TEACHING MATTERS
2024-25
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Contents
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PATRICK WHIBLEY Professional Development in the Dock A Cross-Examination of PD, its Identity Crisis and its Future
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MENGRU XIE Beyond Words The Crucial Role of Cultural Understanding in Foreign Language Learning
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LAURELL MILTON Redefining Masculinity Empowering Healthy Expressions of Identity
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ANNETTE DIPRÉ Gene-environment interplay (not ‘nature vs nurture’!) An Exploration of the Interplay Between Genes and the Environment
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CAPCOM COLLABORATION
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ADAM BYERS Balancing Acts Navigating the Dual Demands of Academia and Sporting Commitment
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KATE MCGUINNESS From Advocacy to Action Are Diversity and Inclusion Pledges Driving Changes in Secondary School Library Collections and Practices?
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FINLEY WAY Breaking the Silence Cultivating Deeper Conversations Among Boys Through Art CARLY GREENAWAY The Wellness Wave Health, Wellbeing and Wellness in a School Environment ANDY MOWLL Digital Impact What Does the Perfect Online Learning Platform Look Like? ANDY THREADGOULD Cleverlands What Can We Learn from High Performing School Systems?
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PATRICK WHIBLEY STAFF TUTOR, TEACHING MATTERS EDITOR
In her 2021 book The Next Big Thing in School Improvement , Becky Allen, who visits Dulwich College this coming academic year, makes a bold accusation: “teaching and learning has migrated from teachers in their departments to school leaders.” Perhaps schools have fallen for the allure of centralised professional development at the expense of teacher autonomy, genericised pedagogy at the expense of subject-specific expertise. Hopefully the range of articles in this journal serves as a kind of not guilty! plea, a claim that, as a school, we still see the value in allowing colleagues the time and resources to pursue their own professional curiosities and convictions. This collection is very much the tip of the iceberg, a mere sample from a plethora of initiatives fuelled by the interests of those working in and around the classroom. A word on the problematic nature of professional development. Education and ‘PD’ (the C in what was for a long time CPD has fallen from grace) have enjoyed a wholesome alliance – vague but virtuous, therefore somewhat immune from attack. As soon as we try to measure its worth, there is a temptation to scramble for outcomes (more than a euphemism for public examination grades? ). There is another way. We might consider whether an investment of time and resource meets one or more of these core purposes: to cultivate, to connect, to promote. Some further detail on each to avoid these being equally vague and virtuous:
cultivate: training and introducing colleagues to the values of the organisation and the key principles of good teaching and learning; committing time to personal and professional growth; specific training for excellence in pastoral care; connect: sharing expertise and culture at different levels – the department, the Southwark Schools Learning Partnership, the Dulwich College International family; providing opportunities for colleagues to learn within these diverse environments; promote: recognising and celebrating our colleagues, their expertise and their sense of initiative. When we cultivate a wealth and diversity of expertise, this anticipates a platform from which to inspire others, to stimulate discussion and debate, be it the short presentation, the peer training session or the conference workshop. Finally, an opportunity to thank those who have contributed to this collection, to saying yes! and sharing their experiences with an abundance of sincerity and goodwill. We hope that you enjoy dipping into their stories. If any of the articles inspires some reflection, perhaps emboldens your next step to pursuing an area of fascination, it will have been worthwhile.
Professional Development in the Dock A cross-examination of PD, its identity crisis and its future
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MENGRU XIE MENGRU XIE, TEACHER OF MANDARIN
The world is becoming more interconnected, increasing the importance of languages beyond English. However, the interest in modern foreign language learning is declining globally. In the US and UK, the number of foreign language students has plummeted, leading to many language programmes and departments closing. Those enrolled in UK language degrees numbered 160,000 in 2019; by 2003 that figure was down to 75,000. Despite this declining trend, some language programmes are, in fact, thriving. The Modern Language Association’s (MLA) report in the US attributes this success to the cultural component of language learning and an emphasis on practical language application. Similarly, Jen William, Head of the School of Languages and Cultures at Purdue University, has emphasised the need to focus on the intercultural aspects of language learning more than ever before. She suggests that language lessons should move beyond grammar drills to foster cultural competency, particularly in the era of Artificial Intelligence. So, what should we do? In my own teaching experience, pupil motivation in the Mandarin classroom invariably rises after their trips to China and participation in cultural events organised within the school. However, many schemes of work often overlook an understanding of culture. There is an incentive to rush through language acquisition and learning outcomes (especially at GCSE), leaving little or no time to explore cultural aspects. It is also challenging to incorporate cultural education into day-to-day teaching without explicit guidance. This is when I started to look for a methodology that embeds culture in the SOW without delaying the delivery of language content. I found an approach called CLIL (Content and Language Integrated Learning) that addresses this very problem. In one type of CLIL lesson, learners gain subject knowledge through an additional language. This is achieved through the elements of culture, communication, and cognition presented in the lessons. To fully understand the cultural aspect, learners need to develop intercultural competency. This skill involves understanding and respecting practices and perspectives that may differ from one’s own, even if they disagree with them. Based on this approach, I began designing a CLIL project to teach Year 8 Geography in Mandarin. With the help of the former Head of Geography, Cyrus Golding,
we developed a series of lessons that align with the National Curriculum and are comprehensible for students in Mandarin. The lesson activities were sequenced following Bloom’s Revised Taxonomy, progressing from remembering, understanding, and applying to analysing, evaluating, and creating. The Dulwich College Geography Curriculum already examined models of sustainable cities – this prompted us to choose the Chinese city of Xiamen as an opportunity through which to explore Chinese culture. Students identified key terminology related to sustainability and urban planning in Chinese. They also learned specific facts about Xiamen’s geography, climate, and current infrastructure. They developed an understanding of the principles of sustainable urban design, such as energy efficiency, waste reduction, and green spaces, and how these concepts were applied in the context of Xiamen. Finally, they used these principles to evaluate London’s sustainable development as well as that of other cities around the world. As this action research project was part of UCL’s Subject Expert Programme, I had the opportunity to collaborate with four other secondary schools in England and Scotland (one independent girls’ school and three mixed non-selective state-maintained schools). All five schools delivered the same lesson plans and resources, allowing me to assess how students responded to this way of learning. It was pleasing to see that the vast majority of those surveyed across this multi-school cohort expressed these prevailing views: • increased confidence in the target language; • developed understanding of inter-cultural sensitivity; • increased appetite for future Mandarin learning following a similar model. Looking ahead, the Dulwich College Chinese Department is exploring ways to collaborate with other subjects in the College to develop CLIL projects for different year groups. These projects aim to foster students’ intercultural competency as well as their proficiency in Mandarin. Our goal is to extend learning beyond the syllabus, creating well-rounded global citizens with high intercultural competency for the future: if we are to reverse wider trends in language-learning uptake, this appears to be a good place to start.
Beyond Words The Crucial Role of Cultural Understanding in Foreign Language Learning
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LAURELL MILTON
with female teachers. Surprisingly, the initial goal of creating a teacher’s guide for such conversations shifted. The boys themselves became the driving force, highlighting the urgency and importance of their active role in this process. Simple hallway chats have the potential to blossom into deeper discussions, offering a space for students to explore a sense of belonging. These conversations revealed a strong desire from the students for authentic engagement with teachers. They craved a platform to “tell their truth,” to explore masculinity within the broader context of their identities, and to dismantle the stereotype that vulnerability is a feminine trait. As school leaders aim to prioritise students’ voices and experiences, a student-centred approach is compelling. Inspired by these hallway chats, the formal research investigated how brief discussions about masculinity, embedded within routines and rituals, could foster authenticity. To capitalise on this momentum, we embarked on a series of modules integrated into existing wellbeing sessions and English lessons. Boys explored identity, stereotypes, and masculinity through individual and group activities, video reflections, and discussions based on their understanding. The findings were clear: boys crave authentic conversations. They were less interested in creating a formal toolkit as they were in having their voices heard and experiences acknowledged. Their eagerness to participate and desire to “tell their truth” suggests a strong need for open communication. Casual conversations emerged as a powerful tool for promoting student authenticity. Discussions fostered understanding, equipping them with new vocabulary to navigate social-emotional challenges. They connected classroom learning to their personal lives, realising that masculinity is not a monolith but rather an intersection of race, class, and overall identity. Language mattered. Initially, limited vocabulary hindered their ability to express ideas. But as they learned new concepts, they incorporated that language into everyday interactions. As they delved into concepts like empathy and intersectionality, their communication flourished.
Another key finding: the boys’ definitions of masculinity were inseparable from other aspects of their identities. Race, class, and overall identity intertwined with their understanding of masculinity. This suggests that fostering inclusive classrooms allows boys to explore the complexities of masculinity from various perspectives. While creating a formal toolkit was not the main focus, the process empowered the boys to feel heard. The boys also defined the ideal teacher; they distinguished between subject teachers and form tutors. They valued subject teachers’ expertise and engaging lessons while prioritising and craving empathy and support from form tutors. This suggests a need for even closer collaboration between these two roles. Building relationships was key. They emphasised the importance of teacher-student rapport and genuine passion for the subject matter. They desired teachers who cared about their wellbeing and catered to individual needs. So, what are the key takeaways for educators? Create space for authentic conversations – one- on-one meetings, group discussions, or open- ended questions in lessons. Introduce and discuss vocabulary related to masculinity, identity, and social-emotional learning. Explore the intersection of masculinity with other aspects of identity. Finally, strive to develop strong relationships, demonstrate a passion for your subject, and genuinely care for student wellbeing. By prioritising open communication, offering support beyond academics, and tailoring instruction to individual needs, we can empower young men to navigate the journey towards self-discovery.
TEACHER OF ENGLISH
As educators in a single-sex school, we hold the power to shape young men. This influence extends far beyond the confines of textbooks, reaching into the realm of social interactions, the definition of masculinity and, ultimately, the very essence of our students. Traditional notions of masculinity, often associated with stoicism and emotional suppression, can be detrimental. However, my experience as a female teacher at an all-boys school has shown me a different side. Those fleeting moments between classes, the corridor conversations, hold immense potential to unlock a world of self-discovery for our students. By Redefining Masculinity Empowering Healthy Expressions of Identity
fostering healthy expressions of masculinity, we can empower boys to navigate the complexities of adolescence, instilling in them a sense of hope and empowerment. My International Boys School Coalition research, conducted with senior boys (ages 11-18), delved into the power of casual conversations in fostering student authenticity. Inspired by the global dialogue on men’s mental health, post COVID lockdown, I set out to understand how seemingly inconsequential chats could impact boys’ sense of self, particularly their connection
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ANNETTE DIPRÉ
Some helpful distinctions to make before we delve into the discussion: • gene - the basic unit of inheritance containing information to specify physical and biological traits; • gene expression - the process of using information to create a protein inside a cell. Genes code for proteins and non-coding sections control how a gene is expressed, including when it is turned on or off; • human genome - the unit of heredity, composed of DNA; • heredity - passing traits from parents to offspring, measured both in constancy and variation. As early as the 18th century, the concept of babies as a blank slate – as in John Locke’s tabula rasa – prompted a popular metaphor of empty vessels to be filled and shaped by experience and perception. By 1869, Francis Galton claimed to the contrary, in his book Hereditary Genius, that it was a case of good breeding rather than good rearing (he went as far as to suggest regulating marriage to produce a superior race of humans, giving him the label Father of Eugenics) . By the 1950s psychologists had returned to the prevailing idea that we learn from our environment and that everything in life is explained by our prior experience and interactions. Parents then mould their offspring, to a certain extent, both in their positive and negative characteristics. While research between 1990 and 2020, including studies of twins by Robert Plomin and Michael Rutter, has yielded strong evidence for genetically influenced individual-level human traits, the relationship between genes and the environment is not a simple concept. Focus has increasingly been placed on ways in which genes can in fact influence the environment – an event referred to as rGE. There are three types: • Active rGE - where children seek, create and modify their environments; for example, when a child purposely seeks conflict with their parents leading to the parent using firmer or more negative language and, therefore, engaging in more harsh parenting styles. It also occurs when one selects into an environment based on genetic propensities, more aggressive or thrill- seeking teens seeking others like themselves; • Evocative rGE - where children evoke certain environments as a result of their genetic make-up; for example, prosocial children may have closer bonds with peers and teachers
whereas those who are antisocial may be more argumentative; • Passive rGE - where parents provide environments that are a function of their own genetic traits and, therefore, influenced by their own heritable characteristics. For example, artistic parents are more likely to have artistic children, not simply by passing on their artistic gene, but also because they are more likely to provide artistic environments and experiences. Crucially, genes can be active or inactive and the environment plays a major role in turning them on or off, determining whether they will code for these proteins or not, referred to as epigenetic ‘markers.’ Genes and the environment are constantly interacting, and while a complex debate about degrees of variation within heritability will continue, pinpointing environmental experiences that maximise genetic influences across development and contexts, could lead to stronger interventions and support throughout childhood and beyond. As teachers, we have a responsibility to support the rapid, early development of children’s brains, while considering the huge impact that negative influences and experiences can have on children’s lives. We increasingly acknowledge the environmental experiences that tap into and maximise genetic influences. At DUCKS, we identify, support and enrich children’s development through our strong wellbeing programme which underpins everything we do. That programme has evolved to incorporate a range of supporting elements: • Key Person System • Golden Rules • Positive Behaviour Policy • Circle Times • The RULER* Programme, which explicitly teaches emotional literacy
HEAD OF EARLY YEARS
Gene-environment interplay (not ‘nature vs nurture’ !) An exploration of the interplay between genes and the environment
*Recognising, Understanding, Labelling, Expressing, Regulating
Rather than examining the phenomenon of nature versus nurture as independent concepts, gene-environment interplay takes a closer look at how the two areas are interwoven and work in unison to affect children’s development. I was interested in this combined influence on cognitive processes and children’s development, including prosocial behaviour, from early years up to the age of 16.
As an experienced Early Years teacher, I was keen to delve into the latest research on child development, and the role that schools have in providing an environment in which children can thrive. And so in 2021 I embarked on an MSc in Child Development at University College London. The course is accredited by the British Psychology Society and led me to focus on the role of, and relationship between, genes and the environment. Attitudes have moved away from what has been termed the nature vs nurture debate, principally because genes and the environment are more interdependent than previously believed; indeed, they are rarely separate.
By ensuring that children feel safe and secure, we foster an environment where the children can confidently explore, learn, and develop crucial social, emotional, and cognitive skills. These experiences are part of the interwoven gene-environment, in which the strong foundations of future academic and personal success are laid.
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CAPCOM (Central Academic Policy Committee) COLLABORATION
DEVELOPING TEACHERS WITHIN THE DEPARTMENT PATRICK WHIBLEY
In the Developing Teachers Working Party, we have explored ways in which teachers can connect, discuss and explore both their individual and department-wide teaching and learning priorities. Our discussions led to one major consideration: is there consensus within and between each department around what ‘expert teaching’ means? Within this context, visits from Peps Mccrea and Lucy Crehan have spurred conversations about alignment and support between teachers within the departmental unit. The continuity between Individual > Departmental > College targets will be more explicitly embedded from September 2024.
Inter-departmental working groups at the forefront of teaching and learning practices Across the academic year, Heads of Department have joined forces in small working parties, addressing key topics at the heart of teaching and learning. Here is an overview of the ongoing themes and challenges that each group has been tackling.
FREE LEARNING IN THE CLASSROOM ROSIE SYM
ASSESSMENT AND FEEDBACK SIMON DUNGATE-JONES
In the Free Learning Working Party we looked to redefine free learning, with a focus on practical suggestions to develop its application in the classroom. Key outcomes for consideration include:
The Assessment and Feedback Working Party aimed to identify efficient and effective ways of delivering impactful feedback. Impactful feedback must facilitate pupil progress, a point of focus within the new ISI inspection framework. In discussion, it became clear that departments have their own assessment policies that are suited to their specific needs. However, we identified the scope for inter-departmental sharing of best practice and research in this area. The group therefore compiled a glossary of different strategies designed to suit different contexts and subjects. The aim is to provide all teachers with an array of strategies to try out, critique and develop.
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a free-learning passport for lower school pupils
• interdepartmental collaboration ‘pop-ups’ • colours in the upper school, to acknowledge breadth of study • a free learning prefect • a free learning display board to showcase best practice each week
ARTIFICIAL INTELLIGENCE RORY FISHER JAMES WISSON
INDEPENDENCE IN UPPER SCHOOL STUDENTS MARY-JO DOHERTY
The AI Working Party has explored the opportunities and potential harms of generative AI technology. Early feedback reveals that AI, most prominently in the form of ChatGPT, is already in widespread use by teachers and pupils: there is a pressing need to educate the whole Dulwich community about its safe use in an academic context.
Our discussions highlighted the need for College-wide strategies aimed at fostering independence in learning, beginning in Year 7 and building through all year groups. Key factors considered were: • teacher vs student responsibilities • intervening and ‘steering’ student work • passivity among students when independence is removed • the paradox of ‘teaching (for) independence’
The Working Party has devised three documents:
• Whole-School Policy • Staff Integration and Innovation Guide • Pupil Safe Usage and Malpractice Guide
Next steps include evaluating the benefits and drawbacks of technology, such as Microsoft Teams, and exploring other barriers to independence.
As collaboration with the school’s Digital Strategy Group continues, the aim is that AI tools are always used appropriately and with integrity.
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ADAM BYERS LEAD STRENGTH AND CONDITIONING COACH
mature and challenging day-to-day decisions and sacrifices. One such sacrifice, be it to make way for academic work or sports training, is of time spent socialising with peers, which can entail its own consequences. Ffion Thompson conducted a case-study of ‘sports friendly schools’ in 2022, highlighting that the term identified “an educational institution that aligns themselves with elite sport and provides academic flexibility for students who train and compete in their own sporting environment.” In other words, a school where educational and high-quality sporting facilities are on the same site, with a programme that provides a holistic development programme covering everything from nutrition and athletic development to strong pastoral care (at DC we call this The High- Performance Programme). Being a ‘sports friendly’ school, Dulwich College caters for an increasing number of dual career students, a trend that looks likely to continue. It is essential, therefore, that we pre-empt and cater for a range of challenges: • academic lessons being missed due to sports fixtures • physical injury • lack of physical relaxation • fatigue • difficulty in balancing sporting and academic commitments • lack of free time outside education and sport • body image issues However, we can also recognise a wealth of positive associations, such as: • stress relief through playing sports • success in academics • identity as an athlete • inter- and intra-personal skills • potential for improved or stronger mental health • generally higher motivation to succeed The added complexity of a dual career programme will come as little surprise. Recent data suggests that an average of 15 hours’ sporting commitment is added to a typical 27-hour weekly academic commitment, depending on the sport. This does not include competition time. When problems arise, surely the sport commitment should be the first area to give way – we are a school after all...?!
A word of caution: when we remove students from a sporting commitment, be it through choice, circumstance or injury, the impact can be significant. Kristin Haralsdottir produced a report in 2021, highlighting issues related to identity, belonging and mental health when young people are removed from a sporting endeavour. Not only are we removing adolescents from an important social circle, we remove opportunities to develop self-esteem. Subsequent effects on academic performance are well documented by Markus Duncan, who has demonstrated how positive markers of mental health are linked to an array of educational outcomes: positive educational behaviours; higher attendance; completion of independent work; and ultimately higher academic grades. This growing field is one that I am keen to explore in more detail. Working with students who fall into the dual career category, I have been impressed by how they develop strategies to manage a busy timetable at such a young age. Many of these students are balancing high academic attainment with success and pride in their sporting achievements, demonstrating extraordinary discipline in both. However, I have also seen the challenges: injuries leaving students with a reduced sense of purpose, high levels of fatigue and the prospect of not being part of a team. My personal challenge is to undertake a PhD in this area, specifically looking at the holistic impact of injury on dual career students. I expect that our school’s holistic approach to dual career students will form much of the discussion. We are already helping many of these students with bespoke plans for intense periods of sporting competition or during periods of high academic workload. Collaboration between coaches, strength and conditioning staff and teachers will be paramount if we are to achieve the sophisticated, individualised and responsive support systems that will help them to thrive on all fronts.
Balancing Acts Navigating the Dual Demands of Academia and Sporting Commitment
The global increase of professionalism in sport has filtered down into our education systems. UK schools are having to position themselves as Talent Identification and Development Systems (TIDS), assuming the responsibility of supporting students who may progress onto professionalism in their chosen sports. This puts the student in a unique position; the term ‘Dual Career’ has been widely adopted to describe those who fall into this category. Dual career students have the difficult task of balancing educational and elite sporting aspirations. It covers a range of sports: currently at Dulwich College we
have dual career students in rugby, football and swimming; also, in more niche sports such as fencing, badminton and rowing. The relationship between physical activity and academic success has fuelled a long-running debate. In 2011, Alicia Fedewa pulled together a meta-analysis of 59 major studies, concluding that there was a significant and positive effect on academic success, especially where aerobic exercise was concerned. However, the dual career student faces a dichotomy in which they must make
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KATE MCGUINNESS
LIBRARIAN
The moral and professional imperative to consider representation in libraries is clear. School libraries are uniquely placed to contribute to diversity and inclusion goals. They are not restricted by the parameters of the academic curriculum, so can offer a broader range of resources that students can encounter on their own terms, at their own pace. That students view libraries as ‘safe spaces’ is well evidenced. Good libraries offer the opportunity to participate in activities without obligation and the chance to explore resources without the assessment or judgement of the classroom environment. Lack of research on diversity and inclusion practices in UK secondary school libraries means it is unclear whether the significance of D&I has been acknowledged and represented in everyday practice. Therefore, as part of my MSc in Library and Information Science, I decided to investigate whether and how school libraries are adapting to promote diversity and inclusion. I did this by surveying a range of school librarians on what they have changed about their practice. The findings of my study indicated that school librarians are indeed adapting practices to facilitate diversity and inclusion goals by way of display, stock purchases, audits, terminology, and metadata. Their responses also highlighted the difficulties of auditing a collection for diversity, a strategy commonly recommended as good practice. An author’s identity can be useful in terms of measuring representation and authenticity but there is no obligation for the author to provide this information. Furthermore, it is not simply a question of numbers, but also of the quality of representation. Challenges identified by respondents highlighted some prominent themes: • a lack of consensus over some areas of practice and vocabulary; • scarcity of budget; • a shortage of dedicated time.
There was a divide between respondents supporting diversity in one of two ways: one group promoted areas and collections for specific groups and celebrated specific awareness days; others were concerned about the dangers of ‘othering’, favouring a more integrated approach. The latter echoed a warning from Professor James Banks, who argued as far back as 1989 that integration needs to progress beyond ‘heroes and holidays.’ This is not to deny the purpose of celebrating or raising awareness in all cases, rather to acknowledge that there are levels of complexity and nuance around diversity and inclusion requiring reflection on what ongoing good practice looks like. While these two approaches are prominent in my own research, further research is now required to evaluate the effectiveness of contrasting diversity and inclusion initiatives. School libraries are vulnerable. They lack statutory status; they do not even have an established definition. Equal Futures? A Balance of Opportunities (2023), the largest piece of research on UK school libraries to date, reported that school libraries are threatened by reduced staffing, budgets, and access, with space regularly used for non-library purposes. The academic advantages that a well-resourced and staffed library provides have been widely documented. This study set out to add evidence that in the areas of diversity and inclusion, considered fundamental to every school, school libraries are uniquely placed to explore and support these goals in all manner of ways, benefiting schools and the young people who attend them. Whilst we are extremely fortunate in terms of library provision at the College, this research highlights the importance of ongoing reflection and curiosity if we are to provide a service that continues to evolve, improve and represent.
From Advocacy to Action Are diversity and inclusion pledges driving changes in secondary school library collections and practices?
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FINLEY WAY
CARLY GREENAWAY
TEACHER OF ART, HEAD OF LOWER SCHOOL WELLBEING
JUNIOR SCHOOL TEACHING ASSISTANT
As a teacher, I have often noted that classroom conversations among pupils are largely transactional: online gaming, sports fixtures, or looming exam pressures often featuring. While these conversations are important and feed a sense of community, they also skim the surface. I questioned whether there was a missed opportunity, some way in which we can help to channel pupil engagement towards deeper conversations. With the support of Dulwich College, I participated in the International Boys’ Schools Coalition (IBSC) 2023-24 Action Research Project. This year’s theme tackled the crucial issue of promoting positive masculinity by redefining traditional notions, fostering emotional wellbeing, and encouraging open dialogue. It aligned perfectly with my own desire to cultivate deeper conversations within my classroom, allowing me to research and implement an action plan to address this goal. Our school’s vibrant co-curricular program provided the ideal launchpad for this exploration. I established a Year 9 art club, where I hoped to create an atmosphere that was more relaxed than the conventional classroom. I wanted to foster a creative space where deeper conversations emerged organically. By using embroidery, a reputationally feminine form, I hoped to challenge conventional ideas of masculinity and create a safe space for boys to question societal expectations and delve into their identities. Each week, I crafted questions that bridged the gap between Year 9 Wellbeing lesson content and our art club activities. My aim was to gently nudge the boys towards conversation topics they might not typically instigate, such as masculine identity, societal pressures, and even relationships. A simple self-portrait task, for example, evolved into conversations about the limitations of stereotypes, particularly those based on gender or race. This flowed naturally into discussions about respectful behaviour expected online and offline. The wording of the prompts proved crucial. Instead of a generic “draw your home,” the prompt might be “draw a place that feels like home to you.” This subtle shift encouraged deeper Breaking the Silence Cultivating Deeper Conversations Among Boys Through Art
As human beings, we are constantly changing and evolving; sometimes we need a little help with this process. The world is coming to terms with the fact that being healthy and well is something we can no longer take for granted. Our understanding of health and wellness has also evolved: it is not a distant endpoint; it is an ongoing responsibility and a lifelong process. More importantly, it is unique to the individual. Our long-established approach to health care is founded on a reactive approach to illness. Sickness precedes treatment; symptoms inform the treatment method. Experts often refer to this as a ‘sick-care’ mindset — it burdens a health care system set up to deal with illnesses that have advanced to a critical state. In contrast, early- stage management and prevention require a shift in mindset to what has been termed ‘well-care’, a proactive approach to overall health and wellbeing. My aim is to be part of this shift for all colleagues across the College. My lifelong passion for health and fitness includes the physical, spiritual, emotional and mental aspects of wellbeing. A holistic view of wellbeing became more widely adopted during COVID. As the general understanding of wellbeing has developed, the next step is an exploration at a more granular level. My own understanding has developed in a range of areas: gut health; the restorative nutrition; breathing; meditation; mobility; hormone balance; and sleep to name a few. As a Level 3 sports massage and injury rehabilitation therapist, I have witnessed, first hand, the impact of neglecting these areas and the importance of finding a balance in all that we do. To further my own knowledge and expertise, I have undertaken the Health and Wellbeing qualification accredited by the Complimentary Medical Association. It explores new ways of thinking about wellness whilst offering tools and learning that can help individuals to transform. The journey takes a holistic approach and offers potentially life-changing methods of training the sub- conscious, alongside the day-to-day life hacks that can improve overall health and wellness, right down to The Wellness Wave Health, Wellbeing and Wellness in a School Environment
reflection, opening the door to discussions about family dynamics, cultural backgrounds, and personal aspirations. The impact was profound. Boys began confiding in each other about anxieties, aspirations, and struggles with societal expectations of masculinity. Their artwork became a tool for self-exploration and communication. With newfound support, they felt free to represent themselves explicitly or abstractly, mapping their identities onto the canvas. One student, inspired by the open environment, shared a personal experience of feeling pressured to suppress emotions. This sparked a heartfelt conversation about vulnerability and emotional expression. Witnessing these open discussions unfold was truly inspiring for me. The art club’s success has transformed my teaching. It revealed a clear need for deeper conversations with boys. They simply crave a nudge – a teacher who dares to ask bigger questions and who fosters a safe space for open expression. As open conversations became the norm in my classroom, even initially reluctant students found themselves included and actively participating. While directly replicating the art club might not work everywhere, its core ideas are adaptable. Integrating Wellbeing topics across the curriculum can be a powerful tool. One might consider weaving social, moral, spiritual, or physical considerations into lesson plans or using form time for open discussions. By nurturing a school-wide environment where boys feel safe expressing themselves with support from teachers, we empower them to explore their identities, develop emotional intelligence, and build strong connections with peers. This can normalise authentic self-expression for boys, leading to a more positive and inclusive learning experience for all.
a cellular level in the body. Once qualified, I can help staff explore areas of their life, including exercise patterns, relationships, career paths, food habits, dietary choices; understanding how we nourish these while analysing our own belief systems and ideals. My aim is to work with individuals to establish short-term and life-long goals and to support these until it becomes a self-managed progression. The initial focus will include: • the ability to self-manage • recognising one’s own motivations • understanding a commitment to a new lifestyle • establishing meaningful goals In the longer term, this project aims to form part of a global shift away from a sick-care approach to a well-care environment.
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ANDY MOWLL
So, in an ideal world, which features would the perfect learning platform contain? Can we achieve the best of both models? Colleagues and I have used a wide range of sites – an essential benefit is the ability to quickly generate tailored worksheets that aid lesson planning (one of the main reasons why Dr Frost Maths has risen to such prominence). We also value tools to automate individual marking and whole-class homework feedback, thus improving formative assessment. From a pupil perspective, two capabilities stand out: a well-gamified learning environment to transform levels of motivation; and immediate access to help. This support has traditionally taken the form of embedded instructional videos, but is now more likely to involve an A.I.-tutor capability, as seen in Khan Academy’s recent Khanmigo Virtual Assistant. My aim was to ensure that by designing a new learning platform, MathsGenerator.com, all of these features - the ones that excite teachers as well as those that motivate pupils – live under one roof. This project is now coming to fruition. The challenges of developing an online learning platform are far more complex than designing the concept in the abstract. As a Mathematics teacher with an amateur interest in software development, I have faced numerous and significant obstacles. Not only did I require a programme that could auto- generate content from the entirety of secondary Maths (an enormous undertaking, involving around 670 subtopics); I also had to wrap my head around an array of technical issues: server configurations; website security certificates; graphical image design; and database management. I identified three strategies, which I would recommend to anyone undertaking an ambitious project: • first, and most importantly, I sought help. Collaboration not only lightens the load but offers fresh perspectives and a diversified pool of ideas. I have been fortunate in that Dulwich College provided support that allowed some of the code to be written by a contract programmer (I could focus on the mathematical content); • second, the mantra consistency is key really does turn out to be important. The only way I have been able to complete 670 subtopics’ worth of content has been by tacking it incrementally and over time. By weaving a large task into a daily routine (in my case, coding on the train to and from school), these small but regular steps can surpass the progress of other approaches in the long run;
• finally, I found it essential to go about the project in a way that made it enjoyable for me. Without enjoyment, motivation will not follow, and it is motivation that provides the gateway to sustained progress. Personally, I had to learn to enjoy the process of writing Maths questions and code, and to see fixing software errors as an interesting challenge, rather than a stressful obstacle. After nearly two years of graft, I am delighted that the first iteration of the site has been developed and is getting plenty of use around the Dulwich Maths Department. I have found that students have been particularly enthused by the gamified environment. Gaining virtual currencies depending on their levels of effort has spurred them on to take pride in their work or even undertake large amounts of voluntary Maths revision! Colleagues have noted the speed at which questions can be generated and thrown onto the board for students to tackle. In fewer than 10 clicks, a worksheet offering an array of appropriately challenging questions is created. Equally valuable has been teacher feedback that informs the next stages of the site’s evolution. This has informed many of the forthcoming features: • an automated whole class feedback tool; • a downloadable markbook; • a skills interleaving tool. In adding features to a platform, there is always a tension between simplicity and increased functionality. A particularly exciting prospect is the AI-powered virtual tutor. If pupils can have the quality of instruction of a private tutor at their fingertips at any moment, we stand a chance of revolutionising education. AI models, such as ChatGPT, have not totally cracked the code to providing Maths advice error-free, but providing such a service in the very near future is feasible. This will be the next step in us creating the perfect digital learning platform.
HEAD OF MIDDLE SCHOOL MATHS, ASSISTANT TIMETABLER
This question has always fascinated me as a Mathematics teacher. The black-and-white nature of our subject lends itself to digital learning: the time-saving potential of auto-marked work complements the value of instantly- generated resources. But with an overwhelming choice of available learning platforms, each with a unique offering, how can we ensure that we have selected the best one? In the Dulwich College Maths Department, the recent dissolution of the Hegarty Maths platform forced us to confront this problem. To diversify our current provision of online learning platforms, could we in fact design our own Digital Impact What does the perfect online learning platform look like?
website to contain the ideal set of features we need? There are many strong arguments for doing this. First, virtually all existing platforms are targeted either at teachers or parents. The former seek to attract a larger market share by wooing prospective teachers with a fancy array of automation and analytic tools, but often skimp on exciting features for pupils, such as gamification. Conversely, platforms marketed to parents or individual learners frequently boast large question banks and multiple revision aids, frequently omitting features sought after by classroom teachers, such as a worksheet generator.
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ANDY THREADGOULD
The lessons from Cleverlands are important messages for teachers and school leaders, and in her visit, Lucy distilled these into three key areas. HIGH EXPECTATIONS SUPPORT COLLABORATION Firstly, the importance of genuinely high expectations for all pupils, with a belief in the ability of all to access and master key aspects of the curriculum. This is a view that almost all teachers would instinctively agree with and believe they live up to in their day-to-day work, but Lucy helped interrogate how a growth mindset is crucial – for both teachers and pupils – for all to make the most progress possible in their learning. Secondly, and closely linked to the first message, is that of the need for high quality support for those pupils who are struggling. Again, an easy response is that systems are already in place in UK schools, but Lucy provided interesting challenges regarding the power of peer mentoring and teacher expertise in helping unlock potential and provide all pupils with the opportunity to both learn and teach, the latter providing an important experience not only to support others within a strong school community, but also to use the process of peer teaching to question and clarify their own understanding beyond a superficial, performance level. Finally, Lucy explained the different systems which can help to break down the isolation of teaching to provide collaborative professional communities to increase effectiveness and manage workload to the benefit of all. In the rest of this article, I hope to explore how the first of Lucy’s messages might help shape the attitudes of pupils and teachers at Dulwich College: what do we mean by genuinely high expectations? In recent years the work of Carol Dweck has caught the imagination of educationalists, along with no little criticism. In particular, Dweck’s concept of a growth mindset offers a challenge to pupils (and teachers and parents) who may be inclined to make the limiting assumption that academic ability is a fixed and innate entity. Under this fixed mindset , pupils are therefore ‘good at maths’, or ‘sporty’, or ‘musical’ - or otherwise - and their educational outcomes will be determined by these inherent traits, about which they, and their teachers, can do very little.
Of course, every child is born unable to speak, walk or feed themselves! Whether we refer to biologically primary or secondary learning*, by early childhood they are already demonstrating new skills and independence, which will continue to allow them to develop to solve equations, catch a ball, or play the recorder. The right combination of environment and support therefore develops, in every young person, the capacity to achieve exceptional things. A fixed mindset can also create crippling anxiety around performance. If achievement is based on ‘intelligence’ or ‘talent’, any failure or underperformance must logically be a function of weakness, with devastating consequences for the individual’s self-worth. The consequences of this are explored in the very interesting book, ‘Excellent Sheep’ by William Deresiewicz which explores the high-pressure environment of Ivy League colleges and intensive graduate employment programs in the US. The criticisms of Dweck’s work are usually built on the strawman argument that growth mindset theory proposes that effort is far more important than talent, and therefore anyone could be a Nobel prize- winning mathematician, professional footballer or musician. In fact, Dweck argues that effort combined with talent is crucially important, and it is the belief that all pupils have some latent talent, and that this talent can be developed (even if not infinitely) which maximises the opportunities for success in every individual. The joy of the teaching profession is helping young people learn new concepts, languages and systems of thinking, and relishing their growing confidence in using the ideas we teach to understand and explore their world. We are particularly delighted when pupils exceed expectations, but when this happens, we might ask ourselves: is it because our initial expectations were simply too low?
DEPUTY MASTER ACADEMIC
We were delighted to host Lucy Crehan at the College on 24th May 2024 as our keynote speaker at the Summer Term INSET Day. Lucy began her teaching career as a science teacher in London before setting out to explore the highest- performing education systems according to PISA (Programme for International Student Assessment) rankings. Lucy lived with teachers in Finland, Shanghai, Japan, Canada and Singapore as she spent time in Cleverlands What can we learn from high performing school systems?
*learning that happens without the need for instruction is biologically primary
schools observing lessons, volunteering in classrooms, and speaking to pupils. This research culminated in the publication in 2016 of ‘ Cleverlands: the secrets behind the success of the world’s education superpowers’ 1 which was regarded by The Economist as one of its Books of the Year and helped launched Lucy’s career as a speaker and international education consultant. Lucy is currently an Associate Advisor for Curriculum at Swansea University and teaches on the Masters programme at the University of Buckingham.
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DULWICH COLLEGE Dulwich Common, London, SE21 7LD Email: enquiries@dulwich.org.uk Web: www.dulwich.org.uk Registered Charity No 1150064
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