Tag Archives: world

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.

‘Geography, geography and more geography!’ (Department of Education, University of the West of England, Bristol)

The above was the theme for the Department of Education’s annual geography conference, this year held on Wednesday 14th June 2017 at UWE’s Frenchay Campus.  Mark Jones, PGCE Geography Tutor and UWE Teaching and Learning Fellow, once again invited me to attend for ‘free’ if I was prepared to contribute to the ‘market place sessions’ that he had planned for the afternoon (what a bribe!).  I agreed to this and said that I would take delegates off on an awesome, Arctic adventure, showcasing a recent Global Learning Programme (GLP) KS2-KS3 transition project that I had steered and sharing a number of new resources/web-links related to the Arctic region and climate change.

Following a formal welcome by Mark Jones and Garry Atterton, the Geographical Association Bristol Branch President, it was over to Mary Biddulph, the current Geographical Association President, for the keynote address, entitled ‘Inclusive geographies’.  Mary was actually one of my tutors when I completed by PGCE at the University of Nottingham many moons ago!  It was lovely to see Mary again and chat with her over break and lunch later on too.  Mary spoke confidently and provided much food for thought.  She began by stating that students should be given the opportunity to formulate and share their perceptions of place; this is often shaped by their own experiences, which may be very different to ours.  Mary highlighted the dynamic world in which we live (our world is very different now to simply a year ago) and reinforced that geography has a role to play in explaining this to students.  There is a need to address ‘diversity’.  We should also refrain from labelling students time and time again to avoid them believing they are ‘a nothing’. Some youngsters really struggle to determine who and what they are and this is something that geography can help to tackle.  It is important that we, as geography educators, ‘bring the world into the classroom’; we cannot always take learning outside its four walls.  In addition, Mary emphasised that ‘expertise’ really matters and days like this, when geographers come together, are wonderful.  She shared with us several ‘must reads’ and ended with one of her favourite clips; a lad called Anton, from London, talking about geography.

Next, it was time to update our subject knowledge further.  Harry West and Michael Horswell, both based at UWE, discussed GIS.  They introduced many of us to the amazing Mentimeter tool for the first time (https://www.mentimeter.com), in order to gain some insight into our opinions about, and experiences of using, GIS.  Harry and Michael then focused on the ArcGIS online platform and covered basic data visualisation, spatial analysis and the use of ‘story maps’ to present findings. I found this session to be hugely enlightening and inspiring.  I intend to trial Mentimeter as a means of collating feedback at a forthcoming CPD workshop for teachers that I am delivering.  Now that I am aware of the ESRI schools programme being FREE for secondary schools, I will share this with colleagues at The Crypt School at a geography planning day next week and discuss how it might be used to support fieldwork activities at Key Stages 4 and 5.  It may even be that Harry West can come and work alongside teachers and students on such days.

Delegates were then split into two groups, with one attending a lecture on ‘urban geography’ given by Dr Andrew Tallon, Senior Lecturer in Urban Policy and Programme Leader for BA Geography at UWE, and the other listening to Joan Foley, a Senior Lecturer in Education and PGCE English Tutor at UWE, who spoke passionately about ‘place in literature’.  Both were incredibly knowledgeable and had the audience engaged throughout.  I have done much to promote literacy in geography over time, but it was great to pick up several new ideas from Joan, which will certainly feature in my future lessons with Key Stage 3 and 4 students at The Crypt School.  Andrew ‘zoomed in’ on the city of Bristol, identifying its key contemporary issues and outlining its many urban regeneration projects, past and present.  It was interesting to learn about Bristol’s ‘cargo zone’, a venture involving the conversion of cargo containers into food and drink outlets and so forth, that is now being replicated elsewhere.  It seems that Bristol is no longer a ‘copier’, but an ‘innovator’ of urban regeneration.  Andrew also suggested trying to portray a place through photographs and video clips; this would make a great fieldwork project around the Gloucester Quays with Key Stage 3 students at The Crypt School next academic year.

With rumbling tummies, we were keen to head towards the street cafe for lunch.  As usual, the catering team had done a fine job of preparing and presenting a delicious and varied cold buffet.  There was a real ‘buzz’ about the place too; individuals took the opportunity to catch up with some familiar faces, as well as introduce themselves to others. Geographers tend to be hugely multi-skilled; most are extremely sociable and have very enquiring minds, always keen to discover more!

The afternoon was referenced as ‘subject-specific CPD opportunities – consuming and contributing’ and slightly less formal.  It was divided into four sessions, namely:

1. ‘Future CPD for geographers’, which touched upon face-to-face and virtual networks, as well as communities of practice and the role of subject associations (Geographical Association and the Royal Geographical Society).

2. A ‘market place’, where delegates could trade ideas and contribute to discussions.

3. A ‘Teach Meet’, with contributions given by experienced teachers, NQTs and PCGE students.

4. ‘Final comments and ways forward’.

Since I had been given responsibility for the delivery of two market place sessions, I was only able to ‘dip into’ some parts of the afternoon.  However, it was great to witness such enthusiasm for the subject and have the chance to do a spot of networking.  There will definitely be a few individuals whom I will be e-mailing shortly, some approaches that I will put into practice once back in the classroom, e.g. Frankenstein exam questions, T marking, exit tickets, listening triads and web-links/resources that I endeavour to explore further, e.g. Oxfam: Mapping our world (http://www.oxfamblogs.org/education/mapping_our_world/mapping_our_world/l/home/index.htm).

My ‘market place’ contribution showcased a Global Learning Programme (GLP) KS2 to KS3 transition project that I had recently steered between four Gloucestershire schools (one secondary and three primaries) (see for further details: http://espley.creativeblogs.net/2017/03/03/global-learning-programme-glp-ks2-ks3-transition-project-cirencester-deer-park-school-cdps-gloucestershire/) and shared a number of new resources/web-links related to the Arctic region and climate change, e.g. Wicked Weather Watch (https://wickedweatherwatch.org.uk/) and Charles Rawding et al.’s efforts (https://www.wilabonn.de/en/projects/723-expedition-greenland-sustainability.html).  I took along some fliers about the Arctic Alive project (http://www.canadaukfoundation.org/arctic-alive/) that had been sent to me by the Canada-UK Foundation (http://www.canadaukfoundation.org/), along with a few complimentary copies of The Week Junior (http://offers.theweekjunior.co.uk/), a fantastic, topical resource for use with both KS2 and KS3 students.  Some participants had come across Arctic Alive and The Week Junior before, but all picked up some new resources/web-links and ideas for teaching about the Arctic, the tundra biome, cold environments, climate change, etc.

Time to get delegates working!

A quick starter activity … identifying links to the Arctic at Key Stages 3, 4 and 5.

Sharing teaching and learning experiences.

Many thanks for inviting me along today, Mark and Garry.  Excellent organisational skills ensured that this was a worthwhile, insightful and well-attended event.  I look forward to seeing you all again in 2018!

 

 

Wicked Weather Watch (WWW)/Polar Ocean Challenge (POC)

Nearly there!

Last summer, I spent quite a bit of time creating a scheme of work and associated resources for Wicked Weather Watch, a charity set up to support the Polar Ocean Challenge (POC), led by David Hempleman-Adams (now, deservedly a ‘Sir’ after being knighted in January 2017).

I trialed the unit of work and accompanying materials with Lower Key Stage 2 pupils whilst undertaking a maternity leave cover at Tibberton Community Primary School during Terms 1 and 2 of 2016-2017.  The children were intrigued by what was, and still is. happening within the Arctic region, keen to follow Benji Edwards’ as he set off to establish a new world record (to be the youngest person to sail around the Arctic Circle in an anti-clockwise direction and within one season) and enthralled by Annie Green’s recall of the first leg of the voyage when she came into school to share her experiences with them.

We are now in the last stages of production; making a few minor tweaks and ensuring all material is branded before offering it free online to educational professionals.

Do keep an eye out for the direct web-link, which I will share with you very shortly.  In the meantime, why not explore both Wicked Weather Watch’s and the Polar Ocean Challenge’s websites to gain further insight into this fascinating region and the issues that it, unfortunately, faces?

http://wickedweatherwatch.org.uk/

http://polarocean.co.uk/