HWRK Magazine: Issue 7 - Spring 2019

educational magazine the essential magazine for teachers

HWRK

WRITTEN BY TEACHERS FOR TEACHERS!

LEADING FROM THE HEART

s >> rts write

e-Robe Niomi Clyd

why emotional intelligence is key to running a team - Pg 57

AIN’T BLOGS

BRILLIANT!

* Aiden Severs Q&A Interview * The Science behind Study * Nexus Award winners

POETR Y I MOTIO N N 18 bo

oks p with rh acked yme an d reason - Pg 32

GOLD MEDAL WINNING EXAM TIPS

TEACHING ADHD CORRECTLY Turning untamed energy into output - Pg 28

E LET THER !

BE BLOODun ry f

Making histo

GR8 ART M O O R !

S P AP SPRING 2019 / ISSUE 7 / FREE HWRKMAGAZINE.CO.UK

FULLY CERTIFIED TRAINING PROVIDER

Would you know what to do to save a life in an accident or collapse?

Simple things done effecticely save lives!

• Emergency First Aid at Work • Paediatric First Aid • AED (defibrillator) • Refresher Training • Dementia Training • Health and Safety Compliance • Manual Handling • Conflict Management Training • Fire Safety • Risk Assessment Training

www.dms-training.co.uk

Tel. 01689 822 663 Mob. 07557 387210 Covering the South East Region

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

28

P

AR TS

08

The best artroom apps

HWRKMAGAZINE.CO.UK

ARTS SCIENCE GUEST COLUMN BOOK REVIEW RELIGION COLUMNIST

Nothing is more appealing and engaging than the enquiring mind.

Yet all too often these days practical experiments are being replaced by theoretical teaching, which is impacting on the quality and enjoyment of classroom teaching.

Whether you’re an educator or a pupil, nothing beats pulling out a Bunsen burner, rolling up sleeves and taking down real observations. Real science. Real results.

Practical teaching at its best. Critical thinking matters.

See page 12 for more

A POSITIVE APPROACH TO ADHD

Dancing for charity

TEACHING ON THE FRONT LINE

EXPAND YOUR MIND ONE SUBJECT AT A TIME

BIG Read

Croydon does the gallery

P

Why experiencing learning matters

APPROACHING ADHD THE RIGHT WAY

39 S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 3 9

P

57

P

LEADING FROM THE HEART BIG Read Emotional Intelligence: Leading with the heart in mind Knowing how to lead your team effectively whilst keeping their emotional wellbeing at the forefront of everything you do WORDS: NIOMI CLYDE-ROBERTS

Tips on how teachers can harness this untamed energy and turn the outrage into output WORDS: JULES DAULBY

WELCOME TO THE GALLERY HWRKMAGAZINE.CO.UK

2 6 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

@hwrk_magazine

52

BIG Read 0 8 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 57

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 2 7

HWRKMAGAZINE.CO.UK

P

@hwrk_magazine

YOGA FOR THE CLASSROOM

Isn’t history gruesome GREAT!

62

The simple art of raising attainment through enjoyment WORDS: DOMINIC KIRBY

P

MAKING HISTORY BRILLIANT 6 2 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

@hwrk_magazine

HWRKMAGAZINE.CO.UK

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 6 3

CONTENTS CURRICULUM

FEATURES

ARTS

HEALTH

EXPERIENCE

12 REAL RESULTS

23 THAT BOY CAN TEACH

39 EXHIBITION OPEN

48 CHAIR WORKOUT

72 TRAVEL GUIDE

The importance of practical science in the classroom.

Exclusive interview with Edu blogger Aidan Severs.

Croydon’s St Mary’s High take over The Gallery.

Our classroom calisthenics can get you fit for summer.

Can you really cash in by teaching overseas?

14 GUEST COLUMN

32 POEMS FOR ALL

40 THE GALLERY

51 FOCUS FOODS

74 SHIVER ME TIMBERS

How compassion is key to unlocking school potential.

18 books packed with verse and rhyme for all ages.

More awesome work form Year 10 and 11 students.

The ultimate lunchbox for keeping concentration.

Why boarding The Golden Hinde is an unmissable trip.

17 CLASSICS REVISITED

62 GRUESOME HISTORY

42 GR8 IPAD APPS

52 YOGA MADE EASY

76 TACKLING BULLYING

Jon Love shares another flashback book review.

Engage your class with true tales of blood and gore.

Sarah Crowther picks out her 8 favourite arty apps.

The positions you can try to help focus your pupils.

Why establishing key values and abiding by them is vital.

18 RELIGIOUS STUDIES

66 A* EXAM ADVICE

44 ART ATTACK

54 BY THE NUMBERS

77 WHAT BREXIT?

Why promoting free thinking is essential for all.

From Paralympian and pioneer Danielle Browne.

How rapping, dancing and drawing is boosting results.

Exercise boosts brain speed, the numbers don’t lie!

Denbigh School maintains ties with German partner.

@hwrk_magazine

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 0 3

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

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

EDU INSIDER

PEOPLE’S POET

Andy Sammons

JS Sumerfield

Paul Delaney

@Compassionteach English leader in a large secondary comprehensive in West Yorkshire, he’s been a Teaching and Learning Lead and Key Stage Coordinator.

He lives with his wife Philippa, son Wilf and cats Ollie and Harry.

@jssumerfield Teacher, lawyer, writer, playwright and author.

ARTY TEACHER

Sarah Crowther

@ArtyTeacher Dedicated and seasoned host of TheArtyTeacher.com.

CEO

GOLD MEDALLIST

Linda James MBE

Danielle Brown MBE

@BulliesOut Founder of award-winning charity BulliesOut.

@DPoetryBuzz Primary teacher turned author and performance poet.

TEACHER REBORN

Jon Love

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

@Danielle10488 A double Paralympic gold medallist who transitioned to able-bodied sport at the Commonwealth Games, Danielle has launched Your Journey To Success, a more cost-effective approach for schools that inspires and empowers students.

LITERARY LEADER

Jenny Holder

@JennyHolderLiv Liverpool Learning Partnerships reading coordinator.

BLOGGER DEPUTY DIRECTOR

Dan Chapman

@Cornwall_CSMS Dan is an Assistant Principal at Camborne Science and International Academy. He is also the Deputy Director of Cornwall School of Mathematics and Science and a qualified Moorland Leader.

DEBATE QUEEN

Gemma Papworth

@PapworthRe L&T Lead for RS across GLF, Head of RS in Surrey, M Ed. HISTORY CHAP

Dominic Kirby

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

Niomi Clyde-Roberts

@NiomiColleen A passionate and award-winning edu blogger, Niomi has taken part in PrimaryRocks and Practical Pedagogies.

She is part of the TLT at her academy and has been involved in the publication of Precision Pedagogy.

PERSONAL TRAINER

KEYNOTE SPEAKER

YOGA QUEEN

Kevin Kearns

Jules Daulby

Laura Rowe

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

STUDENT TEACHER

Jake Forecast

@J_Forecast28 Year 6 student teacher and BA Primary Ed student.

@Julesdaulby A literacy and inclusion specialist providing keynotes and workshops in ADHD, dyslexia, assistive technology and parent partnership.

Also, co-founder and national leader of @WomenEd.

0 4 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

@ _growwiththeflow_ Medical professional, mother and acclaimed yoga instructor. . BIG INTERVIEW

Aidan Severs

@thatboycanteach All-star Edu blogger and parttime rollerblading rapper.

@hwrk_magazine

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

0 6 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

SAVE OUR PLANET! WHO

Striking school aged children holding placards in Parliament Square

WHAT

These pupils joined thousands across the world campaigning over climate change

WHERE

Central London, UK

WHEN

February 2019

BY

Ben Gingell

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 07

COVERING CAMBRIDGESHIRE AND SURROUNDING AREAS

Invoice Number: 15237 Contact: Brice Higgins Date of Proof: 5.02.19 Publication: HWRK Magazine - Spring 2019

Catering Industry Suppliers of FAILURE TO APPROVE YOUR ARTWORK all the leading brands BY 19th FEB 2019 WILL RESULT IN THE ARTWORK DISPLAYED We are oneBEING of the UK’s number AS oneSHOWN. suppliers

With over 20 years' of experience completing high-quality driveways and landscaping solutions for domestic and commercial properties, Block Driveways pride ourselves on the reputation and feedback from our valued customers.

for catering equipment. We sell products such as stainless steel sinks, cookers, fryers and lots more! We also sell a wide range of electric convection ovens, gas ovens, hot and cold display showcases, spiral dough mixers, mincers, slicers, kebab machines, refrigeration equipment and the list goes on. We have built a reputation for meeting the demand of our customers and providing them with a great service.

Based in Cambridge, Block Driveways is one of the leading installers of Drop Kerb, Resin Bound Driveways, Block Paving, Flagstone Patios and much more!

FREE DELIVERY on all orders to the UK Mainland

BLOCK DRIVEWAYS, YOUR LOCAL EXPERTS IN ALL THINGS DRIVEWAYS

• Blockpaving • Drainage • Driveway Repairs • Dropped Kerbs • Pothole Repairs • Resin Driveways • Tarmac Drives • Imprinted • Jet Wash Cleaning

01223 640801

info@blockdriveways.co.uk

www.blockdriveways.co.uk

Invoice Number: 15355 Contact: MS LESLEY DOBREE Date of Proof: 15/02/19 www.drummondcatering.co.uk Publication: HWRK Magazine - Spring 2019 FAILURE TO APPROVE YOUR ARTWORK BY 1ST MAR 2019 WILL RESULT IN THE ARTWORK BEING DISPLAYED AS SHOWN.

Health and Safety a grind? Too much paperwork? I can help free Half Page - 178mm 128mmtime to do what you do upxyour www.bulliesout.com HWRK is a proud corporate partner of the anti-bullying charity best - run your business.

CUSTOMER DECLARATION

Visit our website for more information... www.saffasafety.com

By signing this declaration I acknowledge that I fully understand the terms and conditions as stated above, and that the same artwork will be used in the relevant edition

Tel: 07584 720 044

Name: Signature: Date:

Email: brice@saffasafety.com

EXECUTIVE COACHING & MENTORING SERVICES. Coaching helps leaders to enhance their performance, confidence and become more effective.

Examples of when coaching can help include: • Handling new or challenging situations, • Starting a new job or changing roles,Quarter Landscape Page - 178mm x 59mm • Managing difficult people or teams, • Improving particular leadership skills.

If you would to discuss coaching partner or mentoring, then anti-bullying please contact mecharity via my website or HWRK is alike proud corporate of the the email address below.

CUSTOMER DECLARATION Telephone: 07917 068550

Email: lesley@dialogueforsuccess.com

By signing this declaration I acknowledge that I fully understand the terms and conditions as stated above, and that the same artwork will 08 be used in the relevant edition

www.bulliesout.com

www.dialogueforsuccess.com

EXPAND YOUR MIND ONE SUBJECT AT A TIME

Why experiencing learning matters Nothing is more appealing and engaging than the enquiring mind.

Yet all too often these days practical experiments are being replaced by theoretical teaching, which is impacting on the quality and enjoyment of classroom teaching.

Whether you’re an educator or a pupil, nothing beats pulling out a Bunsen burner, rolling up sleeves and taking down real observations. Real science. Real results.

Practical teaching at its best. Critical thinking matters.

See page 12 for more

HWRKMAGAZINE.CO.UK

EXPERIENCE SCIENCE GUEST COLUMN BOOK REVIEW RELIGION AWARDS

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 0 9

KD CONSULTANCY PROVIDES EXPERT SERVICES IN THE A VARIETY OF SECTORS: • Training & Support • Business Planning • Business Continuity and Disaster Planning • Equality and Diversity Support & Research • Personal Support & Capacity Building Telephone: 07903 435 282 Email: karen@kdconsultancy.co.uk

www.kdconsultancy.co.uk Invoice Number: 15127

9 SIDNEY Contact: TERRACE, MR LINCOLNSHIRE, LINCOLN, LN5 8BZ MR STEPHEN TRAYNOR

Date of Proof: 21/01/18 Publication: HWRK Magazine - Spring 2019

Invoice Number: 15201 FAILURE TO APPROVE YOUR ARTWORK Contact: Birks BY 4THRichard JAN 2019 WILL RESULT IN THE Date of Proof: 30.01.19 ARTWORK BEING DISPLAYED SHOWN. Covering Mansfield and surrounding areas, I offer flowers AS for weddings, HWRK Magazine - Spring 2019 events and allPublication: occasions designed around your individual requirements.

Quarter Landscape Page - 178mm x 59mm FAILURE TO APPROVE YOUR ARTWORK @naomirosefloraldesignuk @naomirosefloraldesignuk BY 12TH FEB 2019 WILL RESULT IN THE www.bulliesout.com HWRK is a proud corporate partner of the anti-bullying charity ARTWORK BEING DISPLAYED AS SHOWN. Floral arrangements to suit all budgets.

CUSTOMER DECLARATION

By signing this declaration I acknowledge that I fully understand the terms and conditions as stated above, and that the same artwork will be used in the relevant edition

07714 009 642

Name: Signature: Date:

naomi@naomirosefloraldesign.co.uk

www.naomirosefloraldesign.co.uk

Working in the areas in and around Grantham and Spalding , Steve is a fully qualified Locksmith accredited with the UKLA (UK Locksmiths Association).

Quarter Landscape Page347009 - 178mm- xsteve.traynor@lockswift.co.uk 59mm 07538 968434 - 01476 expert’s local to you 24/7www.bulliesout.com HWRK is a proud corporateSecurity partner of the anti-bullying charity Whether you have been locked out of your

CUSTOMER DECLARATIONhome and need to source a locksmith you

By signing this declaration I acknowledge that fully the the can depend on,I or youunderstand want to change terms and conditions as stated above, and that the same artwork will locks in your home or business when it suits be used in the relevant edition your schedule, you can always rely on us.

www.lockswift.co.uk/grantham

Name: Signature: Date:

Based in Stoke-on-Trent, IN2 Electrical Services is a team of highly qualified electricians, covering Staffordshire and Cheshire. We have plenty of knowledge and experience to complete any electrical work you require. Our aim is to give quality work at competitive prices; we take on all kinds of electrical work from adding lights and sockets to full rewires.

We also do plenty of other electrical work too for example, electrical installation condition reports, fuse board replacements, part and full rewires, showers and cookers. We are NICEIC Contractors and part P registered .

07938379157 info@in2electricalserviceslimited.com www.in2electricalserviceslimited.com BASED IN STAFFORDSHIRE

10

• Fuse Board Upgrades • Certification • Full Rewire • Security • Emergency Lighting • Circuit Additions We strive to save you both time and money by combining our deep experience, the highest quality parts and equipment, and our dedication to delivering exceptional service. We will not leave the job until you are satisfied.

CURRICULUM

COLUMN

This is just the beginning PEOPLE’S POET A teacher’s life doesn’t mean you are bound to the classroom, as PAUL DELANEY and co. have proven

So, you’re an NQT, the new kid on the block, loving your new job, lapping it all up like a dog with a treat. But years fly by and ‘Tempus fugit…’ calls, like an invisible, whispering wind. That ubiquitous Latin saying, engraved into the faces of clocks all over the world: ‘Time flies!’

“I’ll stay here for about four years and then I’ll do something else,” we say. “Maybe move to another school. Teach abroad perhaps…” I said those words way back in 1994; the year Whitney Houston’s I Will Always Love You captured the world’s hearts.

But 15 years later, I was still at my school, the children of some of my old pupils starting in reception. I never wanted to be a head teacher. Having a stammer, I never had the confidence anyway. But I, like many others, found a new career path.

Me, Sue, Julie and Darren worked together for years. But we all eventually left Our Lady of Perpetual Succour Catholic Primary in Widnes, Cheshire, and our career paths are now as varied as a box of Liquorice allsorts.

HWRKMAGAZINE.CO.UK

THE HEAD

Always the super-sporty whizzkid, Darren was going places.

Single, he often snuck into school on a Sunday afternoon. Displays mysteriously appeared over the weekend as if conjured up by magic.

Soon, he was off, travelling up to St Joseph’s in Pontefract as deputy head. Soon he was the head and his school a recipient of several coveted awards.

He’s now head at St Mary’s in Herringthorpe, Yorkshire. “I love my job,” he says. “But the worst part is, unlike a teacher, I can’t plan what I’m going to happen. Staff knock on my door unexpectedly and, of course, who knows what might happen during the course of a normal school day.”

THE INSPECTOR

Always interested in RE, Julie is now a Religious Education Primary Advisor and Section 48 inspector. She taught for 14 years and decided she wanted a change.

She was looking for a deputy’s job but came across an “interesting”

advertisement instead.

“No two days are the same,” she says with a smile. “I work with an amazing team and visit the 189 Catholic primary schools in the Liverpool Archdiocese, on a fiveyear rolling plan. I also do training days, in-service and advisory visits. What helps me most is, I was once that young teacher now being inspected by me, so I’m always empathetic, knowing those tense, nervous feelings flooding their minds when an inspector ‘invades’ their room.”

THE TRANSITIONER

Sue taught at the same primary for over 20 years. “I needed a change,” she admits. “I didn’t want to leave teaching and certainly didn’t want to become a head either, so when I saw the advertisement for a post at our feeder Catholic high school, I just applied.

“The option to return to my primary school after one year was paramount to my decision to accept the job, and so I did.

And guess what? I’ve never looked back. I now work with SEN children, mentor NQT’s and have a whole host of new-found

friends, wondering why I ever stayed at my old primary for so long.”

THE POET

Had someone walked into my classroom when I was teaching and declared, “One day, Paul, you will be working in schools all over Europe as a poet and a writer!” I would have laughed.

Always the music coordinator, I regularly wrote songs and composed full length school musicals. Then I started writing books and the rest, as they say, is history. Firstly, I went part-time to develop my writing skills but eventually I left my school three years ago.

Four different colleagues. Four different career paths.

You may be a young teacher now, perhaps at a crossroads, wondering in which direction to sail. But if SMT isn’t for you, make a plan, set targets, go for whatever you want.

Check out alternative educational jobs, and who knows where you might find yourself in five or 10 years.

Tempus fugit… Tick, tock, tick, tock!

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 1 1

CURRICULUM

Building enquiring minds A S S I S TA N T P R I N C I PA L DAN CHAPMAN explores the importance of bringing research back to the classroom

How many practical activities have you done where you finish with the phrase, “I’m sorry that didn’t work, here is what you should have seen…” Why are we apologising? We shouldn’t be doing practicals for the sake of checking off some specification, we should be doing them to teach our students enquiry skills. Why didn’t that practical work? Sample size? Systematic error? Why not make it a learning experience for the students?

The 2017 Gatsby framework for Good Practical Science listed 10 eminently sensible benchmarks for practical science including the need for real, frequent and varied experiments, but they also recognise the need for students to engage in “open-ended and extended investigative projects.”

In the last two years I have been lucky enough to travel to Singapore and Canada on exchanges. While league tables don’t hold much sway with me, it’s striking that both countries rate highly on the international PISA rankings for both collaborative problem solving and science. In my experience, both countries place enquiry skills at the heart of their teaching.

The Singaporean science syllabus states on page one that “central to the curriculum framework is the inculcation of the spirit of scientific inquiry”. This message is emphasised throughout the scheme of work. In fact, 15% of the curriculum time is put aside as dedicated ‘White Space’, allowing Singaporean students to complete collaborative research projects which are often entered into national and international competitions.

In Canada, education is devolved to individual provinces, but the Pan-Canadian Science Framework heavily promotes the idea that effective science education includes a fundamental focus on enquiry skills, with enquiry being the second of four foundations for the framework. As a result, many Canadian schools make traditional ‘science fair’ projects a compulsory part of high school courses.

1 2 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

This means that students in Canada and Singapore are exposed to the trials and tribulations of research at a much younger age. They learn the pitfalls of choosing the wrong methodology, the intricacies of collecting accurate data and the essential role of preliminary trials.

WELL-VERSED STUDENTS

The end result is well-versed students who are ready for the next steps in their education, who understand the scientific method and who know how to interrogate a new piece of research without believing what they hear just because it was reported on the evening news.

The problem is, this takes time. A single project might take weeks of effort.

The equipment might fail, the methodology may need to be re-thought, the data collection might go wrong and need to be repeated a second or third time. With one eye on the curriculum and the other on GCSE exams we tend to break the enquiry process down in the UK, teaching one aspect of ‘How Science Works’ per lesson throughout the year. Teaching enquiry by parts is never going to work.

“Today class we are writing hypotheses.” “Today class we are learning how to draw graphs.” How are students supposed to understand the importance of these separate skills if they never take a question from idea to conclusion? Quite simply, they won’t.

@hwrk_magazine

science

‘Teaching enquiry in schools is perhaps a small step in the right direction’ So, what are the options for a teacher here in the UK? Well, over the last few years, I’ve worked in a state comprehensive school with an exceptional STEM programme. Our students have the chance to carry out an enquiry project of their own; we give our time and attention to these students so they have the opportunity to learn how to engage the scientific method on their own terms.

Once completed, these students have

HWRKMAGAZINE.CO.UK

the option of taking their research to present at any one of a number of international science competitions, such as the International Students Science Fair (ISSF). As a result, I’ve seen how these brilliant children become active researchers. They have had the opportunity to handle real data, carry out real experiments, and learn the real approach to science – warts and all.

In the UK, and possibly the world,

there is a shortage of critical thinking.

People accept opinions presented as facts without any questioning. Teaching enquiry in schools is perhaps a small step in the right direction. If children understand the way we collect and verify data in research, perhaps they will understand the need for verification in other areas of their lives?

The Gatsby report recommends that “an extended project should become an embedded, compulsory part of post-16 study for all students on pre-university courses.” I would argue that they should have gone further; all students should have the chance to complete an enquiry project in each year of school.

The testable question should be theirs, following their interests – just watch as their enthusiasm for science rockets and watch as your enthusiasm for teaching follows.

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 1 3

CURRICULUM

COLUMN

Love is the answer A S S I S TA N T H E A D T E A C H E R How compassion fixed ANDY SAMMONS, and how it can fix our schools

I ignored all the warning signs.

The signals my mind was sending to my body that things weren’t ok: wakefulness, never doing anything fun, not speaking to my wife, not seeing my family. I hit around six months, but eventually I just snapped.

We all have demons on our back to some extent: that’s natural. But when something – whether it’s a bereavement, a relationship breakdown or work – drains your energy and mental strength, they explode. Suddenly, I felt a complete failure. I wasn’t making enough money. I wasn’t progressing quickly enough. I wasn’t driving a nice enough car. Basically, I totally lost sense of everything I cherished about my career and life. It was utterly terrifying.

My school was in disarray. I was leading English and totally overwhelmed by the scale and pace of change, but also how it was being managed. At my lowest, I found myself sobbing on my parents’ couch! Only now can I say that I will never go back to that place in my mind.

A year later, I am in a new school – again leading English – where the leadership believe in the students and their staff, and where I feel completely supported as a middle leader. The biggest change in my mindset has been the way I now see myself and my place in the word. And the way I now speak to myself. Being horrible and saying unhelpful things is exhausting.

Compassion Focussed Therapy is rooted in evolutionary psychology. In a nutshell, our brain has three systems which regulate our emotions: • Threat is the most basic and powerful of our evolved brains, from our reptilian days.

• Drive is linked with status and achievement, coming in during our mammalian days.

• Soothe is a relatively new addition and is more directly linked with humans thanks to things like attachment, kindness, care and affection.

TTHREAT HREAT

The threat system is fantastic for keeping us alive, like when a tiger might have been trying to eat us!

It embraces panic, so we run away. It’s not so good for helping us solve complex problems, and the world we live in offers us so many reasons to feel threatened.

Specifically, in educational terms, it’s the neverending learning walks, paperwork, performance management and exam results – and that’s just the start. These things won’t kill us, but our brains don’t really get that. They just pump round the warning signals and our bodies react accordingly.

Over a long period of time, this has profound physiological effects on our brains, and our mental health.

1 4 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

The Compassionate Teacher is published

by John Catt, and was released on March 1st.

SOOTHE

Fortunately, evolution has gifted us a failsafe: the soothe brain. It takes time, and it takes effort, but it’s all about recognising the things that give us peace and calm. It’s also about recognising the unhelpful and unkind things we say to ourselves. We are not our thoughts, and the unhelpful stories we tell ourselves to make sense of the world might provide us logic, but they are damaging. More than that, though, it’s about talking to ourselves in a kinder, compassionate way.

By beginning to take a more accepting and understanding approach to ourselves, we can begin to understand others around us, colleagues and students alike, that might be triggering threats in our own minds. Compassion is fundamentally recognising the struggle we all face.

SOLUTIONS

My own experience got me thinking about the wider educational system, and why so many colleagues around the country are beginning to talk about their experience of poor mental health. Noises are being made about wellbeing, which is all well and good, but there is an appalling lack of education – and even meaningful

awareness – around mental health in schools.

I wanted to explore this further; it made me wonder whether at a systemic level, our education system might – albeit inadvertently – be promoting poor mental health. I felt as if it was time to pull some of this thinking together to help teachers understand not only their own mental health, but the wider system and their place within it. Taking this further, I also wanted to reflect on how we can tangibly promote compassionate relationships with colleagues and students in our schools.

Our schools need to have drive with soothe at their base – not threat. At best, it’s unsustainable, and at worst, entirely more destructive and damaging. My new book, The Compassionate Teacher, hopefully, offers a way forward.

Marrying some of the theory together with the wider literature on mental health, as well as interviewing some of the most incredible people in UK education, it’s an exploration of the education system, as well as an explanation of how we can reclaim our profession and maybe even begin to reframe and address some of the harmful and insidious thoughts and practices that frame our experience of schools.

@hwrk_magazine

Publication: HWRK Magazine - Spring 2019 FAILURE TO APPROVE YOUR ARTWORK BY 29TH JAN 2019 WILL RESULT IN THE ARTWORK BEING DISPLAYED AS SHOWN.

43 Gillburn Road Dundee Angus DD3 0AB

Looking for a new driveway or planning to landscape your garden? Call us today!

Whether you're looking to add value to your property • Mono-block Driveways • Tarmac • Drop Kerbs • Building Work by adding a new driveway, paving, patio or • Slabbing • Turfing • Artificial Grass • Fencing • Decking landscaping your garden area, we will provide you with a professional and affordable service.

With over 25 years' experience working in Dundee, www.downfielddriveways.co.uk Perth and Angus, our experienced tradesmen complete every job to the highest of standards.

Email: downfielddriveways@gmail.com

01382 848766 - 07948 072 877

PROFESSIONAL PAINTING AND DECORATING SERVICES BASED IN DUNDEE

Shaun B Painting & Decorating Invoice Number: 15113 Contact: Martin McGroary Date of Proof: 18.01.19 Publication: HWRK Magazine - Spring 2019

If you need a painter and decorator to provide a high standard of • Full Range of Services TO APPROVE YOUR ARTWORK workmanship, using topFAILURE quality materials, then get in touch with BY 31ST JAN 2019 WILL RESULT IN THE • Competitive Pricing us. Our painting and decorating service cover residential and • Interior Painting and Decorating ARTWORK BEING DISPLAYED AS SHOWN. commercial properties in and around Dundee. Whatever job we • Exterior Painting and Decorating do, large or small, we get it done on time with minimal Invoice Number: 14840 • Residential and Commercial disruption. All our painters are fully qualified, experienced Contact: MRService GEORGE HONEYMAN • Design and Planning professionals with the skills to complete external or internal Date of Proof: 11.12.18 • FREE Advice & Quotes decorating projects.

Publication: HWRK Magazine - Spring 20 Quarter Landscape Page - 178mm x 59mm

FAILURE TO APPROVE YOUR ARTWORK BYwww.bulliesout.com 25TH DEC 2018 WILL RESULT IN THE A BEING DISPLAYED AS SHOWN.

HWRK is a proud corporate partner of the anti-bullying charity

CUSTOMER DECLARATION

By signing this declaration I acknowledge that I fully understand the terms and conditions as stated above, and that the same artwork will be used in the relevant edition

Name: Signature: Date:

Call: 07783 400693

Email: shaunburke68@icloud.com Half Page - 178mm x 128mm

New Look Landscapes

SALVAGE CAR

HWRK is a proud corporate partner of the anti-bullying charity

CUSTOMER DECLARATION

www.bulliesout.com

COLLECTION

QUICK SCRAP CAR COLLECTION By signing this declaration I acknowledge that I fully understand the SALVAGE terms and conditions as stated above, and that the same artwork will CAR COLLECTION CAN PROVIDE QUICK QUOTATIONS AND ARRANGE A COLLECTION FOR YOUR SCRAP CAR be used in the relevant edition Lawn Mowing - Hedge Trimming - Garden Walls

Name: Water Features Fencing & Sheds Erected - Paths & Patios Signature: Garden Tidy Ups & Waste Removal - Free Quotes Date:

07444801541 - newlooklandscapes1@gmail.com Covering Broxburn & Surrounding areas

NO OBLIGATION QUOTATIONS

EACH QUOTE PROVIDED IS FREE, WITH NO OBLIGATION TO ACCEPT. SIMPLY LET US KNOW IF YOUR DECISION

08000 314378 / 07546 300909 WWW.SALVAGECARCOLLECTION.CO.UK EMAIL: ENQUIRIES@SALVAGECARCOLLECTION.CO.UK 4 REDDING TRAVELLERS SITE IND ESTATE, FALKIRK, FK2 9TT

15

Invoice Number: 15017 Contact: Kerry Frost Date of Proof: 02.01.19 Publication: HWRK Magazine - Spring 2019 FAILURE TO APPROVE YOUR ARTWORK BY 22ND JAN 2019 WILL RESULT IN THE SHOWN. Covering Chelmsford andARTWORK the • Doors •BEING InteriorDISPLAYED Painting AS

surrounding areas, SB Painting & Decorating specialises in all aspects of domestic and commercial, interior and exterior painting and decorating.

Invoice Number: 15157 Contact: U.clement-ogbuji Date of Proof: 24.01.19 Publication: HWRK Magazine

FAILURE TO APPROVE YOUR BY 7TH FEB 2019 WILL RESU BEING DISPLAYED • ARTWORK Wallpaper stripping

• Wallpaper Hanging • Fences & Gates • Feature walls • Sheds • Ceilings • Exterior Painting • Woodwork painting • Masonry painting • Paint stripping

Tel: 07539 034465 Email: bartolisteve@gmail.com For further details please call or visit our facebook at... @SB Painting & Decorating

London PGE Ltd Invoice Number: 15395 Contact: Stuart Lycett Date of Proof: 20.02.19 Publication: HWRK Magazine - Spring 2019 FAILURE TO APPROVE YOUR ARTWORK BY 6TH MARCH 2019 WILL RESULT IN THE • 24Hr Emergency Plumbing Call ARTWORK BEING DISPLAYED ASOut SHOWN.

• Blocked Drains, Sinks & Toilets • Boiler Installations & Replacements • Boiler Service & Repair • Burst Pipes • Dripping Taps • Gas Fire Installation & Service • All Aspects of Gas, Cooker Installation Service

Quarter Landscape Page - 178mm x 59mm

Call: 07440 170 681

HWRK is a proud corporate partner of the anti-bullying charity

CUSTOMER DECLARATION

www.bulliesout.com

By signing this declaration I acknowledge that I fully understand the Email: londonpge@gmail.com terms and conditions as stated above, and that the same artwork will COVERING HARLOW & SURROUNDING AREAS be used in the relevant edition

Name: Signature: Date:

NSL

P L U M Portrait B I N G LPage T D - 84mm x 128mm Quarter

Quarter Portrait Page - 84mm x 128mm

QUICK RESPONSE TIMES

HWRK partner of the anti-bullying charity www.bulliesout.com orporate partner of the anti-bullying charityis a proud corporate EXCELLENT SERVICE & QUALITY

BATHROOMS, WET ROOMS CUSTOMER DECLARATION KITCHENS DESIGN & INSTALLATION By signingthe this declaration I acknowledge that I fully understand the n I acknowledge that I fully understand BATHROOMS & SHOWERS FITTED terms and conditions as stated above, and that the same artwork will tated above, and that the same artwork will

ATION

be used in the relevant edition 07989 306 649 STULYCETT@HOTMAIL.CO.UK

dition

16

Name: Signature: Date:

www.b

CURRICULUM

book review

Captivate them with cliff-hangers ENGLISH TEACHER JON LOVE steps back into the literacy archives to review Cirque du Freak

Like many book loving teachers out there, I am always on the lookout for the next awesome children’s book that has hit the shelves. Discovering and sharing a new book with like-minded folk is, and always has been, such a brilliant thing to do.

The way that we interpret texts in subtly different ways is always super fascinating to me (being a small part of the Twitter hashtag #SummerEngines about the Mortal Engine books this summer is a prime example) and often leads to a deeper insight.

In many ways it does feel like that at the moment we are living in and enjoying something of a golden age of children’s books with so many great titles coming out. Just Google the top children’s books for this year and see the quality on offer. You’ll soon see what I mean.

But, despite all this, I have had the nagging feeling for quite some time now that in the rush to – and quite rightly so – embrace new books and new talent we are in danger of forgetting the immense wealth of titles that have come before. We are in danger of overlooking some texts that are just so rich and vital that to do so is almost criminal.

So, my mission is this; to select and celebrate books of yore. Books that may have once been dearly cherished but are now at risk of being pushed aside. So, with that aim in mind I would like to kick-start this paperbound revival with the fiercely remarkable, the unabashedly macabre Cirque du Freak by Darren Shan.

H U G E FA N B O Y

It is no secret that I am a huge fan of this book.

And with good reason. If you are looking for a text that will hook and engage individual reluctant readers or even more rowdy nonliterary classes, then this is the book for you.

Short chapters. Cliff-hangers galore. The underlying – though in reality quite tame – sense of dread that permeates throughout keeps every class I’ve ever used it with captivated.

Just read the prologue aloud to your class (I do this with the lights off and the blinds down)

HWRKMAGAZINE.CO.UK

and I can guarantee you’ll have them in the palm of your hand.

The story – claimed to be a true and celebrating its 18th birthday this year – centres around the main character, Darren Shan, and his group of school friends. The story gets going early doors when one of the friends brings into school an admission ticket stolen from a big brother’s jacket pocket for the Cirque du Freak a banned freak show.

The allure of this seductively dangerous, night-time event is too much of a temptation for the boys who beg, steal and borrow enough money to raise the price of tickets for them all to go.

I am not going to go into any further details about the plot here though apart from that the rest of the tale is structured around the build up to the show, the actual show itself and the revelation of the ‘freaks’ then the fallout after… which had my class gasping

and covering their eyes and mouths in shocked delight. It’s a page turner.

It is a thriller and horror-lite suitable for UKS2. It ramps up the tension and shocks to the point where your greatest problem will be the disappointment in your classroom when you close the book.

I’m not going to un-pick here whether or not its subject matter – vampires, ghouls and death – is suitable for primary children (I think it is and the hugely positive feedback from children and parents backs this up) as I would suggest any teacher wanting to read this with a class would be advised to read it themselves first as to best gauge its appropriateness for their children.

Cirque du Freak is a hard-to-putdown, gothic, helter-skelter of a read that is ideal for those long school afternoons when the tired bodies and minds are beggining to wear.

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 1 7

CURRICULUM

Challenge Time A WA Y S T H I N K I N G GEMMA PAPWORTH urges you to encourage your class to challenge and justify their thoughts

Challenge? What does it really mean? More importantly, what does it look like? The concept of challenge is often translated as participation in a competitive situation or a fight to prove yourself. While this may be important for ninja warriors, in education, I prefer to think of challenge as a way to work out how to prove or justify something.

There is definitely a place for competition in education, this is not to be ignored, but it is more important for our students to be able to justify ideas that are their own and contemplate and appreciate the ideas of others.

Within the next 18 months it’s believed that critical thinking will be one of the top three skills that employers will be looking for in employees, a skill that is not bound to one subject, it is an all-encompassing skill that we need to make sure our students have mastered. And this is where challenge comes in.

DIFFERENTIATION VS. CHALLENGE

Often in lessons, challenge is interpreted as ‘differentiation’. While the two can be synonymous – for some students it is a challenge to get into school or to understand the piece of text you are asking them to analyse – this is not necessarily the sort of challenge that is going to develop their critical thinking.

Showing challenge in lessons is not about getting a student to access a text or giving out extra work because a student has completed the main activity, it is about getting students to think ‘outside of the box’ or consider a different way of thinking.

Every child has the capacity and ability to think – they may think in different ways, but they are all able to think. This is important, especially for those students who can feel demotivated because they struggle to read or write – thinking can give them a boost and motivate them. As teachers, we need to tap into this ability to think, get

1 8 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

them thinking about concepts and ideas they may have never considered, connect them to the wider world.

‘MY BRAIN IS LIKE A BALLOON’

In my role as MAT lead for RS, I get the privilege of visiting other RS departments and getting to observe some of the good work they are doing. In a recent visit I observed a lesson on the First Cause Argument being taught to Year 8 students.

The students were given Thomas Aquinas’ words and were asked to think about how they have been used to prove the existence of God.

In discussions, students were heard questioning the world around them, one student asking what if we lived in a dolls house with people moving us around, another student said they could not leave this world without finding out what was real. The teacher offered them an alternative argument, looking at the Big Bang.

At the end of the lesson, one student gave the analogy of her brain being like a balloon that has been popped because she didn’t have room to think about all that had been discussed in the lesson. This was a class who left feeling challenged, they had not had extension activities, they had not written pages of writing, they had been given the opportunity to think critically.

@hwrk_magazine

religious studies

GET THEM THINKING

An activity I use with my classes is giving them a visual stimulus at the start of a lesson – a truck in an unusual position, a car with no windows, an animal they have never seen – something that gets them intrigued. Through analysis and discussion students develop their own ideas about the image, justifying and linking them to themes and teachings in the lesson.

I recently introduced a Year 8 class to Zoroastrianism and as a starter I asked them the question, “Are people born evil or do they become evil?” The majority of them were able to justify why and how people became evil and avoided talking about any other possibility. However, one student suggested that maybe we are all born evil

HWRKMAGAZINE.CO.UK

and learn to be good through experiences.

After a pause, the room lit up with wide eyes and hands going up suggesting ideas about why this may be a better alternative.

This led into the teachings within Zoroastrianism where they believe there is a cosmic dualism, a battle between good and evil forces constantly going on around us.

This progressed onto a discussion of the idea that if all humans chose to be good,

the evil force would be defeated, and we would live in paradise – is this possible?

By the end of the lesson, students had a good understanding of key Zoroastrian beliefs with an opportunity to place these beliefs within their own thinking. It did not involve any photocopying of various resources or any worries from students who struggle with literacy, all students were able to think and express their ideas.

‘One student suggested that maybe we are all born evil and learn to be good’

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 1 9

CURRICULUM

awards

Award-winning bloggers BEST OF BRITISH NEXUS EDUCATION crowns 8 of the UK’s brightest and best

Eight of the UK’s most engaging education bloggers were honoured recently when Nexus Education hosted their inaugural Blog Awards at Stoke-On-Tern Primary School in Market Drayton. Among the winners were HWRK contributors Niomi Clyde-Roberts and Suzanne Murray.

The Flint-based education blogging and events company welcomed over 60 teachers from across the UK to the ‘Nexus Education Blogs Awards 2019’, to recognise the contribution of educational bloggers sharing resources, CPD and ideas.

Bloggers in attendance included ITV This Morning’s Sue Atkins, Channel 4’s Gogglebox star Baasit Siddiqui and TES National New Teacher of the Year Caroline Keep, but the venue was packed with grassroots teachers and educationalists from across the country.

Damien Challenger, managing director of Nexus Education, said: ‘’This free to attend event was our thank you for helping to build Nexus Education into one of the most engaged teaching platforms, enabling our community of over 11,000 teachers in the UK share ideas, resources and free professional development tools via the form of blogging.

“At the Awards we provided fantastic guest speakers, well-earned individual awards and complimentary food and drink.

2 0 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

We really want to continue to stand out as a company that gives back to our community and could think of no better way than the Nexus Education Blog Awards.”

THE WINNERS ARE

Omar Akbar Judges Choice Caroline Keep EdTech / STEM Hannah Underwood Social Media Engagement Sarah McCabe NQT / CPD Jayne Carter Literacy / Numeracy Niomi Clyde-Roberts Teacher Health & Wellbeing Impero EdAware Commercial Partner Suzanne Murray Video

FREE RESOURCES

Nexus Education is an online blogging platform and offline events platform enabling over 11,000 teachers across the UK to share ideas, resources and CPD via the medium of blogging.

In just 8 months Nexus Education has saved over 500 UK schools 10s of thousands of pounds via their free NeXworking sessions for school leaders and donated over 20% of their revenue directly back to schools in the UK, enabling them to invest in products and services to improve their offering to pupils.

For more information on how to share your content or receive sessions visit: nexus-education.com

@hwrk_magazine

Invoice Number: 15473 Contact: Cynthia Appiah Date of Proof: 01.03.19 Publication: HWRK Magazine - Spring 2019 FAILURE TO APPROVE YOUR ARTWORK BY 14TH MARCH 2019 WILL RESULT IN THE ARTWORK BEING DISPLAYED AS SHOWN. Invoice Number: 15238 Contact: Samuel Green Date of Proof: 26.02.19 We are a London-based landscape gardening company who offer local and Publication: HWRK Magazine - Spring 2019

• PATIOS • GARDENING • FENCING • DRIVEWAYS • BRICKLAYING

nationwide services, which include a variety of detailed work, including domestic and commercial gardening, driveways, fencing, turfing and bricklaying, amongst FAILURE TO APPROVE YOUR ARTWORK other expertise. We can design and complete a residential, private or commercial BY 12TH 2019 WILLcustomer RESULT IN THEIf contract and work solidly till we MARCH finish the job and achieve satisfaction.

ARTWORK BEING DISPLAYED AS SHOWN. you are searching for a competitively priced company who can renovate, re-design, or bring your garden or driveway to life then please contact us today for a free quote or to discuss your requirements, whether that be enquiries about your garden, patio, driveway or you simply need garden maintenance or garden clearance. There is no job we won’t attempt – we like to undertake a new challenge and with our team of experienced and hard-working staff, we will provide a professional landscaping service, which comes with a guarantee.

Telephone: 07575 671676 Email: info@brikalandscapes.com 38 Frankland Road, Chingford, London - E4 8JT

• Block Paving • Artificial Grass • Decking • Fencing Services • Flowers • Garden Designer • Garden Maintenance • Garden Walls • Patios • Limestone • Paving & Driveways • Soft Landscaping

WWW.BRIKALANDSCAPES.COM

The only cleaning service that you’ll ever need • • • • CICS Meggaclean is a anti-bullying complete commercialcharity HWRK is a proud corporate partner of the and industrial cleaning service providing all your • cleaning needs from start to finish.

CUSTOMER DECLARATION 07432 705 828 We specialise in creating fresh and professionalthe• By signing this declaration I acknowledge that I fully understand working environments which enable our clients cynthia@meggaclean.com terms and conditions as stated above, and that the sameandartwork will• to concentrate on their business their people. be usedwww.meggaclean.com in the relevant edition •

After Build Clean Office Contract Clean Commercial/Industrial Clean Year Round www.bulliesout.com Spring Clean Post Tenancy Clean Deep Kitchen Clean PAT Testing Janitorial Supplies

We focus on employing the most dedicated and efficient people, providing top quality training in all areas of cleaning and hygiene and offeringHalf our clients a flexible, bespokex 128mm Page - 178mm service.

Name: Signature: Date:

LANDSCAPE AND GARDEN DESIGN IN PINNER • Hard landscaping: • Patios • Driveways • Fencing • Ponds • Decks • Pergolas • Sheds • Summer house's • Barbecues • Water features • Brickwork • Raised beds • Turfing • Exterior lighting • Bespoke exterior structures • Garden Maintenance • Mowing • Hedge trimming • Tree pruning • Soil cultivation • Leaf blowing • Patio Quarter Landscape Pagewashing - 178mm• Weeding x 59mm • Ground work

CONTACT US FOR A FREE QUOTE TODAY!

HWRK is a proud corporate partner of the anti-bullying charity

www.bulliesout.com

Tel: 07825 065 440 - Email: samuelandnunogardens@gmail.com - Based in Pinny CUSTOMER DECLARATION By signing this declaration I acknowledge that I fully understand the terms and conditions as stated above, and that the same artwork will be used in the relevant edition

21

educational magazine

HWR

Publication: HWRK Magazine - Spring 2018

that the same artwork will be used in the relevant edition

ARTWORK DEADLINE: 14th MARCH 2018

Name:

Signature:

M F S MILLENIUM FLOORING SERVICES • DOMESTIC FLOORING • COMMERCIAL FLOORING • FLOOR FITTING SERVICES

Full Page - 178mm x 266mm

• VINYL FLOORING • SAFETY FLOORING • FLOOR TILING • CARPET FITTERS • RUBBER FLOORING • CONCRETE FLOORS • CARPET TILES • ENTRANCE MATTINGS • INDUSTRIAL FLOORING • FLOOR SCREEDING • ARTIFICIAL GRASS

CALL: 07870 430 564 email: jcrompton1972@gmail.com w w w. m i l l e n i u m fl o o r i n g s e r v i c e s . c o . u k COVERING BRADFORD & SURROUNDING AREAS 22

BIG Interview

Aidan Severs

From stumbling into teaching to running one of the UK’s most popular edu blogs, That Boy Can Teach author shares some of his best advice and tips – and leaves the rollerblades at home INTERVIEW: JAKE FORECAST

HWRKMAGAZINE.CO.UK

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 2 3

have always been interested in finding other teachers’ stories to only build my knowledge as better teacher, but to also be inspired by their journeys. After all, teaching is such a rewarding career, but sometimes can be a stressful time for some, especially NQTs. In my first big interview for HWRK magazine, Aidan Severs – author of the brilliant blog @thatboycanteach – shares his experiences from trainee to teacher and how to explore a wider curriculum whilst offering tips to support the worklife balance.

Why teaching and where did your passion come from?

I don’t have a very inspiring story about my route into teaching.

I wasn’t even sure if I wanted to go to Uni, but I went to a grammar school for sixth form and it was the done thing.

So, who or what inspired you go to get into teaching?

Family and friends suggested to me that I should do a teaching degree because I was good with children (I am the eldest of five). The head boy at school wrote my UCAS statement, I applied a few places and got interviews for them all – somehow, I managed to get onto a four-year degree, Art with QTS – and thankfully, once there I enjoyed it and found that I wasn’t too bad at this teaching malarkey!

Was it your passion right away, or when you finally graduated? to get into teaching?

I guess that one was a slow burner. I’m a pretty committed and loyal person, I would never miss a lecture or seminar, so I tend to throw my energies into whatever I’m

24 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

attempting to do (despite being naturally quite lazy). With teaching, my passion has developed making it not just a job, but also one of my interests.

I completely agree with you. I feel that people don’t understand how rewarding this profession is, especially taking huge responsibilities within a school. Where did your passion really set off ?

I’d say my passion was properly ignited when I took on an assistant headship at a school in special measures and then it really was, go big or go home!

How did you come up with the idea for That Boy Can Teach and what encouraged you to launch an education blog?

The name, which I now have a bit of a love/hate relationship with, came from a comment that was made by a local headteacher after he’d seen me teach. He didn’t make the comment to me, but it was passed on.

“I found that I wasn’t too bad at that teaching malarkey!” @hwrk_magazine

BIG Interview Rollerblading rapper!

You have atypical background in skateboarding and rap music. Have you ever managed successfully (or unsuccessfully) to bring this passion into the classroom?

Rollerblading, actually – skateboarding’s deeply uncool cousin. I used to show children videos of me every now and then, which they loved, but I’ve never done a rollerblading club or anything. Imagine the risk assessment on that one! Would love to do it, though.

Do you still enjoy rollerblading now?

I’ve only been back into it for the last year and a half and I’d say, even though it doesn’t feature, obviously, in my work, it’s quite important. it is a time when I truly switch off from work and it really does wonders for my mental health. Also, it has taught me lessons in resilience, about getting up again after a fall and not seeing it is a failure, more a step closer to achieving my goal. This has been a helpful metaphor for my leadership of others too.

“As for the rap… it creeps in every now and again.

It’s useful for surprising children who think they’re saying something I don’t understand when they speak slang!

It’s great and quite amusing that teachers understand their generation. How has this been implemented into your school?

I’ve brought in people for beatboxing workshops, and had my decks in for some DJ lessons. I had some Year 3 children writing and recording raps in the past – you have to be careful with getting kids to rap though, as they’ll often just use rhymes for rhymes’ sake which doesn’t often show their understanding of whatever they’re rapping about.

I think my interests are perhaps less acceptable than others – it must be easier to be a teacher who is into football!

HWRKMAGAZINE.CO.UK

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 2 5

How did that positive soundbite encourage you to share your thoughts with other teachers on a similar journey?

Around that time my wife encouraged me to start a blog in order to respond to, or to provide the antidote to, a lot of negative stories about teaching that were circulating on the internet at the time. The name of my blog used to be Why I’ve Stayed In Teaching, but I felt it was a bit off-putting for those who might be struggling with the job.

Did committing to That Boy Can Teach help support you in your career?

I discovered that writing was a way that I really could get to grips with the things I was thinking about at work, so I carried on doing it. it’s quite a therapeutic thing for me, although I do appreciate that people also want to read what I write!

How would you encourage children to become ‘Active Readers’?

2 6 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

There are so many possible answers to this question. I think my most deeply-help belief around this is that children need teachers who are active readers too. Teresa Cremin’s research about this backs that up.

If a teacher is knowledgeable about children’s books then the children will benefit.

Teachers will be able to recommend books better, will be able to talk to children about them in more depth and, ultimately, will be a good role model showing that reading really does matter.

This is why I read children’s books more than any other books. Although I do try to read other books too, fiction and non-fiction.

regardless of approach: the wider curriculum is worth prioritising. Even if you don’t structure or resource it in the same way that we do, it is really important that children get more than a diet of maths and English.

How does this support the children?

You have recently posted on your blog about exploring the logistics of having a model in for teaching in the wider curriculum and how it is delivered. How would this guide and support teachers who are operating in a different approach?

The other subjects are great opportunities for children to discover what they love doing, what they are good at doing and they open up a whole world of exciting and interesting learning.

I think the other generally applicable message is that you have to work hard at making everything fit in, but that it is really worth it. One of my mottos is, ‘Where there’s a will, there’s a way’!

This is something I indefinitely believe in and something that student teachers should believe in too, when they feel like it is impossible.

The core message of the approach that my current school takes with the wider curriculum is a message that is applicable to all,

There is a shortage in males in early years and primary education. How do you think we can resolve this?

@hwrk_magazine

BIG Interview Social media in class How important is the role of social media in modern teaching methods, or should it be used strictly as an external resource or soundboard?

Despite being fairly active on social media myself I am actually a bit of sceptic about technology in the classroom. This definitely stems from the frustration of it rarely ever working.

My school use Twitter to share work and school events, which I think can be useful. And I’ve seen some teachers use it really well to contact authors of the books their class are reading. I’ve done a bit of blogging with children in the past too which is a nice way to share work.

I find Twitter useful to exchange ideas and discuss relevant topics relating in education. How do you see Twitter in terms of an education tool?

I suspect, although am not an expert, that it’s perhaps to do with traditional ideas of male roles and characteristics. These ideas may have some biological foundation, I’m not sure. For example, women are more often seen as the caring, gentle ones – characteristics that are quite useful when you’re a primary school teacher.

In order for more men to enter primary teaching we probably need to see a shift in society’s stereotypes.

I don’t think an ad campaign would really do the trick as the unspoken idea that men don’t really belong in primary schools seems pretty deeply entrenched.

Having said that, I know loads of amazing men working in primary schools so at least there are some who don’t care about gender stereotypes.

You often write about worklife balance. Can you offer some tips to ensure teachers stay on top of their mental wellbeing?

Well, I could probably write a book on this, but others already have so thankfully I don’t need to. I think, however, my number on piece of wellbeing advice is to believe that it is possible to have a work-life balance. I see a lot of teachers who have accepted an untruth that teachers work all hours and that’s just how it us.

Unfortunately, we teachers are all such a conscientious bunch that when we so-and-so in the classroom next door staying until ridiculous o’clock it makes us feel like we should too – that’s

HWRKMAGAZINE.CO.UK

very catching and it’s a vicious circle then. There can even be a perverse kind of one-upmanship, we don’t need that.

We need teachers trying to do things effectively and efficiently so they can have a life which energises them for their time in the classroom.

Plus, teachers with lives are generally the ones who bring a whole lot more character to the classroom. It’s good for everyone.

Twitter has real benefits for teachers – you can ask for ideas, advice, get involved in local and national events, and just find other like-minded colleagues to share your ideas with.

It definitely can be a great sounding board and I’d totally recommend using it.

You just have to be careful not to compare yourself too much to those teachers who produce amazing displays and whose writers are able to write at degree level – context is everything and social media can be deceptive.

What advice would you give student teachers who are now entering into teaching?

Definitely the previous advice about believing a work-life balance is possible, but I’d temper it with a kind warning that it takes some working at and that training and the NQT can be tough. I’d tell them to see the end goal as being an efficient teacher, rather than the more short-term goal of finishing training or completing the NQT year.

It can be especially hard for NQTs to notice or realise the natural ‘flow’. When do you think it will come to them?

It takes a while for that ‘flow’ to come. The flow where you can plan quickly and teach without overly complicated planning or laboriously-produced resources, but it should be what you work towards.

When you’ve got that then it becomes even more enjoyable.

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 2 7

2 8 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

@hwrk_magazine

BIG Read

A POSITIVE APPROACH TO ADHD Tips on how teachers can harness this untamed energy and turn the outrage into output WORDS: JULES DAULBY

HWRKMAGAZINE.CO.UK

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 2 9

DHD comes under a lot of stick from the media because it is what we call a hidden difficulty. Many critics are concerned about children being over-medicated and even Amanda Spielman, Head of OFSTED, contributed her opinions last year saying that “ADHD was often used as an excuse by parents for poor behaviour.” But if we assume a child does have ADHD and the label is correct, what is it? And how can you, as a classroom teacher, support learning in school and prevent a cycle of failure where the pupil with ADHD feels picked on?

WHAT IS IT? ADHD comprises a group of persistent traits, such as difficulty sustaining attention, hyperactivity and impulsive behaviour. It describes three subtypes: • Inattentive type • Hyperactive-impulsive type • Combined type In the UK, approximately 5% of school-age children have ADHD and the male to female ratio is 4:1. My very unscientific description is that a child with ADHD can appear as having untamed energy. Behaving on instinct alone means trouble one moment and passion the next.

IN ACTION A little girl in Year 1 is playing games in the playground with her friends. They are shouting ‘wee’ and ‘poo’ and are very excitable. The bell goes and they are all expected to come back into the class quietly. Her peers have self-checked, transitioned quickly to ‘class mode’ and then calmly walked to the carpet and sat down. The little girl with ADHD is still in ‘play mode’, her adrenaline is pumping and she comes in shouting ‘wee’ and ‘poo’.

The teacher sends her to the back of the class and asks her to work with the TA, but the pupil – suddenly alert to her new surroundings and the consequences – is very upset and refuses to move. The behaviour escalates until she is screaming and being pulled out of the

3 0 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

class where she will remain for the rest of the morning. This was happening regularly.

Advice to the teacher having observed this incident was to make a physical difference between play time and class time. Not only were the class to line-up outside to enter, for this child there would be a hand prompt and verbal

“Some pupils with ADHD can often get in trouble for defending others they perceive to be incorrectly punished” marker to help with transition. “Time for quiet learning now,” with a smile and

pat on the shoulder.

Children with ADHD can have behaviours that are very changeable. In comparison to a condition such as autism, this unpredictability can also cause teachers to think a pupil is choosing to behave badly. Comments such as, “I know he can do this as he did it yesterday” or “she can concentrate, last week she was silent and focused for an hour” make it very hard not to blame the child for behaving in certain ways observed previously. Taking each chunk of time separately is a useful strategy.

PERCEIVED INJUSTICE A child with ADHD can also self-sabotage when a perceived injustice has occurred.

This likely comes from self-regulation and struggling to manage emotions. I’ve wit-

ADHD: 12 FAMILIAR TRAITS • Impulsivity • Emotional regulation • Struggles with working memory • Executive Function – planning, sequencing, organisation can become quickly overwhelmed • Hyperactivity

• Sensory processing difficulties • Strengths • Failure cycle • Build-up of negative behaviours and no resolution • Changes in circumstances • Lack of trust • Feels a sense of injustice

@hwrk_magazine

BIG Read 8 TIPS FOR TEACHERS

1

2 nessed ‘it’s not fair’ behaviour regularly, but I’ve also observed how some pupils with ADHD can often get in trouble for defending others they perceive to be incorrectly punished or in trouble.

One student stole a bottle of water in the canteen for her friend who had no money. She had paid for her own. This action showed compassion and care for her peer but, of course, was unacceptable. The combination of these raw emotions and impulsivity seemed to trigger a lack of self-regulation to do the right thing at a particular moment.

Thinking through consequences doesn’t always happen in time if instinct takes over. Other behaviours may include wanting to yes so as not to disappoint a peer or a teacher. Some positives if this loyalty is channelled, however, can mean they are fiercely protective of others that they feel a responsibility towards and enjoy being the helper or having a job in school.

This same student who stole the water made sure I was safe during a day coasteering, when I panicked in a cave.

She would not leave my side and for the rest of the day, kept checking in to see if I was OK, feeling no competition to be at the front where she would normally have been.

HWRKMAGAZINE.CO.UK

EXECUTIVE FUNCTION Extecutive Function (EF), a set of cognitive processes necessary for cognitive control of behaviours. Thought to be linked to classroom readiness, it’s a concept which came from an information processing approach to psychology. The role of EF difficulties in ADHD is long established, with the key issue being inhibitory control, hence the relatively common behaviour traits seen in students with ADHD. ADHD and EF plus poor working memory can mean difficulties with organisation, planning and sequencing. Feeling overwhelmed can happen quickly if the work has too many strands and once this happens, it is hard for the student to listen or act. Anxiety, masked often as frustration and anger, may have taken over.

A child with ADHD will also be having to try and stop reactions such as, jumping in rather than turn-taking, shouting out, asking questions and talking to peers. Such tasks are demanding for all children with a developing executive system but doubly so for a pupil with ADHD. Experiencing such challenges without a school understanding the root cause of their behaviours, a child can become embroiled in a cycle of failure which is hard to come out of alone.

3 4 5 6 7 8

Lists. People who require lists the most are often most resistant to them – this links to finding sequencing difficulty. Scaffolding their classroom readiness with lists can prevent a feeling of being overwhelmed.

Task boards. An advanced list really which will allow them to chunk an activity.

They can tick off or wipe out as they go.

Build-in regular and small succes ses.

Solution focused – early intervention.

Each lesson should be a fresh start (or part of lesson).

Build trust.

Create a community where there is a sense of belonging.

Explain actions – “It’s not you, it’s your behaviour because…”

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 3 1

There’s no better time for verse and rhyme Poetry resonates with children of all ages, and finding what works for your class is no longer an option - it’s an obligation

WORDS: JENNY HOLDER

3 2 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

@hwrk_magazine

BIG List

s part of the 2018 celebrations for National Poetry Day, the National Literacy Trust were commissioned to carry out a survey exploring children and young people’s views on reading and writing poetry. The resulting report, A Thing That Makes Me Happy, gives a summary of how young people are engaging with poetry, both in terms of writing their own and reading the work of others.

They reported that nearly half of pupils (46.1%) are engaging with poetry in some way in their spare time, either reading it, watching it being performed on the internet or creating it.

They also found children who are eligible for free school meals are more likely to be interested

HWRKMAGAZINE.CO.UK

in poetry than their more economically advantaged peers and are more likely to enter poetry slams or competitions.

So, what is it about poetry that calls out to pupils? Part of it may be the way that our increasingly digital world has made it easier to share your writing. Poetry is generally a much shorter form than prose and, therefore, more easily shared through social media.

Also, when the other 53.9% were asked why they weren’t interested in poetry the majority said they either believed it to be boring, too hard or just that they didn’t ‘get it’ and suggested they may be more interested if it covered subjects such as sport and video games. But this poetry does exist.

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 3 3

EYFS A Great Big Cuddle, Michael Rosen, illustrated by Chris Riddell

Wriggle and Roar, Julia Donaldson, illustrated by Nick Sharratt

A Great Big Cuddle is a wonderful combination of the author’s playful manipulation of sound and rhyme and the artist’s stunning representations of the childhood experience.

Filled with silly rhymes and repeated phrases to make children giggle and encourage them to experiment with language.

This is a poetry book you can’t just listen to, you need to join in with the actions! These poems, and the accompanying energetic illustrations, will have little ones slithering like a snake, growing from a seed into a nut tree, and snapping like a crocodile.

Come All You Little Persons, John Agard, illustrated by Jessica Courtney Tickle This poem introduces the reader to a magical world of snake-persons, tree-persons and fish-persons who gather together to celebrate the wonder of nature and life. John Agard’s evocative words are captured beautifully by the stunning illustrations.

KS1 Macavity, the Mystery Cat (Old Possum’s Cats) Thinker: My Puppy Poet and Me, Eloise Greenfield, illustrated by Ehsan Abdollahi TS Eliot, illustrated by Arthur Robbins The Old Possum’s Cats series of picture books are a wonderful way to introduce young readers to TS Eliot’s classic collection of (mainly) narrative poems. Robbins’ anarchic and funny illustrations are perfect for the story of Macavity, a master criminal cat.

3 4 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

Thinker’s owner, Jace, worries what will happen if other people found out his dog can not only talk but likes to speak in verse. This collection follows Thinker and Jace from their first meeting to trips to the park and the eventual visit to school for Pet’s Day. Will everyone hear Thinker’s poetry?

A First Poetry Book Pie Corbett and Gaby Morgan This poetry collection is a must-have for KS1 teachers. It’s arranged by topic and includes sections on subjects as wide-ranging as pets, transport, food, people who help us and mythical creatures. A fantastic book that you can dip in to in order to embed poetry throughout the school year.

@hwrk_magazine

BIG List

LKS2 I Bet I Can Make You Laugh Joshua Seigal and Friends

Falling Out of the Sky, Edited by Rachel Piercey and Emma Wright

Apes to Zebras, Liz Brownlee, Sue Hardy-Dawson, Roger Stevens

A collection of silly, funny and wonderful poems that children will want to read over and over again. Joshua Seigal has chosen a wide range of funny poems from a diverse range of poets, making this a must for every classroom collection.

This anthology of myths, legends and fairytale-themed poetry is wonderful for reading aloud. It includes different perspectives on familiar stories, such as Medusa’s take on what it’s like to have snakes for hair, and allows for great discussions on how the stories have been adapted.

Shape poems are a wonderful and fun way to introduce children to poetic form. This collection of animal-based poems are fantastic to share with the whole class or for children to dip into.

UKS2 Overheard in a Tower Block Joseph Coelho, illustrated by Kate Milner Although these poems can be read in isolation, together they create a powerful coming-of-age narrative. Follow a young man from his childhood, dealing with issues such as family arguments and being bullied to having a young daughter of his own and building a relationship with her.

HWRKMAGAZINE.CO.UK

Life Doesn’t Frighten Me, Maya Angelou, illustrated by Jean-Michel

Love That Dog Sharon Creech

The strong and powerful words are perfectly paired with the daring and striking artwork.

This book would work equally well as part of PSHE lessons, for comprehension-based sessions or for independent reading time.

Absolutely stunning!

This is a wonderful verse novel that takes the form of a young boy’s poetry journal. A fantastic representation of how a child goes from being a reluctant poet to writing his own poetry in order to help him cope with difficult emotions and events.

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 3 5

BIG List

KS3 One Sarah Crossan

England – Poems from a School Edited by Kate Clanchy

Forget Me Not Ellie Terry

One is a wonderfully moving verse novel that follows the journey of conjoined twins, Grace and Tippi, as they attend school for the first time and are forced to make an incredibly difficult decision.

Teacher and poet Kate Clanchy brings together the work of pupils at Oxford Spires school, who between them speak over 30 languages. An incredibly moving and honest book that covers subjects such as migration, family, identity and loneliness. This is beautiful and brave writing from a talented group of young poets.

This beautiful and heart-rending verse novel is perfect to both tackle misconceptions around Tourette’s Syndrome but also to introduce narrative loving readers to poetry.

Join Calliope June in starting at a new school… again!

KS4 The Poet X Elizabeth Acevedo

She Is Fierce Curated by Ana Sampson

For Every One Jason Reynolds

The Poet X is an energetic and powerful verse novel that tells the story of Xiomara’s coming-of-age and how she finds slam poetry to be a channel for the anger, confusion and emotions that she is feeling.

Women are underrepresented in poetry anthologies so this collection by female poets is vital for school libraries. Ranging from Sappho to Emily Bronte, from Margaret Atwood to Remi Graves, it features a diverse range of voices.

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

3 6 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

@hwrk_magazine

ALL BUGS

CLEARED LTD

• General Pest Management • Bed Bug Control • Rodent Control • Termite Control • Fumigation • Free Quotes

Invoice Number: 15263 Contact: Sarah Jayne Newbury Date of Proof: 6.02.19 Publication: HWRK Magazine - Spring 2019 FAILURE TO APPROVE YOUR ARTWORK BY 20th FEB 2019 WILL RESULT IN THE Invoice Number: 15200 ARTWORK BEING DISPLAYED AS SHOWN. Contact: Darren Loveridge Date of Proof: 30.01.19 Publication: HWRK Magazine - Spring 2019

FAILURE TO APPROVE YOUR ARTWORK Covering Sutton and Surrounding Areas BY 12TH FEB 2019 WILL RESULT IN THE ARTWORK BEING DISPLAYED AS SHOWN. Email: ptraynor40@googlemail.com

07853957931

Experienced Project Management Consultancy and beyond.

Half Page - 178mm x 128mmTeddington - supporting HWRK is a proud corporate partner of the anti-bullying charity

www.bulliesout.com

CUSTOMER DECLARATION

By signing this declaration I acknowledge that I fully understand the terms and conditions as stated above, and that the same artwork will usrelevant today on: 07853 239 567 be used Call in the edition

Email: theladderpm@outlook.com

Name: Signature: Date:

Tweet us @ladderpm

We are a family run business specialising Roofing company that has built up an enviable reputation. Our goal is to meet and exceed the expectations of every customer. We take on all types of jobs from small domestic work to larger commercial projects, all carried out to the highest standards, and at very competitive prices.

We are qualified and fully insured with vast knowledge and experience to complete any job.

Get in touch for a free quote

Only quality materials are supplied and used and all our work is guaranteed.

Tel: 07501 873 937 Email: danddroofingsolutionsltd@gmail.com

www.danddroofingsolutionsltd.uk 37

Quarter Landscape Page - 178mm x 59mm

Reliable cleaning company in Kent

www.nitfacilityservices.co.uk Invoice Number: 14926 Contact: Nick Sargent Date of Proof: 19.12.18 Publication: HWRK Magazine - Spring 2019 FAILURE TO APPROVE YOUR ARTWORK BY 2ND JAN 2018 WILL RESULT IN THE ARTWORK BEING DISPLAYED AS SHOWN.

Invoice Number: 15316 Contact: MR LEE HILLIER Date of Proof: 12/02/19 Publication: HWRK Magazine - Spring

• End-of-tenancy cleaning • Carpets and upholstery cleaning • Commercial and Office cleaning • Commercial Kitchen Cleaning FAILURE TO APPROVE YOUR ARTWOR BY 26TH FEB 2019 WILL RESULT IN TH • Complete facility maintenance • Catch-up cleaning • Sparkle cleaning DISPLAYED AS SHOWN. • Oven cleaning • Builders cleaning • Hospitality cleaning

Call: 0800 092 6016 - Email: info@nitfacilityservices.co.uk

INNOVATION CENTRE MEDWAY, MAIDSTONE ROAD, CHATHAM, KENT, ME5 9FD

Lee Hillier

SPECIALISTS IN CERAMIC, Half Page - 178mm x 128mm PLASTERING PORCELAIN & NATURAL Operating in and around Cranbrook we offer a www.bulliesout.com HWRK is a proudSTONE corporate partner of the anti-bullying charity TILING. competitively priced service whilst always maintaining the CUSTOMER DECLARATION NJS Tiling is a professional tiling

By signing this declaration acknowledge that quality.

I fully understand the serviceI of the highest terms and conditions as stated above, and that the same artwork will Fully experienced in all aspects of be used in the relevant edition

internal & external tiling procedures, from preparation & fixing to cleaning Name: & restoration.

Signature: We specialise in all types of tiling, Date: different materials ranging from ceramics, metal, glass, porcelain & natural stone - slate, limestone, travertine, granite & marble.

Call us today for a free quote

07970 926 685

Email: njstiling@hotmail.com Covering Tonbridge and surrounding areas 38

highest standards of workmanship. Our friendly, approachable, reliable and trustworthy team will always go the extra mile to ensure total customer satisfaction and meet our client’s high expectations.

From a small patch repair to new build project, our philosophy is the same throughout and pride in our work is paramount.

• All aspects of Plastering & Skimming • Boarding • Renovations • Patching • Ceiling Repairs

CALL US ON

07885 349188

AR TS Croydon does the gallery

The best artroom apps

Dancing for charity

HWRKMAGAZINE.CO.UK

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 3 9

THE GALLERY

IMAGINE THIS! Art makes us think more deeply, it allows us to take risks, explore and be creative heck out this gallery of GCSE artwork from students in London. The current Year 10 and 11 students at St Marys Catholic High School in Croydon have built up creative confidence through exploring a wide range of materials, techniques and processes from

4 0 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

drawing and painting to printmaking.

They have been allowed to develop their ideas and skills through projects about identity ‘Me, Myself & I’ and still life ‘The Cup & Saucer Project’.

“Students have worked from observation and their

imagination,” says Kelly Goodwin, Head of Art. “They looked at a range of artists, both historical and contemporary enabling them to create imaginative and detailed pieces of work. Each response produced has allowed the students to grow as artists.”

@hwrk_magazine

ARTS

HWRKMAGAZINE.CO.UK

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 4 1

art class GR8 APPS FOR THE ART ROOM “I’ve been teaching with iPads for a number of years now and I thought I’d share what apps I’ve been using and found success with” words: sarah crowther

Essential Skeleton This app is a favourite of mine even though it’s not even an art app – it’s designed for medical students – but look at the images you can get! What’s so cool about it is, not only can you zoom in but you can rotate the skeleton in every direction getting some really interesting viewpoints. Just screenshot the images you want.

Here’s a wonderful series of charcoal and ink drawings, inspired by Essential Skeleton images, created by students aged 14/15.

For more great tips to take into your classroom visit: theartyteacher.com

4 2 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

@hwrk_magazine

ARTS Adobe Draw This is the app I use most frequently, with students aged 11 – 18. I’m sure younger students could use it too. The eye drawing and the line drawing portrait below are both created with Adobe Draw. As well as being a free app, the advantages are: * It has layers so you can draw on top of a photo and then delete the photo. * You can create line and colour drawings. * It has a colour picker which perfectly matches colour * You can use it to create compositions as it has layers.

You can also use Adobe Draw for pointillism. Your finger or stylus will create dots on the screen. This fish was created by my daughter, aged 13.

Pic Collage For artist research pages this is my go-to app. This has proved to be a real advantage over teaching without iPads as it really speeds up the process of creating research pages.

You can also see what students have created on screen and make suggested improvements before printing. Students can adjust the size of images to improve presentation and add textboxes of information and annotation. The ‘Working with Clay’ collage here was created by a student aged 11. Tips for success: * Tell students that the icons at the top of the page won’t print, so their images and text need to fill this space. * If students are then emailing the pic collage to you or themselves to print, ask them to save their pic collage to their camera roll first which should turn it into a jpeg, which is then easy to print. * Shake the iPad to straighten images.

Handy Art Reference Tool This is an art app and is so useful for students who choose this tricky subject matter. It has many different hand positions, male and female, and you can rotate, zoom in and change the lighting. It has the same for feet and heads with all these features. Brilliant!

Pip Camera

Grid This is a super-useful app that puts a grid on top of any image. Some of my students have appreciated this when drawing directly from the iPad or of course you could make your own resources. I have lots of art grid drawings made for teaching here.

Google Art & Culture ‘Google Arts & Culture’ is a great way to keep developing your subject knowledge. With numerous and regular articles, paintings to zoom in on and virtual tours, it makes keeping up-to-date easy and entertaining.

It also includes the ‘Art Selfie’ which is just a bit of fun; you take a selfie and it searches 1,000’s of paintings and supposedly finds one that looks like you. What do you think?

I’m not feeling very flattered!

HWRKMAGAZINE.CO.UK

There are numerous apps that manipulate photos – flipping them, turning them into negatives, adding filters. Many of them do one of the many tasks that photoshop can do. If you Google what you want in an app you can usually find it. I recently wanted a double-exposure app and found Pip Camera.

‘Pip Camera two image into one’ is a free app which creates a double-exposure effect with two photographs. Older students of mine have used this to create images to paint when they have been exploring distortion and movement as themes.

The advantage it has over apps that put two pre-existing images together is that you can faintly see the first image when you take the second, which allows for greater control over positioning. The disadvantage is there is no control over the transparency of each layer which you could get with Photoshop.

Pop Art Lite Great if you’re delivering a Pop Art or Andy Warhol project, Pop Art Lite is really easy to use. You can upload a photo, perhaps of a celebrity, or take a photo in the app. Such fun.

The photos below are me playing!

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 4 3

ARTS

dance school

RAP, DANCE AND DRAW TO SUCCESS How rapping and dancing can help science class attention he key to unlocking the potential in kids struggling with STEM subjects could be the Arts, according to a new study by Johns Hopkins University.

Incorporating rapping, dancing, drawing into science lessons can help low-achieving students retain more knowledge and possibly help students of all ability levels be more creative in their learning.

These findings were published on February in Trends in Neuroscience and

Education and support broader arts integration in the classroom. “Our study provides more evidence that the arts are absolutely needed in schools,” says Mariale Hardiman, vice dean of academic affairs at the Johns Hopkins University and the study’s first author.

“I hope the findings can assuage concerns that arts-based lessons won’t be as effective in teaching essential skills.”

While research already shows that the arts improve students’ academic outcomes and memory, it remains

Do any of your school faculty have talents to share?

HWRK wants to hear from you!

unclear whether general exposure to the arts, adding arts to lesson plans, effective instruction, or a combination are responsible for these benefits, says Hardiman.

“When we talk about learning, we have to discuss memory. Children forget much of what they learn and teachers often end up reteaching a lot of content from the previous year.

Here we’re asking, how exactly can we teach them correctly to begin with so they can remember more?”

STRICTLY FOR WINNERS! Dust of the sequins and hit the dance floor Two teachers from Holy Cross Catholic High School in Lancashire are fox trotting their way around the hallways after winning Strictly Come Dancing for Bury Hospice.

Head of Technology Miss Moore alongside PE teacher Mr Stokes strutted their stuff to win the Glitterball Trophy, in an event that raised £45,000 for the local hospice.

“We are competitive, we wanted to win,” admits Mrs Moore, “I have loved it and we are even taking an

4 4 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

exam in our specialist dance, the Argentine Tango!”

Mr Stokes is no stranger to competition, having represented Team GB at the London Olympics in the steeplechase. But he confessed he was more worried about the Strictly finale!

“I was nervous. It was nerveracking, it was worse than competing in the Olympics as it’s outside my comfort zone,” he said.

“You know one mistake can mess up everything.”

@hwrk_magazine

educational magazine

HWR

Date of Proof: 27.02.19 Publication: HWRK Magazine - Spring 2019

understand the terms and conditions as stated above, and that the same artwork will be used in the relevant edition

ARTWORK DEADLINE: 13TH MARCH 2019

Name:

Signature:

FANTASTIC FINISH DECORATORS

Full Page - 178mm x 266mm

WE COMPLETE ALL ASPECTS OF INTERNAL AND EXTERNAL PAINTING AND DECORATING WORK, NO MATTER HOW BIG OR SMALL IT MAY BE. WE ARE BASED IN BLACKPOOL BUT ARE HAPPY TO TRAVEL THROUGHOUT THE SURROUNDING AREA.

• Full Range of Services • Competitive Pricing • Interior Painting and Decorating • Exterior Painting and Decorating • Residential and Commercial • Design and Planning Service • FREE Advice & Quotes

We offer a FREE no obligation quote at a time convenient to you.

For any queries please do not hesitate to contact Mark on 07464 967 344 or fantasticfinishdecorators@gmail.com

45

Invoice Number: 13205 Contact: Christopher Sparks Date of Proof: 14.6.18 CAR &- Winter2018 VEHICLE Publication: HWRK Magazine

K&S TRANSPORT

• LOCAL OR LONG DISTANCE • COLLECTIONS & DELIVERIES • FULLY EXPERIENCED & INSURED • CONTRACT DISCOUNTS AVAILABLE • CALL TODAY FOR A FREE QUOTE

DELIVERY SERVICES

FAILURE TO APPROVE YOUR ARTWORK IN YEOVIL BY 27th JUNE 2018 WILL RESULT IN THE ARTWORK BEING DISPLAYED AS SHOWN.

07538 003313 - KSTRANSPORTING@YAHOO.COM - BASED IN YEOVIL

Experienced builders in Somerset When you require quality building solutions from builders in Somerset, look no further than CMS Builders.

• BUILDING • CARPENTRY • ROOFING • KITCHENS & BATHROOMS • EXTENSIONS &Landscape RENOVATIONS • PATIOS FENCING Quarter Page - 178mm 59mm & Invoice xNumber: 14502

Contact: MR SIMON CLEAVE of Proof: 30.10.18www.bulliesout.com HWRK is a proud corporate partner of the anti-bullying Date charity Publication: HWRK Magazine - Winter 2018

CUSTOMER DECLARATION

FAILURE TO APPROVE YOUR ARTWORK By signing this declaration I acknowledge that I fully understand the BY 13th terms and conditions as stated above, and that the same artwork will NOV 2018 WILL RESULT IN THE ARTWORK BEING DISPLAYED AS SHOWN. be used in the relevant edition

Name: The builders at CMS Builders are trusted by local councils across Somerset so you can be assured of getting Signature: Date: a high quality service when you choose us.

You'll benefit from free quotations, guaranteed work and quality workmanship from our experienced teams.

FOR QUALITY BUILDING, CARPENTRY, ROOFING, KITCHENS, BATHROOMS, EXTENSIONS, RENOVATIONS AND FENCING IN, MAKE SURE YOU GET IN TOUCH WITH US. Telephone: 01935 509 479 www.cmsbuilderssomerset.co.uk Mobile: 07803 187 871 Email: office@cmsbuilderssomerset.co.uk

Unit 12A Lufton Heights Commerce Park Boundary Way, Yeovil, Somerset BA22 8UY

DORSET FLOORING FACTORY

Half Page INFO@DORSETFLOORINGFACTORY.CO.UK - 178mm x 128mm

We are an online flooring supplier also offering a profes-

www.bulliesout.com HWRK is a proud corporate partner of the anti-bullying sional fittingcharity service if needed.We stock a huge variety of

CUSTOMER DECLARATION

Kitchen, Bathroom, Living Room and Bedroom flooring so drop in today for a sample!

By signing this declaration I acknowledge that I fully understand the FREE ESTIMATE terms and conditions as stated above, and that the same artwork will be used in the relevant edition

Name: Signature: Date: 46

& CONSULTATION SERVICE

07538 275095 - 01305 564 011

WWW.DORSETFLOORINGFACTORY.CO.UK

48 CHAIR TRAINING

p

50 FOOTBALL FITNESS

p

51 FOCUS FOODS

p

52 YOGA FOR KIDS

p

HEALTH

More than a musical fruit L

ow in fat and rich in complex carbohydrates, minerals, proteins and vitamins, kidney beans are a true superfood and should be a staple of every diet.

Also packed with fibre and an abundance of nutrients, kidney beans are the ideal ally when it comes to fighting a variety of ailments, including: • Lowering cholesterol and reducing heart disease • Controlling blood sugar • Combats diabetes • Treats and prevents cancers • Aids in weight loss For more superfood ideas to work into your lunchbox, see page 51.

HWRKMAGAZINE.CO.UK

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 47

O! -G GO 2 CHERRY & CHOCOLATE SUPER BARS Bake-free, carb-rich breakfast bars designed to turbo charge your morning You’ll need (makes 14 bars) 2 cups old-fashioned oats 1/2 cup quinoa 1/2 cup chia seeds 1/2 cup sliced almonds 1/3 cup honey

1/2 cup dried cherries 1/2 cup chopped dark chocolate 3/4 cup creamy almond butter 2 tbsp coconut oil 1/2 cup prunes, pureed

Instructions

1. Line a large baking sheet with parchment paper.

2. In a large bowl, combine oats, quinoa, chia seeds, almonds, cherries, and chocolate.

3. In a small saucepan on low, heat almond butter, honey, coconut oil and 1/2 teaspoon salt until melted and smooth, stirring occasionally. Stir in prune puree.

4. Pour almond butter mixture over oat mixture and stir to combine.

5. With hands, form into cereal bars using about 1/3 cup mixture for each, place on prepared sheet 6. Refrigerate until set, about one hour. Store in airtight container and keep in fridge for up to three weeks.

4 8 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

BREAK TIME FITNESS

Breakfast

A 15-MINUTE WORKOUT FOR THE CLASSROOM

HEALTH GET A LEG UP This 15-minute chair workout is ideal for any classroom s a teacher and you likely have around 10-15 minutes break both morning and afternoon, and I see opportunity here. Splitting your training regimen into two chunks has a compounding effect. In other words, 10–15 minutes exercise twice a day can reap the same benefits as one 30-minute session at the end of the day. So, no need to go straight the gym after school closes.

For this workout all you are going to need is a chair; not only a place to sit but now a power house of training for your whole body.

A

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

15 REPS X 3 SETS

@hwrk_magazine

1

LEG EXTENSIONS Sit straight up and grab the sides of the chair. Raise one leg out in front of you and extend until your knee is straight. Lower and switch legs.

4

Targets: Thighs & bum

2

3

CHAIR SPLIT SQUATS With the chair at your side, hold onto the top of the backrest and split your legs so one is forward and one is back.

Now try and drop the back knee to the floor as you hold onto the chair for balance.

Targets: Legs, belly and bum

2 CHAIR MOUNTAIN CLIMBERS With the chairs up against the wall and remaining in the push-up position, alternate bringing your knees up to your chest.

Targets: Lower back, legs & belly

5

6

7

8

HWRKMAGAZINE.CO.UK

CHAIR SQUATS Stand in front of the chair and slowly lower your bottom down to touch the chair. It does not matter if you touch the chair with your bottom, but slowly stand straight up again once you feel it.

Targets: Legs & bum

2 CHAIRS KNEE ACROSS THE BODY Staying in the push-up position with the chairs up against the wall, try bringing a knee to the opposite elbow, alternating each side. This can be tricky to master but worth persisting with.

Targets: Lower back & belly

CHAIR WINDMILLS Place the chair in front of you at arm’s length. Now with the opposite hand in the air stand on the opposite leg and lean forwards on one leg and try to touch the chair. Repeat on the opposite side.

Targets: Lower back, belly & legs

2 CHAIR BENCH DIPS This time face away from the chairs and place one hand on each seat. With your arms straight and your legs either bent or straight in front of you ensure your bottom is over the edge of the seat.

Now lower your bottom towards the ground, going past the seat if possible, by bending your elbows.

Targets: Bingo wings, belly & lower back

2 CHAIR PUSH-UPS Take two chairs and place them up against the wall. With one hand on each chair and your feet together lower your body down comfortably till you feel a stretch.

Targets: Chest, belly, biceps & lower

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 4 9

HEALTH

4

PREMIER LEAGUE FITNESS

BALL BURPEES With the ball in your hands, place it on the ground and shoot your legs back behind you as your arms are locked out and in a push-up like position.

Targets: Full body & cardio

Six easy ways to score your fat-busting goals

F

ootball is a sport that demands strength, speed, agility and stamina. It truly is a full body workout, whether you’re in the Premier League or simply out on the playground.

With that in mind, there are

1 FOOTBALL TWISTS Hold the ball in both hands, extend the arms forward and twists from right side to left side.

Making sure to plant one foot and rotate other. 20 reps 1-3 sets should be great.

Targets: Belly & back fat

always footballs hanging around school grounds. So pinch a spare ball off the pupils, and find a quiet corner to get your own workout in? Aim for 15-20 reps of each exercise and up to 3 sets of each rotation. Only take a break between sets.

2 BALL CHOPS With the ball in your hands raise your arms and the ball over your head. Now bend the elbows behind your head and in one motion swing the ball between your legs.

Targets: Core, legs & triceps

5 PUSH-UP PASSES In a push-up position, pass the ball back and forth between each hand as you maintain the push-up position.

Targets: Core & upper body

6 CHEST PASS Stand facing a wall with the ball in both hands, chest height.

Throw the ball at the wall and catch it repeating.

Targets: Chest, shoulders & bingo wings

personal coach Kevin Kearns trains professional athletes, kids and teams

5 0 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

LUNCH BREAK TRAINING

BALL MOUNTAIN CLIMBERS With the ball on the ground and both hands on the ball with the hands lined up directly with the shoulders. Alternate bringing one knee to the chest and then back.

Targets: Upper body, legs & cardio

SCHOOL YARD CALISTHENICS IN 30 MINUTES

3

@hwrk_magazine

LUNCHBOX FOR...

CONCENTRATION Fuel your mind to stay razor sharp late into the afternoon POPCORN As well as keeping your blood running clean, whole grains, like popcorn, also contribute to dietary fiber and vitamin E.

BLUEBERRIES Help protect the brain from the damage caused by free radicals and may reduce the effects of Alzheimers or dementia.

SARDINES Like most fish, sardines are packed with omega-3 fatty acids which are extremely good for the brain.

MANGO High in energy-rich potassium, they also contain lots of glutamine, which has been linked to improvement in memory.

EGGS Containing amino acids such as choline and lutein, which are important to; memory and cognitive function.

BEETROOT By helping with blood flow to the brain, beetroot improves mental performance and fights off dementia in adults.

KALE High potassium increases the speed of signals between neurons within the brain, making it more responsive.

nuts

AVOCADO The healthy fat in avocados enhances signals between brain cells and encourages healthy blood flow to the brain.

1.2

million metric ton of almonds were harvested last year, making it the world’s second best selling nut.

ALMONDS With high levels of vitamin E, folate, and magnesium, almonds boost neurotransmitters linked to memory.

ORANGE JUICE Glucose is your brain’s preferred fuel source and offers a short-term boost to memory, thinking, and cognition.

HWRKMAGAZINE.CO.UK

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 5 1

HEALTH YOGA FOR KIDS!

The amazing benefits of yoga should not be ignored, especially as it’s so classroom friendly

A

fter 10 weeks of classroom yoga, a University of Massachusetts study published in 2014 found overall improvements in social interactions with classmates, attention span, academic performance, ability to deal with stress and anxiety, as well as boosting their confidence, self-esteem and overall mood.

A punishing curriculum and accountability measures have served to bring additional pressures into the classroom. There isn’t much time to explore, be silly or deviate from the curriculum in the classroom – but there is with yoga. Here are a few classic yoga positions to try with your class:

1. TREE

I am Kind - Swaying branches, spreading loving kindness

2. RAINBOW I am friendly - I have an open heart and an open mind

yoga instructor Yoga instructor Laura Rowe can be found @_growwiththeflow and @xhail_liverpool

5 2 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

3. SNAIL I am calm - I feel quiet and relaxed in here

4. RAGDOLL I am playful - I have an open heart and an open mind

5. BIRD

I am free - Soaring through the sky as free as a bird

6. OWL

I am wise - Become a wise owl, perched on a branch

@hwrk_magazine

VEGETARIAN BURRITOS

It’s sharp it’s hot, it’s smoky and it’s sweet. Thank us later, as it’s delicious too You’ll need (makes 4) 2 garlic cloves, chopped 1 red chilli, sliced 2 tsp coconut oil ½ tsp smoked paprika 1 tin kidney beans, undrained 2 handfuls cherry tomatoes, chopped 200g feta cheese or firm tofu

Instructions 1. Put the garlic and chilli in a medium frying pan with a little coconut oil. Cook until starting to brown, then add the smoked paprika, kidney beans with their liquid and the juice of one lime and let it blip away for 10 minutes to heat through.

Children of all ages enjoy yoga with nursery children to be particularly receptive, they enjoy moving to songs and engaging in picture books. One of the best is Monkey and Me by Emily Gravett, as the children can make the animal movements.

2. Mix the tomatoes with the juice of half a lime and the coriander. Mash the avocados with the juice of the other lime half.

7. SKIER

8. SURFER I am strong - Use your strength to catch the waves

HWRKMAGAZINE.CO.UK

15-MINUTE DINNER

I am brave - Be brave and fearless as you fly down the ski slope

3. Sprinkle the zest of one lime over the feta or tofu and scatter over a couple of large pinches of chilli flakes. Put the remaining coconut oil into a large frying pan and fry the feta or tofu for 3 minutes each side, until just brown.

1 small bunch fresh coriander, chopped 2 ripe avocados, stone removed 200g spring greens, chopped Fresh oregano, leaves only Red chilli flakes 4 large wholemeal or seeded tortillas

4. Once the feta or tofu is browned on both sides, remove and keep warm. Add the spring greens and oregano to the same pan, with a little more oil if needed, and add the remaining lime zest, another good pinch of chilli flakes and 2 tablespoons water. Cook until the water has evaporated and the greens are starting to crisp.

5. Serve with tortillas.

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

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 5 3

EM L B

ST U D Y

PR

O

HEALTH

children active for recommended 60 mins a day

uk primary schools took part

RE

groups per each class mins physical activity – one group only

LT U S

of schools saw an improvement in the brain speed after exercise

source

higher than previous scores

Stats provided by Super Movers Super-Size Experiment 2019

5 4 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

@hwrk_magazine

I am a fully qualified ADI driving instructor, who is passionate about driving and teaching. I trained and qualified with RED Driving School and am now taking the leap into independence.

I currently teach in the Weymouth, Portland and Dorchester area's. I have had 24 passes in the past year, 18 of these have been first time!

Tel: 07596 423 412 www.garywoolfdriving.com BASED IN DORSET

Hypnotherapy can help you with...

Invoice Number: 14244 Contact: MRS SHELLEY JEFFRIES • Anxiety • Stress • Depression Date of •Proof: 2.10.18 Phobias • Panic Attacks Publication: HWRK Magazine - ~Winter 2018

• Low Confidence • Self-Esteem Exam Nerves FAILURE TO APPROVE•YOUR ARTWORK BY 15th •OCT 2018 WILL RESULT IN THE IBS • Pain Management ARTWORK BEING DISPLAYED AS SHOWN. • Addiction • Weight Management

www.mindfulstepshypnotherapy.co.uk Telephone: 07587 298 201 Email: hello@mindfulstepshypnotherapy.co.uk

J Wood Vets Ltd

An independent mixed animal veterinary practice in mid-Devon, providing highxlevel of Quarter Portrait Page -a84mm 128mm www.bulliesout.com personal, professional care for all our patients.

Quarter Portrait Page - 84mm x 128mm

orporate partner of the anti-bullying charity

ATION

During our hypnotherapy sessions at my practice in Cornwall I will help you to focus on YOU and in a confidential, safe environment. You can make the beneficial changes needed, to enhance your life and gain more clarity. Enabling you to steer your life in the positive direction of the future. I will help you reach your full potential and along the way you may learn insightful things about yourself that you may not have seen or been aware of.

www

HWRK is a proud corporate partner of the anti-bullying charity

For further details please visit...www.jwoodvet.co.uk

n I acknowledge that I fully understand the tated above, and that the sameCUSTOMER artwork will DECLARATION By signing this declaration I acknowledge that I fully understand the dition terms and conditions as stated above, and that the same artwork will be used in the relevant edition

Name: Signature: Date:

24hr Emergency Service

We are proud to offer a full 24 hour, 7 days a week out of hours service.

Telephone: 01363 772319

Email: jwoodvet16@outlook.com

Barnstaple Cross, Crediton,EX17 2EP. Bernaville Nurseries, Cowley, Exeter, EX5 5EU

55

educational magazine

HWRK

Commercial cleaning services Mega TeamClean is the name you can trust for all your property cleaning needs. Give us a call today to discuss your needs.

Tel: 07891 239 851 - www.megateamclean.co.uk Number: 14507 COVERING CARDIF AND Invoice SURROUNDING AREAS

Invoice Number: 13755 Contact: Ms Lisa Nixon Date of Proof: 10.08.18 Do you want a new extension for yourPublication: home? Get in touch with us atMagazine HWRK

JCWdesign&build for expert home improvements. Covering Cardiff and the surrounding areas we offer services including...

FAILURE TO APPROVE YOUR A

BY 24th AUG 2018 WILL RESUL • Builds & Extensions ARTWORK DISPLAYED • BuildingBEING Conversions • Hard Landscaping • Roofing www.jcwdesignandbuild.co.uk • CAD Drawings

07794 677 543 - info@jcwdesignandbuild.co.uk

Contact: MR GARETH SELWOOD Date of Proof: 31.10.18 Publication: HWRK Magazine - Winter 2018

Hasan Executive

FAILURE TO APPROVE YOUR ARTWORK BY 14TH NOV 2018 WILL RESULT IN THE ARTWORK BEING DISPLAYED AS SHOWN. Eighth Page - 84mm x 59mm COVERING CARDIFF AND SURROUNDING AREAS

corporate partner of theHire anti-bullying charity| Private Weddings

www.bulliesout.com Special Events Airport |Train Transfer Service ATION Executive Corporate Business Travel n I acknowledge that I fullyand understand the stated above,London and that the same artwork will Chauffeur Services Invoice Number: dition

TELEPHONE: 07711 792 815

14721 Contact: MR JOHN AZZOPARDI EMAIL: KILINC1981@HOTMAIL.CO.UK Date of Proof: 23.11.18 Publication: HWRK Magazine - Winter 2018 FAILURE TO APPROVE YOUR ARTWORK BY 7TH DEC 2018 WILL RESULT IN THE Eighth Page - 84mm x 59mm ARTWORK BEING DISPLAYED AS SHOWN.

BESPOKE • Quality Grooming SECURITY • Stress free HWRK isSERVICES a proud corporate partner of the anti-bullying charity compasionate environment FROM • One to One attention.

CUSTOMER DECLARATION MOBILE By signing this declaration I acknowledge that I fully understand the terms and conditions as stated above, and- that the same artwork will Quarter Landscape Page 178mm x 59mm PATROL be used in the relevant edition ALL ASPECTS OF GROOMING COVERED TO CLOSE www.bulliesout.com HWRK is a proud corporatePROTECTION partner of the anti-bullying charity Name: CALL US ON : 07867 504 934 Signature:

Llanharan Pontyclun

CUSTOMER DECLARATION WWW.FACEBOOK.COM/BEARTACTICALWALES Builth Wells, Powys, LD2 3RL Date: By signing this declaration I acknowledge that I fully understandCyferw, the 07951 473207 bear.tacticalwales@gmail.com terms and conditions as stated above, and that the same artwork will be used in the relevant edition

J.A Landscape Services

Name: Signature: Date: • School Grounds Maintenance • Lawn Care & Treatments • Hedge Cutting • Flower Beds • Mowing • Tree Pruning • Fence & Gate Install & Repairs • Decking • Turfing • Patios • Drives • Garden Water Features & Ponds • Local Authority Approved

Eighth Page - 84mm x 59mm

CUSTOMER DECLARATION

07817832569 - 01443307580

FOR A FREE QUOTE CALL: By signing this declaration I acknowledge that I fully understand the

terms and conditions asjazzopardi@hotmail.co.uk stated above, and that the same artwork will Pontyclun Llanharry, www.jalandscapeservices.co.uk be used in the relevant edition

56

Name: Signature:

www.bu

BIG Advice Emotional Intelligence: Leading with the heart in mind Knowing how to lead your team effectively whilst keeping their emotional wellbeing at the forefront of everything you do WORDS: NIOMI CLYDE-ROBERTS

HWRKMAGAZINE.CO.UK

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 57

orking with a range of different personalities always brings about fresh challenges, however, these challenges are what makes us more effective and dynamic within our leadership role.

Something I’ve reflected upon and learnt quite recently, is that nobody has the same outlook, perspective as you. They may well have similar ethos’ and work expectations, but everyone you meet has been through a range of different challenges/situations in their life time, that has altered their thinking.

So, when you communicate to each individual in your team it’s vital they understand your point of view and that you understand theirs. But more importantly is that you understand how they have interpreted or received the given information.

Communication It’s important to recognise there are always going to be outside influences and this can get in the way of the heavy workload of school life. Being aware of your team’s emotional wellbeing is high on the agenda, however, it’s important not to let standards slip.

If you need to be flexible – do so. If it’s taking a colleague slightly longer to complete a task, don’t pile on the pressure by creating a rigorous deadline, rather meet them half way. Trust them.

After all, they are professionals.

The likelihood is they are already putting pressure on themselves, as conscientious individuals. Having said that, I’m aware this isn’t always the case.

Pick up on the silence. Read the words that are unsaid. Silence is a form of communication.

If an individual is unhappy, feeling the pressure or feel that they are not listened to, their standard of work will automatically slip. Catch them, communicate and let them know you are available, before this happens. Ideally you would have developed a strong rapport previously, so this doesn’t occur.

5 8 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

Unfortunately, in some cases, kindness and empathy can be viewed as a weakness, by other leaders or staff in your school. It is not a weakness, if anything it is a strength. Being empathetic does not mean you have lower standards, it means you are willing to be flexible to achieve those high standards.

I maintain high standards when working with my team, alongside being empathetic and caring, so I know it can be achieved.

“ I maintain high standards when working with my team ”

@hwrk_magazine

BIG Advice

HWRKMAGAZINE.CO.UK

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 5 9

Breaking down barriers Barriers are a person’s way of protecting themselves against anxiety, hurt, high expectations, new ideas etc. As a leader, you will need to break down many barriers to succeed in your role.

This takes time and plenty of effort and it can be exhausting at times, but it really is worthwhile.

Once you’ve managed to get that person or people on side, the interactions and working alongside them becomes so much more manageable. Whilst helping break down those barriers you also build a sincerity of trust and, once that’s developed, it should be maintained.

“Status doesn’t matter. The type of person you are and how you treat others does” No-one really likes change, but sometimes it’s necessary. A natural human response to change is, ‘No, no way’ or ‘jog on!’, which is why leadership roles, or any role that encourages movement and change, can be mentally exhausting.

I’ve had recent experience of having to break down many barriers, when I joined a new school as head of Year 5 and SLT, last September. It took a few months, but eventually I was able to reach those members of staff that had originally not warmed to me (because I was new and several staff had been there a number of years).

They soon realised if I said I was going to do something it would happen and that I had their backs if they need-

6 0 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

ed to discuss anything with me. They also knew I was there for the children and that, for me, being part of SLT was not a power trek. It was because I wanted to see and encourage change for the better.

Status doesn’t matter. The type of person you are and how you treat others does.

Leaders that put others down, micro-manage or try to push things under the carpet should not be leaders. It causes anxiety, restlessness and quite frankly it’s bullying, as they’re using their power against others that are powerless to do anything about it. I’ve had personal experience of this, as I’m sure plenty of other educators have.

Emotional intelligence has and will always be high on my list. The amount of challenges we have to go through as humans, let alone teachers, always makes me think about an individual’s perspective.

Questions I ask myself • Have you considered how they are feeling at that moment in time?

• Is there a situation in their personal life, that is affecting their processing skills?

• Are they exhausted, on edge, due to workload?

Worth reflecting upon • What is most likely to ensure they are enthusiastic and feel happy about the task in hand?

• Are they a perfectionist and want to alter plans to suit their particular working style? As a perfectionist myself, I’ve always tweaked ideas in the past to make improvements and so I feel comfortable with the standards of the learning outcomes.

@hwrk_magazine

BIG Advice “ I’ve learnt a huge amount about myself and others over the last academic year and will continue on my leadership journey throughout my teaching career ”

The main reason for these reflections, of course, is so that my team remains positive, motivated and pro-active. You can have strong characters in your team, but equally you can have vulnerability. It’s vital to keep an eye on both, as dynamics within a team are everything.

Once something is said or received in the wrong way it can be difficult to rewind as opinions / judgements have already been formed.

It also requires the leader to apologise if they get something wrong, but also apologise if another member of the team has misinterpreted the information. As the information could potentially have been clearer or delivered in a more effective way.

I’m still learning and believe I always will be. I’ve learnt a huge amount about myself and others over the last academic year and will continue on my leadership journey throughout my teaching career.

HWRKMAGAZINE.CO.UK

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 6 1

6 2 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

@hwrk_magazine

BIG Read

Isn’t history gruesome GREAT! The simple art of raising attainment through enjoyment WORDS: DOMINIC KIRBY

HWRKMAGAZINE.CO.UK

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 6 3

ear 8 pupil: “What exactly did hanging, drawing and quartering involve?”

Me: “Well, firstly the condemned man was drawn (dragged) from the place of imprisonment to the gallows where he was hanged by the neck until he was semi-conscious. Then he was cut down from the scaffold, laid on his back and had his torso cut open (some historians argue this was the drawing part) from his neck to his genitals, which were usually cut off too, before one or more of his organs were torn out and burned before his eyes. This is probably the last thing he would see on earth, as at this point pain usually gave way to death. Next came quartering…”

The execution of Hugh le Despenser by hanging, drawing and quartering in 1326

At this point I wondered if my explanation of the finer points of Jacobean state-sponsored murder had been a little too detailed, judging by the complexion of the little girl in the second row.

Fortunately, she made a full recovery, which is more than can be said for Guy Fawkes, whose fate I was narrating to my genuinely horrified but equally fascinated Year 8 History class.

embrace the blood lust My experience of teaching subjects such as the Gunpowder Plot or the French Revolution is that many 11, 12 and 13-year olds (girls, as well as boys) have a penchant for gruesomeness which wouldn’t be out of place on a Viking longship or in the murky backstreets of Victorian London. We have Terry Deary and his eminently readable Horrible History books to thank for this.

What I didn’t tell this class (a good teacher should never let the truth get in the way of a good story) was that Guy Fawkes wasn’t actually hanged, drawn and quartered. He was indeed sentenced to be at his trial in January 1606, but on the day of his execution Fawkes cheated the hangman by falling off the gallows, either by accident or by design, and breaking his neck, much to the disappointment of the assembled crowd.

But hanging, drawing and quarter-

ing was the fate of seven other surviving members of the Gunpowder Plot who were executed within view of the building they had tried to destroy, just as it was for

6 4 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

dozens of men throughout English history (Sir William Wallace, Saint Edmund Campion) who were unfortunate enough to suffer this terrible punishment.

@hwrk_magazine

BIG Read Its 6-inch barrel made the Mk VI reasonably accurate out to about 150 feet.

Introduced in 1939, the .455 Mk VI Cartridge had a full metal jacket bullet.

The top-breaker revolver had an extractor that, when the frame was opened, ejected spent brass.

Overall length: 11 1/4 inches Weight: 2.4 pounds uploaded Rate of fire: 20-30 rounds per minute Muzzle velocity: 620 feet per second Effective range: 50 yards

I came away from this lesson thinking how much the class had enjoyed it. A few days later a colleague asked me a question which most readers will probably have asked or been asked in recent months: How do you raise the attainment of lower-ability pupils in your classes? My answer is the same every tim e. I raise it in exactly the same way as I do for higher-ability pupils – by capturing their interest and imagination. In other words, I make the lesson enjoyable for them.

And where enjoyment leads, attainment will follow.

imagination comes first I can’t speak for maths or science teachers, but it goes without saying that History lends itself very well to capturing children’s interest and imagination. And I have long found that one of the best ways to do this is by focusing on some of the bloodier aspects of the past.

But this focus is always a means to a pedagogical end.

In the lesson on the Gunpowder Plot I answered the pupil’s question as a means

HWRKMAGAZINE.CO.UK

to discuss religious persecution in Stuart England, which was one of the focuses of the lesson.

This strategy works just as well with Key Stage 4 classes too. In my scheme of learning on the First World War, I usually spend a whole lesson looking at some of the weapons and equipment which were used during the conflict. You’d be surprised how much there is to say about a British Short Magazine Lee Enfield Mk III* rifle.

“I have little evidence that enjoyment and learning don’t go hand-in-hand. For me they go together like a knife and fork.”

The highlight of the lesson is the Brodie helmet, box respirator, replica Webley revolver, bayonet, Mills bomb and trench club which I produce from a canvas bag.

These objects bring the past to life in a way

A Webley MK VI service revolver: using objects from the past in lessons brings it to life for pupils in a way a textbook can’t

a textbook can’t and pupils certainly enjoy handling them (and pretending to raid each other’s trenches with them).

But the main reason I use them is to teach my pupils about technology in the First World War – looking at how and why technology in warfare changed so rapidly over a relatively short period of time.

In an article for Schools Week in November last year, James Croft, the Founding Director of the Centre for Education Economics, argued that, “there is little evidence to support the conviction that enjoyment and learning go hand-in-hand, or indeed in any way reinforce each other.” As someone who teaches approximately 700 lessons per academic year, I have little evidence that enjoyment and learning don’t go hand-inhand. For me they go together like a knife and fork.

My former Year 11 pupils would not have got the GCSE grades they did last summer if they had not enjoyed my lessons and theoptional revision sessions I ran for them after school and in the holidays. I know this because they told me so themselves.

I say to Mr Croft what I said to my colleague the other day – where enjoyment leads, attainment will follow.

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 6 5

6 6 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

@hwrk_magazine

BIG Profile

The Gold Medal Winning Way How to deal with pressure of exams from gold medal winning Paralympian and a Commonwealth Games champion WORDS: DANIELLE BROWN, MBE

xams are important, and as a result, can be a very stressful experience.

Some students excel under pressure and others find it monstrously difficult. We’ve all felt for the pupils who work incredibly hard, but crumble under pressure and suf-

fer results that don’t reflect reality.

But what if there was a way to help students increase the odds of performing better under pressure? We can take lessons from sport and apply them to the education sector to help students improve their academic performance and mental wellbeing.

WHO AM I? I started archery on my 15th birthday as a way to get out the house after my disability stopped me from taking part in other sports. Three years later I made the Great Britain team, jumping straight in as world number one, a position I hung onto for the rest of my career.

I won Paralympic gold in Beijing 2008 and again in London 2012, and became the first disabled athlete to represent – and win gold – for England at the Commonwealth Games.

Archery started as a hobby, but it became a career and it was one of the greatest teachers I’ve ever had.

Sport taught me about drive, dedication and persever-

HWRKMAGAZINE.CO.UK

ance. It taught me about personal responsibility, competition and how to bounce back from failure.

I grew in confidence and esteem and I also learned an awful lot about performance – how to turn a scarily huge vision into a reality. But mostly sport taught me about myself. It showed me how mentally strong I was; that when I thought I had reached my limit I could always dig a little deeper and push a little further.

I learned that my greatest strength was my ability to produce results when it really mattered, that I would not crumble and choke under pressure.

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 6 7

BIG Profile PRESSURE POINT At elite level athletes have one goal: gold. It’s exciting, it’s addictive and it’s horribly stressful. We train for years, preparing ourselves to deliver results on the day. No ifs, no buts, no excuses. Sound familiar? This is exactly what students do. Their academic career is geared up towards the exams at the end of it. They prepare, they revise and they have to perform on the day.

The difference is that athletes are taught how to deal with pressure, to turn the stress of competition into a comfort zone. Sport psychology allows us to get the most out of ourselves and make sure our mental health is looked after, channelling our nervous energy to increase the chance of performing to the best of our ability.

Since retiring from elite sport, I’ve been working in primary and secondary schools to help students deal with the pressure of exams.

I deliver sports performance and psychology strategies to improve academic performance and mental wellbeing. Performance is performance, whether in a sport setting or a school, and it’s super rewarding making a difference to student’s lives.

BELIEVE = ACHIEVE My starting point always centres around confidence and self-esteem. For me this is the key ingredient in success. It’s something I massively struggled with as a disabled teenager and it’s something that sport taught me how to build. The more confident I got, the better my results became – and not just in sport. It also had a positive influence on my academic results and now in my life as an entrepreneur, allowing me to continually deliver excellence.

Believing that we are capable of achieving is critical. When we get nervous we get an adrenaline rush. This is a classic threat response, our brain senses danger (in this case the threat to our emotional wellbeing if we fail) and it responds accordingly. We experience physical symptoms (heart racing, stomach fluttering, sweaty palms) and emotional symptoms (anxiety, doubt, isolation).

If left unchecked this has the potential to escalate and become very destructive.

If, however, we change the perception of the threat our response to stressful situations changes. If we learn to believe in our abilities then the threat of failure will not be as strong and not elicit as strong an affect.

Getting students to build their confidence

6 8 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

takes time, but this is the most valuable gift you can ever give them.

Here are five of the methods I use to build confidence in students:

1.

Recognising, accepting and appreciating strengths and achievements 2. Visualising successful outcomes 3. Controlling the inner voice 4.

Focusing on the process not the outcome 5. Changing perceptions about failure TOP OF THE PODIUM • What is most likely to ensure they are enthusiastic and feel happy about the task in hand?

• Are they a perfectionist and want to alter plans to suit their particular working style?

As a perfectionist myself, I’ve always tweaked ideas in the past to make improvements and so I feel comfortable with the standards of the learning outcomes.

The main reason for these reflections, of course, is so that my team remains positive, motivated and pro-active. You can have strong characters in your team, but equally you can have vulnerability. It’s vital to keep an eye on both, as dynamics within a team are everything.

Once something is said or received in the wrong way it can be difficult to rewind as opinions / judgements have already been formed. It also requires the leader to apologise if they get something wrong, but also apologise if another member of the team has misinterpreted the information. As they information could potentially have been clearer or delivered in a more effective way.

I’m still learning and believe I always will be. I’ve learnt a huge amount about myself and others over the last academic year and will continue on my leadership journey throughout my teaching career.

“ Getting students to build their confidence takes time, but this is the most valuable gift you can ever give them”

@hwrk_magazine

educational magazine

HWR

Date of Proof: 07/09/18 Publication: HWRK Magazine - Winter 2018

understand the terms and conditions as stated above, and that the same artwork will be used in the relevant edition

ARTWORK DEADLINE: 21TH SEPT 2018

Name:

Signature:

Full Page - 178mm x 266mm

Bringing together our passion for Illustration, with our love for Home Furnishings Mounted Prints Fine Art Prints Canvas Prints Ceramics Cushions Aprons Bags Candles Teatowels Phone Cases

www.madmarchhares.co.uk 07835 870233 - matt@madmarchhares.co.uk

153 Alkington Road, Whitchurch, Shropshire, SY13 1SX

69

educational magazine

HWRK

Invoice Number: 11466 Contact: Huseyin Lim Date of Proof: 8.1.18 Publication: HWRK Magazine - Spring 2018 FAILURE TO APPROVE YOUR ARTWORK Providing the most authentic smoked meats BY 21st JAN 2018Which WILL ranges RESULT INpulled THE pork in Somerset. from ARTWORK BEING DISPLAYED AS SHOWN. to smoked chicken wings guaranteed to get

HWRK

those tastebuds tantalising.

Invoice Number: 11729 Contact: Wojciech Lithwiniel Date of Proof: 31.1.18 Publication: HWRK Magazine - S

educational magazine

32 to 34 Gloucester street, malmesbury, Malmesbury, Wiltshire SN16 0AA

TO APPROVE YOUR AR 01934 415147 - FAILURE 07825 141624 Invoice Number: 13639 BY 13th FEB 2018 WILL RESULT Telephone 01666 825051 Contact: MISS MARION TWYNHAM ARTWORK BEING DISPLAYED A 10-14 Upper Church Road, Weston-Super-Mare, BS23 2DT www.facebook.com/valentinobarberscompani Date of Proof: 27.07.18 Publication: HWRK Magazine - Autumn 2018

? e d i R a d Ne e

FAILURE TO APPROVE YOUR ARTWORK BY 10TH AUG 2018 WILL RESULT IN THE ARTWORK Quarter Portrait Page - 84mm x 128mm BEING DISPLAYED AS SHOWN.

TION

acknowledge that I fully understand the ted above, and that the same artwork will on

Quarter Portrait Page - 84mm x 128mm

CUSTOMER DECLARATION

Telephone 24/7: 07957 533 252

By signing this declaration I acknowledge that I Covering fully understand the Chippenham terms and conditions as stated above, and that the same artwork will and Beyond be used in the relevant edition

Name: Signature: THE EX SERVICEMANS BICESTER Date:

67A Sheep St, Bicester OX26 6JW Grab a drink and chill out after work to some cool tunes at Ex Servicemans Bicester. We have a wide range of draught beers and plenty of spirits for your choosing, so there is something for everyone. Our function room is great for all kinds of events, with a capacity of 200 people it can hold all manor of parties, functions or events.

Inside of The Box

Flat pack construction in Oxford Quarter Landscape Page - 178mm x 59mm

www.bicesterexservicemans.com

01869245367 - bicesterexservicemans@yahoo.co.uk

CUSTOMER DECLARATION 70

By signing this declaration I acknowledge that I fully understand the terms and conditions as stated above, and that the same artwork will

Tel. 07809 897 922

Can you still cash in teaching overseas? e’ve all heard the stories about former secondary school teacher’s from the UK who went abroad to teach and is now earning £150,000 a year, but is the grass greener truly greener for educators overseas?

HWRK has ranked 9 of the leading international destinations for ESL teaching based on salary packages currently being offered, to give you a better understanding of what’s really out there. And it’s not all sunshine and rainbows.

See pages 72-73.

HWRKMAGAZINE.CO.UK

TEACHING OVERSEAS – THE TRUTH l ALL ABOARD THE GOLDEN HINDE l BULLIES OUT l BREXIT BUSTERS

TAKING LEARNING OUTSIDE OF THE CLASSROOM

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 7 1

Does it pay to teach overseas?

9 of the most lucrative destinations for UK educators searching for adventure hilst deciding to teach overseas is more likely to be about adventure and cultural fulfilment than anything it, it could also prove financially beneficially also. Places like the Middle East and Asia offer tax-free and often heavily incentivised lifestyles for experienced educator’s with travel in mind.

Naturally, the highest paid jobs are based on experienced and appropriate formal teaching certificates. If you are considering teaching in another country, but you are unsure about which country pays the most for teaching abroad, here are 9 of the best places to teach abroad based primarily on salary.

UAE Wages: £2,500 – £4,200 per month The highest paid ESL jobs in the world are found in the UAE, with Dubai and Abu Dhabi leading the way.

Salary packages for teachers can range between 12,300 to 20,400 AED per month, depending on experience.

The UAE is also a tax so working residents get to keep what they earn. However, both states are also some of the most expensive cities in the world to live so it’s important to balance out the perks with the increased cost of living.

United States Wages: 2,500 – £4,000 per month ESL teachers in the United States make on average $40,000 to $75,000 USD per year, much higher than most of the rest of the world. However, unlike the Middle East international workers are taxed heavily by the IRS, while just to apply you will also need to have a working visa and a licence to teach in the home state of the school, which can prove tricky depending on the number of applicants.

Saudi Arabia

Kuwait

Wages: £2,270 – £3,100 per month

Wages: £2,000 – £3,000 per month

Another tax-free haven, Saudi Arabia is another Middle East destination that could prove a financial hit with overseas teachers. Experience and TEFL certificates are usually necessary, but salaries in Saudi are typically in the range of 11,000 to 15,000 SAR per month. The country is very religious, and everybody strictly worships Islam. This can be an issue for Westerners culturally. However, the nation is committed to educating all children from 6-19, and English language educators are valued.

Due to a high number of international schools, the job opportunities are plentiful for English teachers. Kuwait may be surrounded by desert, but the city itself is buzzing. It’s clean and modern, with skyscrapers, green parks, clubs, shopping, and a vibrant expat community.

ESL teacher salaries in Kuwait range from 785 to 1,200 KWD per month, tax-free. Most employers require teacher certification and experience especially for higher salaries in this range.

7 2 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

@hwrk_magazine

in association with

Oman Wages: £1,500 – £2,750 per month Like the previous three countries, Arabic is the main language in Oman, but English is widely understood and spoken. Oman is one of the most developed countries in the Arab world, and it has seen rapid advancements in its education system in recent years. Opportunities to teach English are rather limited, but expanding. If you do land a job here you’ll be rewarded well. Teacher salaries in Oman can range from 750 to 1,350 OMR per month, and with a very low cost of living, around £500 per month.

PERKS & EXTRAS It is important to note that you could also be entitled to free accommodation, chefs and cleaners and regular flights back to the UK in some instances. It’s always worth enquiring about the benefits package

Taiwan Wages: £1,500 – £18,500 per Month Most jobs in Taiwan don’t require a TEFL certificate, just a university degree, though this may change as the job market becomes more competitive, and experience and TEFL certificates are always a good leveraging point if you want to negotiate your salary higher. All in all, Taiwan is a small island with a lot to offer. Salaries range from 60,000 to 72,000 TWD per month, with a low cost of living, milder winters, and near tropical summers.

Saving money can be very easy, and ESL teaching jobs are available across the board, from kindergarten to university, public schools and private.

Japan Wages: £1,400 – £2,100 per month

A few years ago, Japan would have sat at the top of this list, but investment in infrastructure and education has seen the need for international teachers decrease along with the wages available. The food, snow-capped mountains, springtime cherry blossoms, steaming bowls of noodles, and polite, welcoming people have given teaching in Japan a wide appeal. And it doesn’t hurt either that salaries in Japan have a wide range of ¥200,000 to ¥300,000 per month, depending on your certifications and experience as a teacher.

South Korea

China

Wages: £1,200 – £1,500 per month

Wages: £2,000 – £3,000 per month

Japan’s neighbour to the west, South Korea, has a similar salary and benefits package to Japan but is somewhat less discovered as a tourist destination. However, that is changing. English teachers are flocking to Korea, where the salary for ESL teachers is 1.8 to 2.4 million KRW per month, and often includes housing and full or partial flight reimbursement. Factor in overtime and bonus opportunities and a lower cost of living, South Korea is definitely worth a look.

China is the most popular destination for TEFL posts.

They specifically require TEFL qualified individuals to support them in teaching English to the country’s large population. However, to attract the most impressive salaries, focus on positions in other subjects rather than specific TEFL roles. Teachers heading to China are generally going for the cultural experience over money, as the salary suggests.

HWRKMAGAZINE.CO.UK

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 7 3

Sailors, Sovereigns and Scurvy Dogs!

Want to know what life was like on a 16th Century galleon?

Immerse your class in history at The Golden Hinde ucked between high-rise buildings on the south bank of the River Thames is a fullsize reconstruction of The Golden Hinde.

Just like Sir Francis Drake’s famous ship which circumnavigated the world in 1577, the reconstruction of The Golden Hinde has sailed the circumference of the earth, clocking up over 100,000 miles in total.

Now berthed near to Shakespeare’s Globe, The Hinde serves as a Living History Museum

74 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

and an exciting educational resource for visiting school groups.

The ship’s programmes are all designed to breathe life into history, encouraging students to step back in time and imagine life at sea over 400 years ago. Written to complement in-class learning and the national curriculum, The Hinde offers a range of workshops, tours and immersive experiences for students in Key Stages 1, 2, 3, and 4.

@hwrk_magazine

in association with

LIVING HISTORY

MARITIME WORKSHOP

The flagship programmes are Living Histories and Tudor Maritime Workshops. Fully interactive and highly immersive, these sessions transport students to 1577 and encourage them to uncover the lived experience of a 16th-century sailor.

Day Living Histories, which are aimed at ages 6-11, invite students to spend three hours living as a member of Francis Drake’s crew.

After dressing up as an Elizabethan, students are introduced to three colourful characters from the ship’s history, who guide them about the ship and teach them the skills required to sail on a galleon.

With lurid tales of leeches and limb removal from the grisly Barber Surgeon, lightning-quick gun drills with the excitable Gunner and, mastery of the navigational arts with the ship’s Master, Day Living Histories are full of excitement and rich with learning opportunities.

Overnight Living Histories provide the added adventure of a Tudor dinner and a sleepover on

The Tudor Maritime Workshop is a brand-new programme aimed at KS3-4 students. Cross-curricula and jam-packed with activities, these sessions provide an even deeper understanding of the workings of a ship and helps students locate the story of The Golden Hinde within its historical context.

Using reproductions of 16th Century navigational equipment, students take measurements and perform calculations to plot Francis Drake’s course around the world, before learning the ropes of life at sea under the watchful eye of our costumed educators.

Capstan operation, gun drills, ship’s medicine and navigation make up this exciting new workshop.

The Golden Hinde also offers one-hour educational programmes for all ages which include a tour of the ship, and the exploration of a historical topic. As of 2019, these programmes have been redesigned to make them more exciting and

HWRKMAGAZINE.CO.UK

The Golden Hinde believes history should be accessible, vibrant and engaging. From pirates in the Caribbean to spymasters in the Tudor court, the ship inherits a rich and eclectic history that has to be experienced. The voyage continues…

interactive than ever.

Younger years (KS1/2) can choose between ‘The Voyage of the Golden Hinde’, which uses maps and role play to uncover the story of Francis Drake’s journey; or ‘Pirates’ which turns an eye to the Golden Age of Piracy and the era of Blackbeard, Anne Bonny and ‘Calico’ Jack.

Older years (KS3/4) are encouraged to engage with key historical debates centred around either ‘The Spanish Armada’ or the ‘Circumnavigation’. Students are invited to consider the ship as a source and use their new knowledge of the mariners lived experience to add colour to their understanding of historical events.

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 7 5

For more info visit: bulliesout.com

Acceptance, tolerance & respect Tackling bullying in schools is vital – establish key values and abide by them chool-age bullying is a serious societal concern that affects the lives of half of the UK’s children and young people.

Going to school can be fun for young people, but it can be stressful, too – learning new concepts, taking standardised tests, making new friends, then perhaps losing some of those friends and negotiating their way in the world for the first time.

Add bullying to the mix, and the pressures multiply exponentially.

Most school-age children want to be liked by their peers, but being subjected to taunts and mockery unnecessarily sullies a child’s learning environment by adding daily anxiety and uncertainty about what will happen from one day to the next.

No parent wants their child to suffer and no school wants to be highlighted as one that has ‘a bullying problem’. In today’s society, as every school is legally bound to have an anti-bullying policy, no child should have to suffer from on-going bullying at school.

Research reported that in school settings, bullying is missed by adults 96% of the time. While most teachers are very focused on what goes on

7 6 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

in their classrooms, the majority of bullying occurs in locations like the dining hall, playground, bathroom, hallways, the bus and perhaps, most infamously, online.

For a school to reduce bullying, the emphasis must be placed on creating a culture of acceptance, tolerance and respect. The ethos of an organisation is created and experienced by all and can indicate the quality of relationships and inter-

“Bullying thrives where there are no ‘adult eyes’ so, where possible, reduce anonymous space” actions, the general satisfaction and wellbeing of staff, pupil engagement and the strength of homeschool and school-community connections.

Although many schools do not always realise when bullying occurs, once they are notified of

any incident, they should do whatever they can to ensure that it stops immediately. A meeting with the parents should be arranged as soon as possible as this will let them know you want to make sure the issue is dealt with as soon as possible and are willing to support them.

Establishing a school culture that is clearly pro-learning and where all members of the school community receive and communicate clear, coherent messages that ‘this is a place of learning where violence is neither accepted or expected’ is a powerful step towards preventing bullying.

Schools should establish key values and abide by them. They should develop clear, consistent messages and deliver them. They should look for opportunities to enhance positive relationships between staff, parents and pupils. Bullying thrives where there are no ‘adult eyes’ so, where possible, reduce anonymous space.

Bullying has been a part of society since its inception and will not easily disappear. But with the joint effort of schools, parents and children, going to school can become a healthier, safer experience.

The bottom line: Take action before it’s too late.

@hwrk_magazine

in association with

Forget about Brexit!

Denbigh School celebrates remaining in Europe for 35 years hile the rest of the UK continues to struggle to come to terms with Brexit, one school in Milton Keynes is celebrating its place in Europe.

Denbigh School has been in partnership with its German exchange school from Schwerte, near Dortmund, for 35 years.

To celebrate this unique and long-standing school exchange programme, Denbigh welcomed students from Gesamtschule Schwerte recently to join in lessons and to take part in team building and cultural activities.

Headteacher Andy Squires said: “We are very proud of our relationship with the Gesamtschule Schwerte School and the fact that we are the only school in Milton Keynes to offer an exchange programme such as this.

“Over the last 35 years, this

programme has given hundreds of English and German students the opportunity to experience life in another country, improve their language skills and their self-confidence.”

For more than three decades, the programme has given Denbigh students the opportunity to live in Germany with their German partner families, attend lessons at the German school and visit cultural sites around Dortmund. With their German student friends also coming the other way.

Then, when they reach the Denbigh Sixth Form, students have then taken part in Work Experience Exchange Programme, which has allowed them to live and work in Germany and their German partners to live and work in Milton Keynes.

Squires added: “Key to the success of the exchange programme has been the dedicated teachers from both schools who have supported the students on these wonderful trips. We look forward to many more years of exciting opportunities for students from schools in both countries.”

“Key to the success of the programme has been the dedicated teachers”

HWRKMAGAZINE.CO.UK

S p r i n g 2 0 1 9 // H W R K M AG A Z I N E // 7 7

TOP SECRET//EDUINT//HWRK//DOC 2

The Education Emails Edited by JS Sumerfield

In 2018 HWRK obtained an anonymous upload of documents originating from the secure email servers of an unidentified high school. Neither the recipient nor the sender have ever been traced. This email is the second classified document we have reproduced in HWRK as part of our mini-series, in the interests of transparency and numerous Freedom of Information requests from our teachers.

l.ch> ak@protonmai rey” <g.bal .uk> From: “Geoff EDACTED].sch <s.moloch@[R To: “Seth” ion

Educat ild-centred Subject: Ch

thin was a little back report ed fe ur yo but beginning, disastrous at schools Well, not a . il a truism th exquisitely is It y: on the deta ll is carefu idea ectly, this ant. Read it t is import pils. If handled corr s much of our work. bi xt ne is rd pu Th s on their central towa -centred should focu – and is absolutely can: “Child e iv ct ru erever you d. The interests of wh dest se ra ph g re the followin entioned. Child-cent no-one can legitint t; to promote to I want you Yes, it sounds well-i icious little concep but it can be used rn , Education”. ’s a wonderfully pe enshrined within it It ntral idea the child. ct to the ce mily and so mately obje acher very quickly. t, their fa te en a ud y st ro e st th de ge to broken, dama her has been ral consequences. ac te e th tu Once ent. With whole are na her to stud lfare, ciety as a s from teac ress, comfort and we cu fo of t to deif og g sh pr in e ’ go th ls pi at ue contin prism of pu for them. How is th radox. e th h We want to ug ro n do le pa seen th the staff ca eates an unresolvab everything out how much it cr ach large it’s all ab man spirit? Because we should te l outcomes hu e cy th en y ci fi ro ef st at for ucationa athy on dictates th creases, ed ven system size of the group in knowledged due to; ap d disinri -d et rk ma e ac an th un Our e, y as nc el , na rg fi se cour is la uate groups. Of essed. This however on to providing adeq will be depr the public, an aversi the part of istics. e bespoke ed terproductiv in creating un co ng genuous stat ti fective with crea It are tasked is highly ef ave the profession. , teachers r each child, which le lt en su th re a ll wi As teachers ogrammes fo enuity. ucational pr e workloads. The best simplicity and dising bl s na it ai iative. in st ng unsu -named init st gratifyi e ironically t, strong individuth really is mo r de un ted, nden em me debilita ced, selfless, indepe ole assessment syst wh o will beco an Students to t grow into well-bal t. They might if the They will no is type of arrangemen to invest in that. been seized als under th but no one is going iative has ort-termism d, it ge in an l ch ca s gi wa and sh pedago lf-interest d that this have ensure ll as the rampant se es iv at er we op as Our ic parents in upon by myop ers. it. Luckily, ad le in. Nourish achers’ lives rk wo of most to u yo ke te ronment for s initiatives to ma rection. Good luck fertile envi riou te di It’s a very ols are there any se much in the opposi ing important work. ho ry very few sc le. The trend is ve dear boy. You are do ab my ge na n, ma io ss re mi mo e of your in this stag

, My Dear Seth

Yours, “Geoffrey” HWRK MAGAZINE PUBLISHED BY PICTURES UP DESIGN LTD 5 Hackins Hey, Liverpool L2 2AW, UK E: enquiries@hwrkmagazine.co.uk T: 0151 237 7303 CONSULTANT EDITOR Nick Peet PUBLISHING DIRECTOR Alec Frederick Power DESIGNER Jessica-May Wright MANAGING DIRECTORS G Gumbhir, Alec Frederick Power Legal Disclaimer: While precautions have been made to ensure the accuracy of contents in this publication and digital brands neither the editors, publishers not its agents can accept responsibility for damages or injury which may arise therefrom. No part of any of the publication whether in print or digital may be reproduced, stored in a retrieval system or transmitted in any form or by any means without prior permission of the copyright owner.

7 8 // H W R K M AG A Z I N E // S p r i n g 2 0 1 9

@hwrk_magazine

educational m

Unit 31-34 Brockley Cross Business Centre 96 Endwell Road, Brockley, London SE4 2PD

PRECISE EFFICIENT SECURE

SAFE IN OUR HANDS We combine professionalism and knowledge of the market, together with good prices. Our principles are to give you the best possible service - to give advice freely when needed and to stock a range of products to satisfy every need. And we deliver free to you, on time and at the right price in local areas.

Enterprise has grown from a combination of experience from within the industry, the value we place on every customer and the fact that we feel nothing is too much trouble - we care about your opinion of us.

Enterprise Security Distribution Ltd is your friendly, independent single source for all security products and systems. We are committed to helping you maintain a premium service for your customers. We have the experience of sourcing products that help you to provide solutions for your customers.

A business founded on reliability, built on achievement, succeeding through professionalism.

Visit our website for more details and products www.EnterpriseSecurityDistricution.com Telephone 0207 732 3826 Email. barry@esdsec.com

What is a housing disrepair claim for damp in the property and when can you make a claim?

What is housing disrepair? It is a legal provision arising from landlordâ&#x20AC;&#x2122;s duty to keep the property in good state of repair for the tenants.

Damp is one of the most common housing problems of the 21st Century. It can be found in homes across the country from small flats, to large, Victorian buildings. If you have damp, in your rented accommodation, you may have been told that you are able to make a claim. However, is that true? This article, explores damp and when it may or may not be actionable.

There are several types of damp that can be found in a property. These can include:

It is only when your landlord is aware of your issues and fails to remedy them, that you can make a claim.

Rising Damp Rising Damp occurs, when moisture travels up from the ground, through the brickwork to the height of around 1m.

Generally, patches of damp will be seen coming from the skirting board. If your property has a damp proof course, that is ineffective, your Landlord is likely to be responsible for repairing this, thus, you may have a potential Housing Disrepair Claim.

Penetrating Damp Penetrating Damp occurs, when water penetrates from the outside, into the inside fabric of a building, for example, as a result of a leaking pipe on the outside of the house, leaking roof, cracked wall, faulty drainage, leaking guttering or rotten doors or windows. If your damp is caused by one of those factors and is now penetrating into your home, again, you may have a potential Housing Disrepair Claim.

Construction Damp Construction Damp can be found, when damp is caused because of a defect in the way in which the property was constructed. This can range from issues with the groundwork of the property, to the brickwork, which allows water in. If you are experiencing construction damp, there must be some damage to the structure or exterior of your property, in order for you to make a claim. It is not sufficient for your home to be damp, there must be damage to the structure, the walls, ceiling or plaster, in order for you to make a claim.

Condensation Damp Condensation Damp occurs if your home cannot cope with normal levels of vapour, due to a lack of insulation, heating or ventilation. As a result, the vapour remains indoors and turns to damp. In theses instances, this being a life style choice, it is unlikely that you can make a claim.

What To Do? If your home is suffering from housing disrepair, particularly rising, penetrating or construction damp, you may be eligible to make a Housing Disrepair Claim.

Disclaimer A claim for Housing Disrepair can be extremely complex, both legally and structurally. This article is not intended or written as legal advice, merely, for general information purposes, and therefore, legal advice is highly recommended.

About the Author: Monica Savic-Jabrow is a Barrister and a Director of Barrister-Direct Ltd. Monica works across a broad range of personal injury matters, with a particular interest in housing disrepair.

Damp is one of the common housing disrepair problems.

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.