“I don’t know”: being certain about uncertainty.

‘Confusion is not an ignoble condition.’

Brian Friel, Translations.

I recently read an paper on about the persistence of ‘brain myths’, even among those trained in neurology, by Adrian Furnham. This included several myths about child development and learning. It’s well worth being aware of current research on this field, including those widely-held assumptions which are not supported by evidence. The myths and misconceptions explored in the study were derived from the books Great Myths of the Brain by Christian Jarrett and Great Myths of Brain Development by Stephen Hupp & Jeremy Jewell. Some of the more prevalent included:

  • Adults can usually tell if a child is lying
  • Girls are more likely to have clinical depression than boys
  • Dyslexia’s defining feature is letter reversal
  • Right-brained people are more creative than left-brained people
  • The brain is essentially a computer
  • We only use 10% of our brains

The proportion of participants believing these misconceptions to be true was independent of age, gender and education, including education in psychology. This tendency is therefore something that educators clearly need to be aware of, irrespective of experience or training. I know that I have a tendency to think that I can tell when someone is telling porkies, even when I’ve read the research contradicts this belief.

Are we happier to be wrong than to be uncertain?

One other thing that struck me about the study was the comment by the authors that participants were clearly reluctant to respond ‘don’t know’ in answer to questions, preferring instead to chose a response from the other available options (Definitely True, Probably True, Probably False, Definitely False). The participants in the study may have not wanted to appear ignorant of the topic in question, even if the alternative is to risk being wrong, or they may have been trying to ‘help’ the researchers to collect positive results by opting for a definite answer.

I wonder if we have a tendency to do that outside of the confines of psychology experiments? How often on Edutwitter do we see someone tweet “Interesting question. You know, I’m really not sure”? Most contributions, it seems to me, are firm statements of position in a debate and declarations of certainty.

Confidence in Uncertainty

I’d like to suggest that we we should be more confident about being uncertain. There Are three main reasons for this:

1. I think being comfortable with uncertainty is entirely consistent with reflective pedagogy. If we were certain of everything, then we wouldn’t ever need to ask questions, but we grow as teachers by asking ourselves, ‘How can I improve that?’, ‘Next time I teach that, how can I make it better?’, or ‘Several pupils dropped marks on that question, how can I address that?’. In striving to improve in this way, we acknowledge that accepting that we don’t know it all helps us to become better teachers.

2. We will become better models for our students. This is also something we encourage in our students: to question, try things out and experiment. If we expect these learning behaviours from them, it makes sense for us to model them in our own professional learning. When I first trained as a teacher, I used to worry that a student would ask a question I couldn’t answer. I later came to realise that I didn’t always have to be the ‘expert’, and later still that when they did, this was a fantastic opportunity to model learning. I should say that to foster this type of ‘don’t know’, as a spur to further investigation, we have to create an safe atmosphere of trust where students won’t feel they have to give the ‘don’t knows’ that really means ‘I’m afraid of looking silly / getting it wrong’.

3. We will become better informed and so make better decisions. A danger of being reluctant to say we don’t know is that we are more likely to make mistakes, as as the participants frequently did in the study mentioned above. Being able to say we don’t know when we are unsure, makes us less susceptible to social influence and prompts us to gather more information. In terms of debate, a willingness to be open to ideas, including minority views, enables us to make better decisions, whether or not we come to accept those views.

So, if you see me expressing uncertainty, on Twitter or elsewhere, please bear with me: I just think the path to knowing is sometimes through admitting that I am unsure.

Image: Max Pixel http://maxpixel.freegreatpicture.com/Matter-Note-Duplicate-Request-Question-Mark-2110767

Other posts on psychology and teaching: https://casebyscasebook.wordpress.com/category/psychology/


‘Trad’ v. ‘Prog’ Education? Let’s get past this false dichotomy.

A Recurring Question

I really value Twitter as a source of information, learning resources and educational debate. In particular forums like #SLTchat on Sunday evenings have been hugely helpful in my development as a school leader because it’s such an accessible way to connect with a wide community of colleagues. I’ve been inspired, gained an insight into solutions and ways of working, and been given pointers to useful resources and contacts. The debate itself has helped my own thinking, and I hope others have found my own contributions useful. I believe in the value of partnership see this as a way of collaborating with a wider group of colleagues.

As many others have commented however, Edutwitter isn’t always a pleasant place. I’m fortunate never to have been caught up in any acrimony myself, but I’ve witnessed plenty of it. I appreciate that people hold strongly-held views, but it has often struck me as somewhat worrying that a few educators who must be either directly or indirectly involved in teaching children how to behave responsibly online don’t always manage that themselves.

One question that seems to involve more than it’s fair share of venom is the debate about ‘traditional’ and ‘progressive’ pedagogy. I’ve put those terms in inverted commas because (takes deep breath an pauses to put on tin hat) I have to say I don’t really understand how they apply to everyday teaching in schools. I know it’s a debate (often an argument and sometimes just an undignified brawl) that has been going on since before I was born, but it has always seemed distant from the day-to-day reality of how most teachers work. I’m now on my 50s, so surely, as far as those active in the profession are concerned, my own education must represent what is traditional – anybody who was at school during an earlier period than me is likely to be retired.

My own old-fashioned education

When I think back to my early education, what I recall seems to bear all the hallmarks of progressive teaching. Bear in mind this was ILEA in the late 60s / early 70s. Memory is a capricious entity, but I think there were actually kaftans. Here’s what I recall of my early primary (broadly what we’d now call KS1) education:

  • Making models using stickle bricks.
  • Being told by the headteacher, on a visit to the class, that I should stop playing with stickle bricks and do some writing.
  • Reading. Lots of reading. Reading myself. Being read to by the teacher. The Iron Man by Ted Hughes stands out. It must have been recently published.
  • Tie-dying t-shirts, which we then wore (I told you it was the 70s).
  • Drawing rainbow colours on a page in pencil, covering it in black wax crayon, then creating a picture by scraping the wax off, revealing the colour underneath.
  • Everyone in class being given sticker book about the 1972 Munich Olympics.
  • Picking apart owl pellets to discover the bones of small mammals inside (where do you find owl pellets in Ealing?!)
  • Doing bomb drills where we all went behind an grassy mound behind the school.
  • Doing a magic trick in class. I can’t remember why, or the actual trick but I had a matchbox with matches in up my sleeve which would rattle when I shook an empty match box in my hand, fooling onlookers that it was full. It must have been about the matches disappearing then reappearing.
  • Going to the hall to see a play about pirates. I seem to think this was linked to a book, possibly a reading scheme.
  • Making clay pots which the teacher fired in the kiln (a primary school with its own kiln!)
  • Doing a class survey about what jobs people wanted to do when they grew up and drawing a bar chart. Most of us wanted to be astronauts.
  • Having a Japanese class meal as part of a project. I remember seaweed.
  • Waiting, sitting cross-legged with the rest of the class in the ‘television room’ watching a clock count down before the start of an schools’ programme (Picture Box?). No way to record TV – classes had to catch it live!

That’s about it. Whatever your perspective, And granted that I may now only recall the fun stuff, I think you’ll agree that from the list above, my early school learning, and what must be by now the most ‘traditional’ education experienced by anyone still teaching, was very ‘progressive’; the very stuff of the Plowden report.

Perhaps this is the root of my views on the trad / prog dichotomy: I just don’t think it’s helpful. In my experience, both as a pupil and a teacher, is that good teachers apply a variety of strategies, some of which might be labelled ‘traditional’, some ‘progressive’. They are not only reflective about their practice, but keen to share and learn from others. They understand that the same technique or strategy will not be the best fit for every child or class and become adept at matching their teaching to pupils needs.

Some Help from Aristotle

So where does that leave the debate? Perhaps a way forward lies in looking to the past and one of the great teachers in Western philosophy: Aristotle and the concept of phronesis. Aristotle believed that we all seek to flourish, physically, emotionally, socially, and cognitively. We do this through exercising virtues such as generosity, industriousness, wit and bravery. Aristotle didn’t view these virtues as dipoles, for example bravery or cowardice, industriousness or laziness, but rather developed the doctrine of the mean. He taught that each characteristic had two forms of vice, one of deficiency, the other of excess. Virtue lies between these extremes.

For example, bravery is a virtue. A deficiency of bravery leads to the vice of cowardice, and an excess of it leads to the vice of empty bravado or rashness. According to Aristotle, bravery is not the absence of cowardice but rather the virtuous mean between cowardice and rashness. Phronesis is the practical wisdom that allows us to discern the mean in any particular circumstance, in this case where bravery lies between cowardice and rashness.

What if we thought about our approach to teaching as an Aristotlean virtue? I believe this reveals the trad / prog debate as a false dichotomy. It could take an eternity to agree exactly what a ‘virtuous mean’ of pedagogy looks like, but for the sake of argument, or perhaps phronesis, let’s say teaching takes place in a structured environment where teachers use evidence-based strategies, and their knowledge of individual pupils to plan challenging learning. They set clear boundaries and expectations, using these to create an atmosphere where children are confident to try, where failure is recognised as a valuable part of learning and where successes are celebrated.

I think our extremes of deficiency and excess now become not ‘traditional’ and ‘progressive’ but perhaps what concerns traditionalists about progressive ideas, and what concerns progressive about the traditional approach. One way of thinking about this might be the degree of structure. An excess of structure (let’s call this “constrained”), leads to a rigid one-size-fits-all approach, is focussed on summative assessment, and offers little room for empiricism or experimentation. On the other hand, a deficit of structure (perhaps we could call this “facile”) leads to a lack of pace and challenge, vague objectives and insufficient consideration of assessment criteria, and an unsettling absence of focus.

What I’m trying to say here is not ‘Traditional? Progressive? You’re ALL wrong!’ I believe that both perspectives have much to offer and that the role of the teacher is phronesis: to use our knowledge, understanding and experience to craft the best lessons that we can, drawing on all the tools at our disposal to strike the balance needed for a virtuous mean. Let’s just call that virtuous mean ‘teaching’.

As always, I’m interested to hear your thoughts. Let me know if it’s safe to take my tin hat off now.

Image: commons.wikimedia.org

How schools can help tackle knives

This post is about a difficult topic: knives and children. Often thought of as an issue for schools in urban areas, the last couple of years have seen an upsurge in knife carrying and knife crime among children and young people across England and Wales, with knife crime increasing by 21% overall in 2017, despite increases in sentencing. In part, this has been driven by ‘County lines’ operations by drug gangs seeking to recruit children outside of large cities. As a 2017 National Crime Agency report describes, ‘County lines’ is characterised, among other features, by the exploitation of children and vulnerable people and the use of violence, with 85% of police forces reporting drug transportation and knife carrying being synonymous.

Prompted by a lack of publicly available demographic information about those who died from knife attacks, The Guardian newspaper ran a Beyond the Blade campaign throughout last year. This collected both figures on knife crime and collected individual stories of those affected by its effects. As it turned out, 39 children and teenagers killed during the campaign, the worst year in 40 years. For each of these young lives lost there is a poignant story of a lost future and a family left to grieve.

Positive news from Scotland

In contrast to the worrying upward trend in knife crime reported in England and Wales, the Figures in Scotland are in decline, with no deaths of young people due to knife attacks in 2017. Scotland has a national approach to knife crime which addresses it as a social policy issue, rather than just a criminal justice issue, and attempts to address root causes. This approach was originally adopted in response to a 2005 UN report identifying Scotland as the most violent country in the developed world. The Scottish Violence Reduction Unit (VRU) has adopted a public health approach where the police, health, social services & education work together to address the issue by tackling the causal factors. Scotland also has a national knife crime information website: No knives, better lives. It provides information for young people, as well as separate sections for parents and practitioners, and allows conversations to start and information to be given, both anonymously. It’s well worth giving it a look, whether or not you live in Scotland.

This approach has had considerable success. During 2006 – 2011, 40 children and teenagers were killed in Scotland, but during 2011 – 2016 this number had reduced to just 8. Incidents of individuals carrying knives dropped by two thirds in same period.

Initially, policing and prosecution led the approach with harder sentencing and more stop-and-search, although less than 2% found with knife. The VRU did not stop there however. The police mapped all the gangs. Those at risk of prosecution were invited to a meeting which started by warning gang members that if thy continued would be convicted and go to prison, but then went on to educate. Police officers spoke about the injuries they saw and bereaved mother spoke about the loss of her son to a stabbing. The gang members were then offeredhelp – education, employment, housing. VRU is state funded, not charities competing for funding.

I think the positive impact of the national, collaborative approach taken in Scotland offers a model for the future in the rest of the UK. We haven’t yet got a national strategy, but we can make a start where we are by using the same elements:

  • Education about the impact of knife use and the penalties under law
  • A strong stance on prevention
  • Lines of communication and approach for children and young people
  • Collaborative work to provide real alternatives and a way out for those involved

What about schools?

So, what does this mean for those of us working in schools who have seen an increase in knife carrying and maybe violence among young people, perhaps as a result of ‘county lines’ linked activity? These are my thoughts on what is important:

1. Recognise that the behaviours we see are part of a bigger picture. It may also be the result of exploitation (whether or not the young people recognise it). The solution to such behaviour is far likely to come from a coordinated multi-agency approach, involving police, schools, social services and other parties. Schools can play a key role in working with others to help children understand the risks associated with knives.

2. Take a strong stance on safety. Of course there is a very real safety issue here, and I’m certainly not proposing that knife carrying is tolerated because those doing it may be exploited and/or afraid. The Scottish model shows us, however, that a strong legal stance is unlikely to work on its own, but is successful when combined with education and real initiatives to provide young people with a way out. Schools also need to think about how seriously they take the safety of pupils and staff: there are many institutions that would permanently exclude a pupil for possession of a knife, but are reluctant to use metal detectors (wands or knife arches) for fear of how this will be perceived. The DFE has recently updated the guidance on Searching, screening and confiscation with a particular emphasis on tackling bullying. This new guidance confirms the legal right of schools to use metal detectors without the need for consent from parents or pupils, and to refuse entry to those who do not comply.

2. Work with others, not in isolation. When a crisis hits a community, it can be tempting for everyone to hunker down in their own silos. This can sometimes lead to a blame game which solves nothing and hinders the communication and cooperation between education, police, social services, and the community which are vital to success. Schools also need to work with each other, recognising that issues affect whole communities, rather than just individual ‘problem’ schools. Teachers in particular can play a vital role in picking up early warning signs – even in helping to map involvement within a community – and communicating these to other agencies.

3. Help provide a way out to a better life. Distraction from drug-related and or gang activities can be useful, but there is a lot of evidence to indicate that once children are entangled financially, this is unlikely to be successful. The VRU project went as far as rehoming people when necessary. Local projects may not have the facility to do this, but schools can play a big part in providing alternatives through education and training, even for youngsters who may be the most challenging.

I also think it’s high time that teachers and school leaders started discussing this nationally. I suspect that the problems that have emerged for schools in Oxford, where I work, are being mirrored in towns and cities across the country – anywhere in easy reach of a big city by rail or road. Some great work is emerging in tackling knives, drugs and gang culture. There needs to be a way of sharing this.

Workable Wellbeing 3

Last Sunday, the #SLTchat topic was wellbeing, hosted by @ottleyoconnor, a topic this Twitter discussion forum has addressed before. The irony of teachers tweeting about work-life balance on a Sunday evening notwithstanding, I have always found theses discussions really useful and they have inspired these earlier posts on wellbeing.

Workable wellbeing

Workable wellbeing 2

Returning to wellbeing seems more relevant than ever. What struck me about the discussion was the number of participants writing about modelling wellbeing for others. This had been mentioned previously, but it seemed to me that it was a dominant theme of the most recent forum. @pickleholic, @issydhan, @chrisedwardsuk, and @AsstHead_Jones, among others, all stressed the importance of school leaders modelling behaviours that foster positive wellbeing.

How can we model what wellbeing looks like? Here’s my completely unscientific sample of elements grabbed from the blizzard of comment that is #SLTchat:

  • It’s ok to leave early sometimes, especially when other days have been late.
  • Touching base about family, interests, hobbies, books, films or music is normal human interaction. We’re here to get a job done but relationships are important.
  • Share the things you do to foster your own wellbeing. I hope I haven’t bored anybody about #teacher5aday or the Fitbit I got for Christmas!
  • Admit mistakes, talk about times when you got it wrong, and what you learned. OK, there’s a time and a place for this. There are many occasions where colleagues need leaders to lead, modelling calm and decisiveness, but being superhuman isn’t realistic and pretending to be can harm oneself and be off-putting to others. 
  • Ask for help. We need to be accessible to our teams, so we should model that it’s OK to ask for help. Teachers shouldn’t feel isolated and asking for help will show others that it’s ok to do the same.
  • Smile. I’m terrible for getting lost in thought, presenting a blank gaze to others in the corridor, but a smile at the right moment can be just what someone needs.
  • Make talking about mental health everyday and normal. I think this was another strong strand in the discussion, quite rightly.

So what I have taken away from last Sunday’s #SLTchat is the need to model behaviours that lead to wellbeing. I’ll be trying to do that more at work from now on. What was my contribution to the discussion on work-life balance? Leaving the chat early to pick my son up from youth club!

    Snow Joke: Severe Weather Planning

    Earlier this week (w/b 9/1/17) an off-the-cuff comment about snow became my most ‘liked’ tweet ever:

    Today I made sure our severe weather closure procedures were in place. Absolute guarantee that not a single snowflake will fall on school.

    I’m glad that so many people liked it but, joking apart, here’s what some of that planning actually was.

    Verifying our priorities for partial closure if necessary. We’re an all-through school so we would prioritise nursery and primary pupils where parents would find it difficult to organise childcare or time off work at short notice. The next priority is students in exam years. We would redeploy staff as necessary. We also check which colleagues are most likely to have transport difficulties in the event of severe weather.

    Checking the communication cascade for staff. We use a text/phone cascade to communicate quickly to all colleagues if we have to partially or fully close. This uses our line management structure so we checked that everyone had the up to date details they needed. Better to check before the weather turns!

    Checking contractors. We have a contract in place for snow clearance on campus. Worth checking they were ready for a possible snowfall. Similarly checking our own provision – salt, grit, etc.

    Parental communication. Checking and where necessary updating draft messages ready to be sent out by text, email and website. Just as well we did, version we had was dated 2013 and from previous Head! We also checked that procedures for contacting the LA and local media were up to date, including current code words for local radio stations.

    Snow Rules. Check what advice and rules need to be in place for snowfall, in addition to our code of conduct, so we can enjoy snow safely.

    Update work for students in the event of snow closure. This is our current advice which would be posted on our website and emailed out in the event of a closure. We like to think it is both productive and fun:

    Work in the event of a Snow Closure

    You should aim to gain at least 16 points from a mix of the following activities.

     Individual work:Please check Show My Homework and Doddle to see if your teachers have set you individual or class tasks. 1 point per 15 minutes

    Art:​​ 3D Sculpture. Keeping warm and working safely, build a snow sculpture to a design of your choosing. You can work on your own or with others. Take a photo of your completed sculpture or draw it. If there isn’t enough snow, sketch a design for a sculpture. 4 points

    English: Persuasive Writing. The decision to close schools because of heavy snowfall is sometimes controversial. Write an argument for or against closing schools for this reason. You must consider both sides of the debate. 6 points

    Points to consider:

    • Health & safety of pupils

    • Ability of pupils and school staff to travel to school safely

    • Impact on parents of having to miss work to look after children

    Faith in Action:Snow can be a lot of fun, but for some people such as the elderly, it can create real difficulties. Design a poster, leaflet or radio/TV ad about helping elderly relatives or neighbours during winter. If you can help out someone in need, please do, but only if you know them and with permission of your parent/carer. 4 points.

    French / German:​ Linguascope. Please log at least 30 minutes of Linguascope activity. 1 point for every 15 minutes.

    Maths:​ Mymaths. Please log at least 30 minutes of activity on MyMaths. Your teacher will receive an update of your progress. 1 point for every 15 minutes.

    PE:​ Aerobic exercise. Keeping warm and staying safe, do at least 30 minutes aerobic exercise including any of the following activities:

    • Snowballing

    • Sledging

    • Building snow sculptures

    • Making snow angels

    If there isn’t enough snow for this, design a 30 minute winter aerobic exercise workout. 4 points

    Science​: Use your knowledge of states of matter to predict the volume of liquid produced from a volume of liquid snow. Use a measuring jug, old drinks bottle, etc. to test your hypothesis. Record your results. 4 points.

    ICT​: Tweet a message about your work using the hashtag #stgregorysnow or email a message to Dr Caseby: r.caseby@dbmac.org.uk with ‘stgregorysnow’ as the subject header.1 point each, max 3 points.


    14/1/17. After all that planning, as I predicted in my tweet, we didn’t have any significant snowfall last week; what there was quickly turned to slush. I am now being blamed by several colleagues for ‘jinxing the snow day’!

    10/12/17. However, at the other end of 2017, it all turned out to be worthwhile, because on Monday we’re having to close because of… snow!

    Comments are always welcome. I’d be interested to know what work or activities other schools set in the event of a snow day.

    Chalking the doors: the importance of a welcome

    This Friday we started the school day by marking Epiphany with the Christian tradition of chalking the doors. Each lintel or door was chalked with:


    This isn’t a mathematical formula, but a blessing on all those who enter, ‘CMB’ standing for Christus Mansionem Benedictat – may Christ bless the house – and also the traditional names of the three wise men, Caspar, Melchior, and Balthazar.

    I work in a Catholic school and this is a tradition particular to some branches of Chritianity, but it felt very special to offer a blessing to students as they entered a classroom, or to colleagues in an admin area or office. Relationships are at the heart of any school community and the first step in forming positive relationships is making people feel welcome.

    We encourage all teachers to welcome students into classrooms each lesson, trying as much as possible to timetable each colleague into one room. As well as a verbal greeting, welcome message on the board can also be a nice touch. Displays featuring children’s work shows them they are valued, as well as providing exemplars. Several colleagues rotate work on a continually updated ‘wall of fame’.

    This welcome becomes all the more important for new pupils arriving mid-year, especially those who don’t have English as a first language. We have an orientation day for new students and our EAL department will work with them and their family or carers on an initial programme to support their language needs. This enables all staff to receive a single-page profile of the pupil before they commence classes.

    One of the many advantages of being a very diverse school community is that whatever first language a new pupil has we can usually ‘buddy’ them up with someone who speaks it. The new pupil is placed in a tutor group and, where possible, classes with their buddy. Staff are informed who the buddy is on the new student profile.

    We need to be particularly aware when pupils have experienced trauma before arriving, such as being refugees.  I have written about supporting children who are refugees, and the problems they can face once in Britain here. One thing we always do is warn staff to be careful when using media such as news articles and films that depict conflict.

    These are some of the ways we extend our welcome, from the planned induction of a new pupil to the daily interactions across the whole community. We hope this makes coming into class feel like a blessing, not just at the start of the year but every day.

    Constructive comments are always welcome. I’d particularly like to hear about other ways of extending a welcome in school.

    Reverse Calendar for Advent

    I wrote this post at the start of Advent 2016, then followed it up with an update when the project finished at the end of term.

    This is a seasonal post for Advent. I want to share the work of a couple of my colleagues at St Gregory’s, Fran Walsh and Grant Price. They’ve put together a great a fantastic programme for tutor groups during Advent. It’s easily adaptable should others want to use the idea.

    For several years we’ve raised money for the Oxford Food Bank in the run-up to Christmas, linked to a ‘Follow the Star’ activity where pupils follow clues to find the location of a star within the school, picking up instructions to complete a task. This has proved popular but feedback this year was that KS4 students wanted a change. 

    Fran and Grant have worked to produce ‘reverse’ Advent calendars – instead of getting something out of them each day, you put something in. This originated (we think) with an idea posted on www.muminthemadhouse.com as a seasonal activity. KS3 tutor groups will be making a Jesse tree, building it up each day in Advent. They will continue to collect for the food bank, as in previous years. Each tutor group has one of these sheets. Pupils commit to bringing in one of the items so that as a group they collect them all.

    KS4 students will be focussing on work being carried out by CAFOD to help those most in need, especially refugees. They will be collecting teenage items for a local charity, Stepping Stones. They work with vulnerable and homeless people and have requested particular help in collecting care products for teenagers, so the reverse calendar includes these.

    Fran introduced students to this on Friday 25th November, in preparation for the start of Advent this Sunday and the launch of the activity on Monday. The initial response of students has been really heartening and full of generosity:

    “But Miss, you can’t have pasta without pasta sauce. I’m gonna bring both!”

    “What do you mean by ‘bag of rice’? My parents only buy 10kg bags, can I bring one of those in?”

    “What sort of sweets should we bring? Probably best to get gummy, we don’t want an old person to break their first teeth.”

    “We don’t just want to get the cheap brands because we want people to feel special.”

    “I live right next to Sainsbury’s; I don’t mind bringing more in.” (Other supermarkets are available) 

    I hope you’ll agree that this looks like an excellent start to our focus on giving this Advent. Please feel free to pick up on any of these ideas. It would also be great to learn about what other schools are doing for Advent and Christmas.
    Update – 19th December 2016

    The project went extremely well with students and staff all pulling together to collect items for both charities. The idea really caught the imagination of the wider community: several families decided to put together a whole box themselves and the appeal received coverage in the local press including this Oxford Mail article

    The happy end result this generosity was that we collected far more than we had originally anticipated. In fact we had to make two runs to the Oxford Food Bank to get everything there! It was truly heartening to see the way that students took a lead in demonstrating a practical response to our school value of compassion. We’re pleased to have been able to support two charities whose work is needed more than ever.