HWRK Magazine: Issue 14 - Spring 2021

educational magazinefor teachers the essential magazine

HWRK

WRITTEN EXCLUSIVELY BY TEACHERS FOR TEACHERS

GREAT TO BE BACK! HOW TO APPROACH THE RETURN TO SCHOOL

SPRING 2021 / ISSUE 14 / FREE HWRKMAGAZINE.CO.UK

THE STORY OF TEACHMEET ICONS DON’T GET CAUGHT UP WITH “CATCH-UP”

THE POWER OF GRIT STRATEGIES

FOR STAMMERING STUDENTS

SUPPORTING TRAINEES AND NEW TEACHERS ART PROJECTS FOR REMOTE LEARNING AND BEYOND

IS OUR NATIONAL CURRICULUM

FIT FOR PURPOSE?

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

PEDAGOGY

Chronology can be a surprisingly hard concept for a child to grasp.

The National Curriculum History programme of study for key stages 1 and 2 optimistically aims that all pupils: “know and understand the history of these islands as a coherent,

11

06

P

in association with

Following neatly on from causation and consequence, similarity and difference is a versatile SOC because it enables pupils to compare and contrast the events they’re studying with other events they’ve studied. Assuming that a child has studied the Normans in Year 7 (a reasonable assumption as most children do) most can, if prompted, draw parallels between the events of 1588 and those of 1066. How similar or different were William the Conqueror’s aims or actions to those of King Philip II’s? How similar or different were the strengths or weaknesses of each invasion force? Why did William succeed where Philip failed? This process of comparing and contrasting one historical event to another is of course in itself an act of analysis.

chronological narrative, from the earliest times to the present day”.

Chance would be a fine thing. A remarkable number of children begin secondary school with an incoherent concept of chronology itself, let alone chronological narrative. I once spent ten minutes trying to help a Year 7 pupil understand why Queen Elizabeth II isn’t Queen Elizabeth I’s daughter. Their regnal numbers had completely confused her sense of chronology. Likewise, at the other end of the school, I’ve taught very able A Level pupils who have gone on to read History at Oxbridge and Russell Group universities, who hadn’t a clue where the Bronze Age sits in relation to Romano-Britain, or where RomanoBritain sits in relation to the Viking Age. Teaching your first unobserved lesson to your ‘own’ class is like your first solo drive after passing your driving test – it’s a proud and satisfying moment that stays with you forever. My first class was 7J. The very first thing I did with

them was to line them up against a wall and give them one minute to rearrange themselves into chronological order of the month they were born, with January on the far left and December on the far right. Then we did the same thing with people holding up key dates, events and people. As well as being a good way to teach or remind pupils of the concept of chronology, it’s also a good (and sometimes comical) test of initiative and teamwork.

Whatever concept you’re trying to teach to whichever year group, I think the key thing is to contextualise it in its historical context. For example, if a pupil is struggling to analyse or evaluate what daily life was like for a soldier on the Western Front during the First World War, ask them to explain five things they (the pupil) do every day e.g. brush their teeth, walk the dog etc. Now ask them to explain five things a soldier on the Western Front did every day.

AN ART JUMPSTART

Adam Boxer explains why our novice students don’t always understand our explanations as much as we think they should. It’s because we’ve forgotten how expert we’ve become.

CURRICULUM

Also, throughout the whole of this process the project has also given me back something too. It has provided me with something important to focus my energy on, a positive reason to get up in the morning, a way of still managing to interact with like-minded people. Most importantly though, it has allowed me to connect with and inspire children, something that has been my driving force for as long as I can remember.

By Adam Boxer

BACK TO SCHOOL: BACK TO BASICS

I will refer you back to a previous point I made, children need and crave certainty.

Children are also extremely adept at sniffing out panic and at detecting where actions we are taking have little value.

We all know children have missed out on their learning; we all know that the way in which remote learning has been received will vary hugely all the way down to the micro level, from pupil to pupil. We all know that pupils are unlikely to have been as physically active as they are when in school and we all know that the mental health of our pupils will be affected by the pandemic.

P

FEATURE

Knowledge

Like the door in Wells Cathedral, it can unlock a whole new way of thinking.

51

THE CURSE OF KNOWLEDGE

The Curse of

P

There are a number of things we need to accept in anticipation of our pupils returning to school, namely that remote learning is nothing more than a stop gap.

Yes, some learning may have taken place but in reality it is not going to have had the same impact as in-class teaching.

We also need to be accepting of the fact that pupils will return with gaps in their knowledge and that ultimately we will need to consider carefully how we deal with these moving forwards.

PEDAGOGY

The more we shout out and say to our children that they are behind, that they are going to be a lost generation, that their earning potential is diminished etc then the more likely this current generation of children are to believe those highly negative narratives.

Anybody working daily with children knows that what children of all ages need are teachers who are uber parents.

They need teachers who have their corner, breed certainty, know what they are doing, praise them and, in a professional sense, love them like a parent would.

What pupils do not need when schools open their doors more widely is to be greeted by a wave of panic. They do not need to see teachers who are frankly burnt out talking about intervention and catch-up. They do not need a tidal wave of high-stakes assessments to ascertain the gaps in their knowledge.

Adept teachers can deduce where gaps in knowledge are by simply teaching.

What the profession needs to do is

I want you to try something out for me:

35

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

@hwrk_magazine

Schools need to offer total certainty to their pupils. The most powerful tool at our disposal, which at face value is the least seductive as it will seem like we are doing nothing, is to give children the order, routine and certainty of the normal school day. They do not need the day extending. The first hurdle for everyone to jump will be returning to the normal order, to the normal daily routine and hustle and bustle of school life. The second hurdle is to rebuild the stamina that is needed to see a normal school day, which is exhausting for all at the best of times, through from start to finish. Then the challenge is to allow teachers to teach and pupils to learn.

The shiny seductive bugle call of catchup and intervention is a red herring.

Trust the teachers; let them work their magic. Above all, perhaps we just need to slow everything down and get back to basics.

2. Find a friend.

3. You are the “tapper” and your friend is

You can find me on Twitter @DarrellWakelam or, if you’d like to see more of my artwork or try out any of my ‘Art Jumpstart’ ideas for yourself. You can browse or download them free on my website www. darrellwakelam.com. The website also provides information regarding my regular workshops in schools and from there you can also contact me if you are interested in any aspect of my work with children and young people. I am always open to new, exciting ideas.

As teachers, we specialise in this area – it’s literally our job to take knowledge that we have and others don’t and pass it on to them. Most of the time, I think we get this right. We know that when it comes to really tricky concepts we have to work as hard as we can to cut the ideas up, simplify them and make them readily intelligible. I do, however, think there are two common areas that we don’t get right.

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

HWRKMAGAZINE.co.uK

the “listener”.

4. On a table, tap out your tune without

P

humming or singing or anything.

5. Before you ask your friend to guess

FEATURE

ensure that the core job remains the core job. In other words, teachers need to simply do that: teach.

It goes without saying that this last year has obviously been an incredibly difficult one for everyone. Work-wise it’s been a challenging time for anyone who is self employed and especially those of us working in the creative industries. However, by our very nature we are flexible and adaptable people and, like many others in my position, I am determined to find a way to continue to do what I am passionate about.

must be like to not have that knowledge.

It just can’t be done. We repeatedly fail to truly appreciate what “not having that knowledge” is like. The failure to appreciate the gap between our knowledge and their knowledge is called “the curse of knowledge” or “expert blindness.”

1. Think of a tune in your head.

what the tune is, try and predict the likelihood of them getting it right.

6. Ask them what the tune is.

In 1990, Dr Elizabeth Newton tried this out for real. Using tappers and listeners, she found that only 2 in 150 tunes were correctly guessed by listeners, but tappers predicted that listeners would get it right around 50% of the time. As such, if your listener got it right, I’ll donate a tenner to a charity of your choice.

TEACHING CONCEPTS IN HISTORY

This, and other experiments, teach us something about the relationship between our knowledge and others’ knowledge.

When we have something in our head that is clear and obvious it is a biological impossibility for us to imagine what it

The small number of students who struggle to access your own in-class explanations are likely to be the same ones who need the most support across the curriculum.

First, is in the obviously interesting way we think and talk about our subjects. To us, they are a huge part not just of what we do, but they are a part of what we are. We love our subjects and obsess over them in all of their nerdy gloriousness. Our students, however, do not. And whilst sometimes your tangents and meanders might be endearing, they aren’t always what your students want to hear. Don’t get me wrong: they are important and valuable and a part of what makes teaching brilliant, but don’t forget that most of your students aren’t as desperately in love with the subject as you are – it’s why only 1.2% of the UK working population are teachers. So yes, show your passion and your interest, but don’t get carried away.

5 4 // h w r k M AG A z i n e // S p r i n g 2 0 2 1

0 6 // h w r k M AG A z i n e // S p r i n g 2 0 2 1

@hwrk_magazine

@hwrk_magazine

S p r i n g 2 0 2 1 // h w r k M AG A z i n e // 07

hwrkMAGAzine.co.uk

Trust the teachers; let them work their magic.

PEDAGOGY 1 4 // h w r k M AG A z i n e // S p r i n g 2 0 2 1

//

@hwrk_magazine

28

P

INSTILLING GRIT

PEDAGOGY

in association with

Failure is actually an essential component to academic success and in many cases this is evidence that they are learning.

//

65

P

EXPERIENCE 2020 was a year of huge growth with our online events reaching thousands of educators around the world

TEACHMEET ICONS: THE ORIGINS STORY These high performers were never satisfied with their performance and were always looking for ways to improve. They were disciplined, focused and learnt to cope with the boredom, frustrations and pain that comes with mastering their craft.

They trained relentlessly, for months, years and even decades before they achieved the results that they were hoping for.

Despite whatever external rewards came with their developing skills, they were also motivated to seek out intrinsic rewards like mastery and self-actualisation. Duckworth wrote in her book Grit “it was this combination of passion and perseverance that made high achievers special.”

Duckworth’s book became a New York Times bestseller & her TED talks have been watched over 8 million times, launching her to literary stardom.

She discusses many ideas in her book, but I will focus on two that you can implement in your classrooms.

1. embrace failure As part of her research, Duckworth studied recruits that entered ‘West Point’, America’s most prestigious and notoriously challenging military training facility. Many recruits struggle with the physical and academic rigour imposed by the facility and therefore dropouts are not uncommon.

factor of graduation success was not their GPA results or superior physical attributes but their ability to learn from their failures and bounce back from hardship.

As classroom teachers, you can make your classes “failure-friendly”.

Emphasise to your students that failure is actually an essential component to academic success and in many cases this is evidence that they are learning. Celebrate effort as much as success, especially for students who may not be as strong in your subject, helping them to cultivate a Growth Mindset. This is about making your students more resilient and willing to keep on going.

When she interviewed the recruits, Duckworth found the most significant

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

@hwrk_magazine

2. teach Your stuDents hoW to DelaY Gratification for Greater reWarDs Duckworth cited the work of her mentor Walter Mischel, Professor of Psychology in Columbia University and conductor of the now legendary ‘Marshmallow Test’ in the 1960s. The test was simple.

A researcher would sit a four-year old child in a room with a marshmallow. The researcher would announce that they are leaving the room and told the preschoolers if they wanted to eat the treat if they wished. But if they could wait 15 minutes for the researcher to return, they could have two marshmallows instead.

The researchers collated the data and 20 years later tracked the students down to see how they were faring in

their lives. What Mischel found (and what Duckworth echoed) was that the students who could wait and received the two treats, had better test scores, better jobs and overall, in an economic sense at least, better lives. They both concluded that the key to success in life was the ability to delay gratification and to stay focused on long term outcomes rather than short term gains.

Students, especially before exams, tend to complain about the workload and can sometimes be discouraged. You must be able to help your pupils see the ‘big picture’ and paint a compelling vision of what their lives could look like if they do well in your subject.

If they are tired and demotivated, give them breaks and show them motivational videos about people whom

HWRKMAGAZINE.co.uK

they admire but had to work hard to get to where they wanted to be. Great motivational speakers like Les Brown, Eric Thomas and Tony Robbins can be watched freely on YouTube and can help lift the spirits of individuals in your class.

the DraWback of Grit Grit is not a cure-all. We live in grossly unfair society and Duckworth’s work has received its fair share of criticism.

As David Denby wrote for The New Yorker “Family background, opportunity, culture, landing at the right place at the right time, the overall state of the economy - all these elements, operating at once, allow some talented people to do much better than other talented people.”

Somehow though, that same atmosphere has managed to permeate our online events too. 2020 was a year of huge growth with our online events reaching thousands of educators around the world. One attendee of our recent events described it as “Really useful, lovely atmosphere, sometimes these things can be very pretentious but you’ve managed to keep it non-judgmental and should be proud.” It’s this inclusivity and warm approach that has enabled us to grow, driven by those who have believed in the idea of helping other teachers.

You can sign up to any of our upcoming online events here https://www.bigmarker.com/communities/ teachmeeticons/conferences And you can find out more about TeachMeet Icons here www.teachmeeticons.com Thanks for reading and maybe see you soon!

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

@hwrk_magazine

//

//

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

CONTENTS 05. LETTER FROM THE EDITOR - Don’t get caught up in the catch-up narrative

FEATURES 06. THE CURSE OF KNOWLEDGE

PEDAGOGY

CURRICULUM

24. WHAT SHOULD I DO IF A CHILD HAS FINISHED THEIR WORK?

42. ARE WE USING OR ABUSING THE NATIONAL CURRICULUM

Tips for dealing with early finishers, no matter who they are

Why we need to reconsider the purpose of the National Curriculum

Sound advice from an experienced Headteacher on how to approach the return to school

28. INSTILLING GRIT

46. DIGITAL LITERACY

The importance of and tactics for developing resilience in our students

Reflections on our need for deeper embedding of digital literacy in the curriculum

17. SUPPORTING STUDENTS WHO STAMMER

35. TEACHING CONCEPTS IN HISTORY

51. AN ART JUMPSTART

Strategies for teaching complex issues in the History classroom

Darrell Wakelam’s art and craft activities that took lockdown learning by storm this year

Why being the expert in the room can make teaching trickier 11. BACK TO SCHOOL: BACK TO BASICS

Strategies for supporting students who stammer in the classroom

EXPERIENCE

@hwrk_magazine

58. LOOKING AFTER NEW TEACHERS

65. TEACHMEET ICONS: THE ORIGINS STORY

A new hope for the future of trainees and new teachers

The phenomenal rise of TeachMeet Icons from humble beginnings to a curriculum-wide network

S P R I N G 2 0 2 1 // 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 WRITTEN BY TEACHERS FOR TEACHERS

Andy McHugh @guruteaching

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

Sam Strickland

Sam is the Principal of a large all-through school, the organiser of ResearchED Northampton, a successful author and is a leading voice in the current conversation in education. His most recent book is Education Exposed 2: In Pursuit of the Halcyon Dream

Tom Rogers

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

Karl Pupé

Karl is a classroom teacher with a decade’s experience in Primary, Secondary and Further Education, specialising in Behaviour Management.

He is the author of “The Action Hero Teacher: Classroom Management Made Simple” and the founder of www.actionheroteacher.com.

Aidan Severs

Darrell Wakelam

Darrell is a freelance artist and former Art Tutor, who during the pandemic created and shared hundreds of ideas for simple home-schooling art projects using everyday items, bringing creativity and fun to children across the UK. Before the pandemic, Darrell also led art workshops in museums, libraries and festivals around the UK.

Professor Sam Twiselton OBE Sam is the Director of Sheffield Institute of Education at Sheffield Hallam University and Vice President (External) of the Chartered College of Teaching.

Sam has been involved in influencing Government policy on teacher education and is the Chair of the DfE ITT Framework Group, among many others.

Abed Ahmed

Aidan Severs is a vice principal in an all-through academy; he blogs at www.thatboycanteach.co.uk

Abed is a Maths teacher and Head of Department. He is a person who stammers and works to create a safe environment for all those with speech, language and communication needs.

Shannen Doherty

@thatboycanteach

Dominic Kirby

Sarah Wordlaw

Adam Boxer

@HistoryChap

@smwordlaw

@adamboxer1

A History and Politics teacher, Dominic worked in Parliament and for an education charity before going in to teaching. He has a particular interest in crosscurricular learning and T&L outside of the classroom. Also an active Army reservist.

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

Passion for cooperative learning. Firm believer in a coaching leadership. Lover of polka dots, cheese and Friday night

dancing.

Shannen is a senior leader and class teacher at a primary school in London.

She loves all things maths and enjoys getting nerdy about teaching and learning.

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

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

HWRK MAGAZINE PUBLISHED BY HEALTH NEWS qUARTERLY LTD 5 Hackins Hey, Liverpool L2 2AW, UK E: enquiries@hnqgroup.co.uk T: 0151 237 7311 EDITOR Andy McHugh PUBLISHING DIRECTOR Alec Frederick Power DESIGNER Adam Blakemore MANAGING DIRECTORS G Gumbhir, Alec Frederick Power Legal Disclaimer: While precautions have been made to ensure the accuracy of contents in this publication and digital brands neither the editors, publishers not its agents can accept responsibility for damages or injury which may arise therefrom. No part of any of the publication whether in print or digital may be reproduced, stored in a retrieval system or transmitted in any form or by any means without prior permission of the copyright owner.

0 4 // h w r k M AG A z i n e // S p r i n g 2 0 2 1

@hwrk_magazine

LETTER FROM THE EDITOR I’m caught between a rock and a hard place. Now that we’re back to school, I have to decide whether to fill the knowledge gaps left by lockdown-learning, or to plough on and teach new content. I know that most of my students will be thankful for introducing them to new content, moving on from their most recent experience of remote-learning, but is it the right thing to do?

In pre-Covid times I wouldn’t feel under such pressure.

The knowledge gaps at this point in the year would be much smaller and affect fewer students. The students themselves would also be fully in “work-mode” (well most of them anyway). Currently, they’re in that mysterious state, stuck halfway between home and school, where they’ve existed for the past few months.

The solution isn’t an obvious one. Predictably, the loudest voices in the media have been calling for a focus on “catchup” (an awful phrase) for those students most affected by remote-learning. I can see the merit in such an approach, but it lacks one thing that, sadly, many in the mainstream press currently fail to put across in their journalism: nuance.

Prioritising catch-up, for some in the press and on social media, seems to refer to the “filling the pail” analogy. This entails that we just need to tell students what they missed, topping up their brains with info and then it will all be alright and as if nothing had happened.

HWRKMAGAZINE.CO.UK

But this fails to take into account how learning actually works.

Students need time to mull over new concepts, practice them, get them wrong and then get them right again.

They need time to link new knowledge to prior knowledge and to become adept at synthesising it all, allowing them, over time, to apply it in the real world beyond the classroom.

“Time” is the key point here.

Any notion of a catch-up strategy that fails to take account of the time element is doomed to fail. It becomes a rhetorical device used by politicians and headline writers rather than a meaningful and practical plan.

Unfortunately, many people feel compelled to hurry schools in their adoption of strategies to address gaps in learning. This is fuelled by unfounded notions of 10,000s of hours of learning being lost and the students of the future being left adrift forever, without any education to help support them.

With so much media attention placed on the “reopening of schools” (we were never shut) it’s easy to get caught up in the “catch-up” narrative.

Thankfully, those same people don’t teach our lessons. We do. So it’s down to us as teachers to ensure that we strike that delicate balance between pushing students on with confidence to their next topic and ensuring that we

don’t leave any students behind.

Those who need support will likely need a lot of it and many of those students won’t naturally fall into typical categories such as “Disadvantaged”, “Pupil Premium” or “SEND”. Some students, who flourished without any issues whilst in school, may have struggled to access the remote work. This may have been due to issues with devices, both parents having to work, or because they had to take on caring responsibilities for younger siblings within the home. Some students have really struggled with the loneliness of remotelearning and will need to get used to being in a routine again and socialising with their peers.

Again, this takes time.

Not only that, our students have missed us and we’ve missed them. Teaching and learning at school is an inherently social experience.

We rely on each other’s body language and facial expressions to respond to one another and to navigate the complexities of the lesson content. It’s no wonder that teaching remotely is so difficult. This is especially so when all you can see are those rows of initials instead of students’ faces on the screen.

It’s like teaching in the dark.

Reconnecting with our students is something that will arguably make a greater difference than anything else we can do. Teaching isn’t all about relationships, but those relationships are undoubtedly a huge part of what makes teaching so great.

Fortunately, there is hope on the horizon. With the recent appointment of Sir Kevan Collins, touted as the “Education Recovery Tsar” (why do they always have to be a Tsar?), we might just have someone on our side. Collins is a teacher, first and foremost.

He has held many positions throughout his career, including at the Education Endowment Foundation, widely admired for its keen focus on the application of educational research to the classroom.

What really matters, though, is that Collins has set out his stall as one that is focused on investing in a long-term recovery strategy, rather than a quick-fix. He has also committed to consulting with parents, teachers and schools, those who understand the situation on the ground the best. What this will lead to at the chalk-face is yet to be determined.

But determined Collins certainly is. And with decades of experience to help guide him, I expect an ambitious yet sensible plan, grounded in what works and what needs to be done.

In the meantime though, we have our own job to do. Our students have waited so long to return to school and we have too. So, put some new tape down on your floor, don your mask, open your classroom door and let’s reconnect and spend time with our students. It’s what we do best.

Andy McHugh

Editor | HWRK Magazine

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

THE CURSE OF

KNOWLEDGE Adam Boxer explains why our novice students don’t always understand our explanations as much as we think they should. It’s because we’ve forgotten how expert we’ve become.

By

By Adam Adam Boxer Boxer

II want want you you to to try try something something out out for for me: me:

1. Think Think of of aa tune tune in in your your head. head.

2. Find Find aa friend. friend.

3. You You are are the the “tapper” “tapper” and and your your friend friend isis the the “listener”. “listener”.

4. On On aa table, table, tap tap out out your your tune tune without without humming humming or or singing singing or or anything. anything.

5.

Before Before you you ask ask your your friend friend to to guess guess what what the the tune tune is, is, try try and and predict predict the the likelihood likelihood of of them them getting getting itit right. right.

6. Ask Ask them them what what the the tune tune is. is.

In In 1990, 1990, Dr Dr Elizabeth Elizabeth Newton Newton tried tried this this out out for for real. real. Using Using tappers tappers and and listeners, listeners, she she found found that that only only 22 in in 150 150 tunes tunes were were correctly correctly guessed guessed by by listeners, listeners, but but tappers tappers predicted predicted that that listeners listeners would would get get itit right right around around 50% 50% of of the the time. time. As As such, such, ifif your your listener listener got got itit right, right, I’ll I’ll donate donate aa tenner tenner to to aa charity charity of of your your choice. choice.

This, This, and and other other experiments, experiments, teach teach us us something something about about the the relationship relationship between between our our knowledge knowledge and and others’ others’ knowledge. knowledge.

When When we we have have something something in in our our head head that that isis clear clear and and obvious obvious itit isis aa biological biological impossibility impossibility for for us us to to imagine imagine what what itit

0 066 // // H HW WR RK KM MAG AGA AZZIIN NEE // // SSpprriinngg 220 02211

must must be be like like to to not not have have that that knowledge. knowledge.

ItIt just just can’t can’t be be done. done. We We repeatedly repeatedly fail fail to to truly truly appreciate appreciate what what “not “not having having that that knowledge” knowledge” isis like. like. The The failure failure to to appreciate appreciate the the gap gap between between our our knowledge knowledge and and their their knowledge knowledge isis called called “the “the curse curse of of knowledge” knowledge” or or “expert “expert blindness.” blindness.”

As As teachers, teachers, we we specialise specialise in in this this area area –– it’s it’s literally literally our our job job to to take take knowledge knowledge that that we we have have and and others others don’t don’t and and pass pass itit on on to to them. them. Most Most of of the the time, time, II think think we we get get this this right. right. We We know know that that when when itit comes comes to to really really tricky tricky concepts concepts we we have have to to work work as as hard hard as as we we can can to to cut cut the the ideas ideas up, up, simplify simplify them them and and make make them them readily readily intelligible. intelligible. II do, do, however, however, think think there there are are two two common common areas areas that that we we don’t don’t get get right. right.

First, First, isis in in the the obviously obviously interesting interesting way way we we think think and and talk talk about about our our subjects. subjects. To To us, us, they they are are aa huge huge part part not not just just of of what what we we do, do, but but they they are are aa part part of of what what we we are. are. We We love love our our subjects subjects and and obsess obsess over over them them in in all all of of their their nerdy nerdy gloriousness. gloriousness. Our Our students, students, however, however, do do not. not. And And whilst whilst sometimes sometimes your your tangents tangents and and meanders meanders might might be be endearing, endearing, they they aren’t aren’t always always what what your your students students want want to to hear. hear. Don’t Don’t get get me me wrong: wrong: they they are are important important and and valuable valuable and and aa part part of of what what makes makes teaching teaching brilliant, brilliant, but but don’t don’t forget forget that that most most of of your your students students aren’t aren’t as as desperately desperately in in love love with with the the subject subject as as you you are are –– it’s it’s why why only only 1.2% 1.2% of of the the UK UK working working population population are are teachers. teachers. So So yes, yes, show show your your passion passion and and your your interest, interest, but but don’t don’t get get carried carried away. away.

@hwrk_magazine @hwrk_magazine

FEATURE

The The small small number number of of students students who who struggle struggle to to access access your your own own in-class in-class explanations explanations are are likely likely to to be be the the same same ones ones who who need need the the most most support support across across the the curriculum. curriculum.

H HW WR RK KM MA AG GA AZZIIN NEE..C CO O..U UK K

SSpprriinngg 220 02211 // // H HW WR RK KM MAG AGA AZZIIN NEE // // 07 07

The other area occurred to me recently when watching a History lesson on Lenin and the Russian Civil War. At one point, the teacher was talking about “propaganda” and explained really nicely what the term meant, but then straight after didn’t adequately explain what the word “opposition” meant. I wondered how many of those Year 8 students struggled to have a clear concept of what the word “opposition” meant, and though I haven’t done any kind of research I suspect it’s sizeable. The small number of students who struggle to access your own in-class explanations are likely to be the same ones who need the most support across the curriculum.

I started listening out for words and phrases like this during the lesson and jotted down a list:

Unified leadership, Motivation, Harsh, Much larger scale, Industrial, Loyalty.

These words are probably what we call “Tier 2” vocabulary in a three tier system. Tier 1 words are common words that almost everybody knows and you don’t need to teach; like “picture”, “list” or “happy.” Tier 3 words are technical, domain-specific vocabulary like “photosynthesis,” “iambic” or “longshore drift.” Teachers are conscious of these words that constitute the foundational grammar and discourse of our subjects and we normally teach them explicitly and deliberately.

Where things are less certain are Tier 2 words, words which sort of bridge the gap.

They are high level, but not necessarily context dependent. Words like: “ecstatic”,

“numerate” or “redundant” might be good words here. Teachers, being well-educated and sophisticated users of language, use Tier 2 words frequently and with ease. Our students, however, might not. Though we are careful and deliberate with our use of Tier 3 words, the very substance of our subjects, we are often cursed and blinded by our knowledge when it comes to using words in Tier 2.

So, try to be aware of the language you use and how accessible it is. We should certainly continue to use Tier 2 language as we induct our students into intellectual and academic rigour, but we may occasionally need to slow the pace and teach those words explicitly in much the same way that we would for more technical and domain-specific language.

Oh, and I’m keeping my tenner.

Teachers, being well-educated and sophisticated users of language, use Tier 2 words frequently and with ease. Our students, however, might not.

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

@hwrk_magazine

FEATURE

PUDHWRKE14R01EA

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.

HWRKMAGAZINE.CO.UK

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.

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

FEATURE

BACK TO SCHOOL BACK TO BASICS

Sam Strickland reminds us not to get caught up with the catch up narrative when schools open fully in March. Trust the teachers. Keep it simple.

By Sam Strickland

HWRKMAGAZINE.CO.UK

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

F

riday riday 20th 20th March March 2020 2020 could could be be viewed viewed as as education’s education’s ‘Day ‘Day of of Infamy.’

Infamy.’ Since Since schools schools were were offi officially cially cited cited as as ‘closed’, ‘closed’, education education has has been been forced forced to to adapt adapt in in aa way way no no one one could could have have foreseen, foreseen, bringing bringing about about an an emphatic emphatic array array of of changes. changes.

ItIt isis too too early early to to say say ifif education education has has changed changed for for the the better better or or whether whether we we are are going going to to see see aa diff difference erence in in our our approach approach and and philosophy philosophy in in the the long long term. term. What What isis absolutely absolutely certain certain isis that that the the teaching teaching profession profession has has demonstrated demonstrated enormous enormous professional professional agility agility and and managed managed to to change change its its modus modus operandi operandi on on the the turn turn of of aa sixpence. sixpence.

In In the the last last year, year, schools schools have have had had to to both both juggle juggle and and spin spin multiple multiple plates. plates. From From the the outset, outset, schools schools were were described described as as ‘closed,’ ‘closed,’ but but they they were were anything anything but but closed. closed. Key Key worker worker and and vulnerable vulnerable pupil pupil provision provision has has become become aa daily daily norm, norm, with with the the numbers numbers from from school school ‘closure’ ‘closure’ one, one, to to ‘closure’ ‘closure’ two two dramatically dramatically increasing increasing as as the the criteria criteria became became far far more more woolly woolly and and loose. loose. Teachers Teachers have have had had to to consider consider how how to to teach teach pupils pupils remotely. remotely.

The The debates debates over over live live versus versus pre-recorded pre-recorded lessons, lessons, plus plus what what we we even even mean mean by by ‘remote ‘remote learning’ learning’ has has not not only only ensued ensued but but has has become become aa game game of of political political brinkmanship. brinkmanship.

Schools Schools had had to to devise devise Centre Centre Assessed Assessed Grades Grades in in anticipation anticipation of of last last summer’s summer’s examination examination result result days. days. At At fifirst rst itit looked looked like like these these grades grades were were something something of of aa waste waste of of time, time, with with preference preference for for an an algorithm. algorithm.

But But that that ultimately ultimately led led to to aa U-Turn, U-Turn, which which was was not not only only inevitable inevitable and and obvious obvious but but also also damaging. damaging.

Schools Schools then then had had to to widen widen their their already already open open doors doors in in the the summer summer term, term, welcoming welcoming back back their their pupils, pupils, with with aa view view that that itit would would be be business business as as usual usual come come September.

September. The The reality, reality, once once the the new new academic academic year year began, began, was was that that itit was was anything anything but but business business as as usual. usual. Schools Schools implemented implemented and and embedded embedded highly-refi highly-refined ned Covid-19 Covid-19 secure secure safety safety measures measures and and managed managed to to navigate navigate their their way way for for the the fifirst rst few few weeks weeks of of the the academic academic year. year. However, However, the the invisible invisible foe foe was was always always waiting waiting in in the the wings. wings.

Every Every Head, Head, ifif they they are are fully fully honest, honest, knew knew that that disruption disruption within within their their schools schools was was unavoidable: unavoidable: that that bubbles bubbles would would burst burst and and that that classes, classes, year year groups groups and and staff staff would would need need to to be be sent sent home. home. There There was was also also an an air air of of inevitability inevitability from from the the outset outset that that exams exams in in the the summer summer of of 2021 2021 were were unlikely unlikely to to happen happen either either and and II fifind nd itit baffl baffling ing that that aa credible credible and and tangible tangible Plan Plan BB was was not not considered considered and and ready ready to to go go in in the the highly highly likely likely event event of of all all schools schools nationally nationally having having to to ‘close’ ‘close’ once once more. more.

1122 // // H HW WR RK KM MAG AGA AZZIIN NEE // // SSpprriinngg 220 02211

From From the the outset, outset, schools schools were were described described as as ‘closed,’ ‘closed,’ but but they they were were anything anything but but closed. closed.

@hwrk_magazine @hwrk_magazine

FEATURE

What What pupils pupils do do not not need need when when schools schools open open their their doors doors more more widely widely is is to to be be greeted greeted by by aa wave wave of of panic. panic.

What What we we now now face face as as aa sector sector isis uncertainty. uncertainty. Anyone Anyone who who knows knows anything anything about about education, education, about about schools, schools, about about staff staff,, about about children children and and about about parents parents isis that that uncertainty uncertainty does does not not go go down down well. well. IfIf you you run run aa school school with with uncertainty uncertainty surrounding surrounding your your values, values, expectations expectations and and rules rules then then you you normally normally get get chaos. chaos.

What What we we need, need, swiftly, swiftly, isis precision, precision, clarity clarity and and certainty. certainty. At At the the time time of of writing writing this this article article there there isis still still no no real real sense sense regarding regarding how how pupils pupils in in Years Years 6, 6, 11 11 and and 13 13 will will be be assessed assessed and and awarded awarded grades grades this this summer. summer. No No one one truly truly knows knows what what will will happen happen with with Year Year 55 and and their their SATs SATs in in 2022.

2022. Year Year 10 10 have have now now missed missed more more than than aa signifi significant cant chunk chunk of of their their GCSE GCSE content, content, often often with with multiple multiple disruptions disruptions due due to to periods periods of of self-isolation self-isolation as as well well as as closure. closure. Year Year 12 12 pupils pupils have have never never sat sat aa formal formal set set of of exams exams and and missed missed aa huge huge chunk chunk of of their their Post-16 Post-16 experience. experience. In In what what will will feel feel like like the the blink blink of of an an eye, eye, our our eldest eldest pupils pupils in in the the schooling schooling system system will will sit sit aa public public examination examination series series for for the the fifirst rst time time ever. ever.

The The stakes stakes for for those those pupils pupils could could not not be be higher. higher.

The The narrative narrative has has now now shifted shifted to to one one of of catch-up, catch-up, intervention, intervention, extended extended school school days, days, extending extending the the school school year year and and extra-tutoring extra-tutoring for for pupils. pupils. Whether Whether this this isis motivated motivated by by political political football football or or aa strong strong sense sense of of moral moral purpose purpose isis broadly broadly speaking speaking irrelevant irrelevant to to the the people people on on the the ground ground and and to to the the pupils pupils who who will will experience experience an an inevitable inevitable tidal tidal wave wave of of extra extra intervention intervention to to ‘catch ‘catch up.’ up.’

What What isis relevant, relevant, however, however, isis that that we we must must carefully carefully consider consider why why we we are are doing doing something something and and what what we we want want to to achieve achieve by by doing doing so. so. The The words words impact, impact, progress progress and and intervention intervention are are all all too too readily readily used used in in education education and and often often carry carry little little meaning meaning or or yield yield dangerous dangerous mutations. mutations. Most Most notably, notably, when when II think think about about intervention intervention my my mind mind isis fifilled lled with with images images of of red, red, amber amber and and green green coloured coloured trackers trackers and and measuring measuring how how much much progress progress diff different erent cohorts cohorts of of pupils pupils are are making making from from one one period period of of time time to to the the next. next. There There isis aa real real danger danger that that we we are are going going to to forget forget what what both both the the research research and and our our own own professional professional experiences experiences have have shown shown us. us. We We need need to to be be careful careful that that we we are are not not about about to to engage engage in in applying applying aa band band aid aid to to something something that that perhaps perhaps needs needs far far greater greater caution. caution. There There isis aa real real danger danger that that the the profession profession isis going going to to end end up up working working even even harder harder still, still, to to little little or or no no avail avail and and in in many many regards, regards, fall fall down down the the catch-up catch-up rabbit rabbit hole. hole.

H HW WR RK KM MA AG GA AZZIIN NEE..C CO O..U UK K

SSpprriinngg 220 02211 // // H HW WR RK KM MAG AGA AZZIIN NEE // // 1133

There are a number of things we need to accept in anticipation of our pupils returning to school, namely that remote learning is nothing more than a stop gap.

Yes, some learning may have taken place but in reality it is not going to have had the same impact as in-class teaching.

We also need to be accepting of the fact that pupils will return with gaps in their knowledge and that ultimately we will need to consider carefully how we deal with these moving forwards.

I will refer you back to a previous point I made, children need and crave certainty.

Children are also extremely adept at sniffing out panic and at detecting where actions we are taking have little value.

We all know children have missed out on their learning; we all know that the way in which remote learning has been received will vary hugely all the way down to the micro level, from pupil to pupil. We all know that pupils are unlikely to have been as physically active as they are when in school and we all know that the mental health of our pupils will be affected by the pandemic.

The more we shout out and say to our children that they are behind, that they are going to be a lost generation, that their earning potential is diminished etc then the more likely this current generation of children are to believe those highly negative narratives.

Anybody working daily with children knows that what children of all ages need are teachers who are uber parents.

They need teachers who have their corner, breed certainty, know what they are doing, praise them and, in a professional sense, love them like a parent would.

What pupils do not need when schools open their doors more widely is to be greeted by a wave of panic. They do not need to see teachers who are frankly burnt out talking about intervention and catch-up. They do not need a tidal wave of high-stakes assessments to ascertain the gaps in their knowledge.

Adept teachers can deduce where gaps in knowledge are by simply teaching.

What the profession needs to do is

ensure that the core job remains the core job. In other words, teachers need to simply do that: teach.

Schools need to offer total certainty to their pupils. The most powerful tool at our disposal, which at face value is the least seductive as it will seem like we are doing nothing, is to give children the order, routine and certainty of the normal school day. They do not need the day extending. The first hurdle for everyone to jump will be returning to the normal order, to the normal daily routine and hustle and bustle of school life. The second hurdle is to rebuild the stamina that is needed to see a normal school day, which is exhausting for all at the best of times, through from start to finish. Then the challenge is to allow teachers to teach and pupils to learn.

The shiny seductive bugle call of catchup and intervention is a red herring.

Trust the teachers; let them work their magic. Above all, perhaps we just need to slow everything down and get back to basics.

Trust the teachers; let them work their magic.

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

@hwrk_magazine

FEATURE

HWRKMAGAZINE.CO.UK

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

FEATURE

SUPPORTING STUDENTS WHO STAMMER You probably know a lot about autism, but what about stammering?

Both affect 1% of the world. 8 million people.

By Abed Ahmed

HWRKMAGAZINE.CO.UK

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

S

top top and and think. think. How How many many students students are are currently currently in in your your school? school? Up Up to to 8% 8% of of them them will will stammer stammer at at some some point point in in their their life, life, but, but, this this will will remain remain as as aa lifelong lifelong condition condition for for 1%.

1%.

There There are are almost almost 99 million million children children in in UK UK schools schools which which means means almost almost 720,000 720,000 children children need need your your support. support. 90,000 90,000 will will go go onto onto to to live live with with their their stammer stammer for for the the rest rest of of their their lives. lives. This This article article isn’t isn’t for for 1% 1% of of people people who who stammer, stammer, but but for for 99% 99% of of you you that that do do not. not.

My My name name Is Is Abed Abed Ahmed.

Ahmed. II knew knew II wanted wanted to to become become aa teacher teacher from from the the age age of of 15 15 but but II feared feared my my stammer stammer would would prevent prevent me me from from achieving achieving my my dream. dream. An An advisor advisor who who was was also also teacher, teacher, even even told told me me II should should consider consider aa diff different erent career career because because children children might might not not understand understand me me when when II talk. talk. II now now know know he he was was wrong. wrong. I’m I’m currently currently in in my my 5th 5th year year of of teaching, teaching, leading leading aa maths maths department department in in an an innerinnercity city school school in in Birmingham Birmingham through through Covid-19.

Covid-19.

My My parents parents told told me me that that I’ve I’ve been been stammering stammering since since the the age age of of 4, 4, which which isis common common for for many many people people who who stammer stammer as as that that isis when when you you tend tend to to learn learn to to speak. speak. However, However, some some develop develop itit in in the the latter latter stages stages of of their their lives lives too. too. My My stammer stammer has has given given me me many many obstacles obstacles to to overcome. overcome. Throughout Throughout my my education, education, II was was constantly constantly imitated, imitated, the the highest highest level level of of humiliation. humiliation. As As aa result, result, II refused refused to to put put my my hands hands up up in in lessons lessons or or talk talk much much in in social social settings. settings.

By By the the time time II got got to to secondary secondary school, school, II knew knew II had had to to adapt adapt with with with with my my stammer stammer and and not not work work against against it. it. II knew knew II had had so so much much to to give give and and itit was was killing killing me me inside inside that that II was was preventing preventing my my real real self self to to come come out. out. To To get get out out of of my my shell, shell, II did did things things II didn’t didn’t enjoy, enjoy, like like volunteering volunteering to to present present fifirst rst in in presentations presentations and and choosing choosing to to study study GCSE GCSE Drama Drama (which (which II disliked disliked to to begin begin with, with, but but absolutely absolutely loved loved when when II completed completed it). it). Doing Doing these these things things didn’t didn’t stop stop me me from from stammering, stammering, but but at at least least II stammered stammered with with confi confidence. dence.

Once Once II completed completed my my degree degree at at university, university, II applied applied to to do do my my teacher teacher training training course. course. II didn’t didn’t get get into into the the fifirst rst place place II was was interviewed interviewed for. for. Ten Ten minutes minutes after after II left left the the interview, interview, II received received aa ping ping on on my my phone phone to to say say II had had been been rejected. rejected. II was was told told II didn’t didn’t have have enough enough experience. experience. That That hit hit me me hard hard and and II blamed blamed my my stammer. stammer.

I’ve I’ve always always blamed blamed itit for for all all my my rejections rejections in in life. life. II went went home home and and cried cried which which was was out out of of the the ordinary ordinary for for me, me, II didn’t didn’t realise realise just just how how much much this this meant meant for for me. me. ItIt was was years years of of frustration frustration of of thinking thinking you’re you’re not not good good enough enough because because of of the the fact fact you you

1188 // // H HW WR RK KM MAG AGA AZZIIN NEE // // SSpprriinngg 220 02211

cannot cannot speak speak flfluently, uently, like like others. others. This This was was something something I’ve I’ve been been planning planning and and preparing preparing since since II was was 16, 16, I’d I’d wanted wanted itit for for so so long. long.

However, However, II persevered persevered and and fifinally nally got got aa place place at at my my local local secondary secondary school school in in partnership partnership with with Birmingham Birmingham City City University.

University. My My mentors mentors and and university university lecturers lecturers were were incredibly incredibly supportive: supportive: they they taught taught us us how how to to teach teach and and exposed exposed us us to to many many papers papers and and up-to-date up-to-date research. research. The The school school II trained trained in in made made me me feel feel as as ifif my my stammer stammer didn’t didn’t exist exist and and thankfully, thankfully, they they off offered ered me me aa full full time time job. job.

Since Since becoming becoming aa teacher, teacher, I’ve I’ve vowed vowed to to always always tell tell my my students students at at the the beginning beginning of of academic academic year year about about my my stammer. stammer. II also also tell tell them them that that it’s it’s not not going going to to stop stop me me from from being being aa good good teacher teacher and and itit won’t won’t stop stop them them from from learning. learning. All All II ask ask of of them them isis patience patience and and understanding. understanding.

On On the the rare rare occasion, occasion, aa child child once once imitated imitated me. me. The The entire entire class class turned turned on on the the child child and and said said “Why “Why are are you you taking taking the the mick mick out out of of Sir? Sir? He’s He’s teaching teaching us, us, show show him him some some respect.”, respect.”, II was was speechless speechless and and moved. moved.

II also also feel feel proud proud that that II can can help help others others who who stammer stammer and and to to help help teachers teachers to to support support those those who who stammer. stammer. Those Those students students shouldn’t shouldn’t go go through through their their entire entire education education with with no no support support (it (it happened happened to to me), me), so so II decided decided to to create create my my own own stammer stammer support support sessions sessions in in all all the the schools schools I’ve I’ve worked worked in. in. My My last last school school had had 17 17 students students who who stammered. stammered. My My sessions sessions consist consist of of confi confidence dence building building activities, activities, theatrical theatrical role role play, play, interview interview practice practice and and life life lessons. lessons. II hope hope II act act as as aa general general supporting supporting fifigure gure to to give give students students aa voice voice and and empathise empathise with with their their struggles. struggles.

So, So, as as aa teacher teacher with with aa stammer, stammer, what what do do II advise advise other other teachers teachers to to do do to to support support their their students students with with aa stammer? stammer?

1.

1. As As aa general general rule, rule, treat treat aa student student with with aa stammer stammer the the same same way way as as you you treat treat others, others, no no one one likes likes to to be be treated treated diff differently. erently.

2.

2. Never Never fifinish nish their their sentences. sentences. You You shouldn’t shouldn’t be be fifinishing nishing anyone’s! anyone’s! Always Always listen listen to to what what they they have have to to say, say, not not how how they they are are saying saying it. it.

3.

3. Please Please refrain refrain from from advising advising us us on on what what to to do, do, such such as as “take “take your your time, time, slow slow down, down, breathe” breathe” as as that that makes makes us us feel feel stupid. stupid.

Only Only aa speech speech and and language language therapist therapist can can tell tell us us that. that.

4.

4. Keep Keep natural natural eye eye contact contact at at all all times. times.

@hwrk_magazine @hwrk_magazine

FEATURE

Never Never fifinish nish their their sentences. sentences. You You shouldn’t shouldn’t be be fifinishing nishing anyone’s! anyone’s!

H HW WR RK KM MA AG GA AZZIIN NEE..C CO O..U UK K

SSpprriinngg 220 02211 // // H HW WR RK KM MAG AGA AZZIIN NEE // // 1199

WHAT REASONABLE ADJUSTMENTS CAN YOU MAKE AS A SCHOOL? Issue

Suggested Strategy

Fear of being heard stammering makes me anxious to answer my name during the register.

Being able to raise my hand instead or teacher acknowledging that I am here before register is taken. Or allowing me to say something simple e.g. “yes” or a word of my choice.

Taking part in group work makes me feel anxious due to fear of others laughing at my stammer.

Allowing me to work with friends or people I am comfortable with. Also, ensuring that there’s someone in the group who makes sure everyone has something to say.

Doing a group presentation to the class

It would help if one person introduced everyone’s name (as I may struggle to say my name). Also, allowing me extra time will help me feel less anxious about running out of time as it takes me longer to speak.

Doing a single presentation to the class

Allowing me to just write my name on the introduction slide rather than verbally introducing myself. Furthermore, allowing me to present to just the teacher will help with anxiety.

Extra time to compensate for the time lost when stammering.

If questions are asked, allowing me some time to think about my answer before answering will help.

Taking part in icebreaker activities especially at the beginning of the new academic year.

Allowing all students to take part in icebreakers without talking. For example, by giving students a post-it note instead, to write down information about themselves.

The teacher can then read it out without having the students to stand up and introduce themselves. This can also be done through the use of mini whiteboards.

Being chosen to answer a question on the spot.

Being asked questions on the spot by teachers can be daunting, especially when I don’t know the answer. It would be better if teachers stopped doing this when there are students present who stammer. Another option would be if all students were given mini whiteboards to write down their answers.

I hope these ideas will help you to create a safe environment for children and colleagues who stammer.

Please visit www.stamma.org for more information.

I also run my own stammer support group online for all young people 8-16 (free). Please email me on stammerteacher@gmail.com for more information.

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

Doing these things didn’t stop me from stammering, but at least I stammered with confidence.

@hwrk_magazine

FEATURE

HWRKMAGAZINE.CO.UK

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

PEDAGOGY 24. What Should I Do If A Child Has Finished Their Work?

Tips for dealing with early finishers, no matter who they are

28. Instilling Grit

The importance of and tactics for developing resilience in our students

35. Teaching Concepts In History

Strategies for teaching complex issues in the History classroom

HWRKMAGAZINE.CO.UK

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

PEDAGOGY WHAT SHOULD I DO IF A CHILD HAS FINISHED THEIR WORK? A common question, but countless potential solutions. Aidan Severs explores how to use time effectively when a student has finished their work earlier than anticipated.

By

By Aidan Aidan Severs Severs

24 24 // // H HW WR RK KM MAG AGA AZZIIN NEE // // SSpprriinngg 220 02211

@hwrk_magazine @hwrk_magazine

PEDAGOGY

in in association association with with

Y

ou ou all all recognise recognise the the scene: scene: aa line line of of children children stretchstretching ing from from your your desk desk to to the the classroom classroom door door and and then then doubling doubling back back on on itself, itself, snaking snaking its its way way between between desks desks and and chairs, chairs, children children waiting waiting patiently patiently (alright, (alright, not not always always patiently) patiently) to to have have their their work work seen seen and and to to receive receive their their next next instruction. instruction. To To be be honest, honest, many many of of you you will will have have solved solved the the problem problem of of the the eternal eternal queue, queue, but but the the question question remains: remains: What What should should II do do ifif aa child child has has fifinished nished their their work? work?

Perhaps Perhaps this this isis aa question question that that isis not not often often asked asked due due to to the the fact fact that that many many of of us us have have habits habits and and routines, routines, personal personal or or written written into into school school policy, policy, that that cause cause us us to to act act automatically automatically once once aa child child has has fifinished nished their their work. work.

In In reality, reality, there there are are several several viable viable options options for for what what aa child child might might do do when when they they have have completed completed aa task. task. In In order order to to really really think think about about what what will will best best serve serve each each child child who who has has fifinished, nished, one one almost almost needs needs to to imagine imagine aa flflow ow chart chart of of questions questions and and answers answers to to help help with with the the decision decision making. making.

REVIEW REVIEW Whenever Whenever aa child child hands hands over over aa piece piece of of work, work, the the fifirst rst step step for for you, you, the the teacher, teacher, isis to to review review it. it. This This should should be be the the miniminimum mum expectation expectation in in any any feedback feedback policy. policy.

The The main main reasons reasons for for this this being: being: •• itit isis demoralising demoralising for for aa child child to to know know that that no-one no-one has has seen seen the the work work they’ve they’ve put put aa lot lot of of eff effort ort into into and and itit could could cause cause them them to to put put less less eff effort ort in in next next time time •• without without seeing seeing what what they they have have done, done, itit isis diffi difficult cult for for you you to to plan plan for for future future learning learning There There may may be be no no need need to to do do anything anything more more than than read read through through aa child’s child’s work, work, whatever whatever the the subject. subject. However However there there are are several several courses courses of of action action which which can can be be taken taken next. next. ItIt isis important important to to choose choose the the right right one one ifif you you intend intend to to be be aa responsive responsive teacher teacher who who meets meets the the needs needs of of each each child child in in your your class. class.

MISTAKE MISTAKE OR OR MISCONCEPTION? MISCONCEPTION?

If the child still has lesson time left, it is totally legitimate for them to go and do something else

H HW WR RK KM MA AG GA AZZIIN NEE..C CO O..U UK K

IfIf aa piece piece of of work work that that you you have have reviewed reviewed contains contains errors, errors, things things that that aa child child might might need need feedback feedback on, on, itit isis essential essential to to work work out out whether whether aa child child has has made made aa mistake mistake or or isis exhibiting exhibiting aa misconception. misconception. The The distinction distinction between between the the two two should should ininform form the the response response from from you, you, the the teacher. teacher.

IfIf aa child child has has made made aa mistake, mistake, and and this this isis pointed pointed out, out, itit should should be be easy easy for for them them to to make make aa correction correction because because they they already already know know what what to to do. do. IfIf aa child child has has aa misconception misconception then then they they will will not not simply simply be be able able to to correct correct their their error. error. They They will will need need to to be be taught taught or or retaught retaught something something to to allow allow them them to to understand understand where where they they went went wrong, wrong, so so as as not not to to repeat repeat the the error. error.

PROVIDE PROVIDE FEEDBACK FEEDBACK It’s It’s so so simple simple to to say say that that the the next next step step isis to to provide provide children children with with feedback, feedback, but but wrapped wrapped up up in in that that one one step step are are so so many many sub-options. sub-options. The The six six ‘question ‘question words’ words’ that that teachers teachers are are quite quite familiar familiar with, with, come come in in handy handy here: here: who, who, what, what, where, where, why, why, when when and and how. how. Let’s Let’s break break those those down down aa bit: bit: •• Why Why am am II giving giving this this feedback? feedback? And And who who am am II doing doing this this for? for? Am Am II giving giving this this feedback feedback to to make make my my books books look look good good for for SLT SLT or or Ofsted?

Ofsted? Or Or isis this this feedback feedback truly truly for for the the benefi benefitt of of the the pupil? pupil? When When thinking thinking about about the the purpose purpose of of feedback, feedback, itit isis important important also also to to consider consider whether whether the the feedback feedback enables enables aa pupil pupil to to imimprove, prove, or or whether whether itit limits limits them them to to only only improving improving that that particular particular piece piece of of work. work.

IfIf itit isis the the latter, latter, itit has has limited limited potential: potential: correcting correcting an an existing existing piece piece of of work work does does not not necessarily necessarily mean mean that that their their work work in in the the future future will will be be any any better. better. In In fact fact itit may may be be the the case case that, that, even even following following aa piece piece of of work work which which contains contains errors, errors, aa child child would would be be best best served served by by being being set set aa brand brand new new task task which which allows allows them them to to focus focus on on improving. improving. Sometimes Sometimes another another task task isis needed needed simply simply to to provide provide further further opportunities opportunities to to practice practice the the thing thing they they are are learning. learning.

•• What What feedback feedback is is needed? needed? When When aa child child completes completes aa piece piece of of work work there there could could be be many many aspects aspects that that have have the the potential potential to to warrant warrant feedback: feedback: presentapresentation, tion, handwriting, handwriting, spelling, spelling, grammar, grammar, punctuation, punctuation, accuracy, accuracy, content content and and so so on. on. ItIt often often helps helps to to know know what what you you intend intend to to give give feedback feedback on on before before you you get get creative creative with with the the coloured coloured pens pens and and highlighters highlighters and and leave leave aa child’s child’s work work covered covered in in annotations. annotations. Less Less isis more more isis aa useful useful general general rule. rule. In In order order to to do do this, this, itit isis worth worth sticking sticking to to the the provision provision of of feedback feedback based based on on the the lesson’s lesson’s main main objectives, objectives, as as well well as as on on any any non-negotianon-negotiables bles you you may may have have set set your your class, class, or or any any personal personal targets targets any any given given child child might might have. have. But But don’t don’t overwhelm overwhelm children children with with feedback feedback ifif you you want want them them to to successfulsuccessfully ly respond. respond.

•• Who Who needs needs this this feedback? feedback? Is Is this this feedback feedback only only relevant relevant to to one one child, child, or or are are there there aa group group of of children children who who would would benefi benefit? t? Perhaps Perhaps even even the the whole whole class class needs needs the the same same feedback? feedback? IfIf you you recognise recognise that that itit isis more more than than just just one one child child who who needs needs it, it, then then itit isis ineffi inefficient cient SSpprriinngg 220 02211 // // H HW WR RK KM MAG AGA AZZIIN NEE // // 2255

PEDAGOGY to to provide provide the the same same piece piece of of feedback feedback multiple multiple times. times. Save Save yourself yourself aa bit bit of of time time by by keeping keeping your your feedback feedback for for the the moment moment when when you you can can deliver deliver itit to to as as many many as as need need it. it.

•• Where Where and and how how should should this this feedback feedback be be given? given? Should Should the the feedback feedback be be given given as as written written comments comments in in the the child’s child’s book book or or should should itit be be given given verbally? verbally? Typically, Typically, written written feedback feedback isis time time consuming consuming for for the the teacher teacher and and often often isn’t isn’t read read or or ununderstood derstood properly properly by by the the child. child. ItIt isis also also hard hard to to communicate communicate all all that that isis needed needed in in aa written written comment. comment. Some Some schools schools use use codes codes to to show show where where and and how how children children can can edit edit and and revise revise their their work, work, which which are are less less time-consuming time-consuming for for teachers teachers to to provide. provide. Verbal Verbal feedback feedback has has much much greater greater possibilities possibilities but but can can be be diffi difficult cult to to fifind nd the the time time for for (see (see ‘when ‘when should should II give give feedback?’ feedback?’ for for more). more). The The answer answer to to the the ‘who?’ ‘who?’ question question has has implications implications too: too: ifif aa group group or or the the whole whole class class need need feedback feedback then then itit isis best best to to give give feedback feedback as as aa group/class group/class input, input, along along with with some some further further instruction instruction and and modelling. modelling.

aa brand brand new new task task which which allows allows chilchildren dren further further opportunities opportunities to to practice practice whatever whatever itit isis they they are are learning. learning. All All of of these these choices choices arise arise from from aa teacher teacher having having reviewed reviewed the the work work that that children children have have done, done, and and making making sensible sensible decisions decisions about about their their response. response.

But But what what about about those those times times when when you’ve you’ve reviewed reviewed aa child’s child’s work work and and itit just just seems seems perfect? perfect? First First of of all, all, itit isis absolutely absolutely fifine ne that that you you might might think think itit isis perfect: perfect: Well Well done! done! You You did did your your job job teaching teaching and and they they did did theirs theirs learning learning –– that’s that’s the the dream! dream!

Does Does there there always always need need to to be be aa next next

step? step? Something Something more more diffi difficult cult to to push push aa child child on on to? to? Sometimes Sometimes we we just just need need to to celebrate celebrate aa completed completed piece piece of of work. work.

IfIf the the child child still still has has lesson lesson time time left, left, itit isis totally totally legitimate legitimate for for them them to to go go and and do do something something else else –– since since when when did did we we expect expect all all learning learning episodes episodes to to take take exactly exactly 11 hour hour for for each each and and every every child? child?

That That extra extra bit bit of of time time could could be be spent spent in in all all manner manner of of productive productive ways: ways: pursuing pursuing aa personal personal interest, interest, practicing practicing something something from from another another lesson, lesson, getting getting stuck stuck into into aa book, book, doing doing aa bit bit of of tidying tidying and and organisorganising ing –– all all of of these these are are valuable valuable in in diff different erent

•• When When should should II give give this this feedback? feedback?

Timing Timing of of feedback feedback isis often often overlooked overlooked –– immediate immediate feedback feedback can can allow allow teachers teachers to to catch catch children children in in the the act act of of makmaking ing errors, errors, and and these these can can be be put put right right straight straight away away before before children children embed embed any any misconceptions. misconceptions. However, However, there there are are benbenefi efits, ts, and and practicalities, practicalities, in in there there being being some some lag lag between between aa child child completing completing aa piece piece of of work work and and receiving receiving feedback feedback on on it. it. Certainly, Certainly, aa time time lag lag gives gives teachers teachers time time to to consider consider their their response response in in order order to to provide provide the the correct correct response response and and itit also also gives gives children children aa break break (even (even adults adults don’t don’t like like re-reading re-reading and and correcting correcting their their work work as as soon soon as as they’ve they’ve completed completed it). it). IfIf teachers teachers prioritise prioritise live live reviewing reviewing of of work work then then they they can can begin begin to to build build aa picture picture of of the the class’s class’s needs needs (ready (ready for for aa later later lesson), lesson), at at the the same same time time as as addressing addressing the the most most insidious insidious of of misconceptions misconceptions and and helping helping children children who who are are struggling struggling to to understand. understand.

ALTERNATIVES ALTERNATIVES TO TO FEEDBACK FEEDBACK We’ve We’ve already already discussed discussed the the fact fact that that sometimes sometimes no no immediate immediate feedback feedback needs needs to to be be given: given: sometimes sometimes itit isis best best saved saved for for another another day, day, sometimes sometimes itit isis better better to to re-teach re-teach something something to to aa group group or or the the whole whole class class in in aa follow-up follow-up lesson. lesson.

At At other other times times itit isis more more benefi beneficial cial to to set set 2266 // // H HW WR RK KM MAG AGA AZZIIN NEE // // SSpprriinngg 220 02211

@hwrk_magazine @hwrk_magazine

PEDAGOGY

in in association association with with

ways, ways, and and may may just just be be what what the the child child needs needs after after putting putting all all their their eff effort ort into into executing executing aa perfect perfect piece piece of of work. work.

However, However, there there may may be be other other times times when when itit isis wise wise to to push push aa child child to to use use and and apply apply their their new-found new-found knowledge, knowledge, and and this this isis widely widely done. done. However, However, beware beware the the task task that that isis set set as as aa next next step step which which only only aa handful handful of of children children ever ever get get to to have have aa go go at. at. Sometimes Sometimes itit isis best best saving saving the the same same task task for for the the following following lesson lesson where where more more children children will will get get aa chance chance at at working working at at aa greater greater depth depth in in any any given given subject. subject.

Teacher Teacher reviews reviews the the work work (in (in lesson lesson or or after) after)

THE THE NEXT NEXT BEST BEST MOVE MOVE Next Next time time aa child child comes comes to to you you saying saying that that they they have have fifinished nished their their work, work, take take aa moment moment to to consider consider what, what, for for this this child, child, at at this this moment, moment, might might be be the the next next best best move. move. ItIt won’t won’t always always be be what what your your school’s school’s policy policy dictates dictates and and itit won’t won’t always always be be what what your your fifirst rst instinct instinct is. is. Just Just as as you you might might set set diff different erent tasks tasks for for diff different erent children, children, or or support support children children in in diff different erent ways ways to to access access the the same same task, task, so so your your response response to to aa fifinished nished piece piece of of work work can can diff differ. er. Try Try to to take take all all of of the the above above into into consideration consideration as as you you think think about about what what aa child child should should do do once once completing completing aa piece piece of of work. work.

Are Are there there errors? errors?

No No

Yes Yes

If a child has a misconception then they will not simply be able to correct their error. They will need to be taught or retaught something to allow them to understand where they went wrong, so as not to repeat the error.

Would Would the the child child benefi benefitt from from another another task? task?

Yes Yes

No No

Think Think about about whether whether the the task task should should focus focus on on the the next next step step in in the the sequence, sequence, on on the the same same objective objective at at greater greater depth, depth, or or whether whether they they should should be be using using and and applying applying current current knowledge. knowledge.

What’s What’s the the best best use use of of the the child’s child’s time time now? now? Reading?

Reading?

Follow-up Follow-up work work from from another another subject? subject? Pursuing Pursuing personal personal interests? interests?

Mistake Mistake Is Is itit aa mistake mistake or or aa misconception? misconception?

Will Will correcting correcting the the mistakes mistakes help help the the child child improve? improve?

Yes Yes

Ask Ask the the child child to to correct correct the the mistake mistake in in the the piece piece of of work. work.

Yes Yes

No No

Would Would the the child child benefi benefitt from from aa follow-up follow-up activity? activity?

Misconception Misconception

Is Is itit one one child, child, aa group group or or aa whole whole class class who who have have this this misconception? misconception?

One One Child Child

Whole Whole Class Class

Should Should itit be be retaught retaught now now or or in in aa follow-up follow-up lesson? lesson?

No No Now Now

Set Set an an activity activity that that allows allows the the child child more more practice practice of of the the object? object?

Group Group

Consider Consider what what feedback feedback the the child child would would benefi benefitt from, from, based based on on the the objective objective && personal personal targets targets

H HW WR RK KM MA AG GA AZZIIN NEE..C CO O..U UK K

Later Later

Reteach Reteach

Reteach Reteach in in the the next next lesson. lesson.

Think Think about about modelling modelling and and alternative alternative explanations. explanations.

SSpprriinngg 220 02211 // // H HW WR RK KM MAG AGA AZZIIN NEE // // 2277

PEDAGOGY

INSTILLING

GRIT Karl Pupé asks how, as educators, can we introduce ‘grit’ to our classrooms?

By

By Karl Karl Pupé Pupé

WHAT WHAT IS IS ‘GRIT?’ ‘GRIT?’ The The word word ‘grit’ ‘grit’ has has almost almost become become aa cliché. cliché. In In these these turbulent turbulent times, times, we we hear hear from from politicians politicians and and leaders leaders that that we we must must be be ‘grittier.’ ‘grittier.’ But But what what does does that that mean? mean?

Professor Professor Angela Angela Duckworth, Duckworth, psychologist psychologist && leading leading expert expert in in Human Human Resilience, Resilience, asked asked the the question question of of what what traits traits separated separated the the top top athletes, athletes, musicians, musicians, entrepreneurs entrepreneurs and and other other leaders leaders in in their their fifields, elds, from from the the rest rest of of society. society. After After extensive extensive research, research, her her studies studies found found that that the the people people who who were were at at the the top top of of their their professions professions were were not not only only uber-talented uber-talented but but possessed possessed aa particular particular character character trait trait which which she she termed termed ‘grit.’ ‘grit.’

2288 // // H HW WR RK KM MAG AGA AZZIIN NEE // // SSpprriinngg 220 02211

@hwrk_magazine @hwrk_magazine

in in association association with with

H HW WR RK KM MA AG GA AZZIIN NEE..C CO O..U UK K

PEDAGOGY

SSpprriinngg 220 02211 // // H HW WR RK KM MAG AGA AZZIIN NEE // // 2299

PEDAGOGY

These These high high performers performers were were never never satisfi satisfied ed with with their their performance performance and and were were always always looking looking for for ways ways to to improve. improve. They They were were disciplined, disciplined, focused focused and and learnt learnt to to cope cope with with the the boredom, boredom, frustrations frustrations and and pain pain that that comes comes with with mastering mastering their their craft. craft.

They They trained trained relentlessly, relentlessly, for for months, months, years years and and even even decades decades before before they they achieved achieved the the results results that that they they were were hoping hoping for. for.

Despite Despite whatever whatever external external rewards rewards came came with with their their developing developing skills, skills, they they were were also also motivated motivated to to seek seek out out intrinsic intrinsic rewards rewards like like mastery mastery and and self-actualisation. self-actualisation. Duckworth Duckworth wrote wrote in in her her book book Grit Grit “it “it was was this this combination combination of of passion passion and and perseverance perseverance that that made made high high achievers achievers special.” special.”

330 0 // // H HW WR RK KM MAG AGA AZZIIN NEE // // SSpprriinngg 220 02211

Duckworth’s Duckworth’s book book became became aa New New York York Times Times bestseller bestseller & & her her TED TED talks talks have have been been watched watched over over 88 million million times, times, launching launching her her to to literary literary stardom. stardom.

She She discusses discusses many many ideas ideas in in her her book, book, but but II will will focus focus on on two two that that you you can can implement implement in in your your classrooms. classrooms.

1.

1. EMBRACE EMBRACE FAILURE FAILURE As As part part of of her her research, research, Duckworth Duckworth studied studied recruits recruits that that entered entered ‘West ‘West Point’, Point’, America’s America’s most most prestigious prestigious and and notoriously notoriously challenging challenging military military training training facility. facility. Many Many recruits recruits struggle struggle with with the the physical physical and and academic academic rigour rigour imposed imposed by by the the facility facility and and therefore therefore dropouts dropouts are are not not uncommon. uncommon.

factor factor of of graduation graduation success success was was not not their their GPA GPA results results or or superior superior physical physical attributes attributes but but their their ability ability to to learn learn from from their their failures failures and and bounce bounce back back from from hardship. hardship.

As As classroom classroom teachers, teachers, you you can can make make your your classes classes “failure-friendly”. “failure-friendly”.

Emphasise Emphasise to to your your students students that that failure failure isis actually actually an an essential essential component component to to academic academic success success and and in in many many cases cases this this isis evidence evidence that that they they are are learning. learning. Celebrate Celebrate eff effort ort as as much much as as success, success, especially especially for for students students who who may may not not be be as as strong strong in in your your subject, subject, helping helping them them to to cultivate cultivate aa Growth Growth Mindset.

Mindset. This This isis about about making making your your students students more more resilient resilient and and willing willing to to keep keep on on going. going.

When When she she interviewed interviewed the the recruits, recruits, Duckworth Duckworth found found the the most most signifi significant cant

@hwrk_magazine @hwrk_magazine

PEDAGOGY

in in association association with with

Failure is actually an essential component to academic success and in many cases this is evidence that they are learning.

2.

2. TEACH TEACH YOUR YOUR STUDENTS STUDENTS HOW HOW TO TO DELAY DELAY GRATIFICATION GRATIFICATION FOR FOR GREATER GREATER REWARDS REWARDS Duckworth Duckworth cited cited the the work work of of her her mentor mentor Walter Walter Mischel, Mischel, Professor Professor of of Psychology Psychology in in Columbia Columbia University University and and conductor conductor of of the the now now legendary legendary ‘Marshmallow ‘Marshmallow Test’ Test’ in in the the 1960s.

1960s. The The test test was was simple. simple.

AA researcher researcher would would sit sit aa four-year four-year old old child child in in aa room room with with aa marshmallow. marshmallow. The The researcher researcher would would announce announce that that they they are are leaving leaving the the room room and and told told the the prepreschoolers schoolers ifif they they wanted wanted to to eat eat the the treat treat ifif they they wished. wished. But But ifif they they could could wait wait 15 15 minutes minutes for for the the researcher researcher to to return, return, they they could could have have two two marshmallows marshmallows instead. instead.

The The researchers researchers collated collated the the data data and and 20 20 years years later later tracked tracked the the students students down down to to see see how how they they were were faring faring in in H HW WR RK KM MA AG GA AZZIIN NEE..C CO O..U UK K

their their lives. lives. What What Mischel Mischel found found (and (and what what Duckworth Duckworth echoed) echoed) was was that that the the students students who who could could wait wait and and received received the the two two treats, treats, had had better better test test scores, scores, better better jobs jobs and and overall, overall, in in an an economic economic sense sense at at least, least, better better lives. lives. They They both both concluded concluded that that the the key key to to success success in in life life was was the the ability ability to to delay delay gratifi gratification cation and and to to stay stay focused focused on on long long term term outcomes outcomes rather rather than than short short term term gains. gains.

Students, Students, especially especially before before exams, exams, tend tend to to complain complain about about the the workload workload and and can can sometimes sometimes be be discouraged. discouraged. You You must must be be able able to to help help your your pupils pupils see see the the ‘big ‘big picture’ picture’ and and paint paint aa compelling compelling vision vision of of what what their their lives lives could could look look like like ifif they they do do well well in in your your subject. subject.

IfIf they they are are tired tired and and demotivated, demotivated, give give them them breaks breaks and and show show them them motivational motivational videos videos about about people people whom whom

they they admire admire but but had had to to work work hard hard to to get get to to where where they they wanted wanted to to be. be. Great Great motivational motivational speakers speakers like like Les Les Brown, Brown, Eric Eric Thomas Thomas and and Tony Tony Robbins Robbins can can be be watched watched freely freely on on YouTube YouTube and and can can help help lift lift the the spirits spirits of of individuals individuals in in your your class. class.

THE THE DRAWBACK DRAWBACK OF OF GRIT GRIT Grit Grit isis not not aa cure-all. cure-all. We We live live in in grossly grossly unfair unfair society society and and Duckworth’s Duckworth’s work work has has received received its its fair fair share share of of criticism. criticism.

As As David David Denby Denby wrote wrote for for The The New New Yorker Yorker “Family “Family background, background, opportunity, opportunity, culture, culture, landing landing at at the the right right place place at at the the right right time, time, the the overall overall state state of of the the economy economy -- all all these these elements, elements, operating operating at at once, once, allow allow some some talented talented people people to to do do much much better better than than other other talented talented people.” people.”

SSpprriinngg 220 02211 // // H HW WR RK KM MAG AGA AZZIIN NEE // // 3311

PEDAGOGY Yes, life success depends on your ability to be resilient in the face of difficulties, but other important factors like natural ability, background, gender, ethnicity and even blind luck all play a part in life success. We must be optimistic with our students but not delusional.

As shows like X-Factor and Britain’s Got Talent have proved, self-belief and hard work does not always equate to adoration, fame and megabucks.

We have a responsibility to guide our students in making brave yet pragmatic life choices.

THANK YOU MR WALKER I hated Maths. As I sat in the Year 10 bottom-set, looking at my returned test-paper with a fat red ‘F’ staring at me arrogantly, I slumped in my chair, imagining my Mum’s disappointment and seeing my Sega Megadrive spirited

away to the loft as forfeit.

My Maths teacher, Mr ‘Walker’ (not his real name) looked at me – a face mixed with concern, pity and optimism and asked me to stay behind, after class to give me a word of advice that not only changed my grade, but my life and which also shaped my teaching career.

After everyone had left, I explained to Mr Walker that I had never been good at Maths and was “destined to fail, so there was no point even trying”.

Mr Walker stated, “You may not be as naturally talented as the other students, but you have an able brain and a great work ethic and that’s enough. Every time I open the ‘Tortoise and the Hare’ book, the Tortoise won. Remember ‘inch-byinch, everything is a synch.’

Over the next two years, he stayed behind after school to help me with

specific Maths problems, mark extra work he set and gave me old test papers to practice my exam technique. He celebrated my successes and encouraged me when I felt frustrated, until I passed comfortably. I owe my Maths grade to that great man.

Although I have had setbacks, failures and heartbreaks, the example that Mr Walker set for me was to keep going, keep learning and to keep trying to improve myself. For me, grit has helped me fall in love with learning and be patient. When the inevitable frustrations crop up, I know that just like the Tortoise, with each step, I am moving forward.

In these times of uncertainty and disruption, teaching our students to be resilient, internally motivated and if they can, enjoy the difficulties they face, could be the greatest gift we can give them in the classroom. It certainly was for me.

Stay focused on long term outcomes rather than short term gains.

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

@hwrk_magazine

in association with

HWRKMAGAZINE.CO.UK

PEDAGOGY

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

PEDAGOGY

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

@hwrk_magazine

PEDAGOGY

in association with

Teaching concepTs

in hisTory Dominic Kirby outlines some of his strategies on how to teach complex or often-misunderstood concepts in History.

By Dominic Kirby

A

few months ago I was wandering around the cloisters of Wells Cathedral in Somerset. Wells is a beautiful cathedral. Its cloisters aren’t perhaps as fine as those of Canterbury or Gloucester but they’re very impressive and majestic nonetheless.

HWRKMAGAZINE.co.uK

As I was wandering around them, an old door caught my eye. At first glance it was a very typical door in a very typical setting – a heavy oak door set in a heavy stone arch. I’m no dendrochronologist but I’ve visited enough castles, cathedrals and churches in my time to know it was

almost certainly late medieval or Tudor.

What caught my eye about this old but otherwise unremarkable door was that it featured a very obvious anachronism – it had a modern combination lock on it. Clearly the original lock had been replaced with this new one.

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

PEDAGOGY II wandered wandered on on and and thought thought no no more more of of the the door door as as II continued continued looking looking around around the the rest rest of of the the cathedral. cathedral. ItIt was was only only later, later, when when II was was sipping sipping aa hot hot chocolate chocolate in in one one of of the the pleasant pleasant little little cafes cafes in in the the cathedral cathedral precinct, precinct, itit struck struck me me that that this this door door would would be be an an excellent excellent example example to to use use when when teaching teaching two two key key concepts concepts in in History History –– continuity continuity and and change. change. Continuity, Continuity, because because it’s it’s the the same same door door in in the the same same cathedral cathedral performing performing the the same same purpose purpose itit was was installed installed for for fifive ve or or six six centuries centuries ago. ago. Change, Change, because because aa key key feature feature of of the the door door (pun (pun intended) intended) has has been been replaced replaced with with aa new new one. one. The The door door isis both both simultaneously simultaneously the the same same and and paradoxically paradoxically diff different erent from from how how itit was was in in the the past. past.

This This paradox paradox isis one one reason reason II think think learning learning and and understanding understanding aa new new concept concept in in History History can can be be aa hard hard thing thing for for children children to to do do –– and and potentially potentially an an even even harder harder one one to to teach. teach. Rather Rather than than aa common common noun, noun, let’s let’s take take an an abstract abstract one. one. Ask Ask the the next next adult adult or or informed informed teenager teenager (another (another paradox?) paradox?) you you see see to to give give you you aa working working defi definition nition of of democracy, democracy, nationalism nationalism or or infl inflation. ation.

Most Most of of us us ‘get ‘get the the concept’ concept’ of of what what they they are, are, but but ifif we’re we’re put put on on the the spot spot and and asked asked to to give give aa meaningful meaningful defi definition nition or or explanation explanation of of one one of of them, them, let let alone alone to to analyse analyse or or evaluate evaluate it, it, itit becomes becomes aa much much harder harder thing thing to to do. do.

SECOND-ORDER SECOND-ORDER CONCEPTS CONCEPTS (SOCS) (SOCS) History, History, as as aa discrete discrete academic academic discipline, discipline, isis peppered peppered with with concepts. concepts.

You You can’t can’t move move for for them. them. In In recent recent decades decades some some of of these these concepts concepts have have been been herded herded like like livestock livestock into into aa number number of of categories categories which which are are collectively collectively called called ‘disciplinary’, ‘disciplinary’, ‘procedural’ ‘procedural’ or, or, as as they’re they’re probably probably best best known, known, ‘second-order’ ‘second-order’ concepts. concepts.

Much Much has has been been written written about about secondsecondorder order concepts concepts or or SOCs SOCs and, and, perhaps perhaps tellingly, tellingly, there there isis no no consensus consensus or or defi definitive nitive list list of of what what constitutes constitutes aa SOC. SOC. That That said, said, the the following following seven seven concepts concepts are are usually usually regarded regarded as as being being SOCs. SOCs. They They are, are, in in alphabetical alphabetical order, order, as as opposed opposed to to order order of of importance importance or or usefulness: usefulness: 3366 // // H HW WR RK KM MAG AGA AZZIIN NEE // // SSpprriinngg 220 02211

•• Causation Causation and and consequence consequence •• Chronology Chronology •• Continuity Continuity and and change change •• Evidence Evidence •• Interpretation Interpretation •• Signifi Significance cance •• Similarity Similarity and and diff difference erence II think think of of these these concepts concepts –– and and describe describe them them to to my my classes classes –– as as the the bare bare bones bones of of History.

History. They They are are the the skeleton skeleton upon upon which which the the flflesh esh and and then then the the clothes clothes of of substantive substantive (subject) (subject) knowledge knowledge are are dressed. dressed. Second-order Second-order concepts concepts are are fundamentally fundamentally important important because because they’re they’re the the tools tools of of the the historian’s historian’s trade trade -- the the means means and and method method of of analysis, analysis, evaluation evaluation and and judgement judgement which which allow allow us us to to arrive arrive at at an an eff effective ective and and meaningful meaningful understanding understanding of of the the past. past.

HISTORY HISTORY SANDWICHES SANDWICHES Starting Starting with with causation causation and and consequence, consequence, let’s let’s take take aa historical historical event. event. The The Spanish Spanish Armada Armada will will do do as as well well as as any. any. Once Once I’ve I’ve taught taught aa class class about about the the Spanish Spanish Armada, Armada, II ask ask them them to to make make aa ‘history ‘history sandwich’ sandwich’ with with their their newly-acquired newly-acquired substantive substantive knowledge. knowledge.

They They do do this this by: by: 1.1. Identifying Identifying and and explaining explaining the the causes causes of of the the Armada.

Armada. That’s That’s the the fifirst rst slice slice of of bread. bread.

2.

2. Identifying Identifying and and explaining explaining the the dramatic dramatic events events of of July July to to September September 1588.

1588. That’s That’s the the fifilling. lling.

3.

3. Identifying Identifying and and explaining explaining the the consequences consequences (for (for both both England England and and Spain) Spain) of of the the failure failure of of the the Armada.

Armada.

That’s That’s the the second second slice slice of of bread. bread.

Disclaimer Disclaimer –– itit you’re you’re making making history history sandwiches sandwiches with with Year Year 10 10 or or below, below, be be prepared prepared for for aa prolonged prolonged and and sometimes sometimes heated heated debate debate about about the the merits merits of of ham ham and and coleslaw coleslaw verses verses cheese cheese and and tomato. tomato.

And And that’s that’s before before we we even even factor factor in in paninis paninis or or toasties! toasties! @hwrk_magazine @hwrk_magazine

in in association association with with

PEDAGOGY

Second-order concepts are fundamentally important because they’re the tools of the historian’s trade the means and method of analysis, evaluation and judgement which allow us to arrive at an effective and meaningful understanding of the past.

H HW WR RK KM MA AG GA AZZIIN NEE..c co o..u uK K

SSpprriinngg 220 02211 // // H HW WR RK KM MAG AGA AZZIIN NEE // // 3377

PEDAGOGY Following neatly on from causation and consequence, similarity and difference is a versatile SOC because it enables pupils to compare and contrast the events they’re studying with other events they’ve studied. Assuming that a child has studied the Normans in Year 7 (a reasonable assumption as most children do) most can, if prompted, draw parallels between the events of 1588 and those of 1066. How similar or different were William the Conqueror’s aims or actions to those of King Philip II’s? How similar or different were the strengths or weaknesses of each invasion force? Why did William succeed where Philip failed? This process of comparing and contrasting one historical event to another is of course in itself an act of analysis.

Chronology can be a surprisingly hard concept for a child to grasp.

The National Curriculum History programme of study for key stages 1 and 2 optimistically aims that all pupils: “know and understand the history of these islands as a coherent,

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

chronological narrative, from the earliest times to the present day”.

Chance would be a fine thing. A remarkable number of children begin secondary school with an incoherent concept of chronology itself, let alone chronological narrative. I once spent ten minutes trying to help a Year 7 pupil understand why Queen Elizabeth II isn’t Queen Elizabeth I’s daughter. Their regnal numbers had completely confused her sense of chronology. Likewise, at the other end of the school, I’ve taught very able A Level pupils who have gone on to read History at Oxbridge and Russell Group universities, who hadn’t a clue where the Bronze Age sits in relation to Romano-Britain, or where RomanoBritain sits in relation to the Viking Age. Teaching your first unobserved lesson to your ‘own’ class is like your first solo drive after passing your driving test – it’s a proud and satisfying moment that stays with you forever. My first class was 7J. The very first thing I did with

them was to line them up against a wall and give them one minute to rearrange themselves into chronological order of the month they were born, with January on the far left and December on the far right. Then we did the same thing with people holding up key dates, events and people. As well as being a good way to teach or remind pupils of the concept of chronology, it’s also a good (and sometimes comical) test of initiative and teamwork.

Whatever concept you’re trying to teach to whichever year group, I think the key thing is to contextualise it in its historical context. For example, if a pupil is struggling to analyse or evaluate what daily life was like for a soldier on the Western Front during the First World War, ask them to explain five things they (the pupil) do every day e.g. brush their teeth, walk the dog etc. Now ask them to explain five things a soldier on the Western Front did every day.

Like the door in Wells Cathedral, it can unlock a whole new way of thinking.

@hwrk_magazine

in association with

HWRKMAGAZINE.co.uK

PEDAGOGY

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

EXPAND YOUR MIND ONE SUBJECT AT A TIME

42. Are We Using Or Abusing The National Curriculum Why we need to reconsider the purpose of the National Curriculum

46. Digital Literacy Reflections on our need for deeper embedding of digital literacy in the curriculum

51. An Art Jumpstart

Darrell Wakelam’s art and craft activities that took lockdown learning by storm this year

@hwrk_magazine

S P R I N G 2 0 2 1 // H W R K M AG A Z I N E // 4 1

CURRICULUM CURRICULUM

ARE WE USING OR ABUSING THE NATIONAL CURRICULUM? Is the National Curriculum misunderstood by school leaders? Shannen Doherty explains where she thinks some schools are going wrong and how to solve the curriculum conundrum.

By

By Shannen Shannen Doherty Doherty

As As II get get older, older, II get get grumpier grumpier and and far far less less tolerant tolerant of of incompetence. incompetence.

II see see posts posts in in social social media media edu-groups edu-groups where where teachers teachers ask ask for for help help with with planning planning aa fun fun unit unit of of work work based based off off only only aa punny punny topic topic title title and and II despair. despair.

Or Or they they say say “I’ve “I’ve been been thinking thinking about about teaching teaching aa topic topic on on chocolate chocolate this this term. term.

Does Does anyone anyone have have any any planning planning for for it?” it?” It’s It’s not not their their fault. fault. They They think think this this isis normal. normal. They They don’t don’t know know that that their their leaders leaders are are failing failing them. them.

While While II will will acknowledge acknowledge that that we we don’t don’t do do anything anything just just for for Ofsted, Ofsted, there there isis no no doubt doubt that that they they have have played played an an integral integral part part in in some some schools schools jumping jumping on on the the curriculum curriculum train train in in the the last last couple couple of of years. years. Ofsted’s Ofsted’s Education Education Inspection Inspection Framework Framework details details how how and and why why they they will will focus focus on on aa school’s school’s curriculum curriculum during during inspections. inspections. They They

4422 // // H HW WR RK KM MAG AGA AZZIIN NEE // // SSpprriinngg 220 02211

say say that that inspectors inspectors will will make make judgements judgements on on the the extent extent to to which which ‘the ‘the provider’s provider’s curriculum curriculum isis coherently coherently planned planned and and sequenced sequenced towards towards cumulatively cumulatively sufficient sufficient knowledge knowledge and and skills skills for for future future learning learning and and employment’. employment’. Subject Subject leaders leaders will will be be part part of of ‘deep ‘deep dives’, dives’, where where they they are are expected expected to to know know what what isis taught taught in in their their subject, subject, when when itit isis taught taught and and why why it’s it’s taught taught in in that that order. order. They They will will need need to to evidence evidence aa progression progression in in skills skills and and knowledge knowledge that that builds builds on on what what has has been been taught taught before. before. They They will will need need to to show show the the links links between between units units of of work work and and explain explain how how those those links links are are brought brought to to the the students’ students’ attention. attention. II think think the the emphasis emphasis on on curriculum curriculum has has been been needed needed for for years years and and II had had hoped hoped itit would would result result in in all all schools schools developing developing aa coherent coherent and and sequenced sequenced curriculum. curriculum. But, But, it’s it’s becoming becoming more more and and more more clear clear that that not not all all leaders leaders have have got got that that message. message.

@hwrk_magazine @hwrk_magazine

National National Curriculum Curriculum

We need to see the National Curriculum as a baseline for universal entitlement rather than a comprehensive breakdown of what should be taught.

H HW WR RK KM MA AG GA AZZIIN NEE..C CO O..U UK K

SSpprriinngg 220 02211 // // H HW WR RK KM MAG AGA AZZIIN NEE // // 4433

CURRICULUM CURRICULUM

Some Some might might argue argue that that we we have have aa National National Curriculum, Curriculum, so so why why isn’t isn’t that that enough? enough? The The National National Curriculum Curriculum isis aa framework. framework. It’s It’s the the bare bare bones bones of of the the matter. matter.

Programmes Programmes of of study study are are set set out out but but just just as as an an outline. outline. Schools Schools can can approach approach how how they they form form their their own own curriculum curriculum with with the the National National Curriculum Curriculum to to guide guide them. them. We We need need to to see see the the National National Curriculum Curriculum as as aa baseline baseline for for universal universal entitlement entitlement rather rather than than aa comprehensive comprehensive breakdown breakdown of of what what should should be be taught, taught, for for how how long long and and when. when. ItIt isis entirely entirely unacceptable unacceptable to to give give teachers teachers the the responsibility responsibility to to use use the the National National Curriculum Curriculum to to develop develop their their own own schemes schemes of of work. work. So So why why are are some some teachers teachers being being put put in in this this position? position?

‘The ‘The 3D 3D Curriculum Curriculum that that Promotes Promotes Remembering’, Remembering’, Clare Clare discusses discusses the the need need for for vertical vertical links, links, where where key key concepts concepts are are revisited revisited over over the the years, years, deepening deepening and and strengthening strengthening them. them. She She also also talks talks about about horizontal horizontal links, links, where where links links are are made made between between subjects subjects within within that that year. year. Finally, Finally, there there are are diagonal diagonal links, links, which which are are concepts concepts that that link link between between subjects subjects and and across across year year groups. groups. These These links links aren’t aren’t like like the the

previously previously mentioned mentioned tenuous tenuous connections connections where where teachers teachers tear tear out out their their hair hair trying trying to to find find aa link. link. They They are are very very real real and and vital vital links links that that provide provide children children with with aa much much greater greater understanding. understanding.

This This idea idea of of developing developing aa wellwellplanned planned and and well-thought-out well-thought-out curriculum curriculum isis key key to to ensuring ensuring our our pupils pupils have have the the richest richest and and most most valuable valuable experience experience of of Primary Primary school. school.

When When II started started teaching, teaching, the the trendy trendy way way to to ‘do’ ‘do’ curriculum curriculum was was topictopicled. led. Every Every term term had had aa different different witty witty topic topic title, title, which which usually usually had had some some kind kind of of word word play, play, such such as as ‘Magnificent ‘Magnificent Monarchs!’

Monarchs!’ or or ‘Terrific ‘Terrific Travel Travel Agents!’.

Agents!’. The The term term would would begin begin with with aa ‘launch ‘launch day’ day’ (don’t (don’t get get me me started started on on these!) these!) and and then then your your whole whole term’s term’s learning learning would would be be full full of of tenuous tenuous links links to to the the topic topic title. title. You’d You’d find find aa text text for for English English that that had had some some tiny tiny link link to to your your topic, topic, regardless regardless of of its its low-quality, low-quality, and and when when itit came came to to Art Art you you wouldn’t wouldn’t teach teach any any skills skills or or look look at at artists’ artists’ work work but but you you would would spend spend hours hours and and hours hours on on aa questionably-linked questionably-linked project. project. Every Every subject subject would would come come back back to to that that key key theme. theme. Yes, Yes, even even PE. PE. What?

What?

You’ve You’ve never never seen seen aa dance dance routine routine inspired inspired by by aeroplanes? aeroplanes? You You haven’t haven’t lived. lived.

There There are are undoubtedly undoubtedly some some real real experts experts when when itit comes comes to to developing developing your your curriculum. curriculum. Clare Clare Sealy, Sealy, Andrew Andrew Percival Percival and and Neil Neil Almond Almond are are three three that that come come to to mind mind straight straight away. away. In In her her blog blog on on

4444 // // H HW WR RK KM MAG AGA AZZIIN NEE // // SSpprriinngg 220 02211

@hwrk_magazine @hwrk_magazine

National National Curriculum Curriculum

In In his his blog blog ‘Confessions ‘Confessions of of aa Curriculum Curriculum Leader’, Leader’, Andrew Andrew Percival Percival writes writes that that despite despite thinking thinking he he knew knew what what his his curriculum curriculum consisted consisted of, of, he he really really only only had had aa shallow shallow understanding understanding of of it. it. II think think this this position position isis far far too too common common and and I’d I’d go go as as far far as as to to say say that that most most people people can’t can’t even even see see that that they’re they’re in in that that position. position. Andrew Andrew and and his his school school went went through through the the process process of of

nailing nailing down down the the finer finer details details in in each each and and every every subject subject of of their their curriculum. curriculum. They They used used Clare Clare Sealy’s Sealy’s 3D 3D Curriculum Curriculum approach, approach, which which ensures ensures that that the the curriculum curriculum allows allows for, for, and and acts acts as as the the school’s school’s progression progression model. model.

Neil Neil Almond Almond wrote wrote about about aa ‘box ‘box set’ set’ curriculum curriculum in in his his blog blog ‘Ramble ‘Ramble #6 #6 Achieving Achieving Coherence Coherence in in Primary Primary Science Science (Why (Why Primary Primary Science Science

needs needs to to be be less less like like the the Simpsons Simpsons and and more more like like Game Game of of Thrones)’.

Thrones)’.

He He outlines outlines the the importance importance of of treating treating your your curriculum curriculum like like Game Game of of Thrones Thrones (stay (stay with with me) me) instead instead of of The The Simpsons.

Simpsons. Where Where The The Simpsons Simpsons episodes episodes stand stand alone alone and and don’t don’t have have aa clear clear path path from from the the beginning beginning to to the the end, end, GoT GoT has has aa plot plot laid laid out. out. Within Within the the main main plot, plot, there there are are ‘seasons’ ‘seasons’ and and each each season season has has its its plot, plot, and and the the ‘episodes’ ‘episodes’ have have sub-plots sub-plots but but the the whole whole time time itit isis leading leading towards towards something. something. Almond Almond wrote wrote about about this this before before itit finished finished so so unlike unlike Game Game of of Thrones, Thrones, your your curriculum curriculum should should have have aa clear clear and and coherent coherent journey journey towards towards its its end. end.

II am am not not one one for for SLT-bashing SLT-bashing in in general, general, but but as as far far as as II am am concerned concerned school school leaders leaders are are to to blame blame for for the the sorry sorry position position that that some some teachers teachers find find themselves themselves in. in. Teachers Teachers should should under under no no circumstances, circumstances, be be expected expected to to design design their their own own curriculum. curriculum. They They should should not not be be deciding deciding their their own own topics, topics, they they should should not not be be deciding deciding what what goes goes into into those those topics topics and and they they should should not not have have to to resort resort to to asking asking people people on on social social media media for for ideas ideas of of what what should should go go into into their their units units of of work. work.

They should not be deciding their own topics, they should not be deciding what goes into those topics and they should not have to resort to asking people on social media for ideas.

H HW WR RK KM MA AG GA AZZIIN NEE..C CO O..U UK K

This This process process of of developing developing aa curriculum curriculum isn’t isn’t aa quick quick one. one.

There There isn’t isn’t an an overnight overnight fix fix that that will will get get you you into into Ofsted’s Ofsted’s good good books books and and left left alone alone for for another another few few years. years. You You need need to to spend spend time time on on it. it. It’s It’s also also not not aa job job for for one one person. person. Subject Subject leaders leaders need need to to be be involved involved on on the the ground ground by by working working together together and and finding finding those those links links between between subjects subjects and and across across year year groups. groups. Teachers Teachers should should be be equipped equipped with with everything everything they they need need to to make make their their teaching teaching aa success. success. ItIt isis not not good good enough enough to to send send them them off off with with aa topic topic title title and and smile smile and and hope hope for for the the best. best.

SSpprriinngg 220 02211 // // H HW WR RK KM MAG AGA AZZIIN NEE // // 4455

CURRICULUM CURRICULUM

DIGITAL LITERACY We know how vital digital literacy has become, especially over the past year. Sarah Wordlaw explains why she believes Computing should be given greater attention in the curriculum.

By

By Sarah Sarah Wordlaw Wordlaw

We We have have an an opportunity opportunity to to change change the the face face of of education education forever. forever. The The pandemic pandemic has has caused caused aa seismic seismic shift shift towards towards aa more more digital digital world. world. Teachers, Teachers, children children and and families families have have had had to to ramp ramp up up their their understanding understanding and and proficiency proficiency in in using using technology. technology. Not Not just just to to support support learning, learning, but but in in all all facets facets of of life: life: working working from from home, home, online online banking banking and and shopping. shopping. Those Those with with weak weak understanding understanding and and poor poor computing computing skills skills have have struggled struggled greatly greatly to to stay stay afloat afloat and and this this in in itself itself has has caused caused lots lots of of hair-pulling hair-pulling and and sleepless sleepless nights. nights.

Like Like many many educators, educators, II have have now now also also become become tech tech support support for for families families (and (and other other staff staff members) members) and and have have had had to to brush brush up up on on aa few few skills skills myself! myself! But But II have have been been bowled bowled over over by by the the development development of of skills skills which which my my school school community community have have shown shown throughout throughout the the lockdowns lockdowns and and II fully fully intend intend to to continue continue to to provide provide opportunities opportunities for for further further development development of of Computing Computing skills skills post-COVID. post-COVID. In In my my experience, experience, Primary Primary Computing Computing isis often often under-valued under-valued as as aa subject. subject. Perhaps Perhaps there there are are not not adequate adequate devices devices in in order order to to teach teach itit effectively effectively or or enough enough time time during during the the school school week week to to do do itit justice. justice. As As we we have have found found out, out, regular regular practice practice

4466 // // H HW WR RK KM MAG AGA AZZIIN NEE // // SSpprriinngg 220 02211

…regular practice and an embedding of skills are both required in order to create digitally-literate children

and and an an embedding embedding of of skills skills are are both both required required in in order order to to create create digitally-literate digitally-literate children. children. Digital Digital literacy literacy has has become become arguably arguably as as important important as as traditional traditional literacy literacy during during this this strange strange time. time. When When schools schools return return to to whatever whatever “normal” “normal” may may look look like, like, II believe believe that that Computing Computing should should be be made made aa core core subject, subject, alongside alongside Literacy, Literacy, Maths Maths and and Science.

Science. Teaching Teaching Computing Computing explicitly explicitly and and discreetly discreetly through through the the core core and and foundation foundation curriculum, curriculum, will will maintain maintain the the important important skills skills learned learned during during

school school “closure” “closure” and and help help prepare prepare children children for for the the ever-changing ever-changing world world ahead ahead of of them. them.

Children Children grow grow up up in in an an ICT-rich ICT-rich environment: environment: itit isis everywhere. everywhere.

ItIt still still amazes amazes me me how how friends’ friends’ toddlers toddlers can can use use an an iPad iPad proficiently. proficiently. In In order order to to become become fully-functioning fully-functioning adults, adults, we we must must provide provide opportunities opportunities for for them them to to learn learn and and develop, develop, and and that that also also means means that that we we as as educators educators need need to to be be at at the the top top of of our our game game with with regard regard to to digital digital literacy literacy and and

@hwrk_magazine @hwrk_magazine

Digital Digital Literacy Literacy

Those with weak understanding and poor computing skills have struggled greatly to stay afloat

computational computational thinking. thinking. II recently recently looked looked back back at at aa Computing Computing scheme scheme of of work work II wrote wrote 55 years years ago ago and and itit isis totally totally out out of of date! date!

ItIt isis imperative imperative therefore therefore to to keep keep ourselves ourselves up-to-date up-to-date with with relevant relevant tech: tech: apps, apps, games, games, digital digital platforms, platforms, etc. etc.

Primary Primary Computing, Computing, taught taught well, well, should should develop develop computational computational thinking thinking while while covering covering information information technology, technology, computer computer science science and and digital digital literacy. literacy.

Computational Computational thinking, thinking, explained explained

H HW WR RK KM MA AG GA AZZIIN NEE..C CO O..U UK K

simply, simply, isis the the ability ability to to take take aa complex complex problem problem and and break break itit down down into into steps steps to to solve solve it. it. This This ability ability isis an an essential essential life life skill! skill! This This breaking breaking down down of of aa problem problem isis otherwise otherwise known known as as decomposition. decomposition. The The next next step step isis pattern pattern recognition recognition -- are are there there any any similarities similarities to to other other problems problems that that can can be be drawn drawn from? from?

After After that that comes comes abstraction, abstraction, only only focusing focusing on on the the relevant relevant information information in in which which to to solve solve the the problem. problem.

Finally, Finally, the the process process of of developing developing aa step-by step-by step step solution solution isis called called an an algorithm. algorithm. Algorithms Algorithms are are not not only only

seen seen in in Computing.

Computing. We We teach teach and and use use algorithms algorithms throughout throughout the the school school day day -- think think of of the the procedure procedure of of long long multiplication, multiplication, or or baking baking aa cake, cake, or or planning planning aa science science experiment. experiment.

The The National National Curriculum Curriculum for for KS1 KS1 and and KS2 KS2 Computing Computing states, states, ‘A ‘A high-quality high-quality computing computing education education equips equips pupils pupils to to use use computational computational thinking thinking and and creativity creativity to to understand understand and and change change the the world’. world’. In In order order to to deliver deliver this this effectively, effectively, you you can can break break the the skills skills down down into into the the following following areas, areas, whilst whilst weaving weaving computational computational thinking thinking in in all: all:

SSpprriinngg 220 02211 // // H HW WR RK KM MAG AGA AZZIIN NEE // // 47 47

CURRICULUM

SAFETY, RESEARCH AND COMMUNICATION This could include: • E-safety - know the risks and how to keep safe • Acceptable and unacceptable online behaviour • Apps - what are they? How do I know which ones are safe?

• Data - how is my data stored? What is privacy?

• Understanding what the internet is and how it works • Using search engines effectively • Using virtual maps • Communicating and collaborating online - social media, gaming, email • Using and creating QR codes GRAPHICS AND TEXT (information technology) This could include learning such as: • Learning to type quickly and correctly • Creating word collages • Using Word of Google Docs effectively - changing the size/ colour/font of text • Creating digital mind maps and digital flowcharts - great for decomposition!

• Photo collages DIGITAL CREATIVITY (information technology) This could include learning such as: • Using graphic tools to create digital drawings • Digital 3D modelling • Creating avatars and understanding the purpose • Creating and editing digital music • Creating and editing audio recordings and podcasts • Creating stop-motion animations • Editing digital photographs MULTIMEDIA AUTHORING (information technology) This could include learning such as: • Producing multimedia videos • Creating online activities/games for someone to play • Creating websites/Google Sites • Authoring multimedia e-books • Creating on-screen presentations (Powerpoint, Google Slides, Prezi, Emaze) DATA AND PROGRAMMING (computer science) This could include: • Coding • Use sequence, selection, and repetition in programs; work with variables and different forms of input and output • Creating computer programs (from Beebots in EYFS/KS1 to Scratch in KS2) • Data handling (Excel, Google Sheets, Purple Mash) • Controlling and evaluating computer simulations • Debugging

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

Imagine a child who is proficient in all of the above skills, building upon each skill throughout the primary school years. Imagine the problemsolving ability of that child. Imagine the learning resilience of that child.

Computing teaches us to find new ways. To solve problems, to seek only that which is relevant in order to move forward.

We need to be actively developing our own digital literacy and keeping abreast of changes. We must keep ahead of the game and teach children to do so too. We need children to recognise when they are using their computational thinking in every subject. We should make explicit the link to this way of thinking when problem-solving in all its forms. Let’s make links to these skills and children’s careers in the future. We have an opportunity now to maintain those skills we have been forced to develop.

Turn a negative situation into a bright and sparkling vessel for change. Let’s keep the pace up and make Computing a core subject!

@hwrk_magazine

Digital Literacy

HWRKMAGAZINE.CO.UK

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

CURRICULUM

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

@hwrk_magazine

ART & DESIGN

AN ART JUMPSTART

Darrell Wakelam has inspired tens of thousands with his Art Jumpstart ideas over the past year. Here’s how his story unfolded and how you can get involved too!

By Darrell Wakelam

HWRKMAGAZINE.CO.UK

I’m Darrell Wakelam, an artist based down on the Dorset/Devon border in Lyme Regis. I’m lucky, under normal circumstances as I get to travel all over the country doing a job that I love, surrounded by kids in schools, museums and theatres creating 3D art projects, busy ‘Cutting & Sticking’. But at the end of March 2020, ‘Lockdown’ changed that. All of the workshops I had secured and prepared for the whole of the summer term were cancelled overnight, leaving me with no other option than to try to find a different way to be creative.

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

CURRICULUM CURRICULUM

II realised realised very very early early on on that that there there would would undoubtedly undoubtedly be be lots lots of of parents parents looking looking online online for for creative creative ideas ideas to to keep keep their their children children occupied. occupied. At At the the same same time, time, II knew knew that that many many teachers teachers would would be be searching searching for for Art Art projects projects using using limited limited resources resources that that would would be be suitable suitable to to send send out out to to their their pupils pupils for for home-learning, home-learning, and and to to use use with with the the ‘key ‘key worker’ worker’ kids kids still still in in bubbles bubbles in in school. school. Creating Creating simple simple 3D 3D sculptures sculptures from from basic, basic, cheap cheap materials materials isis essentially essentially what what I’d I’d been been championing championing

for for the the last last 30 30 years, years, so so itit became became obvious obvious that that II needed needed to to find find aa way way to to get get these these skills skills out out to to the the people people that that needed needed them. them.

II started started out out with with the the intention intention of of producing producing twenty twenty ideas ideas but but as as the the days days went went by

by II gradually gradually gained gained more more and and more more interest interest and and support support from from parents parents and and teachers teachers and and this this inspired inspired me me to to keep keep going. going. By By the the end end of of May May I’d I’d created created fifty fifty different different projects projects covering covering aa broad broad range range of of themes themes and and ideas ideas and and with with varying varying levels levels of of difficulty difficulty for for different different age age groups. groups. II added added all all fifty fifty projects projects onto onto

my my website website as as aa permanent permanent resource resource for for children, children, families families and and teachers teachers to to use, use, not not just just for for the the current current ‘Lock-down’ ‘Lock-down’ periods periods but but for for whenever whenever they they needed needed aa simple simple art art idea idea on on aa ‘rainy ‘rainy day’. day’.

5522 // // H HW WR RK KM MAG AGA AZZIIN NEE // // SSpprriinngg 220 02211

II decided decided to to put put aa simple simple 3D 3D Art Art project project online online every every day day from from the the beginning beginning of of April April 2020.

2020. All All of of them them using using only only basic basic materials, materials, scissors, scissors, tape, tape, cardboard, cardboard, and and aa few few recycling recycling items items that that II thought thought most most children children would would have have available available at at home. home. To To avoid avoid too too much much screen screen time time

To To say say that that these these projects projects were were successful successful would would be be an an understatement; understatement; II could could never never have have imagined imagined the the response response that that I’ve I’ve had. had. My My Twitter Twitter account account gained gained

II decided decided to to post post each each idea idea as as aa simple simple instruction instruction sheet sheet with with photos photos of of the the different different stages, stages, like like aa recipe recipe that that people people could could then then follow follow at at their their own own pace pace and and maybe maybe even even store store for for future future reference. reference.

II decided decided to to collectively collectively call call them them ‘Art ‘Art Jumpstart’ Jumpstart’ as as II saw saw them them as as being being aa way way to to kick-off kick-off an an idea idea and and II used used the the hashtag hashtag #ArtJumpstart #ArtJumpstart on on Twitter Twitter to to keep keep them them grouped grouped together, together, so so anyone anyone joining joining in in later later on on could could easily easily search search back back through through the the most most recent recent ideas. ideas.

almost almost 10,000 10,000 followers followers in in six six months months and and II received received images images of of children children and and their their artwork artwork from from as as far far away away as as Tasmania!

Tasmania! Teachers Teachers sent sent photographs photographs of of their their ‘key ‘key worker’ worker’ children, children, still still in in school, school, spending spending whole whole days days working working on on just just these these projects projects alone alone and and II had had messages messages of of thanks thanks and and support support from from hundreds hundreds of of parents parents and and educators educators that that I’ve I’ve never never even even met. met.

@hwrk_magazine @hwrk_magazine

ART ART && DESIGN DESIGN

H HW WR RK KM MA AG GA AZZIIN NEE..C CO O..U UK K

SSpprriinngg 220 02211 // // H HW WR RK KM MAG AGA AZZIIN NEE // // 5533

CURRICULUM

Also, throughout the whole of this process the project has also given me back something too. It has provided me with something important to focus my energy on, a positive reason to get up in the morning, a way of still managing to interact with like-minded people. Most importantly though, it has allowed me to connect with and inspire children, something that has been my driving force for as long as I can remember.

It goes without saying that this last year has obviously been an incredibly difficult one for everyone. Work-wise it’s been a challenging time for anyone who is self employed and especially those of us working in the creative industries. However, by our very nature we are flexible and adaptable people and, like many others in my position, I am determined to find a way to continue to do what I am passionate about.

You can find me on Twitter @DarrellWakelam or, if you’d like to see more of my artwork or try out any of my ‘Art Jumpstart’ ideas for yourself. You can browse or download them free on my website www. darrellwakelam.com. The website also provides information regarding my regular workshops in schools and from there you can also contact me if you are interested in any aspect of my work with children and young people. I am always open to new, exciting ideas.

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

@hwrk_magazine

Digital Literacy

H HW WR RK KM MA AG GA AZ Z II N NE E .. C CO O .. U UK K

S Sp prriin ng g 220 02211 // // H HW WR RK K M MAG AGA AZ ZIIN NE E // // 4 45 5

58. Looking After New Teachers

A new hope for the future of trainees and new teachers

65. TeachMeet Icons: The Origins Story

The phenomenal rise of TeachMeet Icons from humble beginnings to a curriculum-wide network

HWRKMAGAZINE.CO.UK

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

EXPERIENCE

LOOKING AFTER NEW TEACHERS Sam Twiselton outlines her view on why we should pay close attention to our expectations of new teachers right now and why there is a new hope for their ongoing development on the horizon By

By Sam Sam Twiselton Twiselton

How How isis 2020/21 2020/21 going going for for new new teachers? teachers? As As you you would would expect, expect, there there are are probably probably as as many many diff different erent answers answers to to this this question question as as there there are are new new teachers. teachers. There There has has always always been been huge huge variation variation in in what what it’s it’s like like for for new new teachers teachers and and how how they’re they’re feeling feeling halfway halfway through through their their fifirst rst year. year. Covid-19 Covid-19 has has amplifi amplified ed this this in in the the same same way way itit has has amplifi amplified ed so so many many of of the the variables variables in in all all our our lives. lives.

5588 // // H HW WR RK KM MAG AGA AZZIIN NEE // // SSpprriinngg 220 02211

@hwrk_magazine @hwrk_magazine

ITE ITE is is too too short short and and is is combined combined with with an an accountability accountability system system that that tempts tempts some some school school leaders leaders into into expecting expecting NQTs NQTs to to be be aa fully fully formed formed product, product, able able to to hit hit the the ground ground running running

H HW WR RK KM MA AG GA AZZIIN NEE..C CO O..U UK K

SSpprriinngg 220 02211 // // H HW WR RK KM MAG AGA AZZIIN NEE // // 5599

EXPERIENCE At At its its best, best, the the school school system system has has been been able able to to embrace embrace the the role role that that new new teachers teachers can can play play in in helping helping put put aa premium premium on on relationships relationships and and responsive responsive flflexibility. exibility. As As aa system system we we have have needed needed to to emphasise emphasise the the centrality centrality of of positive positive and and mutually mutually respectful respectful relationships relationships with with children, children, staff staff and and parents. parents. The The fact fact is, is, we we have have all all been been dealing dealing with with trauma, trauma, bereavement bereavement and and (for (for some) some) economic economic catastrophe, catastrophe, which which will will be be present present well well into into the the future. future.

For For example, example, as as Deputy Deputy Chair Chair of of the the Doncaster Doncaster Opportunity Opportunity Area Area we we are are seeing seeing the the massive massive impact impact of of people people losing losing their their jobs jobs on on lives, lives, communities communities and and of of course, course, children. children. How How we we develop develop and and re-establish re-establish relationships, relationships, and and how how we we support support new new teachers teachers to to also also nurture nurture those those relationships, relationships, isis probably probably the the most most important important thing. thing.

But But ifif this this isis actually actually the the number number one one thing thing we we are are all all focusing focusing on, on, then then for for many many this this may may prove prove to to be be aa really really strong strong identity-forming identity-forming way way to to come come into into the the profession. profession. Without Without those those relationships, relationships, and and without without understanding understanding of of the the diff different erent factors factors that that impact impact on on children’s children’s ability ability to to learn, learn, we we cannot cannot overcome overcome all all the the barriers barriers that that come come with with them. them.

The The fact fact that that new new teachers teachers have have entered entered at at aa point point when when this this isis this this front front and and centre centre of of people’s people’s minds minds can can only only be be aa really really positive positive thing. thing. Hopefully Hopefully itit will will help help form form their their professional professional identity, identity, thereby thereby developing developing them them as as aa positive positive force force for for good good in in the the system. system.

Having Having said said all all this, this, itit would, would, of of course, course, be be wrong wrong to to say say itit has has been been an an easy easy time time and and that that the the stress stress of of starting starting aa new new and and demanding demanding career career has has not not been been made made so so much much harder harder for for the the majority majority of of new new teachers. teachers. They They had had aa disrupted disrupted ITE ITE year year and and they they have have come come into into schools schools at at aa time time when when they they are are far far from from normal normal and and when when there there are are many many things things that that add add to to the the normal normal stress. stress.

Anecdotal Anecdotal evidence evidence suggests suggests that that many many have have risen risen to to the the challenge challenge brilliantly brilliantly and and have have maybe maybe even even enjoyed enjoyed some some of of the the ‘stripped ‘stripped back’ back’ nature nature of of having having to to really really focus focus on on the the basics basics of of what what isis achievable achievable in in these these constrained constrained circumstances. circumstances. This This does does not, not, however, however, mean mean they they do do not not need need our our current current and and ongoing ongoing support. support.

The The combined combined ITT ITT Core Core Content Content Framework Framework and and Early Early Career Career Framework Framework is is aa fantastic fantastic step step forward forward and and the the system system needs needs to to get get behind behind it it and and support support it it

660 0 // // H HW WR RK KM MAG AGA AZZIIN NEE // // SSpprriinngg 220 02211

@hwrk_magazine @hwrk_magazine

WHAT HAVE WE LEARNED THROUGH THE COVID 19 CRISIS? Most Most people people who who work work in in education education are are motivated motivated by by the the sense sense they they are are doing doing something something important, important, that that matters, matters, that that makes makes aa diff difference. erence. This This isis because because we we all all know know that that ultimately ultimately education education in in all all its its forms forms has has the the power power to to transform transform lives, lives, open open gateways, gateways, change change individuals, individuals, the the communities communities they they live live

H HW WR RK KM MA AG GA AZZIIN NEE..C CO O..U UK K

in, in, society society -- the the world. world. Without Without education education we we would would not not have have any any of of the the other other things things upon upon which which civilised civilised lives lives depend. depend.

Covid Covid times, times, combined combined with with the the tragic tragic events events associated associated with with Black Black Lives Lives Matter Matter have have shown shown us us more more clearly clearly than than ever ever the the importance importance of of this. this. This This means means we we need need to to look look after after all all our our teachers, teachers, but but we we need need to to pay pay special special attention attention to to our our new new teachers. teachers. They They not not only only represent represent the the future future of of the the profession, profession, they they can can also also play play aa central central role role in in reformulating reformulating what what happens happens now. now.

SSpprriinngg 220 02211 // // H HW WR RK KM MAG AGA AZZIIN NEE // // 6611

EXPERIENCE

WHAT DOES THAT MEAN FOR WHAT WE KEEP AND WHAT WE CHANGE? The problem of teacher retention existed long before Covid-19. It is one that that is getting worse and earlier in career every year. My time on the Carter Review of ITT a few years ago highlighted one of the key reasons for this: ITE is too short and is combined with an accountability system that tempts some school leaders into expecting NQTs to be a fully formed product, able to hit the ground running.

It is a toxic combination. Stress, workload, and a lack of self-worth inevitably follow. The DfE have recently woken up to this problem and in publishing the recruitment and retention strategy last year came up with a sensible response.

As a strategy it includes different moving parts which all need to work together, but it is the ECF and ITT Core Content Framework that are uppermost for me. When the two frameworks are up and running and working together as a national entitlement from September 2021, we have something that could make a huge difference: a core entitlement for all trainees and early career teachers, regardless of where they train or where they get their first job.

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

This ‘Velcroedtogether’ set of frameworks should provide consistency in the evidence-based training, support and development that new teachers receive across the ITT year and the first two years after they have qualified.

The combined ITT Core Content Framework and Early Career Framework is a fantastic step forward and the system needs to get behind it and support it. We need to change the narrative for new teachers, and we need to support, develop and if appropriate (as some leaders do this well already) adjust our expectations of them.

@hwrk_magazine

TEACHMEET ICONS - THE ORIGINS STORY As teachers have taken more control over their own personal CPD in recent years, TeachMeet Icons has grown from a single event to an international network. This is their origins story.

By Tom Rogers

HWRKMAGAZINE.CO.UK

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

EXPERIENCE ItIt was was in in June June 2015 2015 that that II attended attended my my fifirst rst TeachMeet TeachMeet event. event. The The idea idea had had apparently apparently emanated emanated from from some some drinks drinks in in an an Edinburgh Edinburgh bar bar between between Ewan Ewan Macintosh Macintosh and and aa few few others others circa circa 2006 2006 who who decided decided to to meet meet again again in in said said pub pub and and have have aa chit chit chat chat about about pedagogy. pedagogy. The The TeachMeet TeachMeet was was born. born.

In In 2015, 2015, II was was unaware unaware of of the the origins origins story. story. All All II knew knew isis that that I’d I’d signed signed up up for for one one of of these these so so called called TeachMeet TeachMeet events events on on Twitter.

Twitter. ItIt was was being being organised organised by by aa guy guy called called Chris Chris Mayoh.

Mayoh. He’d He’d managed, managed, somehow, somehow, to to persuade persuade aa Manchester Manchester city city centre centre ed-tech ed-tech company company to to hand hand over over their their offi office, ce, along along with with its its self-contained self-contained bar bar and and buff buffet et area, area, to to aa gang gang of of random random teachers teachers after after school school on on aa Wednesday.

Wednesday.

II smuggled smuggled my my friend friend Dan, Dan, who who wasn’t wasn’t even even aa teacher, teacher, along along for for the the ride. ride. II remember remember Chris Chris welcoming welcoming us us in, in, and and wondered wondered what what the the hell hell was was going going on. on. There There were were teachers, teachers, in in their their own own clothes, clothes, drinking drinking alcohol, alcohol, and and getting getting ready ready to to listen listen to to some some presentations. presentations. II got got aa bit bit carried carried away. away. ItIt ended ended up up with with myself, myself, Dan Dan and and Chris Chris in in aa casino casino at at 3am.

3am. II had had to to teach teach the the next next day. day.

At At that that same same TeachMeet TeachMeet at at the the Softcat Softcat offi offices ces was was another another twentytwentysomething something teacher teacher who who was was starting starting to to get get excited excited about about this this new new mix mix of of after-work after-work socialising socialising and, and, well, well, partying; partying; Kate Kate Jones.

Jones. We We didn’t didn’t know know each each other other at at all all at at this this juncture, juncture, but but II remember remember us us having having aa very very brief brief chat chat before before the the event event got got underway. underway. At At this this time, time, II was was teaching teaching in in Warrington Warrington and and Kate Kate over over in in North North Wales.

Wales.

ItIt must must have have been been just just aa few few weeks weeks later later that that II decided decided itit would would be be cool cool to to create create my my own own TeachMeet TeachMeet for for History History teachers. teachers. II had had already already connected connected with with Kate Kate on on Twitter Twitter so so reached reached out out to to her her and and others others to to see see ifif they they wanted wanted to to be be involved involved in in organising organising such such an an event. event. II think think the the original original name name we we came came up up with with was was “Icons “Icons from from History” History” or or something something along along those those lines lines –– some some later later thought thought

6655 // // H HW WR RK KM MAG AGA AZZIIN NEE // // SSpprriinngg 220 02211

we we were were calling calling ourselves ourselves “Icons “Icons of of Teaching”; Teaching”; itit certainly certainly wasn’t wasn’t that! that!

We We eventually eventually settled settled on on TeachMeet TeachMeet Icons.

Icons. ItIt would would be be aa free free event event for for teachers teachers where where teachers teachers would would share share teaching teaching practice. practice. We We chose chose aa “pub“publike” like” venue venue in in Chester, Chester, aa city city we we all all liked. liked. We We needed needed money money to to pay pay for for the the venue venue and and food food for for everyone everyone so so that’s that’s where where II decided decided that that itit would would be be good good to to fifind nd sponsors sponsors who who might might be be interested interested in in supporting supporting the the event event in in exchange exchange for for having having aa presenter presenter spot. spot. One One of of those those was was Nick Nick Walmsley, Walmsley, aa softly softly spoken spoken Lancs Lancs man man looking looking to to set set up up his his own own schools schools tours tours company, company, called called Time Time Travel Travel Education Education –– aa sponsor sponsor who who still still sponsors sponsors all all our our History History events events to to this this day. day. The The History History event event proved proved aa big big hit! hit! Over Over 100 100 teachers teachers attended attended from from all all over over the the country country and and we we had had lots lots of of teachers teachers volunteer volunteer their their time time and and expertise expertise to to speak. speak.

In In 2017, 2017, we we had had our our fifirst rst ever ever Geography Geography event, event, led led by

by Victoria Victoria Hewitt Hewitt (@mrshumanities), (@mrshumanities), another another great great ally ally of of TeachMeet TeachMeet Icons.

Icons. FastFastforward forward to to today, today, and and we we have have regular regular events events in in English, English, Maths, Maths, Science, Science, Religious Religious Education, Education, Design Design and and Technology, Technology, Wellbeing Wellbeing and and more. more.

II have have been been blessed blessed with with aa team team of of amazing amazing volunteers volunteers to to run run and and manage manage our our events, events, all all of of them them full full time time practicing practicing teachers. teachers.

You You can can fifind nd out out more more about about our our team team members members here here and and do do get get in in touch touch ifif you you want want to to join join in in yourself! yourself! https://www.teachmeeticons.com/ https://www.teachmeeticons.com/ ambassodors ambassodors Prior Prior to to lockdown, lockdown, one one of of the the things things I’ve I’ve loved loved about about our our events events has has been been the the atmosphere, atmosphere, one one in in which which teachers teachers have have always always remarked remarked about about the the inclusivity inclusivity and and friendliness. friendliness. I’m I’m unsure unsure whether whether that that comes comes from from the the blasting blasting of of music, music, the the free free bar bar and and food food or or the the fact fact our our events events usually usually take take place place on on Saturdays, Saturdays, but but everyone everyone isis always always buzzing! buzzing! ItIt creates creates aa slightly slightly more more professional professional version version of of aa pub pub on on aa Friday Friday night! night!

@hwrk_magazine @hwrk_magazine

Teachers Teachers have have always always remarked remarked about about the the inclusivity inclusivity and and friendliness friendliness

H HW WR RK KM MA AG GA AZZIIN NEE..C CO O..U UK K

SSpprriinngg 220 02211 // // H HW WR RK KM MAG AGA AZZIIN NEE // // 67 67

EXPERIENCE 2020 was a year of huge growth with our online events reaching thousands of educators around the world

Somehow though, that same atmosphere has managed to permeate our online events too. 2020 was a year of huge growth with our online events reaching thousands of educators around the world. One attendee of our recent events described it as “Really useful, lovely atmosphere, sometimes these things can be very pretentious but you’ve managed to keep it non-judgmental and should be proud.” It’s this inclusivity and warm approach that has enabled us to grow, driven by those who have believed in the idea of helping other teachers.

You can sign up to any of our upcoming online events here https://www.bigmarker.com/communities/ teachmeeticons/conferences And you can find out more about TeachMeet Icons here www.teachmeeticons.com Thanks for reading and maybe see you soon!

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

@hwrk_magazine

HWRKMAGAZINE.CO.UK

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