Tag Archives: CPD


What is your goal in life? To be happy? Successful? Rich? Helpful?

And do those goals all apply in a career context?

I love this Venn diagram from twitter, but it was supposedly Confucius who said in a pre twitter age “find a job that you like and you will never work a day in your life…”

happy sue m

So how to reach that elusive, happy goal? At this stage of the school year when everyone is questioning whether half term was a dream and the Christmas hols are still a distant mirage there are a few ways to keep going – and ultimately to keep going forwards – and these can be applied in all career scenarios not just the bed of nails/cushy number – depending on which paper you read – that is school life.

Don’t underestimate the power of camaraderie and we’re all in it together spirit. We all know someone whose company brings us down due to endless negativity, or who makes us feel worthless, anxious or uninspired, and who frankly we should try to avoid, but there is also no denying that a shared moan preferably followed by a joke can raise the spirits. Feeling a commonality is always reassuring especially when the going is tough – and may prevent the tough from going!

I try very hard to savour the small successes and good experiences too. Write them down if it helps, talk about them. Aiming for small victories is more realistic than perfection (and quite honestly I’ve long given up on that one)

Be generous in praising others – a (genuine) pat on the back is always a mood lifter for the patter as well as the pattee!

I like to have something to look forward to – and not just the end of term or your next day off. Planning ahead for some good experiences and not just scheduling yet another meeting or audit helps focus on an attainable target. Sometimes with career progress, setting yourself short term objectives is the way forward, even if it is just to write a blog piece, design a display, attend a networking event, or take that evening class you’ve always fancied. It must be better to be at the bottom of a hill you want to climb rather than at the top of one you don’t?

There are two kinds of career happiness or indeed general happiness; contentment & satisfaction (earning enough to live on, liking the people you work with, feeling that what you do is worthwhile) and delight or even joy (getting a pay rise or promotion, specific praise from your boss, getting good exam results)

When I asked people I worked with What makes you happy? Almost all the replies came within the first area.

Being on the beach – whatever the weather – with my family        Seeing my son smile         Exercise followed by a sauna       

 Playing golf & cooking (presumably not at the same time…)         Smelling sunshine and fresh cut grass   

 Driving along the  embankment, proper nice sunny morning, high tide, water like a mill pond     

We are probably deluding ourselves if we think that we can be happy all the time, but it seems to be those small ordinary celebrations that truly make us happy, both in and out of work.  So they need to be savoured and appreciated!

If you want to find out what makes you happy at work, try this quick survey which could help you to pinpoint areas you could develop or even change:


I have felt privileged to be sitting in on mock interviews for some of our would-be medics at school this week. Their certainty and optimism regarding their chosen career is clear; their personal statements a celebration of their achievements to date. Perhaps the discipline of writing a personal statement would be a good step for all of us? What would you be applying for?

So career happiness is attainable, if we can find time to reflect, appreciate and change when necessary. But for those who admit to only one motivation for working, I’ll finish with an old Russian saying:

It’s not money that brings happiness.

It’s lots of money.

Good luck with that…!

Sue Moreton @suemoreton1 

IAG co-ordinator



So You’ve Been Publicly Shamed by Jon Ronson (Review)

We will be reviewing reading from our CPD library over the course of this year. Our 1st review is from the recent book So You’ve Been Publicly Shamed by Jon Ronson. Don’t forget you can view the current list of books available on Google Drive.

book review 1

You are what you tweet

Journalist Jon Ronson sets out to make his audience think twice about their use of social media by sharing the stories of those who have been publicly shamed for their inappropriate or fraudulent posts on Twitter or other channels.

Posts may include words or images which would have remained private or in very limited circulation in pre-internet days.

He travels the world interviewing men and women who have been publicly shamed for a variety of reasons (an experience made all too easy by the way a story can be spread beyond all reasonable measure on social media).

I thought his early example (Justine Sacco, a New York publicist who in 2013 tweeted a joke intended to be read as a satire of Western ignorance) was too extreme to be considered relevant to most of his readers.

However, a later chapter tells of a man who was sacked from his post after making inappropriate comments at a conference and this example could be ‘closer to home’ for many of us.

In his book Ronson also intends to challenge those who are passing judgement on others and says, ‘we don’t feel accountable during a shaming because a snowflake never feels responsible for the avalanche’.

He concludes, ‘when we jump on a shaming bandwagon we should feel terrible too’.

His message must be firstly to always think seriously about content and accuracy before posting or blogging and secondly to stand back from judging others.

By Sarah Nicholson @DHSBoys

The Times review puts this very succinctly.

‘Certainly, no reader could finish [the book] without feeling a need to be gentler online, to defer judgment, not to press the retweet button, to resist that primal impulse to stoke the fires of shame.’ (The Times)

SWAT Conference 2015: Top 3


Having attended the excellent SWAT Conference last week I was left with some questions, ideas and thoughts. A change of scenery and the wonderful train journey along the coast are always invigorating and left me with a greater sense of ‘Yes! Now I remember why I do what I do! And I’ve got some more ideas about how to do it…’

Here’s my SWAT Top 3:

  • Why do you do what you do?

Listening to Dan Roberts’ keynote speech was a reminder of the courage and bravery required by the profession at a time of great change. Having taught for several years now, I can’t remember such a demanding and challenging time but have to also confess to enjoying the Rubik’s Cube nature of curriculum planning and strategising. As an English teacher and KS3/4 coordinator I’m conscious of wanting to help lead the team I am part of to successfully plan, teach and assess students ready for the new suite of GCSEs but also to take into account changes at KS3 too. Sometimes it feels like we are climbing a mountain (or maybe standing on the edge of a precipice?!) but I am quietly confident that we will only improve our students’ chances and our ability to encourage their independence as learners. I also loved Dan’s He-Man reference – although I was more of a She-Ra fan myself!

  • Literacy: hot topic

I really enjoyed Helena Baker-Thornton’s ‘A different approach to whole school literacy’ and hearing about Torquay Girls’ Grammar School’s approach to the all-important issue of whole school literacy, a perennial topic that we continue to strive towards improving. I thought the use of a sophisticated media campaign, alongside other methods, was a great way to get students’ attention and to inspire the whole community to be involved.

  • SOLO taxonomy, fostering student independence and ’thinking skills’

As explained in Nicola’s blog post, SOLO taxonomy involves a structured approach to planning and learning which draws attention to processes and stages in students’ development of ideas. This very overt method of sharing with students which skills are being used when complemented and added to my own approach to teaching GCSE English Literature this year, where I have tried a number of techniques and approaches to overtly sharing ‘thinking skills’ with students. My approach has been to emphasise the hierarchical nature of key ‘thinking skills’ required in the Literature exams and to encourage students conscious application of these skills as they approach their literature responses.

I also thoroughly enjoyed participating in the workshop led by very articulate students from Torquay Boys’ Grammar School. They shared some approaches, including ‘Argument Tennis’, which I am keen to try. A very simple but effective and consistent method for providing feedback in students’ exercise books involved a stamp with categories for teachers to write alongside the icons. Teachers provided feedback on content, SPaG and also a question for students to respond to – along with improvements. This type of DIRT feedback is so useful and made me reflect on how it could be used in the English Department at DHSB. I’ve been experimenting with my own ‘traffic light’ system for providing formative feedback this year and perhaps these two approaches might be useful for the future…

Overall I thoroughly enjoyed the day and the opportunity to share and learn in a thoroughly professional environment with time to listen, talk and enjoy lunch and coffee. Teachers are consummate professionals and we should always be proud of what we do – and we always strive to be better.

Sima Davarian @simadavarian

KS3/4 English Coordinator

Building the school community

swat 3

Last Thursday saw me travelling to the University of Exeter with staff and students from DHSB to attend the annual South West Academic Trust Teaching and Learning Conference (SWAT).

Travelling by rail gave plenty of time for extended conversations with colleagues, definitely one of the benefits of a day out of school.With over 24 seminars to choose from there really was something for everyone but with a new Headteacher taking up post in September I decided to focus on whole-school issues, hoping to spend some time reflecting and then looking ahead to the new academic year.

A highlight for me was the session led by Paul Mckeown, Headteacher at The Bishop of Winchester Academy, who led us through his school journey from special measures to inspirational.

Although DHSB is judged by Ofsted to be an outstanding school I was able to bring back several ideas from Paul, mainly common-sense approaches, which we will be able to use and develop here. 

Many of these involve building the school community and ensuring the wellbeing and success of staff and students.

This school already has initiatives put in place by Kieran Earley, current Headteacher, including the celebration of student success in our Head’s Blog (a digital blog which receives over 1,000 views each week). Also, food is often on the menu with students receiving invitations to a weekly fish and chips ‘Lunch with the Head’ while new staff enjoy an evening meal with colleagues as part of their induction, followed by ‘Christmas Cheer’ with the Headteacher later in the term. 

I’m sure there is more we can put in place to ensure ‘Everyone Succeeds’.

Wellbeing became one of the themes of the day and I was impressed with the way in which two university students spoke honestly about their transition to Higher Education.

I should also mention Dan Roberts, DHSB Headteacher Designate, who delivered the conference keynote on ‘Being brave in a climate of change’ in style, and Vikram and Cian, Year 12 students who introduced their research project on ‘Challenging the Most Able’. They spoke eloquently and ably fielded some difficult questions from the teacher audience.SWAT 2

I felt incredibly proud to be part of a school which had such a strong and purposeful presence at the conference.



Bravery versus blanks: reflections on the South West Academic Trust Conference 2015

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When have you experienced your strongest sense of trepidation? Before an interview? Prior to a bungee jump? Awaiting the results of last month’s general election?

Stood in front of approximately 70 of my DHSB teaching colleagues ten days ago, I quaked. Having been given the opportunity to share results and reflections of a collaborative action research project carried out this year, I felt overwhelmed by the professional experience, skill and intellect of my school team.

Thankfully, they are also a lovely group of individuals and were receptive to my stammering, halting presentation. Audacious goal number one: achieved.

Forward another ten days and I was ready to quake once more; this time preparing to deliver a workshop on a similar theme to delegates at the 2015 SWAT Conference, in a seminar room with seemingly robotic facilities and a sweeping view of Exeter.  Once again, one crucial common denominator saved me: teachers are genuinely lovely people!  My workshop title began ‘Filling in the blanks…’ and, without encouragement, the delegates immediately began to do just that whenever given the chance.  Not that there were blank gaps per se, more carefully structured opportunities for discussion. Teachers are curious, hungry for knowledge and keen to support; they are the perfect audience.

Personal bravery aside, a key theme began to emerge throughout the day.

Dan Roberts’ emphasis on the personal crusade that teachers must wage (with He-Man as a metaphorical lynchpin) was pertinent, given the emphasis on bravery and independence seen elsewhere in workshops.

Year 10 students from Torquay Boys’ Grammar School led workshops on teaching techniques and were able to argue, with conviction, for greater independence in learning. Another Torquay voice, this time a literacy coordinator from the girls’ school, has engendered bravery around grammatical skills by fostering a ‘grammar amnesty’ in which staff and students alike are encouraged to debunk notions of mistakes as failures by sharing them and address issues through witty videos.

Young undergraduate students delivered a keynote to the entire cohort about the challenges and issues faced throughout the transition from KS5 to university and spoke with compelling honesty on some difficult subjects such as sexism and mental health among students.

Therefore, despite some of the many challenges, changes, accusations and cuts faced by educators, teachers and students alike are working as hard as ever. Despite political change, the classroom remains a shared space in which teaching and learning drive the development of people.

The diversity and passion of the students and teachers at the SWAT Conference 2015 was infectious.  Bravery as an approach allows us to experiment, innovate and reflect: it builds our resilience (like He-Man, we will master the universe) and enables a sense of defiance to drive our work in turbulent times.

Louise Everett Lindsay @EverettLindsayL

Teacher of English and Media Studies

Why do you do what you do?

I am writing this on the way home from a great SWAT Conference. Fabulous surroundings – both indoors and out – at Exeter University made it worth the route march up from the station. Several of the paths are so steep I felt that we should have been provided with ropes and crampons, but it no doubt helped to compensate for some of the excellent buffet lunch…

Sue M 1

Anyway, from challenging journeys to real world issues of another sort. Dan Roberts @danjjroberts, in his keynote speech, challenged the audience to rethink Why do you do your job? The two workshops I was particularly interested in attending were also on this theme; why do we do our jobs, and how can we encourage students to think about why – and how – they will do theirs. The first presentation was Real World Learning. I’d been looking forward to hearing this from Gary King, Assistant Principal at Tavistock, but as it happened Gary (@Gary_S_King) had to stay in school so Phil Ruse (@WellsportsPhil) capably took the lead and talked about engaging businesses – and students – in tasks that have a real relevance.

Sir/miss why are we doing this? is a refrain that most teachers will have heard, (and hopefully answered) but Phil pointed out that engaging both students and staff with long term careers outcomes has been a long & not always straightforward journey. Tavistock College have made real progress in this area: they attempt to flip the classroom focus to skills and careers whenever possible, engage with local employers and Chamber of Commerce, appoint faculty careers champions and produce careers based posters for each subject area with links to websites etc. They also use the www.icould.com  site (similar to www.careersbox.co.uk) for film snippets of different careers, and have instigated a subject to career week with each subject area promoting possible employment areas. Staff CPD time may be necessary for planning in order to strike a balance between progress (in traditional school subjects) and preparation (for a longer term future – at university, in apprenticeships, and beyond into working life)

It was really great to hear from another local school who are thinking on the same lines and appreciating the real need for linking to the real world.

I also attended a workshop by Dr Sue Prince from Exeter University on encouraging Businesses into learning – she has been using business mentors with her law (& other) undergrads to set up real challenges for students rather than just using false curriculum led scenarios.

She went on to identify cross curricular skills valued by all the employers as follows :

  1. ability to work in a team structure
  2. ability to make decisions and problem solve
  3. ability to communicate verbally & in writing
  4. ability to plan, organise & prioritise
  5. ability to obtain and process information,

Demonstrating how these skills cut across every curriculum area, and yet more evidence of the need for “outside world” reality as well as good grades in the classroom.

A very worthwhile day with workshops to suit many different roles in school, or even to widen your horizons and hear about something completely beyond your usual area, and good to have time to talk to colleagues from other schools.

It was also lovely to have the luxury of time to share with your own colleagues – we had an impromptu conversation on the train as to ideal alternative careers, which ranged from jewellery and ceramic designer through graphics & writing creatively to travelling as a lifestyle and even being a ballet dancer. Fellow members of staff at DHSB will have to work out for themselves who chose what, but I can categorically confirm that Dan (Roberts) is obviously a great loss to the world of chicken impersonators…

Sue m 2

Sue Moreton @suemoreton1

IAG co-ordinator DHSB

Going SOLO involves the whole school – blog post 1 from #SWATCONF15


Making flowers out of bits of foam at 10am in the morning, I wondered how this could ever help me in teaching Economics. SOLO taxonomy is a way of getting the students to order their learning to enable them to asses how they are progressing, what stage they are at and what they need to do in order to achieve top level. What I particularly like is that students can visually see how they can stretch themselves in any subject. I can visually see how students are able to become more independent learners if they understood exactly how this works.

The orders are PRESTRUCTURAL; Find out the key idea takes you to UNISTRUCTURAL; Find out more, do further research, ask questions takes you to MULTISTRUCTURAL; Go deeper. Find out WHY. Link knowledge and ideas to the bigger picture takes you to RELATIONAL; Think critically about the issue. Analyse and evaluate. Be creative. Think for yourself, takes yourself to EXTENDED ABSTRACT.

For Theory of the Firm in Economics it would look something like this:

PRESTRUCTURAL – I do not know anything about the structure of different markets

UNISTRUCTURAL – Explain how the market goes from Perfect competition, to Monopolistic, to Oligopoly to Monopoly. I can define what these are.

MULTISTRUCTURAL – Describe the characteristics of each of these markets. I can list and explain the key characteristics of each market structure.

RELATIONAL – Explain how different firms fit into different markets dependent on their objectives. I can independently analyse the market structure for long-haul and short haul flights (for example)

EXTENDED ABSTRACT – Critically evaluate how firms can move from one market structure to another dependent on their behaviour. I can analyse and evaluate using examples of different firms the type of market structure they operate in and how impacts on profit.

To help both the teacher and the learner in this quest, there are colour-coded symbols for each of the stages. We saw it effectively used in Art, Design Technology and French. During the student research presentations we saw it effectively used in History.  I can see it being used effectively in Economics, so does this call for a whole school approach to solving the dilemma of how to help the students visualise stretch and challenge?

I have lots of resources on how to use the method if you are interested in seeing if it would work for your subject.

Nicola Lilley @nicolalilley3

Teacher of Economics and Business