There’s plenty for teachers to look forward to in the 2018 Summer Term.
The Easter eggs may all be eaten, the summer holiday may seem a long way off, and the new term will bring the challenges of exams for many, but there’s also plenty to look forward to in the 2018 Summer Term.
Summer Term Top Ten
- For some students, the holidays will have been difficult and, although they might not always show it, they’ll have been be looking forward to the new term. Make it a good one.
- Easter isn’t over! It isn’t just a bank holiday, it’s a whole season and the biggest festival in the Christian tradition, so you can keep on celebrating! In the Orthodox calendar, Easter Monday is on 9th April. That’s the day many schools start the Summer term, so perhaps you could save one last egg for then?
- Easter is traditionally a time for embracing new life and new beginnings. Why not consider our own professional practice – aspects that we might revitalise or new things we could try?
- We’re now well into British Summer Time, so there’s no more waking up before sunrise and coming home darkness. The days will be getting longer and (hopefully) warmer. Soaking up those rays helps lift our mood, so make some time to go outside each day.,Even on overcast days natural sunlight will do you good.
- While you’re out and about, take some time to connect with nature. Look out for the signs that spring is turning into summer. Which plants are coming into bloom? Which animals do you notice? Take note of these small changes and you’ll soon see that no two days are alike.
- You’ve got a big decision on 19th May – Royal wedding or FA Cup Final? As it’s a Saturday, we won’t be getting an additional bank holiday, so whatever you decide, make the most of the weekend.
- There are plenty of key dates, holidays and festivals during the Summer term. These include Yom HaShoah (Holocaust Remembrance Day) on 11th April, St. George’s Day on 23rd April, the Early May bank holiday (7th May), and Spring Bank Holiday (28th May). 20th May is both the Christian Pentecost and Jewish Shavuot. The Muslim festival of Eid al-Fitr, marking the end of Ramadan is on 15th June. In the UK, Fathers’ Day is on 17th June, and the Summer Solstice is on 21 June.
- You may have pupils taking exams this term, but at least you don’t have to sit them! I always hated exams and while I’m proud of my qualifications I’m also very pleased that the ticking clock and wobbly exam desk are well behind me. We all survived the process, so now we get to use our experience to help our students to succeed as well. I’ve written about tackling exam stress here. The article also contains links to useful websites.
- Some of the best bits of school happen in the Summer term: school trips, outdoor education, Summer concerts, PTA barbecues, sports days, proms, end of year awards. Some schools have activities weeks, others move to their new timetables before the holiday. These and more enrich the curriculum and help build communities.
- At the end of this term… Summer holiday!
So, what are you looking forward to this Summer term? Are there any dates I’ve missed out? Why not share with a comment?
Festival dates from timeanddate.com
Image: Rodger Caseby
The following is the background information for an Easter assembly I put together a couple of years ago. Feel free to use it if you are preparing an assembly or activity for Easter.
I wanted to do something a bit different, while marking the most important feast of the Christian calendar in an appropriate way. It proved popular with staff and students alike, the latter part prompting many students whose families originated from abroad to share some of their own cultural experiences. I have incorporated some of these, adding to those in the original assembly.
Why do we celebrate Jesus rising from the dead with a bunny and chocolate eggs?
The festival called ‘Easter’ in English celebrates Jesus rising from the dead on Easter Sunday, following the crucifixion, which is marked on Good Friday. It’s the most important feast of the Christian calendar. As hard as you look, though, you won’t find any references to bunnies, eggs, or chocolate in the Gospels. So why does the Easter Bunny bring us delicious chocolate eggs for Easter?
Eggs, new life, and barbaric Brits
Giving eggs in springtime predates Christianity. In many cultures, eggs represent new life, fertility and creation. In mythology, the Anglo-Saxon goddess Eostre found a wounded bird one winter. Realising that the bird could not survive the cold weather, she not only healed it but turned it into a hare. The hare did survive, and went on to lay coloured eggs the following Spring!
The early Christian church had problems bringing its message to the peoples of Northern Europe, who had a reputation as barbarians. The church decided to fix the dates of key Christian feasts near the times of the year when people were used to partying because of local celebrations. In Britain, Eostre’s festival became the Christian season of Easter. We retained the original name, whereas elsewhere Christians call it ‘Pascha’.
We forgot about the hare, but gave each other painted eggs as presents. Christians took on the egg as a symbol of resurrection. The egg can also represent the stone that was rolled away from Jesus’ tomb, or the empty shell (or half-eaten chocolate egg) can symbolise the empty tomb itself.
Chocolate eggs were introduced by confectionary manufacturers in the 19th Century and soon became very popular. The Easter bunny was reintroduced to Britain from the United States. The traditional hare, or Osterhase, who rewards good children with eggs, had been taken to America by German settlers, but the bunny has gradually lost the mythology of Eostre’s hare, and we now gloss over the idea of it actually laying all those eggs.
There are many different traditions for celebrating Easter around the world:
- Christians May keep a vigil on the evening of Maundy Thursday, remembering the night before Jesus died. They may then attend a service on Good Friday, remembering the crucifixion, and will go to church on Easter Sunday to celebrate Jesus rising from the dead. In the UK traditional Easter foods include hot cross buns, traditionally eaten on Good Friday, and Simnel Cake, which is topped with eleven marzipan eggs, representing Jesus’ disciples, minus Judas who betrayed him.
- In Jerusalem, pilgrims may walk the route that Jesus is said to have walked to his crucifixion, the Via Dolorosa (‘Way of Sorrow’). Some carry wooden crosses, remembering that Jesus was made to carry the cross on which he was to be crucified.
- Sometimes communities will put on Passion Plays which reenact the biblical events of the Easter period. In parts of the Philippines this is taken to an extreme where some participants allow themselves to be actually nailed to a cross.
- Many children will have fun at Easter egg hunts on Easter Sunday and may have egg-rolling competitions. In the USA the president hosts an Easter egg roll on the White House lawn each year.
Egg painting is an Easter tradition in many European countries, as is bringing spring branches of shrubs and trees into the house and decorating them with painted eggs. In Russia and Eastern Europe eggs are often dyed red and patterns are carved into them. A modern trend is to paint pictures of politicians or celebrities onto eggs.
- In the Czech Republic and Slovakia boys whip girls legs with decorated willow twigs on Good Friday.
- In Poland boys pour water on people. Tradition says that a girl who gets drenched will be married within the year. In Hungary this ‘sprinkling’ has been replaced by a spray of perfume.
- On the Greek island of Corfu, Holy Saturday is ‘Pot Throwing Day’. Earthen ware pots and plates are thrown from balconies to smash on the ground below to greet the spring.
- In many Caribbean countries, kites are flown on Good Friday, symbolising Jesus’ ascension to heaven.
If you have any other Easter traditions, please let me know and I’ll add them to the list.
However you are spending the holiday, have a very Happy Easter!
Easter Bunny: Pixabay
Calvary: Public Domain Pictures
Painted Easter eggs: Pixabay
Decorated branches: Wikimedia
I have been privileged to work with many colleagues from other schools who are committed to the benefits of collaborative working. As a result, Both I and the schools I represented have benefitted from several partnerships over the years.
“The most valuable resource that teachers have is each other. Without collaboration our growth is limited to our own perspectives.” Robert John Meehan
This is one of my favourite educational quotes. I believe that teachers flourish by working collaboratively and that this collaboration is most powerful when not restricted to a single school. Achieving this isn’t always easy to sustain in a changing educational landscape. A few years ago I ran a conference workshop on partnership working. It was well-attended, but there was a wide range of experience within the group. There were leaders from schools in successful partnerships but in areas facing falling rolls and finding themselves competing for pupils with partner schools in the local area. Others were keen to work in partnership, but felt isolated either by geography, or because other local schools had their own priorities. Some were exploring how existing partnerships could work when member schools were now becoming members of different academy groups or sponsors. Perhaps it has always been true that when schools work together it is in a state of ‘coopertition’, but the concerns expressed in the workshop, by colleagues interested in partnership, seemed to underline new challenges.
I have been privileged to work with many colleagues from other schools who are committed to the benefits of collaborative working. As a result, Both I and the schools I represented have benefitted from several partnerships over the years. This post is about some of the benefits from partnerships I have been involved in over the last couple of years.
OXFORD EAST PARTNERSHIP
The Oxford East Partnership (OEP) is made up of eight primary schools (some of which also have nursery provision) an all-through school and a secondary school serving the same area of Oxford City. Since it’s formation, several schools have become academies, a new free primary school has joined, and one secondary has become an all-through school. Sadly a local children’s centre closed last year as the result of cuts to local authority funding. Throughout these changes, the shared rationale for the partnership has remained constant. it is summarised in the OEP Vision statement:
All schools in the Partnership will work together to secure better outcomes for all members of our community in East Oxford and Cowley by:
- Raising achievement of all children to improve life chances
- Engaging families
- Promoting community engagement
- Celebrating and embracing cultural diversity
OEP aims to serve the children and families in the local area, which contains some of the most economically disadvantaged wards in the county. It originally received funding from the local authority, but then became self-supporting. Administrative support is provided by one of the member schools. The Chair and Vice Chair are elected annually and rotate between schools, the vice chair from the previous academic year usually becoming Chair the next.
There are several areas of focus for the OEP:
Achievement of pupils. This has included several projects over the years, including adoption of the storytelling curriculum across all member schools based on training from Oxford Story Museum. This meant all schools took a similar approach to the development of writing, for a variety of purposes. There was also collaborative work on meeting the needs of more able students in mathematics (hosted at one of the secondary schools) and in English, particularly writing (hosted by the other secondary). The partnership is also a forum for addressing issues, such as school attendance, that affect the achievement of pupils.
Continuing Professional Development. The Partnership has promoted professional development in two main ways: sharing the costs of training at one school by opening CPD to other members, and organising joint CPD as a partnership which addresses common needs of the member schools. Notable successes here have been moderation of writing with the adoption of the new curriculum and assessment, and Partnership conferences, the most recent being last October. The conferences combined plenary sessions featuring keynote speakers with smaller workshops run by colleagues from member schools. In either case costs were much reduced through this collaborative approach, as opposed to sending staff out on CPD courses, and there was more scope for ongoing work between colleagues, building on these events.
Recruitment and retention of staff. This is an issue that is raised at almost every meeting! Oxford is well-served for ITT providers, but is an extremely expensive area to rent or buy in. It is therefore often difficult to recruit and especially retain teaching staff at all levels. OEP has adopted a joint approach to tackling this issue, producing a joint brochure pointing out the benefits of joining not just a new school, but a supportive partnership of schools. This is especially true for school leaders, many of whom say that the most valuable aspect of the partnership is as a forum to discuss issues that they face in school.
OXFORD CITY LEARNING
Oxford City Learning (OCL) is made up a group of seven schools in and around Oxford. The member schools were originally all secondaries, one has since become an all-through school, one now partners a primary school and another is sponsoring a free school due to open next year. Oxford Hospital School is also a member, as is an Alternative Provision College.
The work of the partnership has been wide ranging, but was founded on the premise that if Oxford had world-class Higher education, it should have world-class secondary education too. In its current form, the OCL structure consisted of three groups:
Strategy group. This is made up of the Headteachers and Principals of the member schools. As well as providing a regular discussion forum for these school leaders, it sets the strategic priorities for OCL and commissions and evaluates the work of the other groups. Principals may also coordinate joint responses to educational issues affecting the local area and emergency planning, such as the response to severe weather.
Curriculum and Standards Group. This group is made up of SLT members responsible for curriculum and assessment in each school. In recent years, the group has worked on the new curriculum, got to grips with the impact of the EBacc, life beyond levels, and new assessments at GCSE and A level.
Professional Leadership Development Group. This group is made up of SLT members responsible for CPD at the member schools, and is the group I have been involved in. This covers each career stage, from initial teacher training through to the growth of school leaders. For several years the PLDG has organised an annual ‘Hot Topics’ event where school leaders meet to address an issue the strategy group has agreed affects all members schools. Recent topics have included ensuring that vulnerable pupils make good progress, the best use of the Pupil Premium Grant, and mental health issues in schools. The group also runs an Annual OCL cohort of the Oxford Teaching Schools Alliance courses for Middle Leadership. It also works with the Oxford Education Deanery on action research projects by teachers and academic research projects run in school.
As well as these groups, the OCL schools also form an IYFAP Strategy Group to improve the work of the City In-Year Fair Access Panel. This meets before the panel meeting and focuses on improving the way that member schools can work together to improve outcomes for pupils and reduce exclusions. This work includes improving transition between schools (including transition of vulnerable pupils from primary school) and evaluating the effectiveness of managed moves between schools.
I hope these examples illustrate just a few of the ways in which schools, teachers, and students benefit from collaborative partnership in the local area. I would enjoy reading about other examples of successful partnership working. I believe that the key to the success of both OEP and OCL has been twofold: A commitment to a shared purpose, coupled with flexibility to see opportunity in a time of challenge. This has enabled both partnerships to continue to be effective in the midst of the break-neck pace of change we have seen in education. Adhering to a clear vision of what the partnership seeks to achieve enables it to weather this change: individuals may come and go, different types of school may emerge, and new policies and procedures may be enacted from on high, but the aims of the partnership do not. In holding on to the most valuable resource we have – each other – we can grow together, becoming more effective in meeting the needs of the families we serve.