HWRK Magazine: Issue 4 - Summer 2018

educational magazinefor teachers the essential magazine

HWRK

A NEW PUBLICATION WRITTEN BY TEACHERS FOR TEACHERS

GIVING YOUNG BRAINS A BREAK HOW INTRODUCING CLASSROOM NAPS COULD ENGAGE YOUR PUPILS

SUMMER 2018 / ISSUE 4 / FREE HWRKMAGAZINE.CO.UK

THE POWER OF MARKING TIPS TO TAKE BACK CONTROL

summer escapes 23 UNREAL DESTINATIONS TO INSPIRE YOU IN TIME FOR THE HOLIDAYS

COMIC BOOK LITERATURE Could graphic novels and their superhero stories unlock the potential in your English class?

HOW TO GET FIT FOR FREE

CLASSROOM WORKOUT

TEACHING THAILAND WHAT AN EXPERIENCE

MAKING TIME FOR RHYME PAUL DELANEY’S GOOF-PROOF POETRY GUIDE

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LESSON IDEAS & TEACHING TIPS

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WORDS: PAUL DELANEY

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Roll out the TV class!

Watching big budget sci-fi movies like Jurassic Park could unlock the potential in your students.

According to geophysicist Seth Stein, engaging pupils in discussions and classroom tests to prove the absurdity of some of Hollywood’s biggest blockbusters is a sure-fire way to engage with your pupils around topics that appeal to young minds.

For more, see page 13

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CAN

Teaching poetry doesn’t have to be daunting. Embrace the verse and fellow teacher turned poet Paul Delaney’s top 10 tips for versification

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POETRY CLASS MADE EASY

HEALTH

Revitalise your melon hen it comes to revitalising brain food few things come close to the benefits of watermelon, both physically and psychologically. We all know how refreshing a cold slice of the summer fruit can be on a hot day, with science proving how serotonin released by eating melon in the sunshine relates to happiness.

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ippy, the Natural History Museum’s iconic Diplodocus cast, which prior to this tour has never been seen outside of London, has taken up residency in the Gas Hall at Birmingham Museum & Art Gallery. He will be in Birmingham from until September 9th, before sailing across the Irish Sea to Belfast.

Dippy’s unveiling in Birmingham follows his popular stay at Dorset Country Museum, the tour’s first stop, where visitor numbers exceeded 150,000 people, more than trebling their annual figures in less than three months.

Director of the Natural History Museum, Sir Michael Dixon says: “Dippy’s success in Dorset was beyond all our expectations and he looks set to make a similar impact in Birmingham. We hope

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our iconic dinosaur cast will help open children’s eyes to the joys of nature on their doorstep and encourage them to explore, discover and protect the world around them.”

After he’s finished in the Midlands, Dippy will take in Belfast, Glasgow, Newcastle, Cardiff, Rochdale and Norwich before heading home to London at the end of 2020.

For Bronze and Silver DofE Award holder Molly, the DofE challenged her in more ways than one but it was one challenge in particular that it helped her overcome. “I suffer from anxiety and depression which made it hard for me to get involved in new groups,” she admits, “yet since starting my DofE journey my confidence has improved immensely.”

TAKING LEARNING OUTSIDE OF THE CLASSROOM

TEACHING IN THAILAND  MUSEUM ACTIVITIES  BULLIES OUT ARE HERE

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Dippy lands in Birmingham

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in association with

Never before on public display outside of the Natural History Museum, Dippy has delighted visitors since he arrived in London in 1905.

The full 292-bone skeleton in its displayed pose is an impressive 21.3 metres long, 4.3 metres wide and 4.17 metres high.

But watermelon doesn’t just stop with a simple mind massage, it rejuvenates the body too. The combination of its unique nutrients, vitamins, minerals and organic compounds have been directly linked to kidney health, blood pressure relief, diabetes regulation, cancer fighting qualities and heart health.

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MATHS SCIENCE GEOGRAPHY COMPUTING COLUMNIST

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49 PERFORMANCE FOOD

24 summer escapes for every budget – hand-picked to take your breath away!

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REFRESH YOUR MELON

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CONTENTS cURRIcULUM

FEATURES

ARTS

HEALTH

EXPERIENcE

11 MATHS

39 RHYME AND REASON

39 PLAY ON

46 BAND PRAcTIcE

66 TEAcHING IN THAILAND

Muggles beware: it pays to be a wizard, like Harry.

Please don’t be put off, poetry can be boss!

If music is the soundtrack to life, play on.

Get lean and mean with the help of a rubber band.

How one teachers made a sabbatical into a career..

12 ENGLISH

40 EXAM HELPERS

40 THE GALLERY

49 POWER LUNcH

68 DIPPY ON TOUR

The caped crusaders flying in to save literature.

Tips on how to ensure your GCSE’s run smoothly..

More spectacular artwork from your school on display.

The foods to fuel your performance in class.

The dinosaur that’s free to roam around the UK.

14 LANGUAGES

42 TAKING A BREAK

42 GRADES ON SONG

50 FITNESS Q&A

70 BULLIES OUT!

Advice on how to engage with your EAL learners.

The power of brain breaks and other shortcuts.

The facts behind the importance of a music class.

From hotels, books and stationary to rail and lego.

Our anti-bullying charity partner’s true stories.

18 GUEST cOLUMN

44 MARKING TIME

52 FIT FAcULTY

71 FULL THROTTLE

The power of assessment shouldn’t be overlooked.

Take back control of the red pen in your life..

Birmingham’s Muay Thai champion PE teacher!

Junior schools take learning into the fast lane.

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CONTRIBUTORS T H I S I S S U E ’ S I N V I T E D E X P E R T S F O R E D U C AT I O N

Beth Southern

EAL EXPERT

ASSISTANT HEAD

ASSESSOR

Richard Corner

Suzanne Murray

An EAL consultant across primary and secondary and founder of ealhub.co.uk, the go to website for quality EAL resources and support.

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

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

Here for the long haul As we wind down on the last working year, it’s nice to look back a review the bits which challenged us most.

For the team here at HWRK, establishing a brand-new publication in a market already littered with trade magazines was always going to prove challenging. But it’s been worth all the long hours and gallons of tea to read the positive feedback we’ve received from teachers and school staff up and down the country.

We set out to on this journey to produce a fresh magazine each new term for educators across England and Wales; written by teachers for teachers. We started with just a handful of teachers on board, mostly friends of friends or staff relations. Yet over the past 12 months our pool of talent has swelled.

Our success is down to you. Teachers nationwide have bought into the ethos of HWRK. Nick Peet, Editor

editor@hwrkmagazine.co.uk

LITERARY LEADER

Jennifer Holder After 13 years teaching in primary schools, Jenny is currently the Reading Coordinator for Liverpool Learning Partnership.

COLUMNIST

PEOPLE’S POET

Sarah Wordlaw

Paul Delaney

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

Former primary school teacher and now a children’s author and performance poet working in both the UK and overseas.

HWRK MAGAZINE PUBLISHED BY PICTURES UP DESIGN LTD 5 Hackins Hey, Liverpool L2 2AW, UK E: enquiries@hwrkmagazine.co.uk T: 0151 227 2717

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

HEALTH EDITOR

CEO

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

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

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MISS ADVENTURE

Jessica Hill The face of MissAdventure Travel, a blog about adventure travel and teaching English abroad.

Legal Disclaimer: While precautions have been made to ensure the accuracy of contents in this publication and digital brands neither the editors, publishers not its agents can accept responsibility for damages or injury which may arise therefrom. No part of any of the publication whether in print or digital may be reproduced, stored in a retrieval system or transmitted in any form or by any means without prior permission of the copyright owner.

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ready to ramble School children on a field trip nervously walk past a small herd of cows on a country path.

Gower Peninsula, Glamorgan, South Wales.

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EXPAND YOUR MIND ONE SUBJECT AT A TIME

Reading is my superpower In an era when DC and Marvel comics are dominating summer blockbusters at the movies and comics are enjoying a real resurgence with teenagers too, bringing a little superhero imagination into English literature class could be an easy way to engage with pupils.

There are so many comics and graphic novels available today that would run perfectly alongside more syllabus driven content. After all, not every child is going to be enamored

by Shakespeare straight out the gate.

Check out reading coordinator Jenny Holder’s article on Page 12, where she offers up some of her favourite fantasy stories for every age group through primary and secondary school.

For more, see page 13

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CURRICULUM

MATHEMATICS

Maths riddle…

A man buys a horse for £60.

He sells the horse for £70.

He then buys the horse back for £80.

And sells the horse again for £90.

Has he made or lost money, or broken even?

Answer: He made £20 profit

Changing the classroom mentality Changing the mentality of students can unlock their attitude and aptitude for mathematics, according to the results of a free online course run across California.

From an early age, children are exposed to the belief they fall into two categories; those who naturally have a way with numbers and those that don’t. Stanford University Professor Jo Boaler believes this mentality has a damaging impact on a child’s perception of the subject.

“There is a connection between students’ mindsets and their learning outcomes,” she says. “When they struggle in class, they think this means they do not have a math brain and they give up.”

Boaler and her team conducted the study with more than 1,000 students across four schools in California, USA. Over several months, these students participated in the free course designed to change their ideas about learning mathematics and their potential.

Boaler adds: “It led to students feeling more positive about the subject, more engaged during class, and scoring significantly higher in mathematics assessments.”

£6m boost for SPELLBOUND

FOOTY STICKERS, YOU DO THE MATHS?

Horcrux question baffled

World Cup sticking point

Any Irish students who were not Harry Potter fans would have been left spellbound attempting this year’s Junior Cert higher maths paper, in which students were asked to construct a Horcrux symbol – better know as the ‘sign of the deathly hallows’.

The complex

A maths professor from Cardiff calculated that filling this year’s Panini World Cup sticker book will cost collectors £773.60. Prof Paul Harper devised a formula that suggests, given the probabilities of getting duplicate stickers, on average an individual would need to buy 967

construction of the Horcrux symbol is made up of the elder wand (represented by the straight vertical line), the resurrection stone (the circle) and the triangle (cloak of invisibility).

Sadly, no marks were available for explaining this.

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packets or 4,832 stickers to complete the set.

As well as pictures of the 32 squads of players competing in Russia, there are special stickers for national badges, team group shots and host city posters, making a total of 682 stickers needed to fill the book.

maths in the North The government has confirmed £6m of previously announced money to improve maths in the North will be used to expand a south Asian ‘mastery’ approach to teaching the subject - a method used in places including Shanghai, Singapore and Hong Kong.

Minister for schools standards Nick Gibbs also confirmed two new ‘hubs’ to improve children’s knowledge of maths will be set up in Lancashire and Cheshire with £1.75m of funding. accessible to underprivileged students.

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Reading for success PA G E T U R N I N G - TA S T I C JENNIFER HOLDER urges introducing graphic novels to get your entire class engaged with reading

Children who read widely in their own time are more likely to attain higher grades than their peers who don’t enjoy reading. In addition to this, research has also proven how reading for pleasure can lead to a reduction in symptoms of anxiety and depression for both children and adults.

Reading is, therefore, beneficial to both academic success and wellbeing, and the promotion of this should be a priority for schools. However, for some pupils the prospect of sitting and reading through a book is not a pleasurable thought.

Large books full of prose can seem particularly intimidating. For these children, comics and graphic novels are often a great way to introduce them to reading. Comics are a predominantly visual medium and will use elements of the grammar of film and video games that some pupils may be more familiar with.

Here are some recommendations for comics and graphic novels that would be a great addition to any classroom reading area or school library: KS1

LKS2

UKS2

There’s a Bird on Your Head! – Mo Willems

Bunny vs Monkey – Jamie Smart

Roller Girl – Victoria Jamieson

Mo Willems’ Elephant and Piggie books are a fun way to introduce young children to the conventions and visual grammar of comic books as the only written language is dialogue presented, in true comic book style, in speech bubbles. In this title, Gerald (the elephant) has a bird on his head and needs Piggie’s help to remove it.

Bunny vs Monkey is a funny, bright and quick-paced book about the ongoing battle between a peace-loving bunny and a megalomaniac monkey intent on bringing chaos into the woodland. Due to its format – a series of 2-3 page-long individual stories – it’s great for pupils who are just beginning to develop stamina in their reading.

Change isn’t always easy and 12-year old Astrid is about to realise this. Roller Girl is a heart-warming graphic novel about roller derby, friendship and growing apart from your best friend. Full of strong female characters and role models, this is wonderful book that may help boys and girls alike to begin to deal with the idea of transition to secondary school.

PURCHASE

£3.71 worldofbooks.com

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£13.06 amazon.co.uk

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£13.25 amazon.co.uk

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S TA R T T H E M E A R LY

Language key to success Research shows how the more skills children bring with them into nursery - in basic math, reading, even friendship and cooperation - the more likely they will succeed in those same areas in school.

But now it’s time to add language to that mix of skills, says a new University of Washington-led study. Not only does a child’s use of vocabulary and grammar predict future proficiency with the spoken and written word, but it also affects performance in other subject areas.

Language, in other words, supports academic and social success, says Amy Pace, an assistant professor in the UW Department of Speech and Hearing Sciences.

One of these is written correctly.

Which one?

THE BOOK OR THE ABILITY KS3

KS4

Nimona – Noelle Stevenson

Through the Woods – Emily Carroll

Originally a webcomic, Nimona is a medieval fantasy themed graphic novel that follows Nimona, an ambitious young shapeshifter, in her quest to become a sidekick to a supervillain, Lord Ballister Blackheart. Nimona is funny, moving and full of heart as well as being a thought-provoking comment on Good and Evil.

This beautifully presented collection of short stories would be a great accompaniment to the study of classic gothic literature such as Frankenstein but would also appeal to fans of modern horror movies too. This is a book of five deliciously dark fairytale-esque tales where the horror is found in what is implied rather than what is explicitly said.

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£9.99 blackwells.co.uk

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£12.99 waterstones.com

Why do some kids read more?

Child Psychology and Psychiatry study found that how well children read is highly heritable, while how much they read is influenced equally by genes and the environment.

The findings indicate that children’s reading level fuels how much they choose to read and that children therefore tend to avoid reading if they find it difficult.

Interventions should focus not only on promoting reading skills but also motivation to read.

“It was known that how much you do something and how well you do it are related, but for reading this study seems to solve the chicken-and-egg problem,” said lead author Dr Elsje van Bergen, of Vrije Universiteit Amsterdam, Holland.

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languages

EAL EXPERT BETH SOUTHERN’S tips on how to encourage EAL students to immerse themselves in the English language

There are currently over a million children in UK schools for whom English is an additional language (EAL) – and this number is rising. Many teachers worry they lack experience to support EAL children but, the reality is, with a little knowledge of language acquisition and some understanding of cultural differences, teachers already possess the skills required to support EAL learners.

Here are a few key classroom application ideas that may be worth tryin g:

• Silent phase is a normal stage of early development. Despite not communicating in English the learner will still be absorbing new language. Keep teaching vocabulary and conversing as much as possible. Use videos and picture books to immerse learners in language. Use repetition and drills to work on pronouncing the new sounds.

• Remember children learn

differently and the language/

culture needs of multi-lingual children can be vastly different.

Activating prior knowledge is key as you don’t know what building blocks they already have, whether there are language barriers or whether the child is connecting their previous experience with the current lesson. Using image activities, real objects or flashcards can help hook them in and make the connections real.

Making words matter may be completely different to that of the first language of your EAL children, while new words may be physically hard to pronounce. Use activities to look at the root of words, e.g. hyper is a Greek/Latin word meaning ‘too much or excessive’, with this understanding the words hyperactive, hypercritical and hypersensitive become more easily understood and processed.

Continue to build meaning through synonyms, antonyms, word families and word games.

“Vocabulary is the glue that holds stories, ideas and content together… making comprehension accessible for children” • Use Knowledge of Language (KAL) to try and empathise with the different languages in your class. Word order in English

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• Rehearse academic language in appropriate contexts and allow children lots of opportunities

for speaking and listening prior to writing. This will enable ideas to consolidate and become ordered in a learner’s mind before they need to write them down.

• Introduce ‘Wait Time’ to your lessons. This is the time between a teacher asking a question and then accepting an answer. In an average classroom, this can be as little as one-second. This is not enough time for some EAL learner to process language within the question, think of the answer and be able to offer it. Oneminute partner talks are helpful as pupils can whisper between themselves before being asked for an answer. It builds confidence and enables more EAL children the opportunity to contribute.

There are lots of simple ideas and games available for building vocabulary, the key is to always keep building on what your learners enjoy. Most teachers will have a range of vocabulary activities that can be used for the whole class and I encourage you to build this explicit teaching in to each lesson you teach.

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CURRICULUM

science

-2% Researchers examined more than the 15,000 combined pages from current editions of 16 of the leading physics, biology and chemistry

P H Y S I C A L LY A C T I V E

Physics triggers brain activity

How citizen science can unlock passive learners Youth participation in citizen science - activities where members of the public contribute to the generation of real scientific knowledge - can support pupils’ learning and help them to identify with science.

Signing up for citizen science projects can engage children who previously were not interested in the subject, found an article published by University of California, Davis.

Students learned how to collect and analyze data, evaluate data quality and contribute to real scientific research, draw conclusions and communicate findings through essays and presentations ultimately tapped into a passion for science.

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“We also found this helps students realize that impacting the environment is not a choice, but impacting it positively can be,” the authors wrote. “Through garden visits and classroom conversations, one student came to see that she could play a role in improving ladybug habitats at school through garden management decisions.”

For more information on this article search for the Real Science in the Palm of Your Hand: A Framework for Designing and Facilitating Citizen Science in the Classroom article published by UC Davis. And, to find out more about citizen science projects in your region contact local museums, councils or visit the BBC online website.

Parts of the brain not traditionally associated with learning science become active when people are confronted with solving physics problems, a new study shows.

The researchers, led by Dr Eric Brewe, an associate professor in Drexel University’s College of Arts and Sciences, say this shows that the brain’s activity can be modified by different forms of instruction.

But why physics? Brewe says: “First, it deals with things that people have direct experience with, making formal classroom learning and informal understanding both relevant and sometimes aligned - and sometimes contrasted. Second, physics is based in laws, so there are absolutes that govern the way the body works.”

MIND CONTROL

Use personal data to engage A group of Brigham Young University professors have found that giving students access to their personal biological data has a profound impact on their learning experience.

Published in scientific journal PLOS ONE, the researchers report students with access to data about their own microbiome - the trillions of tiny microorganisms that live in a person’s gut, mouth and skin - are significantly more engaged and more interested in course material.

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CURRICULUM

GUEST COLUMN

The power of appraisal THE ASSESSOR SUZANNE MURRAY marks the significant difference between testing and assessing

Assessment seems currently to be a dirty word, with strong opposition to the ‘baseline’ testing of reception children and one headline declaring: ‘Testing has become like crack cocaine to the government’. Is there a difference between an assessment and a test?

The word ‘assess’ turned up in the English language about 550 years ago. It came to English from Old French and, before that, from Latin.

The English association between tax and the word assess reflects the meaning that the late Latin parent word held. But this Latin word was built on earlier roots.

Believe it or not the words size, assize, and assess all run back to a word root meaning ‘sit’.

A test or quiz measures what someone knows or has learned. An assessment is the process of documenting knowledge, skills, attitudes and beliefs, usually in measurable terms.

The goal of assessment is to make improvements, as opposed to simply being judged. Assessment tools or batteries have been standardised on large samples to establish an average performance, this creates a bell-shaped curve of distribution of scores, with average in the centre and less common scores at either end.

I like the etymology of the word ‘assess’, my job as an assessor is ‘to sit’. I am not fond of online assessments for this reason. Sitting is not done passively. Instead, I am trying to get inside the mind of the person being assessed.

For me, assessment is so much more than administering a list of test batteries. I am weaving a tapestry. What are individual’s narrative. This the threads? Where is the helps the assessor to begin to individual performing compared understand their experience of to an average? What are their learning. Without conducting underlying abilities and what assessments, one can only guess, are their from behaviours, barriers to what is going achievement? on with the What clues individual. can I get Sometimes by drawing behaviours are them out in misleading and conversation assumptions are and by close inaccurate. observation?

A good How they sit, example might hold the pen, be a pupil move and with poor think. How do they feel? handwriting who cannot produce When carrying out an enough work. How might this assessment, it is important look to a teacher? Chances to consider the story, the are, this pupil is perceived as

“The goal of assessment is to make improvements, as opposed to simply being judged”

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someone who needs to make more effort, who perhaps is inherently lazy, disorganised and underachieving as a result.

By assessing processing speed, working memory and handwriting speed, one can appreciate the actual challenges the pupil might face and begin to support them better. Crucially, the Equality Act protects such individuals, ensuring that where certain scores are below average (i.e. below Standard Score 85), access arrangements are essential.

Access arrangements exist so exams are fair for all pupils without changing the exam itself.

Before choosing any test battery, it’s important to consider:

• Are the test norms relevant, does it provide a suitable benchmark for the individual being assessed?

• Is it reliable? (Age of the test comes into this) • Is it valid; does it measure the skill we want to investigate?

Think carefully because assessment materials are a substantial investment.

I love doing assessments, I enjoy looking for the fine detail. They are not about making judgements but about empowering the individual and helping them to understand their challenges and strengths.

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Teaching poetry doesn’t have to be daunting. Embrace the verse and fellow teacher turned poet Paul Delaney’s top 10 tips for versification WORDS: PAUL DELANEY

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once was a primary school teacher.

But I wasn’t a poetry preacher!

I didn’t have a clue about what to teach.

I was stuck in the mud, a whale on a beach…

As a young primary school teacher, I had little idea about delivering ‘inspiring’ poetry lessons. I’d shove ‘poetry’ into the summer term, a month before we finished. In those prehistoric days, before our good friend ‘Google’ arrived like a new sharpshooter galloping into a Wild West town, I had little resources at my disposal.

In those days, if somebody asked me to write a poem with my class, I’d choose Kit Wright’s classic ‘The magic box’ poem, the children writing their own…

In my magic box is a gold plated, rare Dragon’s feather.

In my magic box is King Arthur’s silver sword, Excalibur, etc…

Or, I might have even used a boring ‘acrostic’ poem, its title scrawled down the left-hand side of the children’s pages: ‘Special people’ or whatever our topic was.

I might have used a ‘Kenning’ too, once the latest craze in primary schools…

My dad: (Super) Football player (Delicious) Pizza maker (Sports) Car driver Or perhaps a Japanese Haiku, such as Basho’s ‘Old pond’ Old pond Frog leaps in Water’s sound How times change. Just look at what I do now.

Writing poetry is a wonderful way for struggling writers to produce an imaginative piece of English work, work to be proud of. It’s also a great way to introduce

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children to or develop their understanding of personification, similes and metaphors, powerful writing features to be inserted into other genres of writing, ‘up-levelling’ their work.

I’ve witnessed many ‘miracles’ during my poetry workshops, often from boys whose idea of a good piece of writing is scrawling out the ‘WALT’ and date. Some ‘reluctant writers’ produce their very own imaginative poem, their teachers amazed at their achievements. Words can do that, fused with interest, energy and enthusiasm.

Powerful stuff indeed. So, if you’re struggling to deliver poetry to a class, here are my top 10 tips:

01.

FIND A CLASSIC POETRY BOOK

Choose quality poems to read to the children as great examples. Before Google, a friend suggested Brian Patten’s Gargling with jelly. I used this little book countless times in my classroom. I’ve never heard the Queen sneeze is one of my own personal favourites.

The Oxford Anthology of Children’s Poetry was another book I used. Within its pages, I discovered Charles Causley’s Colonel Fazakerley Butterworth-Toast, along with Adrian Mitchell’s Stufferation and Shel Silverstein’s classic Sick poem.

02.

WRITE FOR A PURPOSE

My art is performance poetry, so tell the children they’re going to perform their

poetry at the end of the week, perhaps at an assembly or for the school’s website.

Young poets who represent their school in my Poetry Buzz! festivals are always excited, knowing they’ll ultimately end up on stage performing their work in front of an audience.

Manchester communication academy or MCA, one of my ‘writer in residence’ schools, have a regular performance slot, called Talk of the Town. Y7-9 children perform their English work in front of an audience of teachers and proud parents. It’s an informal event and a super self-esteem booster for students.

03.

LET’S GET AGE-RELATED

Choose age related themes, which the children will enjoy writing about. For examples, for reception pupils I like to use my own Just pretend! poem, moving around the hall: Pretend you’re a dinosaur, Rah, rah, rah!

Stomp around the hall! Rah, rah, rah!

Reach for the sky! Rah, rah, rah!

Strong and tall! Rah! Rah! Rah! And here’s one I use with Y2/3 and they love creating their own: I don’t like salad sandwiches and I don’t like garden peas.

I don’t like sticky honey – who cares if it’s made by bees?

I don’t like mummy’s face, when she’s searching for her keys.

I only like chocolate!

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04.

FABULOUS FRAMEWORKS

Provide a framework for your children, unless the writing is free, which I normally avoid during my workshops, as often, only high ability children produce acceptable results. Children need a framework. Here’s an example, which I use with Y6/7: Sometimes, I feel brave, as brave as a gladiator in a crowded theatre ring, fighting off a lion, for what could freedom bring?

Sometimes…

Sometimes I feel weak, as weak as a warrior in a blood-soaked battlefield, clutching still his silver sword and a tarnished, broken shield.

Sometimes…

This is easy to reproduce, using the above as a framework and obviously, it’s also a great way to develop children’s understanding of similes: Sometimes, I feel lonely, as lonely as an iPhone 3 sitting in a dusty charity shop window, wishing he was the new kid on the block, everybody’s favourite, the iPhone X. Sometimes…

05.

TO RHYME OR NOT TO RHYME?

Many of my examples are rhyming poem but the children’s versions are then non-rhyming. And it works. I only work with rhymes from Y5 onwards. That ‘top’ table in Y4 will be able to write rhyming poetry, however, in my experience, the rest of the class will struggle, often ‘inventing’ words.

Here’s what I always demonstrate: My brother and I love Tropicana orange (4 beat rhythm) and after our tea… (Let’s finish this off…)

Nothing rhymes with ’orange’ of course!

I also use ‘rugby’ and write nonsense words, which the children often come up with, such as ‘shugby’ and ‘Bugbee’ or whatever.

Then I write ‘school’ on the board and we

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find out which words rhyme with school – dozens.

This is a great lesson in itself, as below, you can see how many words rhyme with school, along with different spelling strands…

School Tool stool Pool Cool

rule mule yule

cruel ghoul fuel gruel you’ll duel DUAL (2)

I’m sure you get the idea.

Here’s another example, my There is nothing finer than… poem, which I use in Y5/6: There is nothing finer than…

Melting butter on a piece of toast.

Carving up a Sunday roast.

Friday afternoon, the last day of school.

Applying your hair gel, trendy and cool.

Etc…

06.

NOBODY’S WRONG

Writing poetry is an ideal activity as nobody’s poem is strictly wrong. There are no set rules, even if children stray away from the framework, which high ability children often do. Poetry is like art – very subjective.

07.

START FROM SCRATCH

Sometimes, I go into a classroom and I’m all ready to go and a teacher asks, “Oh, we’re doing such and such a topic, have you any poems about that?” More than likely, I’ll say no and so, we’ll start from scratch, using a simple structure to get the children started on their own. We start by writing a class version, and then each write our own.

08.

WORK, REST, PLAY...

Time is precious in the primary classroom, but it’s well worth re-drafting your pupils’ initial poem, often revisiting work days, even weeks later. Reading your poetry aloud helps. Or ask their classmates to read it.

Enquire, how do the words feel when they hear their work? What’s the rhythm like?

Does one word need to be cut or inserted into a line?

09.

SUBTLE

DIFFERENTIATION

If you’re getting observed – you may worry about differentiation – your higher ability students will always produce imaginative poems, which far exceed your expectations. Of course, somebody can sit with your lower ability group, perhaps writing a collaborative poem together or a shortened version of the task in hand. Why not?

In effect, the children are all working on the same task, with little tweaks. Here’s an example of ‘subtle’ differentiation: In trouble! (Poem from Hedgehogs 1 Big trucks 0) This is an activity for Y3/4, showing 3 sub-

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tlety different versions: You can kick a ball but kick a hedgehog and you’re in trouble!

You can kick a premiership football but kick a wild, spiky hedgehog and you’re in trouble!

You can kick a premiership football in a famous stadium but kick a wild, spiky hedgehog at the side of the road and you’re in trouble!

10.

WE’RE GONNA HAVE SOME FUN

Writing poetry should be seen as a fun even playful activity, children enjoying messing around with words and language, enjoying just writing, without a creativity-stifling checklist of criteria so often sitting in front of children in UK classrooms.

For many children (and teachers) writing a poem can seem to be a daunting task as we’re not sure about structure, rhyming

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scheme, how many lines, stanzas, etc. But have fun and go with the flow and see what happens.

Great fun can be found playing around with the words, language, structure, ideas and music inside poetry. Here’s one I’ve just written right now – simple idea.

Hot summer fayre.

Soft rabbit fur.

Tall Balsam fir.

Cheap bus fare.

It’s not fair!

So there!

I don’t care!

What?

So, what are you waiting for? It’s time to let your class loose on poetry and see where the rhythm takes you.

For more from Paul Delaney visit: pdelaney.co.uk

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24 summer escapes for every budget – hand-picked to take your breath away!

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T

he average every overworked teacher most likely has their Summer holidays planned well in advance. In case you are still looking for any last minute deals and offers, we have composed a list just for you in mind.

Here at HWRK Magazine, we are all set to board the Celebrity Silhouette towards St. Petersburg, Russia on June 23rd courtesy of worldwidecruisesuk.com

Gorgeous Greece Sunwing Kallithea Beach, Kallithea 7 nights self-catering for 2 adults and 1 child

This southern Athens beach resort’s name translates to “the best view” and offers blue sea, white sand and an abundance of outstanding seafood restaurants. The cultural home of Greek folk music.

Flights from Bristol on 29th August 2018 £489 per person, thomascook.com

Travel guide EURO FRIENDLY

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Terrific Turkey Sunprime Beachfront Hotel in Dalaman 7 nights B&B for 2 adults

Located at the heart of the Turkish ‘Turquoise Coast’, this adult-only hotel is a frim favourite. Take a short stroll along the private beach to the harbour promenade, which is packed with a variety of charming restaurants.

Flights from Leeds Bradford on 29th August £595 per person, thomascook.com

Spanish Siesta Sunprime Monsuau in Majorca 3 nights B&B for 2 adults

Relaxation is at the heart of the adult-only hotel, where sunsoaked terraces look out over the mountains which at night cater for an unmissable sunset and the stars best enjoyed with a cocktail at the rooftop bar.

Flights from Birmingham on 11th August £649 per person, thomascook.com

Disclaimer: Holiday and flight prices are subject to change. Correct at time of going to print. Check with agents listed before booking. HWRK magazine does not guarantee deals will still be available.

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BIG List Sun-kissed Spain SunConnect Los Delfines in Menorca 3 nights self-catering for 2 adults and 1 child

Located within walking distance from both the attractive sandy beach of Cala’n Blanes and the centre of Cala’n Forcat, this family-friendly resort boasts three pools and a wide range of sporting activities.

Flights from London Stansted on 10th August £549 per person, thomascook.com

Marvellous Malaysia Golden Sands Resort by Shangri-La, Penang 7 nights B&B at for 2 adults

A beautiful resort with a family-friendly vibe, situated on popular Batu Ferringhi Beach. The focus here is firmly on fun with numerous pools and splash parks, an adventure zone, jungle walks and volleyball games.

Flights from London Heathrow in August £1,349 per person, kuoni.co.uk

Magical Mauritius The Ravenala Attitude in Mauritius 7 nights all-inclusive for 2 adults

A fresh and welcoming resort on Turtle Bay, the focus here is on providing plentiful activities and culinary experiences.

Set throughout tropical gardens and fronted by a gold-sand beach, it’s the perfect spot for relaxation.

Flights from London Heathrow in August 2018 £1,949 per person, kuoni.co.uk

Mega Mexico Paradisus Playa Del Carmen La Esmeralda 7 nights all-inclusive for 2 adults

Situated on the Mayan Riviera, this luxury resort is set in a pretty bay with views of Cozumel. Near to Playa del Carmen’s famous Fifth Avenue, it’s a destination that never sleeps.

Flights from London Gatwick in August 2018 £1,949 per person, kuoni.co.uk

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The Flying Carpet London > Istanbul > Delhi – make your own way to – Chennai > Colombo > London

From the banks of the Bosporus to the Taj Mahal and the Ganges, travel south to Chennai to explore the Bay of Bengal before one final stop at Colombo, the commercial capital of Sir Lanka to take in its sights, sounds and culture Flights from London in July/August £499 per person, statravel.co.uk

Mystical Maldives Kuramathi Beach Villas 7 nights full board for 2 adults

One of the region’s best resorts, here pathways weave through lush foliage to two oceanfront infinity pools plus a lagoon-style pool shaded by palm trees. While snorkelling on the house reef is possible straight from the beach.c.

Flights from London Heathrow in August 2018 £1,999 per person, kuoni.co.uk

The Nor’Easter UK > Reykjavik > Toronto – make your own way to – New York > UK

Stunning Iceland, with its volcanoes and glaciers, followed by the urban delights of Canada’s cultural hotspot. Then in your own time, make your way to the Big Apple Flights from Manchester or Birmingham all summer £339 per person, statravel.co.uk

Greece reborn IKOS Dassia in Corfu 7 nights all-inclusive for 2 adults

The spectacular surroundings and cosmopolitan charm of this brand-new resort is a peerless experience on Corfu’s inviting Ionian coast. Opened in May, this spa hotel just raised the bar.

Flights from London Heathrow in August 2018 £2,499 per person, kuoni.co.uk

Disclaimer: Holiday and flight prices are subject to change. Correct at time of going to print. Check with agents listed before booking. HWRK magazine does not guarantee deals will still be available.

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BIG List From Russia with Love Southampton > Zeebrugge > Copenhagen > Stockholm > Tallinn > St Petersburg > Warnemunde > Southampton

Spend 14 nights cruising Northern Europe’s most fascinating cities aboard the Celebrity Silhouette taking in six different nations culminating in a night to remember in St Petersburg, Russia.

Departing Southampton on June 23 Cabins from £1,599 (balcony), worldwidecruisesuk.com

Exploring Spitsbergen Liverpool > Leknes > Tromso > Honningsvag > Spitsbergen > Longyearbyen > Klaksvik > Thorshavn > Liverpool

Spend 16 days traveling the ocean aboard the Black Watch, taking in some of Norway’s most beautiful landmarks, including Spitsbergen on the archipelago between mainland Norway and the North Pole, one of the world’s northernmost inhabited areas and its summer midnight sun!

Departing from Liverpool June 2018 Cabins from £2,149 (outside), worldwidecruisesuk.com

Biltong to the Big 5 London > Dubai > Cape Town – make your own way to – Johannesburg > Zanzibar – make your own way to – Nairobi > London

Travel across Africa and explore the wonders of the national parks and thriving cities. What a way to spend your summer, with the ultimate bucket list trip of a lifetime!

Flights from London in June/July £999 per person, statravel.co.uk

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Independence Day New York > Portland (M) > St John (NB) > Halifax > Bar Harbor > Boston > Newport (RI) > New York

Make your own way to New York City then hop aboard the Celebrity Summit for the ultimate tour of the East Coast’s Northern coastline, taking in some of America’s most exciting locations. Get ready for 11 nights of modern luxury and days filled with sightseeing and sunshine.

Departing New York on June 27 £949 per person, worldwidecruisesuk.com

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Cycling the Danube Vienna > Bratislava > Mosonmagyarovar > Gyor > Babolna > Esztergom > Szentendre > Budapest

The River Danube serves as the spine of the cycling route as you meander back and forth through woodland, farmland, avenues of walnut trees, wide flat landscapes and shady hills Departures July and August (flights not included) £899 per person, exodus.com

Summer Skiing Les Arcs, Paradiski in France 7 nights all inclusive for four adults

Summer skiing rocks and is just a stone throw away from the UK. This summer chalet offers 4 bedrooms and a hot tub, along with personal chef.

Check in July 7 £595 per person, offpeakweek.com

King Kong Safari Kampala > Kibale Forest > Queen Elizabeth National Park > Bwindi National Park > Lake Bunyonyi > Luke Mburo > Kampala

If you’ve not had your fill of primates already in class, why not tackle 11 days in the Ugandan rainforest this summer tracking chimps, gorillas and other monkey species from a comfortable eco-lodge.

From August 17 including flights £4289 per person, explore.co.uk

Diving the Caymans Cayman Islands in the Caribbean 14 days B&B & Half Board combo

Enjoy the wonderful wall diving, shipwrecks and magnificent marine life on this iconic dive itinerary spending time on Grand and Little Cayman.

Departing July / August from all UK airports £245 per person, diveworldwide.com

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BIG List Tastefully Thailand Deevana Plaza Krabi Aonang in Krabi 7 nights B&B for 2 adults

Located 20 minutes from Krabi town and a 10-minute walk from Ao Nang Beach, this is one of the many hidden gems on southern Thailand’s west coast. Postcard paradise awaits.

Departs (airport and date) £699 per person, awayholidays.co.uk

Egypt & Jordan UK > Cairo > Aswan > Luxor > Cairo > Amman > Wadi Rum > Petra > UK

From the mysteries of the Sphinx to the sublime stone structures of Petra, this expedition across the timeless terrain of Egypt and Jordan means you’ll discover ancient sites galore.

Flights from Bristol on 29 August 2018 £1910 per person, intrepidtravel.com

Santander Surf Camp Oyambre National Park, Northern Spain Half board based on one person

Set among the rolling hills of Cantabria, enjoy a week of surfing, yoga, beach cruiser trips, beach volley ball and loads Flights from UK throughout July £289 per person, actionculture.co.uk

Beautifully Blighty!

Lands End to John O’Groats 14 days B&B + lunch for 2 adults

Three countries, 14 days, 1,000 miles, 50,000ft ascent, 3,000 calories burnt daily. Now that’s what we call a holiday.

Get to see Britain in all its glory – from the comfort of a saddle!

Departs Lands End August 10 £1,995 per person, pedalbritain.com

Disclaimer: Holiday and flight prices are subject to change. Correct at time of going to print. Check with agents listed before booking. HWRK magazine does not guarantee deals will still be available.

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Three proven strategies that may help your Year 11s with their GCSE exams WORDS: RICHARD CORNER

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BIG Inteview hen and how should we start preparing students for their GCSE exams? I am sure every school is slightly different in their approach, and I am also sure that nobody has yet found the perfect answer. For me, it should be when the students walk through the doors to the school on their first day in Year 7.

Clearly, I don’t mean that everything we do in school is for the sole purpose of passing exams. But in terms of teaching and learning, we should be supporting students to develop the knowledge, skills and the resilience to give each and every one the opportunity to be successful when they reach the end of Year 11 and enable them to move on to wherever they wish to go.

Due to the pressure on schools to achieve higher exam results year on year, the focus for the majority of schools is ensuring Year 11 get as much intervention and extra support as possible.

I hear of schools experimenting with new strategies each year in pursuit of finding that one ‘golden idea’ that will make the difference to their students. Here are just three of the strategies I’ve experienced that have led to improved results:

1. WALKING TALKING MOCKS I first came across the term ‘Walking Talking Mocks’ a few years ago. I believe this was an initiative first promoted by PiXL (@pixlclub) to help teach students how to approach certain exam questions and to develop general exam technique.

This strategy can be employed in many different ways, but the best experience I’ve had is with 30-50 students in a large hall set up as if it was a real exam. The exam paper (usually a recent past paper) is projected up on a screen at the front of the hall and the students are given a specific amount of time to answer each question.

Once the time is up, the teacher then talks through a perfect answer and the thought process they go through in order to reach it, including looking for key words, command words in the question and any clues that may be given in diagrams or tables.

The entire group then moves on through the rest of the questions, each time getting a perfect answer immediately after their own attempt.

Through feedback from students I’ve found this gives them confidence to approach more demanding questions with a better strategy. Doing it in the exam hall can also reduce anxiety and pressure that real exams bring.

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2. SUPER SATURDAY SESSIONS Becoming increasingly popular, Saturday morning revision sessions before exams the following Monday morning can be very well attended by students looking to get some last-minute support from their devoted teachers. I am sure these are very beneficial to students and will lead to improved performance in examinations.

However, these types of sessions must be reduced as we move forward. In an increasingly demanding profession and times of increased mental health issues for both students and staff, we must ensure that everyone gets their weekends back to relax, recharge and spend time with friends and family.

If we can get it right during term time (from Year 7 and not just in Year 11), there will be no need for weekend sessions as students will be as prepared as they can be already.

3. BREAKFAST BOOSTERS Although I feel that in-school weekend revision sessions should be reduced, I am becoming a big fan of breakfast revisions sessions prior to morning exams. These sessions usually come accompanied with free breakfast for students (and staff ) prior to the start.

“PREPERATION SHOULD START WHEN THE STUDENTS WALK THROUGH THE DOORS TO THE SCHOOL ON THEIR FIRST DAY IN YEAR 7”

The benefit to the students in coming in, having a proper meal and then spending time with teachers to go over any last-minute queries and settling nerves with morale boosting sessions is great.

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The Gallery is open Beacon School artwork is the latest installation on HWRK walls

Keys to Success Music lessons proven to enhance results across all studies walls

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MUSIC MATTERS orget about double maths or extra science lessons, if your school could do with a exam results boost then it’s extra music lessons that are required, according to research.

So ditch the protractor, shelve Shelley, and turn down the bunsen burners. Instead, roll out the piano and strike up the band and have OFSTED playing to a different tune.

Full story: Page 42

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ARTS

A SHINING BEACON FOR QUALITY Beacon School masterpieces on display his month’s gallery comes courtesy of The Beacon School in Banstead, Surrey. The collection represents a snapshot of work from students across key stage 3, 4 and 5 in both Art and Art and Photography.

The subject leader for Art, Callie Barnwell, believes “the subject really unlocks the creativity and confidence within students and provides them with a HWRKMAGAZINE.CO.UK

different way to really express themselves.

“Alongside this it also helps improve academic performance, develop motor skills, enables students to reflect and make decisions and well as fostering both independence and resilience. Art is an incredibly popular subject within our school and students have the freedom to really pursue their love of art and creativity.”

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ARTS

music

KEYS FOR SUCCESS Music lessons proven to enhance results across all studies ue to competition with academic subjects and an increasing lack of funding, music lessons have been decimated in schools worldwide.

These days, the opportunity to learn an instrument is seen as more of a luxury than a necessary part of education.

Yet latest research suggests students who study music will have far more success in other academic studies.

Structured music lessons significantly enhance children’s cognitive abilities – including language-based reasoning, shortterm memory, planning and inhibition – which lead to improved academic performance.

Published in Frontiers in Neuroscience, the research is the first large-scale, longitudinal study to be adapted into the regular school curriculum. Visual arts lessons were also found to significantly improve children’s visual and spatial memory.

“Despite indications that music has beneficial effects on cognition, music is disappearing from general education curricula,” says Dr Artur Jaschke, from VU University of Amsterdam, who led the research. “This inspired us to initiate a long-term

study on the possible effects of music education on cognitive skills that may underlie academic achievement.”

The researchers conducted the study with 147 children across multiple Dutch schools, using a structured musical

with some providing supplementary music or visual arts classes. In these, the children were given both theoretical and practical lessons.

After two-and-a-half years, the children’s academic performance was assessed, as well as

“Without music, life would be a mistake” -Friedrich Nietzche

method developed by the Ministry of Research and Education in the Netherlands together with an expert centre for arts education.

All schools followed the regular primary school curriculum,

4 2 // H W R K M AG A Z I N E // S u m m e r 2 0 1 8

various cognitive skills including planning, inhibition and memory skills.

Researchers found children who received music lessons had significant cognitive improvements compared to all other

children in the study. Visual arts classes also showed a benefit: children in these classes had significantly improved visual and spatial short-term memory compared to students who had not received any supplementary lessons.

“Children who received music lessons showed improved language-based reasoning and the ability to plan, organise and complete tasks, as well as improved academic achievement,” says Jaschke. “This suggests that the cognitive skills developed during music lessons can influence children’s cognitive abilities in completely unrelated subjects, leading to overall improved academic performance.”

The researchers hope their work will contribute to highlighting the importance of the music and arts in human culture and cognitive development.

“Both music and arts classes are supposed to be applied throughout all Dutch primary schools by the year 2020,” adds Jaschke. “But considering our results, we hope that this study will support political developments to reintegrate music and arts education into schools around the world.” @hwrk_magazine

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46 RESISTANCE BANDS

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48 BACKBACK TRAINING

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49 PERFORMANCE FOOD

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50 YOUR FITNESS Q&A

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HEALTH

Revitalise your melon hen it comes to revitalising brain food few things come close to the benefits of watermelon, both physically and psychologically. We all know how refreshing a cold slice of the summer fruit can be on a hot day, with science proving how serotonin released by eating melon in the sunshine relates to happiness.

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But watermelon doesn’t just stop with a simple mind massage, it rejuvenates the body too. The combination of its unique nutrients, vitamins, minerals and organic compounds have been directly linked to kidney health, blood pressure relief, diabetes regulation, cancer fighting qualities and heart health.

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2GO-GO!

BREAKFAST SMOOTHIES This issue’s easy breakfast is a little different yet just as nutritious and simple as always. Here’s four simply smoothie recipes to start your summer Instructions 1. Add all the ingredients to a blender.

2. Blend until smooth enough to drink.

3. Add ½ cup of ice unless fruit is frozen to chill.

4. Store in the fridge until you are ready.

Smoothies (1 serving) 1. Peanut Butter Oatmeal 1 cup soy milk 2 tbs peanut butter 1 banana ¼ cup rolled oats 1 tsp honey

2. Berry Banana

2. Peaches & Cream

2. Spicy Bloody Mary

Oatmeal 1 cup soy milk 2 tbs peanut butter 1 banana ¼ cup rolled oats 1 tsp honey

1 cup almond milk 1 banana ½ cup strawberries ½ cup raspberries ½ cup blueberries 1 apple, cored and sliced

1 cup tomato juice 1 cucumber 2 tbs lemon juice ½ tsp Worcester sauce 2 tsp hot chilli sauce 4 ice cubes

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BREAK TIME FITNESS

Breakfast

A 15-MINUTE WORKOUT FOR THE CLASSROOM

HEALTH BAND PRACTISE The single piece of kit that brings an entire gym to your classroom efore you think trumpets and trombones, I’m not talking about an afterschool programme with the music teacher. I’m talking about a portable resistance band with a door anchor that can be used right in your class room inbetween lessons.

Resistance bands come in a variety of sizes and shapes. The other great part about them is any gym exercise can be duplicated with a little imagination and a door.

You are going to combine all eight exercises into a HIIT (high intensity interval training) style workout focusing on duration rather than reps. That means quick motions with little to no rest between exercises.

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

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1

3

CHEST PRESS (30 secs – 1min) With the band anchored at a door bend your knees and with your arms at 90 degrees perform a bench press motion. You’ll notice your core kicks in for balance.

Targets: Chest & arms

SQUAT CURLS (30 secs – 1min) Bend the knees and squat down as low as you can comfortably. Now as you stand up perform a bicep curl with the band.

Targets: Legs & arms

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STANDING ROWS (30 secs – 1min) Knees bent, again, stand facing the door holding the anchored band. Thumbs facing up, pull the bands back to your rib cage.

Targets: Chest & arms

ABC BAND POLING (30 secs – 1min) Grab the edge of a table or a door knob. Have one leg forward and one back in a ‘split stance’. Lower your knee towards the ground on the back leg, as you bend the front leg, taking care not to let your front knee go past your toes. Repeat on opposite side.

Targets: Cardio

UPPER CUTS (30 secs – 1min) With the bands at the lowest point stand facing the door and grab each end. In an explosive type of motion, rotate and punch up from right side to left side.

Targets: Cardio

SKI POLING (30 secs – 1min) With the band at a high angle in the door, face the door with your knees bent. Now grab the handles and pull them down to your sides as if you were skiing.

Targets: Legs & arms

PULL APARTS (30 secs – 1min) With the band at a high angle and you facing the door, pull the bands back at the same time away from the midline of your body as you try and squeeze your shoulder blades together.

Targets:

S u m m e r 2 0 1 8 // H W R K M AG A Z I N E // 47

HEALTH

6

BACKPACK ATTACK Load your backpack with a couple of heavy textbooks and get to work.

1 CURL TO PRESS Hold the backpack at waist level.

Bend your knees to support your back and curl the pack to your shoulders before pressing it over your head without locking your arms out. Then lower the backpack down to the starting position. For more advanced add a squat with it.

Targets: shoulders & biceps

2 LUNGES Holding the backpack to your chest, step forward with your right foot as you bend your back knee and almost let it touch the floor. Then explode back to the start position. Now step with your left foot forward and repeat on this side. For more advanced hold the backpack over your head.

Targets: legs, glutes & lower back

3 FRONT SQUATS Take your backpack and hug it to your chest. Now bend the hips first and the knees second as you lower yourself down until your knee and hips align. Now return to the start position. Too easy? Try holding the pack over your head.

Targets: legs, glutes & lower back

4 KAYAKS Sit on the floor with your knees bent and your back at a 45-degree angle. Rotate it from right hip to left hip as if paddling a canoe down the Thames. Make sure your stomach is tight and you don’t arch your back. For more advanced lift your feet off the ground.

Targets: back, arms, shoulders and belly.

ROWS Bend your knees and arch your back; extend your arms down and pull the backpack to your stomach. Now return your arms to start position.

Targets: back & arms

7 TWISTS Hold your backpack out in front of your stomach. The further your arms are stretched the more your core works. Now plant one foot as you rotate the pack and the opposite foot to the opposite side of the body.

Targets: belly & arms

8 BURPEES Hold the backpack to your chest and press it out then drop it to the floor as place your hands on the pack and shoot your legs behind you. Then bring your legs back to starting position and stand back up. For more advanced add a jump at the end of the stand-up position.

Targets: everything!

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

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LUNCH BREAK TRAINING

TRICEP EXTENSIONS Hold the backpack over your head and bend your elbows to allow it to drop down behind your head. Then re-extend your arms over your head.

Targets: bingo wings & shoulders

SCHOOL YARD CALISTHENICS IN 30 MINUTES

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LUNCHBOX FOR...

PERFORMANCE It’s hard to stay at your best after a long day in the classroom, so get your lunch to pick

BLUEBERRIES The antioxidants in blueberries stimulate the flow of blood and

TURKEY MINCE As well as being low in saturated fat, extra lean protein

oxygen to the brain – and keep the mind fresh. Little purple bombs of pure pleasure.

contains zinc, selenium, iron and vitamins B12 and B6.

Protein helps collagen and

WALNUTS Rich in omega-3 antiinflammatory fatty acids,

SHIITAKE MUSHROOMS Mushrooms contain essential amino acids, a variety of

walnuts also reduce cholesterol, improve blood flow and are also the nut with the

vitamins and zinc, but what’s unique about shiitake mushrooms are their anti-

EGGS All the protein you find in eggs are ingested by the human

SPINACH One of the healthiest greens available, spinach fights

body. They’re an excellent source of BCAAs which aid with muscle repair and output.

cancer, controls blood sugar and aids muscle recovery. It’s also packed with iron and calcium.

SWEET POTATO With more antioxidant beta-carotene than any other fruit or veg, they also contain vitamins C and E, which aid

9

%

Brits are eating less yogurt than before as vegan vs. dairy revolution continues

recovery. They’re an excellent GREEK YOGURT Probiotics, found in yoghurt, help to replenish the good bacteria within your gut, which is conducive to improving the immune responses, fatigue EXTRA VIRGIN OLIVE OIL The leading oil on the shelves, it delivers good cholesterol (HDL) and controls the bad (LDL) to protect against heart disease and encourage other

CHOCOLATE MILKSHAKE Chocolate milk contains a 4:1 ratio of carbs to protein, ideal to enhance muscle recovery. It also contains sodium and potassium for hydration and is packed with vitamin D and calcium.

health benefits. Also stimulates testosterone production.

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

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HEALTH YOUR QUESTIONS ANSWERED

Some of your fitness problems solved by Coach Kearns

CHEF’S TIP: Sprinkle some parmesan cheese on the potatoes for the final few minutes of grilling for some cheesy indulgence.

DELICIOUS BAGGED CHICKEN

Simple prep, easy to cook and deliciously healthy too.

Grilled herb-crusted chicken with grilled sweet potatoes & asparagus 1 pinch sea salt 1 tsp black pepper 2 tsp thyme 3 tsp garlic powder 1 tsp oregano 1 plastic marinade bag

Instructions 1. Combine oil and vinegar in a bowl and mix in all the spices.

minutes depending on size.

2. Place the chicken in the bag and add half of the oil and vinegar mixture.

3. Now place the chicken in the bag in the fridge to marinate for an hour or longer.

4. Put the sweet potatoes and microwave them for 5-10

5. Cut the potatoes in half and use a marinate brush to coat the top of the sweet potatoes with the oil and vinegar marinade.

6. Brush the asparagus with the oil and vinegar mix also.

7. Grill the chicken, potatoes and asparagus until cooked through.

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

of and get rid of my love handles?

A. This is a typical question for the guy past 40.

15-MINUTE DINNER

You’ll need (serves 4) 4 skinless chicken breasts 2 medium sweet potatoes 1 bunch asparagus 1 cup balsamic vinegar 1 cup olive oil

Q. What is the most effective way to burn fat It’s unfortunately a fact that men, after the age of 35, tend to put more fat around their middle - known as their love handles. The best way to burn fat overall in your body is interval-style training for at least 30–45 minutes up to five days per week.

It’s really simple, if you want to lose 1lb of body fat you need to burn 3,500 calories per week.

Interval training will not only burn the fat but keep your metabolism on fire for hours after.

Now as far as mid-section reduction, regardless of what you may have read elsewhere, one million crunches will not solve the problem. Think full body workout. Also, your diet is the other side of it. Remember, ‘garbage in is garbage on’. If you eat rubbish you’ll pay for it around your waist.

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Q. I suffer from back pain when I wake

up, do I need to increase my flexibility or strengthen my back?

A. Both. Most of us sit too much in today’s world, so we need to increase our flexibility in several affected areas: hamstrings, hips, quads, para-spinals and IT bands.

Perform more rotational type motions to help strengthen the lower back. Most of us also need to spend more time warming up properly and cooling down, yes, stretching!

Don’t skip it or you’ll slip it – a disk in your back that is!

Q. I eat really healthy and exercise

training for two hours. Can I get an effective workout in 45 minutes?

A. As a divorced father of two teenage

daughters, with all their actives trying to fit a two hour session in is next to impossible.

Personally, I prefer a circuit-style of workout similar to a HIIT approach. Try this: 1. Lower body movement: lunges 2. Core: medicine ball twists 3. Upper body: pull-ups 4. Cardio: rope skipping Now simply rotate these exercises to perform 30 different exercises in 30–45 minutes and burn at least 800 calories.

five times a week, but the weight isn’t shifting. Is there a better diet plan and does paleo work?

A. Are you sure you’re eating healthy?

Overall diet has to been observed and recorded. Try taking pictures of your body shape, this often motivates greater progress.

Many times people have a food allergy they don’t even know about that’s causing them to not lose the weight they want. I suffer from a yeast allergy - it was a real killer and it always kept my lower stomach bloated.

The first month I eliminated it from my diet and dropped 10lb. In regards to the Paleo diet, I’m not a big fan. Food was different 10,000 years ago so how can you replicate it now?

Q. I’m so busy with work and family I just don’t have time to do split-body

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Q. Stress and anxiety at work is

impacting on my sleep patterns. I’m exercising regularly but is there anything else I can do to help?

A. 1. Eat carbs for dinner / supper as the

release of serotonin will help you sleep.

2. Meditate daily. If you can empty your brain and slow down your parasympathetic nervous system it will do wonders for your stress level and overall mood.

3. Magnesium body spray. Studies have shown magnesium taken transdermally can have a more calming and potent effect than sleeping tablets.

Q. . If I have I only have 10 minutes

spare, what exercises will give me the most bang for my buck?

A. Something is always better than

nothing. If all you have is 10 minutes I’d definitely perform a circuit-type of workout that covers the whole body in multiple planes of motion. We move forwards, laterally and rotational, so your programme should reflect that.

Here’s a sample bodyweight routine: 1. Squats (20 reps) 2. Rotational push-ups (10- 20 reps) 3. Lateral jumps (20 reps) 4. Jumping jacks (20 reps) 5. Pull-ups (10 reps) 6. Uppercuts (20 reps) 7. Side planks (1 min each side) 8. Planks (1 min)

personal coach Kevin Kearns is an acclaimed strength and conditioning coach

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fittest faculty

HEALTH

HERE COMES THE BOOM The inspirational, real-life teacher who’s conquered fight sports on the world stage

P

E teachers don’t come much more inspirational than Dean James.

A role model in every sense, he has overcome adversity in all its forms to rise to the top of professional combat sports.

Diagnosed with life-threatening colon cancer at the age of 19, he not only defied doctors’ advice by participating in fight sports, but he even went on to become the best of British in the fighting art of Muay Thai, winning three world championships at three different weight divisions.

James teaches Physical Education and Art to children and teens in central Birmingham at Spring Hill High School – an independent facility for students with Behavioural Emotional Social Difficulties (BESD), autism and underlying issues of mental health.

Headmistress Sheraine Reid-Ferguson says: “Dean possesses a skill-set that underpins

a strength of character, which helps him to match the intensity that is required to work with arguably some of the most challenging and vulnerable children in the country.”

Regarded as one of the most technically able fighters in the sport, James secured the UK number one featherweight spot in 2010 and has remained top of his division since.

To date, he has recorded notable wins over highly decorated international fighters including

Rungravee Sasiprapa (Thailand), Dimity Varats (Belarus) and French Muay Thai star Amine Kacem and continues to fight the world’s elite in Muay Thai.

“Training Muay Thai is like a physical and emotional release for me,” James explains. “I had spent so much time in the hospital fighting cancer, I felt like I was missing out on everything.

I guess that frustration built up inside me. Punching and kicking the bags made me feel so much better.” .

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BIG Inteview

BREAKING THROUGH Tips and techniques to introduce brain breaks into your classroom WORDS: SARAH WORDLAW

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t’s 11:30am Monday morning. You’re enthusiastically teaching that maths lesson which you spent your weekend planning. You turn around and see a sea of tired faces, hunched over tables. What’s the solution? Brain breaks!

Studies show children can concentrate for around 10 minutes at a time and regular, short energising brain breaks are perfect to ignite their thinking brains again. A brain break is any short activity that gets children out of their seats, getting glucose and oxygen to their brains.

Embedding brain breaks into your day ensures productivity; children have the concentration to complete tasks to their full potential. A mental breather if you will.

MINDFULNESS There are different types of breaks for different moments in the day. Practising mindfulness gives the brain a mental break and allows students to refocus their minds. Starting the day, and after break times are the perfect times for practising mindfulness.

Throughout history it has been proved to help people gain control of their emotions and become more aware of themselves. These skills can help children cope with academic stress and also can help them to deal with any of the day-to-day pressures of home life and growing up.

Mindfulness helps children to develop their emotional intelligence and research has shown that mindfulness education in schools increases optimism and happiness in classrooms, decreases bullying and aggression, increases compassion and empathy for others and helps students resolve conflicts.

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Taking a moment to sit completely still and focus on one thing takes little out of your timetable and the gains are enormous. Here are three different ways to do this is:

TOUCH

SOUND CLOUD Take a bell, ring it and ask children to remain silent and listen to the sound and see what they notice. Encourage children to talk about what the sound made them think of.

Give children an object to such – like a feather or a stone. Ask them to close their eyes and describe what the object feels like to their partner.

MELL & TELL Provide the children with something fragrant, such as lavender or orange peel, and ask them to breathe in the scent and focus only on the smell. Then describe it.

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BIG Inteview SOCIAL SKILLS There are times in the day when more energising brain breaks are needed – such as in between lessons or when there is a general lull in the classroom. There are lots of fab ideas perfect for these times. A personal favourite of mine is the Bean Bag Race as it develops social skills, coordination and patience.

Here are four of my favourites to get you started:

TOUCH & GO This is a great memory game to refocus children. The first child gets up and touches an item in the classroom. The next child touches that item first, then one of their own and so on and so forth.

BEAN BAG RACE

MUSICAL STATUES The old classic is a great three-minute brain break to get children up and moving around the room. If you have the odd child who doesn’t like to dance or move to music, put them in charge of stopping the music.

5, 4, 3, 2, 1 This is a great two-minute break. Write the numbers 5, 4, 3, 2, 1, on the board.

Ask children for movements or sounds and write one next to each number. For example, 5 – dabs, 4 – meows, 3 – star jumps, etc. Then when you say ‘go’ children are to complete the challenge and return to their seats.

Ask the whole class to stand behind their chairs. The bean bag gets thrown around the classroom, each child saying the name of the child they throw it to. When someone has received the bean bag, they duck down so each child gets it only once.

Once it has been around the class, all children stand up and you time how long it takes to get around in the same order.

This one is particularly good for upper KS2; it teaches the importance of eye contact, focus and working as a team in order to be successful.

Brain breaks are a great tool – for both children and adults – to refocus attention or to take a moment of calm to prepare for both learning and life. Try it out, see if it makes a difference.

You can find lots more on my blog swbrainbreaks.wordpress.com or tweet me with any ideas you’ve used in your classrooms

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MARK ING TIME The fi one o rst thing we f the m l ost co et slide whe mmon n time j o is sho b s t – red pens r hat follow u rt and eady! s all h ome

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M

arking has always been there, but generally the way in which we mark has changed over the last five to ten years. Through an Ofsted approach to progress over time, research-based evidence highlights marking and student responses can increase progress by up to eight months.

Marking has become a much more imposing element of teaching than it was before - used for both monitoring and evaluation; this summons policies, literacy codes, ink colours, response times and individualised feedback. It’s no longer to solely benefit the students we teach. So, it’s easy to see how the practice has become so overwhelming.

Putting students back as the focus, sometimes it’s important we think about how our books are used first before thinking about how best to cut down on the time it takes to mark a set.

I used to hate marking, and whilst I certainly don’t love doing it still, it’s no longer the biggest drain on my time because I changed the way I approached it and discovered a few hacks along the way.

The sole purpose marking has is to see how well a student is doing and to encourage them to do more and delve deeper. In a nutshell, that’s it for me. So, trying to do this effectively doesn’t necessarily equal spending countless hours.

Teachers are sometime victims of their own workloads, striving for perfect books, filled with comments. But we’d never imagine giving a student 10 things to do in the first 10 minutes of a lesson. We’d all much rather have them doing one thing well than 10 things poorly.

So, carry this into your marking.

BE STRICT If you find yourself dictating a sentence for revision, or worse getting students to make pages and pages of notes, don’t. Give physical notes if you must, printed and stapled. Even better, offer the course revision booklet so students don’t need to write down every minutia, only for you to mark spelling mistakes on work that essentially isn’t theirs.

Only get students to write things in their books that inform you about their understanding of what you are teaching. And plan, carefully, what students need to write in their exercise books - they are exercises in learning.

TIMETABLE Plan it. Make yourself a calendar with your groups on. If they’re supposed to be marked every two weeks, make a three-week rota for each set of books. The most these books will ever now be out of date is one week.

Start with the first date, when will you intend to mark these books? Use your timetable to choose a day when you will have had this group, but also that has the biggest gap in days before you will see them again. So, when life happens, a slip on this date has a buffer that means you’ll not be us of time with your own rota, and hey presto,

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already less guilt.

This date is also the day where you’ll plan something in lessons that you would want to assess and mark and give students feedback on. Make this a lesson that the outcome is directly the purpose of your marking for this round of marking. So now you have a date, and you have something worth your precious time to mark.

The last date is the date when you see the students next. This lesson you put sometime aside to ensure students can read and impact on the target you have set from the piece of work you just marked. This might sound like a pain and an overkill, but it has a lot of power. Imagine knowing exactly when each set of books is going to get your attention?

PEER AND SELF-MARKING Get students a red or green pen and get them to mark their work and answers when you run through things at the end. When you’re questioning and getting answers, allow students correct and mark their own responses in a different colour so students elicit what they know and what they didn’t.

Students learn from their mistake yes, but only if a student can remember what the

mistake was. Do it on the day with peer and self-marking. All their work should be check off by themselves, so they can leave your room confident in what they know, even if it turns out not to be 100% of what you wanted them to know.

?

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THE TRAP The biggest trap we fall into is trying to comment on everything, and to get students to improve on everything we’ve read. It makes us feel better when we know there are lots of lovely comments throughout the books, and often this comes from a perceived pressure from parents rather than for students themselves.

You’d never dream of giving students 10 to 15 tasks to do as a starter of the lesson, asking many to redraft, evaluate, correct, think and generally go back through something from a cold start. But with marking we so often do.

MAXIMISING IMPACT You know that piece of work from you planned lesson that was on your calendar you set up, read this first. Read from start to finish and write one comment with a task at the end. Keep it specific and better still, link it to the level of outcome you expected from the lesson.

So, for example, outcomes for my lesson on leaf structure (using solo, which I am a big advocate of) would read like this: • Unistructural: Student can identify some key parts of leaf structure • Multicultural: Student can write simple descriptions of what parts of the leaf are able to do • Relational: Students can explain how the structures in the leaf work together to maximise photosynthesis.

• Extended abstract: Students will be able to apply understanding to new situations in very specialised leaf structure such as marram grass.

diagram of marram grass, how is it adapted to live with little availability of water?

(Hint, think about the positioning of the stoma and how air flow may or may not affect them, as a friend for help and use your revision guide should you need to).”

These comments will be similar with possibly only four versions for each student.

So why not write these as grades for the class? The time you save, possibly an hour or more, can be used to add value to those comments. You can now add a paragraph to that student about the values they have in your lessons, subtle things to focus on and possible behaviour for learning. You now have high impact and high personalisation, all with a fraction of the time. Done.

That student now knows what they did, and what the next level of their understanding is. They can now give this a good go, working within their ZPD and making bridges of understanding that consolidate something they have already done.

!

REFLECT & REVIEW Towards the end of the term I am now looking at the marks in the book that indicate to me which areas this student understood and which ones they didn’t. This is the powerful part of marking that we essentially are aiming for every time we mark every attempted piece of work. But often we are so exhausted of marking we lose focus on what it’s telling us about the student.

Change the game, get to the heart of the value of marking quicker. Which would you prefer, a student who has a teacher who marked every question, or a teacher who knows which areas students did well in and used their gained time to plan to mop up those misconceptions and errors?

5 easy marking hacks (turn over)

With that in mind my comments would generally start to sound like this: “Well done in this piece of work you have reached (grade/level/descriptor) because I have seen great evidence of explaining how a leaf is adapted to its function.”

The task to improve should now be linked to the next outcome you would expect a student to reach, with some advice on how to get there. “To reach the next (grade/level/descriptor) I want you to apply your understanding of leaf structure to this

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5

EASY MARKING HACKS

So, we’ve rewritten the game a little bit now, we are sharp and focused, and our feedback is worth reading and it’s not taken hours of personal sacrifice to do it. Your Sundays may once more feel like they belong to you again! So how do we speed it all up further?

Here are five simple but effective hacks to maximise time and reduce the impact of marking on our teacher’s lives:

1. OPEN BOOKS I recently got a student to time how long it took me to find the page I last marked in an exercise book. It took an average of seven seconds, nothing right? Well, if I have 10 classes of 30 students who I mark the book of every three weeks, the time taken to simply start where to mark is about 33,600 seconds. Just over nine hours a year! To claim it back, get students to stack their books open on the last page that was marked, then fold the books in half in groups of 10 to carry.

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2. PENS AND KIT How many minutes do you waste finding a pen to mark with? Loads I’ll bet. Simply get two pencil cases, one that stays at home and one that stays at school. Keep them stocked and in a specific place. Be disciplined. Also, get a pen with flow. I have a set of Lamy fountain pens (mainly for my hipster image) but the benefit of marking with them is the pen flows. I can write clearly and quickly with little resistance, indefinitely more enjoyable then using a scratchy cheap pen.

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3. DIVIDE BY 30

!

Marking a set of books is not one job, it’s 30 mini jobs. Break them up so you can take two jobs to morning briefing to go over whilst you wait, or so you can go to bed guilt free if there are some books not started. Create the mindset that it’s not one task, and it opens a world of possibilities about when and where you can mark.

4. MONOTASK Marking books whilst watching your favourite TV programme or checking Facebook every five minutes, all that leads to is a task you already don’t enjoy taking longer, and more importantly your favourite film doesn’t get the attention it deserves. Set yourself half an hour or even better an hour. Make a drink and go for a wee, then crack on, head down.

5. GREET AND MEET Stand in the door and speak to each student when they arrive, what does this have to do with marking? Simple, you are not reliant on checking on the understanding and attitude of students from their books, and it’s the best part of my day as a teacher.

Link it to marking even more strongly by getting students to complete exit tickets about our lesson. They could stick this into their exercise books, again helping you to cut to the chase of helping students to improve.

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This could be you! ver imagined what teaching in foreign land would be like? Then why not join the thousands of educators just like you who are taking a year out of teaching at home to teach overseas.

In this issue we catch up with a teacher who first traveling to Thailand for a three month sabbatical and has spent the last decade teaching and traveling all over Asia.

Read her story and get inspired into taking your own leap of faith to enhance your career.

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Thailand To silence the voices in her head, Jessica Hill set off for Thailand – and has never looked back didn’t know where it came from; still don’t. It was just there one day, the way a craving for chocolate or crisps can sneak in without warning and drive you nuts until you acknowledge it. “Travel!” it screamed.

“Go now, while you still can!” The voice, and society, suggested there is a cut-off time in the near future where travel will no longer be allowed, and at 25 I felt the pressure.

I knew I wanted to travel and write, but I couldn’t afford to do it without working. I craved an immersive, meaningful experience. I wanted to live in a place completely foreign from my home, to take myself as far away from my comfort zone as possible, and to become a part of a new community.

Teaching English abroad seemed the perfect answer, and Thailand offered five-month contracts. I figured I’d want to come back and find a ‘real job’ by then.

To be honest, I couldn’t have even pointed to Thailand on a blank map before I bought a one-way ticket there.

Teaching was a challenge, owing both to my complete lack of experience and my students complete lack of desire to learn. In rural Northeast Thailand — a place so far off the beaten tourist track I was the first foreign female many of my students had ever seen — it’s hard to understand how learning a second language can be beneficial.

I’d grown up in rural America, and saw little need for my own high school Spanish classes. Plus, I can’t imagine learning English as a foreign language.

With all of our rules, and exceptions to the rules, it’s amazing anyone has mastered it.

My empathy earned respect. Soon nearly the whole town knew me as ‘Teacher Jess’ and my students would

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often yell “teacher beautiful” as I passed them in the pathway between our rustic and rundown classrooms. They knew it made me happy to hear them speak English, and I knew which ones were being sweet and which were being silly.

It never failed to make me smile.

I made friends with my co-workers, my landlord, a dress shop owner, and the owners of the coffee shops I frequented to write. I was invited to lunches and dinners and weddings and funerals. They took me to Buddhist temples galore, to ruins, to the nearby elephant village, and to the bus stop each time I went off to explore a part of their country or the nearby countries that many of them hadn’t yet had a chance to see.

Each time I returned, I would bring a local specialty from the region I’d visited, to share with my co-workers in the office, a tradition I’d learned from watching the others do it. Food is a big part of Thai culture, and it’s almost always shared.

I spent every dollar I earned teaching English on backpacking around Thailand, Laos, Cambodia and Vietnam. I may have returned home empty-handed, but I was richer for the experiences. And my craving only increased.

Upon arriving home after my first eight months abroad, people asked

me if I’d “gotten it out of my system yet.” Still thinking that perhaps travel was something akin to sugar coursing through my bloodstream with a delayed exit, I calmly shook my head no. “I’m actually already planning my next trip,” I said. I’d wanted to leave again as soon as I’d arrived.

It’s been over six years since I bought that first ticket to Thailand, and I’ve returned several times since, plus visited many other countries around the world, often for months at a time. I’m still working on my perfect balance but I know now, as I approach 32 that, for me, that voice will never go away.

Whenever I feel too comfortable, or too settled, or too restless, I hear it again and I know it won’t be satisfied by a week or two. “Travel!” it screams. “Go now, because you’ve no reason not to.”

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

Sarah now helps people all over the world get started on their own teach abroad adventures, running an online TEFL agency called Teach English: ESL, where, not surprisingly, my most popular programme is teaching in Thailand.“I’ve helped hundreds of teachers move abroad to teach English,” Sarah says. “Some stay for periods shorter than mine, some for much longer, but most – if not all – return home changed.”

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Are you teaching overseas and would like to share your story with faculty in the UK? Then drop us an email at: editor@hwrkmagazine.co.uk

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Never before on public display outside of the Natural History Museum, Dippy has delighted visitors since he arrived in London in 1905.

The full 292-bone skeleton in its displayed pose is an impressive 21.3 metres long, 4.3 metres wide and 4.17 metres high.

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Dippy lands in Birmingham ippy, the Natural History Museum’s iconic Diplodocus cast, which prior to this tour has never been seen outside of London, has taken up residency in the Gas Hall at Birmingham Museum & Art Gallery. He will be in Birmingham from until September 9th, before sailing across the Irish Sea to Belfast.

Dippy’s unveiling in Birmingham follows his popular stay at Dorset Country Museum, the tour’s first stop, where visitor numbers exceeded 150,000 people, more than trebling their annual figures in less than three months.

Director of the Natural History Museum, Sir Michael Dixon says: “Dippy’s success in Dorset was beyond all our expectations and he looks set to make a similar impact in Birmingham. We hope

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our iconic dinosaur cast will help open children’s eyes to the joys of nature on their doorstep and encourage them to explore, discover and protect the world around them.”

After he’s finished in the Midlands, Dippy will take in Belfast, Glasgow, Newcastle, Cardiff, Rochdale and Norwich before heading home to London at the end of 2020.

For Bronze and Silver DofE Award holder Molly, the DofE challenged her in more ways than one but it was one challenge in particular that it helped her overcome. “I suffer from anxiety and depression which made it hard for me to get involved in new groups,” she admits, “yet since starting my DofE journey my confidence has improved immensely.”

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The impact of bullying It’s not a rite of passage or character building, it’s harming our children and tragically ending lives. Take action before it’s too late chools and youth settings play an important role in developing the skills young people need to develop, cope and thrive in today’s world. They are a constant in young peoples’ lives and should be a safe, consistent place for them to flourish.

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

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

School bullying is a serious societal concern.

With over half of the UK’s young people reporting they have been bullied, there is a crisis in our schools and youth settings.

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

Then there are the modern-day twists.

Today’s youth are constantly switched-on in a socially connected world. But they can now be abused online, on social media and through text-messaging. Young people have been

known to share embarrassing photos of their classmates, leading to further name-calling and insults. Often, this leaves no signs of physical abuse but lots of inner anguish, torment and humiliation.

All of this leaves the bullied students having to navigate all sorts of difficult dilemmas at a young age. Should I fight back? Or ignore it?

Do I tell my parents? My teacher? Or maybe telling on the other student will bring repercussions? Is it better to stay silent and hope the bully will get fed up and it will all come to an end?

With too much emphasis on academic achievement and exams, and not enough on a pupil’s emotional well-being, the education system is unbalanced. Yet, how can we expect a young person who is suffering from bullying to concentrate and flourish academically?

Bullying causes unimaginable distress to a

person – anxiety, stress, depression. It affects their social and academic ability and has a major impact on their mental health.

And despite the scale of suffering, one in three adults still view bullying as a routine ‘rite of passage’ and 16% describe it as ‘character-building’. How many more young people have to tragically lose their lives before these outdated perceptions change?

If a child has plucked up the courage to tell you they are being bullied (considering how humiliating it can be for kids to speak sincerely), it’s important to speak to, listen and reassure them the matter will be addressed immediately.

Support them through what is happening and give them confidence that you will do everything in your power to stop their bullying.

Just as important, keep raising awareness throughout your school. Professional support from external providers can enrich the every-

“With too much emphasis on academic achievement and exams, and not enough on a pupil’s emotional well-being, the education system is unbalanced”

Education + Awareness = Prevention

HWRK is proud to sponsor BulliesOut. The charity provides anti-bullying education, training, awareness and support in schools, youth settings and the workplace across the UK. Its work is all aimed at raising aspirations, encouraging empathy, respect and responsibility and creating positive environments in which young people and staff can thrive.

For more information visit: bulliesout.com.

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@hwrk_magazine

in association with

Accelerating the next generation Jaguar primary schools race car challenge UK finals showcases young engineering talent aguar Land Rover is inspiring young engineering talent at an early age with the Jaguar Primary School Challenge.

Following various regional finals across the nation, the best young minds will compete in the Jaguar Primary School Challenge UK National Finals.

In the challenge, teams of young children design, make, test and race a miniature race car. Students use computer techniques and foundation engineering skills to create a car which is fired along a 20-metre track by a compressed air canister.

35 teams from across the UK will compete in the Jaguar Primary Schools Challenge National Finals at the British Motor Museum, Gaydon, Warwickshire this summer.

Students are judged on all elements of their work including a written portfolio, a project presentation and describing their engineering designs to a panel of experts from Jaguar Land Rover, in addition to the all-important track HWRKMAGAZINE.CO.UK

racing. Understanding how design and engineering influence speed is just as important as the stopwatch in this race to the chequered flag.

Jaguar Land Rover spokesperson Victoria Perry said: “We need more bright young minds to join Jaguar Land Rover and help us design and create our innovative future vehicles and technologies.

As well as being fun and providing an insight into the world of engineering, we hope the competition sparks an early interest in STEM subjects and inspires students to become our next generation of scientists, technologists and engineers.”

Mark Wemyss-Holden, project manager for the challenge, said: “Bringing education to life with practical application of science and engineering, as well as students working closely as a team and the fun of racing a car makes the Jaguar Primary School Challenge one of the best competitions for this age group. The students are totally

engaged, enjoy learning and gain so many skills, both academic and social, by competing and sharing their experiences.”

The Jaguar Primary School Challenge was launched in the UK in 2011 to offer primary school children an exciting and engaging engineering project. In 2015, the programme was launched globally with the goal of helping the company engage with two million young people by 2020. It is the only hands-on STEM school challenge of its kind, and has been proven to spark a long-term interest in engineering.

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PHANTOM HEADMASTER

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

Nothing beats some hands on experience

H

e could see the commotion further down the corridor and hastily moved to intervene. It was Dr Howells, a trainee teacher, and a second year (Year 8).

They were arguing. Rick approached and started to calm the situation.

“What’s the problem?” he asked calmly.

“This girl has been downright rude to me!” Howells responded.

“Why have you been rude to Dr Howells, Jenny?”

“I haven’t sir!” she protested.

“I just told him that he wasn’t a very good doctor.”

“Why did you do that?” asked Rick.

“Well I went to him and asked for something to make my headache better.

He said he couldn’t and that’s when I told him he wasn’t very good.”

Rick bit his lip and explained to Jenny that Dr Howell’s title didn’t mean he was a medical doctor. Much enlightened, Jenny apologized and went on her way and both teachers set off towards the staffroom.

“That’s typical of the type of stuff I have to deal with all day here,” Dr Howells shared. “I don’t think I’m cut out to be a teacher. I’ve just had the lesson from hell with 3Y and had to lock the door to keep them in. I’m getting nowhere!” He looked forlorn and beaten.

Derek Howells was a good looking, smartly dressed, personable and intelligent young man who had given up a promising career in industry to become a teacher. He had excelled in everything he’d done previously. He hadn’t met failure before and felt that he was currently staring it in the face.

Rick felt for him and proceeded to give Derek a ‘pep’ talk. “Listen, Derek,” he started, “you can’t expect instant success. You have to build relationships, develop your craft, find a style that feels natural and learn how to motivate the full range of pupils in your classes.”

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“Where do I start?” asked Derek.

“Well, let’s start with Year 3. They’re a difficult group and everyone has trouble with them at first. Let’s observe them in lessons with some experienced teachers

“ MR TROTTER’S HAD A BAD NIGHT AND HE’S JUST CATCHING UP ON SOME SLEEP ” and see if you can pick anything up.”

This seemed to lift Derek and Rick arranged to meet him after lunch.

Later that day Derek came into Rick’s office. “I’ve had a look at their timetable and Year 3 are in science now with Peter Trotter.” Peter was an experienced and slightly unorthodox teacher, who had good relationships with ‘lower’ sets.

Rick’s office was in his laboratory and the other laboratories in the wing had interconnecting doors. As they made their way through the labs, Rick continued his ‘pep’ talk. “Just see how Peter deals with any disruption and how his questioning engages everybody. You’ll find he has a range of resources and strategies to help him keep them on task.”

The door to Mr Trotter’s laboratory beckoned. Through the glass door Derek could see Year 3 writing earnestly at their benches. Derek seemed encouraged and Rick waved Derek through into the lab first.

Year 3 signalled for him to be quiet by holding fingers to their lips. Derek acknowledged this by holding his hands up and turning towards the teacher’s bench at the front of the laboratory where Peter Trotter lay horizontal and fast asleep. Derek’s mouth dropped open and he turned towards Year 3 once more.

“Mr Trotter’s had a bad night and he’s just catching up on some sleep,” one boy whispered, as if it were quite normal.

Derek turned to Rick, his mouth still open, and slowly shook his head.

He then walked past Rick, head down, towards the sanity of the staffroom.

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

HWRK are delighted to have secured the sponsorship of Liverpool-based firm, Harvey Howell Solicitors.

The firm is already very well established with all the police federations in the north-west of England and have now widened their focus towards the teaching profession. The firm itself has a culture of education, with two directors supervising a team of lawyers and support staff. Amongst other roles, Dr Tony Harvey is a senior UK university academic and lectures both in the UK and internationally. Whilst John Howell, who was a law student of Dr Harvey’s going back 20 years, is a trusted advisor to several major educational organisations. Howell, who will lead the firm into the teaching profession, is the son of two retired assistant head teachers. He believes he can speak the right language when it comes to putting education affairs in order with a focus upon wills, powers of attorney, trusts, care home funding and probate.

Let us take care of your future Telephone: 0151 928 8597 Email: reception@harveyhowell.co.uk Harvey Howell Solicitors 1 Mount Pleasant Waterloo Liverpool L22 5PL

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