Category Archives: Consultancy

Recent work undertaken.

‘Let’s go on an awesome, Arctic adventure!’, Abbey Park Middle School, Pershore, Worcestershire

Well, today, I was back with my partner in crime, Sarah Shaw, for an awesome, Arctic adventure, but this time at Abbey Park Middle School in Pershore, Worcestershire.  Melanie Hirst, a Year 6 teacher and Geography Subject Leader at the school, had attended a CPD workshop that I delivered last March and, subsequently, signed up to the Global Learning Programme (GLP). After completing the short, Whole School Audit (WSA), she received £500 of e-credits to spend. A perusal of the courses and events advertised online led her to our pupil and staff offering (amalgamating aspects of a successful Key Stage 2 to Key Stage 3 transition project and CPD workshop for teachers), which she promptly booked for the penultimate week of the school year.  Emily Hastings, a freelance drama specialist (see www.actinguptheatre.co.uk  and www.facebook/EmilyHastingsactingup for further details) asked if she could pop along to see us ‘in action’ … Sarah, Abbey Park Middle School and I were only too happy to oblige … after all, the more the merrier!

Sarah and I had an action-packed, interactive day planned, so it was straight to work!  Initially, we all gathered in the school hall.  The children sat around large tables in their allocated ‘country’ groups (named after nations lying within the Arctic Circle), ready to tackle our starter activity (a jigsaw puzzle centred upon the Arctic).  By piecing together the puzzle, youngsters were able to establish where we would be sailing to for the remainder of the day.





Next, I launched Google Earth and projected it onto the large screen, so that I could take pupils and teachers on a virtual trip, from their home market town of Pershore to the geo-magnetic North Pole.  We considered the distance, direction and time involved, identified countries lying within the Arctic Circle and some of its key physical (natural) and human features, as well as highlighting pressing environmental issues. The aim was to specifically target place and locational knowledge (with a few teachers and support staff learning alongside the children too).  I then outlined the learning objectives and the proposed format for the morning.

Whilst Greenland, USA, Canada and Russia remained with Sarah for a dance/drama session, Norway, Sweden, Finland and Iceland joined me in a nearby classroom or ICT Suite to further enhance their place and locational knowledge.  In their hour with Sarah, the children entered into the world of the Arctic.  They were transported to the region, became explorers and set off across the snowfields and great glaciers.  On their way, they encountered wildlife, both on land and in the sea, and learnt how their habitats are under threat due to climate change.  Some photographs of the youngsters as avid adventurers can be seen below:







With me, the children embarked upon four, different activities in an attempt to answer the following questions:

  • What are the challenges facing the Arctic today?
  • What will the Arctic look like in the future?

Firstly, working in their ‘country’ group, pupils were given two plastic hoops so that they could create a Venn diagram and an envelope containing facts relating to the Arctic.  They were required to sort the facts into those that they believed to be ‘true’, those that they believed to be ‘false’ and ones that they were ‘unsure about’.  They then had to place the facts at appropriate points on their Venn diagram.  Later, I revealed the answers, correcting those statements that were ‘false’ in the process.



I also posed a question or two to the children:

  • Were there any facts that surprised you?
  • If so, how/why?

They had some interesting comments.  For instance, one individual was surprised that penguins do not live at the North Pole despite its freezing temperatures, others were amazed by the variety of wildlife that could be seen in such a cold environment and several were unaware of the sheer size of a polar bear (up to 4 metres tall when stood on its hind legs and having paws the length of a long ruler).

Secondly, again working in their ‘country’ group, students had to match each image with its caption to discover more about the Arctic region.  Once the answers had been divulged, I asked the youngsters if the Arctic region was as they imagined it to be.  Pupils were keen to contribute, which was lovely to see.  The majority did not realise that so many people lived within the Arctic Circle (around 4 million) and that towns with ‘proper houses’ existed, for example.



It was intended for each ‘country’ group to draw up a list of ten words that they felt best described the Arctic.  However, as time was at a premium, I simply went around the room asking each pupil in turn whilst their teacher recorded their words onto the whiteboard. These words will later be inputted into the text box at http://www.wordclouds.com/ to create a word cloud. This word cloud can then be printed, enlarged and referenced at appropriate points to support further written work in class and help reinforce topical vocabulary.

Lastly, it was ‘spot the difference’ time.  In their ‘country’ group, pupils were expected to look carefully at two satellite images that they had been given (of the same place, at the same time of year, but a few years apart) and record how many differences they could spot.  After a few minutes, I selected individuals to share the differences they had observed. When doing so, I encouraged them to use locational and positional language as well, e.g. in the foreground, behind the…, there is no… in image 1, yet in image 2 there is a… .  Pupils were really observant, noting changes to the shape, extent and colour of the ice, in addition to identifying new land. Afterwards, I provided detailed explanations for each observation.

A short break was needed by pupils, staff and consultants before the four ‘country’ groups rotated to complete the alternative session.

Just before lunch, we convened in the school hall for a short plenary.  The ‘country’ groups performed their dance/dramas confidently … Sarah always achieves so much with pupils in such a short space of time!  We then reflected upon our learning and experiences (since I was leading this, teachers were able to gather audio-visual evidence of pupils’ ‘concluding comments’).  We used ‘thumbs up/thumbs down’ signals when referring to the learning outcomes.  Both Sarah and I were encouraged by the willing show of thumbs pointing upwards. In order to stimulate an element of higher order thinking, I had hoped to challenge pupils to the following questions, but dinner had to be served and a prompt finish was required :

  • What do you think the Arctic will be like in 2050?;
  • What now needs to be done in order to secure a positive future of the Arctic?
  • Is there anything that you could personally do?

These questions could be explored with their class teachers over the next day or so, perhaps? Each child was then presented with a geography badge as a reward for their efforts, which they wore with pride for the rest of the day.

Gill Johnson from Wicked Weather Watch (https://wickedweatherwatch.org.uk/) kindly arranged for Digby Rawlins to also pay a visit today.  Digby had just returned from a stint on Northabout (the boat that completed the record-breaking Polar Ocean Challenge between June and October 2016 – see http://polarocean.co.uk/ for further details); for him, it had been quite a challenging voyage from Ireland to Greenland, but well worth it, judging by the first-hand experiences he had to recall and stunning photographs and movie clip that he shared with the students. Afterwards, Digby invited the audience to ask any questions that they had; he was truly put in the ‘hot seat’ at this point, but it did show how engaged and enthused the children were!








In order to make the day as productive as possible, we offered a CPD session/working lunch for staff involved with the day.  They were asked to reflect upon the morning, identifying WWW (what went well) and EBI (even better if) and consider their ‘next steps’, annotating a pair of feet as a record of their intentions.  This provided instant and effective feedback for Sarah and I too … we are always looking to develop new themes for workshops/improve what we already do. Besides, we love to leave a school feeling confident that they could replicate the sessions with other year groups/classes.  We both shared further resources/web-links and ideas with teachers so that they could take today’s learning a step further or integrate it into their future curriculum planning. Seeing professionals so appreciative and inspired makes what we do all the more worthwhile.



As can be seen below, the feedback from staff and observers to date has been very positive:

‘Thank you for the Arctic theme day.  The children really enjoyed it and got a lot out of the different activities.’ (Year 6 teacher)

‘Thank you very much.  It was very interesting to see.  I thought what you guys did yesterday was brilliant, especially as your audience were pretty tough.’ (Emily Hastings)

Thank you for having us, Abbey Park Middle School!

 

‘Let’s go on an awesome Arctic adventure!’ (once again!), Gloucester Farmers’ Club

Due to the success of a previous CPD workshop and several requests from individuals/schools, I decided to offer a repeat of the session on Friday 30th June, once again using Gloucester Farmers’ Club as a base.  This proved to be an ideal venue for a reasonably small group last time and did not disappoint today either.  An array of refreshments were supplied at the requested times in an adjoining room.  Our meeting place was well-appointed, airy, clean and accessible to all.  Having plenty of free parking immediately outside the venue was a bonus too, especially when carting my laptop, a large box of resources and balancing a home-made cake!

We began by introducing ourselves and providing a brief potted history of our time in the profession, before I outlined the aims and format of the session.  This helped create an informal, open atmosphere right from the start and was conducive to much subsequent interaction and discussion.

Next, I encouraged delegates to think about the curriculum within their schools and identify links to the Arctic at both Key Stages 1 and 2.  Several connections were made in all years, but once we had picked the National Curriculum programmes of study for geography at Key Stages 1 and 2 to pieces, all agreed that there were many more links that could easily be exploited.  I also drew their attention to the Framework produced by the Geographical Association (GA) when the new National Curriculum was launched, which divides geography into three main areas (contextual world knowledge; understanding; geographical enquiry) and lists age-related expectations for pupils at 7, 9, 11, 14 and 16 years old (http://geography.org.uk/news/2014nationalcurriculum/assessment/).

I shared links to new Arctic-themed resources, e.g. Wicked Weather Watch (https://wickedweatherwatch.org.uk/); Polar Ocean Challenge (http://polarocean.co.uk/); SV Northabout’s Facebook page (https://www.facebook.com/Northabout/), Arctic Alive in association with the Canada-UK Foundation (http://www.canadaukfoundation.org/arctic-alive) and Expedition Greenland: Learning about sustainability through the Vikings, an EU-funded interdisciplinary project (http://www.wilabonn.de/en/projects/723-expedition-greenlandsustainability.html), as well as showcasing a recent Key Stage 2 to Key Stage 3 transition project that Cirencester Deer Park School in Gloucestershire kindly hosted (http://espley.creativeblogs.net/2017/03/03/global-learning-programme-glp-ks2-ks3-transition-project-cirencester-deer-park-school-cdps-gloucestershire/).

Knowing how precious a teacher’s time is, I made sure that I included a good 45 minutes for delegates to explore these resources/web-links at their leisure.  It was great to see them interacting, sharing best practice and keen to determine opportunities for future rapport.  At this point, both Gill Johnson from Wicked Weather Watch and myself circulated around the room, providing additional guidance and answering any specific questions that teachers had. Below are a few photographs of the ‘action’:

Taking on my role!

Great to see individuals from different schools sharing best practice.

Smiley faces … clearly feeling relaxed and enjoying a reprieve from the classroom to reflect, discuss and plan.

Using their time wisely.

I love having the chance to chat with individuals and hear what is happening in different schools.

Providing ‘tailored’ advice.

Exploring literacy links to the Arctic.

Lovely to have Gill Johnson from Wicked Weather Watch (WWW) with us … she certainly has a wealth of knowledge and expertise to share.

Absorbed!

In deep thought!

Afterwards, we contemplated our ‘next steps’ once we had walked out of the room at lunch-time today.  Some of delegates’ ‘footprints’ can be viewed below (click on each to see an enlarged version of the image):

I was touched by the concluding comments written on the blank postcards that I handed out during the plenary session too.  Here, delegates were asked to ‘sum up’ the session in five words or a sentence or two and note any further resources they would like Wicked Weather Watch (WWW) to provide.  Their responses can be read below:

‘Inspiring, informative, interesting, excellent links/resources and fun!’

‘Useful, resource-rich, helpful, interesting and insightful.’

‘Useful resources to bring geography alive.  Inspiration to move our geography learning.’

‘Well-resourced ideas and clear focus to National Curriculum objectives within an exciting topic – Arctic.’

‘Excellent opportunity to talk about resources and share ideas.’

‘Inspiring; resourceful; great mix of information and opportunity to talk; helpful; real life.’

‘I’m leaving feeling inspired and excited to teach geography.  It has been so useful to have the time to sit and talk, share ideas and plan for next year.  I’ve got lots of new resources to use!  Thank you very much!!’

‘Very informative and fabulous.  Thank you!’

‘Thanks for a fantastic, inspiring morning.’

‘I am very much looking forward to teaching this topic in Term 2 as the course has fired my enthusiasm.  Thanks for organizing the programme on Friday.  It was very informative and offered lots of relevant resources.’

Suggestions:

  • ‘More FS/KS1 resources – interactive games/sorting activities.’
  • ‘Links to videos/live webcams.’
  • ‘Links to world weather anomalies related to climate change.’
  • ‘Link to English text types.’

Small events like these provide an opportunity to engage with individuals, gain insight into what is actually taking place in schools locally (sometimes very different to what is promoted on the school’s website), consider foci for future CPD sessions and ‘magpie’ ideas for new transition projects/pupil workshops.

It was a shame that Jane Pritchard-Meaker, Education Advisor from the Education Performance and Inclusion Team at Gloucestershire County Council, was unable to pop along … maybe next time?

Many teachers expressed an interest in being part of a Geography/Humanities Subject Leaders’ Network, similar to those currently operating for English, maths and science.  This would be something that I would be more than happy to coordinate and run, either with the backing of Gloucestershire County Council (GCC) or The Crypt Teaching School (http://www.cryptschool.org/teaching-school/), an establishment where I will be based part-time from September 2017.  Do visit my blog site at regular intervals to see what evolves.

 

Time for some brainstorming!

This morning, I met with Emily Hastings from Acting Up! (see https://www.facebook.com/EmilyHastingsActingUp/ and http://www.actinguptheatre.co.uk/
for further details) to brainstorm ways in which we might collaborate in the near future.

I am keen to work with the Education Performance and Inclusion Team at Gloucestershire County Council to establish a Geography/Humanities Subject Leaders’ Network for primary schools (as they already have operating for English, mathematics and science) and run three different workshops over the course of the next academic year.  I would hope that these days contain a strong element of interactivity since I feel that this approach gives teachers more confidence to replicate the suggested activities in the classroom.  It is essential that creativity/innovation features highly too; several schools need to embrace fresh ideas to re-ignite teaching and learning within their establishments and inspire and engage youngsters.  ‘Taking learning outside the classroom’, ‘integrating geography/history with the arts’ and ‘promoting enquiry-based learning’ would be ideal themes to explore throughout 2017-2018.  Not only do I have plenty of projects/examples to showcase/share with delegates, but I am also able to draw upon other people’s expertise, such as Emily for drama, Sarah Shaw for dance and Kathryn Minchew for D&T (food).  Enticing the Teaching School at The Crypt School , where I will be teaching two days a week from September 2017, to host such workshops might be my next challenge; we could all benefit from pooling contacts and the associated publicity, I feel sure.

Over coffee, Emily and I discussed opportunities to work together in the near future and gave each other plenty of food for thought.  It was great for both of us to have someone very like-minded to bounce ideas off.  Back to the drawing board now and a few leads to pursue … watch this space to see how things evolve.  Exciting times ahead, hopefully!

 

Prayer Day, Hempsted C of E Primary School

A day with a difference, and a thoroughly enjoyable and rewarding one at that!  As a Church of England school, Hempsted has tried to establish stronger links with its local church (St. Swithun’s, under the very capable and inspiring hands of Canon Nikki Arthy) over the past few years in particular.  Now and again, Nikki asks members of the Messy Church team if they would be willing to spare some time to support community- or school-related events.  Being DBS cleared and an experienced teacher, Prayer Day at Hempsted C of E Primary School was obviously one of my areas of expertise and an event to volunteer my services for!

It had been intended to have everyone in the school hall at the start and end of the day. However, due to the current heatwave and 30+ degrees Centigrade temperatures, it was decided to be sensible and abandon this idea.

At their allotted time, the children came into the hall in their class group and with their teacher and any teaching assistant/s.  They had the opportunity to explore up to five different prayer stations in the time available, all centred upon a specific theme, e.g. family; me; friends; world and school.

Mrs Middleton and myself’s role was promoting ‘Love for the world’.  Our focus was on Psalm 8: 1, ‘O Lord, our Lord, your greatness is seen in all the world.’  We explained to the children that Christians believe the world was made by God and it is beautiful.  At one time, it was perfect, but things have gone wrong and the world is not the great place it once was.  This is not how God meant it to be.  Sometimes, children are particularly damaged and hurt by the things that happen in the world.  To begin with, the youngsters were asked to look at the inflatable globes on the table and try to identify places that they had been to, places that they had heard about and places that they would like to visit.  Next, they were encouraged to think about the pain that God feels when he sees his perfect world going wrong.  Then, pupils were prompted to consider children in other parts of the world.  They were asked to hold or hug an inflatable globe silently for a short while, thinking of all the children in the world and particularly those who were suffering.  Afterwards, each child was given a tag with a globe and children printed on it.  On the reverse, they were invited to share their thoughts, e.g. who would they like us all to say a prayer for.  These were then placed at an appropriate location on the world map that covered the table.

Other activities on offer to the children included creating class prayer paper chains, making beaded friendship bracelets, writing teaspoon (TSP … Thank you; Sorry; Please) prayers and decorating gingerbread men/women to hang on a small branch of a tree.

At the end of their session, Mrs Hill encouraged the children to come and sit in the centre of the hall for a time of reflection together.  A number of the children’s prayers were shared and pupil voice was collated about the activities that they had just taken part in.  Many of their prayers focused on family, friends, their school and events that had featured in recent News bulletins. The children clearly enjoyed completing the various tasks, especially the very ‘hands-on’ ones. Perhaps, this is something to consider when planning a future Prayer Day?  Less writing/drawing and more handling/talking, which would make them more accessible to less able and younger pupils too.

Parents/carers were also invited to participate, with sessions available to them both before and after school. Not only did this give them the chance to see what their child/children would be/had been doing, but it also provided them with a few quiet moments for reflection or to discuss any thoughts or feelings that they had, if they so wished.  Days such as these are an effective means of engaging with many sectors of our local community and certainly showcase the delightful school that we are so lucky to have within our village of Hempsted.

A ‘well done’ and ‘thank you’ to all who helped organise and deliver the day.

Thinking about our world …

And, different classes’ responses …

‘Teaspoon prayers’ (TSP … Thank you; Sorry; Please).

Making beaded friendship bracelets.

Thinking about our school community …

Each class’ prayer paper chains.

Thinking about our family … (with wisdom and support from Cath Wain).

A later e-mail from Mrs Hill stated:

‘Thank you so much for all your help on Wednesday and all your preparation.  The children are still talking about it today and wearing their bracelets, so thank you.  A beautiful day with beautiful weather.’

What a lovely and very genuine summary!  It was a pleasure to have been able to assist her and other staff at the school.

 

 

 

 

 

 

C&T, Gloucester Docks/Gloucester Quays

Fortunately, the hot and sunny weather at the weekend decided to hold out a little longer for my meeting at Gloucester Docks/Gloucester Quays with Paul and Max from C&T (http://www.candt.org/).  I first came into contact with both Paul and Max when presenting at a conference at the University of Worcester a few weeks ago.  They had been invited along as their offices were opposite the organiser’s, Professor Maggie Andrews, and it was hoped to be an opportunity for them to do a spot of networking, which they certainly did!  C&T is all about humanising technology through creativity, drama and digital culture.  Over the last ten years, they have been continuously developing new ideas, placing digital technologies at the heart of drama and giving young people the skills and confidence to know that they can make a creative contribution to their community and the world around them.

After an initial chat, I took Max and Paul on a brief tour of the Gloucester Docks/Gloucester Quays, pointing out key features, recounting any historical links that I was aware of, identifying developments currently taking place and discussing issues.  The Gloucester Docks/Gloucester Quays did look wonderful this morning and they truly are an asset to our city.  There is still much potential to be exploited, however, as can be seen from the plans for the Baker’s Quay and neighbouring Blackfriars.  It is amazing how much you take for granted too.  For instance, I have often walked past the large, iconic sculpture, known as The Candle, in the main basin of the Gloucester Docks, but could not tell you much about it or when and why it was placed there.

Later, over a coffee, we considered where we might go from here.  Max and Paul have a meeting concerning a nationwide WW1 project scheduled for Friday; there may be a chance for a Gloucester school/schools to be involved in this too.  Besides, Paul has a few ex-students that are now based within the area and with whom he hopes to renew contact; it may be that they wish to collaborate on a project or have additional links that are worth exploring.  It was agreed that either Max or Paul will be in touch at some stage over the next fortnight once some firmer decisions have been made.  Fingers crossed, as the Gloucester Docks/Gloucester Quays would be an ideal location for a project with so much history and heritage attached to it and I have a couple of schools already in mind who would relish the opportunity to participate in such a cross-curricular and hugely innovative initiative.

Twilight staff training: Abbeymead Primary School, Gloucester

My task this afternoon was to deliver a twilight training session centred upon ‘taking learning outside the classroom’ for all staff at Abbeymead Primary School on the outskirts of the city of Gloucester.  Fortunately, the weather was fine and dry, so we were able to spend some time outside replicating a few of my suggested activities … this does not always happen when fieldwork is planned, believe you me!

To begin with, we based ourselves in a classroom.  Here, I outlined the aims and format of the session, before promoting the importance of fieldwork.  I shared some research conducted by a group of primary Head Teachers on behalf of the National College for Teaching and Leadership (NCTL), which listed the ‘hallmarks’ of an ‘outstanding curriculum’, many of which have strong connections to a powerful geography curriculum.  It also helped to signal the ways in which geography can contribute to the aims and values of the whole school and the personal development of every pupil within it.  We accessed the National Curriculum programmes of study for geography at Key Stages 1 and 2 and ‘zoomed in’ on the sections entitled ‘geographical skills and fieldwork’.  Next, I projected the Geographical Association’s (GA) ‘framework’, which exemplifies progression very clearly and includes age-related expectations in geography, as well as communicating their thoughts regarding fieldwork.  I briefly talked through the enquiry approach, which is fundamental in geography.  I referred to the updated Ofsted handbook and the direct implications that this has for geography, along with a recent geography survey visits report and a couple of outstanding school case studies.  These items were added to a folder on the school’s network in case teachers wished to delve into them more deeply at a later date.

With time at a premium this afternoon, I was keen to move on.  My prime aim was to showcase quick, cheap and easy activities that could be conducted beyond the four walls of the classroom and the achievements of similar schools locally, many of which have been supported by funding from the Frederick Soddy Trust.  Examples included:

  • ‘geographical glasses’;
  • ‘secret street detectives’, with case study material from Calton Primary School in Gloucester;
  • Andrea Mosaic;
  • emotional mapping with Quikmaps;
  • den building;
  • journey sticks;
  • The Geography Collective and Mission:Explore;
  • ‘Go the Extra Mile’ competition run by the Frederick Soddy Trust and the Geographical Association, with an ‘abridged version’ from Hempsted C of E Primary School in Gloucester;
  • Digimap, including reference to a Year 2 geography day for pupils based at The Christian Adventure Centre at Viney Hill in the Forest of Dean.

Geographical glasses.

Younger/SEND pupils could use images instead of text, making this an accessible activity for all.

Developing good observational skills.

After providing an overview of the application process for a Frederick Soddy Trust School Award to unlock the potential of the local environment for fieldwork, I decided to take staff outside and challenge them to a few ‘missions’ from the original Mission:Explore book.  The aim was to demonstrate how they too could easily take learning outside the classroom, even if there was only half an hour to spare.  The teachers appeared to really enjoy this, as can be seen from the photographs below:

Mission 19: Collect A to Z.

Great teamwork!

Proposing to be the gifted and talented group … not content with just collecting one image to represent each of their designated letters of the alphabet!

Making use of technology outside the classroom.

Discovering other ways to use their outdoor learning area.

Mission 26: Swatch nature.

A perfect colour match!

We came inside ten minutes before the end of the session for the ‘plenary’.  Each member of staff was handed a set of footprints.  They were asked to use the footprints to record their next steps once they left the room, starting from the big toes and working outwards.  Each step could be as simple or as complex as they wished.  Later, participants were asked how far they managed to reach and many voiced their ideas/thoughts in the short discussion that pursued.

Finally, each member of staff was given a blank postcard.  They were invited to sum up today’s twilight training session in five words/a sentence or two.  It was suggested that they might take the WWW/EBI approach, although this was by no means compulsory.  They could add their name and position or remain anonymous.  Instant feedback such as this is really useful for me when planning future CPD sessions, in addition to giving SLT some indication of any further support that might be appreciated or required.

‘Very informative and fabulous.  Thank you.’

‘Lots of simple, practical, yet inspiring ideas for excellent teaching and learning in geography.  Thank you.’

‘Interactive; helpful; interesting; pacey; creative.’

‘Valuable; helpful; interesting; useful; resourceful.’

‘Practical outdoor ideas for children.’

‘Range of ‘cheap’ tasks.  Practical. ‘Outside the box’ missions.  Revisiting geography. A stronger focus on Upper KS2 depth, perhaps?’

‘Explorative work outdoors with technology!’

‘Informative; eye-opening; practical.’

‘I enjoyed the practical activities.’

‘Great ideas for getting children into geography.’

‘Fun; hands-on; informative.’

I sincerely hope that teachers now feel far more confident about taking learning outside the classroom and look forward to hearing about, and seeing evidence of, their mini adventures shortly!

 

 

 

 

 

 

 

 

2017 Gloucestershire Business Show

Yesterday, I spent a very long, but productive morning at the 2017 Gloucestershire Business Show, which was again held at Cheltenham Racecourse.  The car park was full, there were more exhibitors there and the different ‘zones’ appeared to have a real ‘buzz’ about them this year than in 2015 when I last attended.

It was lovely to see a few familiar faces, as well as be introduced to many new individuals or local companies/associations/organisations.  Although it is important to put everything in writing these days, you cannot beat meeting people face-to-face.  Half the battle when trying to coordinate initiatives is knowing who to deal with; days like these can provide you with that essential information and so save precious time.

I have a number of leads to pursue today, which will, hopefully, offer some future authoring and consultancy work.  Bringing local schools and business together can be hugely effective, as I have seen first-hand many times in the past.  Not only is the financial support welcomed by schools, particularly in light of the current budget cuts, but companies/associations/organisations also gain from the related publicity, both on- and offline. In addition, the community spirit that such projects often generate makes all the time and effort steering these events extremely gratifying.

Symposium, University of Worcester

Maggie Andrews, Professor of Cultural History at the University of Worcester, invited me to speak at a symposium that she was organising, entitled ‘Children in WW1: Histories and engagements’, during the afternoon of Monday 8th May 2017. The remit was to deliver a presentation, of approximately 20 minutes in length and aimed at undergraduate and post-graduate students, about our recent WW1 project, how we engaged youngsters, the impact that it had and what we discovered about children during the time of the First World War.  I was told to be prepared to answer any questions that the audience may have too.

Well, considering the time that I had to talk and all that we achieved throughout the timescale of our project, I had to be incredibly selective as to what material I showcased.  I decided to focus on our WW1-themed week’s activities and related events and then ‘zoom in’ on our jam-packed, cross-curricular day.  I included a viewing of our photo story as well since I think this really does ‘say it all’.  I felt rather emotional watching this again a year or so down the line.  It really brought home how much we had done and the positive impact that it had on our local community.  Several in the audience stated that they would have liked to have been part of such a successful initiative too.

My input was followed by a presentation from Julia Letts, an experienced, freelance oral and community historian. She shared creative ways to teach children about WW1, exhibiting some of her latest work with schools within Worcestershire.  These ranged from an hour’s lesson, providing a ‘hook’ for future teaching and learning about WW1, to a themed day, cross-curricular fortnight and a HLF project involving collaboration between four, local schools.  Whilst our projects displayed some similarities, I certainly picked up a few fresh ideas and new approaches to explore with those schools that I have regular contact with.

Comments and questions were very forthcoming from the floor, so a shorter than planned coffee break took place.  I did have another opportunity to speak with Paul Sutton and Max Allsup from c&t (http://www.candt.org/), however.  I am hoping to meet with them next week to see if we can work together with schools straddling both counties.  I am keen to discover more about their immense creativity and the global dimension to their work, especially after all the Global Learning Programme (GLP) activities that I have been involved with over the past four years.

Unfortunately, I had to leave shortly afterwards due to prior school commitments. Nevertheless, I am led to believe that the remainder of the afternoon was just as interesting and inspiring.  Rebecca Ball, a post-graduate student from the University of Wolverhampton, talked about the experience of working class children in WW1.  Afterwards, consideration was given to Worcestershire children in WW1, focusing on themes, questions and histories.  Finally, Maggie Andrews discussed and explored future plans, including the ‘patriotism or/and pragmatism project’.

I look forward to attending/contributing to the next event … I always return home with greater knowledge and understanding of this period of history and feel truly inspired to share this with others.

 

 

 

 

Teaching School, Sir Thomas Rich’s School, Gloucester

It was off to Sir Thomas Rich’s School (STRS) (https://strschool.co.uk/), one of Gloucestershire’s grammar schools, early this morning to meet with Debbie Brake, Assistant Head Teacher and Teaching School Lead. The purpose of my visit was to share outreach opportunities, discuss my recent, local consultancy activities that have been particularly successful and consider how I might be able to support their future developments.

I think Debbie was feeling a little overwhelmed an hour and a half later!  She was clearly impressed by the vast array of initiatives that I have coordinated and delivered over time, as well as the numerous contacts that I have established.  She commented on the really interesting role that I have too … yes, every week is different and I could probably earn more as a full-time professional in a senior leadership position, but it is incredibly rewarding.  She also made me realise just much I have achieved since freelancing and how this certainly complements any time that I spent back in the classroom in a part-time teaching capacity.

Giving up my time for ‘free’ occasionally is worthwhile when you receive an e-mail message on your return that says:

‘It was lovely to meet you today. Yes, this is very useful – thank you. I’ll be in touch after Easter.’

CPD workshop: Let’s go on an awesome, Arctic adventure!

The Gloucester Farmers’ Club was the venue for our CPD workshop, entitled ‘Let’s go on an awesome, Arctic adventure!’, and what an ideal one it was too!  We had a well-equipped room with lots of space to spread out, were supplied with plentiful tea and coffee (supplemented with some home-baked goodies, chocolate fingers and a tub of Heroes that I brought along with me), were surrounded by stunning gardens and had a large, free car park at our disposable. Gill Johnson, from Wicked Weather Watch, also joined us … it was great to have her presence and hear about some of the charity’s exciting developments ahead.  I will certainly consider using this venue again for further CPD events.

The session began with a formal welcome and introductions, before the aims and format of the workshop were outlined.  I prompted delegates to think and become involved from the onset by challenging them to a quick starter activity … to review their current school curriculum and identify any links to the Arctic, either at Key Stage 1 or Key Stage 2, or both, depending on whether they were based at an infant, junior, primary, middle or special school.  Participants then shared what they had written down, which also gave me an insight into termly themes covered within their establishments.  As several were non-specialists, new to the Geography/Humanities Subject Leader role or recent entrants to the profession, I dedicated a significant amount of time to ‘unpicking’ the National Curriculum for geography and highlighting the many, possible links to the Arctic region.  I also displayed the progression framework that the Geographical Association produced when the new National Curriculum was launched.  This lists the expectations of pupils at 7, 9, 11, 14 and 16 years old and is a useful reference when planning.

Next, I accessed Wicked Weather Watch’s website and provided an overview of the new Key Stage 2 scheme of work and its accompanying resources that has been produced and tested in local primary schools.  Whilst this is, perhaps, best suited to those in Years 5 and 6, it can easily be utilised with both younger and older students … there is a huge amount of content to ‘cherry-pick’ from.  We looked at the Polar Ocean Challenge’s website briefly and Gill added some information about Sir David Hempleman-Adam’s next adventure … he is off to Greenland with Northabout and crew this coming June and is integrating a land expedition to one of the North Poles. I relayed information about a Global Learning Programme, Key Stage 2 to Key Stage 3 transition project between four schools and relating to the Arctic that I had steered a couple of weeks ago too.

After a brief refreshment break, delegates were given time to explore a number of recommended web-links, browse resources that I had brought along with me, network, seek school-specific advice and ask any questions that they had.  Being a relatively small group, it was lovely to be able to spend some time with individuals … an effective means of seeing and hearing what goes on in the great variety of schools that we have, both within the county and beyond.

Spending one-on-one time with individuals.

Sharing Wicked Weather Watch’s new Key Stage 2 scheme of work and accompanying resources. An opportunity to deliver some high-quality geography, with many cross-curricular links incorporated.

Providing further suggestions to ensure specific school and individual interests and needs are met.

Participants appreciated having the time to explore resources and web-links at their leisure.

Finally, participants were given a set of footprints and asked to use these to record their next steps once they left the room at lunch-time.  I advised them to start with the big toes and work outwards and stressed that each step could be as simple or complex as they liked.  It was very encouraging to see that all identified a step for each toe.  Our subsequent discussion was lively and clearly reinforced how individuals had been enthused by the morning’s session.

Participants were asked to outline their next steps once they left the room today. They were encouraged to work outwards from the big toes and see how far they could reach. Steps could be as simple or complex as they wished.

Rising to my challenge well!

This proved to be a very thought-provoking exercise, and one that I will certainly repeat again.

Quite a few next steps identified … a productive morning!

Delegates were requested to use the blank postcards left on their tables to offer feedback about the workshop.  They were advised to consider what went well (WWW) and even better if (EBI), as well as noting any additional resources that they would like Wicked Weather Watch to generate.

Some of their concluding comments can be read below:








‘Thank you.  It was a great morning.  I feel very inspired.’

‘Many thanks for this morning’s CPD event.  It was very beneficial.’

All in all, not a great money spinner for me, but extremely worthwhile knowing that I have supported and truly inspired many individuals.  Hopefully, some high-quality geography will be taking place in local schools before too long!