From the @TES Blog: Why teaching classic literature too early is a 'recipe for ruining great books' for children

Recipe for ruining great books:

Step one: Take a bona fide classic, fresh or preserved.

Step two: Hack out palatable chunks (never use the whole book).

Step three: Add a liberal sprinkle of received interpretation.

Step four: Supplement the text with a movie version.

You are now ready to force-feed this to children who are not old enough to digest such a diet – this is incredibly important to the ruining of great books. You will need to ensure that children endure sitting after sitting of the above. Of course, they should add tasting notes to their texts, but be careful to make sure they never have original thoughts about what they are consuming.

If you follow these very simple steps, you can be sure that the majority of children will be put off reading good literature for a significant portion of their lives.

Continue reading here: https://www.tes.com/news/school-news/breaking-views/why-teaching-classic-literature-too-early-a-recipe-ruining-great

Book Review: 'The Grotlyn' by Benji Davies

Before you even get to the text in this book, there is much to feast the eyes and mind on. The cover (including the one hidden under the dust jacket) and the double-page spread preceding the title page are gloriously illustrated in smokey muted hues which evoke a particular sense of place and time. The backstreets of a Victorian city are brought to life by a cast of intriguing characters. Children will linger over these pages providing adults a chance to question and discuss what can be seen - a perfect opportunity to explain exactly what a barrel organ is and does.

The title page itself furthers the intrigue with its snatch of song - what is The Grotlyn? Benji Davies does a sterling job of reeling in the reader, child and adult alike.

The first page of text sees the book set out its stall in terms of vocabulary - this is going to be rich in language: 'But what at first we think to be, The eye does blindly make us see.' Pick that apart with an 11 year old, or leave it be with a littler one - the story works on many levels. Every new page brings another beautiful turn of phrase - perfect for the budding logophile.

Once you've read this captivating rhyming text and pored over the images, you'll find yourself working your way back through it, picking up on the clues that the author skilfully weaves through both words and pictures and making sense of them in light of the uplifting (literally) ending. As the mystery unravels, children will delight in the antics of the book's protagonist, and by the end, they will be rooting for the once-frightening Grotlyn.

Every inch of the book is awash with clever and deliberate authorial choices and decisions that make several re-reads an absolute must. The illustrations alone could spark lengthy discussions when presented in or out of context - for teachers, there is so much material to use here.

For those wanting to go a little deeper, the concept of freedom is a main theme here. Should animals be kept in captivity? Why do people want to escape certain aspects of their life? What causes humans to go to great lengths, sometimes even breaking laws to attain freedom?

However this book is read, it is certain to become a favourite for all those who are fortunate enough to experience it. Benji Davies has delivered another thought-provoking, multi-layered picture book that is sure to be enjoyed by readers of all ages. 

For an interview with Benji Davies click here.

9 Important Changes to the Primary Maths Curriculum and Assessment

In response to the DfE's latest documents, I wrote this for Third Space Learning. It's a summary of the key changes in the way primary maths will be assessed over the next few years:

On 14th September, just as we were all getting settled into the new school year, the DfE published not one, but two documents of considerable importance: ‘Primary assessment in England: Government consultation response’ and the 2017/2018 ‘Teacher assessment frameworks at the end of KS2’. Both documents reveal changes that will no doubt affect our approach as teachers and leaders.

Whilst the most imminent and significant changes involve writing and reading, there are also some interesting developments in Maths.

Click here to read more: https://www.thirdspacelearning.com/blog/2017/9-changes-to-primary-maths-curriculum-and-assessment-slt-guide

The documents referred to throughout are these ones:

Primary Assessment Consultation Response: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/644871/Primary_assessment_consultation_response.pdf

Teacher Assessment Frameworks At The End of Key Stage 2: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/645021/2017_to_2018_teacher_assessment_frameworks_at_the_end_of_key_stage_2_PDFA.pdf

Meeting The Needs of Lower Attainers In Whole Class Reading Sessions

This blog post can now be found at:

https://www.aidansevers.com/post/whole-class-reading-meeting-the-needs-of-lower-attainers

KS2 Maths SATs On Reflection: Why We Teach For Mastery In Maths

Here's one I wrote for Third Space Learning: https://thirdspacelearning.com/blog/reflections-primary-maths-leader-ks2-sats-new-curriculum-blog/

‘Without reflection, we go blindly on our way, creating more unintended consequences, and failing to achieve anything useful.’ - Margaret J. Wheatley

Perhaps that’s a little over the top, but there’s something in it. As a teacher it’s always worth reflecting on a year just gone, looking back at what went well and what might need changing for the next year. I spent the year as Maths and UKS2 lead whilst teaching in Year 6.

As such I have the privilege of being up to date with the changes taking place in primary education, especially with regards to the expected standards in assessment. Now that I’ve got a few weeks of holiday under my belt, my mind is a little fresher. It's on natural then, that I begin to look back upon KS2 Maths SATs 2017. Read on for my reflections on the end of July and the ever-present changes to how Maths is assessed in UK primary schools...

https://thirdspacelearning.com/blog/reflections-primary-maths-leader-ks2-sats-new-curriculum-blog/

Translating Research Into Practical Advice (Reflections On ResearchED)

At the weekend (sounds like a year 3 recount, I know) I went to my first researchED event - the national conference, which was held at Chobham Academy in some part of London or other where you can almost see the money pouring into it (but as a Northerner, that's a rant I'll avoid now). With a whole host of speakers it wasn't easy to pick which sessions to attend - a good proportion of the train journey down was spent poring over the workshop descriptions and in some slots I had up to 5 possible choices. There was a definite air of excitement as teachers and other professionals poured into the school's largest hall; it felt good to be part of something which, compared to other conferences I've attended, seemed so big.

Almost immediately I spotted the familiar face of Mark Enser, a wonderful teacher (I'm sure) and writer whose articles I always find myself nodding along to vehemently (in truth, he writes the stuff I most wish I'd written). It was great to meet him in person albeit briefly and I had the pleasure of meeting for the first time some other people who I had previously 'known' online: Dr Emma Kell (who may live to regret a subsequent proposal to co-present something one day), Justin Gray, Karen Wespieser and Kieran Dhunna Halliwell as well as a second time meeting with Martin Galway. Making those face-to-face connections was a real highlight although in each case I wish I'd had longer to chat, but it was always onto the next workshop.

Allow me to give you some of the context behind why I was so keen to attend researchED. My MAT recently won the bid to be one of the EEF's research schools as we are situated in one of the 'opportunity areas'. I will be working on the team to develop the research school's role in our area and, although I have recently attempted to be more evidence-informed in my approach, I felt this a good opportunity to sharpen my understanding and skills with regards to educational research.

The main role of the research school is actually to disseminate research to the schools and teachers in our area - a city where social mobility is low. Also, as leaders in a primary school, my colleagues and I had reflected that although lots of what we ask our staff do is evidence-based, they often don't know it as we have distilled the findings into practical steps for them to take - they are  teaching using evidence-informed methods without knowing it. This is something we'd like to change so that:

• they become more autonomous in seeking research and using it themselves;
• they know we aren't just plucking ideas out of nowhere;
• they understand that when they are asked to do something it's because there's a good chance it'll work.

Because of all this I chose some sessions to help me begin to think about how to help teachers who have no knowledge of or interest in educational research to begin to take notice of its possible benefits. Dr Gary Jones led a session on being efficient when it comes to evidence-based practice and Nick Rose spoke on helping new teachers to use research in their teaching. Both speakers were incredibly knowledgeable and I found much of what they had to say to be very interesting but I struggled to come away with much down-to-earth, practical advice for how to help teachers to make their practice more evidence-based.

And that would be my overall observation of the day. Speakers presented knowledgeably but left me with very few concrete ideas as to what to do with the information. Now, I don't claim to be at all academically-minded in the way that many of the presenters are, but then, neither are many teachers - the ones who we'd like to use evidence or research to inform their teaching. Upon reflection, it is very clear that there is much work to be done to bridge the gap between research and classroom practice.

For example, Nick Rose discussed in great detail that which hinders new teachers (and other teachers) from reading research and using it to inform their teaching but in amongst that he mentioned that the best way is to use case studies. If that's the case, I'd have liked the session to focus on how to access case studies, how to write case studies, how to help teachers see the potential and limitations of being inspired by case studies. Dr Gary Jones provided a wide range of ideas but I would have benefited more from spending more time on just one or two of them.

Dr Gary Jones helpfully pointed out that research is only one of the strands which informs evidence-based practice and that data is one of the other pieces of evidence we have to help us make decisions about teaching. Mike Treadaway shared some fascinating national data on pupil premium children but again, there was very little suggestion as to how teachers might use this information to inform their teaching, only a suggestion that the funding formula needs changing - something none of us have a say in.

When blogging and writing articles I often get to the part where I've made my point, discussed the theory or presented the research (or finished my rant) and there I want to stop. But increasingly I've forced myself to go further to do the hard bit: provide some practical advice relating to the subject of the blog post or article. It's not easy and I suspect the ability to do it it relies on teacher expertise and experience, not just research. Much of the advice I've ever been given has not been borne out of research, but out of teachers' own experience. One point discussed in Rachel Lawrence's session on 'What should a research leader in education do?' was whether or not someone leading in research needs to be a teacher: the discussion seemed to conclude that they would be listened to better if they were a respected teacher who colleagues knew could walk the walk. Perhaps the divide between research and practical advice arises because those involved in research aren't always teachers, and vice versa? I can't be sure.

Having said that, I am aware that there are many resources out there which marry research with good practical advice. The EEF reports for example, and Dominic Salles' book 'The Slightly Awesome Teacher'. I also noticed that Robin Macpherson (whose session I didn't manage to get to) has a book in the pipeline called 'What Does This Look Like In The Classroom? Bridging The Gap Between Research And Practice' which does sound very promising. There are clearly also many books written on many subjects which seek to translate research into practical advice and it's this approach that more teachers would benefit from.

Martin Galway gave me food for thought when it comes to disseminating research by pointing out that often we don't read the original source of the research but instead read blog posts, news articles and meta-studies of the published research. Often we read secondary or tertiary accounts of the research and much can be lost in translation resulting in practice which doesn't do what it is supposed to do. This will be a real challenge for the research school and something that needs navigating carefully. Again, some practical information on how to do this would be really helpful - this may have happened  in some of the other seminars.

I managed to take in a wide variety of seminars, including a panel discussion, and whilst the short sessions meant that interest never dipped, it did mean that some presenters were pushed for time. It's totally out of the organisers' hands but it may have been more beneficial to narrow the focus of some sessions in order to get one point across well and include some time for questions and discussion. Again, this reflection is important for how the research school carries out any CPD - a honed down, precise objective needs to be stuck to when presenting crucial information about research and how it might impact on practice.

Now obviously I only attended a very small percentage of the available workshops and so my reflections may not be an accurate overall picture - I'm very aware of this. In fact, this blog post from Jessica Fear just goes to show that some will have left the researchED brimming with practical advice to follow. Hopefully it's clear that I've framed my thoughts by thinking not about how researchED might change (I'm under no illusions - I don't have that influence) but by thinking about how my limited experiences at the conference will form how I think about how to engage teachers in the use of research over the coming year.

To finish, I would reiterate that the conference gave me much to think through and made me aware of research that has already taken place, research techniques that I knew nothing of before  and gave me a better overall idea about the world of educational research. There are things that I will go on to explore further and there are other seemingly small titbits of information that will actually hugely influence my own practice once I've spent more time thinking through how to apply them practically.

Would I recommend a researchED event? Yes, to anyone. I'd say go with an open mind, even if you think research isn't the be all and end all. After all, Tom Bennett himself in his opening speech reminded us all that "the craft of teaching is enormously important" and Nick Rose made it clear that "evidence-based practice is not a recipe to dictate what a teacher does, nor is it to undermine professional judgement, rather it is to inform and refine it".

researchED links:

Livestreams: https://livestream.com/L4L/rED17?t=1504937237924
Mike Treadaway's blog series for Education Data Lab exploring long-term disadvantage: http://educationdatalab.org.uk/tag/long-term-disadvantage/

It's Just An Emoji! Bah Humbug.

Or is it? This won't be the first time I get called a humourless something-or-other: I've written terribly mirthless things before which reveal my sub-humanness and my inability to take a 'joke'. I won't even try to defend myself as someone who loves a good laugh and a joke - you wouldn't believe me anyway if you've already got me pegged.

I'm not outraged at this emoji - if you can believe me, I'm not. I just see it as part of a bigger issue, and that bigger issue does do something to me - perhaps I am outraged by the bigger picture I perceive this to be part of.

Education doesn't exactly receive good press. The big stories are usually the negative ones. Most government reforms - and they do seem to come with regularity - imply that education is not at its best. Plenty of teachers, for many differing reasons (some justified) don't have much good to say about the profession either. The public perception of teachers and the state of education isn't great at the moment. At least that's the way I see it.

This makes education a fragile thing. And all but the most outrageous comedians would pull their punches when it comes to fragile subjects for jokes. Except perhaps when that fragile thing is a what, not a who.

All I'm suggesting is that any unnecessary negativity aimed at education might be avoided. One emoji in one chain of high street shops is not exactly the death knell, but it has the potential to play its part.

In criminology, the broken window theory says that when smaller crimes are dealt with fewer major crimes will occur. And whilst it's not a crime to make jokes about how terrible going back to school is, it might just be one more little nail in the coffin. I know, I know that I sound like a real party pooper here - maybe I am spoiling all the seconds of hilarity this emoji no doubt generates. But I love my job, and I value education and I wonder if we could do better.

In times when many of us are worried about the mental health of both our students and our teachers, I can't help but question how a teacher or student who has genuinely cried over the thought of going back to school might feel when seeing this. Is the anxiety caused by the thought of returning to school really something to be made fun of? There will, as some have thoughtfully pointed out this week, be teachers who are experiencing genuine stress and depression at the thought of their return to work - that's not something I'd want to belittle. Perhaps it is just an emoji and that it isn't potentially degrading and corrosive at all.

There is clearly genuine psychological power in advertising - subliminal messages are all around us and are designed by experts to change the way we think. This one, I'm sure, was just designed to make us laugh and its possible undertones are unintended - I get that - but as part of a much bigger picture, where education is painted as ugly, it's something that I'm sure we wouldn't miss. 

I don't expect to change minds on this one - we all view things in different ways. My particular outlook is to build up and be positive about education where possible, even on the small things, because I believe even they can make a difference. Yes, this sounds all virtuous and holier-than-thou (maybe this should have been left unsaid) but I'd prefer it if my team of teachers and our children were coming back to school happily come September, not with a sense of foreboding or with tears streaming down their faces.

Obviously, they won't - but that'll only be because they're coming back to an awful, humourless teacher and leader who just can't take a joke and removes all the fun from learning.