Friday 12 November 2021

Aidan Severs Consulting | www.aidansevers.com

 

In January 2022 I will be working with schools both locally and nationally as an education consultant.

You can visit my new website at www.aidansevers.com to find out more!

To learn more about who I am, go to https://www.aidansevers.com/about

To find out what services I provide, including in-school and remote services and training courses, visit https://www.aidansevers.com/services

For my new blog, make your way to https://www.aidansevers.com/blog

For resources click here: https://www.aidansevers.com/shop

Saturday 2 October 2021

Thoughtful Questioning: Why Cold Call Is Not Enough

This blog post is now available at:

https://www.aidansevers.com/post/thoughtful-questioning-why-cold-call-is-not-enough

If you would like Aidan to work with you on developing pedagogy at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

Monday 13 September 2021

15 Years In Teaching

Sometimes it's a useful exercise just to think back and take stock. I did that recently as I was preparing to give a talk to some trainee secondary teachers. The talk was about what primary school is like, and how year 6 children feel about transition, but as part of the presentation I was asked to give an overview of my career in education. Here's what I shared with them:

After completing a 4 year course in teaching and art, focusing after the first year on KS1, I graduated and took a job at a primary school.

First school

At this school, although I applied for a job in year 2, I worked for three years in year 3 and for two years in year 5. I became the school's art leader from the second year onwards. In terms of teaching, my improvement was very gradual – I learned from strong, more experienced teachers and worked alongside them to develop both my classroom practice and my organisational and planning skills – I most certainly wasn’t ‘outstanding’ to begin with!

During my time at this school I applied for other leadership roles internally but the jobs went to other internal applicants. I was given small extra responsibilities such as School Council and Displays coordinator. Thankfully, I made the most of any responsibilities that I was given even though it wasn't exactly what I wanted to do; it's worth doing this as the experience can be called upon later, and you can show yourself to be a hard worker. It became clear there were not opportunities for progression and I felt like I was being overlooked and felt that the leadership was not what it could have been.

Second school

After feeling devalued by my first school, I was offered a teaching job with an incentive payment and the promise of progression opportunities. I discovered that sometimes moving school makes all the difference – in this case, the leaders saw potential in me where previous leaders hadn’t.

Here, I taught in year 4 for a year, then requested a move to year 6 where I taught for 2 years. The move to year 6 gave me the SATs experience – the pressure was on to maintain very high SATs scores. The first year saw some disappointments with regards to outcomes (partially to do with changes in expectations in the tests that year) but lessons were learnt and things improved the following year.

Whilst at this school I had the opportunity to lead on Communication (which involved Reading) and then on the implementation of the 2014 National Curriculum, as well as the roll out specifically of the new Computing curriculum. In fact, these roles were ones that I proposed to the leaders of school – in my proposal I showed why these roles would be necessary and how I would be suitable for the role. These roles gave me my first real taste of leadership.

It was at that point where I began to look at things happening across the school and thinking that I could do a good job of leading. At the same time, my observations from school leaders, school improvement partner and Ofsted inspectors were fairly consistently showing that I had made lots improvements in my practice since my first few years of teaching. This gave me the confidence to start to look for leadership roles – I never wanted to become a leader without having first become secure in my teaching as I wanted to be ready to lead by example in the classroom.

Third school

As I sat and read through the Ofsted report before applying, I was literally gasping out loud at some of what had been observed. Further internet searches turned up even more concerning things. There was no doubt, this was the school for me - a place where I could truly make a difference! Deep into Special Measures and about to become an academy, this city centre school appealed to me as a chance to really challenge myself. 

I became on of the year 6 teachers alongside my assistant vice principal role which saw me in charge of improving maths across the school and leading the UKS2 phase, amongst the other more general responsibilities of being part of a school's SLT. Here I taught in year 6 for three years navigating further sea changes in SATs, including the notorious 2016 SATs.

During this time I completed the Teaching Leaders course which was a game changer in terms of my leadership ability and enthusiasm.

PLP

After three years I became primary lead practitioner for the Dixons Trust which saw me working part time in all the Trust's primaries on various projects including developing coaching, curriculum, teaching as well as working with the brand new research school, presenting at CPD events and developing the research school's offer. This role came about partially due to my asking for further experiences and responsibilities - I knew that this was my career and that I needed to ask for the opportunities I wanted as well as working to prove that I deserved them.

During my time as PLP, one of the schools was left without a headteacher due to staffing changes. My role became focused on working at this school for two days per week, increasing the leadership capacity as the deputy head had taken on the acting head role. The other three days of my week were spent continuing to work at the third school, this time leading in LKS2 – a phase which hadn’t seen as much positive development as UKS2 had. 

It was during this year, just before Christmas, that I was called back from one of the other primary schools as my own school had had 'the call'. After a positive couple of days (which saw me praised by a cricket-loving inspector on my teaching of cricket skills during a lesson I covered for the head) we were given the verdict: 'Good'! I felt that my goal had been achieved and I was ready to move on.

Fourth school

My role as PLP led to me becoming the deputy head of primary in an all-through school. I had already begun developing the curriculum for year 5 – it was a growing school, the oldest children being in year 4 at the time – and I was excited at the prospect of setting up a brand new UKS2 phase. I was also interested in the opportunities that an all-through school brought, particularly in terms of year 6 to 7 transition.

In my second year I began working with secondary subject leaders to develop a year 7 and 8 curriculum that would support transition. This was done by looking at aspects of the primary curriculum and bringing them into the secondary curriculum. As well as rolling out this curriculum, I worked on ensuring that children from our primary, and the other primary schools in the area, had a successful transition, despite the fact that the last two years had been affected by Covid restrictions.

Extra Curricular Activity

Whilst working at my third school I began blogging about teaching and education. I also joined Twitter, first of all to get my writing out there, but also to learn more from others. Being part of a national – and international – learning network has taught me so much and exposed me to so much CPD. I’ve been able to have my writing published in magazines and books as well as various online outlets. Education became an interest of mine, and more than just a job, through doing this  I’ve found that writing about my experiences, and writing about the new things I learn, has really helped me as I reflect, process and clarify my thinking and understanding.

What's Next?

I will be working as deputy head in my current school until December. I am currently in the process of setting up my own educational consultancy and in January I will begin work as an educational consultant, using my knowledge and experience to work with schools on improving their offer, with a particular focus on the curriculum and on teaching and learning. Watch this space as well as the following for more information:

www.twitter.com/aidansevers

www.facebook.com/aidansevers

www.aidansevers.com

If you would like Aidan to work with you on developing curriculum, pedagogy or teacher and leader development at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

Tuesday 7 September 2021

Forensic Assessment

This blog post is now available at:

https://www.aidansevers.com/post/forensic-assessment

If you would like Aidan to work with you on developing pedagogy at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

Sunday 6 June 2021

From @TES: 5 ways to make Year 6 transition easier this year

 

https://www.tes.com/news/primary-secondary-school-year-6-5-ways-make-year-6-transition-easier-year

If you would like Aidan to work with you on developing your transition offer either at your primary school or your secondary school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

Saturday 15 May 2021

From @TES: Is it time for a new name for SEND?

 

https://www.tes.com/news/it-time-new-term-send-special-educational-needs-disabilities-schools

Sunday 9 May 2021

Children's Books Reading Round-Up: March - April 2021

 A Kind of Spark by Elle McNicoll (Knights Of)

I've been a bit behind on this one as it has been around since June last year. In fact, I've had a copy sitting on my shelf for a while and my daughter had already read it and enjoyed it. Oh, and everyone else on Twitter had been raving about it and Elle McNicoll only went and won the 2021 Blue Peter award for best story with this amazing little book. It tells the story of Addie, an autistic girl who decides to campaign to have a memorial to women who were tried and executed as witches in her Scottish village. In the so-called witches she finds a kinship - perhaps they were just different and were persecuted for it? With lots of eye-opening moments, Elle McNicoll portrays what life can be like for several different neurodiverse children and young adults (one of Addie's big sisters is autistic too), celebrating what Addie is capable of because of how deeply she cares. On a personal note, I found Addie's parents to be inspirational - something for me to aspire to!

A Kind of Spark by Elle McNicoll can be found on my Read By My LKS2 Daughter book list on Bookshop.org: https://uk.bookshop.org/lists/read-by-my-lks2-daughter

The Elephant by Peter Carnavas (Pushkin Press)

I wasn't sure what to expect with this one as on the surface it looks like a story for very young children (KS1) - and it is, but it has depth and beauty that will have something to say to readers of all ages. It reminded me a lot of My Dad's A Birdman by David Almond - which is a very good thing in my books. Olive's mum, an adult reader will surmise from the outset, has passed away, and her dad is grieving. In fact, he is grieving so much that his grief is the size of an elephant - an elephant that Olive sees following her dad around everywhere he goes. Olive decides that she can and must help her dad to become happier again - a huge undertaking for a child - and thankfully her granddad steps in to help her to achieve this, pointing out that she can't manage the task alone. Together, they work to bring some moments of happiness in to her dad's life. No spoilers, but the ending is lovely and very satisfying as an adult who was concerned for Olive's wellbeing throughout the story.

The Elephant by Carnavas can be found on my Children's Fiction - Reading For Empathy book list on Bookshop.org: https://uk.bookshop.org/lists/children-s-fiction-reading-for-empathy

Utterly Dark and the Face of the Deep by Philip Reeve (David Fickling Books)

I battled against myself with this one - with a publishing date of September I felt that I shouldn't read it until nearer the time. But, being a massive Philip Reeve fan, I couldn't leave it sitting on the shelf any longer. Was I disappointed? Why would I be? This is Philip Reeve and he is a master storyteller! Utterly Dark and the Face of the Deep is very different to his previous series of books (Mortal Engines, Fever Crumb, Railhead etc) as it isn't futuristic/post-apocalyptic sci-fi - this time its folksy fantasy set possibly in Edwardian times, but on a remote island in a fictional archipelago of the United Kingdom. There are too, in this story, some aspects of horror, slightly reminiscent of some of H.P. Lovecraft's creations - not the racist bits but the mysterious submerged kingdoms, the strange beings that frequent the shores of the island, and the eerie sense of disquiet that surrounds so much of the action. Having said that, there is a great warmth to this story which is essentially an exploration of what it means to belong to a family as Reeve weaves his cast of richly developed characters into the plot. Given that Philip said himself that things have changed since the proof copy and that the final thing will include a map and chapter header illustrations, I might just have to read it again when everyone else can get their hands on it too.

Utterly Dark and the Face of the Deep by Philip Reeve can be found on my Children's Fiction 2021 book list on Bookshop.org: https://uk.bookshop.org/lists/children-s-fiction-2021

Can You Whistle, Johanna? by Ulf Stark, Illustrated by Anna Hรถglund, Translated by Julia Marshall (Gecko Press)

Can You Whistle, Johanna? was chosen as a short read whilst in between books, not wanting to commit myself to anything longer, and I'm really glad I did. Apparently, this book is a bit of a hit in Sweden where a televised version is shown every year, and I think I can see why. Despite the deception (a boy is persuaded by his friend to find himself a grandfather at a local retirement home) this is such a heartwarming story of intergenerational friendship. Berra meets Old Ned and, along with Ulf, they become great friends, sharing experiences and memories, and essentially enriching one another's lives. With a refreshing openness and honesty, this book tackles aging and death alongside its message that fun, fulfilling life is for people of all ages but that we must enable one another to achieve it.

Can You Whistle, Johanna? by Ulf Stark can be found on my Children's Fiction 2021 book list  on Bookshop.org: https://uk.bookshop.org/lists/children-s-fiction-2021

Animal Farm by George Orwell, Illustrated by Chris Mould (Faber)

Obviously a book that's been around some time, and one I've read, or had read to me, before. This year it was republished by Faber, only this time chock-full of Chris Mould's lively illustrations. Is it a children's book? Apparently so, and of course it can be read entirely without any political interpretations, however, as an adult I certainly enjoyed it on a new level, trying to match events to my scant knowledge of the Russian Revolution but also pondering the UK's current political landscape too. Chris Mould's illustrations certainly bring this much closer to being a book that today's children might pick up and enjoy, particularly those who are familiar with his illustrations of, say, Matt Haig's books or his version of Ted Hughes' The Iron Man. Energetic in style, the images do a brilliant job of mirroring the descent of the farm's utopian veneer, with Mould particularly nailing the facial expressions and body language of the animal subjects. I'm really glad I re-read this this year, and I'm really thankful for the new version - Chris really makes this new version a visual treat. 

Show Us Who You Are by Elle McNicoll (Knights Of)

I wasn't sure if I was going to be able to read this one before publishing this blog post - my reading of late has been taken up more with books about how to better parent an autistic child. However, a lovely rainy Saturday during which my children were miraculously entertained by magnetic balls and screens meant that I got the chance to read the second half of this in one go. And I have to say I was absolutely bowled over by this book. Cora, the main character, is autistic, and this fact is absolutely integral to the plot, this is not just a book about an autistic person. It's actually a sophisticated sci-fi, unnervingly oh-so-slightly dystopian story during which the reader will gain a whole load of insight into what being neurodiverse might be like. Not only is Cora autistic, but Adrien, her best friend, has ADHD. Show Us Who You Are is almost completely different to A Kind Of Spark (although there are some similarities, the main one being the MC's desire and ability to stand up for what is right), marking Elle McNicoll out as a superbly skilled writer, and if she wasn't already, one to watch as she continues to write and publish. In this book she achieves deeper depths and higher heights, smashing the mould of the growing trend for diverse, representative books which focus mostly on highlighting the plight of a marginalised group. Here we have a book that truly shows that diverse characters can and should be seen in any role in any genre and that actually the story is all the better for it. I actually can't praise this book enough.

Show Us Who You Are by Elle McNicoll can be found on my Children's Fiction - Reading For Empathy book list on Bookshop.org: https://uk.bookshop.org/lists/children-s-fiction-reading-for-empathy

The Beast of Harwood Forest by Dan Smith, illustrated by Chris King (Barrington Stoke)

Pete, Krish and Nancy appear once more in another short but action-packed adventure from Dan Smith. This was another book I picked up knowing I had I would be able to take in the whole story in a short time. School residential stories have an evergreen appeal and they are ripe for a bit of spookiness. Very quickly Dan Smith evokes the necessary aura for a midnight exploration to go badly wrong. With nods this time to comic book capers (I'm thinking Captain America and The Incredible Hulk), The Beast of Harwood Forest taps into some WW2 vibes whilst ensuring that those Stranger Things vibes continue to resonate throughout. Without wanting to give too much away, this high interest/low level reader has a super-satisfying ending - it really is a marvel that a story can be told so well over so few pages. Helping with this are Chris King’s perfect illustrations which, as you can see from the cover, are spot on for the comic book vibes. Inside the pictures are greyscale and Chris works with tone so well that they suit the spooky content to a tee - I am so glad the publishers choose to have these books illustrated. Barrington Stoke books are a must-have for every library, and its books like these that showcase perfectly what they set out to achieve (which you can read more about here).

The Beast of Harwood Forest by Dan Smith can be found on my Children's Fiction - Supernatural & Spooky Tales book list on Bookshop.org: https://uk.bookshop.org/lists/children-s-fiction-supernatural-spooky-tales

If you would like Aidan to work with you on developing reading at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

Thursday 22 April 2021

Wednesday 21 April 2021

The True Purpose of Year 6

This blog post can now be read at: https://www.aidansevers.com/post/the-true-purpose-of-year-6

If you would like Aidan to work with you on developing your transition offer either at your primary school or your secondary school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

From @HWRK_Magazine: What Should I Do If a Child Has Finished Their Work?


https://hwrkmagazine.co.uk/what-should-i-do-if-a-child-has-finished-their-work/

A common question, but countless potential solutions. I explore how to use time effectively when a student has finished their work earlier than anticipated.

You all recognise the scene: a line of children stretching from your desk to the classroom door and then doubling back on itself, snaking its way between desks and chairs, children waiting patiently (alright, not always patiently) to have their work seen and to receive their next instruction. To be honest, many of you will have solved the problem of the eternal queue, but the question remains:

What should I do if a child has finished their work?

Read on here: https://hwrkmagazine.co.uk/what-should-i-do-if-a-child-has-finished-their-work/

If you would like Aidan to work with you on developing pedagogy at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

Tuesday 13 April 2021

True Transition Begins in September

This article is now available at https://www.aidansevers.com/post/true-transition-begins-in-september

If you would like Aidan to work with you on transition at your school, academy, trust or local authority please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

Tuesday 6 April 2021

From @ThirdSpaceTweet: Ready To Progress? 9 Things You Should Know About The NCETM Mathematics Guidance As You Plan Your Curriculum Prioritisation

 A detailed look at the ready-to-progress criteria and non-statutory mathematics guidance in the context of the KS1 and KS2 maths curriculum and mastery approach to maths.


If you would like Aidan to work with you on developing maths at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.


Friday 2 April 2021

Middle Grade Reading Round-Up: February - March 2021

Murder on the Safari Star (Adventures on Trains #3) by M.G. Leonard & Sam Sedgman, Illustrations by Ellie Paganelli (Pan Macmillan)

The third in the series, and I was ready for everything this one had to give. Hal and Uncle Nat once again meet a cast of colourful characters (some of whom you might feel like you know already) in this (dare I say it) enjoyable whodunnit for children. I think it is a fairly brave move to have a murder in a children's book, and the events of the story should rightly raise some discussion points. The book, although an intriguing mystery in an exciting setting (complete with all the animals you'd want from a safari through Mozambique, Zimbabwe and Zambia), is a good starting point for discussing good and bad, right and wrong as well as how different people might respond to death. Leonard and Sedgman have really nailed the format in a child-friendly form and those who've kept up with the series will be beginning to be adept at picking up on the clues needed to be sleuthing as they read.

'Murder on the Safari Star' is available now and features on my Children's Fiction 2021 list at bookshop.org: https://uk.bookshop.org/lists/children-s-fiction-2021

Space Oddity by Christopher Edge, Illustrations by Ben Mantle (Chicken House)

A book about life and the things that matter, all rolled up in a story about a boy who discovers he is part-alien. The last book I read by Edge was The Longest Night of Charlie Noon which I felt was aimed at a slightly older age group than Space Oddity - this new one could easily be managed by 8 or 9-year-olds. Apart from being a twist on the classic abducted-by-aliens narrative from the old days of Sci-fi this book is actually a sweet ode to human creativity. Whilst acknowledging that people have done a lot of damage to our planet, it also celebrates the beautiful things that we have created. Of David Bowie's 'Space Oddity' Jake's alien dad says: "...songs... tell us what it means to be alive. This was the most beautiful song I'd ever heard. And a human being had made it. I thought if they were capable of this, then maybe they weren't as primitive as we though they were." Every child who has ever felt embarrassment at how weird their parents can be will relate to this brilliantly-told story.

'Space Oddity' is available now and features on my Children's Fiction 2021 list at bookshop.org: https://uk.bookshop.org/lists/children-s-fiction-2021

Melt by Ele Fountain (Pushkin Press)

Two stories intertwine in the cold, unforgiving Arctic as a subtle message about climate change and human irresponsibility is passed on to the next generation. Bea is a city kid, tired of moving around with her dad's job and suffering bullying at yet another new school. Yutu lives in a remote Arctic village with his grandmother who holds to a simple, traditional way of life. After Yutu decides to try and prove himself as a hunter out on the tundra, and as Bea crash-lands a plane as she flees her father's attackers, they are brought together in the freezing environment and theirs becomes a race for survival. Those who have read and loved Bren MacDibble's books, or Nicola Penfold's 'Where The World Turns Wild' will love this, as will those who have read 'Viper's Daughter' by Michelle Paver ('Melt' is a like a modern-day version). In the mold of a classic adventure story, complete with bad guys but with a truth that must be uncovered rather than a treasure to be discovered, 'Melt' is a testament to friendship, determination and all-important know-how.

'Melt' will be published on 29th April 2021 and features on my Children's Fiction 2021 list at bookshop.org: https://uk.bookshop.org/lists/children-s-fiction-2021

City of Rust by Gemma Fowler (Chicken House)

Sci-fi again, but set in what I assume to be a post-apocalyptic world, ruined by human wastefulness. So far have humans gone with their refusal to reduce, reuse and recyle, that they have taken to flinging their trash into space. However, the poor of the earth are resourceful, and there's plenty they can do with the rubbish, so long as the Junkers can get it down to them. We meet Railey and Atti, her bio-robotic gecko in Boxville, where they are star drone racers. What they don't know is that they have been training for years - training to save the world from the revenge of those who hate the way of life in the Glass City. Fowler's creations are a treat for the imagination and although Karl James Mountford's cover is absolutely stunning I'd also love to see some artistic representations of the world we are shown in 'City of Rust'. In an original adventure, perfect for fans of Philip Reeve's Mortal Engines and Railhead books, Gemma Fowler spins a tale of loyalty, ingenuity and derring-do whilst making an important statement about the potential consequences of materialism.

'City of Rust' is available now and features on my Children's Fiction 2021 list at bookshop.org: https://uk.bookshop.org/lists/children-s-fiction-2021

The Chessmen Thief by Barbara Henderson (Cranachan Publishing)

Historical fiction - probably my favourite genre. Even more so when it is medieval historical fiction. This, set in Norway, the Hebrides and the Orkney Islands in the 12th century, is a Norse tale after Henry Treece's Viking books for children. 'The Chessmen Thief', an imagined origin story for the famous Lewis Chessmen, paints much of the culture in a positive light, including the influence of Christianity. Henderson paints a vivid picture of life for slave boy Kylan as he pines for his mother whilst plotting and scheming to make his escape. The descriptions of people, place and actions great and small are so evocative of times gone by and it is easy to feel that one is there, among the people, able to smell the sea air and feel the excitement brought about by the creation of these innovative and exquisite pieces of craftsmanship. This book is a fantastic addition to the growing number of titles focused on the Viking age, this one made more rare by not focusing on activity post-1066.

'The Chessmen Thief' will be published on 29th April 2021 and features on my Children's Fiction 2021 list at bookshop.org: https://uk.bookshop.org/lists/children-s-fiction-2021

The Life and Time of Lonny Quicke by Kirsty Applebaum (Nosy Crow)

If M. Night Shyamalan wrote middle grade fiction, then he'd write something like 'The Life and Time of Lonny Quicke'. Kirsty Applebaum has already mastered the art of making a reader feel unsettled for the whole duration of a book, and in this one she does it again. Bringing folk tale aesthetics to the modern world, Applebaum spins a supernatural story of life and death. What makes this stand out from some other children's books that might be categorised similarly, is that very little suspension of disbelief is necessary: only does the reader need to allow themselves to accept that Lifelings, people who can prevent others from dying by giving up some of their own life, are indeed real. This brilliantly-spun yarn provokes many moral questions and is a great device to really get children thinking about self-sacrifice and serving others. And once they've read it, get them to think about how clever the title is.

'The Life and Time of Lonny Quicke' will be published on 6th May 2021

If you would like Aidan to work with you on developing reading at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

Thursday 25 March 2021

Three Characteristics of a Supportive KS3 Curriculum

This article is now available at https://www.aidansevers.com/post/three-characteristics-of-a-supportive-ks3-curriculum

If you would like Aidan to work with you on developing the KS3 curriculum at your school, academy, trust or local authority, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

Monday 15 March 2021

The Teachers' Point of View Podcast: Should we return back to an Education system that existed before the Pandemic?

Here are the links to my appearance on TJ Juttla's The Teachers' Point of View podcast where we discuss the question Should we return back to an Education system that existed before the Pandemic?

https://www.youtube.com/watch?v=l9EioGmbRYg

https://podcasts.apple.com/gb/podcast/the-teachers-point-of-view-aidan-severs/id1541326231?i=1000513082118

https://open.spotify.com/episode/

If you would like Aidan to work with you at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

Thursday 4 March 2021

Making Secondary Schools Primary-Ready

This blog post can now be read at: https://www.aidansevers.com/post/making-secondary-schools-primary-ready

If you would like Aidan to work with you on developing your transition offer either at your primary school or your secondary school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

Further reading: 

True Transition Begins in September

Three Characteristics of a Supportive KS3 Curriculum

Wednesday 24 February 2021

(School) Work is Wellbeing

School work, and work, is, or at least can be, a positive contributor to a child or adult's wellbeing.

Often, when wellbeing is spoken of, it is referred to implicitly as some kind of antithesis to working: you can either be doing something which constitutes work (whether that be your day job, life admin, being a parent etc) or something which constitutes wellbeing (insert your own personal example here).

But, as always, the dichotomy is false and unhelpful. If I were to draw Venn diagram to represent work and wellbeing, there should be an intersection: a place where the two meet in the middle.

And this should be true for adults and children alike.

Theory from Deci and Ryan suggests that threeinnate needs must be met in order for humans to achieve a sense of wellbeing: competence, autonomy and relatedness.

All of these needs can be met in the work or school environment.

The need to feel competent

When an adult feels like they have a purpose, that they are useful and that they are doing something worthwhile, this need has a better chance of being met. Work is one such environment where it is possible to feel these things. Of course, work isn’t the only place – lots of people undertake other projects and pursuits which can meet this need as well.

When a child’s work is correctly pitched, and when they know they are learning new things and getting better at things they could already do, this need to feel competent will be met.

The need to feel autonomous

Work has the potential to provide adults with a sense of autonomy – not in all jobs admittedly, but certainly for many teachers there is the chance to plan and teach lessons the way you want them, for example. Again, many of an adult’s other pursuits can also provide the feeling of autonomy.

One of the important aspects of learning is that children are brought to a point where they can practise what they are learning independently. Many schools’ pedagogy takes into consideration the idea that children can have an element of choice in their learning, particularly in the earlier years.

The need to feel relatedness

Being at work provides so many opportunities for relatedness – of course, it does depend on how well you get on with your colleagues. Often in schools there are plenty of opportunities for collaborative work which relies heavily on relationships so it isn’t just the fact that we see people at work, but that we work with people at work, too.

Whether children work collaboratively in school or not, being at school, as with the adults, provides great social opportunities. Even the fact that children are together in a classroom, learning the same things, can engender a feeling of relatedness through the shared experience they are having.

Hopefully, just those brief examples are a reminder that, in the same way that quality first teaching is part of a school’s safeguarding offer, work and school work is part of a school’s wellbeing offer to the staff and children.

When considering the return of all staff and children into physical school buildings on the 8th of March we are right to think about their wellbeing. However, we must not forget that part of what will engender wellbeing in staff and children is the work that they do.

Wellbeing isn’t only served by lovely experiences, mindful colouring, off-timetable teaching and the like; wellbeing is more holistic than that. And I know that you know that – my point is just to remind you that it is OK to prioritise work for both staff and children, and that work in and of itself isn’t always detrimental to a person’s wellbeing.

Work is good for us – we are built to work in one way or another – and if we have a healthy relationship with work, it can actually serve to improve our wellbeing.

And, if any of us, staff or children, are suffering as a result of work, then the above three innate needs can be used to diagnose where changes might be made to the work that we are doing. The answer isn’t simply no work or less work; the answer really is better work – work which better helps to meet our innate needs.

If you would like Aidan to work with you at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.

Sunday 14 February 2021

Book Review: 'Front Desk' by Kelly Yang

'Front Desk' by Kelly Yang has already done its thing in the US, and now the excellent folk at Knights Of have brought it to the UK. As such it's already been reviewed plenty of times and has racked up 18,000 ratings on goodreads.com, averaging at 4.41 - all entirely deserved.

'Front Desk', a middle grade novel based partially on the author's own real life experiences as a child pairs the scariness of the immigrant experience with the optimism of a child. In parts the events are very bleak as systemic inequalities are exposed, albeit through the eyes of a young teenager who still has the power to hope for more. Indeed, Mia does more than just hope and this is a story of proactivity and camaraderie, one which celebrates the power and necessity of diversity.

Despite gut-punch moments - when Mia's parents receive the hospital bill after her mum is robbed and beaten, for example - 'Front Desk' is a joyful story, the reader always buoyed by Mia's resilience and fortitude. Her work ethic and ability to problem-solve are inspiring and, although tough to read, children will cheer Mia along through every adversity that she overcomes.

It is true, however, that some of Mia's solutions rely on dishonesty, and this should be discussed openly with young readers of the book. But, more important should be conversations around the harsh treatment of migrant workers, not only in the US but in the UK also. As well as an enjoyable read, this book could also serve as a call to action for children to find out more about the difficulties that people face when they move to a new country in search of employment. Mia and her family, as well as the 'weeklies' (the almost permanent residents of the motel), put a human face to the issue which will help children to understand and empathise with people in a similar position to that of Mia's family.

'Front Desk' is also a loud celebration of how working together, regardless of ethnicity, financial circumstances or age, should be, could be, the driving force behind society. In a world where so much of the media seems to be divisive and reductive in its messaging, it is a breath of fresh air to read something that gets it so right: with a little kindness, understanding and collaboration, things get done! And with a surprise ending that I didn't see coming, I'm all ready to read the next book 'Three Keys' which Knights Of have published simultaneously.

'Front Desk' is available on bookshop.org and is featured on my Stories From America booklist: https://uk.bookshop.org/lists/children-s-fiction-stories-from-america

Saturday 13 February 2021

Book Review: 'The Graveyard Riddle' by Lisa Thompson

Ever since reading Lisa Thompson's first book 'The Goldfish Boy' I've been a fan of her ability to draw humour, mystery and real life together into something that children absolutely can't wait to get their hands on. In fact, in our house, she is one of only a few authors who the majority of us have read: Lisa is up there with JK Rowling in terms of how many of us have read her books!

'The Graveyard Riddle' picks up where 'The Goldfish Boy' left off, this time focusing a little more on Melody Bird as the main character. Again, Lisa deftly includes details of life's difficulties as the backdrop to the story: Matthew is still going to therapy for OCD, Melody's parents are splitting up due to a secret her dad has been keeping from them and the house has to be sold, meaning that Melody has to leave her home. Jake is being bullied by their neighbour and teacher and he is struggling with his behaviour at school - elsewhere in the book quite serious mental health issues are tackled too, as well as neglect of children. 

Although this all seems quite heavy, you'll know if you've read her previous books, that the author treats each issue carefully, sensitively, and in a way that children can relate to. In fact, if children have experienced similar things I think they would be comforted by seeing themselves in a book, and children who haven't experienced these things will have the chance to develop empathy for others who have.

But 'The Graveyard Riddle' isn't at all just a vehicle to tackle the above. Over and above that it is just a cracking mystery story, and one which really gets the reader guessing and then second-guessing themselves.

Melody meets Hal hiding out in an old plague house in a part of the graveyard that she's never visited before. Hal brings Melody into his mission: to apprehend the dangerous criminal, Martin Stone, and together they solve riddles and stake out the graveyard, spying on him as he visits. However, when Melody has to let Matthew and Jake in on what's going on, doubts are raised: is Hal really who he says he is? What is he really doing in the plague house?

'The Graveyard Riddle' is a great read for children and adults alike: Lisa is skilled at writing that dual-layer narrative that Disney does so well, ensuring that there is plenty to appeal to all. In fact, one great angle to this story is the interplay between adults and children: something which isn't always present when children are the protagonists.

Full of heart and warmth, this middle grade mystery is an easy and compelling read, perfect for children in Key Stage 2 and certainly not at all unsuitable for Key Stage 3 children either. And if you're a parent looking for a good read aloud, or a teacher wanting to stay in touch with children's literature, then 'The Graveyard Riddle' is the perfect title for you.

The Graveyard Riddle by Lisa Thompson is available on bookshop.org and features on my Read By My UKS2 Daughter list: https://uk.bookshop.org/lists/read-by-my-uks2-daughter

Thursday 11 February 2021

Beyond SPaG: Advice For Parents When Writing With Children At Home

Hoping for a more positive response, I tweeted the above after seeing a journalist hunting for authors who were 'surprised/angered by what their children are learning about grammar, English etc during home schooling or how they are being taught to write?'. And positive response I got. By all means, click on the above tweet and explore all the answers at your leisure, or stay here and read a summary of the advice that was shared.

Before launching into the advice though, I think it would be wise to give a bit of context. During partial school closure during lockdown, teachers have been providing a remote learning experience for children who are at home. This remote learning provision, however good, cannot mimic exactly the normal ways of working in a classroom that teachers have developed; it has had to be an adapted provision. As such, it would appear that many teachers have felt that SPaG-based activities have been easier for children to complete at home; the teaching of the creative aspects of writing relying more on teacher interaction.

So, what this blog post sets out to do is provide you, a parent at home, with ways of working with your child that will help you to help your children with creative writing rather than SPaG-focused English learning. The ideas below should allow you to work with your child in a way that mirrors more closely the work that their teacher would normally do with them at school.

Reading

Many people pointed straight to reading as the first step in helping children to write. Books can inspire children and they provide a model of what a good piece looks like so they make a great starting point. The theme of reading will reoccur throughout the advice under other headings.

Imagining

Children already have great imaginations - the task for parents is to channel this imagination into their writing. People shared ideas about how to prompt children to imagine things to include in their writing:

Inspiring

An extension of imagining is using pre-existing things to generate new imaginative ideas. If it is proving difficult to capture ideas from your child's imagination then they might just need a little prompting and there are innumerable ways to do that, here are just a few:

Experiencing

Further inspiration for writing ideas can come from the experiences that your child has - it could be everyday experiences, remembered experiences or you could do something a little different to prompt their writing. Whilst experiences are limited during lockdown, getting outdoors should provide some inspiration, especially if whilst out you activate their imaginations with some 'what if' type questions e.g. 'What if this tree were the home to an army of ninja spiders?'

Talking

Writing is about the written word but before the written word there was the spoken word. The spoken word is the best starting place as it provides an opportunity to play around with language, revise ideas and collaborate. Make talk an essential step prior to writing.

Imitating

Imitation can come in many forms and children can attempt to imitate all kinds of writing. You could also work on imitating language that children hear via other media forms: audio books and TV shows, for example.
Practising

Not everything has to be a fully-blown story or piece of writing. Short bursts of writing can be a great way to develop children's writing skills and their enjoyment of writing. Keep these fun and inspiring and your child will most likely happily have a go.

Planning

Planning isn't always the most exciting part of the writing process for children, but it can be made more enjoyable. Much of this can be done orally (see the Talking heading) and can be recorded in a number of fun ways (see the Recording heading).

Recording

Once all the ideas have been thought of, there's the sticky issue of the mechanical part of transcribing all the fantastic things that children have come up with. Some of this advice revolves around writing without concern for SPaG, other ideas are to do with where children write and there are even suggestions around transcription-free writing:

Reviewing

Even in school this bit can be difficult for teachers and children - often children need a break after writing before they are ready to return to what they have written, so bear that in mind. However, it should be possible to work through what has been drafted to make improvements.
Celebrating

This is so crucial in the writing process for children - if you want them to write for enjoyment then they need to enjoy what they have written. Seeing other people enjoying their work is a great motivator too so sharing is essential! Send a copy to Granny, read it over Zoom to Uncle, drop a copy round to a neighbour - the options are almost endless and are bound to cheer someone up!
Publishing

Having a purpose for writing is also a motivating factor - one that might be considered right at the very start of the writing process, rather than as an afterthought. If children know their work will be shared, published or entered into a competition even the most reluctant writer can be spurred on in their writing.
Other Resources

Thankfully, this blog post isn't the only source of advice in this arena. Several excellent experts have produced resources to help parents help their children with writing at home:

Supporting Children Writing At Home: https://writing4pleasure.com/supporting-children-writing-at-home/

Three Steps To Writing from SF Said: http://www.sfsaid.com/2017/01/three-steps-to-writing.html

It’s A Kid’s Life – Lockdown by Kerry Gibb: http://kerrygibb.com/its-a-kids-life/kids-life-lockdown/

Writing Prompts from Beverly Writes: https://www.beverleywrites.com/blog

5 Ways to Engage Reluctant Writers with Creativity from Now>Press>Play: https://nowpressplay.co.uk/engage-reluctant-writers-with-creativity/

Homewriting Workshops from the Candlewick Press YouTube Channel: https://www.youtube.com/playlist?list=PLEqVZlLgos-WN7boUH8tsFWNihT745u9u 

Michael Rosen's videos: https://www.michaelrosen.co.uk/videos/

If you would like Aidan to work with you on developing writing at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.