily fill the rest of this page but suffice to say he was the chief minister to both Queen Elizabeth I and King James VI. His personal motto – sero, sed serio – has always intrigued me. It translates into English as ‘late, but in earnest’. They say as a society we are cash rich but time poor, compared to our grandparents’ generation. As a classroom teacher I’m both cash poor and time poor, even after the government’s apparent 3.5% pay rise. But unlike the pursuit of wealth, the control of time is beyond the scope of even the most brilliant classroom teacher. All we can do is manage our time and our pupils’ time as best we can – and hope we’ve taught all of the content in enough depth by the time Year 11 go on study leave.

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Tackling mental health with literature

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BIG List

18 wonderful books to help you encourage your class to discuss mental illness and emotional wellbeing WORDS: JENNY HOLDER

ave you ever heard someone say ‘he’s got mental health’ when referring to somebody with a clinically diagnosable disorder? Sometimes, people use the words ‘mental health’ and ‘mental illness’ interchangeably as if they are the same thing. In reality, the term mental health actually refers to a level of psychological wellbeing. Just as it takes work and maintenance to keep your body in a state of physical health, we need to look after our minds in order to keep mentally well. Self-care, rest, socialisation, exercise, talking about our problems – these all go together to help us keep a healthy mind. Think about how mes-

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sages about physical health are peppered throughout the school curriculum; in PE, in Science, in PSHE, in Food Technology, children are taught how to maintain and look after their body through exercise and healthy eating. It’s important young people are also exposed to mental health messages throughout their time in school. One great way to introduce children to messages about emotional wellbeing is through having a range of texts available which show characters experiencing different emotions. Books are also a great way to show a range of coping mechanisms to help with wellbeing. As well as books which talk about general mental

health and emotional wellbeing, it’s really important schools include books that begin to depict and explain a range of mental illnesses. Public Health England suggests that within an average class of 30 15 yearold pupils, three could have a clinically diagnosable mental disorder. It’s therefore important that young people have the opportunity to develop empathy and understanding around what others may be going through and/or to see their own experiences reflected in literature. Here’s a range of books that will help you to start a conversation around mental health, emotional wellbeing and mental illness with your pupils:

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Here’s a range of books that will help you to start a conversation around mental health, emotional wellbeing and mental illness with your pupils:

EYFS

The Big Bad Mood Tom Jamieson & Olga Demidova

The Colour Monster, Anna Llenas

We all have ‘one of those days’. In this book, George is definitely having ‘one of those days’ but he learns that feeling big and bad for one day doesn’t mean that he is ultimately big and bad. We all feel angry but there are ways to help ourselves feel better and make amends with those we may have upset on the way.

The little monster’s colours are mixed up and so are his emotions. He needs some help from his friend to help him understand his feelings and feel better again. A wonderfully sweet book which helps to depict various emotions visually. Keep an eye out for the pop-up version!

Every Little Thing, Bob Marley, Cedella Marley & Vanessa Brantley-Newton This beautifully illustrated adaptation of the Bob Marley song Three Little Birds has a strong message of hope and positivity, showing that even when we make mistakes talking to our family can help every little thing to be alright.

KS1

Bob’s Blue Period, Marion Deuchars

Thank Goodness for Bob Matthew Morgan and Gabriel Alborozo

Tough Guys Have Feelings Too, Keith Negley

Bob loves to paint but when his friend Bat goes away Bob feels sad and the only colour he can paint with is blue. Will Bob get his ability to paint with different colours back? A lovely depiction of sadness, loneliness and the cathartic nature of art.

Max worries a lot. Bob, his dog, doesn’t worry about anything and knows the best way to help Max. This is a lovely book to that shows children that we all have worries but that talking about fears can help make them seem less scary.

This is an incredibly stylish book where stereotypically ‘masculine’ characters are shown dealing with their emotions. It’s a great starting point for discussions around emotions, coping mechanisms and how people show/ hide their feelings.

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BIGList

LKS2

Perfectly Norman, Tom Percival

Black Dog, Levi Pinfold

Sam Wu Is Not Afraid of Ghosts, Katie and Kevin Tsang

Norman is delighted when he first realises that he has grown wings – until he starts to think about what his parents (and everyone else) will say when they see them. This stunning picture book introduces the idea that it’s OK to be different.

When a black dog turns up outside the Hope family’s house, it appears to grow bigger and bigger as each different family member sees it. It’s only when the smallest, Hope, goes out to face the dog that they realise it’s nothing to be afraid of. Black Dog is a thought-provoking picture book about the nature of fears and how they can become unwieldy if we don’t face up to them.

Sam Wu is a scaredy-cat but doesn’t want his classmates to know that. He wants to show them that he is brave and a fearless space adventurer. This is a laugh out loud book which also is a great way to begin conversations about fears, bullying and being yourself.

UKS2

Wed Wabbit, Lissa Evans

The Goldfish Boy, Lisa Thompson

Aubrey and the Terrible Yoot, Horatio Clare

Fidge knows that her sister’s accident was her fault but on top of that she now has to deal with the fact that she’s stuck in a fantasy world with her annoying cousin Graham and a load of talking bins! Wed Wabbit is surreal, hilarious and fantastical but also covers issues such as bereavement, anxiety and anger with clarity and humour.

Matthew’s OCD is so severe that he is trapped in his bedroom and spends his days staring out of the window. When his neighbour’s toddler goes missing and he is the last to see him, how will Matthew be able to help solve the mystery? The Goldfish Boy provides children with an understanding of the challenges of living with OCD.

Aubrey’s dad has fallen under the spell of the Terrible Yoot. With the help of the local animals, Aubrey has made it his quest to rescue Dad and even defeat the Yoot itself! This is a sensitively written book with warm humour which depicts parental depression in a way that children will understand.

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BIG List

KS3

Mind Your Head, Juno Dawson and Olivia Hewett

Mind The Gap, Phil Earle

Night Shift, Debi Gliori

A must-have for all secondary libraries and book collections, this non-fiction text by Juno Dawson approaches issues surrounding mental health with honesty and humour.

Mikey is struggling after the death of his dad. His best friend is struggling too – he misses Mikey and would do anything to help him feel better. This short, super-readable book packs a punch, dealing with both bereavement and the power of friendship.

Picture books are certainly not just for primary school aged children. This dark but stunning depiction of Debi Gliori’s own experiences of depression will show secondary aged pupils the power of art to express emotions.

KS4

Open: A Toolkit for How Magic and Messed Up Life Can Be, Gemma Cairney

A Quiet Kind of Thunder, Sara Barnard

Am I Normal Yet, Holly Bourne

Open is a beautifully presented non-fiction book for young adults, sensitively but honestly dealing with issues such as emotional wellbeing, mental health disorders, relationships and family issues. It’s a big sister in a book and I wish it had been around when I was a teenager.

This is a beautiful love story between Steffi, a girl with social anxiety and selective mutism and Rhys who is deaf. They are initially brought together because Steffi is the only other person in the school who knows some sign language, but in time they find that they have much more in common than just their method of communication.

Evie is happy to have found a group of friends that she can discuss feminism and share cheesy snacks with but can she open up to them about her OCD? This fabulously funny book deals with topics such as coping mechanisms, recovery and relapse without being just an ‘issues’ book.

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AR TS The Gallery

Thriller live!

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schoolâ&#x20AC;&#x2122;s body of work will leave us breathless, and this issue it came via email from Kimbolton School in Cambridgeshire. Check out this issueâ&#x20AC;&#x2122;s Gallery on page 40 and see just what we mean.

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THE GALLERY

Tasha - Year 11

Celia - Year 12

Ella - Year 10

Nastasha - Year 10

EXPLORING CREATIVITY ow! We’ve been treated to some incredible Gallery pages in HWRK so far, but this edition’s offering is more diverse and spectacular than ever before. Sent in by Lisa Bamford, Head of Art at Kimbolton School in Cambridgeshire, the work is from across the school year groups and

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best displays the investment in a prolific art department can have on school moral and pupil creativity. “We are all different, but we believe that Art is really different,” says Ms Bamford. “From the way it is taught, from the sound, smell and layout of the room, from the independence encouraged in every project.

“The Art department at Kimbolton believes that it’s every child’s right to have time to explore their creativity with confidence, and so our projects range from clay, to etching, to painting and everything in between. Art can offer something for everyone, you just have to be brave enough to pick it up and run with it.”

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ARTS

Izzy - Year 13

Loreta - Year 10

Zoe - Year 13

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Lewis - Year 12

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stage door SOMETHING THRILLING GOING ON AT MOUNTHAWK Drama teacher Andrea Thornton relives the moment the King of Pop and his zombie hoard stole Halloween t is a bloodbath – literally and metaphorically. Crimson droplets of gore slash angrily across a troupe of massacred white shirts. Zombies with angular arms lurch to the beat of a werewolf’s lonesome howl. More red – a leather jacket this time – flashes by intermittently. Amidst the chaos, a lone teacher’s voice rises hoarsely above the murderous din. “Everyone gather around because something THRILLING is about to happen,” Miss Thornton screams eerily to an audience of 1,300 adolescents. “How do I get myself into these daft situations?” she wonders, just as the beat of Michael Jackson’s infamous hit Thriller echoes through Centenary Hall and she shouts wild instructions to a sea of corpses. Slowly, 40 blood-stained teenagers rise stiffly from their parquet graves and begin to move in unison. Arms flailing, legs jerking, terror and excitement concealed beneath lifeless eyes… the Mercy Mounthawk Halloween flash mob has officially begun. “As we took to the dance floor you could feel every pulse and breath around you,” admitted student Matthew Dineen, who coolly assumed the role of the King of Pop for the routine. His dance partner, the Queen of Pop, Emily Heaslip, revealed that when Miss Thornton first suggested the idea of a Thriller flash mob, it was both an exciting and a terrifying prospect. “No one in the school knew that I loved to dance, other than a few close friends.” Soon, the entire school would

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know all about it. For weeks, Matthew, Emily and 40 enthusiastic Transition Year and Artistic Performance students had diligently spent every break, lunchtime, free and not-so-free class rehearsing for their flash mob routine. YouTube videos were consulted, drama teachers were embroiled to model the moves, Matthew and Emily even volunteered to choreograph their own solo dance in the middle of the performance. Soon, rumours were rustling through the corridors that something thrilling was going to occur before Halloween mid-term break.

“As we took to the dance floor you could feel every pulse and breath around you”

The day finally arrived. Feverish last-minute preparations. “Who has the blood?” “Is there any green face paint left?” “Would a zombie do this, Miss?” Music. Audience. Action. Creeeeaaaaakkkk! Footsteps. Bang. Gasps of awe. Noisy commentary. Screams of delight as bloodied students mirror MJ’s iconic moves and a horde of zombies drag their corpses through the student body. Hands claw the air in unison. Heads twitch in perfect synchronicity. Ah, the trademark clap and slide. The music crescendos and Matthew and Emily take their cue, smoothly sliding across the dancefloor towards each other. There’s a dip – the crowd, “oooh”. The moonwalk nearly kills them! Nobody was expecting to see this much Michael. Before we know it, the final chords are echoing over the sound system. Vincent Price’s gravelly timbre returns the walking dead from whence they came. They lie inert on the floor for a millisecond before thunderous applause reawakens their beaming, green faces. Miss Thornton breathes a sigh of relief. The knot in her stomach dissipates as she regards the scene: Matthew and Emily are high-fiving their success; a quiet student shines brightly in the limelight; frissons of excitement permeate the school. Suddenly, she remembers why she promotes these anarchic activities within Mercy Mounthawk. Excitement. Fun. Happiness.

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ARTS

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ARTS the essential podcast for teachers

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hwrk podcast

HWRK magazine’s offcial podcast featuring the likely lads Ben King, David Keyte and Sam Stewart.

Ben King, David Keyte and Sam Stewart – who dive straight into the subject of men teaching in primary schools in their own authentic, no holds barred style. For teachers by teachers.

Some highlights from their school week. And, I’m sure if you didn’t know already, David’s been to Barbados!

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48 CLASSROOM MUSCLE

50 SWING TO ACTION

52 OVER 40 FITNESS

54 CONCUSSION TIPS

HEALTH

Pedal power

hen it comes to staying fit into your 50’s, few exercises comes close to cycling. A full cardiovascular workout, cycling is great for strength and flexibility, it decreases stress and body fat while supercharging int

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mobility and coordination. This issue resident fitness guru Kevin Kearns lists cycling as one of the best fitness regimens for the over-40s. See page 52. Isn’t it time your climbed back on the saddle?

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O! -G GO 2

5 MINUTE QUICHE

Super easy, super healthy all-in-one breakfast in a mug You’ll need (makes 14) 1 cup baby spinach 1 large egg 1/3 cup milk 1 sprinkle grated

cheddar cheese 1 slice bacon, diced Water Salt and pepper

Instructions 1. Fill your mug with fresh baby spinach leaves and add a couple of tablespoons of water. Cover with a paper towel and microwave for one minute, until leaves steam/wilt down. 2. Drain the liquid from the mug and press the spinach with a spoon to ensure as much liquid is removed as possible. 3. Add the egg, milk, grated cheese, bacon and a pinch of salt and pepper. Beat thoroughly with a fork. 4. Cover with a paper towel and microwave for three minutes or until quiche is cooked through. 5. Eat straight out of the mug or switch to a container and reheat in the staff room!

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BREAK TIME FITNESS

Breakfast

A 15-MINUTE WORKOUT FOR THE CLASSROOM

HEALTH BLACK BOARD BICEPS Hide the chalk and dust off the training gear, let’s get physical ne of my overriding memories from school was the big, black dusty chalk board that used to be the focus of so many lessons. The thought of hearing someone run their nails down it, to this day, makes my skin crawl. Yet, as fitness specialist, all I see now is huge potential. So, instead of just dusting down the board – or if you’re school is now using white boards, wiping them clean – here’s a handy 15-minute exercise routine that will bring massive results. All you need is the board, two erasers and a dust-covered book and here’s a simply routine that if done twice a week will rid you of those bingo wings before next spring.

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

TRANSVERSE PUSH-UPS Given the nature of the angle of the black board this is a great way to introduce someone to progressive method of performing push-ups. It’s all about the angle on attack. The lower the angle the harder it is. With your feet on the ground and your hands shoulder-width apart lower your face towards the board and then breath out as you push yourself back up. Targets: Core, chest, shoulders & triceps

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ROTATIONAL PUSH-UPS In the same position as 1, lower yourself towards the board and, as you push back up, rotate one arm towards the ceiling. Targets: Chest, shoulders, triceps, core & shoulders

WAX ON, WAX OFF Face the board with an eraser in each hand. In a push-up like position, draw a circle with one hand in one direction then the other (like your waxing your car) then the other way. Repeat on the other side. Targets: Rotator cuff & deep shoulder

WALL SLIDES Place a book against the black board and support its position by leaning your back up against it (this keeps the chalk off your clothes). Bend you knees and slide the book down to the board as you lower down into a squat. Targets: Legs & bum

3 sets x 10-20 reps

PUSH-UP SLIDES With an eraser in each hand lower yourself down towards the board and as you push back up to a straighten position slide one eraser to one side and pull it back in, then slide the other eraser. Targets: Chest, core & lower back

MUAY THAI KNEES With your hands against the wall and your body leaning in, start alternating knees from right knee to right elbow then left knee to left elbow. Targets: Cardio & legs

SIDE PLANK With your forearm leaned on the board and your body at an angle. Press up through your forearm as you would off then floor. Targets: Obliques

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HEALTH

With your feet/legs (shins) on the seat – depending on the degree of difficulty – place your hands on the ground shoulder width apart. Now lower your body to the ground and perform a push-up. Targets: Chest, shoulders, triceps & core

4 RECLINED ALTERNATING ROWS Grab the chains in each hand and plant your feet as you lean back with your body straight. Now pull yourself up alternating left side and right side. Targets: Back & biceps

SWING INTO FITNESS The ultimate playground workout that you can do with or without your class

love playgrounds, always have. And ever since I was a child the swings have been my absolute favourite. Who doesn’t like to swing? Obviously, these days I view the swings as much more than just a way to

1 ASSISTED SQUATS Hold onto the chains facing the seat with your feet shoulder width apart. Now lower your body down into a squat position correcting your balance by using the chains. Stand back up again using your arms as little as possible. Targets: Legs & glutes

have fun. I now see a piece of apparatus that can drive up your cardio levels and attack both balance and core strength. For this workout you may need a pair of gloves to protect from blisters. Aim for 10-20 reps x3 sets in circuit fashion.

2 RECLINED ROWS With the chains in each hand and your feet shoulder width apart, keep your body straight as you lean back with your arms fully extended. Pull your body up until your hands come across your ribs. Return to start position. Targets: Upper back & arms

5 WALK OUTS With your legs on the seat and your hands on the ground in a push-up position, walk yourself forward and away from the swing while your feet are still in the swing. Then return to the starting position. Targets: Core & upper body

6 KNEE TUCKS With your feet on the seat and body in a push-up position again, bring your knees to your chest and then extend them back to start. Targets: Core & upper body

personal coach Kevin Kearns trains professional athletes, kids and professionals

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HEALTH THE ART OF ACTIVE RECOVERY Why every 40-plus-year-old shouldbe doing this regularly

he term ‘active recovery’ is now on every health professional’s lips because exercisers have noticed if they’re really sore the day after performing a hard workout, they’re better off doing some other kind of workout than taking a day off completely. As we age we realise what is moderation at 52 years old is different than at 42. And what’s moderate at 42 is different than at 32 and so on. But it’s not a case of quality over quantity, more a healthy mix of both.

REST MAY NOT BE BEST Everyone has stress. Distress is unhealthy and can cause many diseases. Eustress is positive and is mostly caused by exercise, but is also a double-edged sword. There are many exercise biproducts that aren’t healthy for the body or don’t really feel too good. Delayed onset muscle stiffness (DOMS) for years was thought to be caused by a build-up of lactic acid during and after a workout. But recent research in the American Journal of Physiology: Regulatory, Integrative, and Comparative Physiology found that this is not the case. In fact, lactic acid is not the enemy at all – there is no such thing as lactic acid in the body. It’s called lactate. The body uses lactate as a source of energy during the workout. That burning that you feel (acidosis) is actually due to hydrogen build up. With aerobic type exercise the lactic acid can be converted into pyruvic acid and used as energy. Unfortunately, with

strength training or HITT type of training it’s not. What you’re left with the next day are sore muscles and possibly stiffness. What’s more, some toxins, free radicals and blood impurities can be trapped in the muscles. In other words, you might have had a great workout the day before, but now you feel like you played chicken with a bus. This can be discouraging when starting an exercise programme or when getting older. The smart play is to anticipate this when you use a new type of workout structure, because you’ll be sore for a number of days after the change up before your body has had a few weeks to adjust. So, what is a more mature person or newbie to do? The answer is simple: exercise the next day. This will probably be the total opposite of what you’ll want to do the next day, but it does work. The key is not to train at the same intensity as the previous day. Think of it as an unloading day. Here are the rankings for the best active recovery modalities you can use and why you should embrace each of them.

EMBRACE AN INTENSITY GOVERNOR Stop yourself from having a Pavlovian response to exercise by wearing different gear when you embrace rest day exercise. If you find it hard to go at 50% of your maximum effort, then embrace a rest day fashion style that’s more street wear casual, than workoutspecific. This will stop you from going all out the moment you get sweating, because it will be a little less comfortable. You can also schedule to do something afterwards such as having a lunch or sit down for a coffee to apply a social governor to your training.

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The overall goal should be to pass the talk test while exercising, so you should be training an at intensity where you can hold a conversation with someone. This will help you the subtle recovery benefits of being social situations thanks to the feel-good hormonal release from hanging with your friends. Take it easy, take the time to enjoy your hard-won fitness and you’ll be better primed to crush your next workout because taking your foot off the gas, will rest the engine enough to hit new top speeds later on.

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Flexibility Fatigue fighter Stimulation of hormone balance Full body workout Low impact Freedom of movement Stress relief Increased joint mobility Calorie burner Get back to nature Excellent cardio

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HEAD CHEF Chef Ian Leadbetter has spent 20 years in restaurants across Europe and works as a nutrition consultant A u t u m n 2 0 1 8 // H W R K M AG A Z I N E // 5 3

HEALTH EduCare and Return2Play have worked together to develop a new concussion training course. As well as providing this information about what a concussion is and how the signs and symptoms may occur in an injured person, the course also looks at and how to manage the injury.

AVOIDING KNOCKOUTS How to spot and avoid concussions occurring in your school

n the 2017/18 academic year, averaged concussion rates in schools was around 9% per school year. That’s 45 cases of head trauma in a school of 500 pupils. Research by EduCare, a provider of essential duty of care, and Return2Play, a sports medicine company, have highlighted how concussions are an issue in many education settings. With the correct training and awareness, the risks associated with concussion can be minimised. To assist in properly managing concussion and ensuring all staff recognise what it is, medical director Dr Sam Barke has compiled the following information.

What is concussion? Concussion is a traumatic brain injury which can be caused by a direct blow or from forces transmitted to the head by whiplash or a violent shaking injury. Importantly, there are no structural changes in the brain and no injuries can be seen on standard x-rays or scans.

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What are the signals? Whilst there are multiple signs and symptoms to look out for, there is no definitive list. However, the signs to look out for include: • A dazed, blank or vacant look • Lying motionless or slow to get up • Unsteady on their feet, falling over, lack of coordination • Inappropriate or unusual behaviour • Loss of consciousness or not responsive • Grabbing or clutching the head • Seizures The symptoms related to concussion to be aware of include: • Headaches • Dizziness • Confusion • Visual problems • Nausea or vomiting • Fatigue • Drowsiness • Difficulty concentrating • ‘Pressure in head’ • Sensitivity to light or noise

It is important to note that the majority of concussions do not cause a loss of consciousness. This occurs in less than 10% of injuries, so should not be used to diagnose a concussion.

How can KO’s be avoided? Whilst it is virtually impossible to avoid concussion completely, there are steps which you can take to ensure the risks of concussion are at a minimum. • Enforce the rules: when playing a sport ensure students are playing by the rules, and that safety and sportsmanship is promoted at all times • Be aware of illegal contact and tackling in sport • Ensure students are educated in correct tackling methods in sport • Educate students in the dangers of concussion • Discourage physical play from occurring on hard ground such as grass or dirt • Ensure play areas, corridors and areas of high traffic are well lit and clear of any objects which could become trip hazards • Ensure students are supervised at all times

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BIG Dream

s e t B J o e b h T Worl e h t d n ! i

The realities of being a teacher are tough, but here’s five handy hints to ensure your own childhood dream to teach doesn’t become a nightmare WORDS: ADAM NICHOLLS

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icture this: a boy rushing through a busy Saturday town, loose change dripping from his hands. His destination? The stationers, of course! Three lined exercise books, three plain and three squared. All A5 in size. The aim? To race home as soon as possible and place them in the paper envelopes he had attached to the insides of his wardrobe doors. The same wardrobe doors that opened to reveal make-shift displays, not dissimilar to those he had in his own classroom. His friends were coming over, so class was starting soon. Only yesterday in fact, they had taken their first ever class trip! The very same bedroom – only 24 hours before – hadn’t been their classroom at all. It was a gift shop, created with the leaflets general tat collected from his own trip earlier that week. A mental bell rang as the class of three entered the room, finding that their brand new books had already been labelled with their names. An extremely dusty board of MDF, slathered with blackboard paint, was resting precariously against a shelf. Dad used the printer from work to create blank registers. So much ticking. All back-to-front because he’s left handed. The date was written up in a chalky scrawl. Today’s lessons would no-doubt link to the trip; it was always that way. Everyone succeeded, and the teacher eventually learnt how to tick the right way around. I loved my childhood. I love my edu-

cation. I’ve been extremely fortunate to learn the greatest lessons, both personally and professionally, from a wide range of people. A group of people who I now find myself mimicking on a daily basis. I only hope I can do their legacy justice, applying the lessons I acquired from them, to make them proud of me. Being a teacher was the first thing I ever wanted to do. My brother had his sights set on being a bin man. He would wake up early on collection days and wait at the window to wave. While he would play with his Playmobil dustcart, I would be explaining homophones again to a room full of eager faces that didn’t exist. Through my early teens I typically toyed with ideas of other professions: becoming an author, set designer for film or television, architect and something to do with stunts or special effects. Yet when it became time to seriously consider which

path to take, my return to teaching was inevitable. My overarching objective is simple and unchanging: play a part to ensure that someone else’s school career is just as enjoyable and prosperous as my own, so that they too can go on to live a successful and fulfilling life, down whatever road of their own they choose to travel. Granted, there are days when this seems an impossible task. Every job seems impossible sometimes. Sometimes the enjoyment takes a backseat to the prosperity; a moment of brutal honesty to recognise the enormity of the concept being taught and the focus required to master it, less they move forward with a piece of the puzzle missing. But through the rollercoaster of the world’s most rewarding and all-encompassing job, there are a few ideas I recommend you do your utmost to keep to:

Stay authentic For all intents and purposes, this is a job primarily about educating people. I can think of very few other roles in the world that put you at such a pivotal position within someone’s life. Every member of that family is looking to you to impart something worthwhile. Take time to build a productive and effective relationship. This includes taking moments to find out about each other, through sharing stories and anecdotes, so that you’re eventually able to predict their moods and plan accordingly. You’re all in an equal position to build bridges and battle fearful ignorance. Represent well.

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BIG Dream ask for help Accept it. You cannot do it all alone. My very first Head Teacher told me this. Inexperience often makes you feel like everyone else has got everything done; they leave at a suitable hour and they manage to live a varied social life. You, however, are running at lightning speed, yet still feel like you’re reversing, constantly adding jobs to the list while never crossing anything off. There are two tangents for this: firstly, know now that it doesn’t all fit in the time available; secondly, that asking for help is vital. Further up the ladder, they call it ‘delegating’, and it’s seen as a sign of strength. Pull together and pick off the most important things. Are there any tier 2 jobs that someone else can pick up for you? Don’t be a martyr about it.

input vs. impact Now you understand you’re simply never going to get it all done, make sure you do the jobs that are left with absolutely everything you have to give, in the time you have to do it. Be creative with your planning so that you know on a day with a late meeting, your lessons require less aftercare (be that marking, excessive follow-up, etc). Consider that pre-made resource. Yes, it might not be the perfect font, and you usually like a pretty picture in the corner, but if it fits the purpose, you can save the time to really fine-tune that other resource: the one they’re engaging much more closely with, for that longer term win. Consider input against impact; how long will this take me? What will they get out of it?

Stay healthy When workload is at an all-time high, consider how useful you will be on two hours sleep. Consider the effects on your body after copious junk food, in the desperate search for that instant sugar high, and inexorable crash later on. Consider how bottling something up will only make it grow into something it doesn’t need to be, causing a vicious cycle

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of repeated bad decisions and self-sabotage. Now think about how you tell the children, daily, that healthy eating is important; how fresh air is good for them when they go out to play; how they need to talk to someone if they’re worried about something. Do you really have an excuse if you’re expecting a five-year-old to do it?

relentless enthusiasm Moods are infectious. Aim to be the one lifting others up, rather than dragging them down. Don’t confuse this with not speaking out if you’re feeling low. As above, part of authenticity and sharing the load is ensuring you have a strong support network of care; family, friends, colleagues, etc. Forget the small stuff; you’re better than that. Save the serious chats for the serious issues; be a self-fulfilling prophecy for the right reasons. Be the leader you always wanted. Resilience in this life is paramount; you could be the one that makes it to the top and changes the game. Don’t

give up too soon! Now picture this: a child rushing into town on Saturday, looking for mock resources to re-create that day they spent with you. Perhaps they’ll write about it, in a magazine, 20 years later. What do you want them to write?

“Moods are infectious. Aim to be the one lifting others up, rather than dragging them down” W i n t e r 2 0 1 8 // H W R K M AG A Z I N E // 5 9

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BIG Read

EASY WAYS FOR A HEAD TO IMPROVE SCHOOLS! Written by a SLT who admits it’s easy to be idealistic when you’re not sitting in the big chair WORDS: LAURA GEORGE

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n ten years of teaching I have worked under 7 head teachers, around 17 deputy or assistant head teachers and 2 heads of department. That is a sizable chunk of different versions and interpretations and leadership and I would like to think that they each made an impression on me. They ranged, on scale, from the outstanding down to category for concern. But this is only my humble opinion. Within the time I worked under them I feel I have gained some insights that I would take into leadership, should I ever make that jump. Firstly, at present I am only a Head of Department, it is pretty essential I point that out for context. Mainly as I think we can all be idealistic if we are not in the position that we are about to start spouting. This article is about some of the things I’d like to do if I were ever a head teacher. But let’s be idealistic for a while. Goodness knows if I ever got there I’m sure I won’t get the chance then.

STAFF WELLBEING

A big one for me and gets the honoured top spot. I was always idealist with my thoughts from a young age, and often asked my mum, “Why can’t we all just treat each other well?” Wellbeing should be a massive focus for any school. I would instil wellbeing weeks and perks for my staff (and in fact pupils and parents). Don’t get me wrong, I learnt about intrinsic vs. extrinsic motivation at university in my psychology degree. But who doesn’t like a little pick-me-up prezzie in the pigeon hole or a thank you note hidden on your desk. I am with Richard Branson on this one when he said “Clients do not come first. Employees come first. If you take care of your employees, they will take care of your clients.”

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BIG Read STRESS EXPERIENCE

I have no idea the stress and strain SLT have. It must be a killer at the top and I am impressed with whoever takes it on, no matter how good or bad they are when they get there. It’s one of those jobs you can never understand until you are there… so let’s give a glimpse into the ivory tower of leadership. Let all staff attend SLT meeting. I feel having a chair in SLT meetings for a member of staff on some kind of rotation gives an insight into the dealings of the life of management (when it is relevant and not something confidential, might be just a slot rather than the whole meeting). This will not only let staff see if this is something they would like to aspire too (thinking CPD here) but might also give the SLT into the practicality of their ideas ‘on the ground’.

WORKING LUNCHES I know, sounds horrible, but it’s not a working lunch but a natter catch-up. Too many HODs get stuck in a room all day without other adult contact. How about we provide a lunch (free to get them out those rooms) to chat. No agenda, no minutes… just sharing good ideas. Now for the radical part, no SLT allowed. Let them feel free to give me a bashing as SLT, hopefully they won’t need to but if they do I’d rather have it off their chest than store it up and carry it with them. Allow an anonymous email account to send an email with any common issues or problems that come up. No one feels accountable and things get done. Problem pupils get identified, interventions shared and healthy lunch for all, a win-win situation.

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CPD TO SUIT Any CPD is limited in time it takes up but effective with the outcome it has. This means that CPD can be done in a number of ways and a choice can be made. Set up a menu of tasks and only have staff go to some; have a video file with ‘How to guides’; have exercise as part of CPD; read books and write reviews; go on Twitter. All these things can count towards amazing CPD.

BEVERAGES ON TAP I don’t know why this is an issue for me, but it is. Having been in two schools where it was provided and then taken away I just don’t get it. The last thing I needed to worry about was getting milk in the morning on the way to work. Is it essential for an SLT to worry about this? I believe so. As SLT I need to know my basic staff needs are being met, after all who am I to question Maslow? I know it costs, I am willing to pay. I hope if it was the decision between staff needs being met and school supplies from the budget then my own purse would be dusted off and used for the greater good.

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BIG Read NO MEETING REQUIRED Let me start by saying sometimes meetings are needed and productive but in past schools I have been to them because they are on the calendar, not because they are needed. Let’s make a time for meetings (maybe radically in the school day rather than after sometimes) and then if it’s not needed, let’s cancel. Mad, I know. Going against sacred calendar… Aargh! We have other means at sharing ideas now, online surveys, padlet, chat forums, emails. Let’s use them and save us all some time.

FORGET JUDGEMENT Lastly, and a big one that I am not sure I could back up: work for the school, not the judges. The judgement will ultimately be on me as a head. I choose the policies, I choose the staff. So, I will worry, you will work and find enjoyment in it. I will support, not judge you. I am pretty keen that OFSTED lose those four judgements for school and make it a full written report of ideas on how to improve. Plus, I am hoping I have unique selling points in other areas to keep marketing happy, maybe a whole hosts of little smiling faces as people enter the school – and I am not just talking about the pupils.

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I MY PUPILS 6 6 // H W R K M AG A Z I N E // W i n t e r 2 0 1 8

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BIG Profile

Why marching full STEAM ahead is key to engaging the classroom and preparing kids for the future WORDS: BLAIR MINCHIN

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BIG Profile SPARK CURIOSITY I have all of Ken Robinson’s TED talks saved onto my YouTube playlist. I fully back his assertion that if a teacher is able to light the spark of curiosity within a pupil, then they will flourish. To this end, I aim to have my pupils lead their learning as much as possible in the classroom, allowing for a great deal of choice in how activities are completed. For example, if we are summarising a chapter of our reading books, pupils can use whatever medium they wish to do this (newspaper articles, comic strips, script, group chat screenshots). In maths, in order to practice our addition, pupils will generate their own problems and have a range of strategies to choose from (vertical, partition, transformer, number line). This is not to say that, from time to time, I do not give direct instruction to my pupils – there are moments when this is necessary to ensure understanding or to keep pace with the crammed, colourful curriculum. Nonetheless, I do feel that discovery learning is much more engaging, enjoyable and inclusive. Someone once told me that pupils don’t need to enjoy every lesson, they just need to learn. I couldn’t disagree more – if they don’t enjoy an activity, the real lesson they are taking away is ‘I don’t want to do that again.’ I am very passionate about STEAM (Science, Technology, Engineering, the Arts & Mathematics) and together with colleagues in my current setting we are working towards

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establishing our school as a STEAM hub. Earlier this year my class engaged in a fashion topic, getting to meet with real designers and visiting fabric cutting warehouses, as they worked in their own fashion houses to cut, sew, and tailor their own outfits for a fashion show in front of our whole school community. This term we are learning about biodiversity in the local area using a raft of technology, from iPads and virtual reality goggles to drones and robots. We also secured funding for a 3D printer and are using augmented reality apps weekly with the kids. Whilst such endeavours can seem intimidating to some in the teaching profession, I strongly feel that we need to have the courage to try new things with our pupils. The future belongs to our kids. Many jobs they will be applying for have not been invented yet. There is no telling the exact knowledge our pupils will need to succeed in life. Accordingly, we need them to be flexible thinkers, to be adaptable, sociable and creative. STEAM activities provide pupils and teachers with a great many opportunities to develop and hone these necessary skills in ways that rote learning and recall practice cannot.

ROLE MODELS As teachers, we need to model this behaviour daily to set a prime example for our young people. If we are disagreeable, they will learn to be argumentative. If we dismiss their ideas, they will learn to be arrogant. If we fail to recognise their voice, they will not grow to be leaders that empower others but leaders that stand for self-gain. Finally, we should always bear in mind that learning does not conclude at the beginnings of adulthood. Learning is lifelong. If our pupils are coming to school hungry, going to bed cold, fearing the weekends due to violence or disorder in their home lives, it stands to reason that they are not going to be able to give their all to education. Yet, if we are able to keep them curious, to keep them motivated, to show them that they are capable of greatness, to show them that education is the key to a life of fulfilment – that will stick with them for months, years, even decades. When they have the opportunity to re-engage with education, they’ll remember that it was fun, it was worthwhile and, heart-warmingly, that you helped to make athem feel this way. them feel this way.

‘Many jobs they will be applying for have not been invented yet. There is no telling the exact knowledge our pupils will need to succeed in life’

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Life changing! magine climbing into the shadow of Mount Everest with your Year 10s? What kind of lasting impression would a school trip like that have on their minds? Well, thanks to one international travel school that trip of a lifetime could become a reality in 2019. Base camp as a teenager; that’s the kind of life experience that stays with you forever. Check out this month’s Overseas Teacher on page 72 for more.

OVERSEAS TEACHER  EDUCATING MUMMY  BULLIES OUT! 

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Nepal Take your 2019 school trip to the highest peaks – and fund the education of disadvantage children where it matters most s your school looking for a once in a lifetime experience for your pupils in 2019? Imagine offering your students the chance to experience the captivating views and physical exhilaration of trekking in the most famous mountain range in the world, the Himalayas. Trekking in the shadow of Mountain Everest and interacting with the local Nepalese people may sound like a stretch too far, but one company is hoping by opening its doors to schools across the UK they will be able to have a life-changing impact on pupils at both ends of the trip. Moonlight Nepal Trekking and Adventure is a Nepalese owned and operated trekking and adventure company that was established to offer financial support to the Moonlight Foundation Nepal School; a non-profit entity committed to providing free education, food and medical assistance to impoverished children in Nepal. Moonlight Nepal Tours aims to provide a sustainable funding resource for the Moonlight Foundation Nepal School, with 60% of all profit allocated directly to support the education of disadvantaged children through our non-profit organization, the Moonlight Foundation Nepal. “We seek to build partnerships with international schools and hope to interest them in a student visit to Nepal through our Trekking Company” says Santosh Koirala, managing director of Moonlight Nepal Trekking & Adventure. “The profits made enable an expansion of our charitable work and therefore increases the number of disadvantaged children able to study at the Moonlight School.” Students are invited to Moonlight School to teach lessons, run classroom

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games, experience cultural interactions and contribute to service work like painting classrooms, constructing pathways, walls or building blocks or planting and supporting an organic garden. The trekking company currently offer five trips, ranging from the Chitwan National Park to, of course, Everest Region camp. All of the trips are around eight days long, and once you land in Nepal every need is catered for. “Glimpse of Everest trek is one of the popular destinations for first time trekkers in Nepal. This trek definitely will give you a great introduction to Sherpa cultures along with spectacular mountain views” Santosh reveals. “The panoramic landscapes and varied cultures of different ethnic groups along the route make it a very popular choice for international school trips. “Moonlight Nepal Company has comprehensive experience in guiding students, with a 100% safety record. This is a wonderful trek for international school students of all ages. Our guide and porters are friendly and experienced in the region and will facilitate your learning about our culture, people and mountains. Our staff ’s first priority is to ensure the safety of every individual, so that international students can trek the famous route without any problems or difficulties.” After their trek in the Himalayas, students will then spend time with

ARRANGING A TRIP If you are interested in arranging a school trip for your students within Nepal, visit: moonlighttreks. com

Moonlight School where they do a one or two-day service project including teaching a lesson, running classroom games and experiencing cultural interactions. They can also participate in service learning projects like painting classrooms, constructing a pathway or wall, building a toilet or small buildings, or planting and supporting an organic garden etc. “The work can be tailored to student interests and the needs of the school.” Previous international school students who have travelled say that while the mountains and trails of Nepal are amazing, their favourite time was

The panoramic landscapes and varied cultures of different ethnic groups along the route make it a very popular choice for international school trips spent sharing the music, dance, smiles and beautiful culture of the Nepalese people and the Moonlight School students. Wow. What an experience, for everybody involved.

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MOONLIGHT FOUNDATION For more information on how the Moonlight Foundation provides free education, food, and medical assistance to impoverished children in Nepal visit: moonlight.org.np

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From Teacher to Mother Niomi Clyde Roberts on perspective, trauma, strategies and consistency away from the classroom My little girl has been in the world for five weeks now and I can already see that she has challenged my perspectives. I now very much ‘go with the flow’ in regards to getting through each day. However, two areas of my thinking that has stayed particularly strong is ‘routine’ and ‘consistency’, without these I think I’d be slightly insane by now. Just like running a classroom, you need to set the expectations and then meet the child half way. There are so many do’s and do nots in parenting (and teaching) – best thing to do is get to know your rules and how your child operates. Again, akin to teaching and leadership, I don’t listen to advice unless I think it’s good, I’m quite stubborn like that. But it means I stick to my guns and don’t try too many things at once. This rarely works, in teaching and in parenting. Being a teacher before having a baby really has helped me with so many areas:

1. Attention to detail The majority of teachers are perfectionists and notice the small details, this helps when understanding the different ‘tones’ when your baby cries. Within a short time, you understand exactly what they need. You can teach babies to sign as well. My baby is responding to some signs already, because I constantly communicate and respond to her needs. Knowing what works for your children in the classroom and knowing what works for your child. I will 74 // H W R K M AG A Z I N E // W i n t e r 2 0 1 8

follow my own guidelines and will only ask for help, if I really need guidance. Mother/ Class teacher knows best – majority of the time.

2. Balance I’m beginning to form this and as I have to watch her carefully throughout each day at night, I am gradually learning to take time out for myself. Even if it’s quickly running upstairs to get changed into my PJs or taking a bath whilst the husband watches over her. It will be a long time before I can leave her with family or friends.

3. Routine & perseverance We are forming a regular routine and it works. I know exactly when to feed her so I can get both herself and myself ready. I’ve also kept up to date with housework, events and general daily chores as I refuse to let them slip. Again, it’s like I would continue an intervention daily in the classroom, until children understood it.

4. Patience I’ve had to have plenty of this. Especially rocking her to sleep at 2am in the morning, when she’s wide awake. I normally sing to her as this soothes her, into a deep sleep. You figure out so many different strategies to help them sleep and stay calm. Again, similar to teaching, you always have a bank of ideas up your sleeve, just

in case one doesn’t work.

5. Consistency Routine is based on doing the same things often. This works in the classroom and works for a new-born. She is beginning to know what happens next and again this helps her relax and stay calm – no crying, just a chilled baby. Well, until bedtime!

6. Emotional intelligence This comes in handy when dealing with overkeen relatives and a tired husband. Being able to read the situation and handle it effectively (even when exhausted). Setting boundaries, so that visitors don’t overstay when you need to get the little one fed and to bed. Noticing the signs of burnout, knowing when to give someone a break. I studied emotional intelligence in quite a lot of depth when completing my NPQML. I honestly think, to be a good leader, you need to have a strong understanding of EI. I love being a mother and I love that I can apply so many strategies from teaching, to help bring her up. I do miss the fast-paced classroom environment and the sense of achievement you have, when leading a class or team. I have a very active mind, so to go from moving 100 miles an hour (school pace) to taking things slowly has been a real challenge. But I’m happy adapting to motherhood, and I know it will make a better teacher and leader when I return. @hwrk_magazine

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Kids helping kids BulliesOut Youth Ambassador Programme needs your school support! housands of children and young people report being bullied every year, and the detrimental impact bullying can have on the physical, emotional, academic, social and personal wellbeing of children and young people should not be underestimated. BulliesOut run a Youth Ambassador programme that creates a sense of belonging, independence and empowerment, as well as helping young people to develop social and decision-making skills, build their sense of competence and motivating them to achieve. From leadership and teamwork, to communication and meeting new people, the Youth Ambassadors have the opportunity to develop as individuals at an intensity which suits them. For those who volunteer with the programme, there are many benefits. In addition to learning new skills, improving their CV and engaging with their community, volunteering can help end loneliness and improve confidence and self-esteem. Volunteering is also about ‘giving back’ and supporting a cause you feel passionate about and this can have a positive effect on a person’s mental health.

CASE STUDY

“Sometime during early 2018, it occurred to me that instead of feeling sad about the issue of bullying and sitting in a stew of bad zombie movies and unfinished essays (otherwise known as the floor of my room), I could, you know, do something about it” says Ben, 16, from Birmingham. “A quick google search later and I found BulliesOut, who are not only dedicated to dealing with the issue, but they let young people into their squad as well. “I soon found myself making awesome friends, challenging myself to step outside my comfort zone and actually making a difference in the world, which, I’m not gonna lie, was a pretty awesome feeling. “I’ve received professional training and some awesome opportunities and I’ve held coffee mornings, given presentations to local youth groups and spoken to local businesses about anti-bullying week.” By engaging with young people in social action, BulliesOut can help make a huge difference to their lives and the lives of others. The work of our project is specifically designed to provide support, empowerment and personal development to young people who might not otherwise have that opportunity. Ben adds: “BulliesOut offers me the opportunity to make a difference to a cause I am passionate about and I cannot recommend it enough to anyone who wants to do the same.”

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SKILLS & SUPPORT

Linda James, CEO at BulliesOut, explains: “The programme can help two groups to reach their full potential. Most Youth Ambassadors will have been directly affected by bullying in some way. Training sessions and the experience of being an Anti-Bullying Youth Ambassador can have a positive impact on the young person. “They gain skills such as communication, problem solving and teamwork along with emotional sensitivity, confidence building – all skills that are important if they are to fulfil their potential. As they will also work within their own ‘home’ communities, they will bring

young community members together through a greater awareness of bullying and how to address it. This, in turn helps reduce incidences of bullying, improving local communities.” We live in a society that celebrates individuality and independence, but we are really interdependent. None of us can get along completely on our own. We need each other and what each of us contributes. None of us can know it all or do it all – life is just too big! Not only do relationships with others help all of us do more, they make what we do more enjoyable. Helping young people recognise the value and power of relationships can be a way to help them see that involvement with others

Youth ‘Anti-Bullying’ Ambassadors The BulliesOut Youth Ambassadors Programme is open to applicants between the ages of 10–17 and provides a vehicle for young people to become involved in an anti-bullying campaign. The programme inspires through positive opportunities and experiences, and seeks to empower and develop young people further by providing them with the training, skills and responsibility of being an Anti-Bullying Ambassador. It also encourages them to volunteer as an Anti-Bullying Ambassador within their local school, work or community. The aim of the programme is to empower,

engage and inspire young people to realise their true potential - and by developing their confidence and skills, become role models and leaders. This will ensure the voice of the youth of today is heard by everyone. After all, they are the ones affected most by bullying so who better to speak out about it? By empowering young people, their confidence grows and they believe in themselves. By undertaking roles such as speaking to a range of audiences, supporting outreach delivery and contributing their views to influence, they grow and develop.

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instructions, the support of PGL staff plus an evening entertainment programme. Free places are also avialable for party leaders and accompanying adults in the ratio of 1:8 paying children. Visit pgl.co.uk for more Autumn deals.

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The Education Emails edited by JS Sumerfield In 2018 HWRK obtained an anonymous upload of documents originating from the secure email servers of an unidentified high school. Geolocation analysis was futile to even the most importunate of investigators, as the IPv6 addresses were anonymously routed through layers of network encryption. Neither the recipient nor the sender have ever been traced… We have reproduced these classified emails here in the interests of transparency and numerous of Freedom on Information requests from our teachers.

From: “Geoffrey” <g.balak@protonmail.ch> To: “Seth” <s.moloch@[REDACTED].sch.uk> Subject: Schemes of Work/Lesson Planning My Dear Seth, Let me get straight down to business. I promised your mother that I’d keep a special eye on you. You are family, after all... Please relax about your role. The Deputy Head position offers some of the best opportunities, especially in terms of destroying staff morale. Now, down to business: schemes of work and lesson planning. You will have much influence here. Immediately require HoDs to produce impressively detailed schemes of work. Certainly, week by week (or better, lesson by lesson, if possible). Make them cross-refer each activity to assessment objectives. This will send each department into a tailspin; there is nothing more energy-sapping than spending long hours producing pointless documents. No teacher can effectively plan individual lessons far in advance. Changing syllabuses will render this work even more soul-destroying. But they’re perfections, bless them; they’ll persevere deep into the night. Certainly, you must insist on such plans for Observations and Learning Walks (genius nomenclature by the way the only thing the teacher is learning is that they want another job). Conduct these as often as possible. Really engrain them in the culture. Teachers will sense that the whole thing is a sham. They know perfectly well that this is NOT how they normally teach. So, you will end up with them feeling exhausted and inadequate – particularly the younger ones. This is just the right mental state for depression and anxiety to creep in. Watch out for the experienced teachers; they rarely teach to a rigid plan because they know it creates unnecessary work for no benefit. These irritating types keep things fresh. They may go quicker, slower, shift things around, change the order altogether. In short, they will respond to the shifting moods and progress of the class. A hastily planned lesson can often be worryingly energetic and on the nail, as it is responding to the now. Come down on this like a tonne of bricks. Use Learning Walks to make these teachers feel unprofessional and lazy. Hint that an Ofsted inspection could happen at any time and that their teaching methods are hopelessly out of line with universally accepted requirements. That works wonders as no one knows what Ofsted are looking for. You can keep teachers in a continual frenzy by simply intoning the dreaded acronym. Never allow teachers the freedom to lead their class to the endgame. Given too much freedom, teachers end up reacting to the students and forming an understanding with them. Real learning might occur and, worse, a real love of it. Execute this strategy properly, Seth, and soon the students will expect to be spoon-fed. They will demand to be spoon-fed. They will complain if they are not spoon-fed. I hope you are now beginning to see how all this fits together. I see great things for us, my boy, if you follow my advice to the letter. More to follow. Onwards and downwards! Yours, “Geoffrey”

HWRK MAGAZINE PUBLISHED BY PICTURES UP DESIGN LTD 5 Hackins Hey, Liverpool L2 2AW, UK E: enquiries@hwrkmagazine.co.uk T: 0151 237 7303 CONSULTANT EDITOR Nick Peet PUBLISHING DIRECTOR Alec Frederick Power DESIGNER Jessica-May Wright MANAGING DIRECTORS G Gumbhir, Alec Frederick Power 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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We work tirelessly to change the lives of those affected by bullying and we know we make a difference. We see it in the way young people engage in our projects, how we empower them to Make a Difference and how they develop confidence and learn new skills. By developing a positive ethos across a whole school/organisation community, we can create an environment that meets the emotional, academic and social needs of pupils and staff. Creating an anti-bullying and respectful ethos is a powerful way to Inspire Change. Our Youth Ambassadors are a dynamic team of young volunteers working together to help deal with the issue of bullying. They are committed and dedicated and all have a passion to Make A Difference in their local communities. The programme is open all year round and you can join wherever you live and whatever your background and interests are.