tag:blogger.com,1999:blog-16707856133714502192024-03-14T06:14:50.679+00:00Aidan Severs - An Education BlogAn education blog from Aidan Severs Consulting (www.aidansevers.com)@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.comBlogger388125tag:blogger.com,1999:blog-1670785613371450219.post-58684567084406703182021-11-12T14:26:00.006+00:002021-11-12T14:28:11.785+00:00Aidan Severs Consulting | www.aidansevers.com<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgRz-b0vONANJshL0LnmX31L-7RxJ5kfTEoUTyyAXkljzLSHf-Lwt_z2fWljmZE_55mUS1iJBJu-BPFOhSdbPaZp0Xlh4PKDVZdR3Uvxcb_ZLEdVBDrIQaai99_B0eQl7E9o5yTiTbKlyl/s500/Aidan+Severs+Consulting.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="500" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgRz-b0vONANJshL0LnmX31L-7RxJ5kfTEoUTyyAXkljzLSHf-Lwt_z2fWljmZE_55mUS1iJBJu-BPFOhSdbPaZp0Xlh4PKDVZdR3Uvxcb_ZLEdVBDrIQaai99_B0eQl7E9o5yTiTbKlyl/s320/Aidan+Severs+Consulting.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><span style="text-align: left;">In January 2022 I will be working with schools both locally and nationally as an education consultant.</span></div><p></p><p>You can visit my new website at <a href="http://www.aidansevers.com">www.aidansevers.com</a> to find out more!</p><p>To learn more about who I am, go to <a href="https://www.aidansevers.com/about">https://www.aidansevers.com/about</a></p><p>To find out what services I provide, including in-school and remote services and training courses, visit <a href="https://www.aidansevers.com/services">https://www.aidansevers.com/services</a></p><p>For my new blog, make your way to <a href="https://www.aidansevers.com/blog">https://www.aidansevers.com/blog</a></p><p>For resources click here: <a href="https://www.aidansevers.com/shop">https://www.aidansevers.com/shop</a></p>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-86314655652296500262021-10-02T12:12:00.005+01:002021-12-14T10:50:10.603+00:00Thoughtful Questioning: Why Cold Call Is Not Enough<p></p><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZAJDh-um3vFOybG56n5l21Fvix9qrHiX2_fCBpVC6oBpfebJCgd_Ixpx8nHGTeu9QfaMagWJSsigtcKh_7XRhSqUFVtPQADj7RJsY-GiDPhz6KwQ8LAA4ZiZZJ2d9k6F8wJiO1exV2Y9S/s1600/1633173507964478-0.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;">
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</div>This blog post is now available at:<div><br /></div><div><a href="https://www.aidansevers.com/post/thoughtful-questioning-why-cold-call-is-not-enough">https://www.aidansevers.com/post/thoughtful-questioning-why-cold-call-is-not-enough</a><br /><div><br /></div><div><span style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); background: rgb(255, 255, 255); border: 0px; box-sizing: inherit; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; font-weight: 700; line-height: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline; white-space: pre-wrap;">If you would like Aidan to work with you on developing pedagogy at your school, please visit his website at <a href="https://www.aidansevers.com/services">https://www.aidansevers.com/services</a> and get in touch via the contact details that can be found there.</span></div><p></p></div>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-83986922810084465742021-09-13T18:00:00.001+01:002021-11-12T14:32:09.217+00:0015 Years In Teaching<p></p><div class="separator" style="clear: both; text-align: center;">
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</div>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:<p></p><p><span style="text-indent: -18pt;">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.</span></p><p class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><o:p></o:p></p>
<p class="MsoNormal"><b><u>First school</u></b> <o:p></o:p></p>
<p class="MsoNormal">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!</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">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. <o:p></o:p>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.</p>
<p class="MsoNormal"><b><u>Second school</u></b> <o:p></o:p></p>
<p class="MsoNormal">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.<o:p></o:p></p>
<p class="MsoNormal">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.</p>
<p class="MsoNormal">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.
<o:p></o:p></p>
<p class="MsoNormal">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. <o:p></o:p></p>
<p class="MsoNormal"><b><u>Third school</u></b><o:p></o:p></p>
<p class="MsoNormal">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. </p><p class="MsoNormal">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.</p>
<p class="MsoNormal">During this time I completed the Teaching Leaders course
which was a game changer in terms of my leadership ability and enthusiasm.<o:p></o:p></p>
<p class="MsoNormal"><b><u>PLP</u></b> <o:p></o:p></p>
<p class="MsoNormal">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.<o:p></o:p></p>
<p class="MsoNormal">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. <o:p></o:p></p><p class="MsoNormal">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.</p>
<p class="MsoNormal"><b><u>Fourth school</u></b><o:p></o:p></p>
<p class="MsoNormal">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. <o:p></o:p></p>
<p class="MsoNormal">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.<o:p></o:p></p>
<p class="MsoNormal"><b><u>Extra Curricular Activity</u></b></p>
<p class="MsoNormal">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.</p><p class="MsoNormal"><u><b>What's Next?</b></u></p><p class="MsoNormal">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:</p><p class="MsoNormal"><a href="http://www.twitter.com/aidansevers">www.twitter.com/aidansevers</a></p><p class="MsoNormal"><a href="http://www.facebook.com/aidansevers">www.facebook.com/aidansevers</a></p><p class="MsoNormal"><a href="http://www.aidansevers.com">www.aidansevers.com</a></p><p class="MsoNormal"><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">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 </span><a href="https://www.aidansevers.com/services" style="font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">https://www.aidansevers.com/services</a><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;"> and get in touch via the contact details that can be found there.</span></p>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-19829879750977115132021-09-07T22:18:00.005+01:002021-12-14T10:42:41.876+00:00Forensic Assessment<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0tgXUexugoFNjxecwxTL4HsvPAUqC-ukW_kgXrBE2-Ar8s4gNa-PcEeoT4IFfypA_bfF3XS6E0jNBTaSho2iqG8lColdetSyzM5_8XxKvktDyk74KQLC-za7oqt8AUOQ1tZf6mL7qgH7w/s1080/My+Post.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0tgXUexugoFNjxecwxTL4HsvPAUqC-ukW_kgXrBE2-Ar8s4gNa-PcEeoT4IFfypA_bfF3XS6E0jNBTaSho2iqG8lColdetSyzM5_8XxKvktDyk74KQLC-za7oqt8AUOQ1tZf6mL7qgH7w/s320/My+Post.png" width="320" /></a></div>This blog post is now available at:<div><br /></div><div><a href="https://www.aidansevers.com/post/forensic-assessment">https://www.aidansevers.com/post/forensic-assessment</a><br /><p class="MsoNormal"><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">If you would like Aidan to work with you on developing pedagogy at your school, please visit his website at </span><a href="https://www.aidansevers.com/services" style="font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">https://www.aidansevers.com/services</a><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;"> and get in touch via the contact details that can be found there.</span></p></div>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-7177598454235921712021-06-06T11:52:00.002+01:002021-11-12T14:33:19.840+00:00From @TES: 5 ways to make Year 6 transition easier this year<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirKT0whIWHCmYqTaoeQBQsb1dsjYzX2v3a_3WJ6V-zvFPSKM82z6vr4PlKdX49pe_xBcXh-AMHZ0BmgwSlFjsrxiR-YiRFD1barvRutSmT0Eg5dlJwbFLhn6bZxz3anZPB_UDzgpe3xu5q/s1364/Transition+1+TES.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1134" data-original-width="1364" height="532" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirKT0whIWHCmYqTaoeQBQsb1dsjYzX2v3a_3WJ6V-zvFPSKM82z6vr4PlKdX49pe_xBcXh-AMHZ0BmgwSlFjsrxiR-YiRFD1barvRutSmT0Eg5dlJwbFLhn6bZxz3anZPB_UDzgpe3xu5q/w640-h532/Transition+1+TES.png" width="640" /></a></div><p></p><p><a href="https://www.tes.com/news/primary-secondary-school-year-6-5-ways-make-year-6-transition-easier-year">https://www.tes.com/news/primary-secondary-school-year-6-5-ways-make-year-6-transition-easier-year</a></p><p><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">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 </span><a href="https://www.aidansevers.com/services" style="font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">https://www.aidansevers.com/services</a><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;"> and get in touch via the contact details that can be found there.</span></p>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-8151068703466439452021-05-15T11:48:00.001+01:002021-06-07T11:51:20.614+01:00From @TES: Is it time for a new name for SEND?<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4fWpxsooWsVyiSkITXXBGSc47Zt5Kir-6UfwRC0JOTH1WJm3yAnFFVQUQ7IS-5tjHuBUqWYWHBXIn_RB-JEdGWgQFhztBE9cD2HVRqknX-XmWVwZTa2XrdaFYo7GsdZqvK8v7wTNPknIw/s1386/SEND+TES.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1148" data-original-width="1386" height="530" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4fWpxsooWsVyiSkITXXBGSc47Zt5Kir-6UfwRC0JOTH1WJm3yAnFFVQUQ7IS-5tjHuBUqWYWHBXIn_RB-JEdGWgQFhztBE9cD2HVRqknX-XmWVwZTa2XrdaFYo7GsdZqvK8v7wTNPknIw/w640-h530/SEND+TES.png" width="640" /></a></div>https://www.tes.com/news/it-time-new-term-send-special-educational-needs-disabilities-schools<p></p>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-48545489235536129192021-05-09T07:52:00.005+01:002021-11-12T14:33:51.223+00:00Children's Books Reading Round-Up: March - April 2021<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://images-eu.bookshop.org/product-images/images/9781913311056.jpg?width=500&height=750" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="326" height="200" src="https://images-eu.bookshop.org/product-images/images/9781913311056.jpg?width=500&height=750" width="131" /></a></div> <a href="https://www.roundtablebooks.co.uk/knights-of/a-kind-of-spark" target="_blank">A Kind of Spark by Elle McNicoll (Knights Of)</a><p></p><p>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!</p><p>A Kind of Spark by Elle McNicoll can be found on my Read By My LKS2 Daughter book list on Bookshop.org: <a href="https://uk.bookshop.org/lists/read-by-my-lks2-daughter">https://uk.bookshop.org/lists/read-by-my-lks2-daughter</a></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://images-eu.bookshop.org/product-images/images/9781782693116.jpg?width=500&height=750" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="325" height="200" src="https://images-eu.bookshop.org/product-images/images/9781782693116.jpg?width=500&height=750" width="130" /></a></div><a href="https://pushkinpress.com/books/the-elephant/" target="_blank">The Elephant by Peter Carnavas (Pushkin Press)</a><p></p><p>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.</p><p>The Elephant by Carnavas can be found on my Children's Fiction - Reading For Empathy book list on Bookshop.org: <a href="https://uk.bookshop.org/lists/children-s-fiction-reading-for-empathy">https://uk.bookshop.org/lists/children-s-fiction-reading-for-empathy</a></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://images-eu.bookshop.org/product-images/images/9781788452373.jpg?width=500&height=750" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="327" height="200" src="https://images-eu.bookshop.org/product-images/images/9781788452373.jpg?width=500&height=750" width="131" /></a></div>Utterly Dark and the Face of the Deep by Philip Reeve (David Fickling Books)<p></p><p>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.</p><p>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: <a href="https://uk.bookshop.org/lists/children-s-fiction-2021">https://uk.bookshop.org/lists/children-s-fiction-2021</a></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://images-eu.bookshop.org/product-images/images/9781776573264.jpg?width=500&height=750" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="353" height="200" src="https://images-eu.bookshop.org/product-images/images/9781776573264.jpg?width=500&height=750" width="141" /></a></div><a href="https://geckopress.com/bookshop/can-you-whistle-johanna-2/#:~:text=Can%20You%20Whistle%2C%20Johanna%3F%20is,a%20classic%20in%20many%20countries." target="_blank">Can You Whistle, Johanna? by Ulf Stark, Illustrated by Anna Höglund, Translated by Julia Marshall (Gecko Press)</a><p></p><p>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.</p><p>Can You Whistle, Johanna? by Ulf Stark can be found on my Children's Fiction 2021 book list on Bookshop.org: <a href="https://uk.bookshop.org/lists/children-s-fiction-2021">https://uk.bookshop.org/lists/children-s-fiction-2021</a></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://cdn.faber.co.uk/media/catalog/product/cache/1/image/9df78eab33525d08d6e5fb8d27136e95/3/1/31727.books.origjpg.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="520" height="200" src="https://cdn.faber.co.uk/media/catalog/product/cache/1/image/9df78eab33525d08d6e5fb8d27136e95/3/1/31727.books.origjpg.jpg" width="130" /></a></div><a href="https://www.faber.co.uk/books/young-adult/9780571366705-animal-farm.html" target="_blank">Animal Farm by George Orwell, Illustrated by Chris Mould (Faber)</a><p></p><p>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. </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://images-eu.bookshop.org/product-images/images/9781913311131.jpg?width=500&height=750" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="328" height="200" src="https://images-eu.bookshop.org/product-images/images/9781913311131.jpg?width=500&height=750" width="131" /></a></div><a href="https://www.roundtablebooks.co.uk/knights-of/show-us-who-you-are" target="_blank">Show Us Who You Are by Elle McNicoll (Knights Of)</a><p></p><p>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.</p><p>Show Us Who You Are by Elle McNicoll can be found on my Children's Fiction - Reading For Empathy book list on Bookshop.org: <a href="https://uk.bookshop.org/lists/children-s-fiction-reading-for-empathy">https://uk.bookshop.org/lists/children-s-fiction-reading-for-empathy</a></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://images-eu.bookshop.org/product-images/images/9781781129876.jpg?width=500&height=750" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="330" height="200" src="https://images-eu.bookshop.org/product-images/images/9781781129876.jpg?width=500&height=750" width="132" /></a></div><a href="https://www.barringtonstoke.co.uk/books/the-beast-of-harwood-forest/" target="_blank">The Beast of Harwood Forest by Dan Smith, illustrated by Chris King (Barrington Stoke)</a><p></p><p>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 (<a href="https://www.barringtonstoke.co.uk/dyslexic-reluctant-readers/" target="_blank">which you can read more about here</a>).</p><p>The Beast of Harwood Forest by Dan Smith can be found on my Children's Fiction - Supernatural & Spooky Tales book list on Bookshop.org: <a href="https://uk.bookshop.org/lists/children-s-fiction-supernatural-spooky-tales">https://uk.bookshop.org/lists/children-s-fiction-supernatural-spooky-tales</a></p><p><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">If you would like Aidan to work with you on developing reading at your school, please visit his website at </span><a href="https://www.aidansevers.com/services" style="font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">https://www.aidansevers.com/services</a><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;"> and get in touch via the contact details that can be found there.</span></p>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-38652438880825242602021-04-22T17:00:00.001+01:002021-04-22T17:00:00.174+01:00From @TES: 5 Ideas for Low-Stakes Assessment at Primary<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVCyaX5508c0H7axNuPLd0Pnww-POaByPiM0IhgqT9fmB9LNH3fh1y-ffJjwS9nO22nRQvjcFI5GUw-4LnH-18a7s9jv47cwFRYiLJIHVWPOFQtoISIF0Xwp9jQo4MU4yjTsSFs8iTgJxi/s864/Aidan+Severs+TES+5+ideas+for+low-stakes+assessment+at+primary.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="740" data-original-width="864" height="549" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVCyaX5508c0H7axNuPLd0Pnww-POaByPiM0IhgqT9fmB9LNH3fh1y-ffJjwS9nO22nRQvjcFI5GUw-4LnH-18a7s9jv47cwFRYiLJIHVWPOFQtoISIF0Xwp9jQo4MU4yjTsSFs8iTgJxi/w640-h549/Aidan+Severs+TES+5+ideas+for+low-stakes+assessment+at+primary.PNG" width="640" /></a></div><br />My latest for TES - nothing flashy, only a simple reminder of the most basic of teacher assessment techniques.<p></p><p><a href="https://www.tes.com/news/5-ideas-low-stakes-assessment-primary">https://www.tes.com/news/5-ideas-low-stakes-assessment-primary</a></p>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-72295682186572851452021-04-21T19:00:00.004+01:002022-02-14T15:12:10.858+00:00The True Purpose of Year 6<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfIjTfrimxuTMkUNWhvqi5ZHSiKJu7uGivuNEkNLanlWAPuJC-xzD3Rua2pbAVI15Fr-OyvZigE5qPgEWMTsuwaShrl2oXhq0kgnk_ESriKUkehKqJKa6T7DY5iIV_-5kkq63wbJDk7lA8/s1080/My+Post+%25283%2529.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfIjTfrimxuTMkUNWhvqi5ZHSiKJu7uGivuNEkNLanlWAPuJC-xzD3Rua2pbAVI15Fr-OyvZigE5qPgEWMTsuwaShrl2oXhq0kgnk_ESriKUkehKqJKa6T7DY5iIV_-5kkq63wbJDk7lA8/s320/My+Post+%25283%2529.png" /></a></div><span style="font-size: large;"><i>This blog post can now be read at: <a href="https://www.aidansevers.com/post/the-true-purpose-of-year-6">https://www.aidansevers.com/post/the-true-purpose-of-year-6</a></i></span><br /><div><br /></div><div><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">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 </span><a href="https://www.aidansevers.com/services" style="font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">https://www.aidansevers.com/services</a><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;"> and get in touch via the contact details that can be found there.</span></div>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-17678540080079907702021-04-21T15:16:00.005+01:002022-04-13T13:54:07.791+01:00From @HWRK_Magazine: What Should I Do If a Child Has Finished Their Work?<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIBaZzJIVxUVJt_G-342rqwPqE7N2igM8YGjG3_21gNEbFq-VWOQnsQQGWAXFgD10DynWiTWnOxPSM49xx88d6JbKybsj_3lSSWx2f1eC66En0eyM7TubYfd4Sfr5JXUZCClM3anVzLoPK/s682/Feedback+Flow+Chart+HWRK+Aidan+Severs.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="665" data-original-width="682" height="624" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIBaZzJIVxUVJt_G-342rqwPqE7N2igM8YGjG3_21gNEbFq-VWOQnsQQGWAXFgD10DynWiTWnOxPSM49xx88d6JbKybsj_3lSSWx2f1eC66En0eyM7TubYfd4Sfr5JXUZCClM3anVzLoPK/w640-h624/Feedback+Flow+Chart+HWRK+Aidan+Severs.PNG" width="640" /></a></div><br /><a href="https://hwrkmagazine.co.uk/archives/4182" target="_blank">https://hwrkmagazine.co.uk/what-should-i-do-if-a-child-has-finished-their-work/</a><p></p><p>A common question, but countless potential solutions. I explore how to use time effectively when a student has finished their work earlier than anticipated.</p><p>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:</p><p><i>What should I do if a child has finished their work?</i></p><p>Read on here: <a href="https://hwrkmagazine.co.uk/archives/4182" target="_blank">https://hwrkmagazine.co.uk/what-should-i-do-if-a-child-has-finished-their-work/</a></p><p><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">If you would like Aidan to work with you on developing pedagogy at your school, please visit his website at </span><a href="https://www.aidansevers.com/services" style="font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">https://www.aidansevers.com/services</a><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;"> and get in touch via the contact details that can be found there.</span></p>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-12263637974351700912021-04-13T19:00:00.003+01:002022-04-13T13:56:03.180+01:00True Transition Begins in September<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3eA3rgE6tNeEmW4gLnXt56DFwKPeHi3CgzX9fdOIwisZ9kZ0J6V-E205zLqySQepqaXKvozcfXXR-zMfUI8Gr7eqU6iA83H_mKnfZAFjO-HAcS4onycb08a7aor6ePnw61nlyycY9qOvw/s1080/My+Post+%25282%2529.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3eA3rgE6tNeEmW4gLnXt56DFwKPeHi3CgzX9fdOIwisZ9kZ0J6V-E205zLqySQepqaXKvozcfXXR-zMfUI8Gr7eqU6iA83H_mKnfZAFjO-HAcS4onycb08a7aor6ePnw61nlyycY9qOvw/s320/My+Post+%25282%2529.png" /></a></div><p>This article is now available at <a href="https://www.aidansevers.com/post/true-transition-begins-in-september">https://www.aidansevers.com/post/true-transition-begins-in-september</a></p><p><span style="background-color: white; color: #333333; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">If you would like Aidan to work with you on transition at your school, academy, trust or local authority please visit his website at </span><a href="https://www.aidansevers.com/services" style="background-color: white; color: #00696d; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; text-decoration-line: none; white-space: pre-wrap;">https://www.aidansevers.com/services</a><span style="background-color: white; color: #333333; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;"> and get in touch via the contact details that can be found there.</span></p> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-39198163616710515852021-04-06T14:05:00.020+01:002021-11-12T14:35:17.771+00:00From @ThirdSpaceTweet: Ready To Progress? 9 Things You Should Know About The NCETM Mathematics Guidance As You Plan Your Curriculum Prioritisation<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTsDfl_agTlsxVp8XjZ8MZifPuXJB1Uwc5puzxpFQ-2Gt0HKOs86eOFDPq-u4UTwmawZJuScsW1R049WEzSjkXdhbrD4fbTtsQhOHBNSb1f8pK5ssGSEBmR1lHKqy1TfidO2DbWxEBDBZl/s1034/Aidan+Severs+TSL+Ready+To+Progress.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="529" data-original-width="1034" height="328" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTsDfl_agTlsxVp8XjZ8MZifPuXJB1Uwc5puzxpFQ-2Gt0HKOs86eOFDPq-u4UTwmawZJuScsW1R049WEzSjkXdhbrD4fbTtsQhOHBNSb1f8pK5ssGSEBmR1lHKqy1TfidO2DbWxEBDBZl/w640-h328/Aidan+Severs+TSL+Ready+To+Progress.PNG" width="640" /></a></div> 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.<p></p><div><a href="https://thirdspacelearning.com/blog/ready-to-progress-criteria-mathematics/">https://thirdspacelearning.com/blog/ready-to-progress-criteria-mathematics/</a></div><div><br /></div><div><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">If you would like Aidan to work with you on developing maths at your school, please visit his website at </span><a href="https://www.aidansevers.com/services" style="font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">https://www.aidansevers.com/services</a><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;"> and get in touch via the contact details that can be found there.</span><br /><p></p><p><br /></p></div>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-48652439728870944592021-04-02T20:51:00.004+01:002021-11-12T14:35:35.005+00:00Middle Grade Reading Round-Up: February - March 2021<p><a href="https://www.adventuresontrains.com/safaristar" target="_blank"></a></p><div class="separator" style="clear: both; text-align: center;"><a href="https://images-eu.bookshop.org/product-images/images/9781529013108.jpg?width=500&height=750" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="330" height="200" src="https://images-eu.bookshop.org/product-images/images/9781529013108.jpg?width=500&height=750" width="132" /></a></div><a href="https://www.panmacmillan.com/authors/m-g-leonard/murder-on-the-safari-star/9781529013108" target="_blank">Murder on the Safari Star (Adventures on Trains #3) by M.G. Leonard & Sam Sedgman, Illustrations by Ellie Paganelli (Pan Macmillan)</a><p></p><p>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.</p><p>'Murder on the Safari Star' is available now and features on my Children's Fiction 2021 list at bookshop.org: <a href="https://uk.bookshop.org/lists/children-s-fiction-2021">https://uk.bookshop.org/lists/children-s-fiction-2021</a></p><p><a href="https://www.christopheredge.co.uk/books/detail/space-oddity" target="_blank"></a></p><div class="separator" style="clear: both; text-align: center;"><a href="https://images-eu.bookshop.org/product-images/images/9781912626861.jpg?width=500&height=750" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="326" height="200" src="https://images-eu.bookshop.org/product-images/images/9781912626861.jpg?width=500&height=750" width="130" /></a></div><a href="https://www.chickenhousebooks.com/books/space-oddity/" target="_blank">Space Oddity by Christopher Edge, Illustrations by Ben Mantle (Chicken House)</a><p></p><p>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: <i>"...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."</i> Every child who has ever felt embarrassment at how weird their parents can be will relate to this brilliantly-told story.</p><p>'Space Oddity' is available now and features on my Children's Fiction 2021 list at bookshop.org: <a href="https://uk.bookshop.org/lists/children-s-fiction-2021">https://uk.bookshop.org/lists/children-s-fiction-2021</a></p><p><a href="https://pushkinpress.com/books/melt/" target="_blank"></a></p><div class="separator" style="clear: both; text-align: center;"><a href="https://images-eu.bookshop.org/product-images/images/9781782692881.jpg?width=500&height=750" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="326" height="200" src="https://images-eu.bookshop.org/product-images/images/9781782692881.jpg?width=500&height=750" width="130" /></a></div><a href="https://pushkinpress.com/books/melt/" target="_blank">Melt by Ele Fountain (Pushkin Press)</a><div><br /></div><div>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.<p>'Melt' will be published on 29th April 2021 and features on my Children's Fiction 2021 list at bookshop.org: <a href="https://uk.bookshop.org/lists/children-s-fiction-2021">https://uk.bookshop.org/lists/children-s-fiction-2021</a></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://images-eu.bookshop.org/product-images/images/9781910655436.jpg?width=500&height=750" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="325" height="200" src="https://images-eu.bookshop.org/product-images/images/9781910655436.jpg?width=500&height=750" width="130" /></a></div><a href="https://www.chickenhousebooks.com/books/city-of-rust/" target="_blank">City of Rust by Gemma Fowler (Chicken House)</a><p></p><p>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.</p><p>'City of Rust' is available now and features on my Children's Fiction 2021 list at bookshop.org: <a href="https://uk.bookshop.org/lists/children-s-fiction-2021">https://uk.bookshop.org/lists/children-s-fiction-2021</a></p><p><a href="https://www.cranachanpublishing.co.uk/product/the-chessmen-thief/" target="_blank"></a></p><div class="separator" style="clear: both; text-align: center;"><a href="https://images-eu.bookshop.org/product-images/images/9781911279853.jpg?width=500&height=750" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="326" height="200" src="https://images-eu.bookshop.org/product-images/images/9781911279853.jpg?width=500&height=750" width="130" /></a></div><a href="https://www.cranachanpublishing.co.uk/product/the-chessmen-thief/" target="_blank">The Chessmen Thief by Barbara Henderson (Cranachan Publishing)</a><p></p><p>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.</p><p>'The Chessmen Thief' will be published on 29th April 2021 and features on my Children's Fiction 2021 list at bookshop.org: <a href="https://uk.bookshop.org/lists/children-s-fiction-2021">https://uk.bookshop.org/lists/children-s-fiction-2021</a></p><p><a href="https://nosycrow.com/product/the-life-and-time-of-lonny-quicke/" target="_blank"></a></p><div class="separator" style="clear: both; text-align: center;"><a href="https://nosycrow.com/wp-content/uploads/imported-books/The-Life-and-Time-of-Lonny-Quicke-26495-1-995x1536.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="518" height="200" src="https://nosycrow.com/wp-content/uploads/imported-books/The-Life-and-Time-of-Lonny-Quicke-26495-1-995x1536.jpg" width="130" /></a></div><a href="https://nosycrow.com/product/the-life-and-time-of-lonny-quicke/" target="_blank">The Life and Time of Lonny Quicke by Kirsty Applebaum (Nosy Crow)</a><p></p><p>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.</p><p>'The Life and Time of Lonny Quicke' will be published on 6th May 2021</p><p><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">If you would like Aidan to work with you on developing reading at your school, please visit his website at </span><a href="https://www.aidansevers.com/services" style="font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">https://www.aidansevers.com/services</a><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;"> and get in touch via the contact details that can be found there.</span></p></div>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-16130539672676488562021-03-25T19:00:00.003+00:002022-04-13T13:58:03.801+01:00Three Characteristics of a Supportive KS3 Curriculum<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtoThwJ8ff-ZNfYZIsrD7xEol-uE8xcYJEyh3QmCzng4239tYd0mGD1EP16q6wTNfVF6TkAoCyMZHa-LUUW9WurQzHkZTpvW0_j7ko7_Ei8r-J_8JW9aJLP2P48DleBs14UwiW9MJn4cez/s1080/My+Post+%25281%2529.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtoThwJ8ff-ZNfYZIsrD7xEol-uE8xcYJEyh3QmCzng4239tYd0mGD1EP16q6wTNfVF6TkAoCyMZHa-LUUW9WurQzHkZTpvW0_j7ko7_Ei8r-J_8JW9aJLP2P48DleBs14UwiW9MJn4cez/s320/My+Post+%25281%2529.png" /></a></div>This article is now available at <a href="https://www.aidansevers.com/post/three-characteristics-of-a-supportive-ks3-curriculum">https://www.aidansevers.com/post/three-characteristics-of-a-supportive-ks3-curriculum</a><div><br /></div><div><span style="background-color: white; color: #333333; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">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 </span><a href="https://www.aidansevers.com/services" style="background-color: white; color: #00696d; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; text-decoration-line: none; white-space: pre-wrap;">https://www.aidansevers.com/services</a><span style="background-color: white; color: #333333; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;"> and get in touch via the contact details that can be found there.</span></div>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-77788331559428599192021-03-15T17:00:00.002+00:002021-11-12T14:36:12.960+00:00The Teachers' Point of View Podcast: Should we return back to an Education system that existed before the Pandemic?<p><a href=" https://www.youtube.com/watch?v=l9EioGmbRYg"></a></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjve3MH5KGiyb3T6nTFi_wzjE325FgWgUukIIrHUeUjFdeuD9QOeZE79yNxU54HmkEK8a8kAc38F_Yp-sQ_XrOC32gzHYBTN0z3zn1oPgIi8N1NQ1vMU-6b0o6SWBtKas2WjOits1sXNJ9Y/s900/Aidan+Severs+Teachers+Point+of+View+Podcast.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="900" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjve3MH5KGiyb3T6nTFi_wzjE325FgWgUukIIrHUeUjFdeuD9QOeZE79yNxU54HmkEK8a8kAc38F_Yp-sQ_XrOC32gzHYBTN0z3zn1oPgIi8N1NQ1vMU-6b0o6SWBtKas2WjOits1sXNJ9Y/s320/Aidan+Severs+Teachers+Point+of+View+Podcast.jpg" /></a></div>Here are the links to my appearance on TJ Juttla's The Teachers' Point of View podcast where we discuss the question <i>Should we return back to an Education system that existed before the Pandemic?</i><div><i><br /></i><a href="https://www.youtube.com/watch?v=l9EioGmbRYg">https://www.youtube.com/watch?v=l9EioGmbRYg</a><p></p><p><a href="https://podcasts.apple.com/gb/podcast/the-teachers-point-of-view-aidan-severs/id1541326231?i=1000513082118">https://podcasts.apple.com/gb/podcast/the-teachers-point-of-view-aidan-severs/id1541326231?i=1000513082118</a></p><p><a href="https://open.spotify.com/episode/4SPpzoun235eMYopFTpCJt">https://open.spotify.com/episode/</a></p><p><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">If you would like Aidan to work with you at your school, please visit his website at </span><a href="https://www.aidansevers.com/services" style="font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">https://www.aidansevers.com/services</a><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;"> and get in touch via the contact details that can be found there.</span></p></div>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-87698233657233567162021-03-04T19:00:00.009+00:002022-02-14T15:11:26.506+00:00Making Secondary Schools Primary-Ready<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSA65ORuwGF6m7lLQlX9u90JttzN8Rv3Ri5GFUVvKh3ORI4ms-Kwmt_xpbja0um1oUJi1cpVjsWudH6J0iSuRZDBM47mBDqa3cI3CtwB5UaH1rjEKK55PoGcbi0LLN_i-Q4XgVCnCZMJZA/s1080/My+Post.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSA65ORuwGF6m7lLQlX9u90JttzN8Rv3Ri5GFUVvKh3ORI4ms-Kwmt_xpbja0um1oUJi1cpVjsWudH6J0iSuRZDBM47mBDqa3cI3CtwB5UaH1rjEKK55PoGcbi0LLN_i-Q4XgVCnCZMJZA/s320/My+Post.png" /></a></div><p class="MsoNormal"><span style="background-color: white;">This blog post can now be read at: <a href="https://www.aidansevers.com/post/making-secondary-schools-primary-ready">https://www.aidansevers.com/post/making-secondary-schools-primary-ready</a></span></p><p class="MsoNormal"><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">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 </span><a href="https://www.aidansevers.com/services" style="font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">https://www.aidansevers.com/services</a><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;"> and get in touch via the contact details that can be found there.</span></p><p class="MsoNormal">Further reading: </p><p class="MsoNormal"><a href="https://www.thatboycanteach.co.uk/2021/04/true-transition-begins-in-september.html" target="_blank">True Transition Begins in September</a></p><p class="MsoNormal"><a href="https://www.thatboycanteach.co.uk/2021/03/three-characteristics-of-supportive-ks3.html" target="_blank">Three Characteristics of a Supportive KS3 Curriculum</a></p>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-45062478295027033602021-02-24T18:00:00.002+00:002021-11-12T14:36:45.295+00:00(School) Work is Wellbeing<p><span style="background-color: white; color: #222222;"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQ-mkt5PcbFTvJxKGaUSCn25CVTe-kM36_qw_Yiy3TxZIU303p-HuRduTycYt4jXzXCBdanPkHExyxHWusg00-86dMBS2OjegYrJ9pMgFgwGRSpdiw83VdW82aUik9JbBr_AJ8ol4-8W38/s1080/My+Post.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQ-mkt5PcbFTvJxKGaUSCn25CVTe-kM36_qw_Yiy3TxZIU303p-HuRduTycYt4jXzXCBdanPkHExyxHWusg00-86dMBS2OjegYrJ9pMgFgwGRSpdiw83VdW82aUik9JbBr_AJ8ol4-8W38/s320/My+Post.png" /></a></div><b>School work, and work, is, or at least can be, a positive contributor to a child or adult's wellbeing.</b><p></p><p><span style="background-color: white; color: #222222;">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).</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span style="color: #222222; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">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.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span style="color: #222222; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">And this should be true for adults and children
alike.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span style="color: #222222; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><a href="https://selfdeterminationtheory.org/application-well-being" target="_blank">Theory from Deci and Ryan suggests that threeinnate needs must be met in order for humans to achieve a sense of wellbeing</a>:
competence, autonomy and relatedness.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span style="color: #222222; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">All of these needs can be met in the work or school
environment.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><u><span style="color: #222222; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">The need to feel competent</span></u></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span style="color: #222222; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><i>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.</i></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span style="color: #222222; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><i>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.</i></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><u><span style="color: #222222; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">The need to feel autonomous</span></u></p>
<p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><i>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.<o:p></o:p></i></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><i>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.</i><o:p></o:p></span></p>
<p class="MsoNormal"><u><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The need to feel relatedness<o:p></o:p></span></u></p>
<p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><i>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.<o:p></o:p></i></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><i>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.</i><o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">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.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">When considering the return of all staff and children into
physical school buildings on the 8<sup>th</sup> 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. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">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.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">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. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">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.<o:p></o:p></span></p><p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">If you would like Aidan to work with you at your school, please visit his website at </span><a href="https://www.aidansevers.com/services" style="font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">https://www.aidansevers.com/services</a><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;"> and get in touch via the contact details that can be found there.</span></span></p>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-3903692883958839122021-02-14T13:00:00.002+00:002021-02-14T13:00:06.735+00:00Book Review: 'Front Desk' by Kelly Yang<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://images-eu.bookshop.org/product-images/images/9781913311094.jpg?width=500&height=750" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="326" height="400" src="https://images-eu.bookshop.org/product-images/images/9781913311094.jpg?width=500&height=750" width="261" /></a></div>'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.<p></p><p>'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.</p><p>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.</p><p>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.</p><p>'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 <a href="https://uk.bookshop.org/books/three-keys/9781913311155" target="_blank">'Three Keys'</a> which Knights Of have published simultaneously.</p><p><i>'Front Desk' is available on bookshop.org and is featured on my Stories From America booklist: <a href="https://uk.bookshop.org/lists/children-s-fiction-stories-from-america" target="_blank">https://uk.bookshop.org/lists/children-s-fiction-stories-from-america</a></i></p>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-77863782448108565682021-02-13T09:00:00.001+00:002021-02-13T09:00:08.338+00:00Book Review: 'The Graveyard Riddle' by Lisa Thompson<div class="separator" style="clear: both; text-align: center;"><a href="https://d3ddkgxe55ca6c.cloudfront.net/assets/t1603975834/a/bf/16/203997-ml-1953066.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="550" data-original-width="362" height="400" src="https://d3ddkgxe55ca6c.cloudfront.net/assets/t1603975834/a/bf/16/203997-ml-1953066.jpg" width="263" /></a></div>Ever since reading <a href="http://www.thatboycanteach.co.uk/search?q=lisa+thompson" target="_blank">Lisa Thompson's first book 'The Goldfish Boy'</a> 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!<div><br /></div><div>'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. </div><div><br /></div><div>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.</div><div><br /></div><div>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.</div><div><br /></div><div>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?</div><div><br /></div><div>'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.</div><div><br /></div><div>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.</div><div><br /></div><div>The Graveyard Riddle by Lisa Thompson is available on bookshop.org and features on my Read By My UKS2 Daughter list: <a href="https://uk.bookshop.org/lists/read-by-my-uks2-daughter">https://uk.bookshop.org/lists/read-by-my-uks2-daughter</a></div>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-80493458099644828562021-02-11T16:42:00.004+00:002021-11-12T14:37:12.439+00:00Beyond SPaG: Advice For Parents When Writing With Children At Home<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLgjiXEQXsgiYNuXSskRAOPQtcckLHMGs3BwBW3NTHR9UUY7q9cmYrLukW2nhue2RKyikAUO8aD9jqMY_r7FerrL9DabMCmxv7AsTX5gc-7PryYwjxheds1ritlyRaUTqf73cyqCq-_Zoj/s1080/My+Post+%252815%2529.png" style="display: block; padding: 1em 0px; text-align: center;"><img alt="" border="0" data-original-height="1080" data-original-width="1080" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLgjiXEQXsgiYNuXSskRAOPQtcckLHMGs3BwBW3NTHR9UUY7q9cmYrLukW2nhue2RKyikAUO8aD9jqMY_r7FerrL9DabMCmxv7AsTX5gc-7PryYwjxheds1ritlyRaUTqf73cyqCq-_Zoj/s320/My+Post+%252815%2529.png" width="320" /></a></div>
<blockquote class="twitter-tweet"><p dir="ltr" lang="en">Teacher and author friends!<br /><br />What tips would you give to parents and teachers for how to promote and aid children with developing their creative writing at home?<br /><br />I would like to collate your ideas for an article.<br /><br />Please RT.</p>— Aidan Severs (@thatboycanteach) <a href="https://twitter.com/thatboycanteach/status/1359766269776584706?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote><p>Hoping for a more positive response, I tweeted the above after seeing a journalist hunting for authors who were <i><a href="https://twitter.com/DonnaLFerguson/status/1359545661297995779?s=20" rel="nofollow" target="_blank">'surprised/angered by what their children are learning about grammar, English etc during home schooling or how they are being taught to write?'</a>. </i>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.</p><p>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.</p><p>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.</p><p><u>Reading</u></p><p>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.</p><p>
</p><blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Reading aloud more to their kids just for fun. And occasionally casually talking about the way the writer writes and how it's different to another book you read aloud would help.</p>— Melissa Jordan (@melissacreate15) <a href="https://twitter.com/melissacreate15/status/1359782748232314881?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">I used wordless picture books in the library. Often ones they hadn't seen & only giving them 1/2 images so they wouldn't have a clue what the story was actually about. Also used my own street photographs to generate discussion and ideas, with some prompt questions to start them off</p>— Barbara Band (@bcb567) <a href="https://twitter.com/bcb567/status/1359877299429134336?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<u>Imagining</u><div><u><br /></u></div><div>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:<br /><p></p><p>
</p><blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">I'd say daydreaming time as important as writing time. Visualise your landscape & make it real. It can be an incredible fantasy world but still needs to feel rooted in real experience. Put familiar objects in; think about weather, light, plants, sky..</p>— Nicola Penfold (@nicolapenfold) <a href="https://twitter.com/nicolapenfold/status/1359877233758900224?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">I play a game with my son: he has to describe a scene or place without naming it e.g. by writing about smells, sounds, textures, and I guess what it is. Make it extra hard by writing from a perspective of a blind person, a small child, or a spy who has to conceal certain details</p>— Svitlana (@SvitYarm) <a href="https://twitter.com/SvitYarm/status/1359800820783529986?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<u>Inspiring</u></div><div><u><br /></u></div><div>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:<br /><p></p><u>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">We keep a tin of Random Story-Starters in the library with opening lines to get them started. There are lots eg "Only the very oldest of them remembered a time when people could read ..."</p>— HVC Library (@HVCLRC) <a href="https://twitter.com/HVCLRC/status/1359882606343520263?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">It can be difficult to get story ideas, so try writing stories based on books, films, tv shows, games. It's helpful to have a few parameters eg write an adventure story set in the jungle, a mystery set in a castle. No harm in imitating their favourites. Allow scope for enjoyment.</p>— Dan Smith (@DanSmithAuthor) <a href="https://twitter.com/DanSmithAuthor/status/1359778306531479552?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Be positive & welcoming about all the tools & formats they want to use to make stories/songs/poems/characters, inc. comics, fan fiction, gaming, emoji, toys. They're all generative & valid.</p>— So Mayer (@Such_Mayer) <a href="https://twitter.com/Such_Mayer/status/1359862692052430850?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Collect postcards and interesting pictures from mags/newspapers. Choose one that interests you - really look at it, maybe describe it. Think what’s going on in the pic, what happened just before, what might happen next. And off you go, with a story!</p>— Sue Purkiss (@sue_purkiss) <a href="https://twitter.com/sue_purkiss/status/1359860741227094019?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Give alternative scenarios (and get them to come up with their own). What would have happened if... the slipper had fitted one of the ugly sisters; Harry Potter had been a ‘squib’; Hansel and Gretel didn’t find their way home...</p>— MrsR (@MrsR51710002) <a href="https://twitter.com/MrsR51710002/status/1359784064857825281?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Keep a journal which includes copying lines from favorite songs, poems, and readings. Read different styles of authors. Listen to podcasts and old radio shows...</p>— Leticia Hallmark (@ushistorysage) <a href="https://twitter.com/ushistorysage/status/1359795875032289281?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Print out photos of unusual things or people and ask them to make up a story about what they can see. That's always a fun idea. Or a pick and mix where they pick one theme (ie space story) and three random words (ie banana, tree and cheese) and they must create a story from that.</p>— Author N J Simmonds (@NJSimmondsTPK) <a href="https://twitter.com/NJSimmondsTPK/status/1359780446809300992?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Writing 'fan fiction' - allowing children to get to writing and play with language with characters and worlds that have already been established. As a child my favourite things to write were my own stories based on the Zelda video games and A Series of Unfortunate Events books.</p>— Rob Laight (@ArticuLaight) <a href="https://twitter.com/ArticuLaight/status/1359781576742215682?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<u>Experiencing</u></u></div><div><br /></div><div>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?'</div><div><p>
</p><blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Start young. .<br /><br />Encourage making up stories and collect favourite words. Stop on walks to wonder what faeries would live there. Think out loud about how to describe the feeling of a puddle splash or the taste of cake. <br /><br />Write these down. <br /><br />Gradually relinquish the pen.</p>— 🐾📚Mimi Thebo📚🌿 (@MimiThebo) <a href="https://twitter.com/MimiThebo/status/1359788325259931649?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">loads of reading and then getting outside / to amazing places and having experiences to write about.</p>— David Rogers (@davidErogers) <a href="https://twitter.com/davidErogers/status/1359782711162994691?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Go outside. Start noticing everything. Use a camera to zoom in to tiny details and then back out. Do mindfulness to learn how to fully notice and experience life. Good writing comes from mindfully experiecing the world around us.</p>— Mrs P (@thinker_teacher) <a href="https://twitter.com/thinker_teacher/status/1359901671514660865?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<u>Talking</u></div><div><u><br /></u></div><div>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.<br /><p></p><p>
</p><blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Read lots, discuss lots. Create together (orally & writing), play together, notice things that writers do/ be curious. Celebrate lovely things & funny things. Laugh together at things that don't quite work & wonder why. I think the words share, together & enjoy are important.</p>— Zoe Enser (@greeborunner) <a href="https://twitter.com/greeborunner/status/1359785240357707778?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Read. Let them write about what they want, with what they want, where they want. Talk about imaginary things. Eg: If this was a magic leaf, where would you fly to? If you were 2cm tall, how would you get from the couch to the table? Encourage wondering.</p>— copycontentwriter (@copycontentw) <a href="https://twitter.com/copycontentw/status/1359774909745016835?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Story telling. When we sit at the table for dinner, we always do a 'how was your day?' I started telling completely wild tales about fighting dragons or ogres and it's now a bit of a tradition to tell a wild tale at dinner.</p>— David Oates 🙋🏻♂️ (@Oates27) <a href="https://twitter.com/Oates27/status/1359783016575471618?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<u>Imitating</u><div><u><br /></u></div><div>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.</div><div>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Encourage them to copy their favourite writers. They're comfortable trying out footballers' and singers' techniques and making them their own: it's the same with writing.</p>— Tom Palmer (@tompalmerauthor) <a href="https://twitter.com/tompalmerauthor/status/1359771919097204736?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<u>Practising</u></div><div><u><br /></u></div><div>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.<br /><p></p><p>
</p><blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Sentence starters! Often, the most difficult part of the writing process is just getting started - blank pages can be intimidating! (Talking from experience)<br /><br />If you provide sentence starters, you might take some of that fear away and get their ideas flowing!</p>— Gwen Morris (@MGwenMorris) <a href="https://twitter.com/MGwenMorris/status/1359796660965150722?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">I do basic metaphor building activities that kids love. Eg make lists of abstract noun/gerund/body part and put them together in exciting ways (love was swimming in my toes, sadness was jumping in my spine, time was itching in my hands)</p>— Lewis Buxton (@LewisBuxton93) <a href="https://twitter.com/LewisBuxton93/status/1359787088749744130?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<u>Planning</u></div><div><br /></div><div>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).<br /><p></p><p>
</p><blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">I have to draw my characters, the landscapes and create a storyboard before I even find the words.</p>— Gill Lewis (@gill__lewis) <a href="https://twitter.com/gill__lewis/status/1359793564356648962?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Ask them to think of a character first, then what that character WANTS - that is key to every story. Then they encounter a problem, must solve it, then they do/don’t get what they want. Boom. I have a story worksheet on my website here: <a href="https://t.co/5eQfRhzLZR">https://t.co/5eQfRhzLZR</a></p>— Maz Evans (@MaryAliceEvans) <a href="https://twitter.com/MaryAliceEvans/status/1359781376489365504?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Do a lot of thinking and talking (or mind map/scribble) around ideas. The first idea you think of will be the same as everyone else's (see twitter jokes), the 3rd will be better but what if you try and reach for the 6th, 7th, 8th idea? That's the one that'll be uniquely you.</p>— Siân Rowland (@Sian_Rowland) <a href="https://twitter.com/Sian_Rowland/status/1359797201854214144?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<u>Recording</u></div><div><u><br /></u></div><div>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:<br /><p></p><p>
</p><blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Keep a special book to note ideas, special words or phrases, experiences etc. and read, read, read...</p>— Helen Sampson (@helensampsonart) <a href="https://twitter.com/helensampsonart/status/1359783236222738434?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Also, write from the heart & let your imagination flow without getting bogged down in grammar. Get those imaginations on paper and the rest will follow. You can think about grammar when editing it afterwards.</p>— Author Kerry Gibb (@AuthorKerryGibb) <a href="https://twitter.com/AuthorKerryGibb/status/1359865590584905729?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<p></p><blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">2) separate the skills. At school he has to write neatly. This matters but not always. We focus on thinking of great ideas and writing them down, not handwritng. Practice hand writing, punctuation, spelling etc. separately. (2/?)</p>— Megaphone Write (@MegaphoneWrite) <a href="https://twitter.com/MegaphoneWrite/status/1359876183761047560?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Keep a scrapbook - that's a project in itself - collect pix, stick 'em in - add bits of writing - poems - short descriptions - whatever comes to mind. This can then spark further ideas for longer pieces of writing. Make it FUN.</p>— Celia Rees (@CeliaRees) <a href="https://twitter.com/CeliaRees/status/1359856176540827650?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">KEEP A DIARY! Fill it with stories, poems, film reviews, new words you discover etc! I kept a diary from 11-18 and still have them all!</p>— Ian Eagleton (@MrEagletonIan) <a href="https://twitter.com/MrEagletonIan/status/1359778567874359296?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script><u>
<blockquote class="twitter-tweet"><p dir="ltr" lang="en">Don't stop acting as a scribe once they start being able to write. Getting the handwriting and spellings right can feel laboriously slow for a child & really disrupt that feeling of a story flowing/bursting out of you. Get them to tell you a story & write it down for them 2/2</p>— Susannah Lloyd (@Susannah_Lloyd) <a href="https://twitter.com/Susannah_Lloyd/status/1359812236437520387?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Write freely, then record what you’ve written, listen back to it. Does it make sense, does it flow nicely, are you repeating yourself?<br /><br />Then edit the text and repeat that process.<br /><br />I think listening to recordings of yourself can build confidence, while developing critic and voice</p>— Mr Owl Head* 💙 (@sullieship) <a href="https://twitter.com/sullieship/status/1359807471079092225?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
Reviewing</u></div><div><br /></div><div>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.<br /><blockquote class="twitter-tweet" style="text-decoration-line: underline;"><p dir="ltr" lang="en">..we spend a lot of time on the drafting, editing, cutting and trimming. We try and craft writing rather than spew it out and leave it. We are warm writers and cold editors; we don’t hold on to ideas, we are ruthless with jettisoning them😁<br />I am very passionate about this ❤️</p>— Lucy 🏳️🌈 (@honeypisquared) <a href="https://twitter.com/honeypisquared/status/1359782876125032454?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <u><script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
Celebrating</u></div><div><u><br /></u></div><div>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!<br /><blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Get them to read their work aloud to you or read it back off the page out loud to them. Celebrate illustrations in books and by them of what they're writing. Storyboards can be great. So can mind maps. If it feels experimental and fun, they feel relaxed.</p>— Cath Howe (@cath_howe) <a href="https://twitter.com/cath_howe/status/1359774279236276228?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script><u>
Publishing</u></div><div><u><br /></u></div><div>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.<br /><blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">My 8-year-old is writing a book in <a href="https://twitter.com/canva?ref_src=twsrc%5Etfw">@Canva</a>. She loves decorating the pages as she writes. Kids love using the tools we use so let them.</p>— 👩🏻💻 Emma Page (@wordsbypage) <a href="https://twitter.com/wordsbypage/status/1359781655247020033?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<blockquote class="twitter-tweet" data-conversation="none"><p dir="ltr" lang="en">Encourage them to enter young writing comps once they have written a good short story like The little BIG Book Comp <a href="https://t.co/IzpCQGRGUx">https://t.co/IzpCQGRGUx</a></p>— Abiola Bello (@ABelloWrites) <a href="https://twitter.com/ABelloWrites/status/1359804563491069952?ref_src=twsrc%5Etfw">February 11, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script>
<u>Other Resources</u><p></p><p>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:</p><p>Supporting Children Writing At Home: <a href="https://writing4pleasure.com/supporting-children-writing-at-home/">https://writing4pleasure.com/supporting-children-writing-at-home/</a></p><p>Three Steps To Writing from SF Said: <a href="http://www.sfsaid.com/2017/01/three-steps-to-writing.html">http://www.sfsaid.com/2017/01/three-steps-to-writing.html</a></p><p>It’s A Kid’s Life – Lockdown by Kerry Gibb: <a href="http://kerrygibb.com/its-a-kids-life/kids-life-lockdown/">http://kerrygibb.com/its-a-kids-life/kids-life-lockdown/</a></p><p>Writing Prompts from Beverly Writes: <a href="https://www.beverleywrites.com/blog">https://www.beverleywrites.com/blog</a></p><p>5 Ways to Engage Reluctant Writers with Creativity from Now>Press>Play: <a href="https://nowpressplay.co.uk/engage-reluctant-writers-with-creativity/">https://nowpressplay.co.uk/engage-reluctant-writers-with-creativity/</a></p><p>Homewriting Workshops from the Candlewick Press YouTube Channel: <a href="https://www.youtube.com/playlist?list=PLEqVZlLgos-WN7boUH8tsFWNihT745u9u">https://www.youtube.com/playlist?list=PLEqVZlLgos-WN7boUH8tsFWNihT745u9u</a> </p><p>Michael Rosen's videos: <a href="https://www.michaelrosen.co.uk/videos/">https://www.michaelrosen.co.uk/videos/</a></p><p><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">If you would like Aidan to work with you on developing writing at your school, please visit his website at </span><a href="https://www.aidansevers.com/services" style="font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;">https://www.aidansevers.com/services</a><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-weight: 700; white-space: pre-wrap;"> and get in touch via the contact details that can be found there.</span></p> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script></div></div>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-64025407681272230432021-01-30T12:12:00.002+00:002021-01-30T12:12:18.765+00:00Book Review: A Vanishing of Griffins by S.A. Patrick<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://images-eu.bookshop.org/product-images/images/9781474945684.jpg?width=500&height=750" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="327" height="400" src="https://images-eu.bookshop.org/product-images/images/9781474945684.jpg?width=500&height=750" width="262" /></a></div>I have a habit of reading several books at the same time. Each of the books that I'm reading simultaneously are of a different genre so there is no confusing of plots - in fact, most of the time I only have one fiction book on the go. I think it is a very good habit. It allows me to pick and choose a book that suits my mood and, more importantly the time time of day: if I read heavy non-fiction before bed then my sleep is very disrupted, for example.<p></p><p>Whilst reading 'A Vanishing of Griffins' I was also reading 'Prisoners of Geography' by Tim Marshall and here's where there are further benefits of reading multiple books concurrently: Tim Marshall's book had caused my mind to think geopolitically, and so, when I picked up a children's magical fantasy book which is ostensibly rooted in a fairy tale, I saw things I wouldn't have otherwise seen.</p><p>Indeed, I noticed things about the whole fantasy genre which I'd not really stopped to consider before. Despite knowing, for example, that JRR Tolkien based much of his Middle Earth on Anglo-Saxon Britain (a time when geopolitics were surely everything, that and religiopolitics of course) I hadn't really considered how the wider genre might also represent other examples of geopolitical stories.</p><p>'A Vanishing of Griffins' is the second in the Songs of Magic series, the first being 'A Darkness of Dragons'. S.A. Patrick's latest book picks up where the story left off, and thankfully it features a recap of what has happened so far. Patch (a piper who can play magical songs), Barver (a dracogriff) and Wren (a girl cursed into the form of a rat) are in pursuit of the terrible Piper of Hamelyn who is bent on world domination, and will go to any lengths to get it. But the plot, unlike some stories aimed at the Middle Grade age group, is a little more complicated than that.</p><p>In fact, there are sub-plots a-plenty, ones which mainly revolve around mysteries that must be solved, people that must be helped and things that must be found in order for the Piper of Hamelyn to finally be found and vanquished. Reminiscent of classics of the genre - The Wizard of Earthsea, Eragon - this is an adventure quest where solutions do not come easily to the protagonists. In fact, they come up against bureaucracy and red tape as often as real-life peace-keeping missions probably do. As they travel through a world caught in the constant flux of war and peace, where power struggles are rife and political and military allegiances can change with the wind, their good vs. evil quest is a perilous and arduous one.</p><p>Whilst the backdrop may be political, the strongest theme is true friendship: the sacrifice, the willingness to go to great lengths to help loved ones, the kindness and commitment to anyone who finds themselves in need, particularly the oppressed. Wrapped up in a world of dragons, pirates and magic is an example to all children who, in reality, are growing up in a world just like the one portrayed in 'A Vanishing of Griffins'. Sure, they might not be able to call on magic to save the day, but they should be able to call on friendship.</p><p>If you are up for joining the gang on a journey that takes in being fed to a monster by a pirate king, discovering magical texts in a secret underground vault, rescuing the inhabitants of a town under fire, discovering lost relatives and fighting battles against dark forces, then this book is for you. Although, I would strongly recommend that you get hold of book 1 first to really benefit from the whole story (it can be found on my Children's Fiction - Fantasy & Magic list on bookshop.org: <a href="https://uk.bookshop.org/lists/children-s-fiction-fantasy-magic">https://uk.bookshop.org/lists/children-s-fiction-fantasy-magic</a>).</p><p><i>A Vanishing of Griffins by S.A. Patrick is available on bookshop.org and features on my MG Fiction Books January 2021 list: <a href="https://uk.bookshop.org/lists/mg-fiction-books-january-2021">https://uk.bookshop.org/lists/mg-fiction-books-january-2021</a></i></p>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-61691980030780140922021-01-25T12:35:00.007+00:002022-04-13T14:00:47.871+01:00Working Towards a Middle Phase in an All-Through Academy: Potential Logistical Changes for Years 7 and 8<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEize-ersHa2waZuhSO37xjjK185a-CnhKY87GHZvgH65_Bss_hOz-s9gHhyAqmoPJnUZnGdHbmnVCfTFxn4yPRD7XoobdeC1VdSABntxRLqHrkWitj98dg1_OzzyCY9tPwAAWbRyQDYEVTp/s1080/My+Post+%252810%2529.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEize-ersHa2waZuhSO37xjjK185a-CnhKY87GHZvgH65_Bss_hOz-s9gHhyAqmoPJnUZnGdHbmnVCfTFxn4yPRD7XoobdeC1VdSABntxRLqHrkWitj98dg1_OzzyCY9tPwAAWbRyQDYEVTp/s320/My+Post+%252810%2529.png" /></a></div>This article is now available at <a href="https://www.aidansevers.com/post/transforming-ks3-to-aid-transition">https://www.aidansevers.com/post/transforming-ks3-to-aid-transition</a><br /><p class="MsoNormal"><i style="mso-bidi-font-style: normal;"><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-style: normal; font-weight: 700; white-space: pre-wrap;">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 </span><a href="https://www.aidansevers.com/services" style="font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-style: normal; font-weight: 700; white-space: pre-wrap;">https://www.aidansevers.com/services</a><span style="background-color: white; font-family: wfont_0db6a8_7d9658992ed449eca90e138121827d8e, wf_7d9658992ed449eca90e13812, orig_glacial_indifference_regular; font-size: 22px; font-style: normal; font-weight: 700; white-space: pre-wrap;"> and get in touch via the contact details that can be found there.</span></i></p>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-1306005676125936712021-01-07T18:35:00.004+00:002021-01-07T18:42:59.021+00:00Tonight Matthew, I'm going to be... A Delivery Guy<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgl07gcfVTIJZmANIZPEdmq14Lovao9mylIzww4qAGRhQWZRbk53xOBBdfJn1fRbL6fvPg45MNC6cKFTnaXADK4QBkz2-p1OAgPT-iMEKi90t424FBLmA5lZ6h19am_APjUnXMLw7dH_Dpb/s1080/My+Post+%25289%2529.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgl07gcfVTIJZmANIZPEdmq14Lovao9mylIzww4qAGRhQWZRbk53xOBBdfJn1fRbL6fvPg45MNC6cKFTnaXADK4QBkz2-p1OAgPT-iMEKi90t424FBLmA5lZ6h19am_APjUnXMLw7dH_Dpb/s320/My+Post+%25289%2529.png" /></a></div>I've contemplated writing this blog post multiple times over the last 9 months. The benefit of putting it off until now is that I can pretty much say I've been <i>Delivery Guy </i>in all 4 seasons, such has been the length of this horrible pandemic.<p></p><p>Today I was delivering laptops, but it hasn't always been devices for children who are struggling to access the online portion of our remote learning offer. I've lost count of the number of free school meals I've delivered, whether that was en masse during lockdown (pre-vouchers), or on a more individualised level for those self-isolating throughout the last term. Before that it was printed packs of learning resources when we realised that many of our families weren't able to access our online offer.</p><p>But it is never just the delivery. It's the logistics behind it too. </p><p>Way back at the beginning of the year I sent out an online survey to parents asking them about their access to online devices (and also about their need for key worker provision in case of another lockdown). Of course, the online survey didn't fare too well for those who struggle with getting connected so there were plenty of paper copies flying around my kitchen table this week too. </p><p>Once I'd imported (exported?) the Microsoft Forms data into an Excel document and filtered various ways to find out which families needed laptops, and once I'd added in the requests from other families, I had to check that against our list of Pupil Premium children. As I expected, the lists didn't match up - from my survey I could say that many of our PP children already had sufficient access to device, but that other children, for various reasons, did need laptops.</p><blockquote class="twitter-tweet"><p dir="ltr" lang="en">Why is Pupil Premium not fit for purpose?<br /><br />Because parents have to apply for it themselves.<br /><br />And there are many barriers to that application happening for families who truly are disadvantaged:<br /><br />Not knowing it is available, pride, the complicated form.<br /><br />2/3</p>— Aidan Severs (@thatboycanteach) <a href="https://twitter.com/thatboycanteach/status/1346864615888744448?ref_src=twsrc%5Etfw">January 6, 2021</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script><p></p><p>After some ranting and raving about the red tape involved in the government-provided laptops only being available to PP children, my principal helpfully pointed me towards our <i>E-Learning Systems and Media Specialist</i> who this time was doling out our class sets of Chromebooks to aid with remote learning. I sent him my numbers over and by lunchtime I had a stack of laptops checked and ready to go.</p><p>Maybe this is my perfectionism kicking in (or lack of smartphone) but I had to create myself some sort of delivery route to make the best use of my time - one Google Maps session later, I had put the local knowledge that I didn't have a year ago to work and had a great journey plan ready. That done I was ready to head off to school to pick up the laptops.</p><p>Once there, with requests for laptops continuing to come in left, right and centre, I filled in the serial numbers of the machines on all the necessary paperwork, wrote down usernames and passwords, and Post-It noted each laptop to ensure that I was giving the right one to the right family. With all that done I was ready to leave.</p><p>Suffice it to say, there were some very pleased and thankful parents and children this afternoon. The cold weather was infinitely better to work in than the sweltering temperatures of the summer (my normal work wear was not conducive to getting in and out of a car hoying around bags of bread and fruit and the like). After the disappointment of not being able to give government-provided laptops to the children who really needed them, it felt good to be making a step towards getting more children educated during this latest lockdown. Even de-tangling the snaking mass of chargers in the footwell at each stop couldn't break my good mood.</p><p>And tomorrow morning I'll go back out to spread more joy, like some kind of out-of-season Santa Claus.</p>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-42497849091036257492020-12-29T20:14:00.000+00:002020-12-29T20:14:01.435+00:00Book Review: 'The Perfect Parent Project' by Stewart Foster<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://d28hgpri8am2if.cloudfront.net/book_images/onix/cvr9781471191268/the-perfect-parent-project-9781471191268_xlg.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="525" height="320" src="https://d28hgpri8am2if.cloudfront.net/book_images/onix/cvr9781471191268/the-perfect-parent-project-9781471191268_xlg.jpg" width="210" /></a></div><i>I keep wondering whether I should stop reviewing children's books at all - it is time-consuming and sometimes the desire to wax lyrical about something that has been lovingly crafted by a real writer just doesn't present itself. However, since my blog gets a respectable number of hits, and people do read my reviews, I suppose I feel duty-bound to continue writing them. The urge to actually read the books in the first place rarely deserts me, and hardly do I ever choose to read one which disappoints. In fact, most of the time the books I read really are worth talking about. </i><p></p><p>So here I am, ready to enter into another year of reviewing children's books, and kicking things off with the latest book from, I will admit, a favourite children's author of mine: Stewart Foster with his 'The Perfect Parent Project'.</p><p>'The Perfect Parent Project' is in the vein of Stewart's previous books in that it centres on a character who represents a potentially marginalised group of children. Sam is a foster kid, and although he loves his support worker, Rock Star Steve, he dreads the day when he'll bring the news that he is moving on from his current foster carers. Avid readers of Foster will have come to expect an absolute spot-on rendition of the child's voice, and this one is no exception: the reader is put well and truly in the shoes of Sam as he searches beyond his current foster family for his perfect parents.</p><p>And the heartache feels real. Sam plots with his friend Leah to find his perfect parents, not realising how well things are going with Reilly and his mum and dad. After spying his perfect parents and contriving to get to know them, Sam finds himself spinning a web of lies that eventually ensnare him. Unable to keep up the pretense Sam jeopardises all his closest relationships in his bid to make new ones. Readers, adults and children alike, will recognise that Sam's happiness really lies closer to home than he thinks; the downward spiral Sam creates for himself is sure to generate a sadness in readers of all ages.</p><p>Yet, this isn't purely a sad book. Again, Foster's writing is full of humour - a perfect antidote to the emotion of the main storyline. Sam remains upbeat for the majority of the story and his optimism carries the reader onward: although I knew what ending I wanted, I genuinely wasn't sure if I was going to get it. Given that this is a story that contains no real dramatic set-piece moments, it is full of drama, and as a result is extremely compelling - the desire for Sam to stop digging himself into deeper holes hooks the reader in.</p><p>As well as being an enjoyable story, this is one of those books that should get children thinking. Orphaned children are a staple of stories for children - many Disney movies, for example, rely on children having no parents so that they can get up to all sorts of mischief. But here we have a much more realistic interpretation of what it is like not to know one's birth parents, and to be seeking a loving home. Here we have a window into a world that, for many children, will be one that they have no experience of. And perhaps, for some children, this will be the opportunity to see something of themselves represented in story form. Either way, it feels right to have this experience acknowledged rather than fantastically exploited.</p><p> Publisher: Simon & Schuster Children's UK (January 21, 2021)</p><p>'The Perfect Parent Project' is available on my Children's Fiction 2021 book list: <a href="https://uk.bookshop.org/lists/children-s-fiction-2021">https://uk.bookshop.org/lists/children-s-fiction-2021</a></p>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0tag:blogger.com,1999:blog-1670785613371450219.post-61247461714863846532020-12-28T09:53:00.003+00:002021-01-07T18:01:41.498+00:00My Corona: A Christmas with Covid<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjad9tX-lWo-PiLNXHARm8BNOr77RYQHCjjwH_DWUyz2iYCecKNNRmJv-jVJlgw4oj0ddBFy0VWxxlnu2kk9ABiOKRDs4FMbVOgxu-_QSwzPrh0wNk_CIhgJMn_J5ht4S8yoOlzOvocEY0s/s1080/My+Post+%25287%2529.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjad9tX-lWo-PiLNXHARm8BNOr77RYQHCjjwH_DWUyz2iYCecKNNRmJv-jVJlgw4oj0ddBFy0VWxxlnu2kk9ABiOKRDs4FMbVOgxu-_QSwzPrh0wNk_CIhgJMn_J5ht4S8yoOlzOvocEY0s/s320/My+Post+%25287%2529.png" /></a></div>As the 18<sup>th</sup> of December drew closer, the fear
inside me grew: what if we had to send a bubble, or more than one, home in
those last few days of the school term? What if holidays were going to be
ruined by isolation for scores of children and staff?<p></p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">There was a selfish fear too, of course: what if I come into
contact with someone who tests positive and have to isolate? Or what if one of
my own children gets sent home from their school? <o:p></o:p></p>
<p class="MsoNormal">My fears were, inevitably, pretty quickly realised: my
middle daughter came home on the penultimate Friday, destined to self-isolate
until Friday 18<sup>th</sup>. But that didn’t touch Christmas, but it meant a
huge burden on my wife, working at home fulfilling Christmas baking orders. I
hurried back from school every day in order to try to provide some relief.
Every day, that is, until Thursday.<o:p></o:p></p>
<p class="MsoNormal">Because, of course, it was the unthinkable that actually
happened.<o:p></o:p></p>
<p class="MsoNormal">Rewind to Wednesday night:<o:p></o:p></p>
<p class="MsoNormal">Wednesday night was a tough one: I had an inexplicable pain
across my lower back – I couldn’t get comfortable in bed and, along with the
accompanying nausea, it kept me awake most of the night.<o:p></o:p></p>
<p class="MsoNormal">I ‘woke up’ the next day feeling <i style="mso-bidi-font-style: normal;">slightly unwell</i>, in my own words. Thursday was to be the last day
in school, and not thinking that back ache and tiredness should stop me from
enjoying the last day of school, off I went.<o:p></o:p></p>
<p class="MsoNormal">Thankfully, I spent the day ensuring, as usual, that I was
social distancing, was in well-ventilated places, keeping my hands washed
regularly and so on. The day was a great way to end what had been a fantastic
term – yes, a challenging one, but a challenge I had relished. I was glad to
leave by the end though, as, due to a lack of sleep, or so I thought, I was
flagging somewhat.<o:p></o:p></p>
<p class="MsoNormal">At home I caught up a little with the DfE’s newly-revealed
plans to ask secondary schools to test pupils as of January. I fired off a
quick commiseration email to our principal (I work in an all-through academy)
and thought I’d forget about it. With one more work-from-home morning left to
go, I retired to bed that night, although not before a heated discussion with
my wife regarding whether or not I should get a Covid test: when my symptoms
are definitely those of Covid, was my stance; tomorrow, regardless, was hers –
so that we knew for certain whether or not our Christmas plans would be
affected.<o:p></o:p></p>
<p class="MsoNormal">But my subconscious brain clung on to the evening’s
thoughts, weaponising them and torturing me all night. I dreamt of having to
set up a testing centre at school – one of those looped dreams consisting of
bright colours (the testing booths were decorated with red and white Christmas
string), repeated phrases and nothing at all very tangible other than the
feeling of dread. I woke at 4:10 am and headed downstairs to book myself a
Covid test, the fever being such that the virus was becoming a more certain
possibility.<o:p></o:p></p>
<p class="MsoNormal">***<o:p></o:p></p>
<p class="MsoNormal">Just before lunchtime on Sunday the test result came back.
I’d all but convinced myself it would be negative, mainly on account of an
easing temperature and the presence of phlegm: it was a chest infection, it must
be.<o:p></o:p></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;">Dear Aidan Severs<o:p></o:p></i></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;">Your coronavirus test
result is positive. It means you had the virus when the test was done.<o:p></o:p></i></p>
<p class="MsoNormal">I went downstairs to break the news. By now, of course, the
rules for Christmas had changed, all our plans involved people now marooned in
tier 4, so my corona was not going to be the cause of spoiled Christmas plans.
However, there were plenty of other consequences.<o:p></o:p></p>
<p class="MsoNormal">I have to admit I cried. Many times. Everything set me off.
The thought of potentially ruining so many other Christmases. The fact my wife
had to cancel and refund all her Christmas orders. Knowing my mother-in-law,
who is in our bubble, would not be able to spend Christmas with us meaning that
she may face it alone. The knowledge that my children, who have soldiered on
through the country’s toughest restrictions, living as we do in Bradford, and
not even an area of Bradford that got out of local lockdown for a while, would
have to endure more time indoors with only each other as company. Heightened
emotions may be a symptom – then again, its legitimate for it to be that
upsetting without that as an excuse.<o:p></o:p></p>
<p class="MsoNormal">I completed my Test and Trace information, and the academy’s
counterpart. Thankfully it was deemed unnecessary to ask anyone else to
isolate, due to the mitigations in place and my keeping to them. That was a
weight off my mind, although I spent each day of the holiday waiting to hear
that someone else from work had come down with it because of me. At the time of
writing, I have heard only of one very tentative transmission, and am hoping
that when I speak to my colleagues again in the new year, all will report a
healthy Christmas holiday.<o:p></o:p></p>
<p class="MsoNormal">And the thing just left me weak, wheezy and a waste of
space. Unable to go out, incapable of doing anything of any value. I
par-watched a film, and an episode of a series. Reading, writing, music had
very little draw – besides the initial headache that came with my Covid
prohibited these activities. I slept on and off. I mostly just felt guilty – I
know it wasn’t my fault - and sad that my wife was having to take on
everything. My muscles ached, my skin felt like it was on fire, my head felt
like it was sunburnt.<o:p></o:p></p>
<p class="MsoNormal">At some point, it robbed me of my sense of smell, leaving me
with only a partial sense of taste. All that Christmas food! Would I be able to
taste it? That was if I even had the appetite for it – usually ravenous the
whole time, I certainly experienced some fluctuation in my desire to eat.<o:p></o:p></p>
<p class="MsoNormal">It felt unfair. We’d stuck to all the rules. I’d survived
the term, always being there at work, covering when others thought they might
have had it, or indeed, when others did have it, plugging away finding
never-ending solutions to all the latest Covid problems. We’d ridden wave after
wave of the UK’s harshest restrictions, very rarely losing hope. <o:p></o:p></p>
<p class="MsoNormal">Even after a week, I was still dog tired. I woke up on the
23<sup>rd</sup> feeling a bit brighter, a little more energised, but as the day
wore on, that wore off. If there’s one thing this virus does well, it’s robbing
its host of their vitality. Perhaps the exhaustion was due to my body fighting
of the illness effectively enough for me to remain at home, instead of being
hospitalised? I suppose if that was the case, then I am thankful for the
tiredness.<o:p></o:p></p>
<p class="MsoNormal">Of course, friends and family rallied round. Many a kind
message was received, people picked stuff up for us, dropped it off.
Entertainment for me and the children was sent. My wife did a cracking job of
keeping the morale high despite everything.<o:p></o:p></p>
<p class="MsoNormal">Christmas Eve was merry – I was feeling a lot better and
managed to join in with all the day’s activities – still inside the house,
isolating of course. Just before we headed out for a drive around to look at
the Christmas lights loads of my family members came to the street and sang to
us – a lovely, heart-warming moment, and a chance to sample some of my dad’s
Covid Carols live! But we weren’t only going to see the Christmas lights, we
also made a second trip to the test centre: my wife had begun with a cough
-<span style="mso-spacerun: yes;"> </span>a cough which by now was plaguing me
to the point of perceived pain in my lungs.<o:p></o:p></p>
<p class="MsoNormal">And on Christmas morning, whilst preparing the meal, her
text came through: positive. <o:p></o:p></p>
<p class="MsoNormal">And the so the saga continues. Thankfully by Sunday 27<sup>th</sup>
(my official release date) I was feeling normal enough again to do a decent job
of having a good time with the children, feeding the family and keeping the
house in some sort of semblance of order. I took the kids out for a brief walk
in the woods and it did us good. At the time of posting, my wife is still ill
in bed, experiencing her version of all the symptoms I had.<o:p></o:p></p>@AidanSevershttp://www.blogger.com/profile/04619622722424211559noreply@blogger.com0