Thursday 25 April 2019

Book Review: 'Girl 38 Finding a Friend' by Ewa Jozefkowicz

'Girl 38 Finding A Friend', brings to life not only a narrative of present and past, but also introduces a third storyline in the form of an imaginary story which is being written by the story's main character, Kat.

In her second novel for children, Ewa Jozefkowicz draws on the second world war experiences of her own grandmother in Poland. Her story is told by the lips (and paintbrush) of Kat's elderly neighbour Ania, who tells her life story in installments throughout the book. The modern day storyline focuses on the arrival of a new boy at school - a boy who Kat's supposed best friend is intent upon bullying. But Gem doesn't do her own dirty work - that's what she's developed her toxic relationship with Kat for.

If Kat's conscience isn't enough to put her off the cruel things that she's putting Julius through, then Ania's story is. The book itself is a celebration of the power of narrative; through listening to someone else's tale, whilst simultaneously creating her own comic strip, Kat develops her empathy towards others.

And that's just what this book will do for its readers. The elderly are not to be snubbed or looked down upon - they are wonderful people with vast experience and understanding of life and what it is to be human. Newcomers are always potential friends - people who can expand our horizons and open our eyes. Friends are supposed to be friendly - they are meant to do good to you, not harm. It even hints at the fact that even the nastiest people might have a back story that we need to know so as to understand their negative behaviour.

As with other narratives in this vein - Once by Morris Gleitzman and The Silver Sword by Ian Serrailier, for example - there is also the exploration of how, in war, not everything is black and white - there are good people trying to do good things despite their circumstances; despite looking like the enemy.

Suitable for children in upper key stage 2 and older, this delicately written yet compelling book would be a great read for those who enjoy history and slightly more grown-up themes in their reading material. Very much a coming-of-age novel, 'Girl 38 Finding a Friend' (a clever title with dual meaning) will sit well alongside recent books such as 'Armistice Runner' by Tom Palmer and 'Closest Thing To Flying' by Gill Lewis, as well as the aforementioned older books.

Wednesday 10 April 2019

From the @ThirdSpaceTweets Blog: EEF Digital Technology Report 2019 [SLT Summary]: Essential Guidance For School Leaders On The Perils And Promises Of EdTech In The UK


My summary of the EEF's Guidance Report about the use of digital technology in education: https://thirdspacelearning.com/blog/eef-digital-technology-report-2019-slt-summary/

HWRK Magazine Interview


Issue 7 of HWRK Magazine can be downloaded here: https://www.hwrkmagazine.co.uk/wp-content/uploads/2019/03/HWRK-Issue07-Spring2019.pdf

From the @TES Blog: 7 Ways To Make Art Inspiring At Primary

Actually '7 Ways To Choose Artists, Artworks and Artistic Movements For Your Primary Curriculum' would have been a more accurate title...



As well as developing skills within the realms of drawing, painting and sculpture, and producing their own creative works of art, children, according to the National Curriculum, should also ‘know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms’.

The artwork of others is one of the greatest sources of inspiration and information when it comes to children learning, and then applying, skills to their own pieces of work. So it is important that we teach them to appreciate the human creativity and achievement of the world’s most renowned artists.

But it is also important that the artwork, artists and artistic movements we expose our children to isn’t just a line up the usual suspects. A planned, whole school approach to developing an art curriculum is essential. Perhaps due to a lack of knowledge or time, teachers will often wheel out the same old, same olds, often meaning that children see similar things over and over again.

Read more here: https://www.tes.com/news/art-curriculum-inspiring-primary

Book Review: 'D-Day Dog' by Tom Palmer

If you've read any of Tom Palmer's other historical novels - Over The Line, Armistice Runner, for example - then you will not be disappointed by D-Day Dog at all. In fact, you'll be blown away and left pondering whether, in fact, this is actually his best one yet.

Reading 'D-Day Dog', you'd be forgiven for thinking that what you are actually reading is an accurate retelling of real life events, so thorough is the historical research that has informed this story. But that makes this brilliant book sound far too cold and clinical - here we have a story full of heart, warm and so tenderly handled.

As with Armistice Runner, stories of past and present intertwine, only this time there are several threads running through: Jack's love of war simulation computer games, his dad's desire to fight with the TA in Afghanistan, a Falklands veteran's story, a Syrian refugee's experience of war and the story of Emile and his dog, Glen, who both parachuted into France on D Day during the Second World War.

Jack loves his dog and when he has to do a project on a war hero prior to a school visit to Normandy he learns more about the part that animals, especially dogs, played in the World Wars. But things aren't great at home - his parents don't see eye to eye on his Dad's potential deployment - and Jack's perception of war is changing. What's the point? Why would a soldier choose to go into battle knowing he might be killed, or have to kill others?

The crowning glory of this book is that Tom Palmer sensitively answers those questions - questions we've all turned over in our minds at some point - all through the perfect and powerful medium of story. Tom's inclusion, and positive treatment of, marginalised characters - a child who has a 1:1 learning support, a shell-shocked survivor of conflict in Syria, a boy caught in the middle of family tensions, a grizzly, grumpy old ex-soldier-turned-bus driver - is so natural - there is no shoehorning here.

In fact, cohesion is the name of the game: all the strands mesh together perfectly to promote diversity, inclusion and understanding. What's more, published by Barrington Stoke's Conkers imprint for 7 to 10 year olds, this book is readable by design, allowing such serious subject matter to be accessed and explored by younger children - it's dyslexia-friendly too.

With so much packed into a short read, there is ever reason for this book to be devoured left, right and centre. Get it on your bookshelves - at the library, at school, at home. The children need this.

Here's Tom telling us a little more about the dogs featured in the book:


Book Review: 'The Middler' by Kirsty Applebaum

I knew nothing about 'The Middler', nor Kirsty Applebaum, before I decided to read this book. Yet I was drawn to it. Perhaps it was the fact that I hadn't seen everyone raving about it before I read it - I'm not much of a fan of being part of the herd.

But now I am. I am now just adding to the many voices who are singing the praise of Kirsty Applebaum's debut novel. It would seem that I was not the only one to be drawn by the magic of a book which gives very little away at first glance.  It's funny that I should mention magic, actually. This isn't yet another MG book relying on magic to provide all the answers, but it is a magical book. Not only was I unable to resist this book when came the time to start something new, I was also in thrall to it throughout - I read it at an unnatural pace.

Gently unsettling, at least to begin with, the reader is drawn into the mindset of a small town, a town which could be anywhere, who appear to venerate their eldest children above all others. Things begin to appear gradually more menacing as it is revealed that no one is allowed outside of the town, that any outsiders (or 'wanderers') are regarded with deep suspicion, worse even: hatred. And then there's the matter of all eldests being sent off to fight the silent war.

The depiction of family life within a close-knit, closed-minded community is reminiscent of To Kill A Mockingbird; the air of mystery is akin to that in Holes. And when you find out where the eldests are supposedly going, one can't help but think of The Hunger Games. Now I don't usually make comparisons in reviews and honestly, I'm not making comparisons here, either. Truly, The Middler stands tall amongst the aforementioned tomes and in no way is a derivative of anything else. Despite my making links between this and other books, I would happily claim that this book is unique, something else - a new experience.

When Maggie, a quiet middle child, meets Una - someone she's been indoctrinated to hate - she battles internally with her feelings about the developing friendship. Her heart tells her there is no reason for her to despise her - her head, fed with songs and lies about outsiders, tells her otherwise. If this story line isn't a lesson in empathy that most of us could learn from, then I don't know what is.

Perhaps this is a deeply political novel with themes for children and adults to unpick together, and to relate to current affairs or historical events. Perhaps it's a perfect introduction to post-apocalyptic literature. Or maybe it's really a story about family, friendship, loyalty, curiosity, challenging the status quo and doing the right thing, even when everyone else seems to think it's wrong.

Whatever it is, however we might choose to define it (we, because you will read it - you must), its absolutely certain that 'The Middler' deserves all the praise it gets. Kirsty Applebaum is certainly a name to watch out for in the world of children's books - I'm already looking forward to the next one. Perhaps I'll just read this one again.

Kirsty Applebaum has written a blog post for me entitled Showing Instead of Telling in The Middler which gives advice to budding writers about how to make sure the reader know what characters are like without telling them.

Showing Instead of Telling in The Middler by Kirsty Applebaum

 Kirsty Applebaum, the author of one my current favourite reads 'The Middler' (definitely a 5 star rated book - read my review here), give this advice to young writers:

One of the most amazing things about story is that it has the power to skip past the time-consuming ‘learning and memorising’ part of our brain and go straight to the ‘just knowing’ part. We don’t need to pause and rewind halfway through Toy Story, for example, to work out whether Buzz Lightyear is over-confident in his flying ability, or remind ourselves that Woody is jealous of this dashing interloper. We just know. And the reason we just know is that we’ve been skilfully shown.

‘Show don’t tell’ (i.e., demonstrate rather than explain) is a rule often cited in the writing world. I don’t 100% agree - a writer should show or tell, I think, according to the effect they wish to achieve. In The Middler, however, I did try to show rather than tell, because I wanted to achieve an immediate, plunged-into-Maggie’s-world sensation for the reader. I wanted them to just know.

Take Maggie’s dad. If I was to tell you about him, I’d say he was a family man - clean, tidy and prone to becoming slightly overwhelmed in stressful situations. But I don’t say any of those things in The Middler. Instead, I show him - cooking dinner for his children, wiping the table, and stumbling over his words when confronted with difficult issues.

Middle grade readers can learn to spot this technique. For example, ask them to focus on chapter one of The Middler, where Maggie, Jed and Trig leave the house and go to school (available here: https://nosycrow.com/product/the-middler/). Can they answer some questions about the differences between the three siblings? For example: who is the least organised? Who is more careful with their possessions? Who is the most outspoken? Who is the quietest?

Next, ask them to identify exactly which parts of the text enabled them to answer to these questions. They might reply, for example, that Trig speaks up in assembly, while Maggie hardly says a word out loud through the whole chapter.

Students can then go on to show in their own writing. Ask them to make up a character of their own (or perhaps choose a character from a fairy tale) and jot down a few words to describe (or tell) what their character is like. Friendly? Mean? Easy-going? A worrier? Next, ask them to write a short piece about this character leaving the house and going to school/work, just like Maggie, Jed and Trig. BUT – no one is allowed to use the describing words they jotted down. Can they show these things, rather than tell them?

Soon they will have a deeply powerful writing technique under their belts, plunging their own readers into a whole story-world of just knowing. To infinity … and beyond!