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Friday 2 December 2016

Year 6 Empathy Lab refugee work

Over the past 18 months, my school has been heavily involved in working with the Empathy Lab project, which uses books and reading as a starting point for children to help develop their empathy skills. It's having a noticeable impact on the way that many of our children think and act. This term, as part of our work, the Year 6 children have been focusing on the plight of refugees from different parts of the world.

            

We started by talking about what the class already knew about refugees, and then spent time reading and sharing a wide variety of books. Some, the pupils were already aware of (eg Boy Overboard by Morris Gleitzman, which we had read as a class story in Year 5), although they were looking at many of them for the first time. The books were added to a Pinterest board, which we updated as they discovered more, and put on the Empathy Lab Book Spotters website. Links to many of the books, along with some planning and resources that I've found are available on this Padlet page.

            

After a couple of weeks of reading and researching, we had a wonderful visit from an Amnesty International speaker, David Huband, who came to talk about human rights. The children discussed which rights they had and which rights they felt that refugee children might be denied. The class spent a lot of time discussing how and why children and their families travel from Syria to the UK.

           

As part of our Empathy Lab ‘social action’ work, the children decided to take part in Amnesty’s ‘Write for Rights’ campaign, and write letters to some of the refugees. They wrote about how people could make refugees feel welcome in the United Kingdom and what they enjoyed about living here. Because they were writing for a real audience, and could see that there was a genuine purpose behind their work, they were highly motivated to write and produced some fantastic work.


We also had a visit from a local refugee charity, GYROS, who shared the work they were doing in the Great Yarmouth area. One of the speakers was a refugee from Armenia and the other was a refugee from Mozambique, so they both had amazing stories to tell about their lives. The children were inspired by what they had been told and wanted to know how they could help. After Christmas, they've planned some fundraising acitivities but, equally importantly, they're going to do some work to raise awareness of the refugee situation in the local community.

            

Thoughts from Year 6
Troy: I actually feel as if I’d rather be the refugee than them so they didn’t have to suffer through things. I feel awful about what has happened.

Gracie: I tried really hard to empathise with them, but even with a vivid imagination like I have, it’s very hard to understand how bad things are.

Romy: When we read all the books about refugees, it made me think a lot about it. When someone says the word refugee it brings up loads of emotions as I didn’t know what they were going through before. Reading all the books helped me understand it.

Gracie: I loved how the books we read transported me to another world, but I hated the world that they transported me to!

Lauren: When you hear the stories about how hard it is, it makes you feel really lucky. I don’t like being separated from people I love for even a day, so just think what it would be like forever.


Romy: I feel upset for the refugees but I’m also angry at the people who are putting them through it. They’re just trying to have a normal life but they’re getting destroyed for no reason at all. Some of them are just little babies.

James: Writing the letters made me realise how many simple things I can do without being scared. I could just get a drink out of the fridge if I wanted to.

Lauren: It must be awful to go on a boat ride and not know what’s at the end of it. I know what’s going to happen every day and that makes me feel safe, but they don’t even know if they will survive to the next day.

Romy: When I wrote the letters, I felt lucky. I’m lucky anyway but I just felt lucky that I had the chance to make someone’s day a bit better. I know that when they get the letters they’ll realise that at least someone is thinking about them.


Gracie: Learning about refugees made me think about books like Once by Morris Gleitzman. The boy in that was a refugee too. All of those books made me understand what it must have been like to be hated in the war.

James: It made me ask my mum if we could send them stuff to help. We have lots of stuff that we don’t really need.

Troy: Some people in Yarmouth should treat the refugees kindly because, at the end of the day, we’re all humans.

James: I can’t imagine leaving everything at home. I’d have to leave my family, my pets, my books and my friends. I’d miss the village we live in. All my memories would be left behind. How could they take their memories with them? They must also miss speaking the language they know. They would just ‘feel’ their own language and to have to speak in another language all the time, well, that’s just like when I went to Holland.

Troy: It was probably some of my favourite work that we’ve ever done. We’re learning about the real world and we’re all part of it. Like, everyone, not just us and the people we know.


Wednesday 23 November 2016

Mannequin Challenge

Never wanting to miss out on a potential bandwagon-jumping opportunity, last week my class had a go at recording their own Mannequin Challenge during quiet reading. We managed to nail it on the very first take!

Friday 21 October 2016

Video trailers for books

We had a lot of fun in class this week creating video trailers for a few of our favourite books. It's an exciting way to get the children to collaborate and produce some ICT work based around reading. Because the amount of text that can be used is limited, it's important for them to select their words carefully and plan how to 'hook' the viewer, as well as think about what type of atmosphere they want to create.


Below is the video that we produced for the new book by Gareth P. Jones, The Thornthwaite Inheritance. The text and dialogue in the clip was based on the blurb of the book and on what we already knew about the characters. The whole process, including filming and editing, took about two hours. We put the video together using Movie Maker, and then uploaded it onto YouTube when we had finished.



Here is the video that we created for the 2013 Summer Reading Challenge.


We're also working on a trailer for John Dougherty's new Stinkbomb & Ketchup-Face book, which will hopefully be ready quite soon. There's currently a rumour flying around that Deer Class are going to be asked to make the official trailer for Star Wars Episode VIII...

Friday 23 September 2016

Patron of Reading Conference 2016

Last weekend, the third Patron of Reading conference took place at the DoubleTree Hotel in Manchester. It was on a whole different level from the previous two that we'd organised. We even had sponsors (thank you MLS for all your support!) and a working sound system, which was a huge step in the right direction.

The line-up for the day was absolutely fantastic from start to finish. Speakers included authors The Two Steves, John Dougherty, Joffre White and SF Said; Miranda McKearney, OBE. from Empathy Lab; Marilyn Brocklehurst from Norfolk Children's Book Centre; Rob Smith, creator of the Literacy Shed; storyteller Marjorie Leithead and performance poet Tony Walsh. We also had wonderful contributions from librarians Mandy Wilson and Gill Ward; teacher John Bentham; organiser of the Haringey Chapter, Ian Coles from the Big Green Bookshop and Chris Lunt from MLS. The day was ably (??) compered by Patron of Reading founder, headteacher Tim Redgrave.

To find out more about the day, have a read of:
You can find a summary of the day's events by using the Twitter hashtag #PoRConf16. Also, here's the link to the MLS Reading for Pleasure video and the link to a video created by author Marcus Alexander. Marcus was supposed to be presenting on the day, but unfortunately he recently broke both his biceps on a piece of gymnastics equipment!

I'm delighted, and very proud, to be involved in such a great scheme. After talking to several authors, teachers and librarians on the day, it's clear that it's having a real impact on reading in schools across the UK. I believe that Tim is already making plans for #PoRConf17...

 
 Hopefully Brenda enjoyed herself as much as we did!

 
          
 
           

           

          

 

 

 

Monday 8 August 2016

Children's author knowledge

After a hectic, but very enjoyable, few weeks travelling around the country to various literacy conferences and helping organise a R4P TeachMeet event in Fakenham, I've finally found some time to write a blog post. I recently raised the question in the Reading for Pleasure Facebook group of how many authors an 'average' child in Year 5/6 would be able to name. I thought that most of them would know the 'Big Guns' (Roald Dahl, David Walliams, Michael Morpurgo, Jacqueline Wilson and possibly JK Rowling), but how many others? The general consensus from the teachers, librarians and authors in the group was that most children in Year 5/6 would aware of the above names but not too many others.

Out of curiosity, I asked my class to list as many writers as they could in five minutes, without any help from their friends and without looking at the bookshelves. We ended up spacing ourselves out on the field. The lowest score was 2 (Michael Rosen and Jonny Duddle) and the highest score was 27. There were a few other scores over 20, most children got to about 15, although several were much lower. As we've spent the last four terms totally focused on creating a reading culture in the class, (I think) I was pleased with the results. The score of 2 can be explained away by the fact that the child spent most of the five minutes making a daisy chain, which she then gave to her best friend. It would be interesting to know how these scores actually compare to other similar aged classes.

            
              
I thought I'd better have a try myself (results below). There was a good male/female balance, but I found myself thinking of lots of great books whose author I couldn't remember. In fact, Rob Smith (The Literacy Shed) raised this- does it actually matter if children don't know many authors' names, as long as they know great books? Teresa Cremin from The Open University argued 'I think knowing authors is important for developing preferences and thus enabling volition and agency as readers - and also supports choice at bookshelves as readers hunt spines for more of the same.'


So, where do children at primary school get their knowledge of authors? Again, I asked my class for their thoughts, and they came up with their teacher, their parents, their peers and the shops. We aren't fortunate enough to have a school librarian, so most of them wouldn't be aware of how much guidance a good one could offer.

From my experience, it seems as if less time is now spent on developing knowledge of children's literature on teacher training courses. As Karen Argent said 'In my experience teaching at a university for the last 15 years, quite a lot of younger students training to teach do not read children's books or are particularly interested in them. Too much emphasis on literacy at the expense of literature when they have been at schools themselves perhaps? So, unless they then experience good inspirational stuff when they are training and/or on teaching practice - the fire doesn't get lit. I find it quite depressing...'

In the Teachers as Readers report by Teresa Cremin et al, nearly 25% of teachers couldn't name any picture book authors and 22% couldn't name any children's poets. When asked to list six 'good' children's writers, the same names kept coming up again and again (basically the ones at the top of the page). As most teachers admit to relying on their own knowledge of children's literature for decisions about classroom reading, and considering the facts that parental input varies massively from child to child, that peer knowledge is directly related to teacher knowledge and that most big supermarkets tend to stock the same few authors, maybe it's not a surprise that children don't know as many authors as we would expect.

Sunday 26 June 2016

SLA Conference 2016

This weekend I was delighted to attend the School Library Association conference in Gloucestershire and run a couple of workshop sessions about creating a Reading for Pleasure culture in schools. There were several entertaining speakers throughout the day, including Katherine Rundell, Andy Robb, Tracey Corderoy and Tony Walsh, as well as a wide range of workshops and seminars to attend. It was a real privilege to spend time with people so committed to getting children reading.

Attached below is a shortened version of the presentation. If you would like further explanation on any of the ideas it includes, please get in touch.

Wednesday 8 June 2016

Personal Reading Histories

Tomorrow, my class are going to start thinking about and preparing their personal reading histories. Next week, we've invited parents in to work with them on creating a slide or video presentation.

I had a go at putting together my reading history earlier, up until I was about the age of 18 anyway, so I could show the children what I meant. It was actually really enjoyable. I've uploaded the presentation (which only lasts a minute) below and brought back a lot of memories. There are some 'hilarious' anecdotes to go with the slides for when I share it with the kids, but I'm afraid you'll have to use your imaginations and create your own.

I'm confident that children and parents working together will lead to some really high quality discussion about books and reading. Thank you to Teresa Cremin for the original idea.
 

Saturday 2 April 2016

Norfolk Reading for Pleasure TeachMeet

I'm currently organising a Reading for Pleasure TeachMeet to take place later in the year. Full details are below- admission is FREE! Come along and join the fun.

Saturday 18th June
Fakenham Junior School
2:00pm-5:00pm
Admission free- tickets available here
If you are interested in presenting on any aspect of Reading for Pleasure, please contact jon.biddle@gmail.com

Speakers include:
Marilyn Brocklehurst (Norfolk Children's Book Centre)- 60 books in 6 minutes
Chitra Soundar (author)- Reading for Pleasure in Asian culture
Steve Willshaw- Should we abandon Reading for Pleasure?
James Nicol (author)- Author visits in schools
Ruth Keys (librarian)- Reading aloud
National Literacy Trust- ?
Amelia Bird (Speech Bubbles)- Speaking and Listening in KS1
Harriet Cox (Norfolk SLS)- Reading for Pleasure in Ten Objects
Stephanie Hamman (teacher)- Questioning in reading
Jeanette Baker- The Buzz Mag
John-Paul Ringer (teacher)- Reading and the outdoor environment
Christopher Lunt- Using the Reading Cloud to promote reading for pleasure
Jon Biddle (teacher)- Why your school needs a Patron of Reading!

Sunday 20 March 2016

Patron of Reading update

Last month I wrote a short article for the UKLA Primary 4-11 magazine about the growth of the Patron of Reading initiative across the UK. Some of that article appears below.

The Patron of Reading initiative continues to flourish in schools across the United Kingdom. Since it was last mentioned in this magazine (Summer 2014), it has grown from approximately 50 schools to more than 150. For those currently unaware of the initiative, a Patron of Reading is a school’s special designated author (or poet, illustrator or storyteller) with whom they develop a relationship over a period of time. As well as all the usual benefits to a school from organising an author visit, working with a Patron can offer whole lot more.

John Dougherty, author of the Stinkbomb & Ketchup-Face series and Patron of Reading at West Earlham Junior School since 2013, said:
I love visiting schools, and invariably get a great response from the kids; but there’s something different about visiting my Patron of Reading school. I think it’s the sense of connection - even of ownership - that the children feel with me and my work. And I can do things that I don’t normally do on school visits - drop-in visits to classrooms for a bit of a chat about books; assemblies where we challenge and explore preconceptions about reading; even talking shops with parents - where we can get stuck right in, without any need for warm-up or introduction.

Tim Redgrave, headteacher of Ysgol Esgob Morgan in North Wales and the person behind the original idea, reported:
Having a personal link to a ‘famous’ person has helped make reading cool at our school. The interaction is a very personal link between the child and the author. It's opened up a new world of literature for our pupils who now read for pleasure so much more. We’ve had 100% completion of the Summer Reading Challenge three years on the bounce, and have extended the library once and need to do so again! All from having a Patron of Reading!

The second Patron of Reading conference took place in London earlier this year and was attended by almost 100 authors, poets, librarians and teachers. Speakers included Alan MacDonald, author of the Dirty Bertie books, who spoke passionately about the importance of schools with authors; Josh Seigal, who talked about how being a performance poet helped him in his patron role and Gillian Cross, author of Carnegie Medal winner Wolf, who shared her experiences of being a patron at more than one school. There were many other speakers throughout the day and a full write-up of the day can be found on the Patron of Reading website.

Ways that schools and patrons can support each other by sharing good practice have been discussed several times over the past year. Ian Coles, representing Big Green Bookshop Education CIC , has recently helped create the first local ‘chapter’ of patrons in Haringey:
We asked to set up the first regional chapter because schools were always asking the Big Green Bookshop to arrange author visits and we knew there was already significant support for the scheme across the borough.
We began by inviting existing patrons to join the cluster and then brokered some additional partnerships and held a launch event in partnership with the library service. The response from schools and authors has been fantastic, with many new partnerships to be announced in the autumn, and schools queuing up for patrons. We are beginning to create opportunities for patrons to share ideas and successes - showcasing activity on our website and encouraging authors to tag Patron of Reading activities on their social media. We are also building our understanding of the barriers to participation for some schools - and exploring exciting ideas such as shared patrons and patrons in branch libraries.
The best thing so far has been the sheer volume of goodwill towards this initiative (which Big Green Bookshop Education has undertaken to support for at least 3 years). Schools, authors, storytellers, community organisations, other bookshops: so many people are supporting us (not forgetting Big Green Bookshop customers who have generously donated money and help). It's early days for us yet but it's up to us all to make this something really special.

The Patron of Reading initiative has also recently started to forge links with Empathy Lab, a new venture from Miranda McKearney OBE, founder of The Reading Agency. Empathy Lab is researching into how a more focused use of stories and books can help children build the foundational skill of empathy, and is beginning to trial their empathy education approach with a small group of schools from September 2015. Miranda says of the Patron of Reading/Empathy Lab partnership:
Wouldn't it be amazing if every single child was putting into practice the empathy skills to respect, value and care for themselves, other people and the world? We're inspired by the power of empathy to make the world a better place, and the power of stories to build empathy.
Liaising with writer Helena Pielichaty, we have begun testing some of our thinking with the Patron of Reading initiative, a wonderful grassroots organisation, which places authors in schools as champions of reading.
We see authors as a powerful catalyst in a drive to help children develop empathy. To create compelling characters, writers use empathy in spades; they're empathy experts. We hope to build an army of authors helping lead a movement to connect literacy and reading for pleasure more closely with social and emotional education.  As part of this we are planning to start working with several Patron of Reading schools in the very near future.

As the initiative has been up and running for almost four years, several patrons are now coming to the end of their tenure in schools. Fortismere School in Haringey was one of the very first schools to adopt a patron, Sita Brahamachari, author of Artichoke Hearts, in 2012. In September 2015, Sita is handing over the baton to SF Said, the creator of the Varjak Paw series. Gill Ward, the librarian at Fortismere, gives her view as to why the initiative has been so successful:
The Patron of Reading scheme has worked brilliantly for us; it's wonderful for the students to have their own, dedicated author and to be able to build up a connection with them. Sita inspired many of our students to explore the world of books and even some of our reluctant readers are discovering themselves in books. The great thing about the scheme is that it has allowed Fortismere and Sita to build our own special relationship and way of working. I'm now super-excited and looking forward to working with SF; it's going to be so interesting to see where our Patron of Reading journey will take us next.

SF Said, a passionate advocate of reading for pleasure in schools, added:
I've always believed that reading for pleasure has the power to change people's lives. I'm honoured and thrilled to be Fortismere School's new Patron of Reading. Just seeing the superb school library and hearing librarian Gillian Ward's passion for books, I feel sure that Fortismere children have access to the very best resources. I'm looking forward to inspiring the children to make the most of them, and building on the brilliant work done by Sita.

Why has the Patron of Reading idea been so successful in schools? Michael Rosen, the keynote speaker at the recent launch of the Haringey chapter, summed it up when he said that it was a grassroots initiative, owned directly by schools and writers, for the benefit of children and young people, in direct contrast to many ‘top-down’ interventions and organisations. As the creator of the Patron of Reading website, I am always genuinely delighted when I am contacted by a school who talk about wanting to create a ‘genuine’ or ‘real’ reading culture, and whether there are writers available to become patrons. I am also equally delighted when I am contacted by a writer who has heard from their peers about the impact that having a Patron of Reading can have on children’s attitude to reading.

If there are any schools or colleges who are interested in getting involved, please visit the website - your Patron of Reading is waiting!

www.patronofreading.co.uk

Tuesday 1 March 2016

New school library

Over the past few weeks, we've made quite a bit of progress with redeveloping our school library. It currently consists of three shabby looking shelves in a corridor and does absolutely nothing to promote reading in the school.

      
Our present 'library'

We're in the process of moving it to a much larger space and having a major cull of the books. The new site is still a bit of a thoroughfare in the school, but with a few screens and some nifty furniture movement, we're going to turn it to a space that's a lot more welcoming.

We were lucky enough to be given a large grant from the Norwich Town Close Estate Charity which has helped us buy a lot of new furniture.

           
Some of the new furniture

We were unsuccessful with a bid to the Foyle Foundation (probably due to our Pupil Premium figures being too low), but we then received some money from The Adnams Charity which was a huge help when deciding what to buy to restock the shelves. There has been no significant investment in books at the school for the best part of 15 years so there are massive, massive gaps on the shelves.

 Some of our current library books: A 50-year-old copy of Stig of the Dump that claims 'Pleasure in Reading' and a book about the Industrial Revolution that appears to have been published during the Industrial Revolution

The first thing we did was send round a class wishlist to each class so that the children could have as much input as possible over what we bought. Classes spent time discussing what genres and authors they enjoyed and then completed the lists. We also asked for advice about graphic novels from the Reading for Pleasure in Schools group on Facebook and looked at shortlists for book awards, etc. Eventually a whole school list was created. The focus this year has been entirely on fiction and poetry, with the focus from September being on non-fiction. There just isn't enough money or time to do it all at once.

 
Class wishlist

Getting the most value for our money was absolutely key, so several hours were spent trawling through websites, with Amazon, The Book People and Peters being the main focus. We then put the orders together and waited for our shiny new books to arrive. Most of them were delivered over half-term although a few are still outstanding. We purchased Junior Librarian to help with stock and will be getting the support of Norfolk SLS when we catalogue the books. The current plan is to have a grand launch just before the Easter holidays.

It's taken longer than I anticipated. The children are getting excited about their new library but also rather impatient. They've seen the furniture around the school for a few weeks and want books on shelves!

We've now got to think about how can ensure it functions as a library and doesn't just become another set of disorganised bookshelves. Unfortunately, the money isn't available to employ anybody and moving staff from classes will obviously have a knock-on effect. Training up Year 5/6 librarians will certainly help, but they're going to need guidance and support. It's by no means perfect, but it's a lot more positive than it was a year or so ago.

Saturday 23 January 2016

An exciting week at school!

This week, the staff of my school were lucky enough to have two extremely influential sets of visitors come and work with us.

On Wednesday we were joined Miranda McKearney OBE, who created The Reading Agency, and Craig Hill. They are both focusing their energies on a brand new project, Empathy Lab. We're pleased to be one of only 12 schools in the country involved in trialling the project. The focus is on using books and stories to improve children's empathy skills. We talked about a lot of exciting ideas, including creating Empathy Detectives and Book Spotters, as well as using Empathy Mentors The focus will be on the children in Year 5 to start with, but the plan is to spread the initiative across the school. We'll be meeting Miranda and her team again in a couple of months so we can give feedback alongside the other schools involved.

On Friday we were delighted to host a training day delivered by Rob Smith, the genius behind The Literacy Shed website. He spend the whole day sharing inspirational ways to use film and images in the classroom to help improve children's writing. There were about 20 teachers there from about five schools, and it was wonderful to see such a buzz of excitement and enthusiasm in the room. Rob is a really entertaining speaker, with a wealth of knowledge about teaching English, and the general consensus was that it was one of the most useful training sessions in a very long time!