IN TERVIEW

VISIT TEACHWIRE.NET/SECONDARY

JOSEPH COELHO:
“There’s a fear around
poetry and form”

FULLY RADICAL
THOUGHT
FOCUSED
The case for making
What does ‘critical
thinking’ actually mean?

hard work normal

COMMUNITY “HEY, KIDS!”

Is it wrong to want
SPIRIT
How your school can
to be liked?
keep families warm

Rethinking
revision
WHY YOUR STUDENTS’ STUDY
HABITS ARE HOLDING THEM BACK
£3.99 | Issue 11.7

Plus
SEND Art & Design School trips Ofsted Sustainability Uniform
 03

On board
FROM THE EDITOR this issue:
“Welcome…
Well, the opening paragraphs of these editorial leaders
have become quite the roll call as of several months ago.
Let’s all welcome Kit Malthouse as the new Secretary of
State for Education, who relieved James Cleverly from
his summer stint – who in turn took over from Michelle
Donelan, who … let’s just move on, shall we? Tracey Leese is an Matt MacGuire is an
The rapid comings and goings at Sanctuary Buildings assistant headteacher assistant headteacher

notwithstanding, one of the biggest stories dominating education in

England of late has been the prospect of an exceptionally tough winter
as the cost of living crisis starts to bite hard. As Rebecca Leek notes
on p68, schools can, with some careful preparation, serve as vital
sanctuaries for families facing unaffordable heating bills in the form of
‘warm banks’. It’s a term that still feels jarring, but perhaps one we’ll
be hearing with increasing frequency over the next few months.
Rebecca Leek is CEO of Gordon Cairns is an
Meanwhile, back in the classroom, page 14 sees Harley Richardson the SEAMAT trust English and forest
call out those who extol the virtues of teaching students critical school teacher
thinking, only to then push back against any efforts from said
students to deviate from the consensus view.
Elsewhere, Matt MacGuire makes an unapologetic case for
normalising the notion of hard work by ridding classrooms of
distractions, drilling routines and maintaining an active presence
among your students' desks.
However, lest you think we’re piling it on a bit thick with that Elena Stevens Andy Lewis is
emphasis on cultivating robust reponses to naysayers and behavioural is a secondary director of RE
school teacher at a school in
challenges, let’s remember that it’s okay to want to be liked by your and history lead East London
students too. Albeit, as Colin Foster stresses on page 48, with a few
important caveats.
Finally, in between supplying vital warmth for your local
neighbourhood and placing bets on the likelihood of the dollar being
worth more than the pound come January, you’ll be wanting to make KEEP IN
sure KS4’s exam preparations get off to a good start. On page 28, TOUCH!
Claire Gadsby serves up some handy bite-size lesson activities, while Sign up for the
on page 35, Tracey Leese warns that revision itself is a tool that must weekly TS newsletter
be wielded carefully if we don’t want errors to become reinforced. at teachwire.net/
There’s probably a lesson in there somewhere about proceeding newsletter
cautiously and not doing anything rash that raises the risk of
instability. But I can’t imagine who that could possibly apply to...

Enjoy the issue,

Callum Fauser
[email protected] Wow the crowd
What it takes to create a
winning final art project
Essential reading: 68
74
66 Binary
attitudes
How to show
students that
historical figures In from the cold
aren’t simply Why families may be
‘good’ or ‘evil’ turning to your school
for warmth this winter

teachwire.net/secondary
04

OCT/NOV ‘22
CONTENTS
48 “HEY THERE, KIDS!”
School of thought It’s fine to want to be liked by students –
21 MELISSA BENN so long as it’s for the right reasons...
We may be seeing parallels with the
51 HAZARD SPOTTING
economic turmoil of the 70s, but the
Tom Needham explains how whole class
impending teacher strikes and cost of living
feedback can neutralise misconceptions
crisis are very much a product of our 21st
century malaise 52 EXCELLENT ESSAYS
Why students should be inspired, rather
than intimidated by model essays
Regulars
55 CPD WITH SUBSTANCE|
11 VOCAB CLINIC Schools can afford to be more ambitious
Alex Quigley’s strategies to support word- with their CPD objectives, says Ed Carlin –
poor learners so why aren’t they?
13 MAKING SENSE OF … SURDS
Subject focus –
If your students are struggling to combine
57 BACK IN THE SADDLE
Daniel Harvey offers some advice for staff
Humanities
surds, allow Colin Foster to clear things up who may have not led a school trip party in 62 COME ONE, COME ALL
some time... What should lessons in comparative
36 OFF THE SHELVES
religion involve at schools with a religious
New titles for you and your students 58 LET’S HEAR IT FOR THE KIDS character?
Dr Marcella McCarthy shares her
51 CLASSROOM VOICE experiences of how transformative 65 KS3 GEOGRAPHY MUST-HAVES
“The offending stud glinted mischievously student voice can be Not all students will continue their
in the light...” geography journey into KS4, but here’s
68 A SAFE SPACE what they should have learned by then
90 HOME TRUTHS If you’re among the schools planning to
John Lawson reflects on why honesty is offer warmth and support for families this 66 BEYOND THE BINARY
something to which we all aspire, but don’t winter, here’s how to prepare Students can often forget that historical
always welcome... figures rarely fit into neat boxes labelled
71 FEEL-GOOD FOLLIES ‘good’ and ‘bad’, observes Elena Stevens
Why well-meaning but ultimately
Features ineffective mindfulness lessons don’t
belong in schools Learning Lab
14 THINK PIECE
We often hear how important it is to teach 74 THE LAST HURDLE 81 BE INSPIRED
critical thinking – but woe betide any Hannah Day on what a great final art Use competition to unlock students’
students who go against the grain… project can and should look like storytelling skills; why you can't take bad
behaviour personally; how to use silence;
17 SUFFERING IN SILENCE 77 UNNATURAL SELECTION and five ways to maintain classroom order
Maria Richards wasn’t alone in dismissing MAT CEO Peter Hughes explains why now
the impact of the menopause – and then isn’t the time to revive grammar schools
‘The Change’ happened to her...

19 3 THINGS WE’VE LEARNT

ABOUT … TEACHER’S LIVES
TS Special – Revision
Away from the classroom, it seems that 28 LITTLE AND OFTEN Group editor: Joe Carter
quite a few teachers have some nice little Claire Gadsby shows how revision can be Editor: Callum Fauser,
[email protected], 01206 505115
earners... broken down into less onerous, bite-sized
Head of commercial solutions:
lesson activities Richard Stebbing
23 DAY 1 – WHAT’S THE PLAN?
Advertising manager: Ria Bentham,
Adrian Lyons explains how to ace the first 31 NEVER GOOD ENOUGH [email protected], 01206 505240
day of your next Ofsted inspection Ahead of exams season, be vigilent for Deputy advertising manager: Ashley Lower,
any perfectionists who may be struggling, [email protected], 01206 505926
24 CREATIVITY AND COMPASSION advises Natasha Devon Senior account manager: Ian Blackiston
In difficult times, creative subjects can [email protected], 01206 508617
provide students with much more than just 32 ON THE CASE Account Manager: Laura Ingle,
[email protected], 01206 508628
academic knowledge Why the most effective GCSE prep Art editor: Richard Allen
involves denying examiners the element of Designers: Adam Barford, Luke Rogers, Kevin Dennis,
40 SYSTEM UPDATE
surpise… Lee Francis, Steve Streeting
Why schools should prioritise digital
Photography: CLiQQ Photography
strategies over piecemeal purchases 35 RETHINKING REVISION cliqq.co.uk
Teachers ought to treat revision as a Accounts: 01206 505995
42 “WE DON’T DO THAT HERE”
separate practice unto itself that requires Design & reprographics: Ace Pre-Press
How to make your classroom a place where 01206 508608
specific skills, reasons Tracey Leese
hard work is normalised Customer services:
[email protected], 0800 904 7000
45 LASTING LEADERSHIP Published by: Aceville Publications,
Why leaders can benefit from receiving 25 Phoenix Court, Hawkins Rd, Colchester, Essex,
CO2 8JY. Tel: 01206 505900
lessons in sustainability

teachwire.net/secondary
Explore, Discover
and Remember
at the National Memorial Arboretum
Refreshed for 2022/23, the Arboretum offers a wide range of
opportunities for students and teachers alike, including ready
prepared tours and workshops. Using our landscape as
inspiration, the Arboretum’s learning team has ensured both
the National Curriculum and Ofsted Education Inspection
Framework are central to the content delivered.
For further information visit thenma.org.uk/learning

Perfect for KS3 Perfect for KS4

• Heroes of the Holocaust Explorer Day • Medicine in Service Explorer Day (new for 2023)
• Service and Sustainability Explorer Day (new for 2023) • WWI & WWII Explorer Days
• Guided Tour • Guided Tour
• Poppy Activity • Act of Remembrance

National Memorial Arboretum thenma.org.uk

Part of the Royal British Legion T: 01283 245 100
E: [email protected]
Alrewas, Staffordshire, DE13 7AR Charity No. 1043992 All information correct at time of print.
06

The newsletter
Grab a coffee and spend five minutes exploring the lighter side of CPD…

The
UNINFORMED DO SAY
teacher’s guide to… “Dua Lipa has 69
TOP TRUMPS million listeners
They’re back! Top Trumps! You remember Top Trumps, right? per month”
Presenting yet more evidence that everything old truly is new again,
news reaches us regarding a new '#Trending' line of the venerable Top
Trumps brand – they of stats-heavy trading cards fame (and no relation
at all to divisive former US presidents). Back in the 1970s and 1980s, they
would enliven many a school playground, as children excitedly compared
the top speed and acceleration of sports cars, or the goals scored by First
Division footballers.
From the online-enabled, smartphone-suffused perspective of 2022,
however, it can’t help but seem a little quaint, as youthful diversions go.
How do you make them seem worthwhile to a youthful audience reared on the D O N ’T
likes of Pokemon Go? SAY
Meet them where they are, of course. Thus, #Trending Top Trumps ‘Oh yeah? Well,
packs feature breakdowns of noted Tik Tok trends, Spotify superstars, trainers
and the like, primed for numerical battle. Whether they succeed in becoming
Chris Waddle
physical objects of fascination for junior hipsters remains to be seen – but we has 62 caps”
can easily imagine a scenario where they serve as handy, pocket-sized youth
culture cheat sheets for teachers...

What’s on offer?
BEAT A lesson plan that explores how citizens’ freedoms
are protected by law.
THE How might teachers use the resource?

BUDGET The lesson challenges students to consider if there

may be circumstances when human rights could
be restricted, and what should happen when
different human rights conflict with each other. An
What are we talking about? extension activity then examines recent moves by
An Introduction to Human Rights the government to reform the Human Rights Act.

What’s the targeted age range? Where are they available?

KS4/5 youngcitizens.org

“
Think of a number...
DON’T 40%
QUOTE ME…
“The prime minister made it clear
during the leadership contest
15%
of secondary
of teachers admit feeling unprepared
to measure learning loss caused
by COVID-19
Source: Survey of teachers and headteachers
ONE FOR
THE WALL
"The pen is in our hands. A
that she wanted to see work on by Renaissance

grammar schools, fundamentally school teachers happy ending is ours

18%
because there is a desire from say they to write.”
of parents and carers feel frustrated
parents in some parts of the experience at the standard of communications Hilary Mantel
country to have them.” violence from between themselves and their
a pupil at least child’s school
Secretary of State for Education, Source: Arlington Research survey
Kit Malthouse once a month commissioned by Sangoma

teachwire.net/secondary
 N E W S | O C T/ N O V 07

STAT E M E N TS A N D C O R R E S P O N D E N C E

Forget the media-friendly soundbites – what else was

in those announcements and letters you missed?
TH E SP E EC H :

NASUWT launches Bridget Phillipson addresses Labour

legal action Party Conference
The NASUWT has announced its
intention to issue legal action against the WHO? Bridget Phillipson, Shadow Education Secretary
government, in response to its decision to WHAT? Conference speech
allow the use of agency workers to cover WHEN? 28th September 2022
for striking workers, effectively amounting
“We need an education system that enables every child to achieve and thrive. Our
to strike breaking.
priorities will define that vision. Conference, that is why we will end the tax breaks
The union is of the view that the new private schools enjoy.
regulations are a violation of trade union We will use that money to deliver the most ambitious school improvement
rights, which include the right to strike. programme for a generation. Recruiting thousands more teachers to help children
Additionally, the NASUWT claims that the excel in science and maths and thrive with access to sport, art, music, and drama.
government’s actions further violate a Working with brilliant teachers, leaders, support staff and unions.
longstanding national and international We will drive up standards everywhere. We will build a modern careers advice
consensus that agency workers shouldn’t and work experience system, so young people across our schools and colleges leave
be used to replace striking workers, citing education ready for work and ready for life.
international conventions that include Conference, it is the simple language of priorities. The Tories put the richest first.
We put children first. And we know these Tories will go on making the wrong choices.
the International Labour Organisation
Because education, under this government is like a school maths problem.
and the Code of the World Employment You have five education secretaries in one year. Three of them haven’t got a clue
Confederation – signatories to which what they are doing. Two of them want a return to the 50s. What have you got left?
include the Recruitment and Employment I’ll tell you.
Confederation, which represents A government that is failing our children. Childcare in crisis. A recovery
employment agencies and businesses. programme in chaos. School buildings collapsing. A skills system unfit for today,
According to NASUWT general never mind tomorrow. Universities treated as a political battleground, not a
secretary, Dr Patrick Roach, “The public good. We will make different choices. For children and families across this
Government is seeking to prevent country. For the world our children will inherit.”
workers taking collective action to defend
their jobs, pay and working conditions in T H E LE TTE R :
direct contravention of its international
commitments and obligations. Joint union statement on
“Such a change will have a profound teacher pay
impact on supply teachers, the
overwhelming majority of whom are WHO? ASCL, Community, NAHT,
employed and supplied to schools via NASUWT and the NEU
employment agencies, as well as schools WHEN? 22nd September 2022
and school leaders. If the Government “A new Prime Minister has taken office, but the long-established problems facing
was serious about improving workers’ the teaching profession and education remain. Those problems will not be solved
rights, it would be focused on improving without a reversal of government policy on teacher and school leader pay. This
the pay and working conditions of all must involve a restoration of teachers’ real terms pay levels to those before the
workers, including agency workers." government’s austerity policy began in the last decade and must also address the
further impact of runaway inflation in 2022/23 and 2023/24.
There must be an urgent assessment of funding for schools in light of the
SAVE THE DATE effects of inflation on schools generally, and the need to fully fund pay awards
for all school employees.”

7-8 OCTOBER 2022 Tes SEND Show 2022 | 10 NOVEMBER 2022 The Education People Show | 29-31 MARCH 2023 Bett

7-8 OCTOBER 2022 10 NOVEMBER 2022 29-31 MARCH 2023

Tes SEND Show 2022 The Education People Show Bett
The Business Design Centre, London Kent Event Centre, Maidstone ExCeL London
tessendshow.co.uk theeducationpeopleshow.co.uk bettshow.com
A two-day event dedicated entirely to all matters Formerly the EduKent EXPO & The organisers of the venerable edtech
SEND-related, with lots to interest SENCos, school Conference, the retooled Education showcase are shaking things up a bit for
leaders and educators alike. As well as the CPD- People Show is pitched as a free- 2023. It still promises the usual lineup
certified seminars and hands-on workshops you’d to-attend, major networking event of speakers, product/service exihibitors
expect, there will also be an informative Parent, Carer for school leaders and policymakers and seminars, but the big innovation is
and Teacher Forum, an extensive products/services across Kent and neighbouring counties, Connect @ Bett – an online meetings
exhibition and the self-contained SEND Leadership combining inspiring keynotes with system enabling attendees and exhibitors
Summit conference, where leaders and senior staff engaging workshops and an extensive to mutually schedule 15-minute onsite
will convene to discuss, among other things, the SEND exhibition of leading school and meetings ahead of time or during the
review published by the government earlier this year. academy suppliers. show according to their availability.

teachwire.net/secondary
 Find the perfect
SCHOOL TRIP
in an instant!
There’s something for every
SÞA
RC
AREA AGE SUBJECT BUDGET HB
Cur Ï
ricu
lum
Lin
Pos k
tco
de
Age
Bud
get

We have curated the best educational trips from

around the UK and beyond for your students to enjoy.

From free days out to curriculum-rich excursions and

residential adventures, there’s something for every

class and every budget.

FREE MKOOLJT TL HGFO DLK OFBC THG OGJAGRT TJ@O

Download guidance and Download your scvool

templates for completing trip proposal and

your risk assessment planning guidance

load
Do wn

N OW
load
Do wn

N OW

Find the perfect school trip for your students this year.

Visit: www.teachwire.net/school-trips
 N E W S | O C T/ N O V 09

Get
Into Film

TEACHER
TALES
True stories from the education chalkface LADY BIRD
(2017, 15, 94 MINS)

CURRICULUM LINKS:
PSHE
It can’t hear you... message from the teacher who –
One day, a teacher wanting to use amid plenty of expletives – informed Christine ‘Lady Bird’ McPherson is a strong-
the sports hall came to the PE office us he’d spent five minutes in a dark willed 17-year-old from the wrong side of the
to ask how to turn the lights on, which sports hall shouting, unsuccessfully,
tracks in Sacramento, California, intent on
were operated from a switch in the for the lights to come on. He then
related how, having gone to inform leaving as soon as she graduates from her
outside corridor. Always ‘game for a Catholic high school.
the caretaker that the voice activation
laugh’, I informed him that the lights Set in the early 2000s, the film takes place
system had broken down, the
were voice activated, and offered to
caretaker had simply laughed, and then during her senior year where self-styled Lady
show him how to operate them. A
showed him the switch... Bird experiences first love, joins the school
fellow PE teacher in the office realised
what I was up to, and followed us musical and applies for college. During these
to the darkened hall. Good job formative months, Lady Bird must also contend
I entered with the teacher and shouted Upon scoring his first and only goal with the tempestuous relationship she shares
towards the top left corner, “Lights On!” in his debut appearance for the school with her candid mother.
As I did so, my colleague in the corridor football team, Tommy (not his real name) Lady Bird is an authentic, funny and
duly flicked the switch. The teacher was ran up to me, roaring “Did I do good, Sir?” moving coming of age film that shows its lead
amazed. I told him he’d better check to “You did good,” I replied, smiling at his character learning how to navigate new life
see if his voice was recognised, so he evident joy.
experiences, and the impact these have on her
performed a few ‘successful’ “Lights On!” Come report time, I wrote on his,
existing relationships.
and “Lights Off!”s. Duly impressed, “Tommy done good.” Before the reports
we left him to it. went out, the headteacher summoned Discussion questions:
A few days later, the PE office me to his office, querying my poor English • How would you describe the relationship
telephone recorded an irate voice in Tommy’s PE report. so I told him the between Christine and her mother, Marion?
above story. “Leave it exactly as it is,”
• What traditional teenage experiences does
he instructed.
Lady Bird go through during the film?
A FEW Later that term, at parents’ evening,
Tommy’s parents told me that he’d • How does the film balance its comedic,
MINUTES OF been so happy with his report that he dramatic and melancholic elements?
had cried.
DESIGN Find more true tales and amusing
Head online to intofilm.org to stream the
film for free and download our fantastic film
Creative exercises to get anecdotes at schoolhumour.co.uk guide, containing Teacher Notes on these
students generating discussion questions and much more
new ideas
#24 JOINT ENDEAVOUR
Retweets
Who’s been saying what
on Twitter this month?
Tom Sherrington @teacherhead
I reckon if every school development plan was
five bullet points it would save time, be easier
to communicate, make more impact and … no
fairies would die. The value of that detailed SDP
document … it’s all a delusion! It’s not the reason
for anything good happening.
Jessica Walmsley @jwalms93
Phoned home for 2 notoriously tricky boys.
Parent 1:‘What’s he done?’ Parent 2:‘I dread
Explain in a drawing how you would need in order to ensure that the school calling.’ Just called to say they’ve had an
would join the objects or materials joints are sound. excellent 1st 2 days! 1:‘Amazing, I never get these
shown above. You can cut them and/or The end result doesn't have to be a calls’ 2:‘I’m so pleased, he can have his favourite
tea later’ Positivity goes a long way.
multiply them if you need to. product with a recognisable function;
Label the drawing with instructions you just have to work out how you could Follow us via @teachsecondary – and let us
and indicate any extra materials you join the parts neatly and securely. know what you’re thinking!

teachwire.net/secondary
10 PARTNER CONTENT

ASK THE EXPERT

“Managing money is a key skill”

Russell Winnard, from the national charity Young Enterprise, explains
why we must help young people become financially capable
Why is financial education My students use social media
so important? channels to learn about money. Is
Managing money is a key skill that is essential this safe?
for adult life. Providing financial education helps Young people are growing up in a rapidly changing
children develop the knowledge, skills and attitudes financial world – one in which many are now looking
they’ll need to manage their money, make informed to social media influencers for financial advice.
financial decisions and achieve their goals. Yet While there is a great deal of valuable information
research tells us that just 38% of children receive out there, there is also a great deal of incorrect,
some form of financial education in school, with EXPERT and sometimes even dangerous advice. Given the
67% admitting they don’t feel confident in planning risks of, for example, cryptocurrency investment
for their financial future.
PROFILE
opportunities, ‘buy now, pay later’ platforms and
NAME: celebrity-endorsed scams, it’s essential that young
Why is it necessary to be Russell Winnard people are equipped with the skills and knowledge
financially capable? JOB TITLE:
needed to navigate such challenges.
Children are increasingly exposed to money at a Chief operating
young age, with most accessing a smartphone
Where can I find resources to help
officer, Young
by the age of 10 and using a debit card by age me teach financial education?
Enterprise
11. In an increasingly cashless society, they’ll Many teachers tell us they lack the confidence, skills,
face financial challenges that their parents AREA OF EXPERTISE: knowledge, and/or time to help their students learn
and teachers never did. That’s why we need to Real-world learning about money. That’s why Young Enterprise offers a
build financially capable young people who are range of free opportunities to help you deliver fun
BEST PART OF MY JOB:
ready to thrive in today’s society, and who can and engaging lessons to your students. These include
Working with such
unlock opportunities, make more sustainable teacher training sessions, planning frameworks,
passionate colleagues, access to quality-assured resources, lesson plans, and
financial decisions and enjoy financial and mental
wellbeing. teachers, parents and impactful programmes and events – all designed to
carers help young people become financially capable.
How can I make financial education
fun and engaging? ASK ME ABOUT
By making conversations about money more real,
PUBLICATIONS – Download the free Your Money Matters financial education
relatable and practical, we can help children better
textbook and help students learn about saving, borrowing and student
engage with their learning – a view confirmed by finance.
a recent teacher survey, which found that 96%
agreed that being able to apply learning using real- CPD – Take part in one of our free financial education teacher training
world contexts is important. We also recommend sessions to build your confidence, knowledge and skills.
identifying opportunities to embed financial SUPPORT – Contact our free Advisory Service for information and resources
education within other subject lessons to help bring that will help you deliver financial education in your classroom
it to life, and using topics that will resonate with
young-enterprise.org.uk / T: 020 4526 6389 / E: [email protected]
young people.

teachwire.net/secondary
 11

The Vocab Clinic

Support your students towards better language use with
the help of our resident word-wizard, Alex Quigley...
TRY THIS TODAY: ACADEMIC ANNOTATIONS
Do we ever consider the importance of annotations in developing pupils’ academic vocabulary?
In subjects like art, design technology, science, geography, and more, annotating
diagrams, images and models proves crucial. In subjects where extended writing isn’t
always expected, annotations may prove even more important.
How then do we develop ‘academic annotations’? Too often, writing annotations is
left tacit or even ignored. Instead, we can be explicit about their potential to enhance
pupils’ vocabulary. In art, for instance, ‘charcoal’ can be enhanced to become ‘Sfumato
charcoal accents’. In geography, when annotating diagrams or photographs, ‘waves’
might become ‘diffracted waves’.

Cracking the academic code

Writing arguments is a crucial aspect of teaching and
learning in subjects across the curriculum, from English
to RE. Crucially, though, research on pupils’ writing DO THEY
indicates that they can struggle to write developed KNOW?
arguments, and fail to include counterarguments that
Each year, an estimated
challenge their own ideas.
800 to 1,000 words
One solution is to foreground with pupils the necessity for ‘Other side are added to English
arguments’. Teachers can explicitly question ‘What is the ‘Other side language dictionaries
argument?’’ in discussion, or embed this into planning templates or
paragraph plans. Successful ‘Other side arguments’ will add depth and
convincing details to pupils’ academic writing.

ONE FOR: BIOLOGY STUDENTS I DON’T

THINK IT
PAT H O G E N MEANS
Derives from: the Greek ‘pathos’, meaning ‘suffering’ WHAT YOU
and ‘genes’, meaning ‘producer of’
Means: a virus, bacteria, or another microorganism
THINK IT
that can cause disease
MEANS…
Related terms: pathology, parasite, bacteria, pathos
RESOLUTION
Note: ‘pathos’ is a classical Greek drama term, referring to a quality that
evokes sadness or pity In art
The amount of visual detail
One word at a time contained within an image

Small words can represent big ideas and spaces. Galaxy is one In chemistry
such word. The word is borrowed from ancient Greek The process of reducing or
‘galaxias’, though the stem ‘gála’ means ‘milk’ – hence the separating something into
word translating directly as ‘the milky circle’. Sound its constituent parts or
familiar? It should, since the word ‘galaxy’ originally components
represented the galaxy we now know as The Milky Way.
In modern times, we're aware that the The Milky Way
is over 13 billion years old, and recognise that there are likely
between 100 and 200 billion other galaxies in the known universe.
That the word once had such a singular focus may seem narrow to
us now, but it serves as a reminder of our vocabulary’s rich and
varied history, and how even the seemingly biggest ideas
can become even bigger over time.

Alex Quigley is a former teacher and the author of a number of books, most recently Closing the
Writing Gap; he also works for the Education Endowment Foundation as National Content Manager

teachwire.net/secondary
 13

[ M A T H S P R O B L E M ]

ADDING SURDS
Colin Foster looks at the different ways in which surds can be combined –
some of which can be difficult for students to make sense of...

In this lesson, students Students may need calculators to be sure.

THE DIFFICULTY Three of the right-hand sides are square roots
contrast multiplication Look at these statements. Are they
and addition of surds of perfect squares, so students may recognise
true or false? Why?
to understand how these integers (√36 = 6, √9 = 3, √4 = 2). The
they are different √12 + √3 = √15 √12 – √3 = √9 multiplication and the division are correct, but
but related. √12 × √3 = √36 √12 ÷ √3 = √4 the addition and the subtraction aren’t.

THE SOLUTION
How can we be sure whether these are true or false?
We can show that √12 × √3 must equal √36, because squaring
each of these expressions gives us the same value:

( √12 √3 )( √12 √3 ) =? √36 √36

( √12 √12 )( √3 √3 ) =? √36 √36
12 × 3 =? 36

After squaring, the left-hand side equals the right-hand side, However, we can simplify √12 + √3, by using what we have
meaning that √12 × √3 = √36. seen about multiplication of surds. The number 12 has a
If we try this with the addition, we get a problem: square factor (4), and so we can write √12 = √4√3, and,
because 4 is a square number, √12 is equal to 2√3.
So, √12 + √3 = 2√3 + √3 = 3√3.
√12 + √3 =? √15
(This last step is just ‘counting in √3s’ and is analogous to
( √12 + √3 )2 =? √15 √15 collecting like terms.)
( √12 )2 + 2√12√3 + ( √3 )2 =? √15√15 Students should check this on their calculator.
12 + 2√12√3 + 3 =? 15
We can simplify additions and subtractions of surds in this
kind of way whenever there is a square number that is a
factor of the number being square rooted.
So, we can see not only that these are not equal but
that the left-hand side in a case like this is always What would √12 − √3 be equal to?
going to be bigger (because of the extra 2√12√3
This time, √12 − √3 = 2√3 − √3 = √3. It may look strange to
term, which must be positive).
write √12 − √3 = √3 (students may think it should be √6 − √3 =
So, √12 + √3 > √12 + 3, not √12 + √3 = √12 + 3. √3), but it is correct.
Square rooting is sub-additive, which means Checking for understanding
that, unless either a or b is zero, √a + b < √a + To assess students’ understanding, ask them to find as many
√b. The radical symbol √ does not behave surd expressions as they can that are equal to 3√5. For example,
like multiplication (e.g., something they could start with 4√5 − √5 and convert this to √80 − √5.
like 3(a + b) = 3a + 3b). There are many possibilities, and generating lots of these is an
Square rooting is not excellent way to practise using these ideas. They could try to
distributive over addition, make the 3√5 as concealed as possible and to make some that
like multiplication is. look as though they might be equal to 3√5 but aren’t!

Colin Foster (@colinfoster77) is a Reader in Mathematics Education in the

Department of Mathematics Education at Loughborough University. He has written
many books and articles for mathematics teachers. foster77.co.uk, blog.foster77.co.uk

teachwire.net/secondary
14

Situation critical
Many claim to recognise the value of teaching ‘critical thinking’, but seem less
inclined to welcome any ideas that actually deviate from the consensus view,
observes Harley Richardson

but it cannot tell us what

I
t’s often claimed that that diverge from received Shrill accusations,
schools don’t do nearly wisdom. By that logic, the mudslinging and default ought to be, or how best to get
enough to encourage recent rise of cancel culture – assumptions of bad faith there. That is the realm of
young people to be whereby it’s become do little to illuminate the politics, in which we are all
critical thinkers. increasingly acceptable for issues involved. able to participate.
We face numerous adults to be silenced, in one Teachers can help to
problems on a global scale, of way or another, because Science versus policy disentangle this intellectual
which the most profound may of their views – ought to Teachers, however, are in a mess by clearly explaining the
be climate change. It’s argued concern anyone with more strong position to help young distinction between science
that we should equip future than a rhetorical interest people step back from the and policy. In doing so, they
generations to solve these in encouraging melee, make sense of the noise will be showing their students
issues, so it follows that we independent thought. around climate change and that the former doesn’t
need youngsters brimming What use is it to promote contribute in a more necessarily determine the
with intellectual curiosity; positive way. latter – that there are a range
‘critical thinking’ in
individuals who are At the root of much of of possibilities and options
schools if, as adults, we’re
able to assess evidence today’s ill-tempered discourse flowing from the physical
unwilling to entertain
dispassionately, fearless is a conflation between state of the planet, and that
unorthodox, potentially
about asking difficult ‘climate science’ and ‘climate it’s unlikely our imaginations
challenging views?
questions, open to a range policy’. Climate science have already exhausted all
The long-running
of perspectives, braced describes physical of them.
arguments around climate
with problem-solving mechanisms and their
change are especially prone to real-world impact, while
strategies and unwilling the intellectual intolerance
to accept the status quo. climate policy concerns our
that’s come to be associated response to rising
I wholeheartedly agree with cancel culture. While it’s
about the need for critical temperatures.
entirely understandable that We can see this conflation
thinking. I also happen to people are passionate about
think that schools do a much in action whenever someone
such an important claims that ‘The science tells
better job of fostering issue, it’s still
it than they’re given us we should do X…’
disappointing to Yes, science can
credit for. My bigger
see disagreements tell us what is,
concern is with the
about it that often
culture in which
resemble a grotesque,
young people are
vicious parody of
being raised, and how
what collective
receptive it actually is
critical thinking
to critical thinking.
should be.
Intellectual
intolerance
If ‘critical thinking’ is
being practised in the
real world, then one
might expect to see
people holding opinions

teachwire.net/secondary
 HOT TOPIC 15

Join the means of discrediting those bit.ly/ts117-TP2)

CONVERSATION one disagrees with – a form of In that spirit, teachers
‘Climate change on the curriculum: teaching or preaching?’ is just rhetorical leverage that comes could encourage aspiring
one of over a hundred debates at this year’s Battle of Ideas festival, at a cost to critical thinking. climate activists to engage,
which takes place at Church House in Westminster on Saturday 15th Using the authority of in an open-minded and
and Sunday 16th October. Free day passes are available for school science to write off opinions critical fashion, with the
students – for the full programme and ticket information, visit we disagree with in this way ideas of mainstream
battleofideas.org.uk impoverishes the range of environmentalists such as
ideas to which young people Rachel Carson, Naomi
They might consider else is based. are exposed. Teachers could Oreskes and George
exploring open questions, Will students of the new therefore perform a valuable Monbiot, as well as those
such as whether industrial GCSE be encouraged, or even service by explaining the of ‘policy deniers’ like
development might be the allowed to apply their critical fallacy of ad hominem ‘sceptical environmentalist’
cause of, or solution to our minds to said assumptions arguments, encouraging Bjorn Lomborg,
problems. Can carbon during lessons? The new students to ‘play the ball and ‘ecomodernist’ Michael
reduction policies be subject appears to treat young not the man’ and reminding Shellenberger and ‘energy
reconciled with the people as mere executors of a them that different ideas are humanist’ Alex Epstein.
aspirations and energy needs government plan, with nothing to be scared of. Grappling with the
of the developing world? Do critical thinking desired only different outlooks and
nuclear power and fracking for determining the best Deeper insight rationales of these authors
have a role to play in our approach to implementing it. Professor Mike Hulme, would give young people a
national energy policy? author of Why We Disagree deeper insight into the
Sadly, however, this Scared of ideas about Climate Change: issues at stake, and provide
science/policy muddle has fed Any students nursing doubts Understanding Controversy, them with a stronger basis
into the new Natural History regarding the overall Inaction and Opportunity, for developing their own
GCSE, announced in April direction of travel will have has previously argued that, ideas around the future of
2022 as part of the likely found that raising any “Our discordant
humanity and the
government’s Sustainability questions at all regarding conversations about climate
environment.
and Climate Change Strategy climate policy is to risk being
(see bit.ly/ts117-TP1). While labelled a ‘denier’ and/or
the DfE acknowledges there spreader of misinformation. “Science can Risks and benefits
With protests regarding the
are ‘different views and
opinions’ on how to
It’s a label that’s been
promiscuously applied to
tell us what is, impact of environmental
policies on ordinary people
address climate change,
their proposals treat
everyone from advocates of
outright junk science, to
but it cannot proliferating in countries as
government policies such as
sustainability and ‘Net Zero’
those who happen to have
different ideas around how
tell us what diverse as France, Italy, the
Netherlands, Sri Lanka and
aspirations as axioms climate change can be ought to be, or the UK, it’s more important
than ever that we, as adults,
– assumptions on meaningfully tackled.
which everything It’s become an how best apply our critical thinking
abilities to the problem of
all-too-tempting
to get there” climate change and debate
the full range of possible
change reveal at a deeper solutions, in good faith
level all that makes for and with open minds.
diversity, creativity and In doing so, we would
conflict within the human set a positive example for
story – our various different young people. And if we
attitudes to risk, technology can manage that for a
and wellbeing; our different topic as contentious as
ethical, ideological and climate change, it would
political beliefs; our demonstrate that our claims
different interpretations of regarding the importance of
the past and our competing critical thinking aren’t
visions of the future.” (see just empty words.

ABOUT THE AUTHOR

Harley Richardson works in education technology,
helps organise events for the Academy of Ideas
Education Forum and blogs about learning through
the ages at historyofeducation.net; follow him
at @harleyrich

teachwire.net/secondary
 BOOKS TO INSPIRE YOUR TEACHING
NEW BOOKS FOR AUTUMN 2022

OCT SEPT
2022 2022
9781801990356 | £16.99
9781801990271 | £19.99

9781801990141 | £14.99
Successful school leadership A must-have guide for both From influential Executive
starts with you: who you are, primary and secondary teachers Headteacher Nick Hart comes
what you believe in, and why you that summarises key research Impact, a practical framework for
do the things you do. Andrew papers, offers evidence-informed improving academic and pastoral
Morrish presents a unique teaching and learning strategies, outcomes for pupils, helping
four-part model to help you and explains how to disseminate them thrive and succeed.
lead your school with purpose, this information across
authenticity, clarity and vision. departments and schools.

TRANSFORM YOUR TEACHING ENHANCE STUDENT & TEACHER WELLBEING

9781472989345 | £12.99

9781472992468 | £19.99

9781472974655 | £19.99
9781472989451 | £19.99

9781801990318 | £14.99
9781472989413 | £16.99

Bloomsbury.com/Education @BloomsburyEd
 COMMENT 17

“The stigma has to stop”

Maria Richards once thought the menopause to be the stuff of legends, something
that happened to other people – but then came ‘The Change’...

I
’ve worked in education Why isn’t more being done? I’m embarrassed by my plus an inability to
for almost 30 years. So The answer is that there’s symptoms, ashamed at my concentrate, memory issues
why, for the first time, a clear lack of education inability to cope, confused and brain fog that affects
am I struggling to do across the board – even for about how I feel or what I my ability to process
my job well? One word... GPs – and an entrenched think, and baffled as to information and articulate
menopause. culture of sweeping the where I can get help. Worst it. All have had a severe
Not a menopausal issue under the carpet and of all, I find myself hiding impact on my capacity to
woman? DO NOT stop ‘just getting on’. The thing everything – not admitting perform in a job I love.
reading! Even if you’re not is, menopause is real. It to myself what’s going on, And it’s not just me.
personally a woman does affect women in and not talking about it There are countless
experiencing menopause, immeasurable ways, and to anyone. teachers, support staff and
chances are that someone can have a profound effect Well, enough is enough. headteachers in schools trying
in your school is. But I’d on behaviour. I know this The stigma, taboo and to ‘carry on’ while being
bet you have no idea what because it’s happening to me. misunderstanding around floored by symptoms – trying
they’re going through. I say It’s important to note that menopause has to stop. to get through each day and
that with conviction, as I every woman’s journey every interaction, event and
used to see menopause as through menopause is Suffering in silence Ofsted inspection while feeling
the stuff of legends – different, and entirely There are far too many like a different person, as if
something that happened unique. Some women will women out there (around they’re not in control of their
to ‘other people’ and had sail through it, others will 13 million peri- or post- own body or mind. Some may
little or no actual impact, experience mild symptoms, menopausal women in not even realise that what
aside from the odd hot flush but one in four women will the UK, according to the they’re feeling could be linked
and a mood swing or two. have severe reactions to the Nuffield Health Group) who to menopause.
How wrong I was... changes going on in their could be suffering in silence. The Fawcett Society has
bodies – of whom I’m one. The Menopause Support highlighted how, at the peak
Swept under Yet if you met me, you CIC calculates that over 60% of their careers, one in 10
the carpet wouldn’t know. If I ran of menopausal women suffer women leave their workplace
I consider myself to be training in your school, you’d symptoms that range from due to their symptoms
an intelligent, rational, be none the wiser. However, mild to severe. Mine cover (with one in four of those
well-informed woman. every day is a battle. the whole spectrum. in education considering
So how did I get to the The mild ones are leaving). Don’t let one of
age of 51 without knowing manageable; things like them be you, or one of
the real impact that brittle nails, dry skin and your colleagues. Make the
menopause can have? hair, watery eyes, digestion menopause matter in your
Why are the things issues, palpitations, school. Talk about it, reach
happening to me such tinnitus and weight gain. out. Ensure you have a
a surprise? Why am Their effect is menopause policy in place to
I embarrassed to cumulative, however, support women experiencing
explain to colleagues with the result that symptoms . Examine as much
that I’m finding I don’t feel ‘normal’ information as you can to
things difficult, anymore. I’m not become menopause-aware,
sometimes near me anymore. but please – if you’re
impossible? The more menopausal right now, don’t
severe symptoms suffer in silence. It’s time to
are relentless change ‘The Change’.
and much more
debilitating. They
include heightened
anxiety; low mood
and depression;
uncontrollable hot
flushes; problems ABOUT THE AUTHOR
Maria Richards has worked as a
sleeping; lack of primary school teacher and school
motivation and improvement adviser, and is currently
frequent headaches, a literacy specialist and Talk for
Writing consultant.

teachwire.net/secondary
18 PARTNER CONTENT

THE NEXT BIG THING

CREATING THE RIGHT

SAFEGUARDING CULTURE
Find out how your school can move beyond reactive
safeguarding in favour of a more proactive, assertive approach

[ THE TREND ]
The government’s latest Keeping Children Safe in Education
guidance (see bit.ly/ts117-kcsie) came into effect on 1st
September 2022. This guidance applies to all schools
and colleges in England, and sets out the legal duties an
establishment must follow to safeguard and promote the
welfare of children and young people in schools and colleges.

WHAT’S HAPPENING?
Among its recent changes and updates, the KCSIE guidance
now uses the term ‘creating the right safeguarding culture’
throughout. We believe that a good safeguarding culture is
attained when staff become unconsciously competent in their so we remodelled. There are now
safeguarding ability, and an organisation is able to focus on a series of separate cubicles
proactive safeguarding. with their own washbasin, and all
You create the right safeguarding culture when all staff in the those flashpoints stopped.”
organisation understand these four core principles:
WHAT’S NEXT?
1. Safeguarding is the responsibility of every staff member When creating the right Contact:
within the organisation safeguarding culture within 0330 6600 757
2. Every staff member needs to be actively vigilant your organisation, it is vital that [email protected]
3. All staff need to report anything they see, or any concerns to your staff feel comfortable with
the right person all aspects of recording and reporting safeguarding concerns
4. All staff need to understand how to handle an active disclosure or issues. KCSIE guidance suggests that all staff should
have ‘professional curiosity’ when it comes to safeguarding,
If all members of staff within the organisation – not just and always be vigilant, keeping an eye out for potential
teaching staff – understand these four elements, they will have safeguarding issues and concerns.
a good understanding of safeguarding. This becomes part of that proactive safeguarding strategy
– when all staff are aware of issues that could be affecting
WHAT’S THE IMPACT? children and young people, and are proactively looking for
ways they can better support and connect. Not just with the
When the safeguarding culture in your organisation becomes
students, but among each other as well.
proactive, it means your staff are not simply reacting to
concerns when they occur. Instead, you are making the
strategic decision to proactively identify concerns and put Discover More...
steps in place to prevent them from occurring again. Find out more about how MyConcern can help you create the
St Benedict’s Independent School has been using MyConcern right safeguarding culture in your establishment by visiting
safeguarding software for several years to manage all of its thesafeguardingcompany.com/myconcern. You can also
safeguarding concerns. Using features in MyConcern, deputy join The Safeguarding Community to connect with other
head Luke Ramsden was able to identify patterns of bullying: safeguarding leads – for more details, visit
“We identified that these flashpoints [of bullying] were thesafeguardingcompany.com/the-safeguarding-community
happening in a boy’s toilet that was in the centre of the school,

GET INVOLVED
MyConcern is our Queens award-winning safeguarding system, which allows anyone responsible for the protection of
children, young people and adults at risk to easily manage and record all safeguarding and wellbeing concerns.
Additionally, MyConcern helps to protect those at risk by allowing early intervention, and provides safeguarding leads
with peace of mind by helping them meet all of their statutory, legal and moral obligations.
.

teachwire.net/secondary
 RESEARCH 19

3 things we’ve learnt about...

TEACHERS’ LIVES
Contrary to students’ assumptions, teachers do have lives of their own – ones variously
filled with exercise, gardening and the odd side gig...

1 2 3
Teachers do indeed have Teachers’ summers aren’t Careers beyond the
hobbies just holidays classroom
Plenty of teachers regularly 59% of teachers said that at some 60% of teachers say they had
engage in various hobbies, leisure point during the summer break, one of their a full-time role for three months or
pursuits and even other forms of non-teacher friends told them how lucky more before they became a teacher.
work – but which are among the they were. A six-week holiday does seem What if the unthinkable happened
most common?. pretty cushy, but things aren’t that simple. and the teaching profession suddenly
Teachers come from a variety of For one thing, it’s never really a ‘holiday’ disappeared overnight? Are teachers
backgrounds, translating to a wide as such. One in four teachers told us they confident they could find alternative
diversity of activities. Sport is popular received at least one stressful work-related work? 80% answer in the affirmative.
among the teacher crowd, with 60% communication over the summer, with that As you’d expect, less experienced, early
saying that they regularly take part in proportion predictably higher for career teachers were particularly well-
either individual or group sports. It’s headteachers and senior leaders. Second, represented among this group.
most popular among PE teachers, to no teachers don’t actually spend that many Ah, but what would they actually do
one’s great surprise, but in second place weeks of summer outside school, especially if they weren’t being a teacher, though?
are humanities teachers, 67% of whom when results day comes around. In 2021, Well, when given a completely open
can be regularly found at their local three quarters of teachers reported going choice to tell us what they’d be doing if
pitch, court, pool or gym. into school on at least one occasion over the teaching was no longer an option, many
Interestingly, headteachers are the summer holidays. go with the nearest available option
most green-fingered among senior Moreover, many will take on additional by opting to try and remain within the
teaching staff, with one in three often work. 23% of secondary teachers across all education sphere – though a significant
seen pottering around the garden. subjects say they earn money from exam group would gladly work with animals
Volunteering is fairly common during marking, while tutoring is a particularly instead. Or, we could always listen
the summer holidays, with almost one popular among maths teachers – 27% of to (and try to spot) the small handful
in 10 teachers reporting having done whom say they have been paid for personal of teachers who profess to having
some volunteering during that time. tutoring this year. ambitions of becoming a spy...

English 27%

IN Maths 20%
THE PAST
Science 24%
YEAR, HAVE
YOU EARNED Humanities 27%
ANY MONEY
FROM EXAM Languages 20%
MARKING?
Arts incl D&T 9%

Other incl PE 18%

Question answered by 7,084 teachers on 09/08/22 (results weighted to reflect

national teacher and school demographics)

Yes
For more snappy insights like this, and to be part
of the panel, please join in via the free Teacher
Tapp app available to download for iOS and
Android. You will learn something new every day.

teachwire.net/secondary
 Download your FREE copy of

NOW on
www.teachwire.net/edtech

Is your school making

the most effective and
economical use of its
learning technology?

Which of the many

innovative learning solutions
out there can deliver
great outcomes for your
students?

These are the questions

we seek to explore in
Technology & Innovation –
a specialist publication by
The Teach Co
aimed at teachers and
school leaders working
across secondary
school settings.

Inside this issue...

• Why Artificial Intelligence in classrooms • How to craft a blended learning
is nothing to be scared of approach that works for you
• The memorable STEM lessons you can • Discover the hidden features and
teach through school trips functions of the edtech you already use
 SCHOOL OF THOUGHT 21

Economic unease. A very real prospect of the lights

going out. Teachers threatening strikes. The parallels
between now and the late 1970s seem palpable, but
don’t be fooled, says Melissa Benn – the challenges we
face today are of an entirely different magnitude...

Melissa Benn
So far this year, there have been What teachers are calling for forms “We get the feeling from parents,
many warnings regarding our just a small piece of a far larger jigsaw, particularly younger ones, that
composed of demands being issued by they’re very sympathetic. They
country’s potential return to the
everyone from railway workers to recognise the powerful relationship
troubles of the 1970s. nurses, junior doctors and barristers. the teacher has with their child,
The more sectors that go on strike, the particularly over the pandemic.”
Rocketing inflation, industrial unrest harder it will become to separate Amid the looming cost of living
and political churn have all once again ‘strikers’ from the ‘general public’. crisis, schools will again be in the front
taken centre stage within our politics and line, this time battling to keep their
economy, with teachers just one of Public opinion pupils well fed and warm – but perhaps
multiple groups representing workers Even after a number of one-day actions the biggest change from the 1970s is
and professionals currently by railway workers over the summer, how we, as a society, communicate with
contemplating strikes over what they see public opinion in early autumn has each other.
as risible pay offers. continued to be broadly sympathetic to 40 years ago, what the public knew
Yet for all the rehashing of stale clichés their cause. about strikes and the reasons for them
concerning union militancy and an Bear in mind that trade unions have was almost entirely filtered through
approaching ‘Winter of Discontent’, undergone a transformation of their own traditional news and broadcast media
there are limits to what the past can since the 1970s. Overall membership outlets. Now, there are a multitude of
teach us about this present moment numbers may have dropped but are channels awash with diverse voices
– particularly when it comes to schools. starting to climb again, with women now serving up tweets, memes, podcasts,
considerably better represented among Facebook groups and Instagram posts.
Context is all both members and leaders. Consequently, headteachers now can
Most parents today won’t remember the It’s one thing to try and characterise – and do – communicate directly with
1970s and 80s, when teachers went on a picketing miner or protesting steel parents regarding their mounting
strike much more regularly. Many won’t worker as a bully. It’s quite another to salary and utility bills, and make
have even been born. paint exhausted nurses and diligent appeals for support. In perhaps one of
The dominant narrative tends to primary school teachers as insensitive, the most heartbreaking vox pops of
represent this period as one of disruptive selfish figures. recent times, a news report showed a
and often unnecessary militancy. The school lunch supervisor breaking down
more considered view is that strikes have Getting the word out in tears as she described how she’d had
always formed part of a long, complex Teachers’ representatives have to turn away children from the lunch
power struggle to improve pay and privately told me that public support counter due to them having no credit
conditions across the teaching profession. for their cause is strong. As one put it, on their account.
In the decades since, the once highly
influential education unions have been Peddling the line
progressively marginalised and sidelined All of this will make it very difficult
by successive governments. For some for politicians to peddle the line
time now, it’s the perceived interests of that teachers are ‘harming the
parents, rather than teachers, that economy’, or that teachers’ unions
have shaped the educational are ‘holding the country to ransom.’
priorities and policies of politicians Instead, the public might well
from all parties. conclude that unless reasonable pay
But whatever else happens this settlements are reached, the opposite is
autumn, it’s going to be hard for the true – that it’s the government holding
government led by Liz Truss – herself a a gun to the nation’s head. By not
parent of secondary age daughters – to paying teachers properly, our leaders
claim that teachers walking out of schools may be seen as impeding the futures of
is the result of greed, laziness or leftist our young people, already so damaged
ideology. Why? Because context is all. by the disruptions of the pandemic.

Melissa Benn is a writer and campaigner, and visiting professor of education at York St John University

teachwire.net/secondary
22 PARTNER CONTENT TECH IN ACTION

Smart Revise for computer

science and business
Raise attainment by redefining revision as a continual practice
throughout the course

GETTING STARTED
As we return to a new, post-pandemic ‘normal’, attention
will again be turning to preparation for those all-important
terminal examinations. When should students start their
revision? After Christmas? At February half term? At Easter?
Evidence suggests that the very best practice is to establish
revision as ongoing preparation throughout a course, not just
at the end. After all, that’s how marathon runners prepare
to run a race. It takes years and months of preparation, with
gradual increases in distance and performance improvements
over time. Similarly, we need to apply the same approach when
preparing for school exams.

WHAT WE DID
As practising teachers, we recognised several problems our
own students were experiencing as they were learning. It’s
common to go through the content of a course in a linear
fashion. Not necessarily in the order of the specification, but certainly one topic at a
time. More recently, it’s been suggested that interleaving concepts, instead of blocking Contact:
learning, might have a positive impact by frequently returning to previously taught Craig Sargent and Dave Hillyard, AKA
material and building upon it. Craig ’n’ Dave
This requires careful curation of the scheme of learning, as students can get lost in [email protected]
the journey if it doesn’t match the specification and published textbooks. We found it smartrevise.craigndave.org
frustrating that regardless of approach, students could sometimes forget the basics –
the very foundations upon which their knowledge should develop. In computer science,
for example, we might ask, ‘What is the purpose of the memory address register?’ – only
for students to forget this days and weeks later. We thought there must be a more
effective way to retain knowledge over long periods of time.

HOW WE IMPROVED
Frequent, low stakes quizzing on all previously taught material was the answer. It’s
important to find time in busy lessons for knowledge recall, but that can be quite a
challenge when you only have just enough time to cover the course content. This is
where technology can provide a solution. THE PLACE:
Many online quizzing tools will only create short quizzes of content from a single Stroud High School was an
unit, but Smart Revise is different. It automatically interleaves and melds questions, early adopter; Smart Revise has
in response to the teacher enabling topics as the course progresses. Crucially, it also now been used by over 68,000
creates a never-ending differentiated question playlist that is personalised for each students.
student. Adapting over time with a focus on mastery, these question sets will change
dynamically for each student in real-time as they engage with Smart Revise. Since the
questions prioritise and cycle in an infinite loop, there is no fixed number of questions.
Instead, students always have another question to answer, with teachers free to choose
how long they wish to spend on the activity.

Did we mention?
We know that frequent low stakes quizzing isn’t enough to ensure success. It solves
THE CHALLENGE:
the problem of retention, but doesn’t prepare students for longer answer questions.
Tackling the 'forgetting curve’ – a
Smart Revise therefore also includes hundreds of examination-style questions with
phenomenon whereby students
a ‘Smart Advance’ mode, together with command word help and a unique guided
forget what they have been
marking interface for students, which encourages them to engage with mark schemes.
taught over time, as investigated
Additionally, there’s the ‘Smart Terms’ function, which facilitates the Leitner system
by Ebbinghaus in 1885 and later
with subject-specific terminology.
measured by Murre & Dros in 2015.

teachwire.net
 OFSTED 23

Action stations
Adrian Lyons offers some advice on what subject leaders and headteachers can do
ahead of time to make the day of The Ofsted Call a little less frantic for all concerned...

I
’m often asked to My first ‘don’t’, however, inspector will need to Subject leaders shouldn’t
support schools in is to avoid writing an distribute information wait until their subject has
preparing for an excessively long SEF. Say concerning the school to been selected for a ‘deep
Ofsted inspection. One just enough to explain why their team. During the call, dive’ before preparing what
piece of advice I regularly your school is Good or they’ll have asked if you they’re going to present.
give is that interactions better, using the Ofsted have an SEF you’d like to Instead, prepare for this
with Ofsted during an handbook’s evaluation share, to which well in advance, on the
inspection will vary criteria as guidance. headteachers invariably say assumption that your
enormously between My second ‘don’t’ is don’t ‘yes’, followed by a promise subject will be chosen.
members of staff – lie. Putting something in to send it as soon as the call When the time comes,
particularly in secondary the SEF which isn’t true, or is over. don’t produce huge files of
schools. which may have been the My next ‘do’ would printouts. Instead, bring
A key feature of the case three years ago, is therefore be to keep your one side of A4 prompts
current inspection counterproductive. SEF regularly updated. detailing what you want
framework is that day one of Inspectors will find out; it’s Because in my experience, pupils to get from studying
an inspection is spent what they’re good at. two things could happen at your subject in KS3 and
focusing largely on a small this point to make me very KS4, how you go about
number of subject leads. No delay annoyed. One would be selecting the knowledge you
Headteachers often find this The day before an receiving a 100-page+ SEF want pupils to acquire and
difficult to handle, feeling inspection, the initial packed with so much detail how you’ve chosen the order
cut out of the loop for large contact will be made by an that key messages are lost, in which to teach it.
parts of an inspection’s administrator who will ask but which I’m still expected Inspectors will also want
early stages. if there’s a convenient time to read. The other is being you to explain how you know
for the lead inspector to promised an SEF at midday, that pupils have learnt said
Just enough contact the headteacher. As only to receive it some time knowledge, how you can be
After all, the headteacher is a lead inspector, I’d be that evening. sure that your subject
clearly the key player in the impatiently waiting to get teachers are delivering the
school, and in its Ofsted on with the task at hand, so Forward planning curriculum consistently,
preparations – so my first my advice would be to not When the inspection itself and what you’ve done to
‘do’ is produce a self- delay this too long. begins, those four to six develop and hone your
evaluation form (SEF). After the lead inspector subject leaders will then colleagues’ subject
There’s no requirement to and headteacher have become the focus of day one. knowledge and awareness of
have one, but if you don’t, spoken – in a conversation The questions they’ll field subject-specific research.
you’re shooting yourself in that should last for around are usually quite My final ‘do’ would
the foot. 90 minutes – the lead predictable, but with the therefore be to familiarise
fate of the school resting on your subject team with
their (possibly quite junior) these prompts and answers,
shoulders, it can be so that you have a
easy to forget what consistent story to tell. My
one has planned final ‘don’t’ would be don’t
to say. try and ‘wing it’ by meeting
with inspectors without a
prompt sheet.

ABOUT THE AUTHOR

Adrian Lyons was one of Her Majesty’s
Inspectors between 2005 and
2021. and now works with MATs,
teacher training providers and LAs to
support education; find out more at
adrianlyonsconsulting.com

teachwire.net/secondary
24

Creativity and
COMPASSION
Andria Zafirakou makes the case for why, post-pandemic and amid the the cost of living
crisis, students need more than ever the skills that only creative subjects can provide...

T
here’s always significantly reduced. “My work is engage with everyone in the
something Yet the most significant just as good” room.
magical about the challenge we’ve had to That’s why the case for Nitin could control
start of a new come to terms with is the practising creative and pencils and brushes well,
academic year. I’ve now knowledge that this is just practical subjects in our mix and apply all media and
been teaching for 17 years, the beginning – only the schools must be made stay focused on lesson tasks
but still get that feeling of tip of the iceberg, with the stronger than ever before. whilst carrying out a
excitement and anticipation worst yet to come. Because it’s through these sustained piece of work.
all teachers feel when Thousands of schools that we’ll be able to help More importantly for me,
September arrives. across the UK have already build the confidence, he would contribute to
When I sit at my desk started to feel and see the resilience, communication class discussions, and
staring around the space – devastating damage and and self-regulation produce consistently
this art room that’s been effects that the cost of abilities our young people exciting work. He clearly
my second home – I can’t enjoyed the experience of
help but reflect on the being in an environment
extraordinary teaching “Creative and practical where there
year that’s just passed. I were no right
know I’m not alone in subjects help students feel or wrong
finding it one of the most
surreal years of teaching
valued, respected and proud” answers. If you
asked him why
I’ve ever experienced – a he enjoyed his
period in which ‘returning living crisis in the UK is will need to cope with the art lessons, he
to normal’ after the having on young people in challenges that lie ahead of would simply say,
pandemic was much more our communities, which them. “Because I’m the
challenging for young can’t help but affect their I can still recall how my same as everyone,
people than expected. wellbeing. art room once helped to and my work is just
With families struggling transform the life of a as good.”
Tip of the iceberg to budget and survive, we student, Nitin (not his real
Its effects on the wellbeing can see the ripple effects name), who was 12
of our young people could starting to enter our years old. Nitin had
be easily demonstrated, school gates. Dirty, been diagnosed with
firstly by the changes in worn-out uniforms and various forms of
behaviour and attitudes of emptier than usual lunch SEND, including
the many young people who boxes are fast becoming a ADHD, dyslexia and
have struggled to integrate common and noticeable autism, and came from
back into their school sight. So too are the more a challenging home. He
community and routines. serious, yet less outwardly didn’t enjoy being at
We have also seen lasting visible symptoms of school, and would often
impact in the decline of frustration, hunger, find getting through the
some students’ anger, neglect, anxiety, day a colossal challenge.
communication and oracy stress, withdrawal and He would rarely produce
skills – possibly due to depression. any written work, since he
enforced mouth covering These are all a direct was frequently
and a resulting loss in response to chaos and embarrassed and
speech confidence. It could challenges that our young frustrated with his
also be attributed to the people are experiencing at outcomes. However, in the
experience of online home, leading to course of his artwork, he
learning during lockdown, significant learning and would willingly undertake
when students’ wellbeing challenges – all activities, focus
opportunities to talk freely especially for our most continuously, readily
with their peers was vulnerable children. participate and happily

teachwire.net/secondary
 THE ARTS 25

For many students like UNICEF UK and the Compassion in All we want is for our
Nitin, creative and British Science classrooms school graduates to be
practical subjects help them Association. A better understanding of confident, skilled and
feel valued, respected and The project has also been our own perceptions can creative thinkers who can
proud of their supported by insights from help us build more problem solve and
achievements. They make Professor Fiona compassion into our communicate, while
them feel safe and happy. Macpherson of the Centre classrooms, and emphasise remaining kind, healthy and
Their identity is accepted for the Study of Perceptual how we are all different and happy. If this doesn’t align
and valued, in the absence Experience, and Professor unique – and that these with their strategy, then
of labels and other Anil Seth – a world-leading differences in experiences our education system really
challenges. neuroscientist and should be appreciated. is failing to understand the
professor of cognitive and If you wish to pursue this needs of our young people.
Opening up space computational further with your students, What can we do in the
As we enter this new neuroscience at the an exciting place to start is meantime? As an art
academic year, schools will University of Sussex. by exploring some of the teacher, I’ll continue to
be expected to do whatever In a conversation with themes and our different make my art room a space
they can to solve the the British Science senses on the Life’s Big that supports students like
exceptional challenges Association, Anil and Fiona Questions website Nitin in finding their true
caused by this current explained how a deeper (dreamachine.world/ potential, and developing
climate that confronts our understanding of our lifes-big-questions), which the strength and happiness
local communities – with perception is linked to begins by posing the that will prepare them for
little in the way of greater wellbeing, building challenge, ‘Can I believe what’s set to be a difficult
resourcing, support or on the concept that how everything that I can see?’ future.
training. things ‘seem’ isn’t Alongside this, however, As William Shakespeare
To support these needs, necessarily how things we must continue put it in Henry V, “Once
the Dreamachine project – actually ‘are’. This helps pressuring our government more unto the breach, dear
part of the UNBOXED: with the self-regulation we to start being more strategic friends, once more.”
Creativity in the UK try to develop in our young in the support they give to
creative programe – has people – opening up “A schools. Top of the list
developed resources for little space between our would be providing new
science, citizenship, health experience in the moment, funding and expert
and wellbeing lessons that and the conclusions we may resources that limit the
explore how brains and draw from this,” as Anil catastrophic damage
minds work to support and Fiona put it. currently threatening the ABOUT
young people’s Creative and practical wellbeing of our young THE AUTHOR
development. Produced by subjects are ideal for people, society at large and Andria Zafirakou is a teacher at Alperton
exploring and Community School and a Global
Collective Act, their the very future of our Teacher Prize winner;
development has been led understanding that ‘space’, economy. For more information about
by the non-profit A New as they help us practise Dreamachine’s Life’s Big Questions
Direction alongside various ways of tuning into programme and to involve your class,
visit dreamachine.world/
what we’re feeling and lifes-big-questions
thinking, and the different
ways we have of expressing
ourselves. We can begin to
create wellbeing
environments in our
classrooms by using
calming breathing exercises
to steady and clear the
mind in preparation for
learning. We can also use
simple drawing exercises to
begin freeing students’
minds and start exploring
creative moments.
For a glimpse of what’s
possible, visit
Dreamachine’s Creative
Wellbeing Classroom
activities workshop and
start using the many
ideas there to help you
get started and
suitably inspired.

teachwire.net/secondary
UNBEATABLE VALUE
GCSE REVISION
Consolidate learning, reinforce skills
and prepare for GCSE exams

COMPLETE REVISION
AND PRACTICE
Get 3 books in 1:

1. Revision guide – clear and concise

coverage of every topic, now with Now including
interactive quizzes to test recall interactive recall
quizzes, updated
2. Write-in workbook – topic-by-topic
practice questions
practice, now with video solutions to
and video
build confidence
solutions
3. Exam-style practice paper with
answers, now updated to reflect
the latest exam series and examiner SCHOOL PRICE
reports FROM ONLY

Available for a wide range of

subjects - discover more at
£4.99
collins.co.uk/revision

SIGN UP TO RECEIVE
5 FREE COPIES TO
TRY WITH YOUR
CLASS!
 27

IN FIGURES:
THE TS GUIDE TO… HOW MUCH TRUST DO TEACHERS
AND THE WIDER POPULATION

REVISION
HAVE IN THE EFFECTIVENESS OF
THE EXISTING EXAMS SYSTEM?

What can schools do to equip students with better 82%

of headteachers reported that stress and
revision skills – and how can we tell when anxiety levels among students due to take
their revision habits might be doing their exams in summer 2022 were higher than
before the COVID-19 pandemic
more harm than good? Source: Survey of 527 headteachers by the Association
of School and College Leaders

IN THIS SECTION 63%

of adults in England believe that the pressure
28 PIECE BY PIECE faced by 12- to 16-year-olds at school is
Claire Gadsby explains how incorporating greater now than it was 10 years ago
bite-sized pointers into successive lessons
Source: YouGov survey of 2,931 respondents
over a term or year can gift students with

15%
some powerful revision skills

31 ARE YOUR STUDENTS

TEACH SECONDARY SPECIAL REVISION

WORKING TOO HARD? of secondary teachers felt most students
The problem with perfectionists is that they were able to adequately cover all original
often don’t know when to stop, explains curriculum prior to the 2022 exams season;
Natasha Devon nearly a quarter (23%) believed that 80-89%
had been covered
Source: 2022 annual survey of 1,788 NEU members
32 LESS CRAMMING,
MORE THINKING
Successful GCSE preparation involves
demystifying the exam itself and making sure your
students can apply their knowledge confidently,
says Tamara Budhan Caldwell
3 TEACHWIRE ARTICLES
FROM THE ARCHIVES

WHY RETRIEVAL PRACTICE IS THE

35 “MISS, WE’VE DONE BEST REVISION TACTIC
It certainly isn’t the easiest way to
THIS BEFORE…” revise, says Adam Boxer – but it’s
Tracey Leese questions whether the time
definitely the most effective…
might have come to examine our assumptions
bit.ly/117special1
around revision and re-assess its place in the
learning process
THE HELP YOUR STUDENTS
NEVER KNEW THEY NEEDED
Amy Forrester explains why the
Cornell Notes system is just the thing
for boosting your pupils’ revision and
retention skills…
bit.ly/117special2

YES, YOU CAN REVISE FOR YOUR

ENGLISH GCSES
Who says students can’t revise for
English? Zoe Enser sets out the practices
and strategies that will see them triumph
on exam day…
bit.ly/117special3
28

Piece by piece
Claire Gadsby explains how incorporating bite-size pointers into
successive lessons over a term or year can gift students with some
powerful revision skills…

W
hilst the age of 16, pupils will be quickly and easily potentially read aloud this
effective have spent approximately incorporated into lessons. ‘threshold prompt’,
revision has 10,500 hours or 2,100 days Whilst subject teachers challenge them to go
been shown at school. Revision is the will often be rightly straight to their seat and
to make a difference of up penultimate hurdle; that one mindful of the pressure on spend 3 minutes recalling
to 1.5 grades to final exam final push to help them over them to cover the full as much as they can about
results, it’s fair to say that the finish line of the exams. extent of the curriculum, it it. This could be done
it suffers from an image It can be reassuring for can be reassuring to see individually, or potentially
problem, with the average students to consider that, in students retaining, and in pairs using the ‘word
teenager typically less than a very real sense, the hardest indeed finessing their tennis’ (my turn, your
enthused by the prospect. work is already done. knowledge in the short to turn) approach.
However, even the busiest At the end of the lesson,
of teachers can help to repeat the process as pupils
break down the challenge of “One of the key problems leave the classroom – only
revision by tackling it using this time, turn the paper
short, interactive strategies with revision is the sheer over so that you’re
in the classroom, enabling
memory skills to be scale of the task” challenging pupils to recall,
rather than simply read the
developed progressively. prompt. This activity can be
Crucially, this ‘drip-feed’ Itemise and incentivise medium term, rather than an effective way of
approach means that the process of revision by setting aside a chunk of bookending a lesson with
information is being introducing a scoring time for revision practice revisiting prior
revisited systematically, system, whereby at the end of the course. learning in the first 3
thus avoiding the common completion of distinct In my opinion, and final 2 minutes
problem of students not revision tasks earns spreading this out of the period, leaving
fully engaging with students a set number of across the term or year the bulk of the lesson
revision until it’s too late. points. For example, use of is well worth spending
The incremental nature of a mind map might earn the five minutes of class
this type of revision draws them 5 points, and the time here and there
on key research by Professor completion of a past paper that it will require –
Robert Bjork, who found 10 points. because that’s roughly
that ‘desirable difficulties’ Arrange the class into the amount of time
in learning can actually teams, set up a ‘revision these strategies should
strengthen memory. league table’ and encourage take to complete.
Specifically, he recommends: the teams to compete to see
who can place top of the 1. The Threshold
• Spaced practice league. Ask them to Challenge
• Interleaving regularly update their This literally involves
• Testing (generally via scores and share their ‘going over’ prior learning.
regular, low stakes quizzing) revision materials to At the start of the lesson,
• Varied revision methods sustain the momentum. place a piece of paper in the
• Generation (recall) rather classroom doorway, on
than reading Stage 2 – Quick which is displayed some
revision activities form of prior learning.
Stage 1 – Motivate during lessons Examples might include:
and activate your One of the key problems with
students revision is the sheer scale of • A key term or ‘trigger
When it comes to revision, the task, and the extent to word’
there’s obviously some work which it can feel • An anagram of a keyword
to do in terms of boosting overwhelming for many or phrase
pupil morale and students. The approaches • An image
motivation. I recommend suggested below are designed • A question
sharing with them the to break revision down into
following statistic – that by manageable chunks, and can When pupils step over, and

teachwire.net/secondary
 REVISION 29

time free for them to learn 3. Bring it back • Recall the topic from 6. Introduce new revision
something new. Call up a slide or resource where their image tools, like the Frayer model
from a previous topic, but originated Research has shown that
2. Beat your Personal Best make it so that certain • Take it in turns to each variety in revision is vital
A simple, yet powerful words are blanked out, as if describe something they for boosting memory,
strategy that’s designed to the material has been recall about the topic though I’d argue that it’s
improve pupils’ stamina redacted. Drop this equally important for
and indicate to them where resource into that same 5. Memory markers motivating pupils. An
they’re making progress. lesson without warning, Keep revision at the innovative strategy such as
Provide students with a and ask the students to forefront of your classroom the Frayer model can be
blank piece of paper and a provide a choral response, by using physical memory completed using existing
randomly chosen heading where they all call out what markers. A simple version knowledge in just 8 minutes.
that describes a revision they think the missing of this might involve using
topic. Set a timer for 60 words are. colour-coded Pringles tubes
seconds, and then challenge (or similar) to function as
them to see how many ideas 4. Putting the pieces back mini time capsules that can
and how much detail they together be used to store summarised
can remember about the Select several key images key information collated
topic in that time. After from previous topics and when a topic was initially ABOUT THE AUTHOR
their time runs out, ask the photocopy them, before taught. I’d recommend Claire Gadsby (@RevisionExpert)
is a leading educational author,
students to record their then chopping them up to using a blend of trigger trainer and director of Radical
score and then form several simple words, images, questions Revision – a cutting edge revision
repeat the jigsaws. Place the pieces and other such material. skills programme for exam success
in all subjects. For a free trial, use
activity later making up each jigsaw Later, you can challenge

TEACH SECONDARY SPECIAL REVISION

the QR code displayed below, or visit
in the same into envelopes and students to: radicalrevision.co.uk
lesson or later distribute one each to
that week. This different groups in • Recall which colour tube
time, the classroom. As might relate to which topic
challenge the groups work to
them to reassemble their • Pull out a challenge and
beat their image, challenge complete it – ‘How much
previous them to: can you recall about….?’
score.

teachwire.net/secondary
You can't be what you can't see
We bridge the gap between
education and the world of work by
providing you with a free, quick and
easy tool to connect your students
with business role models through
in-person and virtual events.

Inspire your students and

raise their career
aspirations by booking
your event today.

www.founders4schools.org.uk
Founders4Schools is a registered charity in England and Wales, Charity No. 1162197

Oxford Cambridge and RSA

teachwire.net/secondary
 REVISION 31

Are your students

working too hard?
The problem with perfectionists is that they often don’t know when to stop,
explains Natasha Devon...

B
ack in the mid- students to trick their
2000s I was brain by telling themselves
drifting between they’ll only do something
jobs, trying they hate for five minutes.
half-heartedly to find my It can be helpful for
niche whilst battling a perfectionists to plan
secret and life-dominating homework and revision so
eating disorder. they tackle subjects they’re
I worked for brief periods less confident in first,
as a legal secretary, model, before moving onto those
waitress, shop assistant, they know they can lose
food critic and receptionist, themselves in, almost

TEACH SECONDARY SPECIAL REVISION

and also tried being a as a reward.
musician. I’ve always loved For study related to a
to sing, and I’m decent at it perfectionist’s favourite
– if only within a fairly subject, it’s crucial that
limited bluesy/jazzy range they schedule time to rest
– and have always been told and regroup. Overworking
by teachers that I have a is counterproductive, in
great musical ear. Curran, one of the world’s they receive a disappointing that it impairs cognitive
Whilst working with leading experts on the grade, they can tell ability. Our ability to focus
music producers, I noticed subject, young people today themselves it doesn’t peaks at the beginning and
something. These people - are particularly prone to matter, because they didn’t end of any period of intense
whose job is to sit in perfectionism. Whilst try their hardest, thus concentration, so it’s
windowless rooms for often cited as a positive impacting on their actually better to divide a
hours on end, fiddling with trait colloquially, academic outcomes. 2-hour study period into
tracks using complicated perfectionism can actually Knitting all this two sessions of 50 minutes
tech – were textbook have a profoundly negative together, we can see that – with a 20-minute break
perfectionists. They could effect on an individual’s perfectionists will often in the middle – than to
hear the most miniscule happiness and wellbeing, as overwork in what they work through.
deviations in tone and beat, well as their productivity believe to be their strongest It’s also important for
and spend forever tinkering and outcomes. subjects, whilst self- students to recognise when
with 20 seconds of a song, It’s characterised by a sabotaging in those they their work is as good as it’s
long after my own patience relentlessly negative inner feel to be their weakest. going to get. After all, as
would have run out monologue (familiar to the They’re not just missing my experiences have taught
They would also, I kind of pupil who gets 90% out on the benefits of a me, whether it’s an essay or
thought, often continue on a test but can only focus rounded education, any other kind of project,
interfering with a track past on the 10% they got but also not gaining there’s always a stage
the point at which they had wrong), a perception of experience in how to where it just doesn’t need
nailed it. There would be a comparing unfavourably learn from, and build any more noise.
moment when it sounded with peers and an upon their mistakes –
like a ‘banger’, yet they’d overwhelming fear a crucial life skill.
never be satisfied. Often, of failure.
they’d spoil the song by Not only will Simple solutions
adding or subtracting too perfectionists usually have I tackle this in my new
much sound. low self-esteem (which in interactive workbook for
turn makes them more young people, Yes You Can: ABOUT THE AUTHOR
Negative impact vulnerable to mental health Ace School Without Losing Natasha Devon MBE is an author,
I mention this because it Your Mind. It’s packed broadcaster and researcher;
issues), they will tend to she also tours schools throughout
demonstrates one of the key avoid activities they aren’t with simple tips, such as the UK and beyond, delivering talks
facets of the perfectionist confident in. If they can’t using the ‘5-minute rule’ to and conducting research on mental
mentality – the tendency to conquer procrastination. health, body image, gender and
avoid said activities
equality. Yes You Can: Ace School
work beyond peak point. altogether, they’ll put in Getting started is the Without Losing Your Mind, is out
According to Dr Thomas minimal effort so that when hardest part, so I advise now (Macmillan, £9.99)

teachwire.net/secondary
32

Less cramming,
more thinking
Successful GCSE preparation involves demystifying the exam
itself and making sure your students can apply their knowledge
confidently, says Impress Education’s Tamara Budhan Caldwell...

I
t’s unfortunate that one full potential. like these don’t hinge on Transferable skills
of the most influential The process begins with the writing more; they’re about One easy hack we’d suggest
incentives the development of critical giving students the is to analyse Section A – a
government offers to thinking, and ends with the confidence to craft more, different part of the same
schools is that of funding. students being excited by and earn more marks while exam that asks students to
With per-pupil funding what they’ve learnt – actually writing less. analyse high quality works of
delivered on the basis of sometimes even to the The first important fiction – and apply some of
admissions, the livelihoods of point of actually looking consideration for students those same skills and
staff working within those forward to their exams! is timing. They need to
schools can depend on the As a team of former understand how marks are
GCSE grades they produce. examiners, we understand assigned to each part of the
Naturally, this raises the how exam questions are exam, and thus how much
question of whether pressure structured, are aware of time they ought to spend
is being placed on schools to the most common mistakes on each section.
‘teach to the test’. It’s widely students make and Our English literature
accepted that this type of what examiners are question is divided into 24
teaching is inappropriate and ultimately looking for. marks for ‘content and
best avoided – but when the
stakes surrounding exam
results are so high, how can
schools ensure that the
“Exam success isn’t brought
quality of their classroom
instruction doesn’t suffer?
about by teaching to the test,
but rather demystifying
Applied learning
From our experience, exam the exam process”
success isn’t brought about
by cramming or teaching to
the test, but rather Time to craft organisation’, with 16
demystifying the exam Since the majority of schools marks given for ‘technical
process – that is, ensuring work with the AQA exam accuracy’. The recommended
that students fully board, the first example I’m time to spend on this task is
understand the exam going to use is the AQA around 45 minutes – though
requirements and what’s GCSE English Literature given that the accuracy of
expected of them. exam – Paper 1 spelling, punctuation and
As I hope to illustrate in (‘Explorations in Creative grammar in the students’ techniques to the rest of the
the examples below, a Reading and Writing’), response is allotted 24 marks, paper, in line with our
teacher’s focus should be on question 5. This question we’d recommend that ‘D.F.Z.C.R.’ framework.
teaching students to apply carries a potential 40 marks, students spend 35 to 40 ‘D’ stands for dialogue.
what they have learned to the which amounts to half the minutes on the question Students will score highly for
exams. By drawing on some marks for the whole paper. itself, and leave 5 to 10 using punctuation that
of the best international The question tasks minutes for checking provokes readers’ curiosity
research into pedagogical students with writing ‘A and proofing. and emotion. Rather than
practice, students can be story, or part of a story/ Bear in mind that simply describing a
amply prepared for the narrative or descriptive’ examiners aren’t fans of character, it can be more
questions that will be asked either based on a photograph formulaic copy. They do, powerful to show how this
of them, effectively apply provided to them or, if they however, love stories that person feels through what
their existing knowledge prefer, an idea of their own. stand out from the crowd, they say. A story can gain
when answering them and What’s important to and which include varied and four additional marks just for
therefore demonstrate their remember is that questions inventive use of structure. being compelling, so this is

teachwire.net/secondary
 REVISION 33

absolutely a time for them good marks by the contrast

to show off! this creates. The ‘Z’ WHAT ABOUT SCIENCE?
Where possible, they meanwhile reminds students
• In science, students are best supported by breaking
should look to use some of the to zoom in and out, using an
down the syllabus into accessible chunks, then linking
language features they’ve imaginative microscope to
key concepts and deepening their understanding through
learned, such as pathetic zoom in on a small detail,
expert explanations and modelling.
fallacy, metaphor and before then zooming out to
similes. Does their story show how that element fits • It’s also important to make sure every student has
demonstrate correct use of into the bigger story. a solid grasp of the basics. If they’re unclear as to the
basic punctuation The ‘C’ reminds students structure of the atom, then this absence of fundamental
(exclamation/question to include a crisis. A good knowledge will prevent them from gaining a full
marks, semicolons, etc.)? story needs its main understanding of static electricity or radioactivity.
Have they varied the character(s) to make one or
sentence length? more big decisions. A writer • It’s also worth noting that while literacy isn’t typically
The ‘F’ prompts students should reveal the character’s seen as important to science, the extended writing
to include flashbacks in their innermost thoughts in order questions presented in exams can very much make or
story. Narratives that move to explain why this crisis break a student’s overall outcomes.
backwards and forwards in has happened, leaving it to
time and switch in and out of the reader to consider how
different dialogue will score they’d react themselves lessons from being question...’
in such a situation. dominated by the demands By helping students
Finally, the ‘R’ tells of the test. Instead, they develop their active
students to include a can concentrate on giving reading skills, we can
resolution. Every good story students the tools and ensure they gain a deeper

TEACH SECONDARY SPECIAL REVISION

needs to be drawn to a close confidence they’ll need to understanding of the
– usually with all the craft compelling stories question and check that
threads tied up, and that will impress the their answer makes sense.
sometimes with an examiner and optimise It’s also important to
unexpected twist... their pass marks. remind students to ‘show the
It’s worth taking the time examiner what you know’,
The maths to really consider the purpose hence the need to write out
question of the questions set by the formulae and rules
By internalising these examiners – that is, to test demonstrate their use.
skills ahead of time, each student’s understanding Training as a teacher, and
students can avoid of what they’ve already even years of teaching
cramming and learned. So with that in experience, isn’t enough on
teachers can mind, how might we apply its own to prepare you for
prevent their the same technique to other being an examiner – though
subjects, such as maths? if it’s challenging for
The key to helping teachers to understand exam
students demystify GCSE requirements, it’s even more
maths is to make unfamiliar so for students.
question types feel familiar. Looking closely at
In any GCSE maths exam examination requirements,
there will always a focus on and showing students how to
15 key topics. Showing deploy everything they’ve
students how to approach learned over the years to
those questions in a way meet those requirements, will
that will score them some reduce the strain and
quick wins can lead to a cognitive demands placed on
significant increase them in a way that optimises
in their marks. their pass marks.
Decoding a maths exam
doesn’t just require
understanding the
marking scheme, but
also what the questions
are actually asking.
We’ll often remind
students that one of the ABOUT THE AUTHOR
Tamara Budhan Caldwell is a
most important things former IB examiner and one of the
they can do is read, read and founders of Impress Education – a
read again. Because it’s sadly company working with GCSE and A Level
principle and senior examiners to help
all too common for teachers students become exam confident.
to hear students say, ‘I was To find out more, visit impress.education
rushing and misread the or follow @examinerimpress

teachwire.net/secondary
34 PARTNER CONTENT

5A PGL Adventure
30 SECOND
BRIEFING
REASONS TO TRY… PGL provides
outdoor learning
experiences for students
that support year group
bonding with fun,
exhilarating activities
Year group bonding with a difference - get a new built on teamwork, moral
chapter off to the perfect start! support, trust and friendship.

SUPPORT YEAR 7 IN with some specifically aimed at

1
THEIR TRANSITION TO secondary school students – enable
SECONDARY SCHOOL them to discover their inner Viking on
Transitioning from primary school to our Axe Throwing ranges, and watch
secondary school is an exciting, yet them find their balance – or get soaked!
daunting time for many students. – with Stand Up Paddleboarding (which
A PGL bonding adventure at the can now be turned into a team activity
start of Y7, focusing on activities with our new 'giant SUP' variant).
that encourage teamworking with a We’ve also got more exciting
shared goal in mind, will encourage activities landing at our new best-
students to support each other, build in-class centre, Newby Wiske Hall
trust and forge connections with (North Yorkshire), opening in spring
their peers and teachers. Students 2023. These will include our Free-Fall
will face challenges that develop self- Simulator, Inflatable Water Obstacle
confidence and resilience, helping to Course and Woodland Laser Tag. Those
set them up for the year ahead. activities, combined with the core 25+
your group, thus ensuring we already offer, will ensure there’s
2
START AS YOU you achieve the learning Contact: something to suit everyone!
MEAN TO GO ON outcomes you’ve set before pgl.co.uk/secondary
By getting your students settled and you arrive. A PGL adventure [email protected]
5 65 YEARS OF
working together in the autumn and will allow your students improve 0333 321 2116 ADVENTURE
spring terms, you’ll get their secondary their communication skills; PGL has been successfully
school journey off to the best learn how to work as part delivering high quality learning
possible start. Taking your new cohort of a team; benefit from improved experiences for 65 years, amassing a
outside of the traditional classroom emotional and physical wellbeing; wealth of experience within outdoor
environment and having them work and return to the classroom education. We’re the largest outdoor
together as a group will give them the with increased motivation and learning provider in the UK, with over
tools they need to succeed in enthusiasm for learning. All 350,000 young people benefiting
the classroom. of this can be achieved whilst from a PGL trip each year, but we’re
having fun together as a not resting on our laurels, having
3
TAILORED DELIVERY group, in a supportive and fully committed to further improving
FOR KS3 STUDENTS safe environment. our programmes and facilities for
We understand that the students of all ages. With 15 centres
requirements for primary and
4 THERE’S NO across the UK, most schools are no
secondary school students are very STANDING STILL more than two hours away from their
different, and we’ve been working Our young guests will be kept busy next PGL adventure – and with a
on providing distinct experiences for from dawn till dusk by our expert further two centres in France, plus a
each stage of their journey. We tailor team of Activity Instructors and ski programme operating in Europe,
the delivery of our programmes to Group Leaders. We’ve been busy we’re perfectly set up to cater for all
suit the age range and abilities of developing our range of activities your school trip needs.

KEY POINTS
Outdoor learning is a perfect The autumn and spring We can tailor delivery We’re the outdoor
opportunity to take your terms are ideal times for of activities to suit learning experts, with
students outside of the new cohorts to bond, different age ranges and 65 years’ experience,
classroom environment with results that will be abilities, helping you and will be on hand
and help them get to know seen throughout the rest to meet your learning to support you
both each other and of the academic year objectives throughout your trip
their teachers and beyond

teachwire.net/secondary
 REVISION 35

“Miss, we’ve done

this before…”
Tracey Leese questions whether the time might have come to examine our
assumptions around revision and re-assess its place in the learning process...

W
henever we academic results and Heavy lifting teaching of revision? Many
recap topics attributed their success Done well, revision can do will facilitate externally-
in lessons, predominately to revision? much of the heavy lifting of run workshops – of the sort
there will Or known students who knowledge acquisition. Done where students learn how
always be at least one student had supply teachers all badly, it can be detrimental to memorise key facts
who inevitably interjects year, only to make up the to student wellbeing, and about a set topic – but
with the stock phrase “Miss, lost ground by being allow misconceptions to skilled and systematic
we’ve done this before”. My prolific revisers? take root unchallenged. revision involves so
usual response, with typical A pedagogical approach In my experience, much more than just
teacher’s wit, is “That’s why that primarily emphases students almost always remembering.
it’s called revision – revision is one that’s lean towards the latter. It’s prioritising,

TEACH SECONDARY SPECIAL REVISION

otherwise, it would just be fundamentally flawed, Granted, revision can play translating and making
called vision.” because of how much a key role in students connections, all whilst
My students have yet to misconception there is developing the independence self-evaluating. It
find this remotely amusing, among students around and self-regulation they’ll requires motivation,
but the point stands. You what actually constitutes need to succeed at KS5 and aspiration and self-
can’t revise something unless meaningful revision. Over beyond. Yet it’s an ambitious discipline; skills that
you know it first. But as I sit the years I’ve lost count of curriculum and quality first students don’t innately
here reflecting on our first how often a conscientious teaching that will make the possess. Revision is skilled
examination-based GCSE (and almost always female) biggest impact on students’ work that requires a
results in three years, it’s student will present me grades and life chances, degree of metacognition
become clear to me that with a beautifully and no amount of revision and self-awareness. It’s a
revision isn’t the highlighted lever-arch can compensate if either creation of teaching and
determining factor in a dossier of notes, only to are lacking. teachers, rather than
students’ success. find that they haven’t Similarly, the extent of learning and learners.
actually retained any of students’ vocabulary, Ultimately, we need to
Dental flossing the details they’ve so cultural capital and support invest more in, and assume
dutifully annotated. networks will impact far less about revision, the
I was always rubbish at
They have, however, more upon their eventual demands of which can end
revising. At 16, I had no
sacrificed their free time attainment than their ability up feeling like a micro-
awareness of how I worked
and wellbeing in order to to revise. Like so many curriculum of its own.
best, and always struggled
convince themselves skills, meaningful revision Like so many seemingly
when sitting alone in silence
that they’ve revised – has to be explicitly taught, accepted pillars within
with my class notes, because
as though racking up re-taught, modelled education, it might be time
that’s what I thought
a full time-sheet will and resourced. to review, reassess, or at the
revision was. I now know this
automatically result very least rethink the
to be the kind environment
that does nothing for my
in a grade 9. Making connections impact that revision
How much time do schools has on our students.
efficacy levels, so it’s hardly
dedicate to the actual
surprising that I ended up
learning Spice Girls lyrics
when I should have been
memorising chemical
symbols.
I’d go as far to say that
ABOUT THE AUTHOR
revision is like dental Tracey Leese is
flossing. People say an Assistant
they do it, but often Headteacher at
St Thomas More
don’t – or at least
Catholic Academy
not properly. Have in Longton, an
you ever taught advocate for women
a student who in leadership and co-
author, with Christopher
achieved Barker, of Teach Like a
astounding Queen (Routledge, £16.99)

teachwire.net/secondary
36

Off the Shelves

Brilliant titles for you and your students to explore

How to be a Writer: Baths, Translating Myself and Others Writing on the Job: Best
Biscuits and Endless Cups of Tea (Jhumpa Lahiri, Princeton University practices for communicating
(Marcus Berkmann, Little, Brown, £16.99) Press, £16.99) in the digital age
(Martha B. Coven, Princeton University
The life of a freelance writer is one of Anyone interested in the challenges of Press, £11.99)
unreliable remuneration, shifting loyalties translating literary works from one language
and sudden endings, as this book makes to another will find this book fascinating. Heaven knows how many books there are
abundantly clear. Written with humour Many others have written books on a out there about the craft of writing, but they
and candour, it’s a welcome dose of reality similar theme, but Lahiri – an author almost invariably concern creative writing.
amid the plethora of books and blogposts perhaps best known for her fiction – brings That’s fine for those wishing to weave stories
promising riches beyond measure to a lyricism and beauty to her insights that and entertain their readers, but most of us write
more prosaic texts lack. Structured as a for more prosaic reasons. What’s the best way
anyone who can wield a pen. As Berkmann
series of essays, Translating... draws on of constructing an email, especially if you want
makes clear, success is dependent on luck
mythology, Ovid and more modern writings the recipient to do something? As a teacher,
as well as talent, and can be precarious.
to inform her explorations. Lahiri delves how should you approach the writing of a slide-
He is, however, perhaps too dismissive
into the etymology of words, searching for based presentation? This book contains the
of his own abilities – even the pieces he equivalences between languages, making answers to those, and many other questions.
cites as bad examples of his writing are it a useful book for helping students As such, it covers not only some of the English
pretty good. Arguably more memoir than understand how translation involves rather Programme of Study’s writing requirements,
guide, it features no index and the chapter more than wielding a bilingual dictionary. but more general ones too – older students
titles give little hint as to their contents. The level of detail and depth it goes into will appreciate its advice on CVs and covering
All the same, lend a copy to any student make it not the easiest of reads – and it letters, for example. There’s even guidance on
who romanticises about the writing life – may prove more useful to teachers than writing for social media. Easy to read and served
it may not deter them, but at least their students as a result – but it’s certainly a up in bite-sized chunks, this book is an excellent
eyes will be more open... richly rewarding one. ‘how to’ manual for clear communication.
Reviewed by Terry Freedman Reviewed by Terry Freedman Reviewed by Terry Freedman

teachwire.net/secondary
 BOOK REVIEWS 37

Meet the Image

co

author
u

rte
sy
ON THE RADAR

of D
JOSEPH

avid Bebb
A look back at education’s COELHO

er
previous false dawns, in Where did the inspiration for
the hope of ushering in a The Boy Lost in the Maze originally
come from?
new Sunday… It’s inspired by aspects of my own life, as a
starting point for wanting to write about a
boy’s search for his father and explore that
40 Ways to Diversify the History Curriculum in verse. My two previous poetry collections
(Elena Stevens, Crown House Publishing, £16.99) dealt with Greek myths, but I wasn’t that
familiar with The Six Labours of Theseus.
The question of what schools should cover in their history curriculums has acquired a potent
There seemed to be a synergy between
charge of late. Events such as the murder of George Floyd and subsequent prominence given
both stories and the two came together.
to the Black Lives Matter movement, and the removal of historical statues from cities and
universities for their associations with slavery, have caused department heads to question
The book’s structure and use of verse
what they’re teaching and its relevence in a modern, multucultural society.
comes across as quite unique – how
For many, the response has been to try and tell the stories of noteworthy historical figures
would you describe it?
– often women and individuals from minority ethnic and working class backgrounds – that
I’m split between ‘verse novel and ‘novel
recorded history has overlooked. That’s one of Stevens’ aims with this book, which contains
told in poems’. The part of my craft that
vivid historical portraits of many inspirational people from the past, in chapters that tackle
really interests me is how different poems
overarching themes such as Empire, British and national politics and migration. Beyond that,
can be used to tell a story – how a villanelle
though, Stevens sets out the case for a more far-reaching approach to reading history in
can be used to show what a character is
general – as demonstrated in the standout passage, ‘Gertrud Scholtz-Klink and ‘Fascinating
thinking, or how a ballade can be used to
Fascism’, which makes compelling links between the head of the Nazi Women’s League and
move a narrative forward. There’s almost
the arguments set out by Susan Sontag in her seminal 1974 essay.
a filmic quality to verse novels, where
you’re taken by the hand and led
through a narrative.
Are there any particular readers or
groups you’re hoping to reach with the
book, and if so, what would you like them
to take away from it?
I have all readers in mind when writing,
but when you’re dealing with narratives
that involve working class backgrounds
and people of colour, my hope is that it
speaks to those individuals. I know from
my own upbringing what it feels like to
not have your story represented.

One of the book’s major themes is

masculinity – how did your perspectives
The Gita: For Children The Boy Lost in the Maze on that inform the story you wanted to
(Roopa Pai, Swift Press, £12.99) (Joseph Coelho, illustrated by Kate Milner, tell and how you wanted to tell it?
Otter-Barry Books, £12.99) There’s lots of talk at the moment
For the unintitiated, the Bhagavad Gita around toxic masculinity, which is what
(often shortened to ‘Gita’) is a Sanskrit The retelling of Greek myths in a way really struck me about Theseus’ story.
poem written in India around 2,500 that makes their rich, fantastical stories The fact his father wasn’t around is
years ago that takes form of a sprawling more accessible has a long history within almost brushed over – perhaps because
dialogue between a prince, Arjuna, and his children’s literature. The Boy Lost in the that’s quite a common occurrence in
mentor and friend Krishna, as the former Maze is very much within that lineage, but Greek myth. It can be tempting to see
expresses reluctance to take up arms on notably bold in its approach. The book absent fathers as a ‘modern problem’,
the eve of a great war between him and his sees Children’s Laureate Coelho adapt when actually it figures in tales as
Pandava siblings and their Kaurava cousins. The Six Labours of Theseus in verse using old as time.
Being the foundational text of Hinduism, modern vernacular, while simultaneously I wanted to explore how toxic
countless generations have found solace, mapping that timeless story onto a second masculinity sets up this idea of a man
inspiration and wisdom in Krishna’s narrative set in the present day. Our modern as someone who goes out to conquer,
entreaties to Arjuna over time, but only and question those lazy assumptions
protagonist is Theo – a teenager who, upon
of violence being associated with
now has an adaptation for children been finding out that the man he’d been told
manhood. That’s why I’ve changed the
published in the UK. Following a brisk, but was his father actually isn’t, embarks on
Theseus story to include interactions
highly informative introduction explaining an eventful quest to track down his real with the thieves, bandits and monsters
the Gita’s place within the much larger dad. The interweaving of both narratives he encounters so that they’re not just
Mahabharata, Pai renders each of the is skillfully done, teasing out the parallels evil entities he defeats – because life is
Gita’s 18 chapters in pacey, easy-to-follow between the two via a series of poems that never as simple as that.
prose, followed by chatty, well-informed combine the complexities of a carefully
explainers that provide much in the way of crafted collection and the pacey immediacy For more information, visit
useful clarifications and context. of a modern detective tale. thepoetryofjosephcoelho.com

teachwire.net/secondary
teachwire.net/secondary
40

Heading into the

DIGITAL AGE
Tight school budgets and the pace of tech advancement mean you
need a school digital strategy, says Sue Birchall…

M
any schools interesting findings – more it comes to developing ICT available at school level are
approach on which later. within their settings. often barely sufficient to
digital and even cover the upgrades
ICT Fit for purpose The digital unknown and replacements identified
innovation with caution – In the past two years, The key question is this: is as being needed in our
partly because of the schools have been there desire within schools existing ICT development
financial commitments challenged by circumstances and academies to look at how plans, therefore providing
involved, but also due to to take a big leap into the we can develop our ICT – not little capacity for the
lack of experience in what’s world of ICT, which has just as means of delivering purchase of new
a fast-changing industry. since become essential for the curriculum, but also in technologies that might
Support from external the continued delivery of order to expose our students form part of more
experts is abundant, but teaching and learning. to the vast range of new ambitious initiatives.
there’s no doubting that This quickly highlighted technologies now available? This, then, requires a
‘going down the wrong how our students have Is there also a need to look funding strategy which at
path’ is an expensive error hugely varying levels of at upgrading our school present isn’t supported by
to make. School business access to ICT, with the systems – including offering financial investment on the
professionals like me are government stepping in to remote access for staff, with part of government.
often the voice of caution, try and provide laptops and all the security and The 21-22 CooperGibson
citing value for money, Research survey identified
sustainability and renewal this, along with the need for
concerns amongst the “Stepping into an edtech more central support
reasons for taking a and guidance on
moment to pause and transformation is pointless
think carefully.
However, there is no if those who deliver it cannot
denying that our young
people are increasingly
access improvements through
exposed to the latest ICT
and all that entails in their
a lack of basic skills”
day-to-day lives, and that
as educators, we need to be internet connections to those accessibility features this
in tune with this. without. After all, you can’t would require – now that our
Government policy in 2019 launch a new digital experiences of the pandemic
highlighted the need for initiative without the have highlighted the benefits
schools and colleges to appropriate equipment to of flexible working?
embed technology support it. In both cases I believe the
effectively, and pledged to The same is true when it answer is ‘yes’. It may well be
support them in the effective comes to children’s and time for us to venture into the
adoption and use of edtech, staff’s knowledge of ICT. digital unknown, but not
outlining both the You can only introduce a without caution.
opportunities and barriers. technological
The DfE then transformation if the Balancing spending
commissioned people who are supposed to Firstly, there is a balance
CooperGibson Research deliver it have the required here. Education
(CGR) to conduct a study to necessary basic skills. institutions aren’t cash rich,
establish the state and This was pointed out by and aspirations of this
usage of technology across CooperGibson Research, nature will need careful
schools in England whose report found that the planning if they’re to be
(available at tinyurl.com/ education sector is still in sustained beyond initial
SchoolsTechnologysurvey), need of significant support implementation.
which produced some with the fundamentals when The funds we have

teachwire.net/secondary
 TECHNOLOGY 41

planning, procurement, variety of learning increased efficiencies, which in the event of any
training and sustainability. opportunities. Who knows, in turn will typically free up becoming damaged? Is it
It’s clear that academies and you may well be educating funding for other initiatives. worth taking out insurance?
newly built schools are a few the next Elon Musk... But that’s only the case if the What would be the impact
steps ahead, at least in terms The next step would be to purchase is timely, and adds to a school’s systems in the
of their digital match these aims to your value to your core purpose. event of a breakdown, or
infrastructure and planning. school or academy Financial planning is loss of service?
The question then has to development planning. Any imperative for all ICT Also, be aware that if
be whether we simply sit innovations should support purchases, and especially you’re purchasing new
back and wait for a central your school’s vision for the around any new projects. technologies, the likelihood
digital plan, or whether we future, and will need to be Aside from the initial is they will be upgraded,
start to plan locally, so that incorporated into whole purchase, sustainability improved or replaced at a
we can overcome the school planning. must be considered; your fairly rapid rate, and that
increasing digital divide In my school, we have an planning should incorporate you need to plan for this.
between education and the ICT development plan which both immediate and long- There are always risks for
wider world. – according to the report term costs, such as any schools when it comes to
from the 21-22 survey – money that will be needed for investing in new
Where to start? isn’t as common as you repair and eventually technologies, but without
As with all projects, we need might think. If you don’t replacements. This becomes doubt, it’s a risk worth
to begin with a business have something similar in especially pertinent once new taking. We’re charged with
planning model. Starting place, I would suggest that innovations are embedded educating our young people
with your aims and purpose, ICT planning ought to sit into the school’s practice. and readying them to take
you need to decide what this alongside the budget, and part in the wider world – and
looks like for your setting. that SIP / ADP would assist Managing risk ICT is a huge part of that.
We all know that every in avoiding any costly Risk management also needs
school is different – not purchasing mistakes. to be part of your business
just within phases but also planning. We’re all aware of
in locality, cohorts and Bang for your buck the current, and sometimes
environment. That’s not to As with all purchases within sudden increases in school
say you should be limited in school, we must be aware of running costs, so you need to
your aims; all students value for money in terms of consider and include
need to be exposed to a the anticipated outcomes. alternative planning to take ABOUT
THE AUTHOR
Technology that supports such unexpected expenses Sue Birchall is Director of Business and
school operations does, into account. Outreach at The Malling School
generally speaking, help to For instance, should you
generate savings thanks to have spare devices on hand

teachwire.net/secondary
42

Putting the effort in

Matt MacGuire runs through the ways in which teachers can cut
through students’ propensity for restlessness and normalise
the idea that lessons should involve hard work...

A
t the end of term, carrying a newborn calf on experience difficulty ‘Do Now’ activities get
especially before his shoulders, and then in the process. lessons off to a prompt and
the Christmas carrying the same animal To do this, we must purposeful start, and can
break or the every day as it grew to normalise the idea of also be employed for
summer holidays, schools maturity. As the calf working hard in class. valuable recall practice.
can experience a terrible grew, the task became Not just through careful
plague. If not prevented, incrementally more taxing setting of difficulty, but also Multiple beginnings
it spreads like wildfire, every day and Milo’s by maintaining a suitable Another way of normalising
destroying learning as muscles grew accordingly. classroom climate. If a hard work is by ensuring
it goes. It’s the ruiner I want my students to student starts misbehaving that transitions between
of rigour, the negater learn like Milo of Croton. from the very beginning of learning activities are
of knowledge. It’s I want them to be in the a lesson – by talking, or not completed with minimal fuss
‘the fun lesson’. zone of proximal taking off their outside coat, and distraction. Every
“Are we having a development, where the for example – their attitude transition consists of an end,
‘fun’ lesson today?” ‘calf’ – their learning – will rapidly spread to followed by a new start.
This question is a test. isn’t so light that it’s easy to the rest of class. It must In that sense, it’s like
What the student is really carry, but also not so heavy be challenged and beginning the lesson again
asking is, “Have you given that it can’t be lifted. addressed immediately. – and because of that
up yet?” They want to know An excellent way of necessary pause, every
if they can start the holidays Classroom climate starting lessons with transition is as prone to
now. They sense their chance This means having to purpose is to employ a ‘Do student disruption and
to normalise DVDs, games monitor the ability of your Now’ activity. This is a avoidance tactics as the
and end of term treats. class as closely as possible. five-minute task that’s start of the lesson.
They’ll play teachers off Not by marking every piece already set up and waiting If the opportunity
against each other – “We presents itself,
watched Home Alone in students may well
English – are we watching
a DVD in your lesson?”
“Every transition between seize upon any
undirected time
I hope your school takes tasks is as prone to disruption during
a firm line on this and transitions
ensures that proper and avoidance tactics as the for off-task
lessons are followed until
the end of term. start of the lesson” discussion or
similar
behaviours
Carrying the calf of student work and for the students when they which can
The tendency of many differentiating every arrive. They complete the quickly
students to ‘slack off’ as lesson for every student – task in silence, without spread. If
the end of term approaches that’s absurd, and to teacher support (so the task students
raises a related question. expect it of teachers is as must be carefully set). When can’t
What does the culture of idiotic as it is immoral. this routine is set and
effort in your school consist Instead, I’ve been taught enforced, teachers convey
of throughout the year? by colleagues to adopt a more the clear message that every
How is it manifested in sensible and sustainable moment in this lesson
your classroom? approach to checking what counts. We’ll be working
I’m fond of the story of my students can do and what hard, and not wasting
Milo of Croton – a famous they need to work on. I need any time.
wrestler in the days of to gauge how far they are on
ancient Greece. It’s said that their journey towards
as part of his strength mastery of any given skill,
training regimen, Milo so that I know what level of
would lift and carry a fully scaffolded support will be
grown bull on his shoulders. required across the class.
Milo achieved this degree of My aim is for everyone to
strength, we’re told, by experience success – but also

teachwire.net/secondary
 PEDAGOGY 43

move on to the next task for students themselves. Low need to be amongst the Circulating around the
practical reasons – such level disruption during students, on their side class delivers a simple and
as waiting for worksheets transitions mustn’t be and rooting for them clear message – ‘I am
to be handed out – the allowed to dictate the to be successful. watching you, and I want to
likelihood of this happening pace of the lesson. see you succeed, so I won’t
will only increase. For students to work hard, Corrective coaching settle for less than your best.’
In the best classrooms, they also need to perceive Of course, moving between If you want your students
these opportunities for that their hard work will be desks, walking behind the to expend their best efforts
disruption are actively recognised and valued, and back row and peering at when they’re in your class,
prevented by the drilling of that apathy, disengagement every exercise book you pass consider the lesson from
clear and efficient transition and poor effort on their part will also help you identify their perspective. Make it
routines. Exercise books can won’t be tolerated. and immediately address any the kind of lesson that makes
be handed out to a class of This means teachers need symptoms of disruption, them want to do their best.
30 in well under a minute, to be an active presence distraction or apathy. Sharpen your subject
accompanied by silence. within the classroom at all Your proximity alone will knowledge so that you can
Taking out new equipment times. Sitting at a desk while be enough to discourage inspire them. Work with
shouldn’t prompt any students work is lazy. Worse much low-level disruption departmental colleagues to
discussion. Achieving silent than that, it models laziness that might have otherwise make your curriculum the
and efficient transitions for the class and implies a gone unchecked. When best it can be. Ensure your
requires teachers to hold lack of interest in both catching the start of an delivery is engaging, and
the line, every time. students’ work and the off-topic conversation, or a take the time to review your
students themselves. whisper during a silent teaching methods.
Active presence Instead, teachers should activity, you’ll be close Be on your students’ team,
Academic hard work creates be up and circulating around enough to tap the desk, give because they’re far more
a productive pressure that the classroom, looking over a meaningful look to restore likely to put in their best
can result in mental the shoulders of every focus and cut the disruption effort when they work with
exertion, which students student while they work and off before it takes hold. you, rather than for you.
will naturally want relieve if offering quiet, personal and Finally, circulating around
and when they get the specific praise where it’s the classroom presents your
chance. That’s not to say warranted – “Great work best opportunity for spotting
that periods of mental rest today, George”; “Fantastic misconceptions, errors and
in lessons are inappropriate, details, Amelia”; “Well poor presentation. When you
but these should only ever done for finishing that give instant feedback during
be instigated by the task – it was tricky...” the working process itself, ABOUT THE AUTHOR
teacher, not the That kind of positive students benefit hugely. Matt MacGuire (@MacGrammar) is an
atmosphere can’t be fostered Corrective coaching can assistant headteacher; this article is
from behind your desk. You based on a post originally published
redirect students and
at his blog, Ten Rules for Teaching
ensure any errors aren’t (tenrulesforteaching.com)
compounded or repeated as
the lesson progresses.

teachwire.net/secondary
44 PARTNER CONTENT

THE
WOW This year sees Hodder Education

FACTOR once again hosting a conference

that no aspiring criminology
student will want to miss...
The No. 1 criminology conference for A-level students
is back. At The 2022 Criminology Student Conference,
we’ll be bringing together experienced criminologists to
delve into ethnographic research, the criminal justice
process and infamous murder cases, alongside detailed
examinations of the life and crimes of Noel ‘Razor’ Smith
and the Mafia Princess.

With its interactive activities and cutting-edge lectures,

this unmissable conference will provide your students with
the opportunity to get under the skin of one of the most
popular undergraduate courses in the country.

Contact:
hoddereducation.co.uk/CrimConf
01295 222 777
[email protected]

MEET THE LINEUP ONCE UPON A CRIME… A CRIME TO MISS BOOK NOW,
It’s a different world since we Taking place at the end of We’re offering one FREE CONFIRM LATER
last held this conference in November 2022 in London, teacher place for every 10
We recommend provisionally
2019, but we are extremely Nottingham and Manchester, students booked on, though
booking the maximum number
excited to welcome you and the conference is perfect students can attend on their
of places you may require,
your students back to hear for all students interested own if permitted by their
giving you the time to gauge
from our panel of leading in studying criminology at centre. Student and teacher
interest, complete paperwork
criminologists exploring undergraduate level, as well as places are priced at £24 (incl.
and organise transport. To
contemporary themes, as well all current Level 3 criminology VAT) – we can put you in touch
secure your seats, simply
as spotlight interviews with and A-level law, sociology and with nearby schools that
contact us four weeks before
Noel ‘Razor’ Smith and Marisa psychology students. are also attending to share
the event to confirm the exact
‘The Mafia Princess’ Merico. transport and help reduce your
number attending.
carbon footprint.

teachwire.net/secondary
 CPD 45

Training for Change

Embedding sustainability in leadership CPD planning can pay dividends for staff,
schools and the planet, suggests Gary Wilkie

O
ne of the sustainability, instead of it working towards six designed to appropriately
challenges of being an afterthought. milestones across the year. reflect the communities they
sustainability is These build on different serve. Initiatives have
sustaining its Sustainability aspects of being a leader, included the introduction of
focus. I was taught about champions framed in the context of an eco-warriors programme
the risks of the hole in the A central part of our efforts furthering their chosen for interested pupils, an Eco
ozone layer whilst at school towards this aim is environmental initiative. In Day to raise awareness of the
over 40 years ago, and many identifying aspiring leaders this way, aspiring leaders importance of sustainability
of the ‘green initiatives’ we as sustainability champions are given the opportunity to and schools repurposing their
see today have been around within their schools. This hone leadership skills and outdoor areas into green
for a while. gives our staff the support oversee the creation of a learning spaces.
As a Trust, our vision is and challenge required to large-scale project from Once the year ends,
to ensure we are making a become successful leaders, start to finish. champions are then
long-term, meaningful whilst working on creating To achieve each encouraged to work closely
impact on the world and implementing milestone, champions with future champions to
through our pupils. With sustainability initiatives advance through three key build on these projects
this in mind, we want to year-on-year, instead of
ensure any work we do on
sustainability has a “The more understanding starting from scratch and
losing momentum.
significant lifespan. To
achieve this, addressing
our teachers and leaders We are extremely proud of
our first two cohorts of CSR
sustainability and climate
change must be a golden
have about the world, the champions, who have
implemented meaningful
thread running through better equipped they will be change into school life
our organisation. already. They have shown
Our core belief is that the to prepare our children and true leadership skills and
more understanding our expressed renewed
teachers and leaders have young people for it” commitment to making
about the world, the better sustainability a key priority
equipped they will be to tailored to the environment stages. The first is a at their schools.
prepare our children and and context of the school collective meeting where We have found it
young people for it. This is and area they work in. participants from all incredibly rewarding to
why, when developing our To create a bespoke offer, schools come together to provide our teachers with
CPD journey for staff, we we work with CSR experts discuss ideas, set out aims the opportunity to take
wanted sustainability to Wider Purpose, whose and brainstorm how to ownership of the initiatives
form an integral part of the programme provides overcome potential they introduce, whilst also
process – ensuring we are participants with domain- challenges. It’s an excellent involving our pupils in
making lasting changes, and specific knowledge, and opportunity to meet other inspiring a sense of collective
planning for the future. coaching and mentoring to aspiring leaders from responsibility and pride over
Our goal is to embed support their journey as across the Trust and create the environment.
sustainability into significant changemakers. a network of support they Most importantly, the
leadership training, so that The programme can draw upon in future. programme has given staff a
those aspiring to move to involves each They then receive depth of knowledge and set
middle or senior leadership champion one-to-one coaching of skills that will form part
positions will be able to view sessions that enable them of their ongoing decision
all decisions through a lens to reflect on their making, enabling them to
of championing strengths and weaknesses have a positive impact upon
in order to develop and the world throughout the
refine leadership skillsets. rest of their career.
The final stage is to
implement the next step of
their initiative – from
selecting an idea to
implementing a project.

Real impact ABOUT THE AUTHOR

Projects have varied between Gary Wilkie is CEO of The Learning
schools, since they’re in Harmony Trust

teachwire.net/secondary
Give them the best
support to reach
their goals
We understand that every student’s GCSE journey is different,
and finding the resources to give them the best start is an
important part of their exam preparation. At Pearson, we
have everything you need to get them feeling confident and
prepared for their exams, however they learn best.

© Getty Images/Carol Yepes

C0574a
Take a look at our range of support to help your students get off
to a flying start.

Pearson Edexcel
Mocks Service
Our Mocks Service provides
unseen Pearson Edexcel GCSE
and A-level papers that are
marked by Pearson Edexcel
examiners, to give your
students real-life experience
of the exam process. © Shutterstock/Juice Verve

Pearson
Tutoring
Flexible online sessions with
qualified UK teachers for
KS3 and KS4 English, Maths
and Science, to help your
students to fill in knowledge
gaps and build confidence.
© 123rf/milkos

Pearson
Revise
Revision resources matched
to Edexcel and AQA
specifications, that cover full
topics and handy tips from
examiners, as well as York
Notes for English Literature. © Getty Images/SolStock/E+

Find the right support for your students or speak to one of our experts:
pearsonschools.co.uk/examsupport
48

IS IT WRONG TO
WANT TO BE LIKED?
Seeking approval from students is only a problem if we go about it in the wrong way,
maintains Colin Foster…

T
o the experienced young people, and wish to advised to simply not feel about you. The kind of
teacher, there’s form positive, professional concern themselves with advice outlined above will
nothing is more relationships with them. whether their students like merely serve to make the
cringeworthy While teaching involves them or not. most caring teachers feel
than seeing a younger interacting with all kinds Instead, they should be guilty for caring, and
colleague trying to be of people – colleagues, as indifferent to this as perhaps push some of them
‘mates’ with their senior managers, parents, they can possibly be, out of the profession
students. It might seem etc. – teachers will because it risks placing altogether.
like a natural thing to try typically spend the largest entirely the wrong focus on I believe a much better
and do, but it’s a trap that portion of their working the job they do. The solution can be had from
benefits neither teacher day ‘alone’ in rooms full of teacher is a professional applying the insights of
nor students, however students. In this sense, it who, just like doctors, Nobel-prizewinning
well-intentioned it would be surprising if police officers, elected psychologist, Daniel
might be. teachers didn’t, at least representatives, business Kahneman*, who
Attempts at forced on some level, want to leaders or any other draws contrasts
humour and slang will be liked. professionals, may not between the two
likely come across as categories of
awkward and embarrassing
to ‘old hands’, though it “It’s impossible to care
should be noted that the
young teachers in question for someone without any
are still attempting to
build bridges. The reason
concern for how they might
they’re doing it is to try
and be approachable and
feel about you”
accessible to their
students, and ultimately But often, this very always be popular among
have a positive influence on natural, human feature is those affected by their
their students’ lives, which portrayed as a problem – a decisions. They will
is difficult to argue with – professional character often have to make
but might there be a way of flaw, even. Teachers, choices that satisfy some
achieving these ends more particularly those at the higher, longer-term
effectively? Is it always start of their careers, will purpose, rather than
wrong for teachers to want often told that if they’re at merely pleasing the
to be liked? all concerned with being people around them in
liked, they’ll be less the moment.
A natural impulse effective at their job.
At some level, almost The reasoning goes that Experiencing and
everybody wants to be ‘wanting to be liked’ makes remembering
liked. Only sociopaths have a teacher more reluctant to And yet, I see this line
no interest at all in what push their students to of reasoning as an
other people think of them, excel academically, and less unworkable, and ultimately
nor any desire to please likely to challenge them counterproductive
anyone else. Given that it’s when their behaviour falls approach, since it demands
a caring profession, short – neither of which that teachers suppress
teaching isn’t exactly are ultimately in the their emotions in a job
replete with sociopaths. students’ best interests. that’s often emotionally
Indeed, one would hope Moreover, worrying about demanding. It’s impossible
that those entering the being popular leads to low to truly care for someone in
profession do so at least standards and a strictly unidirectional
partly because they have expectations, so manner without any
some degree of liking for consequently, teachers are concern for how they might

teachwire.net/secondary
 PEDAGOGY 49

experiencing self’ and ‘the could try focusing on the their best interests – but
remembering self’. The students you teach now as that doesn’t have to mean
experiencing self is they will be some time in we should actively not
what you experience the future – say, five or so concern ourselves with
at the time, in the years from now. When they what they think or want.
moment, whereas think back on their school Instead, we can mentally
the remembering days, you as their teacher fast forward to their future
self is how you and the circumstances of selves, and do our best to
think back on an today, this week or this try and listen to what they
experience, from year, how will they feel might wish to say to us
some unspecified about it then? Will they from the future.
point in the like you then? Of course, this mustn’t
future. What’s Sometimes, students who become an excuse for
important is that have left school will pop ignoring everything that
these two ‘selves’ back in to say hello to their happens in the here and
frequently aren’t ‘old’ teachers. Imagine if now, in the hope that it will
the same, and can such a student were to say, be ‘worth it’ for some
often have quite ‘I actually never liked you unspecified future life (‘No
different when you taught me, pain, no gain’). It matters
– perhaps even because you were always that students get to feel
diametrically saying I could do better, safe and cared for at school,
opposing and you were always and enjoy their schooldays.
– aims. pushing me to improve my It matters that their
Applying this work and picking me up on teachers feel able to
to the problem of things when I wasn’t present as human and
wanting to be trying. And that was really approachable people who
liked, we annoying. But I’m really can be turned to in a crisis.
glad you did, because I However, even when such
learned a lot in the end.’ situations present
themselves, it still makes
Future perspective sense to sometimes think of
In this case, the the students we’re teaching
former student’s now in terms of the people
experiencing self they will be as future
didn’t like the adults, however hard that
teacher, but the may seem at times. We
remembering self should try and ask
did. Students are ourselves from time to
like adults, time what we think they
perhaps even might have to say about
more so, in us then, from that
that they future perspective.
don’t always Perhaps wanting their
possess the future selves to think
maturity highly of us might help
required to us to recalibrate what’s
discern best for them in the
what’s in here and now.

*Kahneman, D., & Riis, J. (2005)

‘Living, and thinking about it: Two
perspectives on life’ from F.A.
Huppert, N. Baylis, & B. Keverne (eds.),
The science of well-being Oxford
University Press

ABOUT THE AUTHOR

Colin Foster (@colinfoster77) is a Reader
in Mathematics Education in the
Department of Mathematics Education
at Loughborough University, and has
written numerous books and articles
for mathematics teachers; for more
‘the information, visit foster77.co.uk

teachwire.net/secondary
50 PARTNER CONTENT

4 REASONS TO TRY…

Operation Ocelot with Steve Backshall

Why the campaign by the World Land Trust (WLT) Patron, where pupils go outdoors
to save the rainforest, is the perfect way for schools to make a difference
1 SAVING A NATURAL TEACHER AWARDS

© Rohan Kilham
4
PARADISE As Steve himself puts it: “If
Operation Ocelot will help WLT you’re a teacher, this is something
partner REGUA protect some of the relatable for your students to
Contact:
last 7% of Brazil’s Atlantic Forest engage with – to look at a place
worldlandtrust.org
from logging and hunting. This is one they can see every day, like their
Calculate your target,
of the world’s top five biodiversity school, and know that they are
download educational
hotspots and the home of hundreds saving the same size area of
material or send your
of species from ocelots to tapirs, rainforest full of ocelots, toucans,
questions to Steve
toucans, sloths and more. sloths and more.”
Backshall
PROTECT HABITATS
A FUN, OUTDOORS 3 FOR GOOD
2 PURSUIT
The Operation Ocelot process is
As students discover the outdoors
back home, they discover their
At a glance
simple: teachers take students power to protect nature abroad.  Nature’s protection is one of the most impactful actions for
outdoors to measure playgrounds or Through Operation Ocelot, they join our climate, UN scientists confirmed recently
any other space; you use WLT’s online a global movement of fellow young  Through Operation Ocelot, your students will help to
calculator to work out how much you conservationists funding reserves safeguard one of Earth’s most biodiverse places
need to raise to protect the same size packed with life (and carbon) that  This project will support them to learn about curriculum
area in Brazil; and you then work, as a REGUA will then safeguard and subjects like species, ecosystems and environmental
team, to raise your target. patrol – for good. challenges

teachwire.net
 ENGLISH 51

Course corrections
It’s easy to see spot issues with students’ knowledge and essay-writing skills, but
harder to diagnose where things went wrong. That’s where whole class feedback
can help, says Tom Needham...

P
erhaps the most For essays is riddled with Yet despite our best through retrieval practice
useful aspect of problems, writing extensive efforts at sequencing across multiple lessons.
whole class feedback is a waste of time. instruction, students often Spelling errors or basic
feedback is how it If your students can’t do exhibit a range of problems knowledge problems can
can inform future teaching. something, telling them with their work. When typically be fixed through
In an ideal world, ‘You need to write better completing whole class retrieval practice questions,
feedback on extended sentences’ or ‘Your feedback, it can therefore be ideally repeated over a
writing shouldn’t require paragraphing needs some useful to sort issues into number of lessons to aid
extensive remedial work or work’ isn’t going to ‘tell’ or ‘teach’. Sometimes retention. If students can’t
lengthy commentary, since magically turn them into you just need to tell spell ‘Shakespeare’ or
by the time students are coherent writers. students something they ‘Priestley’ (so common!),
asked to apply specific Students don’t need to be have forgotten; at other turn it into a quiz question.
components to longer told what they cannot do; times (perhaps more This would also be a good
pieces, they should already they need to be taught how commonly), you need to time to pick up on mistakes
have reached a state of to do it. teach them how to do students have made when
accuracy and fluency. Looking through student something. There’s a answering past papers, or
Errors, problems and work and noting down difference between chronic important quotes they
misconceptions will have omissions, problems and and complacent errors, and might have forgotten. If
been ironed out during the common errors as you go we should react accordingly. students have written the
earlier stages of instruction, can be extremely useful. It wrong thing in response to a
in more restrictive practice may draw your attention to Highest utility particular GCSE question,
activities. wider sequencing and components asking them to repeatedly
If, after having read an teaching issues that need Future teaching and list the four things that
essay, there are so many addressing and help you practice should be focused make up a good answer
problems that you don’t realise what you need to on the highest utility might help.
know where to start (poor teach next. An effective and components; those bits of The second way of dealing
sentence construction, carefully sequenced knowledge and skills that with problems is via
misunderstandings around curriculum will teach are transferable, and which distributed practice across
the content, lack of students everything they students can use in future multiple lessons.
paragraphing) this may be a need to know in order to essays, units, years or Key Asking students to
giant warning that there are succeed at GCSE and Stages. Examples of correct the errors within a
serious issues with your beyond. The components this might include single piece of work you
long-term planning or of their final vocabulary, have marked probably won’t
sequencing. performance – in the case analytical result in much long-term
While it could just be a of English, largely essay components or essay improvement. For real,
case of a student not trying writing – will be planning. lasting improvement,
hard enough, it’s far more sequenced and taught so We can fix problems students will require
likely to be an issue with the that students gradually in either of two ways distributed practice across
teaching. develop their – the first of many, many lessons.
expertise. which is Your initial instruction
Telling versus should involve lots of
teaching worked examples before
Did you spend enough time students engage in guided,
on the components? Did and then independent
students practise enough practice, so that they
beforehand? Have students become fluent and able to
been taught and asked to apply what you’ve taught
apply specific things in them to the widest possible
gradually wider and freer range of tasks.
contexts? Did you gradually
build up complexity from ABOUT THE AUTHOR
Tom Needham (@Tom_Needham_) is
paragraphs, to sections to an English teacher, head of department
whole essays? Did you spend and literacy lead; this article is based
enough time on building on a post originally published at his
personal blog; for more information,
knowledge before asking visit tomneedhamteach.wordpress.com
them to write?

teachwire.net/secondary
52

WRITE THIS WAY

Excellent model essays should be a source of inspiration,
not intimidation, insist Becky Jones and Laura Webb...

W
e’ve all with them; the problem different when put into knowledge they have and
been there. was that these were just a practice. Whatever your apply it to the task at hand.
The class couple of sentences long. department’s analytical
are ready acronym of choice may be Clear success criteria
for their assessment, and High expectations (PETER, PEE, PEA, In any classroom practice,
you have everything in The most powerful tool in PEMEW, SIR, etc), until if we don’t give students
place, ready for them to GCSE English Literature is the students know exactly clear success criteria to
succeed. to show our students great how the ‘P’ in PETER work towards, we can
Their knowledge of the quality essays that truly needs to look in reality, expect variable results
text is secure, they know demonstrate the excellence then it will stay as little which may, or may not,
what methods the writer we are aiming for. We are more than a ‘P’ in their meet our expectations of a
has used, the context the firm believers that high minds. given task.
text exists in and how to expectations of students Most students will be
write a paragraph. It’s are paramount to student able to tell you that they
been a successful term, success in their final start with a point, and
and certainly, the students exams; this is true of then they add their
seem prepared. The behaviour and attitudes to evidence. But until they
assessment finishes, you learning, oracy and know how to write that
look through their books... discussion, revision, study point effectively, and add
and your heart sinks. habits – every component that evidence to support
The responses lack
quality and quantity, and
in no way represent the
“High expectations of
learning that you felt
confident had happened in
students are paramount
the classroom. to student success in their
This is a situation which
many teachers will be final exams”
familiar with and one we
have faced often, at many that makes up an excellent said point without it
stages of our careers. I learning experience. feeling awkward or
once watched a trainee But we often see that contrived, then the
teacher deliver a lovely with model essays, acronym has little value.
series of lessons on teachers don’t show We would argue that
creative writing, exposing students the full extent of having the acronym is akin
students to excellent what’s truly possible. to having a recipe – until
prose, teaching them how Perhaps it’s a fear of you begin to put the
to vary sentence structure over-pitching the lesson, ingredients together, you
and embedding vocabulary scaring the students, have little more than a
throughout the lessons. flaunting your own neat stack of different
When they completed abilities or simply not food types. How many
their mini-assessment, he having the time to write a times have we Googled the
was horrified: each student high-level response. final image of a completed
had written just a few However, the truth is that recipe so we can see where
lines. I asked him if they you will never ensure your we’re heading, before
knew how to use learners achieve excellence we’ve truly been able to
paragraphs, and the penny unless they see what start?
dropped when he realised excellence looks like. It’s exactly the same
– he had only ever shown As with most things in with models for students
them short examples. The education – and life itself – without seeing an
students were dutifully – instructions on the page example of the finished
mimicking the successful of a textbook or the article, they won’t know
exemplars he had shared whiteboard look very how to transfer the

teachwire.net/secondary
 ENGLISH 53

As such, when using elements when giving 7 THINGS GOOD MODEL

model essays we will often feedback as they start to
give students specific
ESSAYS SHOULD DO
compose their responses.
elements to look for. This 1. Exemplify the standard required for different grade
Whilst this may at first
helps to eliminate the ranges in line with exam board criteria.
appear as if we are asking
potential for students to students to learn snippets 2. Show students how to include the evidence that they
read through the essay, but of essays and simply have chosen (embedding and introducing quotations).
do nothing helpful with it. regurgitate them, this isn’t 3. Include elements where all of the assessment
We encourage learners to the case. What we are doing objectives have been used so that students can begin
select key ideas and is exposing them to high to identify where these elements are within the writing
phrases, and perhaps also quality writing that shows and understand how they have been included so that
methods, that they think them the standard that they they can emulate the style.
they could write about in are aiming for, and asking 4. Use challenging vocabulary and phrasing (suitable to
their own work – and then them to transpose elements the ability level).
we actively look for these of what they have been
5. Have a balance of ideas that have been explicitly
taught within lessons and include some different/more
obscure ideas that pupils can grasp on to.
6. Show how an argument can be used and returned to
throughout a response.
7. Make considered use of the extract (if provided) and
the whole text, to show students how to utilise each
successfully

shown into their own work.

There is never a time
where we would ask students
to learn an essay and re-write
it. Rather, we are equipping
them with the tools to craft
their own individual
responses to questions, with
clear success criteria being
followed, so that they can
use the knowledge and skills
they have been taught within
the classroom to their
utmost – leading to the
excellence to which we want
them all to aspire.

ABOUT THE AUTHOR

This article is extracted from the
introduction to Essays for Excellence,
by Becky Jones and Laura Webb (£16,
John Catt) – a collection of model GCSE
English literature essays to support
students and teachers in achieving
success. Texts covered include Macbeth,
An Inspector Calls, A Christmas Carol
and comparative poetry

teachwire.net/secondary
54 PARTNER CONTENT NEED TO KNOW- Q&A

30 SECOND
“You don’t need to travel BRIEFING
Conway Centres: Anglesey

far for adventure...” is the perfect location for young

people to come together and make
life-long memories. Located within
169 acres of National Trust land, and
Nick McCavish explains why this time of year is perfect within close proximity to all of North
for acquainting your students with the thrills and Wales’ hotspots, adventure is never
far away…
excitement of the great outdoors

What does Conway Centres:

Anglesey have to offer?
With accommodation for up to 250
young people, Conway Centres:
Anglesey is perfect for whole year
group secondary residentials.
Located on the Menai Strait,
we have many onsite outdoor
activities for young people to
enjoy and develop their skills. From
navigating the challenging currents
of the Strait in a kayak from our
private dock, to taking a leap of
faith from the zip wire, we can
tailor programmes to support the
curriculum and your school’s goals
and focus.

Why should schools consider

Conway Centres: Anglesey for a
residential?
Situated in beautiful natural
surroundings, we are ideally placed
for young people to be instantly brings more challenging memories. Our residential visits offer
immersed in all that the great weather, what better way young people diverse, high quality
outdoors has to offer. Where else is there to encourage experiences that can enhance their
can young people explore stunning young people to thrive in classroom learning and open up
coastlines, discover renowned the natural environment? opportunities they may not receive
glacial valleys and visit one of the Young people always leave otherwise. Whether you choose to
ABOUT NICK:
largest mountains in the UK – all our centres having learnt Nick McCavish is Head bring your Y7s for a transition to
from staying at just one place? something new; by visiting of Centres, overseeing secondary course, your Y10s for a
Conway Centres’ four
There’s no need for passports when in the autumn or winter residential sites
geography exploration residential
adventure is on your doorstep… months, you will fully reap or your Y12s to prepare for their A
the benefits for the rest of Levels, all our programmes have
Great, when should we visit? the academic year. clear learning outcomes.
We’ll let you in on a secret – at
Conway Centres, autumn and What are the benefits of What else do schools love about
winter is our favourite time of a residential at Conway Contact: Conway Centres?
conwaycentres.co.uk
year! We’re open all year round Centres? Each time schools visit they’re
conwaycentres@
for young people to enjoy life- When young people welcomed back by the same
edsential.co.uk
changing experiences, and while visit, they take away far 01248 714 501 familiar faces. They tell us that
a winter or autumn residential more than just fantastic our staff are a significant highlight
of their stay, being supportive,
friendly, and professional. No child
What’s the difference? gets left behind; we employ only
the top tier of highly qualified,
+ No need to buy or renew your passports – adventure is never far away when you visit us! experienced staff who are industry
+ Your residential will be led by the most experienced staff who are industry leaders in leaders in outdoor education.
From competing in sailing
outdoor education
championships to ice climbing
+ Whether you want a ready-made or tailored programme, our experienced bookings team down frozen cliffs, our staff live and
will support with your school’s budget, goals and focus breathe adventure!

teachwire.net/secondary
 CPD 55

CPD with substance

Too much CPD amounts to little more than tinkering with routines, says Ed Carlin –
when it should be a tool for further uncovering a teacher’s professional gifts...

‘B ig Ed? He’s fine.

He does the
football and he’s
on a couple of the
school development groups.
of the way so we can ‘get back
to the real work’.
Too often, when I speak
with teachers about their
experiences of CPD, I’m told
we improve the culture of
schools where CPD has
become a mandatory, yet
lifeless exercise?
going through the records of
annual CPD meetings that
have actually taken place.

Purposeful process
I’ll meet with him tomorrow that it’s fairly one-sided. Genuine interest To truly claim that it has a
and we can quickly sign off They may have once felt I’d suggest it’s all about meaningful and purposeful
his CPD sheets…’ committed to the idea of relationships. In order to approach to CPD, a school
Imagine a school culture so developing their practice, but bring about excellent CPD, should offer something more
lacklustre that CPD meetings over the years, seen it became we must look to develop along the following lines:
are annual events, wherein a a meaningless, rushed healthy CPD relationships
faculty head lists some between teachers and their • Strategies for improving
process they’ve had to
examples of extracurricular associated leaders. Faculty performance in
complete just to evidence
contributions by a member of heads must commit to taking assessments
that they’ve fulfilled
staff, before making a genuine interest in the • Development training to
whatever their contractual
reference to a few generic development of their improve teaching, learning
hours demanded of them at
targets for the year ahead. staff– one that goes beyond and understanding of
Targets which, more often the time.
the needs of the faculty assessment standards
than not, involve CPD should be so much • Professional engagement
improvement plan, or even
improvements to lesson more. It ought to be the with learning theory, with
the school improvement plan.
planning, getting involved in means by which we reignite evidence of implementation
Healthy CPD relationships
school development groups our passion for the job. • Development in terms of
can be identified by the level
and organising resources for Teachers up and down the both departmental and
of passion and purpose shown
Y11 assessments. country should be supported by a teacher when embarking school-wide priorities
and encouraged to access on a particular aspect of
Reigniting the passion whatever opportunities are development, and the level of Start to unpack any of these,
Surely, we can do better than out there to become the best support and challenge and you’ll be closer to a
this? We need to address the they can be. How then, might offered by said teacher’s culture where CPD is an
reality that for many schools, faculty head. ongoing, organic and
CPD remains a purposeful process; a culture
tickbox exercise – To define what ‘meaningful’ where every teacher has
something to get out CPD is, let’s first look at opportunities to mould their
what it isn’t: ambitions and passions into
better learning, better
• Reading but not experiences and better
implementing any of the outcomes.
learning/ideas Coaching and mentoring
• A revising of procedures, should actively support and
such as photocopying, contribute to the acquisition
tidying, filing, etc. of new skills. Only then can
• Having discussions with teachers develop as creative,
colleagues that produce no innovative, resourceful,
meaningful outcomes confident and reflective
• Simply ‘learning for practitioners.
learning’s sake’

The above may, at first, seem

like attempts to engage with
some form of professional
development, but scratch
below the surface and you’ll
find that at best, they’re just ABOUT THE AUTHOR
‘add-ons’ to the standards Ed Carlin is a deputy headteacher at
a Scottish secondary school, having
and expectations of the job worked in education for 15 years
spec. Too often, however, this and held teaching roles at schools in
is what you’ll discover when Northern Ireland and England

teachwire.net/secondary
56 PARTNER CONTENT

5
REASONS TO TRY… 30 SECOND
BRIEFING
NST Travel NST has over 55 years’
experience in offering inspiring

Group
school tours and student events
that cover a variety of subject
areas – from the arts, music, and
humanities, through to languages,
sciences, mathematics, and history.
Discover a world of learning beyond the NST’s itineraries are designed
classroom with the knowledge, support and alongside teachers to ensure they
match current curriculum and exam
reassurance of school travel experts, NST board specifications.

1
MEMORABLE LEARNING OUTSIDE THE
EXPERIENCES 4
CLASSROOM (LOTC)
There’s no substitute for a real ACCREDITATION
experience to inspire students’ passion We understand the importance of
for a subject. At NST, we’ve been creating safety. We’re accredited by the Council
educational trips that motivate students for Learning Outside the Classroom,
for 55 years, and we are the largest which is the only form of national
educational tour operator in the UK. accreditation that recognises both
We understand that learning outside safety and learning, and carries
the classroom not only boosts student out robust risk assessments. This
engagement with learning, but also gives you peace of mind that all the
improves their soft skills, cultural capital, elements of your trip will have been
self-confidence and wellbeing. With our carefully checked on your behalf – a
unrivalled knowledge of destinations view supported by the DfE’s recent
across the UK, Europe and beyond, NST recommendations on selecting a
will help you create a learning experience travel provider. Our experienced and
that’s as unique as your group itself. knowledgeable team will also work
closely with you to ensure your trip
2 WITH YOU ALL THE WAY meets your curriculum requirements.
From the moment you start
planning a tour with NST, a dedicated OUR COMMITMENT
tour consultant will work closely with
5
TO SUSTAINABILITY
you to bring your perfect school trip and travel app, ‘My As a tour operator with a
to life. You’ll receive a tailor-made Tour Manager’, which Find out more: commitment to sustainability
quote with no hidden costs, the gives you an overview 0845 293 7970 and environmentally-responsible
flexibility to hold arrangements until of your school trip educational travel, we’re delighted to
[email protected]
deposits are collected, FREE trip information and helps be partnering with Carbon Footprint
launch and educational resource keep you on track nstgroup.co.uk
to offset carbon emissions, reduce
packs, audited accommodation and with admin. You’ll be deforestation and provide wildlife
transport, a wide choice of excursions, able to download free habitats. For every trip taken with
and FREE preview visits. Whilst you’re templates for your us, a Maya nut tree will be planted
away, benefit from the support of risk assessments, in Peru to support reforestation
NST’s representatives and subject access your trip have access to your efforts, provide benefits to local
experts in many of our destinations – paperwork and travel documents, communities and support forest
plus our 24-hour emergency cover. personalised tour contact numbers and biodiversity. To guarantee carbon
checklist details, what local information, emission reductions, we’ve also
3 EASY ACCESS TO YOUR you need to do and including a map of pledged to offset an additional tonne
TRIP INFORMATION by when – all online the area with your of CO2 through the Portel-Para
You’ll have instant access to our and in one place. hotel and visits reducing deforestation project in the
award-winning online trip organiser Whilst away, you’ll pinpointed for you. Brazilian Amazon.

KEY POINTS
Inspiration meets support – NST trip itineraries are Enhanced safety measures The ‘My Tour Manager’ app
our passionate, expert team matched to the latest – we are an LOtC-accredited – our online trip organiser
can provide all the knowledge curriculum and exam board provider, offer financial gives you 24/7 access to
and organisation you need, specifications, with exclusive protection through ABTA and all of your essential trip
with day-to-day timings in any educational resources for ATOL and are additionally information and makes
destination of your choice you to use on your trip licensed by IATA admin easy

teachwire.net/secondary
 SCHOOL TRIPS 57

School visits revisited

Daniel Harvey presents a refresher for teachers keen to organise their next school trip –
because for most, it’ll have been quite a while since the last one...

T
he novelty of a so you’ve devised a great
seemingly- itinerary that takes in
normal new the Tower of London,
school year has the Houses of
seen staffroom chatter Parliament and the
turn tentatively to the British Museum in the
topic of planning trips morning, followed by
outside the classroom. the Natural History
Even – whisper it – Museum after lunch.
proper school visits What could possibly go
abroad... wrong? Well, like many
Yet while many of us a military strategist
have became rather good before you, you may find
at online teaching and that taking London
overseeing hybrid lessons takes time….
over these past two years, Groups of students
our trip-planning travel more slowly than
expertise has taken you’ll be used to. They
something of a backseat. So and trips which offer trips taking place at the need comfort breaks,
if you’re needing a timely enrichment opportunities same time. somewhere to eat their
refresher on how to plan the that complement classroom Having secured a date, lunch and supervised road
perfect, stress-free school work by giving students lock it down in the school crossings, so don’t go
trip, read on... different perspectives or diary and start getting planning too many
boosting their engagement. quotes for transport, activities in a single day –
Learning and Meet with your school trip admission, accommodation otherwise, you’ll end up
enrichment co-ordinator to ensure (if needed) and so forth. rushing from one stop to
The first thing to note is you’re clear as to the Your school or trust will the next without getting
that all varieties of school charging policy for any already have a list of to enjoy any of them. Give
trip – from simple given trip, and the numbers suppliers and service your students time to
afternoon jaunts to take in needed to make it financially providers – such as coach absorb what they’re
the local art gallery, right viable. You don’t want to companies – they use seeing, and they’ll benefit
up to the 5-day Barcelona announce it, only to then regularly. You don’t have to from it all the more.
extravaganza – are popular withdraw it due to a cash go with the cheapest quote, Finally, launch your
with students. Very crisis. Your school trip but you’ll need to justify school visit to your chosen
popular. Discussions among co-ordinator should also be your reasons for not doing group only. If you’re
teacher friends indicate able to guide you through so. Perhaps a more inviting multiple classes,
that while most of them the process of securing expensive supplier will be have them find out at the
could barely remember a approval for the trip. Some better placed to ensure the same time, if possible, and
specific classroom lesson schools require approval trip is successful for be ready to answer lots
when they were at school, from governors; at others, students with SEND? of questions.
they could all speak with the headteacher or If you can be certain of
genuine enthusiasm about delegated school visit Allowing time to take one thing, it’s that a
school visits they’d been on. co-ordinator may have the it all in well-planned school trip
The question we should final say. Now comes the fun bit – will benefit teachers and
therefore be asking is how actually planning the visit students alike for far
we can recreate that same Coming up with the itself. Here, however, I longer than the time
joy for our pupils – who perfect plan would suggest caution. investment demanded by
surely deserve it all the Non-negotiable in getting Think back to when you said planning.
more, following the any school visit off to a were new to the profession
tribulations of the great start is thorough – did you ever over-plan
pandemic. planning. Use the school your lessons, to the point
School visits broadly fall calendar to make sure that that the bell would ring
into one of two categories your proposed school trip with the ‘best bits’ yet to ABOUT THE AUTHOR
Daniel Harvey is a GCSE and A
– those that are an integral is well timed to avoid be covered? Level science teacher and lead
part of your curriculum parents’ evenings, exams This can easily happen on behaviour, pastoral and school
(e.g. geography fieldwork), or any clashes with other with any school visit. Okay, culture for an inner city academy

teachwire.net/secondary
58

Speaking up
Dr Marcella McCarthy points out the risks of letting student voice languish, and
explains why strengthening it is one of the best things schools can do...

S
ince 2014, the DfE assumed priority, we have held assemblies about unclear as to their
has stated that anticipated that student it, or discussed it in form pronunciation; and that
schools are obliged voice might become a less time. Teachers would have commenting on hairstyles
‘To provide pressing area. How wrong been in charge. As it was, we could cause students to
opportunities for pupils to we were! watched as momentum built experience agonies of
be consulted on matters As UK schools closed for around an anti-racist
self-consciousness.
affecting them or months at a time and exams movement that would
We heard from students
contribute to decision- were cancelled, innovation clearly have huge
making in the school’. whose parents had advised
and creativity blossomed. implications for schools and
What does this look like Initially over-cautious felt helpless.
in real life? The questions ourselves, we created lesson Online networking with
Ofsted highlights in its materials that students students saved us. We
‘Pupil Voice’ questionnaire could access online, but no formed a virtual working
are dismayingly bland. ‘live’ lessons. Safeguarding party in a Google Classroom
Options to rate for accuracy concerns meant we were where students and staff
include ‘I enjoy school’, anxious regarding protocol, could share links to articles
‘Teachers help me to do my at a time when our staff and film recommendations,
best’, ‘My teachers give me expertise was still discussing frankly their
work that challenges me’, developing. But when we concerns regarding the
and ‘I enjoy learning at this surveyed students for their dangers of the school, like
school’. Questions about thoughts on our teaching, all schools, having an
bullying are limited to they had plenty of implicitly racist culture.
asking if bullying is dealt suggestions. Current and former
with well by staff, and By the time of the second students spoke via video
whether students feel safe. lockdown, student feedback about micro-aggressions
Student councils are the had caused us to seriously they had experienced
norm in many schools, but raise our game. Online themselves, both in school
their focus is often as lessons became the norm, and throughout wider
uninspiring as Ofsted’s and our teachers – only society. We then came up
questions. It’s rare for recently introduced to with a strategic plan
them to be consulted at a Chromebooks and cloud- moving forwards, and built
strategic level, and they’re based infrastructure – this into our School
often seen by students quickly became confident in Development Plan.
themselves as not worth looking for new ways to
bothering with, because of teach, often sharing What changed
their lack of impact. expertise with each other. with lockdown
We learned a lot
What changed with Responding to ‘Black from this virtual
lockdown Lives Matter’ working party,
The student council at the In recent years we’ve seen an including that
Royal Latin School (RLS) in explosion of activism among the well-
Buckingham was no children and teenagers. meaning
exception. Meetings weren’t From climate change assumptions of
frequent – perhaps once a campaigners, to protests our teaching
term – typically lasted less that ‘Black Lives Matter’ staff were often
than an hour over lunchtime and those joining silent wrong. That
and would be attended by vigils for Sarah Everard, showing certain
fewer than 20 on average, young people have told us films, or
from a school of 1,350 that the adult world and its teaching certain
pupils. Discussions would adult presuppositions, books had caused
often touch on the quality of aren’t working. some students
the school’s canteen food. The murder of George distress. That it
When the practicalities of Floyd in May 2020 was an did matter if you
organising online learning issue that affected our got names wrong, or
while supporting the most students deeply. Had we avoided using them
vulnerable suddenly been in school, we might because you were

teachwire.net/secondary
 PASTORAL 59

them not to call out racism Responding to the basis of our networking Leadership, Aspiration,
in case it interfered with ‘Everyone’s Invited’ action concerning peer-on- Teamwork, Innovation, and
how they were seen by When the ‘Everyone’s peer abuse. Nurturing. Year groups
others. We discovered the Invited’ website first went The resulting network cut meet first as a unit in each
discomfort of students live, our safeguarding team across year groups, committee, and then with
glanced at by peers in class searched through it to see if friendship groups and form older years to exchange
at every reference to a Black we could find any references groups, enabling serious ideas before the
person in a text. We to our school and found one, discussion at a level we subcommittees take
unearthed details which alleged an out-of- hadn’t seen before. Initial proposals to full council.
concerning a bully in the school assault by students social media contact Experienced sixth
lunch queue no one had from a local university some between a small group of formers chair these
reported, because they were years previously. The students soon developed meetings with a structured
too embarrassed to repeat student concerned hadn’t into a survey owned and run system of agendas and
said bully’s racist jibe. felt able to report the assault by students, whereby girls minutes, all shared on the
Upon returning to school to staff at either were invited to student council Google
in January 2021 for an institution. Our contribute Classroom. These meetings
INSET day, all staff were response was to put their take place every couple of
shown a video presentation in place an experiences weeks, and there’s a
created by the students on anonymous anonymously, tangible sense of
the working party which reporting in the excitement to them. The
conveyed their experiences, mechanism, which knowledge canteen is still discussed
and explained why anti- soon encouraged a that their occasionally, but larger
racism ought to be a school group of girls to testimonies issues now tend to
priority. Feedback from tell us about would be shared dominate – how to create a
staff variously described it specific issues they with school staff. stronger and more enabling
as ‘Outstanding’, ‘Thought- had experienced, up When the girls culture; how best to
provoking, insightful and to and including who had taken celebrate diversity in
helpful’, and noted that ‘It sexual assault in ownership of this school; how to transform
has made me think hard school. This initial network met the future curriculum.
about how I teach’. soon became with us to discuss The council has never been
what had emerged, so popular. Students are
we found we had a asking to join the working
great deal of parties and collaborate with
testimony to work with teachers. Student council
– including incidents itself has grown from under
girls had originally 20 students to over a
thought would be deemed hundred and is still getting
‘trivial’, or which they were bigger. Working more
worried would be judged on closely with out students has
the basis of initial online led to a stronger focus on
flirting with someone who student wellbeing and
then pushed boundaries. engagement, which we plan
Discovering that others of to build into our school’s
different ages had shared permanent changes as we
similar experiences meant continue to navigate the
that some young women felt post-pandemic world.
more able to disclose details
of what had happened to
“School councils them without the cloak of
anonymity, enabling us to
are often seen by take crucial safeguarding
actions, connect incidents
students as not and investigate them.
We also put in place extra
worth bothering training for all staff
regarding peer-on-peer
with, because sexual abuse.
ABOUT THE AUTHOR
of their lack of Tangible excitement
Dr Marcella McCarthy is a university
lecturer and former headteacher;
impact” Having adopted the model
of a school governing body,
this article is based on an edited
extract of her essay ‘Networking
inside and out – using student voice
our school council now has to improve professional practice’,
five subcommittees, each which appears in the book The Power
of Professional Learning Networks,
named after the school’s
edited by Graham Handscomb and
‘LATIN’ teaching and Chris Brown
learning philosophy - (John Catt, £15)

teachwire.net/secondary
 Enables
independent
learning
Assistive technology kit for
students with low vision:
Empower your st udent s t o:
• St udy independent ly
• Read on-screen with magnification
and speech
• Magnif y print ed handout s
• Annot at e class worksheet s
• View t he class whit eboard
• Read accessible
t ext books

YourDolphin.com/Education

Historical Association
Membership
Support at every stage of your career
Resources and Insight Affordable Professional
Membership unlocks a range of high quality Development
pedagogical resources, teaching insight, Enjoy heavily discounted and selected free
subject knowledge support, and more. Key access to a range of CPD opportunities,
resources include curriculum, planning from webinar series and regional forums
and diversity guidance, assessment and to courses and the HA Conference, there’s
progression, substantive and disciplinary something for every need.   
knowledge, historical enquiry, using historical
scholarship and much more.  News and Updates
Stay ahead in your career with all the latest
Career Progression updates in the world of secondary history
The HA provides professional development education. 
pathways to support you from beginner
teacher resource units and our early career A Supportive Community
course, all the way through to our Chartered Join a strong community of history teachers
Teacher and Subject Leader Development and education experts sharing best practice
“Membership helps me to continue Programme.
on my professional journey in terms from a body you can trust. 
of my subject knowledge, pedagogy
and curriculum building”

Find out more: www.history.org.uk/go/secondarymembership

teachwire.net/secondary
 HUMANITIES 61

FOCUS ON:
HUMANITIES
What factors affect the teaching of RE in schools with a religious character?
Do modern readings of historical figures lack nuance.exe? Find out in this issue’s
close-up on those subjects with people, places and culture at their heart...

What content should we be teaching, and how should we

be teaching it, when it comes to humanities subjects?

THE AGENDA:
62 RESPECT, COURAGE AND SINCERITY
Andy Lewis considers how the study of
other religions and worldviews can be
sensitively and productively approached
within faith schools

65 THE GEOGRAPHY
STUDENTS NEED
Many students will finish their
geography journey before they
start KS4 – so what do we really
want them to know by then,
asks Jo Coles…

66 LOVE THEM OR
HATE THEM…?
Elena Stevens takes issue with
the tendency among students
to lionise or demonise
historical figures, and
how this can lead to
an oversimplified
view of
the past...

teachwire.net/secondary
62

Respect, courage
& SINCERITY
Andy Lewis considers how the study of other religions and worldviews can be
sensitively and productively approached within faith schools

‘F
aith schools’, a religious character new document, given how it providing a ‘grammar of
or schools with a exist outside of these reflects much of the latest dialogue’ – a profound and
religious character developments, and are still thinking on curriculum and meaningful way to relate to
as they’re formally simply teaching the subject education more widely. For others (see bit.ly/ts117-re2).
known, have the option to as they always have – as an instance, progress is now Pope Francis has since
teach their own curriculum otherwise bygone form of defined in the new Catholic expanded on the idea,
for RE, in keeping with their religious instruction – School Inspections proposing three broad
designated religion. That’s without getting involved framework as ‘knowing principles to help facilitate
in contrast to community in such debates. more, remembering more it: respect for one’s identity
schools and academies, The Church of England, and doing more.’ and that of others; courage
which usually adopt their for example, has published to accept differences; and
Locally Agreed Syllabus. its own Statement of ‘A grammar of dialogue’ sincerity of intentions.
It’s a complex system, Entitlement, produced a To summarise my own view This cuts to the heart of
but setting aside the debate resource (for use in all of what ‘Catholic RE’ should what RE in Catholic schools
of whether such schools schools) titled ‘Understanding be, I’d look to paraphrase the aims to do – which is first and
should have a place within Christianity’ and has recently 2012 RECD – “Academic for foremost to understand the
the current education been promoting an approach all, catechesis for some”. Catholic faith. In the process
landscape, there’s another of doing this, however, the
area that merits discussion. intention is for students
For many, the prospect of to also find a means of
students learning a distinct “We must be careful to entering into dialogue with
RE curriculum within faith
schools is an unacceptable
approach RE in a way others who don’t necessarily
share the same worldview.
state of affairs, yet it’s
happening right now – so
that isn’t exclusive or This provides a way for
students to explore deep
what is the experience
actually like in practice?
inappropriate” questions concerning their
own existence, while
simultaneously discovering
Ongoing debate it calls ‘Balanced RE’ – My personal faith was ways of expressing
It’s worth noting that there’s the latter of which seeks confirmed to me during my themselves and their own
still much debate within the to give equal weighting to study of theology at beliefs, and understanding
wider RE community about the three disciplines of university, as it was the why the responses of others
the aims and purpose of theology, philosophy and academic tradition of the may be different to their own.
the subject itself. There human/social sciences (see Church that really drew me
remains even considerable bit.ly/ts117-re1). These into a relationship with God. Authentic teaching
disagreement over what resources and approaches To this day, I love grappling The latest RED treats the
the subject should actually have been adopted by many, with philosophy, and I also subject as having a ‘narrative
be called! including a number of LAs. love biblical studies. heart’, reflecting the recent
Recently, some progress Likewise, the Catholic ‘Catechesis’, on the other work of, among others,
has been made on working Bishops of England and hand, refers to religious psychology professor Dan
towards a National Wales are soon to publish instruction – and when only Willingham and the
Entitlement (since RE isn’t their new Religious 63% of the students in education academic Christine
part of the National Education Directory (RED), Catholic schools actually Counsel – as well as the prior
Curriculum, but legally which will deliver a fully identify as Catholics, we insights of GK Chesterton.
required to be taught) and a updated curriculum for must be careful to approach It also proposes dedicating
‘Worldviews’ approach, which Catholic schools spanning RE in a way that isn’t a section of the curriculum
presents a new way of tackling EYFS to KS5, replacing the exclusive or inappropriate each year to ‘Dialogue and
the subject and the issues last version published in for those of other faiths Encounter’ which is where
contained within it. 2012 as the RECD. It’s clear or worldviews. the principal study of other
Yet it would be a mistake that a considerable amount The Church suggests that faiths and worldviews is to
to think that schools with of work has gone into the as schools, we need to be be found. Not that these are

teachwire.net/secondary
 HUMANITIES 63

entirely new ideas – as far similar depth of study into

back as 1964, ‘Ecclesiam other faiths and worldviews
Suam’ saw Pope St Paul VI as might be seen in other READING THE RED
outline how Catholics might schools – particularly given The new ‘Religious Education Directory’ (2022)
enter into dialogue by the likely overlap in terms will replace two previous versions of the ‘Religious
understanding their own of the resources and Education Curriculum Directory’ (1996, 2012). These
faith first, and then reaching textbooks used for those documents brought Catholic RE into keeping with
out to others. parts of the course. developments elsewhere in wider RE, by introducing
The new curriculum I’d argue that good RE levels for assessment purposes in 2006 and setting out
deliberately offers a degree teaching within Catholic clear and rigorous curriculum content. Previously, the
of flexibility that will, for schools share much with RECD wasn’t set out like other curriculum documents,
example, allow for the study good RE teaching elsewhere. with the result that how to go about implementing it
of diverse Christian The three principles of was left open to interpretation – largely by publishers.
traditions to better reflect respect, courage and The new RED, due for publication in October 2022,
schools’ student intake, and sincerity shared by Pope has been worked on by academics, Diocese advisors
by actively Francis can, and indeed and teachers, following extensive consultation led
offering a choice should be practised by the Association for the Teachers of Catholic RE.
of when and how From the outset, it will be more readily accessible
to cover other by teachers and schools, containing as it does clear
faiths and content and outcomes, together with narrative
worldviews. and spiralled content. Publishers
It states that are expected to start releasing
at minimum, textbooks informed by the

TEACH SECONDARY SPECIAL HUMANITIES

Judaism, RED from early 2023.
Islam and a
Dharmic
pathway should be
studied over the
course of KS3 – yet
crucially, unlike the
rest of the curriculum,
it doesn’t prescribe any
specific content. I see
that as a recognition that
the teaching of such faiths
within schools should be
authentic.

Depth of study
Following the introduction
of the option to study a
second religion at GCSE, in all RE
there have been some classrooms. To
accusations that a form of me, every young
‘Christian Judaism’ has person deserves
been spotted in exam papers to experience
and students’ responses. In a these things in a very
recent training session, real sense, in order to
however, it was emphasised help them understand
that ‘the Judaism should be the complex and diverse
Jewish, the Buddhism world they find
Buddhist’, and so on. themselves within.
For those concerned that
the RED proposes devoting
just one section out of six to
other faiths and worldviews,
it’s worth remembering
that Catholic schools must
dedicate at least 10% of
their curriculum time to
ABOUT THE AUTHOR
RE, and will therefore Andy Lewis is director of RE at
sometimes have as much as St Bonaventure’s, East London
three times the curriculum and the author of 100 Ideas for
Secondary Teachers: Outstanding
space for RE compared to RE Lessons (Bloomsbury, £14.99);
other schools. This follow him at @andylewis_re or
therefore allows for a visit mrlewisre.co.uk

teachwire.net/secondary
64 PARTNER CONTENT NEED TO KNOW- Q&A

30 SECOND
“Global history BRIEFING
The second edition of the

broadens horizons” Key Stage 3 Knowing History series

from Collins gives all pupils access
to a rich and ambitious knowledge-
based curriculum that helps them
Laura Aitken-Burt explains the importance of teaching think critically and deeply about
global history to your students, and how you can the past – now with five new global
history units in each book.
integrate this into your KS3 curriculum

Why is it crucial that all students

learn about global history?
History should be about broadening
horizons, widening perspectives
and providing context to help us
understand others and better
understand ourselves. For centuries,
history has been taught from a
national perspective, as focusing on
the achievements of one country
over another was seen to bind the
citizens of new nation-states under
a shared historical narrative.
But learning history this way
leads to narrow understandings of
the world. By focusing so much on
Europe, huge parts of the global
population have had the pasts of
their ancestors, at least implicitly,
deemed as secondary. We need
students of the globalised 21st
century to have a wider knowledge
base about the history beyond the
country they live in. makes it a good place to Knowing History present simple,
start teaching global history, chronological narratives relating
Why is now the right time to start compared to the current to a range of world history topics
teaching global history? specification constraints for the first time. The topics
No country has ever existed in a affecting exam year groups. chosen and depth of the narrative
vacuum – there have always been There will be some students will give students and teachers
ABOUT LAURA:
interactions that transgress modern not taking GCSE history, Laura Aitken-Burt is a the foundations of world cultures
borders – but many history teachers so what are they going to classics, history and they may not have formally
politics teacher based
have faced a lack of age-appropriate understand about the world in London, as well as a
studied before.
resources and written materials. by the end of their KS3 practising archaeologist Each unit includes an enquiry
Some histories might be harder to journey? British or European question and five comprehension
research than others due to lack history should be just one questions based on the text. The
of surviving source material, but Contact:
part of a larger global story. simple layout ensures clarity, and
01484 668148
we must also explore, discuss and emphasises the importance of
education@
analyse the silences in the record. How does Knowing History harpercollins.co.uk reading and literacy for historians.
support students to think collins.co.uk/ The global units will allow students
I want to teach more global history critically and deeply about KnowingHistory to study different world cultures in
but I’m not sure where to start... the past? their own right.
The KS3 curriculum’s flexibility The new second editions of
How have your students
responded to the new lessons?
What’s the difference? They love the global units! Students
are reading other chapters out of
+ A coherent, chronological KS3 history curriculum with 50 knowledge-rich lessons on curiosity, asking questions and
British and world history and integrated world history timelines wanting to do further projects and
research. I’m really pleased that these
+ Knowledge organisers that cover key vocabulary, people, places, and dates to support
books will illuminate the richness of
long-term learning world history for students and spark
+ Deliver excellent lessons and save time on your planning with the free Teacher Guides new classroom conversations.

teachwire.net/secondary
 HUMANITIES 65

The geography
students need at KS3
Many students will finish their geography journey before they start KS4 –
so what do we really want them to know by then, asks Jo Coles…

N
aturally, in our have statutory orders, but interlinks with culture, demographics and
hearts we all wish they’re skeletal, not demographics, economics, settlement choices.
every student prescriptive or restrictive. politics and other
would take All curriculum-making important areas. 5. Population pressures
geography further – but for involves decisions, which we Through this we can teach Included in this is learning
whatever reason, many will must justify, and power the crucial skills of resource around patterns, problems,
leave their geographical struggles as to what ‘makes analysis, extrapolation, urban change and migration,
education experience at the the cut’. bias-checking, decision- as well as the challenging of
end of KS3. We cannot possibly making and critical thought, misconceptions – for
We have such a small include it all, but we must and begin to develop a better example, the widely-held
amount of time in which not say ‘anything goes’. We understanding of real places. assumption that ‘All
to inspire our pupils and have to make a stand for migration is bad.’
get them to love the what we believe will 2. The ability to ‘read’
subject as much as we do, ultimately be the most landscapes Hard decisions
be geographically curious, beneficial, so that if Whether physical or human, It’s tough to narrow down. I
and learn essential topics, learners do stop their and with it the ability to love geography, and want all
concepts, processes, geographical education at interpret, analyse, assess, students to understand so
skills, ‘geocapabilities’, KS3, we’ll still have done describe and understand much – hazards, coasts,
etc. How can we possibly our utmost to give them the landscapes and locations weather, regions, power
reduce, constrain and very best foundational through whatever means struggles and more besides.
curtail such a rich and understanding. (such as via a geographic Our aim should be to foster
rewarding discipline? What do you feel is information system, map curiosity while building
essential, integral or vital? skills, image analysis, specific knowledge; far from
Making a stand What would you feel sketching or literature). being opposed, the two are
As teachers, it’s our embarrassed for students to actually inextricable.
responsibility and privilege not know and understand? 3. Interdependence and In essence, we could
to make these decisions for I’ve had this conversation sustainability perhaps summarise the
our students. Yes, we may many times and had some Awareness that we are just above with a quote from my
interesting answers... one tiny, near-insignificant mum – “To know where you
part of this planet, yet also are (in all senses), where you
Core concepts its consumer and custodian. want to go and how to get
While I feel curricula This ties into understanding there” – whether the ‘there’
should be moulded to resource use, climate change, is a physical space, or a
individual contexts, I do future scenarios, metaphorical destination
believe there are some core conservation and related like a plastic-free world.
concepts underpinning issues. An important part of Geography, according to
geography which everyone our remit is to empower Professor Iain Stewart, is
should know. My personal learners so that they can “The only subject that has
‘top five’, in no particular understand present and the bandwidth to create the
order, would be: future problems, consider interdisciplinary scientists
potential solutions and not and decision-makers that
1. Development just believe everything they we need.” So we need to
Why development is see in the news! choose what makes the cut
uneven and factors very carefully.
controlling it, because 4. Local knowledge
this underpins most An understanding of where
geography. For you are, and the factors
example, in order to influencing your local area
fully understand the and its uniqueness. How has
impact of hazards and it been moulded by geology,
their mitigation, or geomorphology and society? ABOUT THE AUTHOR
migration crises, global How does it compare to Jo Coles is an experienced teacher,
trade and so forth, we must elsewhere? This can help head of department, and assistant
head teacher; geographer, RGS Fellow
first understand students build a better and Chartered Geography Teacher, GA
development, which understanding of context, consultant and author

teachwire.net/secondary
66

Love them or
HATE THEM
Elena Stevens takes issue with the tendency among students to lionise or demonise
historical figures, and how this can lead to an oversimplified view of the past…

P
erhaps inspired by known and ideally also most famous women, but a – a performance style in
their experiences of lesser-known – who they’ve quick Google search gives the which she imitated ancient
social media, young been aware of throughout impression that Hamilton is a Greek statues for her
people seem their lives, rather than significant figure only by classically-obsessed
obsessed with binary notions simply focusing on the virtue of her affair with audiences.
of ‘good’ and ‘bad’. Many moments for which they are ‘naval hero’ Lord Nelson. Her story might not fit
students appear to be best known. In actual fact, Hamilton traditional narratives of
convinced that historical Take ‘Nelson’s mistress’, was an actress, dancer, historical significance, but I
figures can only ever be one or for example. Emma Hamilton artist’s model and the believe it’s important to give
the other, and enthusiastically was one of the 18th century’s originator of the ‘attitudes’ students the chance to
devise hierarchies of ‘good/
evil’, ‘hero/anti-hero’ and
‘success/failure’ – often on
the basis of some gruesome
atrocity or outstanding
accomplishment.
Essentially, students want
to know whether the
individuals they’re studying
ought to be admired or
vilified. Was General Haig
the ‘butcher’ or ‘hero’ of the
Somme? Should Churchill’s
achievements as Prime
Minister be celebrated, or
his murky imperialism
condemned? Was Boudicca a
great warrior queen, or the
brains behind a brutal
ethnic cleansing?

Binary lenses
This dichotomising
approach is problematic
for a number of reasons.
Not only does it flatten
much of the complexity
that makes history
interesting and relevant to
us today, but it speaks to a
wider tendency amongst
young people to view the
world through over-
simplified, binary lenses.
One of the best ways of
challenging these ideas is to
offer a more holistic view of
people from the past, while
also encouraging students to
explore the experiences of
individuals – both well-

teachwire.net/secondary
 HUMANITIES 67

HISTORY,
“By taking a step back, we can see HUMANISED
Three lesson activities
that no one individual can be deemed that can lend a personal
dimension to your studies
simply ‘good/bad’” of notable historical
individuals...

encounter and consider constant fluctuation. whom there are no 1 The living graph
different aspects of social and By taking a step back, we redeeming features. It’s Students plot episodes from
cultural history, particularly can see that no one individual useful to identify the ups an individual’s life onto a
when exam specifications are can be deemed simply ‘good/ and downs in the personal graph with a ‘y’ axis ranging
so heavily weighted towards bad’ or a ‘success/failure’. histories of people like from ‘happy/successful’
political and military history. Hamilton and Jones, at the top to ‘unhappy/
The mother of because doing so affords unsuccessful’ at the bottom,
More nuance Caribbean carnival valuable opportunities to and a chronological ‘x’ axis
I would encourage students Of course, there are emphasise the fleeting increasing in years from left
to chart the ups and downs numerous other case studies nature of perceived to right. This allows students
of Hamilton’s life, in order for which a similar approach successes and failures. to chart the person’s highs
to help them understand in a might be appropriate; the Conversely, it wouldn’t and lows over time and
more nuanced way someone key is to ensure that there’s be appropriate to identify analyse the impact of wider
who was a complex sufficient source material evidence of ‘success’ or contemporary events on
individual, as well as 18th around which to build a full ‘good’ in the lives of, say, their life.

TEACH SECONDARY SPECIAL HUMANITIES

century life and culture historical enquiry. Hitler or Stalin – nor indeed 2. Decision-maker
more generally. Claudia Jones, the ‘mother to encourage students to Students consider how
Students could study the of Caribbean carnival’, is one find justification in wider they themselves might
letters a young Emma such individual who fits the narratives for such have responded to the
Hamilton sent to Charles bill. Jones endured individuals’ abhorrent choices faced by those in
Greville, which reveal an significant discrimination as behaviour. the past. Present students
endearing infatuation with a Trinidadian-born Every year, my students with a series of dilemmas
the older artist. They might immigrant, before she come across photographs faced by historical figures
then read excerpts from the channelled her frustrations of a dashing young Stalin and offer various options
diaries of William Hamilton into the campaign for Black while reading about his for dealing with them. How
(her antiquarian husband) rights and representation penchant for Westerns, closely do the students’
and Johann Wolfgang von and eventually established and find out that Hitler’s decisions match those of
Goethe, both of whom waxed the Notting Hill Carnival in beloved mother died when the individual(s) in question?
lyrical about her ‘attitude’ 1959. Her story can be he was just 18. From these What factors would they
performances. helpful for illustrating the discoveries, some begin to have had to take into
Finally, students might stop-start nature of Black build a case for Stalin account when making their
consider the rather British activism during the having been less than decisions, and how did
condescending approach mid-20th century. purely evil, or Hitler things change as a result?
taken by contemporary Similarly, the life of deserving sympathy
media, with caricaturists of political dissident Aruna for ‘the things he went 3. Counterfactual history
the time portraying Hamilton Asaf Ali exemplifies the through’. This is not Students consider how the
as idle, overweight and complicated trajectory of the the intended outcome experiences of those in the
undeserving of her advanced Indian independence of my approach! past might have differed if
social position. movement. French diplomat I remain confident, they had taken a different
Charting the highs and and cross-dresser, the though, that by taking a course of action. Speculate
lows of Hamilton’s Chevalier d’Éon, helps us more holistic approach to about alternative ‘endings’,
biography lets students view build a more rounded picture the study of individuals in reflecting on the possible
the broader sweep of this of life in pre-revolutionary the past, we can go some long-term impact of these
individual’s life, while France. Like those of way towards ‘humanising’ imagined realities.
noting the various influences Hamilton and Jones, these the history that we deliver
that acted upon it. Posing life stories are complex and to our students. Exposing
questions like ‘At what fundamentally young people to these kinds
points in Hamilton’s life did unpredictable, fitting of stories will ultimately
she achieve greatest neither the narrative of encourage them to develop a
success?’; ‘Why were things triumph or disaster. more complex, nuanced
so bad for Hamilton at x understanding of history.
point?’ and perhaps even Can we… humanise It will also (hopefully!) ABOUT THE AUTHOR
‘When do you feel most Hitler? serve to challenge some of Elena Stevens is a secondary
sympathy with Hamilton?’ When taking this approach, the problematic dichotomies school teacher and history lead;
can help students better to which young people cling her new book, 40 Ways to Diversify
however, we must avoid
the History Curriculum: A practical
appreciate that ordinary building such enquiries when it comes to the analysis handbook is available now
lives are characterised by around individuals for of human character. (Crown House Publishing, £16.99)

teachwire.net/secondary
68

Give a warm
WELCOME
Ahead of what promises to be tough winter for disadvantaged families, Rebecca Leek
examines the practicalities of turning your school into a vital centre for local support

A
longside the foods for free, warm banks are or financial review in a providing support to local
work I do in conceived as freely accessible school, the low occupancy families? If so, share the
education, I’m a spaces where people can go to rates of its spaces is relevant details.
proud trustee for get warm. something that often comes Some may opine that those
Suffolk Libraries. One need It’s an honourable up. Governors will commonly most in need of such spaces
only observe the work they endeavour, but one that’s query the possibility of often won’t make use of them.
did during lockdown to come in for some criticism. A letting these spaces out more Well, why not use them
appreciate just how much cursory scroll through a few often during revenue yourself? Libraries, for one,
libraries have been quietly Twitter threads will soon discussions. With finances are fantastic. I’ve taken to
supporting communities in reveal people pointing out continuing to be tight, it sometimes basing myself in
numerous ways, becoming that this development isn’t seems an opportune time to our town library on ‘working
beacons of light for those something to be celebrated – consider how we might from home’ days, as the
needing sustenance amid that it feels awkward to laud change our approach with environment helps me stay
difficult times. something many feel respect to making school focused and resist the urge
Now it seems that difficult shouldn’t be necessary in spaces available for to procrastinate.
times are ahead of us again. the first place. communal use.
If we can normalise the use
With household bills set to
of these brilliant places, then
soar this winter, just as many
of us anxiously turn our
“Opening up parts of your
heating back on, it’s hard to
know how much we’ll all be
school for community use
affected. A survey taken by is no mean feat”
the Trussell Trust in August
this year found that many To be clear, I’m decidedly If you share the view that
adults reported missing unhappy that so many are warm banks and similar
meals ‘to keep up with currently living in fear of community responses
essential costs’ – and that their escalating bills. I’m no represent creatives
was in summer. The worst is supporter of enforced solutions to our
yet to come. austerity, nor do I believe impending problems,
Westminster is genuinely then here are three ways in
Honourable doing all it can. I am, however, which you can get involved.
endeavour interested in developments
Sadly, those in the most that could Signpost,
vulnerable circumstances will result in overturning normalise,
likely be affected most of all. the status quo. encourage
Families on prepayment At times like this, we can Find out if there’s
meters and those already in look to the permaculture a ‘warm bank’ near
debt will face the terrifying principle of ‘turning problems you due to open
prospect of ‘top-up’ money into solutions’, and the notion soon or operating
being needed to service debts that challenges can be tackled already. Does your
before anything else. You may through creativity and route to work take
well be aware of the impact looking at things from a you past any
this will have on some of your different perspective – community-run
school’s families. You might however regrettable those projects? Are you
even be facing such a challenges may be. aware of a
predicament yourself. religious
Right on cue, libraries are Change your approach community
stepping up again. If you’ve There are numerous places of that’s
yet to hear the term ‘warm worship, social clubs,
banks’, trust me –you’ll soon libraries and school halls that
be hearing it a lot. In the same stand empty for many
way that food banks exist to hours each week. When
give people access to essential one carries out a facilities

teachwire.net/secondary
 COMMUNITY 69

more people may feel enhanced wellbeing. Some before presenting your
empowered to cross the large corporations like proposal to the school’s THE
threshold. It’s mutually PricewaterhouseCoopers even SLT or governors. PRINCIPLES OF
beneficial too, since the more incorporate volunteering What areas in your school
people there are using days into their staff perks have the potential to be
PERMACULTURE
libraries, the more likely it is and wellbeing strategies. repurposed for community Permaculture is an approach
that they’ll continue to Locate your local library or use? You may already have a that originates from
attract funding. Church and ask if you can cosy library on-site – perhaps sustainable agriculture
help. There may also be a way even one situated close to and growing methods. It’s
Engage and help of incorporating some a kitchenette. a framework which seeks
Have you considered helping opportunities for your Give careful thought to to identify self-sustaining
out as a volunteer? You’ll not students too, be it work matters of access, timings, solutions and systems that
only benefit personally from experience or enlisting their security and manpower. What can potentially benefit all
the warmth and hospitality practical help on a project. kind of rota will you need? individuals, while working in
(enabling you to leave your Can you get any other staff harmony with the planet.
own heating off for an extra Do something at members on board? How good ‘Turning problems into
hour or two), but there’s your school are your relations with the solutions’ is one of 12
evidence to suggest that Opening up parts of your school’s site manager? Make fundamental permaculture
you’ll get a warm feeling school for community use is sure they’re not being left out principles, alongside
inside too. no mean feat. Who will man of the loop. others that include ‘using
A study published by the your now public-facing and valuing diversity’ and
University of East Anglia in facilities? Who’ll assume Reach out ‘producing no waste’.
2020 showed that the practice oversight of your health and Are there any local groups or
of volunteering is safety obligations? connections who could get
inextricably linked with With the right vision and involved in what you’re to your students. Let them
sufficient will, however, these doing? You may well find that have some ownership over
issues are surmountable. a nearby Scouts group, local what you’re planning. If they
It’s simply a case of councillor or even allotment have younger siblings at a
working through the group will be pleased to be nearby primary, could you
necessary considerations asked, with each grouping potentially establish an
able to contribute their own intergenerational reading
sets of skills and ideas. club where younger children
I’ve found that young are read to by older children?
people often enjoy cooking. Finally, don’t forget
Could you potentially create a safeguarding – a crucial area
community ‘soup kitchen’ that should never be
that functions as a communal overlooked. Speak to your
‘bring and share’ service, DSL and work through the
while also teaching relevant risk assessments
your students how carefully. Don’t see this
to prepare meals process as a barrier to
for larger groups? realising your ambitions, but
That’s one life rather an intrinsic part of
skill that’s your project planning.
definitely worth The opportunities really are
having…. endless, though the most
While we’re on the effective solutions will be
topic, make sure you talk different depending on the
specific school and local
community. Turning a spare
room into a municipal living
area or similar could help
strengthen your links with
the local community and go
on to become something very
special indeed.

ABOUT THE AUTHOR

Rebecca Leek has been a secondary
and primary classroom teacher, head of
department, SENCo and headteacher;
she is currently the CEO of SEAMAT – a
trust of three schools in South Essex

teachwire.net/secondary
 Diploma in Counselling Teenagers
(P/T weekend days) A wealth of CPD Webinars
Diploma in Child Counselling on child counselling and
(P/T weekend days)
Both courses lead to eligibility to apply for BACP registration
child mental health:
key skills and interventions
Certificate in Child Counselling
(12 weekend days) with Dr Margot Sunderland
and Dr Dan Hughes

Whole school implementation

of trauma informed practice
to promote mentally healthy
cultures for all
From theoretical models to practical
strategies and interventions
Webinar by Dr Margot Sunderland

More information and how to apply:

www.artspsychotherapy.org
020 7704 2534 More information and to buy:
www.traumainformedschools.co.uk or
The Institute for Arts in Therapy and Education, Higher www.childmentalhealthcentre.org
Education College and Academic Partner of University of East tel: 020 7354 2913 or
London. Member organisation of HCPC, UKCP and BACP email: [email protected]

Includes
Helping teenagers
booklet e
to u
on
s
talk about their lives
how s C A R D S Stho
DS reck
ss S

the ca rd
me A vital resource for supporting teenagers
Sha
through meaningful conversations
Envy

uraged
Appreciated and enco

Easily bored
Blamed

Exam stress My friends mean so much to me

ts
Regre Just want to stay in bed The pleasure of being together Regrets

Annoyin
g sibling
illustrated by
Anxiety
Margot Sunderland Nicky Armstrong
I miss them so much Having fun

Available from Amazon and www.traumainformedschools.co.uk

teachwire.net/secondary
 WELLBEING 71

First, do no harm
Supporting students’ mental health is vital, says Gordon Cairns –
but it’s not a task for enthusiastic amateurs...

I
n the pursuit of even exacerbate existing current or developing feelings without giving them
historical discovery, mental health issues among mental health issues), such any real ability to manage
well-meaning amateur young people. lessons should be avoided. these experiences, which
archaeologists in the What’s more, the process could increase their distress.”
19th century took their Lessons learnt studied in the trial required
picks and dug deep into the The ‘My Resilience in a significant resource and A better way
artefact-rich soil of Greece, Adolescence’ trial was time commitment, This can only add to the
Egypt and Afghanistan, based on five cluster studies involving teachers learning sense of frustration felt by
uncovering treasures hidden involving over 8,000 mindfulness themselves, many teachers at the rising
from the world for millennia students and hundreds of then receiving training in mental health crisis amongst
and bringing ancient history teachers across more than how to deliver it to a whole teenagers, especially with
to life. Unfortunately, in 80 schools that undertook class in 10 lessons of up to outside support apparently
doing so, their scattergun, mindfulness training. This 50 minutes. not forthcoming.
destructive methods involved delivering lessons
However, Dr Foulkes does
obliterated much more on how to pay attention Unintended offer some solutions that may
evidence about how the and how to understand consequences be more fruitful. First, she
ancients lived than they and manage feelings Writing in a recent issue of suggests focusing additional
uncovered, making their and behaviour, with a The New Scientist about funds and effort into
modern-day counterparts view to boosting resilience, universal mental health one-to-one interventions,
despair. while promoting good interventions in the using people actually trained
I couldn’t help thinking mental health. classroom, psychologist, in offering mental health
about those well- To non-professionals this author and adolescent mental support. Whilst accepting
intentioned yet bumbling might seem an excellent use health specialist Lucy this is often a complex and
diggers when I read a recent of resources. In reality, the Foulkes isn’t surprised by expensive process, she
report which not only report found evidence that such outcomes. “They sound advocates for more action to
suggests that whole class this approach to developing excellent on paper, but the be taken on reducing the
mindfulness lessons are, at resilience is weak. trouble is, they doesn’t work issues causing teenagers to
best, merely somewhat While short-term benefits well in reality. Research become vulnerable in the first
effective in the short-term may arise for some (younger shows that when universal place, such as bullying or
but more worryingly, could children or those with lessons do reduce mental financial insecurity.
health symptoms, the effect Teachers should take
is small. On average, heart. While we can flag up
teenagers who receive these
teenagers who are
classes score only slightly
struggling with their mental
lower on measurements of
health to the appropriate
anxiety or depression than
parties, it’s not for us to
those who don’t.”
solve complex problems we
Dr Foulkes believes there’s
haven’t been trained in,
an inherent structural
beyond signposting. Let’s
weakness at the core of
not be the well-meaning
universal mental health
amateurs who destroyed
lessons: “The whole premise
Homer’s Troy when they
of these classes is that
should have been trying to
students should notice their
preserve it.
negative thoughts and
feelings, label them and carry
out exercises to try and
accept or change them. But it
can be really difficult to
change how you think and
feel, especially without
one-to-one support.”
ABOUT THE AUTHOR
She adds,“School mental Gordon Cairns is an English and
health lessons may be forest school teacher who works
inadvertently teaching in a unit for secondary pupils with
ASD; he also writes about education,
teenagers to ruminate on society, cycling and football for a
negative thoughts and number of publications

teachwire.net/secondary
72

What’s New?
Our pick of the latest solutions and innovations for secondary education

Prepare for success

1 As one of the leading
vocational publishers,
Hodder Education has been
publishing resources for the
Cambridge Nationals qualifications
for over 10 years, and supported
over 2,700 centres with our Student
Textbooks, digital resources and
training events.
Using this experience and
feedback from hundreds of
teachers, it has now developed a
brand new suite of resources that
4
will guide your learners through
the redeveloped Level 1/Level 2
Cambridge Nationals courses and Breaking barriers
beyond. For more information,
visit hoddereducation.co.uk/ Unlock the potential of every learner held back
cambridge-nationals-2022 or by a language barrier. That’s the mission of
contact cambridge nationals@ FlashAcademy – the UK’s number one EAL
hoddereducation.co.uk platform for schools.
Used by over 900 schools and 50,000 pupils,
FlashAcademy is an award-winning learning
platform and digital assessment tool designed
to support pupils in learning English from 48
Computer science, flipped languages, including Dari, Ukrainian, Arabic,
2 Craig ‘n’ Dave is a comprehensive Romanian and Cantonese.
package of GCSE and A Level Over 45% of pupils learning with FlashAcademy
computer science resources designed to be progress by one or more proficiency grades
delivered via a flipped-classroom learning over a 12-month period, compared with the
model. The contents include schemes of national average of 18%. To find out more, visit
learning, student workbooks, supporting flashacademy.com
videos, model answers, end-of-topic tests,
programming activities and more besides,
thus helping to reduce teachers’ planning and
preparation time.
The package’s resources aim to facilitate self-starting lessons and get
students engaging immediately. The included homework activities meanwhile
encourage students to demonstrate independent learning, helping them to
grow in confidence and take ownership of their unique learning journeys. To find
out more, visit craigndave.org or contact [email protected]

5
STEM support
Have you started Safeguarding connections
3 thinking about British
The Safeguarding Company is pleased to announce
Science Week 2023?
our launch of a brand new online community. Free
It may not kick off
to access, this community is intended to be a space
until 10th-19th March
where safeguarders can connect in order to seek
next year, but it’s
support, share resources and receive advice.
time to get excited
and start planning! The Safeguarding Community has three
The Week is a 10-day different rooms: a ‘Staff Room’ for day-to-day
celebration of STEM communictions, an ‘International Room’ and a
run by the British ‘Safe Room’, in which anonymous questions can
Science Association be posted. We understand that safeguarding
(BSA) – a charity can often be a challenging and lonely job. We
whose work includes encouraging and supporting STEM education. believe this community will be beneficial to the
mental health and wellbeing of those involved
It’s never been more important to break down stereotypes about who can
with safeguarding, giving them a much-needed
do science, and celebrating the Week is a great opportunity to reach students
safe space in which to connect with others who
on this topic. The BSA provides Kick Start grants for schools in challenging
understand what they’re feeling. For more details,
circumstances to fund STEM activities during British Science Week, with
visit thesafeguardingcompany.com
eligible schools able to apply for grants ranging from £150 to £700! Find all the
information you need at bsa.sc/Kick-Start-Grant-BSW

teachwire.net/secondary
 PARTNER CONTENT 73

7 8

A bigger bite
KS3 teachers – we’ve got you! BBC
Bitesize continues to support teachers
and students with new and updated
KS3 guides in English, maths, biology,
chemistry, physics, history and Culture in the classroom
geography.
MyLearning is a hub website that
All-new courses include video, hosts FREE learning resources
quizzes and infographics for greater created by cultural organisations
interactivity and engagement, from across England. We work with
supporting progress from Y7 through museums, galleries and archives
to Y9 with step-by-step and structured to bring together high quality
content. The content is perfect for resources in one easy-to-use
homework and classroom tests, not just website. MyLearning’s mission is to
end of year revision.
6 Also recently launched are two new
get wonderful objects, and all the
fabulous stories they hold, out of
interactive games for history (History museum stores and archives and into
Rapid sanitisation Detectives) and science (Atomic classrooms.
LapSafe ® offers an extensive range of Labs, pictured), with new games for Our content covers the whole
mobile storage and charging trolleys – geography and maths coming soon. For curriculum, from KS1 to KS4, and
the safest available on today’s market. more information, bbc.co.uk/bitesize includes accurate information,
Having specialised in safe power and click on the ‘Secondary’ button. images, audio, video, downloadable
management solutions, enabling resources and digital interactives.
convenient charging and data transfer Established for 16 years, MyLearning
for laptops, Chromebooks, tablets and is a non-profit funded by Arts Council
other mobile devices, LapSafe® has now England; for more information, visit
introduced a new item in the form of the mylearning.org or contact info@
UV-C sanitiser station. mylearning.org
This innovative product can be
added to an existing LapSafe® self-
service locker configuration or used
as a standalone appliance. The semi-
automated UV-C sanitising unit will
sanitise in around 15 to 20 seconds,
deactivating 99% of bacteria and some
viruses exposed to its high-intensity
UV-C light. To find out more, contact
[email protected] or visit LapSafe.com

10
Essential teaching
9 knowledge Fully Funded
Don’t know where to start What does your journey look like?
with evidence-informed teaching? The National College of Education is
Overwhelmed by the sheer volume an independent college of education
of research papers available and leadership and management that
how you might learn from them? In is raising the status of the teaching
a concise, accessible manner, this profession. We provide an exceptional
must-have guide distils 20 pieces professional learning journey for
of key educational research into every career stage in education,
straightforward guidance that you democratising access to high-quality
can take into the classroom and use CPD regardless of background.
immediately. We have over 3,000 learners across
What Every Teacher Needs to Know the country in schools, comprising
contains summaries of 20 prominent emerging, middle and senior leaders
research papers on effective teaching in both teaching and non-teaching
and learning, alongside key takeaways roles. Promotions, pay rises and
for classroom practice and a range personal milestones are just some
of evidence-informed teaching and of the incredible achievements our
learning strategies. Readers will also learners have celebrated since joining
discover informative examples across us. Applications for our January 2023
a variety of phases and subjects, plus insightful case studies from practising teachers. cohort are now open – do you want
to join us? To find out more, visit
What Every Teacher Needs to Know is available now, published by Bloomsbury (£16.99 nationaleducation.college/portal/
paperback, £15.29 ebook) – see bloomsbury.com for details. teach-co

teachwire.net/secondary
74

THE BIGGER PICTURE

From initial research to the final piece, a successful art project needs to impress at
every stage of the journey, says Hannah Day

A
s art teachers, more rounded understanding war and in belonging. But
we’re all familiar of the arts. can we find evidence?
with the arc of a Here is where quotes from
project. More What matters? the artist can be helpful. The
often than not, we start with Next, let’s consider MoMA website starts its
artist research and finish structure. It’s important to section on Kollwitz with her
with an artwork, or collection understand that we’re not quote “I felt that I have no
of pieces that shows the here to create historical right to withdraw from the
student’s journey from initial documents. Biographical responsibility of being an
investigation to a personal information is useful only if advocate. It is my duty to
conclusion. it informs our voice the sufferings of men.”
With these two elements understanding. For example, So now we know where and
regularly bookending a we don’t need to know how when she lived. We know
project, then, the pressure many children a person had, what was happening socially
on them to hold the work but we may want to know and politically at the time,
together is paramount. what their relationships and that her aim for her
Here’s some ideas to make were like if their work is work was to make clear the
sure they do just that. directly related to the suffering experienced.
experience of family life.
Consider influences Added to that, the cost of Finding the evidence
First, let’s get rid of the idea artwork is irrelevant. The Research undertaken, let’s
that students always need to fact that someone may have now start to observe. Here is
look at ‘artists’. Yes, they paid several millions for a where the formal elements
normally do (it makes sense), piece is not an indicator of come in. Look at her colours,
but I prefer to use the term its value – not in artistic or use of line, compositions. Do
‘influences’. For us, this cultural terms, anyway. they, as she lays out they
switch in language led to a Each artist has a range of should, tell of man’s
new openness in seeing how interests, experiences and suffering? Do students
varied artistic traditions, perspectives. From this, we believe she has
not at first obviously related, want to know the aim of achieved what she
could inform one another. their art practice. Let’s take set out to do? Why?
British artist Polly for example Käthe Kollwitz, Is it through her use of
Morgan points out the need a German, born in visual isolation, the
to not ‘restrict yourself to Kaliningrad, who lived from individual surrounded by
your own medium’. It’s just 1867 to 1945. These are the white space of the paper?
as possible to be inspired by a
filmmaker, fashion designer,
writer or friend than
another artist.” Her
contemporary, Isaac Julien, “Any real investigation of
has much the same idea: “I
have a magpie attitude to
an influence must be deeply
inspiration. It’s about taking
all the little everyday things
practical, too” This understanding
becomes the diving board for
and observing them with a the student’s own work. Once
critical eye; building up a they know ‘what’, ‘how’ and
scrapbook which you can useful facts. They tell us she Perhaps the fracturedness ‘why’, they can apply this to
draw on.” lived in a place and time with which she used a pencil; their own piece. What causes
To help our students when the world was at war. the intense focus on the them anguish? What do they
develop an understanding of Her city of birth was a human face? want to portray so others can
breadth, we have a 10-point strange geographical Linking facts, quotes and see? What marks will they
independent learning list, example of detachment; a observations steeped in an make to convey the urgency
into which we encourage part of Russia, separated understanding of the formal they feel? This is why we
them to dip each week. This from its motherland by elements is needed to ensure research: not to copy, but to
may or may not feed back Poland and Lithuania. As a written piece has the depth give ourselves an
directly into their work, but such, we can guess she was required to show true understanding and language
helps them develop a much interested in the effects of engagement with the work. for our own artwork’s aims.

teachwire.net/secondary
 ART & DESIGN 75

WRITING CHECKLIST
Five pointers for better written analysis…
1. Remove any biographical information that’s not relevant.
2. Watch out for commonly used weak words and
provide students with alternatives. The ‘Better Words’
download sheet (available via bit.ly/ts117-art) can
help you get started.
3. Find quotes from respected art critics. Include them and
explain what they mean. Many media outlines charge for
their online content, but The Guardian and the BBC’s arts
coverage can be accessed for free.
4. Make sure students explain any tricky terminology they
use and any key ideas for art movements they mention.
5. Consider adjusting writing guides for different art
practices. Some points of focus will vary according
to the medium.

and experimental work is

complete.
In reality, the only
difference between the final
piece and the rest of the
submission is how it
consolidates the journey.
The body of work that
precedes it is there to help
students find interesting
connections and surprising
new pathways that can then
be narrowed down. Any
particular approaches used
in a final piece need to be
evidenced in that preceding
work.
I will end with this: that
while I believe, as do those I
have spoken to, that exam
boards and moderators have
favorite styles or types of
outcomes, the student’s
DOWNLOAD
come at the end strengths and interests must
Model AO1 presentations and
several art and design writing to achieve this, win out. When I was once
resources to accompany this they must be a asked at interview to name a
article from
response to the favorite artist, my answer
bit.ly/ts117-art work in the was simple – that it didn’t
sketchbook, matter. It was finding the
showing creative influences that were
development from right for the students that
initial ideas, and a should be my aim. I stand by
In fact, the assessment should permeate all the way refinement of both thought that, and hope that all art
objectives do not state that through to A04. A final piece and practice. One of the teachers would, too.
all research must be written. on its own is worth nothing. challenges I face is when
Any real investigation of an It might feel like the Big students propose a final
influence must be deeply Daddy; but we all know that piece, rather than an area of
practical, too. In order for the bulk of the marks come investigation right from the
students to develop ideas from AO1-3, and that unless start. So, in order to keep
through investigation or the outcome sits firmly projects open – to ensure
show an understanding of within the preceding experimentation and
critical sources, their investigations, it has little exploration is genuine – we
creative response is central. value. remove any specific final ABOUT THE AUTHOR
The assessment criteria piece planning. Instead, we Hannah Day is head of art, media and
Final pieces asks for a ‘purposeful and focus on an arena of interest, film at Ludlow College; this article was
produced with additional information
Yes, AO1 focuses on meaningful response’. In laying down specifics only provided by Lucy Wilding, head of art at
research, but this research order for any pieces that when initial investigative Lacon Child School, Shropshire

teachwire.net/secondary
 5
76 PARTNER CONTENT

REASONS TO TRY…
30 SECOND
Build the BRIEFING
Developed by the LEGO
Group and The Day, Build the

Change Tuesday Change Tuesday is a free weekly

sustainability worksheet for
11- to 13-year-olds that uses the
Engage your students’ comprehension and creativity skills news as an anchor for reading
comprehension, debate, critical
via this unique collaboration between LEGO and The Day thinking and creative design.

BUILD SUSTAINABILITY
1
SKILLS
Have you ever thought about
how sustainability affects your
students’ lives? From heatwaves to
veganism, sustainability concerns
are something they encounter
almost every day, so students need
to understand the issues involved
and potential solutions. Build the
Change Tuesday brings these into
the classroom for debate and
discussion. Through the lens of a
news article, it takes the issues
happening in the world around
your students, and challenges
them to use LEGO bricks and
other creative materials to build
innovative solutions that make a
real difference.
Tuesday provides you and our upcoming competition, their
2 SLOT IT INTO
your class with a different Contact: voices can be heard.
YOUR SCHEDULE discussion topic to discuss 0203 981 8080
Often pushed for time, educators each week, and dive into [email protected]
5 BUILD THE CHANGE
need a way to fit sustainability into deeper if you wish. It supports theday.co.uk/build-the- FOR FREE
the school day. Build the Change the embedding of ‘sticky change Forming part of The Day's News
Tuesday can be used flexibly, with knowledge’ that your students Detectives programme – a daily
the ability to pick and choose can apply with confidence dip into the most fascinating
activities whenever it makes sense across the curriculum. topics in current affairs – Build
– be it first thing in the morning the Change Tuesday is a free
or after lunch. With bite-sized 4 EMPOWER THE resource that allows educators
activities like ‘Spot the fake’ and FUTURE AGENTS to trial News Detectives as a
debate questions, students can be OF CHANGE way of bringing the news into
empowered with engaging tasks that Build the Change Tuesday
the classroom. Build the Change
fit right into the school day, making connects students with
Tuesday lets educators present
sustainability education work for sustainability issues in a
an exciting sustainability article
even the most jam-packed Tuesdays. uniquely hands-on way.
alongside related puzzles,
Using LEGO bricks or craft
debate questions and a creative
3 NO-PREP, CROSS- materials, students’ interests
challenge each week for no cost.
CURRICULAR TEACHING and creativity can be used to
83.1%* of teachers wish that engage their critical thinking
*Survey conducted by The Day in 2022
sustainability education was more and introduce them to big among 1,115 respondents, comprising a mix
broadly implemented across ideas capable of driving real of primary/secondary teachers and other
the curriculum. Build the Change change. Through debate and education professionals

HIGHLIGHTS FOR SCHOOLS

Enter the Build the Change “It hits many curriculum Join our Build the Change A 20-minute activity can
Tuesday competition (coming areas in an easy way, Tuesday: LIVE lesson on 4th fit manageably into a
soon!), where winning developing children's October at 13:30, featuring busy day – for example,
creations will be showcased reading and discussion David Pallash from the LEGO when students are
to real-life decision makers to skills.” – Neela Moorghen, Group – see bit.ly/BTC- arriving at registration or
drive real-life change head, Grasmere Primary teach-secondary for details after break/lunchtime.

teachwire.net/secondary
 OPINION 77

“All children deserve to

go to a “good” school”
Peter Hughes shares a few reservations regarding Liz Truss’ pledge
to oversee the creation of new grammar schools...

O
ur efforts as an given a piece of paper at such 1. Making sure we have  At Mossbourne, we have a
education a critical age in their enough good leaders and rowing programme – a sport
community – and education that effectively robust leadership most of our pupils will, in all
indeed, as a says ‘You’re not good programmes likelihood, never access again
country – shouldn’t be enough’? Absolutely not!   2. That we identify talent later in life. But it brings
focused on how we can help I’ve seen schools of all types from all areas of our with it incredible
those who are already gifted. do an excellent job at giving community early on and opportunities, such as the
They should be focussed on their pupils a great nurture it potential to gain scholarships
making sure every student education, and also bad 3. Ensuring that classrooms to US colleges and experience
gets the education that they schools of every form you play host to good quality what still remains a fairly
deserve, regardless of could name. We all have our teaching and learning elitist sport. We also have an
background. own views on how the system 4. That we have in place an architecture programme and
The introduction of more should be structured. Some inspection regime that a medical bursary programme
grammar schools across favour LA schools, others focuses on the above three – two further fields of study
England will likely see most prefer academisation. Then areas  typically closed off to most,
places allocated to the middle there are those wishing to see unless you happen to already
classes, much as they are more selective grammar Everyone’s education is know someone in either
now. The proportion of schools, and a return to directly affected by their sector.  
disadvantaged pupils – comprehensive/secondary background, yet we must be  We must devise as many
children classified as moderns being the default. careful not to label children opportunities as we can for
receiving Pupil Premium – Yet the type of school a and assume they ‘won’t do all children to succeed. That
accessing grammar schools child attends actually has well’ based purely on their is where our focus should be;
actually fell from 8.48% in comparatively little impact on parents’ socioeconomic not on the intricacies of how
2017, to 8.31% in 2019. We their ability to succeed. What status. we structure our schools.
risk ending up with a hugely matters most is the quality of Yes, the latter can indicate
divided system, whereby leadership at any given that a child might need more
those children most in need school, and the standard of support from teachers, and
of support from teachers find teaching and learning taking suggest their journey
themselves on the wrong side place in classrooms. through school might be
of that divide. I speak from first-hand more challenging at times
experience – not just as the – but it doesn’t mean their
Type versus leadership CEO of Mossbourne potential is capped. They
We would essentially be Federation, but also from simply need some extra ABOUT THE AUTHOR
Peter Hughes is the CEO of the
telling some of poorest having seen the schools using support and exposure to Mossbourne Federation trust and
children in society, at the age ProgressTeaching – a programmes which can help a trustee of the headteacher-led
of just 11, that they’re not as teaching improvement give them that boost they’ll charity, The Elephant Group; for more
information, visit mossbourne.org
capable as their platform I created to raise the need to achieve their dreams.  
wealthier quality of teaching and  It’s our responsibility as
friends (who learning across my schools. teachers to make sure all
will likely When a school focuses on children get the best from us
have received teaching and learning and in the classroom. As leaders,
additional supports great leadership, it’s our job to see that every
private outcomes drastically improve. pupil gets the same
tutoring to opportunities as their peers,
pass the Four challenges regardless of background,
admissions There are four key challenges and find ways of enhancing
test). Should under the current education pupils’ experiences beyond
children be system we must address:  what they can do themselves.  

teachwire.net/secondary
 CALLING ALL TEACHERS
3 ISSUES FOR £9.99 *

WHEN YOU SUBSCRIBE TO

TEACH SECONDARY TODAY!

Teach Secondary's mission is simple: to help you become the best

teacher you can be. Packed with evidence-based advice, simple
strategies and free resources to boost student progress and reduce
your workload, every issue is designed to support your career
progression – and make your busy schedule that little bit easier!

SUBSCRIBE ONLINE OR BY PHONE

dcthomsonshop.co.uk/teach-secondary-subscription
T: 0800 904 7000 teachwire.net/secondary
Quote: 9220
*Terms and conditions apply. See online for details.
 OPINION 79

“The stud glinted

mischievously...”
Paul Buckland reflects on how the process of maintaining uniform standards can
occasionally result in the emergence of some unexpected allies...

T
he problem with principles of the day. The offending stud glinted decided to let her leave the office before
is that you have to stand up mischievously in the light as Charlie admitting Laura, hoping that the sight
for them. As a headteacher, glowered at me. She was ready. The of Charlie emerging piercing-free would
you’re often reliant on the support encounter with her head of year had take the wind out of her sails.
of colleagues to do this – but it’s also just been a warm-up for the main And so it proved. With Charlie having
possible to receive assistance from event. cracked, Laura proved to be a walkover.
unexpected quarters… “It won’t come out.” Putting up only minimal, half-hearted
It was a Monday morning near the I hadn’t said a word. Lines had been resistance, with no phone call needed,
start of the spring term when the drawn. she knew the game was up. That was
head of Y11 knocked and stuck her “Why did you have it put in, when that, then – a successful start to the
head round my door. “Have you got a you know the rules?” week, with a potential conflict averted.
minute?” A shrug. “Loads of people have got However, within an hour of
I somehow suspected the matter ‘em, and you don’t make them take ‘em leaving my office, Charlie and Laura
would take a little longer. “Morning – out.” reappeared, this time of their own
what can I do for you?” “I’m not aware of any others, apart volition. My heart sank a little at first,
“I’ve got a problem with Charlie from Laura. If they’re drawn to my but I was quickly relieved to see there
and Laura. Their tutor has sent them attention, they will be dealt with in the was no nose stud in sight. Maybe the
to me, as they both have nose studs same way. It’s going to have to come approach had worked after all?
in today and are refusing to remove out.” Charlie thrust a piece of folded paper
them...” “It’ll heal over and cost me mum into my hand. “Here,” she said. I opened
£50.” it up to see a list of names – all friends
DIVIDE AND RULE A discussion then ensued concerning and acquaintances of my visitors.
Uniform was one of my red lines. Staff the extent of Charlie’s impressive “Okay Charlie, what is this?”
and students knew I was a stickler for healing powers, how removing the “It’s a list of the people with nose
dress code. Getting the mindset for offending item at 8.50am and re- studs in school. You said you’d sort it if
learning right had always been vital inserting it at 3.45pm wasn’t beyond you knew who they were. So there you
for me, and in my view, the correct the realms of possibility, and was go.”
wearing of uniform made this mindset in fact likely to prove a successful Clearly, I’d
plain to see. compromise. been somewhat
Shirts being tucked in were Charlie wasn’t for budging, so I premature
indicative of students having the reached for the phone. in my
right mindset. The presence of confidence
facial piercings indicated the precise HALFHEARTED RESISTANCE that order
opposite. Though on reflection, it One home call later, and a talk about was being
was rare for Charlie or Laura to likely next steps – including the preserved.
demonstrate an appropriate learning setting up of a desk in the internal Unexpected
mindset at the best of times... support room until the uniform rules allies,
“You’d better send them to see me, were applied – brought Charlie’s indeed...
then,” I smiled, already thinking of mother onside, which eventually
what my opening gambit would be. persuaded Charlie herself.
The head of year smiled in return. Returning the phone to its cradle,
“They’re both outside.” I sought to push home my advantage.
Charlie’s eyelashes entered my The stud was removed amid much ABOUT THE AUTHOR
office, closely followed by Charlie. convincing wincing on Charlie’s part Paul Buckland is a recently retired
secondary headteacher; for more information,
Divide and rule seemed to be the order whilst I made sympathetic noises. I visit bit.ly/ts117-PB

teachwire.net/secondary
 A new, free, easy to use one-stop online resource for teachers,
home learners and parents that will encourage young people
to explore and discover the great outdoors.

Bringing the outdoors to life

Time spent outdoors is a fantastic way to change pace, boost energy levels and bring
a subject to life. Across the curriculum, the outdoors has many applications: from
learning maths by measuring and counting trees, history from forgotten landscapes
to science through buddying-up with bugs.

Many different landscapes

The Land of the Fanns area bordering Essex and London hosts many different land-
scapes for young learners to explore and connect with, from woodlands to meadows,
to lost eighteenth century marvels to rivers: All offering materials. It covers each key
stage, marks curriculum links and pulls together resources from different providers
in one place. It includes both managed and unmanaged sites and highlights where an
on-site education officer or ranger may be available to lead a visit.

www.landofthefannslearning.org

ESCAPE
the classroom with our
PHYSICS & GEOGRAPHY
educational programmes
We’ve got
3 different sites in
North Wales
Detailed lesson plans, worksheets & Powerpoint A fully guided visit, including taking part in On-the-day activity booklet & teacher aid with
presentations for before & after your trip exciting Zip World adventures cross-curricular links

01248 601 444 [email protected]

teachwire.net/secondary
 LEARNING LAB 81

LEARNING
LAB
IN THIS ISSUE

+ The applications of gamification

+ Why you can’t afford to take
challenging behaviour personally
+ An easy way of finding out whether
your school’s IT provision measures
up to the DfE’s ‘digitally mature’
benchmarks Thinking about …
+ A short guide to when and how
enforced silence should be
deployed in lessons
WRITING CHALLENGES
+ The NFER looks at where schools
fare better in terms of teacher

E
ncouraging young people to different material will help their
retention out of England or Wales write creatively can often be a students’ writing, but in practice,
challenge. You can spend time we’ve found this to be daunting.
+ The Children’s Society’s latest ‘Good
encouraging them to explore themes, Competitions, however – similar to
Childhood Report’ tells us about the ideas and sentence starters, other avenues like writing articles
state of young people’s happiness sometimes to the point that it feels as for newspapers or newsletters –
and wellbeing in 2022 if you’re writing for them – but then I provide opportunities for students
+ Signpost your students to a free came across a competition that got us to find the joy in writing, by giving
all, students and staff, excited and them the freedom to write and shape
course of bibliotherapy with the
wanting to put pens to paper! their own content.
help of The Reading Agency The competition, ‘My Twist on a The My Twist on a Tale competition
+ Reframing behaviour in the Tale’, came with an enticing prize for returns this year, with a focus on
classroom – the second part of students, which always helps – getting representation, and will be asking
their own story published and seeing students to put those they feel are
our illustrated explainer on how
their name in print, which turned out being left out in today’s literature on
to best tackle some familiar to be a huge motivator. With the page. We’ll once again be
behavioural bugbears ‘originality’ being one of the encouraging our own students to let
competition’s key requirements, we their imaginations flow, explore topics
proceeded to explore some fine close to their hearts – be it ethnicity,
examples of writing – including a few relationships, gender, poverty or
class favourites situated outside the anything else – and channel these into
CONTRIBUTORS curriculum – and our students’ their own stories.
creativity began to flow. Competitions can be a powerful tool
MATTHEW GOULDSON One of our Y7 students pushed his for restoring enthusiasm to the
English teacher creativity to its limits with a weird classroom, or creating more enticing
and wacky piece which, right up until homework activities. Taking interest
ROBIN LAUNDER the final line, seemed outrageously in your young people, and giving due
Behaviour management consultant bizarre. To our delight, he was consideration to their passions and
and speaker eventually picked as the North West beliefs can really unlock their
winner – you can read his entry learning. When they understand who
ADAM RICHES yourself via bit.ly/ts117-LL1. they are and what motivates them, the
Senior leader for teaching
Some believe that forcing young resulting engagement can take them
people to read a wide range of very far indeed...
and learning

ZEPH BENNETT
PE teacher and school ABOUT THE AUTHOR
Matthew Gouldson is an English teacher at The Mosslands School in the
achievement leader Wirral; for more information about this year’s ‘My Twist on a Tale: Represent!’
competition, visit go.pearson.com/Represent

teachwire.net/secondary
82

DO YOU WANT TO PLAY A GAME?

DO THIS
DEPERSONALISE IT
EXERCISE BETTER CLASS
CONTROL WITH THESE
TIPS FROM ROBIN
LAUNDER...

Never allow yourself to

feel hurt, angry, let down,
dismayed, betrayed or
disappointed by anything a
student does, or fails to do.

Remember that the student is

a child. Maybe a young child,
or perhaps an older teenager,
but a child either way. They’re
still under development, still
a work in progress. They’re,
well – still very much in the
process of growing up.
Gamification is the process can provide students who technologies that underpin
of applying concepts from might otherwise struggle it will similarly start to So don’t take it personally –
gaming into teaching to with traditional teaching incorporate a range of especially if what the student
better engage students. methods with an alternative emerging technologies. has said or done was meant
Video games have long option they can more Virtual reality already to be taken personally. All
been a prominent form of readily engage with. A 2019 has a presence in many that reflects is their level
entertainment for all ages, study by researchers in classrooms, but the advent of maturity. That’s it.
but the features that Finland and Greece found of the much-discussed
make them so enjoyable can that some students metaverse could have the Even if you do feel genuinely
be applied to learning attending a learning potential to vastly expand hurt, angry or troubled as
environments too. environment that blended its scope and possible a direct conseqeunce of
Video game design traditional learning with applications. Virtual something a student has
draws on many aspects and play saw marked increases classrooms could transport either done or failed to do,
practices that can be used in their academic students to digital don’t let it influence you.
to engage students. These performance and outcomes recreations of famous Consume those emotions.
include complex (see bit.ly/ts117-LL2). landscapes and scenes Keep them firmly to yourself.
environments that require As technology continues from history, for example, Put a lid on your feelings.
decision making and to evolve, it seems almost making for a hugely
problem solving to inevitable that more ways immersive and engaging By all means, give yourself
successfully navigate, of integrating gamification form of learning. some brief thinking time
and scenarios that strategies into education Of course, there’s no if you feel you need it. A
encourage experimentation will emerge over time. guarantee that every little cognitive breathing
and risk-taking that result Given the prevalence of student will necessarily space might be helpful, but
in a range of different technology and software in benefit from gamified whatever you do, don’t react
outcomes. Some games the lives of today’s younger approaches to learning.
in a personal manner to the
also make extensive use generations, we can expect It’s more than likely that
student’s actions. Because if
of story and narrative, them to take to these new there will some for whom
you do, you’ll almost certainly
which can be beneficial for methods of learning with it doesn’t work at all.
make the situation worse... .
maintaining engagement more ease than any What gamification can do,
as students become invested generation preceding them. however, is present an
Robin Launder is a behaviour
in characters and thematic If, as seems likely, the alternative to traditional
management consultant and
developments. concept of ‘gamified teaching methods, ensuring
Integrating a gamified learning’ continues to that no one need feel left speaker; find more tips in his
environment for learning evolve and become more behind, and can progress at weekly Better Behaviour
into academic structures widely accepted, the their own indivdual pace. online course – see
behaviourbuddy.co.uk
for details
THIS PIECE WAS CONTRIBUTED BY HERIOT-WATT UNIVERSITY – FOR MORE INFORMATION, VISIT HW.AC.UK

teachwire.net/secondary
 LEARNING LAB 83

YOUR GUIDE TO …

42%
of 16-18-year-olds state that if more
SILENCE
Traditionally, silence has been
(incorrectly) seen as an indicator
of focus. We all know that
or ‘No talking!’. Use the term
‘Silence!’ and if necessary,
explain precisely what you mean
silence may mean compliance, by that. Students will habitually
inclusive language were used in their but we also know that silence respond to the routine once they
careers advice, they would be more doesn’t necessarily mean establish the association with
likely to consider pursuing a trade engagement. That said, silence the linguistic marker, so make it
career as their future profession has its place in the classroom, so easy for them to be successful by
Source: National Censuswide survey long it’s managed effectively. keeping your expectations high.
commissioned by Rated People,
completed with 2,001 UK adults and Visual indicators that allow
501 16 to 18-year-olds 1. Understand silence you to communicate with
If we think about the use of learners using minimal voice are
silence from a cognitive load also helpful during silent tasks.
perspective, it seems obvious This may be a symbol on the
that reducing auditory board, or the word ‘silent’ in
distractions should, bold. You must also model the
theoretically, reduce extraneous
silence yourself. Don’t talk to
load. For some students this may
other members of staff
be the case, but for others, the
unnecessarily, and if you’re
A Northampton-based IT service provider, opportunity to call upon their
talking to students, keep it to a
Simply IT, has launched what it describes peers or teacher is diminished
minimum. Noise breeds noise.
as a ‘free digital readiness scorecard’ when working silently. There are
aimed at schools. Intended for use by times where silent work is
3. Use it sparingly
school business leaders and senior staff, effective – for example, when
applying a concept or skill Silence should be used sparingly
it’s designed to assess a school’s existing
technology, connectivity and network individually, or as a part of during learning. Realistically, if
provision, and assess whether it succesfully independent practice – but it’s students were to be silent for
meets the digital and technology standards important to remember that hours on end, they’ll start to
published by the DfE in March this year silence doesn’t guarantee detach from their learning. The
(see bit.ly/ts117-LL3). students can concentrate better. collaborative aspects of learning
are important for building
According to DfE figures, fewer than 30%
2. Uphold expectations schema and understanding
of schools in England are what the
If you have planned a silent perspectives other than your
department deems as ‘digitally mature’.
phase in a lesson, ensure you own; too much silence can
The test promises to provide users with a
uphold that expectation. It’s profoundly affect a learner’s
personalised score within several minutes,
following completion of a concise important that learners know experience of your subject. It’s
questionnaire consisting of 16 queries. silence means silence. The first also worth remembering that
and most crucial step here is to silence has an important place in
As Simply IT’s managing director, Steffan
use clear, unambiguous the classroom, but that we can’t
Barreau, explains, “New government
language. Don’t just say ‘Quiet!’ let students hide behind it.
standards are all well and good, but there’s
little help for school business leaders in
how to take action. One of the very first
things they need is to understand where
they stand today, before they can see what
needs to be achieved. We often perform full
School IT audits, but that takes a little
time to organise. We created the scorecard
to give a free, fast, and simple self-
assessment of how a school is performing
against the standards.”
School staff interested in trying the
scorecard for themselves should visit
schooldigitalscorecard.scoreapp.com

ADAM RICHES IS A SENIOR LEADER FOR TEACHING AND LEARNING;

FOLLOW HIM AT @TEACHMRRICHES

teachwire.net/secondary
84

134%
The increase in referrals to CAMHS
between 2019/20 and 2020/21
Source: Barnardo’s

Need to
know
A recent study by the National
Foundation for Educational
Research has sought compare
teacher retention rates
between England and Wales.
RESEARCH SPOTLIGHT
Two decades on from Wales THE GOOD CHILDHOOD REPORT 2022
assuming post-devolution
The Children’s Society’s latest ‘Good looks compared to 10% of boys (based on
powers over its education
Childhood Report’ makes for a sobering the aforementioned Understanding
policy, researchers set out
read. The charity’s annual examination Society survey).
measure the subsequent
of young people’s welbeing seems to The unprecedented restrictions
divergence in policy between
indicate that the lasting effects of the introduced in response to COVID-19 may
both countries – characterised
pandemic and impending threat of the have been lifted, but the pandemic has, as
in some quarters as being in
cost of living crisis are further one would expect, cast a long shadow. The
Wales’ favour, with respect
compunding a continued decline in report highlights how 11% of 10- to
to its focus on curriculum
children’s overall levels of happiness. 17-year-olds admit to having not coped
development and school
The headline figures include the well with the pandemic-era changes,
accountability system.
finding that 6% of 10- to 15-year-olds noting that a combination of lost learning
The study found that the in the UK are unhappy with their and this year’s return of formal, in-person
leaving rate among secondary lives, and that an estimated 562,000 exams with their attendant pressures may
school teachers was 0.6 of that same age group are unhappy be exerting a detrimental effect on
percentage points points with their experiences of school (the children’s wellbeing.
higher in England compared latter figure having been sourced The Children’s Society’s chief
to Wales. There was also a from the Understanding Society executive, Mark Russell, said of the
difference of 0.6 percentage longitudinal survey conducted by findings: “Right now, the negative effects
points between both countries the University of Essex). of the cost of living crisis, the disruption
in the retention of primary Predictably, concerns regarding the cost of the pandemic to young people’s
teachers, except this time of living crisis loom large in many education, and the ongoing decline in
England was the one found to households, with 85% of parents and children’s happiness are on a collision
have fewer teachers leaving. carers surveyed in 2022 expressing fears of course. School is a vital setting to
how their families will be affected over the influence children’s wellbeing, but they
Other findings include
coming year. That’s on the back of a third need more support, as the reality of what’s
the detail that teachers
of parents and carers reporting that they facing children and the lack of a holistic
possessing 20 or more years
have already struggled to meet the costs of response is a national scandal.
of teaching experience
school trips and uniform over the year just “We need a faster roll-out of mental
were more likely to stay on
gone, according to The Children Society’s health support teams in schools, alongside
in Wales, and that Welsh
own 2022 national household survey of early support hubs in every local
teachers work fewer hours
2,000 10- to 17-year-olds, parents and community, and there needs to be more
per week, on average –
carers across the UK. support for children whose families are
though the researchers
Elsewhere, the report finds that girls struggling to make ends meet with free
noted that teachers in both
are significantly more unhappy with their school meals available to all children on
countries reported long
appearance than boys, with 18% of 10- to Universal Credit. There is nowhere to hide
working hours overall, and
15-year-old girls – equivalent to around from the ensuing wellbeing catastrophe
would prefer to work shorter
411,000 – feeling negative towards their unless urgent action is taken.”
hours if they could.

teachwire.net/secondary
 LEARNING LAB 85

TRENDING
Our pick of the recent
resources and
launches teachers
might find useful...
UP, UP AND AWAY
The Royal Aeronautical
Society has launched an
On the radar ambitious engineering
competition aimed at 11- to
19-year-old learners. The
Literary support Falcon 2 Programme will see
entrants competing for the
chance to design, develop and
To coincide with this year’s image, bereavement and other people to feel welcome and help build an inclusive
World Mental Health Day, related areas – to be explore these great reads.” portable flight simultor, which
literacy charity The Reading recommended by schools, it’s hoped will then tour SEND
Professor Neil Frude, a schools and public events
Agency is launching a quality medical and social care consultant clinical from 2024.
assured reading list of book professionals, with the books
psychologist and founder of bit.ly/ts116-LLT1
titles aimed at helping teens able to be borrowed from
better understand and public libraries either the ‘books on prescription’
WICKED PLANS
manage their health and physically or electronically. previously used in Wales, in The producers of the stage
wellbeing needs. According to Karen Napier, turn noted that “The new musical Wicked have unveiled
The ‘Reading Well for CEO at The Reading Agency, Reading Well booklist for ‘Wicked Active Learning’ - an
teens’ collection will launch “This list of quality-assured teens includes books that are online teaching and learning
on 10th October, and be titles will support existing resource that includes a range
clinically assured in the
available to borrow from services and provide young of free lesson plans spanning
information they give and English, drama and EFL. Other
public libraries across people across the country offer vital support on a range contents include a 20-page
England and Wales. with reading material which education trip planning guide
of mental health issues. The
The charity intends for the helps them to feel better. and a selection of anti-
27-strong list – plus an We are delighted that scheme will provide highly
bullying resources produced in
accompanying series of they’ll be available in public effective guidance for many partnership with the
digital resources covering libraries, which are non- young people who need Anti-Bullying Alliance.
anxiety, depression, body stigmatising spaces for young such help.” bit.ly/ts116-LLT2

TEACHER WALKTHROUGH
REFRAMING BEHAVIOUR IN THE CLASSROOM
PART 2 OF AN ILLUSTRATED EXPLAINER, BASED ON A TWITTER THREAD FROM @IANWHITE21, ON HOW WE CAN
APPROACH PERENNIAL BEHAVIOUR ISSUES USING A MORE MEASURED RESPONSE

1 2 3 4 5

DRIFT ONE-TO-ONES NEGATIVITY GRUDGES COUNTDOWNS

A common problem is It’s rarely advisable Allowing general It’s a perfectly natural Without them, adults
allowing expectations to have long negativity to enter error to hold grudges. tend to keep talking
to drift over time. one-to-one class interactions is a Students are for longer than they
Individual students are conversations with common problem. accountable for their should. Narrate what
allowed to shout out, students about their Stop yourself and actions, but we are you want to see
routines become behaviour during reset the class, if the adults. Our job is between time
sloppy, relationships lessons. Most necessary. The overall to leave clean slates intervals – ‘Tools
remain underdeveloped. students will want tone of the as much as we can down in 5; return to
One way to arrest this is this, as it brings classroom should be following any actions, seats in 4; prepare
to narrate things more attention to positive – even if you so ham up the your desk in 3; silence
consistently: them and their feel the opposite! positivity with the in 2; eyes on me in 1 …
‘Remember, we always actions. Don’t let the students you really and we’re ready...’
<insert expectation>’ whole class suffer! need to win over.

ZEPH BENNETT IS A PE TEACHER AND SCHOOL ACHIEVEMENT LEADER WITH 25 YEARS’ TEACHING EXPERIENCE; YOU CAN FIND MORE OF HIS
EDUCATIONAL ILLUSTRATIONS BY FOLLOWING @PEGEEKSCORNER

Got a great learning idea? Email [email protected] or tweet us at @teachsecondary

teachwire.net/secondary
86 REVIEW

STEM

Progress in
Computing for KS3
Bolster your computer science provision with this
appealing package of resources, ready for both
online and offline use

AT A GLANCE
l A solid base course for KS3 learners
l Designed by industry experts and teachers
l Holistic, clear coverage of KS3 National Curriculum

l Packed full of exemplars and models

l Integratable with Google Classroom and Microsoft Teams

REVIEW BY ADAM RICHES

With computing becoming increasingly the regular revision opportunities through

popular at KS4, Hodder Education’s KS3 mean that retention is well catered for.
Progress in Computing is the perfect course ‘Knowledge check-ins’ allow teachers to
to set learners up to excel at GCSE, effectively track understanding, while the
Cambridge Nationals, BTECs and beyond. visually appealing summaries and key term
What’s striking from the outset is the level lists mean that learners can quickly overcome
of detail Hodder Education has paid to the any misconceptions they may have. VERDICT
design of the course. Using teachers and One of the best things about Progress
industry experts, Progress in Computing in Computing is that elements of the course
can be taught ‘unplugged’. This means that ✓ Inspiring and interesting content
ensures that students are inspired and
from a timetabling perspective, the ✓ Well-formatted and carefully
supported through their learning.
curriculum can be taught using machines designed with learners in mind
At its core, Progress in Computing focuses
only part of the time. In schools where ✓ Key terms and summaries make
on building confidence and computer
computers are in short supply, the result for brilliant recap resources
literacy. Through delivery of content on the
is that learners can still have access to ✓ Sophisticated and detailed,
underlying principles of computing, digital
the knowledge and understanding offering an appropriate level of
media and IT, learners are quickly exposed to
required to succeed. challenge for all learners
the intricacies of technology they engage
with every day. Understanding is built around Computing can be a difficult subject to get
linking real life experiences to technology, one’s head around, but Hodder Education has
further embedding the importance of struck a good balance in terms of this
computing in our modern digital era. resource’s design. Consideration of interleaving
From a planning perspective, Progress in and interweaving content is evident with the
Computing has it all. The link between the clear Progress Pathway (which also helpfully
textbook and Hodder Education’s brand covers the KS3 National Curriculum.) Also, the
new Boost platform means that teachers Hodder pedigree is evident throughout, in that
the resources contain no gimmicks – just clear,
UPGRADE IF...
(and learners) are able to access the
resources digitally. The lessons are classy examples with sustained formatting
comprehensive, and the resources fully that aids memory. You’re looking for a course
editable. The Progress in Computing The online Boost platform meanwhile that’s ready packaged and all
textbook is designed to work in sync with allows teachers to give their learning good to go. Also worth considering
the online resources, to form a holistic experiences more of interactive flavour if if you have a growing uptake of
learning experience. that’s their preference, and if their context computing students at GCSE ,
Pedagogically, the lessons are well allows for it. The platform can also be used by Cambridge Nationals or BTECs
contained and clearly presented. Learners teachers to gain access to a plethora of and are looking to bolster your
are encouraged to build self-efficacy and additional learning functions. KS3 offer.

Find out more at hoddereducation.co.uk

teachwire.net/secondary
 REVIEW 87

ARTS & HUMANITIES

MyLearning
A free online information hub offering National
Curriculum-linked resources produced by arts,
culture, heritage and education specialists

AT A GLANCE
l Managed by Leeds Museums and Galleries
l Features a wide range of resources spanning Key Stages 1 to 4
l The diverse selection of topics covers most subject areas

l All content produced by educators and checked by experts

l Includes over 250 learning stories, from more than 70

different organisations

REVIEW BY MIKE DAVIES

Do you remember when the internet was particularly like how the background
still young? If not, it was an interesting information and stories presented tend
time. Back in the far off, distant 1990s it to be somewhat off the beaten path,
was (rightly) heralded as bringing about a rather than well-worn tales that most
revolution in knowledge sharing. of us will already be familiar with.
Fast-forward a decade or two, For example, to my shame I hadn’t
however, and you now need a range of previously encountered George Africanus, a VERDICT
skills, shrewd judgement and often simple former slave turned Nottingham-based
luck in order to pick your way through the entrepreneur, before exploring MyLearning.
I soon found myself completely absorbed ✓ A fascinating selection of
endless piles of online dross. And even
in his life story, and thinking how I might different artefacts
when you think you’ve found something
be able to draw on it for a citizenship lesson. ✓ Helpful supporting materials
interesting, there’s less certainty than
Browsing elsewhere, I already knew a bit ✓ Easy to navigate
ever over whether the material’s
about penal reform in the UK, but was ✓ Celebrates diversity
creators can be trusted.
nevertheless fascinated to find examples of ✓ Helps teachers rediscover the
How wonderful, then, that teachers
prisoner badges and read about the details joy of chancing upon unexpected
can now turn to MyLearning. Managed
they provided about the lives of convicts discoveries
by Leeds Museums and Galleries, part
of Leeds City Council, MyLearning is an within the prison system of nearly 200
online information resource designed to years ago. MyLearning really helped
make the wonderful objects held in to bring these very human stories to life.
the city’s museums and further afield Whether you’re searching for a quick
available to classrooms nationwide, visual stimulus or a more substantial
along with the fascinating stories they lesson resource, MyLearning is well worth a
have to tell. look. Registered users also get to access
Users of the site gain instant access additional bells and whistles, such as the
to a wealth of reliable, age-appropriate ability to create Pinterest-esque ‘Work
information without spending a penny, Boards’ that can be reused and shared with
and without having to run the gauntlet of students and colleagues alike. VISIT IF...
advertisements. And as you’d hope, there’s In an ideal world, all our museums
a sensible filtering system in place, helping and galleries would be connected in
teachers navigate straight to KS3 or KS4 this way. Hopefully MyLearning will ...you need to freshen up your
content, depending on their needs. serve as an inspiring example to others – lessons right across the curriculum
The learning resources featured on the but for now, there’s plenty here for with often little-known, yet
site are accompanied by a mix of teacher teachers to discover and immerse touchingly human stories that speak
notes, primary sources and activity ideas. I themselves in. to our rich history and heritage.

MyLearning is free to access – visit mylearning.org or follow @mylearning_org

teachwire.net/secondary
88 REVIEW

SAFEGUARDING

Mentor
The complete package for any leaders
wanting to improve the readiness
and capability of their school’s
safeguarding provision

AT A GLANCE
● Practical advice and learning for safeguarding leads
● Combines advanced technology and sophisticated practice
to produce successful outcomes
● Developed by staff with backgrounds in policing, council

administration, social care and education

● Staff get to choose between on-demand, self-guided

sessions or tutor-led live training

● Trainees gain access to a personalised learning platform

REVIEW BY JOHN DABELL

All staff need to possess up-to-date are also offerings designed with whole staff
safeguarding and child protection training, training in mind, including refresher courses
so that they can capably discharge their that cover the 4 ‘R’s of ‘Recognise’, ‘Respond’,
responsibilities within a modern school ‘Report’ and ‘Record’. Beyond that, there are
setting. But for this, they require high quality, further courses geared towards yet more
accredited CPD training and specialist specific needs, be it those of DSLs, governors
support services from those in the know. or even staff at international schools. VERDICT
The Safeguarding Company would be my For those seeking an all-inclusive
first port of call, since they offer a safeguarding training solution, The
comprehensive training programme Safeguarding Company’s Mentor Pro option ✓ Offers a depth and breadth of
delivered by staff who possess a deep includes access to its full range of on- training that’s second to none
knowledge of essential safeguarding demand, CPD-accredited courses and ✓ Provides staff with informed,
processes and strategies. specialist safeguarding resources, as well as a practical knowledge and the skills
Their aptly named Mentor service useful download library that includes INSET they’ll need to ably safeguard students
provides schools with exactly what they packs, policy templates and guides for ✓ Helps ensure compliance with the
need to manage the wide spectrum of handling child abuse disclosures. If, on the latest statutory guidance
challenges teachers can face in the course other other hand, you’re looking for something ✓ All course content is supported by a
of their duties – including digesting the more specialised, bespoke training and host of high quality resources
voluminous quantity of statutory guidance services can be arranged via the Mentor ✓ Can optionally support the delivery
and legislation out there, and translating it Plus package. of whole-school safeguarding training
into usable resources and handy summaries. Common to all Mentor options are online
Mentor provides schools with an community rooms and calendars that can be
impressive suite of training courses used to share best practice, obtain support
designed to enable all staff to confidently and gather resources, as well as access to a
carry out their roles while effectively host of materials that include case studies,
safeguarding the children and young people presentations, guidance documents,
in their care. They offer a choice between glossaries and explanatory booklets.
UPGRADE IF...
self-paced, on-demand learning delivered Safeguarding is a complex and demanding
online, or interactive online tutor-led area, in which schools need all the help they You’re looking to change the
sessions that run throughout the year. can get. With its high quality training and behaviours, attitudes and skills within
The courses themselves come in different impressive array of resources, The your school in a way that creates a
forms to suit the various needs of teachers, Safeguarding Company’s Mentor service can better safeguarding culture, or are
and any support or volunteer staff working provide such help in spades – thus ensuring wanting to equip safeguarding leads
regularly with children. As such, the that school staff can develop and retain the with the confidence to oversee
individual training can be introductory, vital skills and knowledge they’ll need to keep consistently high safeguarding
general or specialist in nature, though there children safe at all times. standards.

For more details and to obtain a quote, contact 0330 6600 757 or visit thesafeguardingcompany.com/mentor

teachwire.net/secondary
 REVIEW 89

HISTORY

Diverse Histories
Show your KS3 students just how rich,
complex and multifaceted the past really
was with this engaging sourcebook

AT A GLANCE
l A KS3 history resource for developing a diverse history curriculum
l Based on historical texts sourced from The National Archives
l Unearths important stories from British history often omitted from textbooks

l Includes downloadable lesson plans, activities and other assorted duplicable resourcess

REVIEW BY JOHN DABELL

For too long, history has been viewed Victoria’s Indian Secretary Abdul Karim,
through the perspectives of white, rich, prominent Suffragette Sophia Duleep Singh
northern European men – a filter that has and Adenrele Ademola – a Nigerian princess
served to obscure just how diverse the and nurse working in London during WWII. To
movers and shakers of history really were. those, you can also add Sislin Fay Allen, who
The Bloomsbury-published Diverse was the first Black woman to join the
Histories aims to redress the balance. It’s a London Metropolitan Police Force in 1968. VERDICT
magnificent sourcebook for teaching As well as the question prompts you’d
Black, Asian and minority ethnic histories expect, the teachers’ notes also contain
✓ Strengthens students’ skills in
at KS3, created in association with The enquiry questions, suggested activities and
handling primary evidence and forming
National Archives, which seeks to highlight follow-up tasks for taking students’
their own historical interpretations
a number of hitherto overlooked, but vital learning further, complete with
✓ Helps students think in complex
stories with reference to a range of downloadable sources, activities and
ways about difference, diversity and
digitised primary sources. photocopiable resources.
bias
The book contains 60 starter lessons The resource does a good job of helping ✓ Adopts an admirably global
rooted in an enquiry-led approach that students see how historical narratives are perspective in terms of the subjects it
draw on a rich variety of sources, evidence-based, yet often highly selective covers
including photographs, government and frequently contested interpretations of ✓ An indispensable tool for history
reports, telegrams, cartoons, posters, an often very diverse past. It teaches them departments looking to diversify their
police reports, minutes of meetings, that debating, rethinking and revisiting is an KS3 curriculum
maps, manuscripts, private and official essential part of what historians do.
letters, as well as film production notes The test of any resource like this is
and newspapers. whether it can convey the essence of diverse
Each lesson takes it lead from material historical figures in a dignified way, while
stored within The National Archives’ encouraging different student groups draw
collections, meaning that the sources parallels between said figures and their own
you’ll encounter here aren’t readily found various historical and cultural identities in a
in other existing textbooks. To that end, the non-patronising way – a test which Diverse
materials are presented alongside Histories passes with flying colours.
important historical context, encouraging It adopts a transnational, multi-
students to grapple with apparent perspective approach that manages to avoid
contradictions while comparing multiple Anglocentrism, while at the same time
PICK ME UP IF...
sources that represent differing points of helping students understand why certain
view. In this way, Diverse Histories does a historical topics remain emotionally charged ...you’re looking to rethink, reshape
great job of preparing students to confront and highly sensitive for particular groups and and diversify your curriculum, or are
the complexities of the past. societies. Diverse Histories is a powerful about to embark on a substantial
Among the figures we meet are Black learning tool that can do much to give process of curriculum review and
trumpeter John Blanke, who performed at students a better, more well-rounded wish to widen the breadth of history
the coronation of Henry VIII, Queen understanding of the past. your students will study.

Paperback £24.99 / e-book £22.49

teachwire.net/secondary
90

ABOUT THE AUTHOR

John Lawson is a former secondary
teacher, now serving as a foundation THE LAST WORD

Truth hurts
governor and running a tutoring
service, and author of the book The
Successful (Less Stressful) Student
(Outskirts Press, £11.95); for more
information, visit prep4successnow.
wordpress.com or follow
@johninpompano

One might think that maintaining fidelity to the truth and facts is an inalienable part
of teaching that trumps all else – but alas, things aren’t always so straightforward...

As a high school teacher of global ethics for 20+ years, Teachers should seek to promote ideas that benefit
I became used to regularly pulling off something of a wider society, rather than those which only serve
high wire act. I always knew that my next unscripted narrow interest groups. While we will never all be ‘the same’,
utterance had the potential to, at best, enlighten my we should at least recognise the importance of aspiring
audience or, at worst, get me fired. towards universal equality.
When the principal first accepted my proposal for a Despite this, however, if I’d dared to point out, for
new ethics course, she warned me that parents would example, that turtles’ eggs are given greater protections than
frequently complain more forcefully about ethics classes those afforded unborn humans, friends would have shunned
than those for any other subject – even politics. “Your job,” me and my career would have taken a very different turn.
she stressed, “is to ensure that more compliments than
complaints about you are ringing in my ears.” Virtue and values
At first, I naïvely assumed that this would be more Telling the truth can often provoke rage and accusations
likely if I maintained a strict fidelity to honest facts. of so-called virtue signalling – ‘Tone it down, can’t you?!’
It soon turned out that being truthful did indeed serve But when does one’s tone ‘become acceptable’? Should
me well in my relations with students – but that when we keep modifying our views until they become bland
dealing with parents and administrators, greater and homogenised? Looked at this way, it’s hard to see why
circumspection would often be required. anyone would attack any teacher who consistently advocates
for life, love, and liberty over violence, hatred, and
The grey zone suppression. Truth and honesty aren’t controversial –
I used to welcome my new students by giving them so it follows that nobody should be disciplined for
a copy of a laminated sign I had displayed on my expressing demonstrable facts, right?
classroom wall, which read as follows: One racist parent at the school demanded my instant
dismissal after I’d told a class that racism was ‘born of
WELCOME TO THE GREY ZONE ignorance’, but I’d maintain that making moral judgments
Warning – the atmosphere of this room is not about others based on biological difference is ignorant. Then
conducive to closed, prejudiced, or simple minds; open-and- there was the time an archbishop chided me for declaring that
shut cases; black-and-white issues; paper tiger since nobody chooses their sexual
hunting; straw man savaging; self- orientation, being gay cannot be
aggrandising grandstanding; no-brainers; intrinsically sinful or immoral.
sound bites; or mere opinions. Socrates suggested that virtue
In this classroom, we separate ‘wise and values can’t be taught – but
guys’ from ‘wise-guys’. You are if we fail to properly value truth
entitled to your own opinions, but and honesty, then we’re merely
not your own facts. We will seek making noises. What has always
the truth and facts whenever saddened me most is seeing the
possible, guided by love and despair of impoverished
mutual respect for everyone. teenagers who see education
as a game of two sides –
The grey zone is where grey one in which their side is always
matter wrestles with the grey areas playing uphill and into the wind.
of contemporary moral issues. I can And to some extent they’re
still recall my Catholic students becoming right, given how geography so
visibly puzzled when I told them that my first loyalty frequently determines destiny.
was not to them, their parents, the principal, the Nor does it help that the very people best placed to
Pope, holy texts, or even Jesus Christ (pausing briefly tackle this are facing disadvantages of their own. How
for effect) – it was to truth and honesty. should I motivate aspiring teachers when supply work
When we choose to put ego aside and seek the pays £100 a day? My plumber makes £400+ a day. What
truth, it becomes impossible to lose arguments. price do we risk by telling teenagers the truth – the whole
Codology, pontification and truth decay, on the truth, and nothing but the truth – when our words and
other hand, are reliably and painfully debilitating. motives may well be taken down and used against us?

teachwire.net/secondary
 Sustain
their
potential
At Zurich, we help you protect the next and therapists. So you can protect their
generation. future in more ways than one.

Our insurance supports children and their For more information call 0800 232 1901 or
schools in ways you might not think – from visit zurich.co.uk/teachsecondaryeducation
keeping young people safer online with
our safer schools app, to protecting the
physical and mental health of your team Sustain your world.
through access to nurses, counsellors

Zurich Municipal is a trading name of Zurich Insurance plc, a public limited company incorporated in Ireland. Registration No. 13460.Registered Office: Zurich
House, Ballsbridge Park, Dublin 4, Ireland. UK Branch registered in England and Wales Registration No. BR7985. UK Branch Head Office: The Zurich Centre,
3000 Parkway, Whiteley, Fareham, Hampshire PO15 7JZ.
We are
the NEU
join us
The NEU is the largest union
for teachers and education
professionals in the UK.
Together we will shape the
future of education.

Join FREE as
a trainee or
for just £1 if
you are newly
qualified*

Join us today
neu.org.uk/join
0345 811 8111
NEU2724/0822

*terms and conditions at neu.org.uk/neu-membership-tcs