HWRK Magazine: Issue 15 - Summer 2021

educational magazinefor teachers the essential magazine

HWRK SUMMER 2021 / ISSUE 15 / FREE HWRKMAGAZINE.CO.UK

WRITTEN BY TEACHERS FOR TEACHERS

EDUCATION RECOVERY?

WE’VE GOT THIS. THINKING OF MOVING BETWEEN TEACHING PRIMARY AND SECONDARY?

THE CHALLENGES AND JOYS OF LEADERSHIP

A BETTER WAY TO TEACH MATHS EDU BOOK REVIEWS CAN WE HAVE OUR STAFFROOM BACK PLEASE?

WHY PASTORAL REALLY MATTERS

DIVERSITY VS INCLUSION

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Pedagogy Pedagogy

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GeneraTIve LearnInG

or most teachers, primary or most teachers, primaryseem and secondary teaching and secondary teaching seem worlds apart. Although the key worlds apart.ofAlthough the key is component each classroom component of each classroom is the same (the children!) the way theis same the way of working often (the verychildren!) different with each of workingtheir is often different each providing ownvery rewards and with challenges. providing their rewards challenges.

Throughout thisown piece there and are stories Throughout this piece there are stories from teachers who have worked across both from have worked across both theseteachers phases ofwho education.

It is important these phases of education.

It is important to remember that these are individual to rememberand, that should these are experiences youindividual want to make experiences and, shouldit’s youworth wantdoing to make the transition yourself, your the it’s worth owntransition research yourself, into the process as doing well asyour the own researchbetween into thethe process as well as the differences schools. differences between the schools.

Having now taught in both primary and Having nowmyself, taughtIin both primary secondary believe teachingand is secondary myself,inI front believe teaching. When of teaching a class, itisis teaching. in front of aand class, it is the same When techniques, skills pedagogy the same techniques, skills andlesson pedagogy which you are applying to the in which you are applying to the lesson in both settings. Each time you stand in front both settings.

Each timeknowledge you stand in of children and impart youfront are of children andthe impart are doing so with sameknowledge intentions you which doing with the same intentions which makessothe process much more similar makes process much more than I the could have imagined it. similar The main than I couldare, haveinimagined it. The main differences fact, outside of the differences learning. are, in fact, outside of the learning.

Firstly, and most obviously, is that in Firstly, is that primaryand youmost haveobviously, to be much moreinof a primary youUnlike have toinbe much more of ayou generalist. secondary where generalist.

Unlike in secondary where you tend to have one key subject you are an tend to in, have one keydemands subject you expert primary thatare youan have expert in, primary demands that you have knowledge across the curriculum, with knowledge across within some subjects youthe arecurriculum, more confident some subjectsI you areformore than others. know me, confident computinginis than others.

I know for me, computing is always a challenging subject for me to teach! always a challenging subjectyou forhave me to In order to be a generalist to teach! have In order range to be aofgeneralist youacross have atobroad have a broad knowledge aspread broad of range of knowledge across broad subjects, some which youa won’t spread of subjects, some which you won’t have encountered prior to the unit of work have encountered prior to the unit of work you’re now creating. you’re now creating.

AJ Smith (@MrSmithRE) - a primary AJ Smithand (@MrSmithRE) primary teacher RE specialist -ina Southwark teacher RE own specialist in Southwark - tells usand of his experience with this -particular tells us of difference: his own experience with this particular difference: When I decided to leave my secondary teaching When I decided to leave secondary teaching position in October 2019my I thought I was doing position Octoberjob 2019 I was doing so to findinanother in aI thought secondary school. so to find in a secondary school.

When myanother currentjob headteacher reached out to When mythe current headteacher out to me with prospect of comingreached to her school me with the prospect of coming to herwith school to work as a cover teacher and help their toREwork as a cover teacherturned and help with their curriculum I initially it down, I did RE I initially turned it down, I did notcurriculum see myself as a primary teacher.

It was only not seevisiting myselfthe as aschool primary It was only after andteacher. sitting back and after visiting thethe school sitting back and thinking about ideaand of working in primary thinking the idea of working primaryin more thatabout I decided to give it a try. in I started more thatand I decided to give it aapplied try. I started in January

by March I had to become January andclass

by March applied to become a full-time teacherI had there. a full-time class teacher there.

I currently teach a Year 6 class and, even in Ispite currently teach a Year class and, in of lockdown, I have6 never beeneven happier spite of lockdown, I have never been happier

as a teacher. There is no doubt that the as a teacher. is no one; doubtI went that the transition is There a daunting from transition is a daunting one; I nearly went from being a specialist who taught 300 being a specialist taught nearly 300 students to being who a generalist with (almost) students to being a for generalist with (almost) sole responsibility 18 students.

At first it sole for 18 students.

At filled first it wasresponsibility the idea of teaching Maths that was the idea of teaching Maths that filled me with dread but, thanks to our centrally me with dread but, thanks to our centrally planned curriculum and high quality planned curriculum and high textbooks, that has been betterquality than expected. textbooks, that hassubject been better than The most difficult to pick up expected. was The most difficult subject to pick up was actually English, and in particular guided actually and inwhich particular reading English, and grammar I hadguided given reading and grammar I had given little thought to beforewhich moving to primary. little thought to coaching before moving to primary.

Having a good relationship and a Having a good andmea supportive yearcoaching team hasrelationship really helped supportive team in hasthat really helped me improve myyear practice area. improve my practice in that area.

There is no doubt that my career prospects There is no doubt my career prospects have changed as athat primary teacher.

I actually have changed as a primary teacher.

I actually feel like my subject specialism is more valued feel my had subject specialism is more valued andlike I have some great opportunities and I have had some great opportunities to work on the RE curriculum at my school toand, work on the RE curriculum my school increasingly, across otheratschools.

The and, increasingly, acrossinother schools.

The management structure primary schools management structure primary schools tends to be flatter so, asinwell as having a tends be flatter so,with as well a closertorelationship SLT,asthehaving movement closer withwhat SLT, you’re the movement up therelationship ladder, if that’s aiming for, up thelike ladder, if that’s what you’re aiming feels a more immediate prospect thanfor, in feels like a more immediate prospect than in secondary. secondary.

Without resorting to clichés I think primary Without resorting to clichés I think primary is more suited to the energetic generalist isbut more the energetic I’vesuited foundtoteaching upper generalist KS2 to be the but foundworlds teaching KS2 can to behold the bestI’ve of both withupper kids who best of both worlds withand kidsenjoy who acan a decent conversation jokehold but awho decent a joke butof stillconversation have some ofand thatenjoy earnest sense who still enjoyment have some of of their that earnest fun and learningsense that of the fun and enjoyment of their learning that the teenage years can sometimes dampen. teenage years can sometimes dampen.

I think this is something I have struggled Iwith thinktoo, thisduring is something I have struggled the transition.

I love with too, during I love teaching Englishthe andtransition. have always had teaching always more of aEnglish passionand forhave it than otherhad more of a passion for it than other subjects, but I miss the variety of the subjects, but I miss the variety thereally primary classroom where eachofday primary classroom where each day really did feel completely different. did feel completely different.

However, with the experience of teaching However, with the experience across both phases, I now feel of as teaching though across both phases, I now feel as though my pedagogy and in-depth understanding my pedagogyhas andbeen in-depth understanding of teaching greatly improved. of teaching hasthe been greatly improved.

I not only see start of their journey, Ibut notIonly start of their journey, nowsee seethe more clearly where they but now see clearly where they are Igoing andmore the challenges children are and thetheir challenges facegoing throughout schoolchildren life. Having face throughout their for school life. Having always had a passion transition, it has always had a passion for transition, it has now enabled me to really identify what now to really moreenabled can andme needs to beidentify done inwhat order more canchildren and needs to be this doneprocess, in order to help through to help children through this process, something I’d not have understood in something I’d not have my understood in the same way without own transition the same way without my own transition to secondary.

It is a career move I am to secondary.

It isasa it career movebroadened I am thankful I made has really thankful I made as it has really broadened my expertise, experience and teaching and my expertise, learning skills.experience and teaching and learning skills.

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t’s a rainy Thursday morning, I’ve had a longThursday week andmorning, I’m tired.I’ve t’s a rainy Having started duty had a long weekmy andday I’mwith tired. on the quad, didn’t much Having startedthings my day withget duty rosier acrossthings the morning.

Double on the quad, didn’t get much Year 9rosier first thing – they acrosswas the frustrating morning. Double seemed to have everything from Year 9 first thingforgotten was frustrating – they earlier in and a everything lot of themfrom hadn’t seemed to the haveweek forgotten done their earlier in thehomework. week and aI then lot ofspent theman hadn’t hourtheir “free”,homework. marking assessments, done I then spentfollowed an by a mildly depressing and lethargic Year hour “free”, marking assessments, followed 11alesson. word Sisyphean comes to by mildlyThe depressing and lethargic Year mind.

11 lesson. The word Sisyphean comes to mind.

Feeling hungry and low, I take my lunch down tohungry the microwave the my stafflunch room Feeling and low, Iintake and quietly down andinstart scrolling down to the sit microwave the staff room my quietly Twittersit timeline.

Brexit, and down and startMeghan scrolling Markle, football and Brexit, some argument my Twitter timeline.

Meghan about exclusions.

Heady indeed. As Markle, football and somestuff argument the microwave a couple of other about exclusions.pings, Heady stuff indeed.

As the microwave pings, a couple of other

staff members come into the room and join members me on thecome low couches.

They look staff into the room and howme I feel, andlow I probably how they join on the couches.look They look feel.IBut withinlook the how spacethey how feel,somehow, and I probably of a But couple of minutes, we’re feel. somehow, within thelaughing. space tenofminutes thewe’re mood has turned ofWithin a couple minutes, laughing.

180°, and are the nowmood a dozen us Within tenthere minutes hasofturned swapping stories, and generally 180°, and there aregossiping now a dozen of us having a good time.

It’s a strange kind swapping stories, gossiping and generally of transformation, shift having a good time.an It’sunconscious a strange kind a place that feels very “down shift there” offrom transformation, an unconscious to a place that feels very “up here.”there” from a place that feels very “down to a place that feels very “up here.”

That, of course, was then. Before the worstofperiod forwas education in living That, course, then. Before the memory.

Covid a lot from us and of worst period for took education in living course whilst always could memory.

Covidittook a lot frombeusworse and of and wewhilst shouldit be grateful forbewhat we course always could worse have, have felt lack offorthe staffwe room and weI should bethe grateful what keenly.

Herefelt arethe thelack fourofthings I’veroom have, I have the staff missedHere the most: keenly. are the four things I’ve missed the most:

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MenTaL MaThs MaTTers MATHS MATHS

MENTAL MENTAL METHODS METHODS IN MATHS MATHS IN Effective early Maths teaching Eff ectiveforearly Mathstoteaching is vital students be isable vitaltofor students to be progress through able to progress quickly. through the curriculum the curriculum quickly.

Shannen Doherty explains Shannen Dohertymental explains why prioritising maths why prioritising mentalmethods maths methods over written methods written might beover a better use methods of time might a better in the be long term. use of time in the long term.

“If we don’t push mental “If we don’t push calculation, thenmental the calculation, children willthen losethe it. We children will to lose it. this We have a duty stop have duty to stopbut this fromahappening, by from happening, but by introducing a written

introducing written method too aearly we are method enablingtoo it.”early we are enabling it.”

By Shannen Doherty

By Shannen Doherty

As a primary Maths coordinator and a Year 2 teacher, I despair when I and see a As a primary Maths coordinator schemes of work directing teachers toIteach Year 2 teacher, I despair when see written methods of calculation earlier than schemes of work directing teachers to teach necessary.

Schemes of work and textbooks written methods of calculation earlier than should be Schemes leading from the front.

They should necessary. of work and textbooks be pushing for high-quality practice, should be leading from the front.

Theynot should jumping what seems thepractice, easiest way. be pushingtofor high-quality not jumping to what seems the easiest way.

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1. The sheer levity and release 1.

The sheer levity and Teaching is a difficult job. A really release

difficult one.

Partcult of what Teaching is a diffi job. Amakes reallyit so difficult cultone. is that weofare fighting diffi Part what makesagainst it so human Weare allfinaturally forget diffi cult nature. is that we ghting against stuff. This is perfectly normal and close human nature.

We all naturally forget to universal.

As teachers, it’s our to stuff . This is perfectly normal andjob close that natural processit’s of memory tofight universal.

As teachers, our job to and help our students remember fidecay, ght that natural process of memory stuff, be subject character decay, andit help ourknowledge, students remember virtues whatever, over the long term. stuff , be or it subject knowledge, character virtues or whatever, over the long term.

In the messy reality of the classroom, this furtherreality complicated by student In theismessy of the classroom, disaff inherent challenge this is ection, furtherthe complicated by student of theection, content well as the need disaff theasinherent challenge carefully construct student oftothe content as well as the need on thestudent foundations of tounderstanding carefully construct previous knowledge. understanding on the foundations of previous knowledge.

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FEATURE FEATURE

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TransITIon TaLes

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FEATURE FEATURE

What do we mean by Diversity and What do we mean by Diversity and Inclusion?

Inclusion?

We’ve heard the words ‘diversity’ and ‘inclusion’ for We’ve heard theIn words and going ‘inclusion’ so many years. light ‘diversity’ of everything on infor the so manytoday, years.it In lightlike of everything going on inmore the world seems these words are used world today, like these words used more and more onitaseems daily basis, but what doare they really and more onhow a daily but what really mean?

And do basis, they present in do thethey world of mean?

And how do they present in the world of education? education?

I’ve come to realise that diversity and inclusion are I’ve realise that diversity and inclusion are twocome wordstothat are often used together but are very two words that are often used either together butone areor very much separate.

Most schools have the much Mostmarried schoolstogether either have or the other separate. but not both, andone in the most other but way. not both, married together and in the most effective effective way.

Diversity is understanding the uniqueness and Diversity is understanding uniqueness andco-exist differences between peoplethe and having them differences people and havingisthem co-exist in the samebetween place. Whereas inclusion the practice in same place. inclusion is the practice of the providing equalWhereas access and opportunities for people of providing equal access and opportunities for people who might otherwise be excluded or marginalised. who might otherwise be excluded or marginalised.

Diversity is more of a legal requirement whereas Diversity more of athe legal requirement whereas inclusionisenhances performance of staff as well inclusion enhances theisperformance of whereas staff as well as students.

Diversity often imposed as students.is Diversity often imposed inclusion internallyisdriven and takeswhereas time to embed inclusion internally drivenonand takes time embed properly. is Diversity focuses differences wetocan properly.

Diversity focuses on differences we can see whereas inclusion focuses on differences that see inclusion focuses Inclusion on differences thata arewhereas both visible and invisible. requires are bothchange visible and Inclusionin requires a culture that invisible. involves everyone a school, culture changefocuses that involves everyone a school, but diversity on minorities thatinaren’t usually but diversity focuses on minorities that aren’t usually represented. represented.

The chaLLenGes anD The Joys of LeaDershIp

Why Many Schools Fail on Diversity Why Many Schools Fail on Diversity and Inclusion?

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DIversITy vs IncLusIon

and Inclusion?

Schools may be good at promoting diversity, but Schools be good at promoting diversity, butthey often failmay in the inclusion department, because often fail intothe inclusion department, because they are trying build on a system that is inherently are trying toand build on aoriginally system that is inherently oppressive wasn’t designed to celebrate oppressive and wasn’t originally toof celebrate our differences, nor include it indesigned the fabric the our differences, include in the fabric of the schools we worknor in and our itchildren attend. schools we work in and our children attend.

I remember the first interview I went on, once IIremember the first interview I went on, once graduated from university. The graduate Iunemployment graduated fromrate university. graduate was veryThe high and I didn’t want unemployment was very and I didn’t to fall into that rate category, so I high was desperate forwant a job. to fall into so Iinterview, was desperate for a job.

During thethat lastcategory, stage of my the headteacher During the last of be mygood interview, headteacher at the time saidstage “You’d for ourthe black at the timeAt said good ourblack blackperson in students.” the“You’d time Ibewas thefor only students.”

At the time I wasIthe black person in the inclusion department. wasonly hired to fill a quota, the inclusion department. to tick their diversity box. I was hired to fill a quota, to tick their diversity box.

I’m a big advocate for equality, but I’m a bigger I’m a big advocate forHowever, equality, using but I’m advocate for equity. thea bigger same advocate However, using the sameinequity methods for andequity. strategies that have produced methods and strategies thatthat have produced inequity will not work.

A question school leaders should will work. question that school should ask not is ‘Why doAstaff and students still leaders feel excluded ask is ‘Why and students still feel excluded when theredo arestaff diversity and inclusion policies in when place there underare thediversity Equalityand Act inclusion 2010?’ policies in place under the Equality Act 2010?’

Well, one issue is funding. Schools may say that they Well, is funding.

Schoolstomay that they don’t one haveissue the financial capacity fundsay initiatives don’t have the diversity financialand capacity to fund that promote inclusion as itinitiatives adds to that diversity inclusion it adds to theirpromote operational costsand or isn’t part ofastheir school their operational or isn’t part theirhave school budget.

To make costs matters worse, theofDfE cut budget.

To make matters worse, the DfE have cut their Equality and Diversity Fund. their Equality and Diversity Fund.

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It’s not about removing It’s not about removing Shakespeare from English Shakespeare from English Literature, Mendeleev Literature, Mendeleev from Chemistry textbooks from Chemistry textbooks or Darwin from Biology. or Darwin from Biology.

We must look at the gaps We must look at the gaps in the curriculum and in the curriculum and make sure those gaps are make sure those gaps are filled with people and filled with people and history that celebrates our history that celebrates our unique differences. unique differences.

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…new leaders need …new leaders need to “build the bridge to the bridge as“build they walk on it” as they walk on it”

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It seems to me that leadership in some very simple Itisseems to ways me that leadership the best from you is- get in some ways verythose simple – and at the same -lead get the bestyet from those youtime it is –complex nuanced, lead and yetand at the same time howand younuanced, get the best itbecause is complex from diffhow erent people canbest be a because you get the challenge.

I would maintain from different people can be athat in order toI encourage peoplethat challenge. would maintain toorder be their best, you have to be in to encourage people seebest, the best them, toable be to their you in have to beand theytohave that seeand it, able see to thesee best in you them, and have valuetoit.see Rather always they that than you see it, fixating may be broken and valueon it.what Rather than always howonyou canmay repair you fiand xating what be it, broken need to be identify what and how youable canto repair it, you is working, what can learn need to be able to you identify what that and how do isfrom working, what youyou cancan learn morethat of itand for how evenyou wider from canbenefi do t. more of it for even wider benefit.

Leaders need to help others to step up, toto achieve high Leaders need help others accomplish tostandards step up, and to achieve high somethingand they can be proud standards accomplish of. The bestthey leaders don’t act as something can be proud anThe umbrella, simplydon’t shielding of. best leaders act as and protecting thoseshielding they lead an umbrella, simply fromprotecting the difficult issues. and those theyNor leaddo they the act as a cult funnel, channelling from diffi issues.

Nor do downwards the stress and they act as a funnel, channelling anxiety – even fear – they downwards the the stress and may themselves from time anxiety – even thefeel fear – they to time. may themselves feel from time to time.

The best leaders act as filters, doing what theyact canastofienable The best leaders lters, those what they lead dotothe best doing they to can enable possible This involves those theyjob. lead to do the best confronting thorny issues rather possible job. This involves than alwaysthorny defending andrather confronting issues advocating the members than always for defending and of their team.

Leaders make advocating for the members calls all themake time. ofjudgement their team.

Leaders Ultimately,calls theyall should be judgement the time. committedthey to lifting people Ultimately, should be up rather thantogrinding them down, committed lifting people up even when – especially when?

– rather than grinding them down, thosewhen they –lead are struggling even especially when? in – somethey way lead and need to be heldinto those are struggling account those who lead them. some waybyand need to be held to account by those who lead them.

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CONTENTS 05. LETTER FROM THE EDITOR - Reflections on the road to recovery

FEATURES 7. I MISS THE STAFFROOM

The social side of teaching is missing and we need it back urgently 13. TRAnSITIOn TALES

Ever thought of moving from teaching Primary to Secondary, or vice-versa?

21. DIvERSITY vS InCLUSIOn

Why these terms are often misunderstood and how we can do better

LEADERSHIP

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27. THE IMPORTAnCE OF BEInG A PASTORAL LEADER

Why Pastoral care has been so valuable and so challenging during the past year

PEDAGOGY 32. GEnERATIvE LEARnInG

A research-informed guide to teaching knowledge that sticks 39. EDU BOOk REvIEw

CURRICULUM 42. THE OFSTED RE REvIEw

What should we pay most of our attention to?

49. MEnTAL MATHS MATTERS

Why teaching mental methods is the key to lifelong mathematical mastery 52. TIPS FOR TEACHInG PSHE In THE PRIMARY CLASSROOM

Three education books that will make a huge impact on your practice today

Strategies for developing understanding of PSHE in younger pupils

58. THE CHALLEnGES AnD THE JOYS OF LEADERSHIP

63. DEMYSTIFYInG GOvERnORS

An exploration of what makes the complexity of leadership so rewarding

Who are the governors? What do they actually do?

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CONTRIBUTORS WRITTEN BY TEACHERS FOR TEACHERS

Andy McHugh

Kemi Oloyede

Sarah Wordlaw

Dr Jill Berry

Andy is an experienced Teacher of Religious Education, Head of Law, Senior Examiner and the Editor of HWRK Magazine. He loves writing about Teaching and Learning and is particularly interested in the training and mentoring of Early Career Teachers.

Kemi Oloyede is a SENCO, Science Teacher, Careers Co-ordinator & Guest Lecturer at UEL. She is also the Founder of the Young Black Teachers Network. She currently works in a Pupil Referral Unit.

The first four years of her career were in a mainstream school setting before she moved to an Alternative Provision.

Primary Deputy Head and leader of teaching and learning with a particular penchant for Computing, project-based learning, Music and Performing Arts.

Passion for cooperative learning. Firm believer in a coaching leadership.

Lover of polka dots, cheese and Friday night dancing.

Jill taught for thirty years across six different schools in the UK, and was a head for the last ten. Since leaving headship she has completed a doctorate, researching the transition to headship; written a book: ‘Making the Leap - Moving from Deputy to Head’; and carried out a range of leadership development work. She blogs @jillberry102.blog

@guruteaching

@Kemi_Oloye

@smwordlaw

Emily Weston

Shannen Doherty

Adam Boxer

Tom is an experienced History teacher, Head of Department and Assistant Headteacher. He has written extensively for TES and his own blog and founded TeachMeet Icons, which hosts free annual CPD events for teachers across the country and most recently, Teachers Talk Radio, a live talk radio station for teachers.

Shannen is a senior leader and class teacher at a primary school in London. She loves all things maths and enjoys getting nerdy about teaching and learning.

Shannen’s debut book, 100 Ideas for Primary Teachers: Maths, comes out in May 2021.

Adam is Head of Science at a North London Academy. He tweets at @adamboxer1 and blogs at achemicalorthodoxy.wordpress. com. He is a co-founder of Carousel Learning, a holistic online quizzing platform aimed at improving student retention in all school subjects.

@primaryteachew

@MissSDoherty

@adamboxer1

Naureen Khalid

Amy Forrester

Dawn Cox

Naureen Khalid is a trustee of a multi-academy trust and chairs two local governing bodies.

Amy is Director of Pastoral Care (KS4), Head of Year 10 and an English teacher at Cockermouth School

Dawn Cox is a Head of RE & SLE in Essex. She is also an education author and blogger

@5Naureen

@amymayforrester

@jillberry102

@missdcox

Zoe Enser

@greeborunner

Zoe Enser was an English Teacher for over 20 years and is now working as the Specialist English Adviser for The Education People and an ELE (Evidence Lead in Education) for the EEF (Education Endowment Foundation) in the Kent area.

She is also the co-author of Generative Learning in Action and the upcoming CPD Curriculum: Creating the Conditions for Growth, both written in collaboration her husband, Mark Enser.

HWRK MAGAZINE PUBLISHED BY HEALTH NEWS qUARTERLY LTD 5 Hackins Hey, Liverpool L2 2AW, UK E: enquiries@hnqgroup.co.uk T: 0151 237 7311 EDITOR Andy McHugh PUBLISHING DIRECTOR Alec Frederick Power DESIGNER Adam Blakemore 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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LETTER FROM THE EDITOR We’re on the home stretch. Not only that, we’ve a few things to look forward to and, dare I say it, celebrate?

There are rumours. Rumours of timetablers putting staff back into their own classrooms, bubbles being tentatively ‘popped’ and even the audacious idea that next year the examiners will do all of the examining.

Surely this can’t be it, can it? Will we get back to normal soon? I wouldn’t go quite that far.

The recently published Department for Education report on pupils’ progress in 2020-21 has confirmed a widening of the disadvantage gap, with significant numbers of pupils falling months behind their peers. This was exacerbated further if those pupils were from poorer backgrounds.

has been unceremoniously “junked”, in favour of a paltry (some would say offensive) sum of £1.4 billion. This puts investment at roughly £50 per pupil in the UK, compared to approximately £1,600 per pupil in the US, or £2,500 in the Netherlands. In his detailed and dignified resignation letter, Collins described the proposed £1.4 billion offer as “half-hearted”.

This isn’t the first time that the current Government has promised much and delivered little. Collins’ departure even prompted Daisy Cooper MP to ask Gavin Williamson MP in the Commons, “does the Secretary of State think that the right man resigned?” Cooper isn’t the first person to have asked that question and she certainly won’t be the last.

Or so they would have us believe.

So, we’re at that point again, just as we were during last year’s “algorithm” debacle, where we cannot just ask what Williamson thinks or has said. We also need to check which day too. Over a 48hour period (coinciding with Cooper’s resignation question), Williamson argued both for and against the idea of extending school lunchtimes, in a bid to show some semblance of a recovery plan. It’s yet to be discovered what he currently thinks. You really couldn’t make it up.

Collins’ proposed £15 billion investment, needed to secure our pupils’ long-term educational needs

There is good news though. The DfE report concluded that some of the learning lost during the first lockdown

Thankfully though, the DfE, supported

by HM Treasury were on hand to steady the ship and commit to Sir Kevan Collins’ recovery strategy, which they enthusiastically commissioned with great fanfare only months earlier. After all, the government was fully committed to helping every child catch up with the learning lost during the pandemic.

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had been mitigated by the return to school. This bodes well. With a more widely vaccinated population (and with hope that new covid variants don’t knock us off-course), future lockdowns could be minimal, if not avoided altogether. With a fair wind behind us, whole-school remote learning can be consigned to the dustbin labelled “2020-21” and we can regain more ground yet.

We don’t need more ill-informed pronouncements by the Secretary of State, or expensive services offered by private companies to get us out of this mess. What we need is time, investment in our schools and for teachers and school leaders to be given the autonomy to get on with educating our pupils.

Teachers are leading the way. Pupils are working their socks off to make progress.

It’s time for the Department for Education to catch up.

Andy McHugh

Editor | HWRK Magazine

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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.

FEATURE

I MISS THE STAFFROOM The staffroom is the beating heart of the school. In schools where the staffroom has disappeared or been significantly changed, staff have felt a huge loss.

Adam Boxer explains just why that is.

By Adam Boxer

In great schools, culture is everything.

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t’s a rainy Thursday morning, I’ve had a long week and I’m tired.

Having started my day with duty on the quad, things didn’t get much rosier across the morning. Double Year 9 first thing was frustrating – they seemed to have forgotten everything from earlier in the week and a lot of them hadn’t done their homework. I then spent an hour “free”, marking assessments, followed by a mildly depressing and lethargic Year 11 lesson. The word Sisyphean comes to mind.

having a good time. It’s a strange kind of transformation, an unconscious shift from a place that feels very “down there” to a place that feels very “up here.”

Feeling hungry and low, I take my lunch down to the microwave in the staffroom and quietly sit down and start scrolling my Twitter timeline. Brexit, Meghan Markle, football and some argument about exclusions. Heady stuff indeed. As the microwave pings, a couple of other staff members come into the room and join me on the low couches. They look how I feel, and I probably look how they feel. But somehow, within the space of a couple of minutes, we’re laughing.

Within ten minutes the mood has turned 180°, and there are now a dozen of us swapping stories, gossiping and generally

1. The sheer levity and release

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That, of course, was then. Before the worst period for education in living memory. Covid took a lot from us and of course whilst it always could be worse and we should be grateful for what we have, I have felt the lack of the staffroom keenly. Here are the four things I’ve missed the most:

Teaching is a difficult job. A really difficult one. Part of what makes it so difficult is that we are fighting against human nature. We all naturally forget stuff. This is perfectly normal and close to universal. As teachers, it’s our job to fight that natural process of memory decay, and help our students remember stuff, be it subject knowledge, character virtues or whatever, over the long term.

In the messy reality of the classroom, this is further complicated by student

disaffection, the inherent challenge of the content as well as the need to carefully construct student understanding on the foundations of previous knowledge.

Other events like challenging student behaviour or menial tasks can further add to feelings of demotivation and frustration. Though these feelings might not happen frequently per se, don’t believe anyone who says they love their job every minute of every day and experience nothing but sunshine, lollipops, unicorns and an unwavering love of all children everywhere, including Declan in Year 10.

It shouldn’t be controversial to point out that we all get down from time to time and we all need a bit of a break just to have a laugh and inject some happiness into what can be a difficult grind. I also personally find venting to be extremely cathartic, and though I have on occasion probably gone a squeeze too heavy on the invectives and expletives, I’m generally an adherent of the “better out than bottled up” school of thought. @hwrk_magazine

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2. Practical wisdom

Some of the best tips I’ve received on behaviour management, dealing with particular kids and their parents and dare I say it even some other members of staff, have emerged from informal and ad hoc chats with colleagues in the staffroom. Even prosaic tidbits like which photocopier is the most reliable or the most effective way to get that tap in the toilet fixed can be a godsend.

3. Getting to know other staff

Most teachers are fairly sociable beings and it can be weird working in a school where you don’t even recognise half the staff, let alone know what they teach or anything else about them. At the first school I taught at there were over 200 staff, and there were departmental common areas rather than a whole-school staff room. Even after two years there I was passing people in the corridor who were total strangers to me, and it left me feeling isolated and removed from others in the school community.

It’s also awkward when you do end up meeting people face to face. You might have previously swapped emails and been aware of each other’s mutual existence, but then HWRKMAGAZINE.CO.UK

when you are actually in a room together and properly interacting for the first time it’s really strange saying “Hi, I’m Adam.

We’ve worked together for two years.

Pleased to meet you”

4. Culture

In great schools, culture is everything.

It’s a bit tricky to define what exactly “culture” means or what it looks like, but I think of it as “the shared set of values that underpin and justify the decisions we make as a school.” Schools make all sorts of decisions that might not make sense on the face of it, and communicating the reasons for those decisions can be tricky and sometimes forgotten. Often, new staff might be told about certain ideas and norms in induction or in their first INSETs, but there’s such an overload at those times that full transmission might not happen.

Informal chats in the staffroom can be a brilliant place for that culture to then be communicated, explored and even challenged in a safe and exploratory setting where there is no judgement being passed and no need to appear “in

the know.” As a school, we can’t all row together if we don’t know the direction we’re heading in, and a school whose staff don’t have a shared understanding of their values, purpose and core drivers is a school which will fragment and struggle.

There are many reasons that I pray for a speedy end to this pandemic. In the grand scheme of things, perhaps the lack of a staff room is a trivial and bourgeoise concern.

Maybe it is, but I hope when things do go back to normal we value its presence more, now that we have felt its absence.

It shouldn’t be controversial to point out that we all get down from time to time and we all need a bit of a break just to have a laugh and inject some happiness into what can be a difficult grind.

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FEATURE

TRANSITION TALES:

IS THERE REALLY THAT MUCH DIFFERENCE BETWEEN TEACHING PRIMARY AND SECONDARY? Have you ever wondered whether you should have trained to teach “the other” phase? Some teachers have tried both.

This is what they had to say about it.

By Emily Weston (and with contributions from Adam Smith, Adam Lewis and Rose Edmunson)

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or most teachers, primary and secondary teaching seem worlds apart. Although the key component of each classroom is the same (the children!) the way of working is often very different with each providing their own rewards and challenges.

Throughout this piece there are stories from teachers who have worked across both these phases of education. It is important to remember that these are individual experiences and, should you want to make the transition yourself, it’s worth doing your own research into the process as well as the differences between the schools.

Having now taught in both primary and secondary myself, I believe teaching is teaching. When in front of a class, it is the same techniques, skills and pedagogy which you are applying to the lesson in both settings. Each time you stand in front of children and impart knowledge you are doing so with the same intentions which makes the process much more similar than I could have imagined it. The main differences are, in fact, outside of the learning.

Firstly, and most obviously, is that in primary you have to be much more of a generalist. Unlike in secondary where you tend to have one key subject you are an expert in, primary demands that you have knowledge across the curriculum, with some subjects you are more confident in than others. I know for me, computing is always a challenging subject for me to teach!

In order to be a generalist you have to have a broad range of knowledge across a broad spread of subjects, some which you won’t have encountered prior to the unit of work you’re now creating.

AJ Smith (@MrSmithRE) - a primary teacher and RE specialist in Southwark - tells us of his own experience with this particular difference: When I decided to leave my secondary teaching position in October 2019 I thought I was doing so to find another job in a secondary school.

When my current headteacher reached out to me with the prospect of coming to her school to work as a cover teacher and help with their RE curriculum I initially turned it down, I did not see myself as a primary teacher. It was only after visiting the school and sitting back and thinking about the idea of working in primary more that I decided to give it a try. I started in January and by March I had applied to become a full-time class teacher there.

I currently teach a Year 6 class and, even in spite of lockdown, I have never been happier

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as a teacher. There is no doubt that the transition is a daunting one; I went from being a specialist who taught nearly 300 students to being a generalist with (almost) sole responsibility for 18 students. At first it was the idea of teaching Maths that filled me with dread but, thanks to our centrally planned curriculum and high quality textbooks, that has been better than expected.

The most difficult subject to pick up was actually English, and in particular guided reading and grammar which I had given little thought to before moving to primary.

Having a good coaching relationship and a supportive year team has really helped me improve my practice in that area.

There is no doubt that my career prospects have changed as a primary teacher. I actually feel like my subject specialism is more valued and I have had some great opportunities to work on the RE curriculum at my school and, increasingly, across other schools. The management structure in primary schools tends to be flatter so, as well as having a closer relationship with SLT, the movement up the ladder, if that’s what you’re aiming for, feels like a more immediate prospect than in secondary.

Without resorting to clichés I think primary is more suited to the energetic generalist but I’ve found teaching upper KS2 to be the best of both worlds with kids who can hold a decent conversation and enjoy a joke but who still have some of that earnest sense of fun and enjoyment of their learning that the teenage years can sometimes dampen.

I think this is something I have struggled with too, during the transition. I love teaching English and have always had more of a passion for it than other subjects, but I miss the variety of the primary classroom where each day really did feel completely different.

However, with the experience of teaching across both phases, I now feel as though my pedagogy and in-depth understanding of teaching has been greatly improved.

I not only see the start of their journey, but I now see more clearly where they are going and the challenges children face throughout their school life. Having always had a passion for transition, it has now enabled me to really identify what more can and needs to be done in order to help children through this process, something I’d not have understood in the same way without my own transition to secondary. It is a career move I am thankful I made as it has really broadened my expertise, experience and teaching and learning skills. @hwrk_magazine

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For Adam Lewis (@MrAALewis), there was a similar experience and realisation: While completing my primary PGCE, I noticed a few secondary posts advertised for which the person spec didn’t mention the need for secondary experience. It was at that point that I thought I might as well apply and see what would happen. To my surprise (I must be more convincing than I give myself credit for!), I was offered the job for the first interview I had, teaching French and German in a secondary. Part of me was interested in the idea of teaching my degree subject at a higher level and being able to focus on one or two subjects; this way I can focus all my CPD on pedagogy and classroom management rather than worry about subject knowledge.

I’ve found the transition to be easier than I thought it would be. As I said in my interview, teaching is teaching; the same principles apply regardless of how old the learners are. I did initially think going from my main PGCE placement school where there were 21 on roll to my current school where we have over 900 would prove to be quite a culture shock but the SLT and my department have been very supportive and friendly, helping me to settle in straight away. However, I do miss teaching all of the subjects and experiencing the unbridled enthusiasm that primary children often have.

I have a job lined up for next academic year teaching primary in an all-through international school. In the interview, my new head teacher (himself secondary trained) seemed quite excited by my range of experience so I do think for my career this has been a good move. It has allowed me to appreciate what primary children need to be made ready for and it has made me a more confident teacher.

Another key difference between the settings is the amount of time you spend with the children. In secondary, you see them for a few hours each timetabled week or fortnight, which is drastically different to primary when you have almost sole responsibility for your class.

I found it much more challenging to develop the rapport and relationships as quickly. When you teach 240 children compared to 30, this is bound to be something that is much harder to do; knowing each child is so important and takes much more time in secondary. It does, however, make those ‘lightbulb moments’ and development of trust incredibly meaningful when they happen.

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FEATURE For Rose Edmunson (@Snotlady5), this was part of the reason she originally chose to move: For me the motivation to move from secondary science teaching to primary stemmed from building relationships with the children and wanting to be responsible for developing the whole child. In secondary school you might see a group of children for 3 hours a week so although you get to know them briefly it’s not going to have the same impact as teaching them for 5 hours every day.

The transition for me was a difficult one, trying to get advice from Universities, schools and other training providers to find out if I would need to complete further qualifications or if I could simply try and make the move.

In the end I joined #edutwitter which was exceptionally welcoming and supportive and I started to attend conferences and training after school and during weekends.

I absolutely loved teaching Year 1. It was a steep learning curve and I found out so much about pedagogy, how children build learning in terms of writing and mathematics but most importantly I enjoyed seeing children making connections, being enthused by what they were learning. I began to understand that actually as teachers we need to embrace our local communities and make those connections with parents because education doesn’t just happen at school.

In terms of my career this is where, for me, and I appreciate it might be different in different parts of the country, the tale turns a little bit sour. As someone who had taught in secondary for 17 years and being on the upper pay scale I felt like what I could offer in terms of science knowledge and transition would be exceptionally valuable. The reality was not the same. In primary teaching, English and Maths teaching are valued most, which I made me very difficult to employ from a pay point of view. Consequently, when I tried to secure another post in primary I was told on several occasions I would only be considered for the post if I were to take a pay cut. I now have the best of both worlds, teaching at a secondary school which values my skill set.

I teach science to KS3 but also work with local primary schools and in the wider school community.

“The main differences are, in fact, outside of the learning.”

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Having made the move from primary and secondary (and, as of September, back to primary again!) I could tell you my personal pros and cons of both. I do, however, feel that these are subjective not only to you, but to the school you have experience working in.

One thing I think it is vital to avoid is thinking one setting of teaching is in any way ‘superior’ to the other. If I had a pound for every time I was called ‘just’ a primary teacher, or was told that ‘primary teaching is easier’ I’d be able to pay off my lunch bill in the cafeteria. As well as this, I often hear it murmured that secondary teachers don’t do marking and therefore don’t have as much to do. Although these opinions are in the minority, they definitely do still exist.

As a primary teacher at heart, I value the experience and knowledge of secondary colleagues in areas of the curriculum I am less confident in. Science is an area of weakness and having a CPD session on this from a secondary colleague last year was invaluable. As a secondary teacher, it is so important to value the knowledge primary teachers have of their children and the early teaching pedagogy they can pass on.

By working together, we can create a stronger education system that values skills of colleagues in all settings; by working together we can give the children we teach the best educational experience possible.

“I not only see the start of their journey, but I now see more clearly where they are going”

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FEATURE

DIVERSITY VS INCLUSION Diversity and Inclusion are two words with a lot of weight attached to them. But do we understand what they truly mean and how can we as educators genuinely embrace them in our practice?

By Kemi Oloyede

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What do we mean by Diversity and Inclusion?

We’ve heard the words ‘diversity’ and ‘inclusion’ for so many years. In light of everything going on in the world today, it seems like these words are used more and more on a daily basis, but what do they really mean? And how do they present in the world of education?

I’ve come to realise that diversity and inclusion are two words that are often used together but are very much separate. Most schools either have one or the other but not both, married together and in the most effective way.

Diversity is understanding the uniqueness and differences between people and having them co-exist in the same place. Whereas inclusion is the practice of providing equal access and opportunities for people who might otherwise be excluded or marginalised.

Diversity is more of a legal requirement whereas inclusion enhances the performance of staff as well as students. Diversity is often imposed whereas inclusion is internally driven and takes time to embed properly. Diversity focuses on differences we can see whereas inclusion focuses on differences that are both visible and invisible. Inclusion requires a culture change that involves everyone in a school, but diversity focuses on minorities that aren’t usually represented.

Why Many Schools Fail on Diversity and Inclusion?

Schools may be good at promoting diversity, but often fail in the inclusion department, because they are trying to build on a system that is inherently oppressive and wasn’t originally designed to celebrate our differences, nor include it in the fabric of the schools we work in and our children attend.

I remember the first interview I went on, once I graduated from university. The graduate unemployment rate was very high and I didn’t want to fall into that category, so I was desperate for a job.

During the last stage of my interview, the headteacher at the time said “You’d be good for our black students.” At the time I was the only black person in the inclusion department. I was hired to fill a quota, to tick their diversity box.

I’m a big advocate for equality, but I’m a bigger advocate for equity. However, using the same methods and strategies that have produced inequity will not work. A question that school leaders should ask is ‘Why do staff and students still feel excluded when there are diversity and inclusion policies in place under the Equality Act 2010?’

Well, one issue is funding. Schools may say that they don’t have the financial capacity to fund initiatives that promote diversity and inclusion as it adds to their operational costs or isn’t part of their school budget. To make matters worse, the DfE have cut their Equality and Diversity Fund.

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It’s not about removing Shakespeare from English Literature, Mendeleev from Chemistry textbooks or Darwin from Biology.

We must look at the gaps in the curriculum and make sure those gaps are filled with people and history that celebrates our unique differences.

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More Harm Than Good

Not recognising or valuing diversity can do your school more harm than good; there will be a breakdown in communication, increased conflict and a rise in employee turnover. The amazing teachers that were once part of your staff team, will go elsewhere where they feel valued and accepted for who they are and what they bring to the table.

I’ve had schools contact me directly via the Young Black Teachers Network as they genuinely want a more diverse cohort of teachers and representation. It is important, therefore, to remember that diversity in staffing isn’t just a tick box activity. Diversity is showing up, whereas inclusion is being respected, appreciated and accepted. It’s not only what is put on your school website, it is what you actually do in practice on a daily basis.

The Classroom and Beyond

We must also look beyond the school gates and look at how diversity and inclusion is embedded in the education sector as a whole. It also involves decolonising a curriculum that was never originally designed to be inclusive or to celebrate our unique differences.

Staff, as well as students need to ask honest questions that challenge the way and how we think. Having a one-off black

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history lesson, in October is once again ticking a check box. It is not inclusive.

It’s not about removing Shakespeare from English Literature, Mendeleev from Chemistry textbooks or Darwin from Biology. We must look at the gaps in the curriculum and make sure those gaps are filled with people and history that celebrates our unique differences.

What students are exposed to in the curriculum is what they will class as ‘normal’, so it is important to show them authors, artists, scientists, historians, mathematicians etc. who look like each of them and have made life changing contributions to the world we live in.

There is a sense of pride that I personally feel when I see someone who looks like me, someone who I can relate to in a subject I’m learning or teaching.

When I was in school, I was only taught about slavery and the terrible things Black people have to endure. It was never a positive experience for me as a child. So as a science teacher, I make a conscious effort to teach my students about Black and Asian scientists and inventors, so they know we have been and we will always be present.

There’s a lot of work that still needs to be done at a systemic level, but as educators, we can’t wait for the government or the systems in place to change. We must be

the change we want to see, not only for us, but for our children.

If a school values diversity, then there’s more likely to be equality. If a school values inclusion, then there’s more likely to be equity. These are intertwined and one can’t work without the other if the school and its students are to succeed. But beyond that, it’s also important to note that the success of diversity and inclusion in schools is dependent on it being built on a whole new system or structure that isn’t built on inherent racism.

Diversity should never be a tick box activity just to fill a quota and inclusion shouldn’t be something that is only spoken about, but isn’t put into practice.

The questions for you are, what does diversity and inclusion mean to you?

What do they look like in your educational establishment? How can we improve?

There is a sense of pride that I personally feel when I see someone who looks like me, someone who I can relate to in a subject I’m learning or teaching.

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FEATURE

THE IMPORTANCE OF BEING A PASTORAL LEADER Pastoral leaders have never had it easy, but this year they’ve never had it so hard. Here, Amy Forrester explains how remote education has presented new challenges for pastoral care

By Amy Forrester

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“Become a Head of Year,” they said.

“It’ll be fun,” they said.

They weren’t wrong!

B

with and between staff is absolutely vital to ensure that any missing jigsaw pieces are noticed by someone who knows that child. They must trigger our professional curiosity; is this child ok? Why is this child presenting differently? What do I need to do as a result of this?

Of course, the next stages are further complicated by the remote nature – talking on the phone or via email can feel impersonal. All of those tell tale signs, the body language, their face, their voice – they’re taken from us. Finding the best way to communicate for each child is really important. This could be via email, but using more informal methods such as text message or a Teams call might help give you a better insight into that child, and whether they need any support. It goes without saying though, that this needs to be done safely – with another member of But it also brings with it an emotional staff in the background of the video call, rollercoaster; we can be blindsided in an or the use of a work mobile phone for text instant. We can go from the ridiculous to the heart-breaking within seconds. We never messages. know what our days will look like, nor what we’ll have to deal with at any given time. It takes tenacity and perseverance, sometimes even just to get through an hour, let alone a day. eing a Head of Year really is one of the very best jobs that you can do within a school. It is a privilege and an honour. We support young people in the very best and the very worst moments of their lives. We are their cheerleader, their confidant, their school-parent; we are so many different things to so many children.

That brings with it the joy of having excellent relationships with young people as they become young adults.

As well as these aspects of the job, the pandemic itself has left an indelible mark on all of our communities. Never before have we seen this scale of sadness and loss. It hit me one day, realising that if this amount of our students had all lost a relative on the same day, to the same thing, it would be a National tragedy; a horrific accident, a terrorist attack. Yet because deaths have occurred over a 12 month period, it seems to have weakened the way we react to it. This shouldn’t be the case. We have students who have lost their loved ones well before their time. We need to be alert to this, and while I don’t believe that schools need to suddenly implement hours upon hours of wellbeing and mental health sessions for students, we do need to ensure that we have a sufficient professional understanding of, and compassion for, the tragedies that have played out within our communities.

I wouldn’t change it for the world.

Being a pastoral leader in a pandemic, though – that’s a whole other ball game!

Much like everything in a school, the pandemic has led to the job taking on a whole new life of its own. Not only does remote pastoral care become more complex when you’re doing it without seeing children in person, the pandemic itself has also triggered a surge of pastoral challenges.

From the unprecedented level of grief in our communities, to the mental health of our young people, the job of a pastoral leader is the most challenging it has ever been.

Much like remote teaching, remote pastoral care is infinitely harder. So much of our work relies on being around students, noticing something about their body language that has changed, or noticing a change in atmosphere. A good pastoral leader develops spider senses, deeply in tune with their young people. When you then end up doing pastoral work remotely, that’s immeasurably harder.

There are still ways that your pastoral spider senses can guide you, though. It might be that a child isn’t handing their work in, or sends an odd email. It might be that they’ve withdrawn in live lessons: their once bubbly presence replaced with silence. But so many of these interactions rely on a range of staff being in tune to young people; remote pastoral care is more of a team effort than it ever has been. Great communication 2 8 // H W R K M AG A Z I N E // S u M M E R 2 0 2 1

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Great communication with and between staff is absolutely vital to ensure that any missing jigsaw pieces are noticed by someone who knows that child.

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Any experienced pastoral leader will tell you that, when students experience trauma or tragic events, the best thing for them is a sense of normality and routine. Never has that been more true. School needs to be that predictable, safe and reliable place that it always has been, a place where students can think about something other than their grief for a brief moment or two.

But that doesn’t mean we shouldn’t be mindful of their experiences; far from it. In fact, by consciously keeping things as normal and predictable as possible, we are doing what students really need us to do; be a place of stability and routine, with compassion at the heart of all that we do.

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Pastoral care has been thrust into the limelight by the pandemic, and rightly so. The pandemic has also reinforced a simple truth about the importance of it; without effective pastoral care, teaching and learning cannot be excellent. Young people need to feel safe, secure and have their emotional needs met in order to thrive in their learning. But pastoral teams cannot do this alone; we must row together as a staff body, with each member playing a crucial role in creating a network of compassion and support around each child. Whether we are in school, or learning from home, that simple truth remains.

From the unprecedented level of grief in our communities, to the mental health of our young people, the job of a pastoral leader is the most challenging it has ever been.

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PEDAGOGY 32. Generative Learning

A research-informed guide to teaching knowledge that sticks

39. Edu Book Review

Three education books that will make a huge impact on your practice today

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Pedagogy

GENERATIVE LEARNING IN ACTION: WHAT TEACHERS NEED TO KNOW In our lessons, “learning” doesn’t always occur. So, why are some lesson activities more effective than others in enabling deep understanding and long-term retention of knowledge? Zoe Enser has an answer…

By Zoe Enser

A few years ago, I was passed a paper written by American researchers Logan Fiorella and Richard E. Mayer.

They were exploring the benefits of something called Generative Learning as a way to promote deeper learning.

This wasn’t something I was especially familiar with, and as a busy teacher, after a quick glance over it, I popped it in a draw to wait until I had more space to consider it.

However, it played on my mind. Often, we worked hard to encourage students to learn but to no avail. Maybe this could have promise. Some of it seemed

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intuitive and it would have been quite easy for someone such as myself, who had been teaching for coming on two decades, to dismiss it.

On rereading the paper though, a new perspective began to emerge, and I could see something which had real potential. There seemed to be some compelling evidence, and this might bridge the ‘teacher does / student does’ gap I had been seeing so much of.

So, what do we need to know about it and how might it have an impact in the classroom?

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Pedagogy

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Pedagogy WHAT IS IT? First, let me say again, I was right, it was not new. In fact, when unpicking it I saw it had its roots very much in the work of Piaget on schema theory, and Bartlett’s constructionist approach to learning. The term itself was coined by Merlin Wittrock in the 1974 and many of the strategies (eight which research show are the most powerful) are things which people will have already used in the classroom in one form or another.

SELECT - ORGANISE - INTEGRATE Generative Learning is really looking at how we make meaning, literally how we generate that understanding. It centres on Mayer’s SOI mental model and explores how we understand information and assimilate it into our existing schemas. This model begins with how we (S) select that information, how we take different pieces of information from a range of materials, be they texts or videos or teacher explanation, and decide which are the most salient points. It then moves into how we (O) organise that information in a coherent way and finally how that is (I) integrated alongside pre-existing information we have embedded into our schema. This is therefore reliant on the relationship between the longterm and working memory, requiring access to prior learning, in order to relate it to the new data being received.

Different strategies or approaches allow us to do this. For example, when we are asked to write a summary, we need to select the appropriate details, re-organise those into a coherent new form, verbal or written, and, once we have checked that is correct, we can store this in its new form. The same process is employed in the other strategies which are self-testing, self-explaining, teaching, enacting, drawing, mapping, and imagining. All these activities have the potential to engage learners in these deeper thinking processes and enable them to store information more effectively in their long-term memory. Deeper learning has taken place.

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Pedagogy

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INSTRUCTION

SENSORY MEMORY

SELECTING

ORGANISING

WORKING MEMORY

PERFORMANCE

INTEGRATING

LONG-TERM MEMORY

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Pedagogy WHAT DOES THIS MEAN FOR TEACHERS? These activities will already be familiar in many classrooms. Indeed, the summary, the self-testing and the mapping were staples of my classroom for many years. However, the significant difference is how we utilise these approaches to make the most of them. For example, a summary may well be used following a learning episode, to capture information in a book, but if it is poorly written, where the incorrect information was selected, or if key elements are missing, then it may well not be generating deeper learning or may even be embedding false learning. If students are asked to draw something and their focus is primarily on producing a beautiful piece of art,

WHY DOES IT MATTER? Teachers work really hard to help students understand the information they need. We model, question, check, guide, and support learning until the cows come home. However, unless that learning is embedded and students really understand what is going on, create meaning, then we can end up reteaching, finding lots of gaps

rather than the careful selection and organisation of that information, this will lead to an episodic memory, but one which won’t necessarily bring about the meaningful learning we want.

This returns us to clarity of purpose and how we hone these tools to ensure they are really working for us, and our students.

Modelling the processes we go through to produce a concept map, articulating the metacognitive steps how we go through in order to select and organise, will help to ensure that when students are generating meaning, they are approaching it in a generative way.

job is also important and using “enacting” with a group of students who already hold expertise may be counterproductive. Instead something like enacting may well be more suitable for students at a time where they are finding it difficult to make an abstract concept concrete.

Equally, if we are asking students to generate meaning when they have insufficient knowledge or lack access to high quality to resources to draw upon, including excellent teacher explanation, we may find that, whilst these activities are happening, they are not activating the SOI model.

Selecting the right tool for the right

Careful consideration of how, when, and why we are using these approaches, and making sure they are done well, is essential.

and, quite understandably, feeling frustrated at their lack of progress. If we use generative strategies or rather, these strategies in a generative way, we begin to make the learning process much more visible. We can check that students are selecting the correct information, organising it in an appropriate way and integrating what we know needs to be retained ready for the next steps.

Importantly, we also begin to empower students. If we share with them how these strategies work and how to do them well, students have a ready-made set of approaches to use in independent work and revision. Our ultimate aim is to create effective and independent learners and Generative Learning can be a very effective way to do just that.

If students are asked to draw something and their focus is primarily on producing a beautiful piece of art, rather than the careful selection and organisation of that information, this will lead to an episodic memory, but one which won’t necessarily bring about the meaningful learning we want.

References

Bartlett, F. C. (1932) Remembering (Cambridge: Cambridge University Press) Enser, Z. and Enser, M. (2020) Generative Learning in Action (Woodbridge: John Catt Educational Limited) Fiorella, L. and Mayer, R.E. (2016) ‘Eight ways to Promote Generative Learning’ in Education Psychology Review, 28, 2016, pp.717-741.

Fiorella, L. and Mayer, R.E. (2015) Learning as a Generative Activity: Eight Strategies that Promote Understanding, (Cambridge: Cambridge University Press) Piaget, J. (1926) The Language and Thought of the Child (London: Kegan Paul, Trench, Trubner, & Co) Wittrock, M. C. (1974) ‘Learning as a Generative Process’, in Educational Psychologist II, (2), pp. 345-376

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PEDAGOGY

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EDU BOOK REVIEW With so many edu-books released this year, where should you begin? Andy McHugh reviews three of the most impactful that he’s read this year.

By Andy McHugh

A new teaching book seems to be released every other week at the moment. Maybe that’s just because of all the free time teachers suddenly had during lockdown, since the schools were shut?

As if.

I still have no idea how some teachers find the time to write so much and so well. But with limited time to be able to devour all of these new books, where should you start? Here are three that I seriously recommend, both for the short term impact in your classroom tomorrow, but also for the way in which they will help you to develop as a teacher over the long term.

RETRIEVAL PRACTICE 2: IMPLEMENTING, EMBEDDING & REFLECTING BY KATE JONES If, like me, you want your students to be able to remember more of the curriculum that you teach, then this is an absolute must-read. Kate Jones has written extensively on the theme of retrieval practice (this being the sequel to her first book on the subject). The book itself strikes a careful balance between what educational research can tell us and also what it can’t, alongside real-world examples from the classroom practice of teachers.

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This is where some pedagogical books go wrong, but where Retrieval Practice 2 excels. From the outset, the educational research is presented with clarity, for novices, but with further references for those who want to dive in even further. If retrieval practice is something you intend to focus on in your department or in your school, then there really is no better author that I would trust, to guide you along the way.

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PEDAGOGY THE FEEDBACK PENDULUM BY MICHAEL CHILES Feedback is often misunderstood, conflated with marking and overly laborious. Michael Chiles aims to put an end to this in The Feedback Pendulum, which is his follow-up book to the also excellent C.R.A.F.T. of Assessment. In The Feedback Pendulum, Chiles takes us through not just how we could assess better, but also the wider issues that are sometimes overlooked.

One such issue that Chiles deals with masterfully is the culture of

assessment within schools and individual classrooms. Using Chiles’ advice, Middle and Senior Leaders can identify underlying problems across the school and with other stakeholders such as parents, that undermine attempts at effective assessment. Feedback is a highly complex concept and to do it well, you need to understand the nuances of it. This book is just that.

Nuanced, practical and will stand the test of time.

MENTORING IN SCHOOLS: HOW TO BECOME AN EXPERT COLLEAGUE BY HAILI HUGHES Haili Hughes has created an exceptionally useful guide to mentoring, in her book Mentoring In Schools. In fact, when I read it, I felt as though I was being mentored

by Haili herself. The chapters are designed to fit with the Teachers’ Standards and so this gem of a book can be read from cover to cover (as I did), or you can dip in and out of the parts that are most relevant to you at the time, as a Mentor. What Haili does particularly well is to include not just

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her own extensive experience, but also that of others, including a wide range of voices. Those voices do not just offer insight, but they offer a breadth of practical strategies and questions to ponder. Reading this book will make you a better Mentor, that’s for certain. But it will probably make you a better teacher in general too, as many of the strategies discussed and the issues raised are as important for teaching pupils as they are for mentoring new teachers.

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EXPAND YOUR MIND ONE SUBJECT AT A TIME

42. The Ofsted RE Review

What should we pay most of our attention to?

49. Mental Maths Matters

Why teaching mental methods is the key to lifelong mathematical mastery

52. Tips For Teaching PSHE in the Primary Classroom

Strategies for developing understanding of PSHE in younger pupils

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CURRICULUM

The OfsTed Re ReseaRch

Review – whaT dOes iT mean fOR TeacheRs Of Re? The Ofsted RE Research Review has huge implications for the way in which RE will be taught in schools. Here, Dawn Cox explores the two elements which RE teachers should focus their attention on: curriculum and assessment.

By Dawn Cox

Putting aside its release at one of the busiest times of year for some colleagues, what might the Ofsted RE Research review mean for teachers of RE in all curriculum stages?

Its aim is to outline the existing literature to identify what contributes to high-quality RE including curriculum, pedagogical models, assessment, professional development and curriculum time. Whilst it outlines good practice and identifies problematic practice, it doesn’t present one way of doing things; it acknowledges that there are various ways to ensure high quality RE. It is a lengthy document (and for some reason not formatted as a PDF to aid with page number references). I do not think the expectation is for all teachers to read it immediately or to ‘action’ things instantly.

In fact, it could be argued that the intended

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audience is subject co-ordinators or Heads of subject and whole school/MAT leaders, rather than teachers of RE. Many of the issues addressed are systemic and provide a stimulus for strategic thought, for medium/ long term development.

The 246 references contribute to its length, but these are a great resource for those that want to go on to read more about a particular issue. If you want to work on a particular area with a team of RE teachers, then this might provide an appropriate paper or document for reading as a group e.g. in a subject or network meeting; understanding the theory/research behind the issues raised is as important as making a change in what you do.

As there is so much to discuss, I will focus on two of the main areas it addresses: curriculum and assessment.

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RE

“It is important that we are clear what it is we want pupils to learn, why and when we want them to learn it within a wellstructured and coherent scheme.”

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CURRICULUM

cURRicULUm The current Ofsted inspection framework focuses heavily on curriculum which seems to have had an impact on how schools and subjects are spending time developing curriculum. The review identifies that a high-quality curriculum in RE is ambitious, scholarly and focuses on three forms of knowledge that are ‘interconnected and sequenced’.

These three forms of knowledge present a new way of thinking for most RE teachers.

Substantive knowledge, ‘ways of knowing’ and personal knowledge, collectively are a good way to ensure that RE is academic, rigorous, and importantly, separate from PSHE/Citizenship etc.

Substantive knowledge is everything you want students to learn. It is important that we are clear what it is we want pupils to learn, why and when we want them to learn it within a well-structured and coherent scheme. In my department we are developing schemes of knowledge which list the knowledge we will all teach. This is very specific.

For example, we don’t put ‘The life of Muhammad’ we list the exact things that should be included e.g. ‘Polytheism in Makkah’, ‘The final sermon’ etc. This explicit identification means that all pupils, regardless of their teacher, have the

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same content taught to them; although it is up to individual teachers ‘how’ they want to teach it. At primary this could be a useful tool to ensure that all teachers know exactly what it is that their pupils need to know and can be used an informal checklist (but not in a checklist manner!).

‘Ways of knowing’ are often associated with the multidisciplinarity of RE, as it looks at how we know the substantive knowledge.

Some have suggested that we should approach this through the disciplines of Theology, Philosophy & Social sciences, but this is still a matter of discussion. For example, if pupils are studying substantive knowledge from a philosophical perspective, what philosophical ‘tools’ should they use?; what does it mean to think, or speak or write as a philosopher?

This form of knowledge is probably the newest for the RE community and teachers are only just starting to consider what it means for their context.

Don’t worry if it is new to you, there are more and more resources, blogs and teachers sharing what this might look like!

Personal knowledge is a new way of thinking about pupil ‘positionality’ in RE and we need to be careful to interpret what it means here. I understand it not as students’ opinions on something but the understanding of how their

opinion has been formed. We’ve specifically developed the idea of students reflecting on their own ‘lens’ on life and in a lesson, we consider what has contributed to that view over their lifetime and how it might shape their views on things.

Helping them to understand that we all have different lenses and that these continuously change can help to them to be aware of ‘their own assumptions and values’.

as a sUBJecT LeadeR, ThinGs TO cOnsideR: • Are all teachers clear what it is that you want pupils to know and understand for each topic/ unit/year/key stage?

• Does your curriculum include ‘ways of knowing’ or use the tools of the disciplines?

• How can you make ‘personal knowledge’ explicit for pupils and how does your curriculum repeatedly return to this (without making it confessional)?

Curriculum as the model of progression means that if a pupil is learning what we have planned then they are making progress. The review has a significant section on assessment to address this.

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RE

“…assessment should be ‘manageable’ and ‘not excessively onerous’.”

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assessmenT I think that high quality assessment is one of the biggest challenges that we have as teachers. We are often limited by a whole school system.

Also, teachers’ knowledge and understanding of what makes valid assessment can be limited.

The important phrasing used in the review is that assessment should be ‘manageable’ and ‘not excessively onerous’.

The review is critical of generic assessment models. The aim is for assessment to closely reflect the curriculum that is being taught and needs to focus directly on the learning that has occurred. How can you tell if students have learnt how religious texts can have layers of meaning? Or the critiques of a philosophical argument? Or how surveys can be problematic when finding out how people live out their faith? This is specific learning which can then be assessed. This approach suggests a moving away from AT1 & AT2 which many locally agreed syllabi still use. Remember that these are often non-statutory so it up to you and your school how you choose to assess in RE. On this, I am wary of trying to assess personal knowledge; it could easily lead to a confessional approach and whilst pupil opinion is important, it isn’t for us to evaluate their views.

The review is also critical of using GCSE exam style questions at key stage 3. Instead, it focuses on argumentation as a possible way to assess composite tasks. I think that this is a great way to assess because it goes across the disciplines and can easily be used to ‘build-up’ skills. We use specific elements of argumentation across key stage 3 which clearly feed into writing at GCSE but goes beyond what mark schemes require. We can easily begin this process at primary level into key stage 3 to start to write clear arguments which are foundations for use at A Level, undergraduate and/ or postgraduate level where appropriate.

as a sUBJecT LeadeR, ThinGs TO cOnsideR: • How do you know if pupils have learnt what you have taught them?

• How can you improve your assessment to make it more manageable? (if appropriate) If using a generic model, how can you adapt to a curriculum specific model?

It is clear that the report is already having an impact on RE provision. Teachers on social media have shared how their school is now timetabling RE at key stage 4 or how they’re reviewing what they cover in their schemes. Regardless of your view of the role of Ofsted in education, the review provides clear direction for the RE community. What’s next is for teachers to turn this into a reality for the RE in their school. However, there are no magic, overnight fixes.

This is an exciting time for the RE community to make RE the valued, academic, multi-disciplinary subject that deserves curriculum time at all key stages. We need to work together as a community to think about what this might look like and share ideas to work towards developing high-quality RE for our own contexts.

You can read the review here: https://www.gov.uk/ government/publications/ research-review-seriesreligious-education

• What elements of argumentation can you develop at your key stage?

RecOmmended BLOGs and ResOURces nOT menTiOned in The RePORT: Reforming RE blog site https://reformingre.wordpress.com Nikki McGee’s blog- Practical, thought provoking, curriculum posts https://rewithmrsmcgee.wordpress.com Joe Kinnaird’s blog – Lots of ideas for high challenge RE using scholarship https://mrkinnairdre.wordpress.com Dawn Cox - Twitter @missdcox - Blog https://missdcoxblog.wordpress.com

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MATHS

MENTAL METHODS IN MATHS Effective early Maths teaching is vital for students to be able to progress through the curriculum quickly.

Shannen Doherty explains why prioritising mental maths methods over written methods might be a better use of time in the long term.

“If we don’t push mental calculation, then the children will lose it. We have a duty to stop this from happening, but by introducing a written method too early we are enabling it.”

By Shannen Doherty

As a primary Maths coordinator and a Year 2 teacher, I despair when I see schemes of work directing teachers to teach written methods of calculation earlier than necessary. Schemes of work and textbooks should be leading from the front. They should be pushing for high-quality practice, not jumping to what seems the easiest way.

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The National Curriculum (2014) states that children in Year 2 should be able to ‘add and subtract numbers using concrete objects, pictorial representations, and mentally, including: • a two-digit number and ones • a two-digit number and tens • two two-digit numbers • adding three one-digit numbers’ The key words here being ‘concrete’, ‘pictorial’ and ‘mentally’. The non-statutory notes go onto say that recording addition and subtraction in columns will prepare them for formal written methods later on, but many mathematics curriculums seem to have taken that tiny nugget of guidance and run with it. They’ve run straight to column addition and subtraction without pausing to consider the consequences.

The National Curriculum for Year 3 then goes onto explicitly state children need to learn the formal column method. So why do so many schemes, textbooks and teachers rush into column addition and subtraction before then?

As far as I can tell, there are a lot of potential explanations for hurrying into teaching a formal written column method for addition and subtraction in Year 2. I suspect that the use of column method in Year 2 is due to the presence of end of KS1 assessments. Teachers feel under pressure to deliver results and see column method as a quick and easy win without teaching the depths and structures of calculation.

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It could also be a case of poor subject knowledge. This links to a lack of confidence found in some teachers, especially when it comes to teaching Maths. If teachers haven’t got a strong Maths lead or haven’t been part of high-quality CPD then they’re likely to teach Maths as they learnt it, which was probably with an emphasis on procedures rather than concepts.

Lastly, a reason I’ll probably get into hot water for writing about… some teachers will believe that getting their children to the written method finish line will make them look good. I’ve seen it in schools.

I’ve seen it on social media. It definitely exists. There will be teachers who think that their ability to teach a class of six or seven year olds a procedure and have those children perform that procedure without error is a sign of an outstanding teacher.

So why is this a bad thing? Why do I feel so strongly about it? I imagine most primary teachers will have worked with a child who uses column addition and subtraction as a crutch as soon as they’ve been taught it. If work has been done on their mental arithmetic, then it is often forgotten once the written method is introduced.

We are doing our children a disservice if we jump into formal written methods too soon. The National Curriculum places importance on fluency.

Fluency is far more than the ability to rapidly recall facts.

It’s the ability to manipulate

numbers and calculate mentally. Fluency relies on a deep understanding, rather than surface level fact recall.

Without this level of true fluency, our children end up using written methods for the simplest of calculations. I’ll never forget administering the Year 6 SATs two years ago when a student used column addition to work out 6000+90.

They were so reliant on a procedure that they could not see the simplicity of what was being asked. Their place value knowledge had been overshadowed by the crutch of a procedure. I’ve seen it with adding 10 and adding 100 regularly. If we don’t push mental calculation, then the children will lose it. We have a duty to stop this from happening, but by introducing a written method too early we are enabling it.

We want children to develop a selection of methods to calculate mentally and improve their mathematical mental flexibility. This should be the goal for addition and subtraction in KS1, and I’d argue in KS2 where appropriate, too. In Year 2 where we teach the addition and subtraction of two-digit numbers, I would expect teachers to be showing their children how to partition addends into tens and ones, for example 35 + 23 = (30 + 20) + (5 + 3).

I would also expect the method whereby we partition one addend and add in stages, for example 35 + 23 = 35 + 20 + 3. For subtraction, I’d again be looking to partition the

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MATHS

subtrahend and subtract in stages. There’s also the idea of same or constant difference, something that blows children’s minds! There is such an array of mental methods that we can teach, so I can’t possibly list them all now. But it is absolutely vital that we expose them to the axioms and intricacies of calculation.

I am in no doubt about the damage that introducing written methods too early can have. But what are the benefits?

Children who have a handle on mental calculation will have a deeper understanding of place value, which underpins much of the maths we teach in primary

school. Children who have spent time exploring constant difference will have a better grasp of how to manipulate numbers to their advantage.

A child who turns to column subtraction for 5,000-3,594 won’t have the same level of understanding compared to those who turn it into 4,9993,593. This runs deeper than just the two-digit numbers we operate with in KS1.

Mathematical flexibility will stay with them for life. As well as a depth of understanding, the children will have a better idea of efficiency and which method suits which problem. They’ll instinctively pick the right

method, and yes sometimes that will be a written one!

This isn’t me saying children aren’t developmentally ready for written methods, or that they aren’t capable of learning a procedure. I am quite confident that I could walk into my Year 2 classroom tomorrow and teach them the process of column addition or subtraction and I am sure they’d do fine with it.

However, just because we can doesn’t mean we should. We have seven years in primary school. There is plenty of time to teach written methods. Why jump the gun? Why skip the best stuff?

“some teachers will believe that getting their children to the written method finish line will make them look good”

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TIPS FOR TEACHING PSHE IN THE PRIMARY CLASSROOM Teaching PSHE can be a challenge, particularly for Primary-age pupils, who are less familiar with the curriculum content. Here, Sarah Wordlaw discussed some useful ways in to developing vital knowledge and skills in PSHE.

By Sarah Wordlaw

I have always been the teacher who merrily takes on “that class”. You know the one.

The class that brings a supply teacher to tears. The class who when handed over at the end of playtime have a line of hand-onhipped tutting adults complaining about behaviour. The class that when you’re out for the afternoon on CPD and you need cover, suddenly everyone is busy. Those classes are my favourite. Full of effervescent characters who, in my experience, make the most progress and bring the most joy!

And if you can harbour that energy and frame it with an understanding of self and the world, amazing things happen.

PSHE (Personal, Social, Health and Economic education) is absolutely vital in this development. It has such a gargantuan impact on behaviour and attitudes if done correctly.

Finding a suitable programme to follow for explicit teaching of PSHE is essential, Jigsaw is a great example but also most local authorities have their own versions which are great to explore. But in addition to this, and in my opinion, more importantly, PSHE should be taught discreetly throughout the school day and threaded into everything you do.

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TEACHING THROUGH LITERACY Make sure your book corner is engaging and full of books which represent the class, the local community and any issues your class struggle with. This could be novels but picture books are incredibly powerful too and are great for prompting discussions, focussed around actions and behaviours.

For example, I once had an issue with a child in my class making a joke about an older child in the school who had one arm. The rest of the class laughed. They laughed, because they didn’t understand how or why it was offensive. They didn’t understand about disability because nobody had spoken to them about it.

They were yet to truly understand empathy and consequences of these type of actions. All behaviour is communication. Some other practitioners in this situation may have yelled at the child and made the whole class miss their playtime, however we decided to stop and discuss it.

Amazon Prime!). When they arrived I didn’t preface the reading of it with anything other than an “ooh we’ve got some new books!”. We sat and read through the texts together, looked carefully at the pictures and reflected. Through the discussions, we built empathy and a personal and social understanding. We discussed how to show respect. I never had a repeat of the incident.

In fact, the most wonderful thing happened. Another child, in a younger class on the playground, had made a negative comment towards the same disabled child. A child from my class, snuck into the building, grabbed our new reading books and sat on the playground and read it to the other child, teaching them how to be respectful. Not that we need reminding, but children are wonderful, aren’t they?

I bought the following books, which arrived the next day (thank you

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PSHE

Some other fabulous texts to teach empathy about social and personal issues include: THE ARRIVAL - SHAUN TAN (KS2)

CLOVER’S SECRET: HELPING KIDS COPE WITH DOMESTIC ABUSE -

Themes: Immigration, refugees, war Great if you have a particularly mobile cohort and often new starters with English as an additional Language.

WONDER - R.J. PALACIO (KS2)

Themes: bullying, transition Beautiful story of a 10 year old’s journey with physical difference and his transition into school.

WHY CAN’T I PLAY? - ELIZABETH HAWKINS (KS1 AND KS2)

CHRISTINE WINN (KS1 AND KS2)

Themes: domestic violence Set in a land where people can fly, two girls become friends, one supporting the other with issues she is facing at home.

THE FAMILY BOOK - TODD PARR (KS1 AND KS2)

Theme: different types of families Wonderful book representing all kinds of different family make ups, expressing difference but focusing on the thing that threads families together...love.

MICHAEL ROSEN’S SAD BOOK MICHAEL ROSEN (KS1)

Themes: bullying

Themes: grief, bereavement

Story of a mean and bossy girl whose one wish is to get friends.

This book is about Michael losing his son at age 19 and it discusses what being sad is and how he dealt with it. A fabulous acknowledgement that feelings are unavoidable and how to journey through them.

FOR EVERY CHILD - CAROLINE CASTLE (KS1 AND KS2)

Themes: Children’s rights ‘Whoever we are, wherever we live, these are the rights of every child under the sun, and the moon and the stars.’ This is a child friendly version of the United Nations formally adopted 54 principles making up the UN Convention on the Rights of the Child.

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THE RED TREE - SHAUN TAN (KS1 AND KS2)

Themes: feelings, depression This is a poignant picture book about feelings. It shows that feelings aren’t always expressed in words and I have used this many times with children struggling emotionally.

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MAKING IT ABOUT REAL LIFE As great practitioners we all know that linking in the “real life” into all learning is essential for learning that sticks. Asking at the start, middle or end of a lesson: How will we use this skill in our personal lives?

Why is this important to society?

How could people knowing this skill be effective for our economy?

When a child in my Year 4 class called out whilst I was explaining the day’s lesson with, “yes but what is the bigger picture Miss?”. Despite my irritation at being interrupted, I knew I’d done something right.

TEACHING CONSENT Teaching the idea of consent, for boys and girls, is imperative from a

young age. As simple as teaching children to ask for consent on borrowing a pencil from each other for example. And listening to the answer. My Year 6 class are quite tactile and are often touching each other’s hair or hugging each other etc. We do a lot of work on asking for consent to touch someone, to be in someone else’s space, to share equipment. We discuss when someone says no, how to react and move forward positively. This foundation of consent is extremely important.

CREATING A CLASS ECONOMY Teaching children about money and the economy can often be challenging. How do you explain economics to a 6 year old? Well there are some great ways to get started. Why not create a class currency and provide opportunities for children to “spend” and “budget”. ClassDojo is great for this.

Children earn positive behaviour

points and you can set ambitious targets for children to meet and spend their points on. We had a hot chocolate afternoon, a school sleepover (pre-Covid I might add!) and a footie tournament.

It’s a great way for children to start understanding the worth of things and what exactly it means to budget.

All in all PSHE matters because we are teaching children about relationships, to be respectful and responsible citizens, able to make informed decisions and care for themselves and others. Remember that mantra of: all behaviour is communication. Let your class and their behaviours guide you in discreetly teaching PSHE skills and watch them grow and flourish!

“All behaviour is communication”

“PSHE should be taught discreetly throughout the school day and threaded into everything you do”

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58. The Challenges And The Joys Of Leadership

An exploration of what makes the complexity of leadership so rewarding

63. Demystifying Governors

Who are the governors?

What do they actually do?

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LEADERSHIP

THE CHALLENGES AND THE JOYS OF

LEADERSHIP AT ALL LEVELS

Leadership is the toughest gig, but worth every second. Here, Dr Jill Berry explores her own concept of leadership and what it is that makes good leaders

By Dr Jill Berry

I often assert that every teacher is a leader. From the day we first step into a classroom, working with pupils of any age, we are using, developing and strengthening leadership strategies and behaviours.

Teachers encourage, motivate, inspire. They support, challenge, scaffold and model. They monitor progress, evaluate their professional practice and adapt their planning accordingly. They guide and lift their learners.

Leadership is, in my view, about getting the very best from others.

It involves building capacity and confidence, through the judicious balance of support and constructive challenge. It requires us to invest

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in developing the most positive relationships, including establishing mutual trust and respect. Clear, effective communication is key, and taking well-considered action based on sound judgement which is grounded in our knowledge of people and of context. And all this is true whether we are leading young people, or leading our colleagues. It applies to those who are co-ordinating the efforts of a specific domain as a Middle Leader; to those taking on whole-school responsibility as a Senior Leader; and to those enacting the role of Head, Principal, Executive Principal or the CEO of a group of schools. It is equally true of governors, who have a crucial leadership role in our schools and colleges.

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It seems to me that leadership is in some ways very simple - get the best from those you lead – and yet at the same time it is complex and nuanced, because how you get the best from different people can be a challenge. I would maintain that in order to encourage people to be their best, you have to be able to see the best in them, and they have to see that you see it, and value it. Rather than always fixating on what may be broken and how you can repair it, you need to be able to identify what is working, what you can learn from that and how you can do more of it for even wider benefit.

Leaders need to help others to step up, to achieve high standards and accomplish something they can be proud of. The best leaders don’t act as an umbrella, simply shielding and protecting those they lead from the difficult issues. Nor do they act as a funnel, channelling downwards the stress and anxiety – even the fear – they may themselves feel from time to time.

…new leaders need to “build the bridge as they walk on it”

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The best leaders act as filters, doing what they can to enable those they lead to do the best possible job. This involves confronting thorny issues rather than always defending and advocating for the members of their team. Leaders make judgement calls all the time.

Ultimately, they should be committed to lifting people up rather than grinding them down, even when – especially when? – those they lead are struggling in some way and need to be held to account by those who lead them.

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LEADERSHIP So what are the main challenges of leadership? I would suggest they include:

1. EMPOWERING NOT DOMINATING: Resisting the

temptation to hold the reins too tightly, which can be tricky when you know you are responsible. If you micro-manage, overly control and direct, you can create a culture of dependence. A leader has to know when and how to delegate successfully and to invest in the development of others. Recognise that acknowledging and building on the complementary skills and strengths of your team as you coordinate their efforts is a crucial part of your role. Being a leader is not about being the source of every initiative and knowing all the answers. When a leader moves on, the team they led should grow stronger, rather than weaker, because of all that you have encouraged and enabled them to achieve.

2. TACKLING NOT AVOIDING: Knowing when you

have to have a potentially difficult conversation, and having the courage and the compassion to prepare for it and to conduct it in a way which is honest, open and clear, and which leads to a constructive outcome about which all those involved can feel more positive, and which moves everyone forward.

3. BALANCE: Finding and

maintaining sustainable and healthy management of your personal and professional lives, despite time pressures, modelling this for others and supporting those you lead to do the same.

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Leadership also presents opportunities and they can be the source of great satisfaction and joy.

The main rewards of leadership, I think, include:

1. DEVELOPING OTHERS:

Having the opportunity to see those you lead grow in their practice and flourish, perhaps in due course going on to additional responsibility and new challenges themselves. This does not necessarily mean that they will choose a specific leadership role, but that over time they will enjoy even greater success and a strong sense of achievement in their professional lives.

2. FORGING A PATH: Being

able to direct an aspect of the school to which you are committed and to take it where you think it should go, in line with your own vision and values, and the vision and values of the team as a whole. As a leader you have greater autonomy and agency to achieve this.

3. STEPPING UP: Knowing

that you are stretching yourself as an educator and developing into the leader you aspire to be. You will have learnt from positive leader rolemodels throughout your career. You will also have learnt from negative examples, and in the process you will have refined your vision of which leadership behaviours to avoid and which to emulate. an you develop into the leader you would always want to have been led by?

on your teaching career. If at some stage you feel ready to extend your sphere of professional influence from leading learning in the classroom to also facilitating, co-ordinating and developing the work of your colleagues, there will be challenges and rewards ahead. There are ways in which you can prepare to take on additional leadership responsibility, but I often quote Robert Quinn, who said, in 2004, that new leaders need to “build the bridge as they walk on it.” You will learn from the experience of leading, and if you are sufficiently reflective, receptive and committed to doing so, you will develop your skills and your confidence over time.

Enjoy the journey!

…in order to encourage people to be their best, you have to be able to see the best in them, and they have to see that you see it, and value it

Remember that you will have been honing your leadership skills from the point at which you embarked

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DEMYSTIFYING THE GOVERNORS For many teachers, school governors are shrouded in mystery and are only seen or mentioned when applying or interviewing for jobs in schools.

But governors are central to the effective running of schools and

they do so much behind the scenes of the school classrooms and corridors. Naureen Khalid gives an overview of just what governance is and why you just might want to get involved yourself.

By Naureen Khalid

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LEADERSHIP Schools are governed by boards of trustees or governing boards, depending upon the structure of the organisation. More and more schools are working together in multi-academy trusts (MATs). These organisations can be involved in the education of thousands of pupils and command multi-million pound budgets. Their governing bodies are called trust boards, made up of trustees, and they have a strategic role across all schools in the MAT. For schools that are part of a MAT, the functions and responsibilities of their local governing boards may be slightly different, but they still will have a strategic rather than an operational role.

If teachers understand governance and what their governors are trying to achieve, then everyone can move forward in the same direction to bring about school improvement. This would also lessen the chances of a “us and them” feeling or culture developing which, if it does, can be very toxic.

An understanding of the role of governors might also motivate teachers to join boards. There are huge benefits to this – for both ‘sides’.

Firstly, governance can be very useful CPD as teachers can gain valuable experience of both strategic thinking and planning. By joining the board of a different school, teachers can gain understanding of how others find different solutions to the same problems. Indeed, serving on the board of a different school and thus being

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exposed to different practises helps teachers reflect on their own local practice.

Working as a governor enables teachers to gain experience of scrutinising budgets, financial planning, HR, data analysis, staff recruitment etc; quite possibly, for the first time. This experience will be especially useful if they want to progress to senior leader or headship positions in the future. Joining a board is also a very good way of building networks beyond one’s own school or trust.

Another great advantage of serving on the board of a different school is that teachers may get a chance to be involved in appointing a senior leader or even a headteacher. Again, this experience will be invaluable if teachers decide to go for these leadership positions themselves one day.

As a member of a governing board, teachers will obviously learn about governance and this knowledge will help them work better with their own board. On the other hand, teachers bring specialist knowledge and skills, such as assessment, curriculum development, safeguarding, SEND, etc, which is invaluable to the board.

Perhaps, most importantly, involvement and commitment to a local school could make a massive difference to the future of young people and your community.

However, before deciding to join a board, teachers may want to find out about what’s involved. There are about

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250,000 governors in England.

Legally, people can’t be paid to be governors. This makes governors one of the largest volunteer forces in the country.

The purpose of governance is to provide confident, strategic leadership. Board members are non-executive leaders of the organisation. Irrespective of the type of organisation they lead, they have three core functions.

Our first core role is to ensure there is clarity of vision, ethos and strategic direction.

Governors help define the mission (why are we starting out on the journey), vision (where do we want to be in the future; the destination) and the strategy (how we will reach the destination). Governors work in partnership with schools leaders to define the vision and strategy.

Our second core function is to hold the executive leaders of the school to account for the performance of the pupils, performance of the school and the performance management of staff.

State schools are funded by public money. Governors are custodians of this public money.

As such, our third core function is to ‘monitor’ the financial performance of the school and ensure that money is well spent.

“a school governor is a governor for all children and it is our responsibility to ensure that each child is given a chance to burn bright and shine”

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LEADERSHIP As strategic leaders, board members bring about school improvement indirectly. Through monitoring and in-depth questioning of data, we help drive school improvement. Finally, we provide support to the executive leaders, the heads.

One of the most important roles governors might perform is appointing a head. In order to carry out this function, they need to have a clear idea about the vision for the school so the appropriate person, one who can deliver the vision, can be appointed.

which is strategic and which understands accountability. We need people with the correct skills and the right structures in place and the board needs to understand compliance and evaluation.

The National Governance Association lists eight elements of effective governance which are: • Ensuring that the right people are around the table • Understanding roles & responsibilities

It is important to remember that a school governor is a governor for all children and it is our responsibility to ensure that each child is given a chance to burn bright and shine.

• Good chairing

Because our work involves these important roles, governance must be effective if we are to provide the best possible education to every child. For governance to be effective, the Governance handbook says we need leadership

• Knowing the school

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• Professional clerking • Good relationships based on trust

The current educational system is one of high stakes accountability.

The board leadership also faces accountability pressures itself from central government, from local authorities, from communities etc. Effective boards ensure that they hold the executive leadership to account in a way which doesn’t lead to fear in the organisation but instead is a way of determining what isn’t working and putting it right.

The work of governors is one of supporting and challenging school leaders. Governance is most effective when there is balance between the challenge and support we offer the school leaders.

The best gift we can give our children is a good education.

School staff and governors working together can ensure that all our children and young people are afforded this opportunity and realise their potential.

• Commitment to asking challenging questions • Confidence to have courageous conversations

“Governance is most effective when there is balance between the challenge and support we offer the school leaders”

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