​Bricks and the Three Little Pigs

A very common building material, in fact, so common that it’s possible to ignore, to the point where it can be almost accepted, without question, that houses have always been built of bricks.

But, just for a moment, think about the story of the Three Little Pigs. What if that story is as much a historical anecdote, looking at human existence through the frailty of early building as safe places? From early shelters, maybe even straw or plant-based bedding, which was a material used in bedding through to relatively recent times, through wattle and daub dwellings, woven wooden material as a basis for holding some kind of mud mix, with roofing made of straw or reed, or some other plant material, eg peat, depending on what was available.

In fact, much of housing history is based on what materials are available locally. Humans have been adept at creating shelters, rudimentary “houses”, as a base from which to construct more secure dwellings, using local timber, mud or stone, and plants.
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It’s true that bricks made of mud, adobe, have been made in many parts of the world for several thousand years. These dried mud bricks, simply shaped mud rectangles left in the hot sun to dry, are features of buildings in many parts of Africa. 

These buildings are susceptible to wet weather, so need large overhangs of the roof to take water away from the walls, or, in the case of the Malian buildings, regular recoating with mud.

This was also a feature of much early vernacular housing in other parts of the world, where materials were simply accessed from whatever was available. Wattle and daub was a housing feature from probably Bronze/Iron Age times through to the 13th century, then refined a little in the 15/16th centuries in finer dwellings, becoming lath and plaster in later dwellings.
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Chalk was burnt to become lime, which in turn, with water mixed, became a standard “paint” that also helped to repel insects. Lime could also be used as an alternative to cement and was used from Prehistoric times for this. Lime, organic materials, plus available rocks, could be used to make solid walls, often known as cob, cobb or clom walls. Variations on the theme depended on local materials.

Butser Ancient Farm, wattle and daub, left and Hangleton, Flint (cobb) Weald and Downland, right.
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​The Romans were very adept at brick making, with their bricks being shaped and fired in kilns, which altered the properties of the bricks, so that they could be used in wetter climes. Of course, they also used the technique for pipes, crockery and kitchen ware.

Then they left, and seemingly, with them went the technology of brick making, although there are many areas of the country that have significant clay deposits. Some Romano-Britons may have used buildings left behind, but, for many, their wattle and daub houses were possibly not too dissimilar from earlier people. They might be circular or rectangular, with a central hearth fireplace and smoke passing through the thatch roof. Saxons, Vikings, low status Normans would probably feel comfortable in each other’s houses. Small or large the principle might be similar, a general hall, with the fire hearth, with areas off for sleeping or specific work areas. In fact, this idea persisted even into periods that ended with the Tudors.

In the 12th century, in Europe there was a renaissance of brick making, that gradually worked its way to Britain, with the earliest use of brick in Britain being 1190 in Coggeshall abbey in Essex. Probably from about 1400 they were becoming more common, but in a relatively narrow area along the Thames, imported from Flanders with Britain exporting wool. This gave rise to some of the significant buildings along the Thames, with Hampton Court (1514) being one of the most recognisable.

Slowly, artisan brick makers were brought to Britain to make use of local clay seams, probably for local gentry.
With many vernacular houses being made of wattle and daub, they were something of a fire hazard. Sometimes kitchen/cooking areas were built apart from the house, so that, in the event of a cooking fire, the house wouldn’t be destroyed.

The other issue with an open-hearth fire was the build-up of smoke inside the house, sitting as a haze, sometimes not far above head height. The method that was developed to address the issue was the smoke bay. This was essentially a wattle and daub channel to funnel the smoke through a narrow part of the building to a smoke hole in place of a chimney. It might have had a stone wall behind, or an iron plate to avoid direct contact with the wattle and daub.
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In 1666, the fire of London resulted in an edict that fires should have a chimney flue and where possible, houses should be made of brick, which was becoming more common. Houses that had originally been built as hall houses could be remodelled with the addition of a fireplace and chimney.

Both Bayleaf, left, and Walderton, right, had chimneys built in the 1500s, well after their original construction.

​Many timber framed houses survive today behind various facing materials. In Georgian times, it wasn’t uncommon for houses to have a “face lift”, with a Georgian brick façade covering the original timber frame. Sometimes they had wooden cladding nailed to the supporting timbers.

The introduction of the chimney flue enabled internal remodelling, with upper spaces able to be incorporated into living space, often with rooms having their own fireplace. Chimneys allowed separate internal cooking spaces, smoke holes for drying meats, bread ovens to be incorporated into chimney stacks.

Chimneys changed use of space, cooking and, inevitably improved health, as people were not breathing fire fumes, directly or indirectly by smoke seepage.

A thatched roof might be replaced by terra cotta tiles, slate or stone, to make them safer from stray sparks.

It’s worth considering “home improvement” as a feature of wealth. Fine houses were the domain of the better off. If you consider the householder of Bayleaf, which was rented with 100 acres, there would have been a need for general labour. It’s feasible that the labourer might have lived in a house similar to Hangleton, but the use of his labour would have been his means of survival. At one point, the owner of Bayleaf also had children from another part of the family in the household, as minor servants.
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So the little pig in the house of bricks, welcoming his siblings into his household, might well have been simply taking advantage of their potential for labour… 

A visit to the Weald and Downland Museum allows you to explore different parts of this. 
You can do 3D tours of some of the houses, linking to this area of the website. Click on the link.
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3D Virtual Tours at The Weald & Downland Living Museum 

During my early teaching career, I took my class in two halves to the local churchyard to read the opening part of Dickens’ Great Expectations, where Pip meets Magwich. The impact of sharing story in a specific place fired my imagination from that point.

One of my retirement opportunities has been getting involved in the Weald and Downland Open Air Museum, near Chichester, West Sussex. Celebrating its 50th anniversary last September, the collection of rescued and reconstructed “artisan” houses has grown significantly, as Lucy Hockley, the Cultural Engagement Manager, recently said to volunteers, “Covering 1000 years of history. These have been added to by archaeological reconstructions, such as the Saxon House.

The houses, in themselves, are products of their time and place, with locally available materials being used, often straight from the woodland or, later, the clay pit. They offer unique insights into life as it would have been lived during the earlier part of their history, having been interpreted and furnished in the style appropriate to the time. Furniture was made for many by the museum carpentry expert, Roger Champion, based on furniture in other museums or collections.

Gardens are created to the period and using the plants of that time.

Wills, probate records, letters, census, parish registers, rental contracts and other documents can be explored to find out some of the families who lived in specific houses, especially if they stayed for some time, or maybe held local office, such as bailiff or constable. Yeoman families are likely to have more records than, say, journeymen labourers or other lower status roles, like shoemender. So we know about the Wells, Clare and Tindall families, but not those in a lower status.

Artefacts have been collected and collated into the museum store, so they represent part of the historical record. In addition, the museum is very lucky to have connections with a range of historical “archaeologists”, such as Ruth Goodman, Ronald Hutton and Ian Mortimer, all of whom recently gave online talks to members and volunteers, on heating and cooking with wood to coal, festivals through the year and the Regency Period respectively. They add to the narrative that can be shared with visitors.
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All of these combine to attempt to bring history to life, to show that history is as much about ordinary families and their lives as the rich and powerful, whose stories are often told to the exclusion of the majority of the population.

​One thing that I would like to collate for the museum is a collection of historical fiction sources, using the collective expertise of Twitter. If there are books that you have used, especially read with children to link with historical periods, please append them into the reply box. I would be particularly interested in highly descriptive, short passages that might be read to children while they are actually within the houses, to link narrative with the evocative visuals and physical evidence.
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There is regular evidence on Twitter of the wealth of literary expertise and experience. Every offering will be very much welcomed, with our thanks.

With a significant interest in experimental archaeology, she has often been instrumental in exploring areas that may not have been previously considered. This interest was sparked when she was asked by the Mary Rose Trust to look at their reconstruction of the ship's oven. when discovered, the brick stands had collapsed, squashing the copper pots within. The reconstructed ovens had been built with a flue. This was a point of dispute, raised by Ruth, as no flue had been discovered during excavation. It had been assumed that the ovens should have a flue, so one was added. 

In the absence of written evidence, it is feasible that interpretations have been regularly made about how people lived, and this then becomes the stuff of experimental archaeology. This can range from building houses based on the patterns of post holes left in the ground, with limited knowledge of how the parts above the ground were put together. I remember meeting Peter Reynolds in the 1970s, as he was starting his experimental Iron Age site on Butser Hill, building round houses in different forms to explore how long they stayed standing to establish how the roofs might have been put together. Other areas of life were also being explored.

Ruth has used the Weald and Downland Museum site on a number of occasions and is a great friend to the museum. As a member and a volunteer, it was a pleasure to "meet" Ruth out of character, as she led a webinar organised by Lucy Hockley, to share a bit of her background thinking and experience, but especially to consider themes in a new book that she's written; The Domestic Revolution. How the introduction of coal into our homes changed everything, published my Michael O'Mara Books (2020).

Generations, over thousands of years, had used wood as their essential fuel for heat and cooking, for much of that time as a central hearth with smoke seeping through a roof, often thatched. It's interesting to think that Roman villas used a form of flue to create underfloor heating, but this technology was ignored by coexisting cultures. It was in the later Middle Ages when smoke bays were created to take smoke through a specific point in a roof, a very early chimney. From around the 14/1500s, bricks were becoming a little more common as a building material, often imported from Flanders, with the creation of chimneys to funnel smoke directly out of the house.

Coal was brought, by boat, from the North East, especially Newcastle, so first had an impact in towns along the East coast and into London. Burning hotter, it became a "must have", especially as the population grew. Ruth shared thoughts on the change to cooking habits as a result of the change. Where one-pot, pottage or stews, was a staple of wood fire cooking, iron pots on iron ranges led to such food being easily burnt, so they had to be watched constantly. Boiled foods became more popular, as they could be left for a while to simmer. Pots, pans and other utensils would therefore also be adapted to the new needs.

One interesting point that Ruth made was that, in many ways, women became more tied to the house as a result, possibly because some aspects of home needs increased. Perhaps technological change can move us further from earlier simplicities.

We can do more, but the "more" takes time from other thing, or maybe becomes a distraction in itself. I've just spent an hour typing this, when I could have been doing something else. In another time, this might have been essentials like vegetable or animal husbandry, making beer, making or mending clothes and shoes, cutting and carting wood...

I will look forward to getting a copy of Ruth's book, to look at topics in greater detail. Questions lead to questions.  

Saxon Hall house reconstruction at the Weald and Downland Museum. 

In December 2014, my blog was two months old.

For the Christmas break, I created a sort of reflective challenge to anyone who wished to take on an idea, to look back over their career and to distil what they had learned over that time, in three main categories; on you as a person, on children and on management, which I broadened to simply working with others.

The original blog had a number of very thoughtful contributions, so they can be explored at the base of the blog;
https://chrischiversthinks.weebly.com/blog-thinking-aloud/1000-years-of-experience
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However, even with a large number of very kind donations, the total came to approximately 700 years, so didn’t quite get to the 1000 years that I had hoped. So, as a last call approach, I hope that lockdown has given time for reflection on what is important in education, maybe lessons about yourself. Perhaps time away from front line teaching has offered food for thought about children as learners, maybe about working with others. There are some creative ideas for interpretation, but any reflections can be shared in the comment box at the bottom of this blog.

Some of the original collection were developed a little further into a downloadable "non-book", which can be accessed through https://chrischiversthinks.weebly.com/pdfs.html 

Reprise… background/initial blog.
Thank you to anyone who reads my blog. It’s been two months as of today and the visitor count has been high, which has been a source of much pleasure.

The site is a series of reflective posts, which occasionally seek to put current issues into a historical perspective, at least a career perspective. It has long worried me that large numbers of people leave education, after a long and successful career and that’s that. The wealth of expertise and their insights are lost to the system.

Schools are organic and go through phases of development. A settled staff, working together, develops an internal (historical) narrative that is enhanced and becomes more nuanced each year. When significant members, or large numbers, change, there can be a loss of history, with new members who may fail to understand the story to date and their own interpretations may be a shadow of what went before. Of course, it can be the case that the “group think” created by a settled staff can embed practices that a new pair of eyes sees more objectively. Either way, the organic nature of the organisation is to “heal” within the new body, to assume, hopefully, a new equilibrium.

Whether good, bad or indifferent, a school career offers insights into oneself, as a person and a practitioner, into children, as people and learners, parenting habits and management, either as a promoted post or having to deal with management decisions.

Having contributed to Rachel Jones “Don’t Change the Light Bulbs” book, it struck me that crowdsourcing could be a means of collating a wealth of information.
So I extend an invitation, to any reader of my blog, to share their distilled thoughts as succinctly as possible. If we can get to 1000 years, with a corporate effort, I’ll do my best to distil the thoughts further to come up with a collegiate précis.
Below is a contribution from @GazNeedle, who is normally sketching, doodling and cartooning ideas. As it wouldn't copy into the comment thread, I thought it would fit here.
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Please Read Gaz's written comment plus those of many other kind contributors below. (Ed; via the original blog)

My own effort is below. You can use that format, or any that suits your style.

40 year career, Secondary science, Primary, Junior, Primary, Junior, Infant (DH), Primary (HT) ITT tutor, assessor for a range of national schemes, Consultant (isn’t everyone, these days?)

On you, as a person.

• Keep things simple; they are then easy to understand and communicate.
• Be yourself, be strong and continue to be a learner and thinker. Have a hobby/life!
• Be a team player and a leader when necessary. Schools are stronger together.
• Organise a class space that supports learning, as well as your teaching.
• Resource effectively, for easy retrieval and return.
• Be ordered and organised, be strategic in your thinking and communicate effectively with everyone.

On children

• Know your children well.
• Plan for their learning, over different timescales, make sure the “story” is good and makes them think. There’s a big world out there; open eyes, ears, hearts and minds.
• Think with them, talk with them and make adjustments when you see they are not “getting it”.
• As you get to know them better, fine tune challenges to their needs.
• Parents are essential partners. Harness their energy appropriately. Make home activity count.

On management (working with people)

• Humanity should be a byword for everyone. Create a climate of respect. Model it.
• You work with and through your team. You are responsible for their welfare. Value them.
• Make sure the work environment supports their efforts, with appropriate space, resources and time.
• Goodwill works two ways; a “give and take” approach buys extra effort.
• Communicate, communicate, communicate; don’t assume.
• Strategy is only as good as the explanation and the understanding. You can have all the plans in the world, but, if no-one understands them, they will fail.
• Take time to say thank you.

Thanks to Craig Parkinson @cparkie, for the Wordle below, highlighting the key words from eight early contributors. Interesting what are the highlights; could be a useful discussion piece. Would your staff room agree the priorities? 
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Field geometry?

Looking for simple challenges for children to use outdoors that have links to wider learning, straight lines and circles come to mind.

Challenges:

Lines
Using only three poles and either chalk or cones, can you create a straight line between two points on the playground or field?

Lines can be extended to drawing other geometric shapes. How about exploring Pythagoras theorem? It’s possible with year six. Linking squares with triangles and maybe extending to right angles and building with such simple geometry; builders 3,4,5 triangle?

Can you devise a method for drawing a vertical line? Crib note plumb line, a weight on a string.

Circles
You have a piece of string and a piece of chalk. Devise a way to draw a circle on the playground; for older children, that has a radius of 50cm.

What happens if you have drawn a circle, then “walked” the chalk radius around the circumference and marked points? What shape would it make? How else can a circle be divided?
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What happens if you draw a straight line, then draw circles at 20cm points along the line? Play with shapes?  
All these challenges could be replicated on a smaller scale with a compass, a ruler and pencils, exploring shapes within circles.

Make windmills?
This exercise was a part of a topic that I did around 1984, with a year six class, looking at energy, so it has some current resonance. Wind and water energies were exemplified and explored through a visit to a local windmill and watermill. Within the DT curriculum, attempts were made to create working models.

Alongside that, exploring circles allowed a homework project to create wind “turbines” that became the focus for a fair test to find the most efficient. The testing was relatively simple, with each turbine mounted on a compass, on a pencil embedded in the ground.
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Of course, just making our own windmill, coloured in, could be an interesting task in itself.
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An open book? How do you tell your story?

Do you offer children something to think, talk, read and write about?

It’s been a quiet Christmas break, which is how it is when you get a bit older. It’s usually making sure that younger generations have a good time; that they are fed and clothed and have presents to open. It has been interesting to drop in and out of Twitter to see what’s being discussed. It can be an eye opener, or occasionally a tablet shutter, as views pass that might elicit a type-delete response.

However, recent tweets about the curriculum suggest that Curriculum is the current hot topic, as Ofsted are putting it at the centre of their next round of thinking, and some commentators seemingly jumping on the opportunity to propound their “knowledge rich” agenda, as if it’s a new phenomenon.

My career in teaching started with training at St Luke’s College, Exeter, from 1971-74. Although Plowden was a high-profile element that was the new core of pedagogic reflection, the sharing of knowledge was central to the science course that I started and the Environmental Education course to which I transferred in year 2, providing a broad subject base for Primary, which became my passion.

It was based on knowledge, the interpretation of which into classroom narratives was left to us. We explored “programmed learning”, which was exemplified by exploring the stages of making a cup of tea or a piece of toast. This showed us the essence of embedded knowledge that is assumed in giving instruction or developing a narrative. It made us better “storytellers”; a mixture of substance and exploration. If you think of sharing a book/(his)story with children, their background knowledge inevitably impacts on their understanding of the whole; that’s Hirsch in a sentence.

We talked of challenge in tasking, with the challenge depending on our understanding of the knowledge that the children had already encountered; it was effectively tested through use and application. Within the task, when children encountered difficulty, it highlighted areas that had ether been missed or had not been assimilated effectively, so in-task teaching would occur. There were tremendous similarities to my own education experiences in the 1950/60s. It was also writ large in the available resource materials, such as Nuffield Science 5-13.
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Knowledge and challenge were intertwined.
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And, in my school experience as a teacher, it remained so throughout.

I still have a copy of the textbook that underscored my initial training; Environmental Studies, by George Martin and Edward (Ted) Turner, who was the course leader. For those who would wish to claim that knowledge-rich is a new phenomenon, I’d offer them this book, from 1972 as both a starter knowledge across subjects that sought to give an introduction to thinking practically about the world, supplemented in each chapter with an extensive bibliography for extended reading.

The premise of the course was to provide teachers with the background to introduce children into their world through three layers, Investigation and interpretation, communication, inspiration. Over time, this gave rise to my personal mantra of learning challenge as something to think, talk, and write about, leading to presentation, preferably to a known audience.

The course explored the living and non-living world; essentially chemistry, physics and biology with added geology; the past world around us, architectural features, local archaeological sites and using artefacts; rural and urban living, settlement studies, including use of materials for dwellings and other buildings; conservation, especially within an urban settlement; histories, especially from a locality perspective, but also within a national and international perspective. (Ted Turner took as his inspiration the notion of the Renaissance, especially Leonardo da Vinci. That allowed the summer field trip to be to Florence, at a time when it was possible to wander into galleries freely. However we also had to write about the other aspects too; planning how we would use the available resources to offer the broader curriculum.

Mathematics, of measures, counting and data, language, art and music were significant features.
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It was a good basic starter, to which I later added two part-time Diplomas, one in Environmental Sciences and the second in Language and Reading Development.
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Every school within which I worked, from 1974 onwards, had curriculum organisation, to differing degrees. Some had simply headings, of topics that had to be covered within each year, others had broad resource materials from which to develop the topic narrative, which was left to the classteacher to develop based on knowledge of their classes.

The 1987 National Curriculum was a 95% match with our existing curriculum; I was a deputy in a First School.
The subsequent Dearing Review gave a 95% correspondence.

When I became a HT in 1990, there was a need to create a firmer base for the curriculum, which could have been described as a little ad-hoc.

We had a mix of planning layers, starting with whole school and year group. This was premised on allocating topics appropriately.

Every topic had a “topic spec”, which was designed by the subject lead, ensuring that the NC expectations were clear, articulating essential knowledge, skills, challenges, available school and locality resources, plus reminders of quality outcome expectations (Level descriptors rewritten as descriptors of child capability).
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Every teacher received their planning file in July, before a half day of a closure that allowed them to organise their planning thoughts before the summer holiday. A copy came to me as HT, so I knew in July what the next year “learning map” looked like.

The first two weeks were always designated as “getting to know and settling” weeks, with a teacher designed topic. The second Friday was always a closure, half a day given to planning the detail of the next (few) topic(s), including resourcing from school stock. Topics ranged from a week to several weeks, depending on the needs. The interplay of topics with English and maths allowed for topic generated information to be used in writing or to create mathematical opportunity that offered measures, counting leading to data, or shape and space exploration.

Because the year was based around revisiting areas, especially in maths and English, revision of ideas, aka interleaving, was embedded.

In so doing, we had a curriculum with meat, two veg and a good helping of dessert.

It was planned longer term, so that it had substance. It was broad, balanced and relevant, drawing from the locality as much as possible, to fully immerse the children into their community, as well as drawing from wider opportunities; we did take the children on local trips, but also to London, to the British Museum for Greek, Roman or Egyptian exhibitions. However, time was always against us for day trips, with at least two hours each way on a coach and costs getting ever higher. The IWB did allow us to bring a level of experience into classrooms, taking over from the video or CD player.

While “bright ideas” might be imported, these were always evaluated against what was already offered. If they added something, they were incorporated.

It was a cycle of constant improvement, supported by every subject lead having at least a half day with a County inspector to review the school offering as a whole.

The 1997 National Curriculum with the accompanying strategies, did put some of this under strain, especially when we needed to replace experienced staff. It was noticeable that some applicants were used to a narrower diet. However, personalised CPD opportunities, eg shadowing colleagues, allowed insights into expectations. Staffing stability helped with this; we held onto the “tribal memories”… see blog…

The breadth paid off in national testing, too, where English, maths and science scored highly. Every subject was valued, with quality outcomes celebrated throughout the school, with displays or presentations opening learning to others.

The 2014 Primary National Curriculum was always a worry to me, even though I was not school based, but working in ITE and with parents and inclusion. It articulated English and Maths extensively, while others were diminished. Listening to Tim Oates, early in the process, saying that it was designed to be easier to test highlighted an underlying political agenda.

As we are now a couple of days into 2019. Perhaps a chance for reflection and refinement?

I have no problem with a conversation about what children should be exposed to through their school experience. There must be a clear narrative to learning; it is after all, the school’s internal book.

Every subject can be explored by a 2-year old, a 12-year old or a 22-year old. Their ability to interact with the experience will vary widely, from an initial exploratory phase, which I would see as “play”, through to accommodating, reflecting on and reacting to, ever more sophisticated information. We are on a constant journey, carrying with us, at any point, the accumulated wisdom of earlier experiences. So a “knowledge organiser” as our “topic specs” can be seen today, will vary considerably for each age group, and should do so. It should support a developing narrative approach, not become a knowledge dump which an inexperienced practitioner might simply regurgitate.

Order and organisation are key to teaching and learning success, over different timescales.

I would argue that annual plans allowed teachers to ensure coverage while also developing each topic at depth. Colleagues also benefited from collegiate sharing, either one to one or within practical workshops.

At classroom level, each teacher planned in ways that suited them. They were personal diaries, only considered if there were question marks over children’s progress. Classroom teachers are paid to think. They need to think clearly, on multiple layers, always with children and their progress in mind. That’s why it can be tough at times.

When teaching becomes top-down, teachers start to look at what is expected, to second guess what “those above” are looking for. That this has, on occasion been subject to the management or Ofsted rumour mill, can’t be denied; one local school or colleague passing on their tips from their own inspection, so others copy.

To hold to your own course can be challenging, but it is your own school’s journey that’s important.

It’s your narrative, your history, your present.

More important, it’s your children’s narrative, their history and their present.

That’s your data; what you do for them and what they get out of it. It’s a mix of the obvious, the displays and the books, but also their attitudes in school, their capacity to engage in talk with others. It’s a story, based on words, not numbers, so that children can engage with their own developing narratives.

Children’s pleasure in overcoming challenges and learning…led by teachers who enjoy teaching.
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A young man decided to become a teacher…

When I was interviewing for staff as a headteacher and when I am interviewing prospective entrants into the profession for ITE providers, I ask what on the surface is a relatively simple question; “What was the significant event that persuaded you that you could be a teacher?” This allows the interviewee to reflect on their past, but also to develop the theme through significant skills that they bring to bear on their role. This tipping point can be important to explore, especially where the candidate is a mature trainee, changing career course.

I have a vivid memory of one trainee who described how she had been involved in a summer residential scheme with a group of physically disabled children and supported them individually to overcome fears to be able to attempt to tackle a climbing wall. Another told of how he had worked in a refugee camp and learned that he could find innovative ways to help children learn without expensive resources. The insights and the obvious enjoyment of the experience came through and they both went on to become a very high-grade prospective teachers.

While some get into teaching through their interactions with children, discovering that they can communicate effectively and make relationships, enabling their charges to attempt challenge, others love their subject and sharing their knowledge. Marrying the two creates a whole, which is the purpose of teacher training; the what and the how.

Why did I become a teacher?

I had a job with ICI, in a biological research station, nestled into an old quarry beside Brixham fishing harbour. Becoming a “scientist” had been my lifelong ambition. The reality, of counting bivalves and worms in bottom samples that we sourced from the North Sea off Teeside and Whitby, palled after several months, partly because of the horrendous effects of sea-sickness and partly the counting. Finish one tray, record, start another. When looking at colleagues who had progressed to Experimental Officer, it became clear that I’d be doing the same for years to come. I loved the outdoors, the environment, entomology, history, geography; in fact I was interested in the world around me. Ok, I was probably a bit geeky, in that respect.

A mature team colleague at Paignton Cricket Club had just finished his teaching course at St Lukes College, in Exeter. After talking with him, he suggested taking the train to chat to someone about the possibility of training. There was a significant shortage of teachers, as the generation that had trained before or after WW2 were coming, en masse, to retirement.

As it was June, the campus was empty, but a kind receptionist tracked the head of science to his room and sent me along. We chatted broadly, across science, but also sport (St Lukes was a PE college) and after half an hour asked if I wanted this to be an official interview. Fifteen minutes later, I was sent to fill in the application forms and started that September. That is a decision that I have never regretted, even when the going has got really tough. I found my natural niche.

I did change course after the first year, moving from pure science to Environmental Studies, which was a brand-new course designed by the previous head of science to enable Primary teachers to be able to teach the breadth of the curriculum.  

Teaching practices in Totnes, year one, and Torquay, year three, meant digs for the first, during a winter of power cuts, so planning and marking by candle-light. For the second, I had a lift from two PE specialists, both of whom were on their way to international status, so the hour or so each way passed quickly.

The second-year experience was an extended study practice, where the entire teaching group was twinned with a school in Sidmouth. We would be paired with a small group of children, plan for learning, enact it, evaluate the outcomes and make subsequent decisions for learning. Getting to know the children also meant home visits. This entailed staying on in Sidmouth, walking to the family homes, having a scripted chat, then a long bus trip back to halls, which were six miles out of Exeter, unless someone with a car was around.   
 
It became clear during 1974 that the teacher shortage was coming to an end. At the same time, the James Report was considering the potential for offering teachers sabbatical time after a period of service. It was envisaged that this would support further training, perhaps to Masters level.

Both had an influence on deciding to get a job for September 1974. Even as a probationary teacher, I had a class of 39 mixed ability children. There was no such thing as a teaching assistant, nor technology. Resources were very limited, but there was a pleasure in creating learning opportunities from little, using the local environment as a significant resource, eg taking the class to the local graveyard to read the first chapter of Great Expectations…

Becoming a teacher was never designed to make me rich; perhaps comfortable was the best that could be hoped, and it was a career, which, in 1974, was still considered an asset. I started teaching in the year of the Houghton award, where teacher pay was enhanced after many years of very low pay rises. Four times that income, plus a small borrowed deposit, was enough for the mortgage that bought the first house; I could aspire.

Today, a teacher in similar position would need a mortgage ten times their income and a large deposit. That cultural shift will have a huge impact on life plans.

Teaching is teaching and of it’s time. It has always had to adapt to changing needs, but, over the past thirty years, we have seen revolution from politicians that have put pressures on the system, such that successful, experienced people left. This inevitably reduces the core of knowledge available, with new people having to learn from scratch how to make things work for them.

The fact that you are teaching one approach while a “new” version has to be developed and embedded is stressful and an additional burden.

Change has rarely been handled in an evolutionary fashion, apart from the first iterations of the National Curriculum, which largely described what my local schools were doing, with 95% correspondence. Managing “improvement” would reduce the stress burdens of people who are, at the core of their role, paid to think.

Governments often see change as synonymous with improvement and then have to twist and turn as consequences become apparent to everyone. It can be analogous to the cowboy builder; who put this up like this…?

I’d still encourage someone with aptitude to become a teacher, and also, in time to develop themselves towards headship. Both are great jobs and they are very much and always will be needed.

I sometimes think we need Governments to step back and let teachers get on with the job and to become the advisers in the system. Children, in every classroom, deserve teachers who enjoy their jobs, know that they are doing a good job and that their efforts are appreciated.
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Leaders, at every level, from Government down, only achieve if each classroom is a space for learning.
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Originally started by the English Civil War Society in 1984, Little Woodham, a reconstruction of a small village from the 17th Century, was such a success that local volunteers created the Gosport Living History Society in order to keep the village developing as a local resource. Over time, from its early beginnings, more buildings have been built, showcasing a greater number of trades.

The village hosts school trips in the week, as well as families and individuals on selected weekends. It just happened that this past weekend it was open. I had visited several times previously, as a teacher and with family. Despite having lived in this area for well over twenty years, Melanie hadn’t, nor had local grandchildren, so, armed with 20th century camera, some small provisions and sufficient currency to effect an entry, we journeyed forth.

Getting there requires some local knowledge, or a sat-nav as the area around Little Woodham is in the process of being redeveloped, from very old naval quarters into a very modern estate. Surrounding Little Woodham on the other side is the newly designated Alver Valley nature reserve, reflecting how Gosport grew out of very small hamlets simply growing together, particularly with the growing naval and military connections.

Effectively, you have the hamlet with the temporary residents, each with their specific roles, in which they “hot seat” to ever changing groups of visitors. Some are more general in their roles, helping out where needed.

So we met the travelling salesman, with his barrow of goods, which he kindly showed in the hope of a “sale” to the passing public. In addition, he gave much insight into some of the products; crushed plantain mixed with olive oil and beeswax to make an ointment/skin balm or oak galls steeped in water, mixed with ferrous sulphate, or some other iron based liquid (eg leave nails to rust in water, use the water and gum arabic. He pointed us in the direction of the producers and users of his products.

The Phoenix Tavern is a rebuilt version of an earlier building that burned down. The female proprietor was a mine of information about the food and drink available, as well as the formalities of hospitality; discovered a new word “palliasse”, a straw mattress. For children to understand something as simple as where and how people slept is significant.

Spinning, dyeing and weaving were demonstrated, as was calligraphy, the apothecary’s shop, some eye-popping sleight of hand, simple knitting, woodcraft, pottery and bodging and the armourer encouraged some participation to feel the weight of swords and helmets.

The woodsman brought out his tinder box, made by the travelling tinker, to house the flint and iron to strike a spark that could be used to catch some dry tinder alight. A couple of cut fingers later, a spark was created. On an earlier visit to Little Woodham, the woodsman told the story of the “square peg in a round hole”, the means of holding timber joints securely. While the lower part of the peg was rounded to facilitate entry into the hole, the top was left square to bite into the wood and hold tight.

Social history, shared in this way, can be a means of children entering into a study of history, by linking how they live now with an understanding of how people lived in the past.

Very young children have a limited compass against which to judge “before”, but they themselves have a story as do their parents and grandparents, perhaps great grandparents. By linking generations, “histories” can be explored back, in extreme cases up to 100 years. Creating an interest in the past means leaps in imagination. To make some parts more real, through visits, artefacts and different forms of images allows greater insights, against which less obvious elements can be explored.

History is all around, if you know how to “read” buildings and road or landscape names, or visit the local graveyard. When I was a HT, the discovery of a WW1 role of honour board led to a visit to the graveyard opposite the school, finding some of the graves and tacking down the local families that still lived in the village. A parcel of photographs, a family’s genealogy and recalled stories added to the sum of available knowledge. Personal genealogies followed and many interesting stories emerged.

If you’re in, or near, southern Hampshire, check out the website. A day out for a family (of five) costs £16, which, after a four hour visit, felt like excellent value and it did what it said on the title; living history.

Schools need to book visits.

It ain’t what you know, but the way that you use it…

It’s been a bit of a week, probably a good one to go out and buy a hard hat, if you spend any time on Twitter. It wasn’t just raining, it was, on occasion, literally pouring. Bile ducts were seemingly emptied on the heads of a few writers willing to proffer views with were opposite to others; as if people can’t see things in a different light. If it wasn’t knowledge, which it largely was, it’s overtaken by some element of English teaching, but that invariably comes back to children’s lack of knowledge that can be utilised within their oral or written efforts or in their ability to decode the written word.

The two “camps” could be described as those who think they can impart knowledge by sharing a specific body of knowledge, within their classroom teaching and those who seek to develop this knowledge through a variety of linking experiences, including the spoken word.
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This can sometimes appear to be the divide between (some) Primary and Secondary practitioners, with the extended argument that Primary learning is all discovery and play. That the approach is sometimes different, I wouldn’t want to argue, it can become a moot point, but, in reality, it’s likely that there is more convergence than divergence. Whereas young children “play with ideas” through active engagement and sometimes concrete examples, older children, hopefully, are more able to “play with ideas”, so have greater insights from their developed vocabularies.
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Recently, we went for a walk in Winchester, parked by the water meadows, then walked the footpaths, passing opposite Winchester College, into the Cathedral Yard, then onto some of the smaller streets where we find our favourite coffee house. During that mile of walking, we passed over nine hundred years of history.

It made me think that just going for a walk around your neighbourhood tells many stories, if you know how to read them.

Orientation
In the first place, there is the organisation of the area itself, a series of interlocking paths that offer alternative routes and different scenery; we took a completely different route back to the car, to avoid the mud of the water meadows.

Knowing your way around is a fundamental organisational skill, which can apply to navigating your house (try moving around your house in the dark during a blackout, a different place) through to the journey to school or other important place. Within the school, orientation is an important aspect of being in the right place at the right time. So having mental maps is an important aspect of living in the world, in order to function independently.

My childhood, in Exeter, Torbay, Brisbane, Adelaide, and other cities en route to and from Australia and, living in a time where parents were less concerned about stranger-danger, the act of exploring created mental maps of localities, supporting active, confident and safe movement within the local environment. I was unconcernedly walking the mile and a half to school at five.

Today’s children may not have the same possibilities. One grandson is now being allowed to go out with friends, as long as he has a fully charged mobile and credit and makes regular contact, within a very clear time limit.
How is this change impacting on the mental imagery of children?

Are they creating useful personal maps within their heads from which to determine routes?

Do they have an exploratory (survival) mentality? Do they actively engage with their local area, with their parents?

Children drawing their routes to school vary greatly in detail. Some come by car, so may not pay close attention to the journey, while others walk and may possibly have a greater insight into their locality, although many do not, as they engage in activities other than looking around themselves. It can be a salutary experience to ask children to explain how they get from the classroom to specific areas of the school. Linking geography, oral and drawn and mental organisation akin to coding (giving directions), a child’s awareness, ordering and organisational abilities can be explored.
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Orientation is an essential life skill. I have heard it referred to as psycho-geography; developing maps in your head.

Or why SPAG may not be the be all and end all of writing

Last term, I watched a PGCE student on final practice take a class of year four students through an exemplary English lesson, with a major focus on grammar. The learning objective was on creating a setting.

The children demonstrated very good understanding of a range of grammatical elements, significantly more than I knew at their age. The lesson had several parts with imagery and excellent opportunities to talk and capture ideas. The writing and the supporting images were focused on the class book, so there were textual links as well as imported images and a short DVD.

The focus of The Railway Children was interesting and the children came up with similes and metaphors, adjectives and adverbial starters, strong choice of verbs and embedded noun clauses.

At the end of the lesson, the children had produced and shared a wide range of examples of sentences and constituent parts that showed that they could write appropriately.

But, throughout I had a nagging feeling. Did the children really have a good understanding of the setting about which they were writing? Despite the local station being a five or ten minute walk from the school, there was no guarantee that any of them had ever taken the train, or stood on a platform and watched trains arriving or departing. In addition, the setting was the early part of the 20th century, with steam trains, so several removes from their experiences. None wrote about the real sensory experiences, such as the noises, the feelings and the smells. They had the visual, so they wrote what they saw on the video.

In the summary session, the children were asked to share, on a post-it, what they knew about writing settings. Without exception, they wrote down the grammatical constructs. While they are essentials, the sensory aspects need to be available to provide the depth, to create writing that fully brings the reader into the narrative.

Children today, more and more are living vicariously, through television and computer imagery. While they give a flavour, as David Attenborough did, for me, as a young child, it was the fact that my best friend’s dad was the zoo superintendent at Paignton Zoo, so was able to get close to the animals, that they really became real.

Don’t assume that children have experiences from which to draw mental images. That may be a significant limiting factor in a child’s education.
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Ps. The conversation after the observation was very positive and reflective; the student is an excellent prospect.

Buildings

People need somewhere to live. Some live in houses, terraced, semi-detached or detached, while others might live in a flat, or possibly an apartment. On two occasions in my life, I lived with my family in a caravan.

Working on locality based topics allowed for an orientation project, using the landscape and features to orientate the children.

Another topic, based around settlements explored the need for temporary shelter, finding ways to cover and protect someone from the weather, then using the available materials to build slightly more permanent dwellings, within which families might be able to live all year round, which enabled them to develop small farmsteads. Within 20 miles of all the schools where I worked, were two excellent “living” museums, Butser Ancient Farm and the Weald and Downland Open air Museum, as well as Portsmouth Museum rooms from history, or the Gosport Search Museum 1930s experience. These provided excellent stimuli for exploration.

The basis of the topic was discussion of life essentials, food, water, shelter and the better places to build a house and to find out where the first settlement might have been. Exploring maps over an extended time frame gave the impression of the area growth.

Once this was established, consideration of the available materials for building gave rise to speculations, which could be checked through our local museums; for example, where locally there was evidence of Neolithic habitation, if they used trees to build, how did they cut and shape the trees with axes? Equally, with the museum showing deer antlers used for “digging” preparing for planting, finding a similar shaped piece of wood offered an opportunity to try in the school grounds.

Creating a building museum in the classroom and asking children to bring in labelled offerings, we received a wide variety of building materials that were surplus to projects, as well as a significant range of tools. Every item gave food for research and reflection.

Bricks, made from local clay, enabled the challenge to dig some from various gardens, then to make small dwellings from mini-bricks. Other (purchased) clay was also used. Various waterproof materials were explored to find the best for a damp-proof course, while sand, gravel and cement were mixed with water to make various concretes, which were then tested for strength.

Vocabulary was probably the most significant winner, providing the language through which the topic could be discussed, researched, explored and expressed.

All of the above was with Infant and lower junior classes, while an extension would be provided by exploring building details, windows, doors, brick sizes, all giving clues to the ages of houses, with local census materials giving the evidence of habitation over time.
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The essence of good topic activity is opening children’s eyes to what is around them, but also giving them the knowledge language with which to interrogate what they are seeing. The alternative is to leave them “blind” to their surroundings.

People

As a species, we tend to live in communities, starting with families, extended or otherwise, living in our street, among others with similarities and differences, within villages or towns which have different forms of collective structures.
Each of us experiences our personal narrative as a result of birth, most of us, fortunately, being brought up and kept safe by our parents, grandparents, wider family and friends. We are born in our particular time, which has implications for the articles that surround us and possibly the finances available to parents to support our upbringing.

Our story, my story, her story, his story = first steps in history.

I used to use the idea that each of us has a story when I worked with Infants and Lower Juniors, to make a link between different ages of “lived lives”. Working with their own memories, supported by photographs, we were able to consider time before they were born, with exploration of parent and grandparent narratives, again with photographic storyboards. In this way, children could develop the idea of time having passed. The oral tradition of sharing stories was kept alive and the shared experience was often quoted as bringing children closer to older family members, as links were established.

Stories of playing, or eating and how they dressed were shared. The highlights and difficulties of significant events. Each could be recorded, physically on tape, but also as transcripts.

People around us

The local police officer was a regular visitor to schools, especially when there was dedicated school link officer, to talk with the children about growing up issues and responsibilities. Other regular visitors would include the fire-service, ambulance, school nurse, area librarians, local sports coaches and local representatives of several different churches. In so doing, this extended the school community, by invitation.

Local organisations often asked for children to participate in local events, sometimes singing, carols or summer fair fun songs, sometimes country dance, including maypole dancing on 1st May on the village green.

Taking advantage of local expertise supported some aspects of the wider curriculum, as they became known to the school.

All of these events served to show the breadth of people locally and the specific skills that each had to offer to the community.

Life is largely lived in some form of group, home, school and work. Each of us has to find our place within this matrix. Some find it easier than others. An aware group will keep an eye on each member, to ensure that each has a place and is valued for themselves.
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Children need to learn to live within and value the group for all that it offers them and others.

Things.

The first twenty years of my life were somewhat nomadic. By that point, I had been around the world twice, both times as emigrants to Australia, first as £10 Poms, then at 17 with residual family after parent’s messy divorce. It was seen as the land of milk and honey by my dad. We came back reasonably quickly, as 1) he discovered that bringing up teenagers alone was not going to be easy and 2) he was worried that I’d be called up for the Vietnam war.

As a result, I got into the habit of travelling relatively light. The things of childhood were spirited away, but not into someone’s loft to be rediscovered in a sense of lost joy. A few special pieces remain from that period; my County cricket cap, having been awarded that the year before the second Oz trip and a small wooden model of a man that “lived” in my grandmother’s display cabinet and came out when I visited. The legs moved and that was magical to a three year old, “walking” the man down the arm of the chairs or across the table. That this belonged to my grandmother means that it is now over 120 years old.

That I lived a somewhat itinerant lifestyle and had little when I got married meant that this period was the most settled period in my life to that date. Seeking out and renovating furniture became a hobby. To be able to look at a finished piece and feel that it was pleasing to look at and the product of personal effort imbued the object with special meaning. It was something of mine. It belonged to me, and, in a sense, created a sense of belonging.

A few pieces remain from that period. After my first wife died, it was a period of sorting and readjustment, with special emphasis a couple of years later, as I remarried and moved house. Some special bits remain, this time some in the loft, but, in order to rebuild a life, it required an adjustment and a selection of specific special things. You cannot live in the past, only the present and with plans for the future.

A new “nest” had to be created.

The “things” that remain, when all is said and done, are the memories that go with and surround any physical pieces. You may pick up something and remember. I remember holidays in South Wales when I smell coal dust; the smell of the slag heaps. Meeting people jogs memories of shared experience.

The things matter, but so do the ephemeral aspects of life, the stuff of memories. The pictures and the words often outlast the physical closeness of “things”.
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I just need to know that I belong, which is also what I wanted for any child in my classes.

People, Places and Things

​There's always a time when whatever activity you have devised for a class comes to a close before the time you had planned. There's a need for some kind of "filler" activity.

​Early in my career, a colleague suggested that I should make three sets of cards, based on a set of people, places and things or objects. The idea was very simple. a child would select a card from each group, then link the elements together in a short spoken story. This became a very popular filler, but had the potential to be developed further, into extended pieces of imaginary writing.

​Where experiences might be limited, and based on the teacher's good knowledge of their class, each of the groups can be tailored to their locality. Of course, this also relies on the teacher having a good understanding of the area where their class lives!

Why are politicians so self-centred?
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In a few days’ time, there will be commemorations of the Battle of the Somme, which started on July 1st 1916 and continued until November 18th 1916. During that period, more than a million men were wounded or killed, the highest loss of life during any period of history.

It is a sobering thought that only 100 years ago, the continent of Europe, indeed the whole world, was engulfed by horrendous and unimaginable human misery. Young men and women volunteered, then were conscripted, into an army that became fodder for machine guns or artillery. A bit of genealogical research shows that my grandfather, described as 5ft 1in, small but “suitable” was called up around that time. That he survived was good news for me, on one side. My paternal grandfather was in a reserved occupation as an aircraft builder, based in Southampton. He died in the Spanish flu epidemic in the winter of 1918/9, six months before my father was born. A few months difference and I wouldn’t be here.

My life, now numbering 63 years, has been significantly different from my father’s or my grandfathers’ generations. They were at war and were called up to fight. I and my children have never had to endure that, nor the suffering that accompanied the more distant fighting, although I do have a memory of walks to collect the still-rationed milk powder. I’d like to think, that if I had had to fight in the same way, that I’d have done so. Some things are well worth fighting for, such as personal liberty, something that is a higher aspiration.

The greater proportion of the past 100 years have been lived in peace, with people talking out problems for the main part through organisations such as the United Nations or the European Union. It seems as if “Jaw-jaw is better than war-war” has been largely successful. My last blog looked at some of my concerns after the recent referendum.

Sadly, there is no-one of the stature of a Churchill to knock a few heads together and to come up with some kind of plan that takes the discussion forward in a positive way. Treating other countries in the manner of a petulant teenager, stamping feet and having tantrums will not work. If you are a parent of older children, you’ll know that “I want doesn’t get…” in a very short week we have gone backwards very rapidly, financially and morally, because a few self-centred politicians and some rich backers felt they had the right to destroy the stability that has been part of the last 40 years, persuading sufficient people to believe in their promises of a “better tomorrow”.

The past week has been describe as a bereavement. It is almost eleven years to the day that my first wife died.
A few months previously, I had a valued member of my teaching staff succumb to cancer over a few short months. I had a very difficult time, supporting the staff of the school, but also the family. Geoff would call in each day after visiting for a cup of tea and a download. I was pleased to offer a listening ear. I was also very aware that I, in many ways had been lucky, in that grief was spread out over time and took many disguises. The raw emotion of such a rapid demise was unimaginable, even to me, who had gone through several recurrences.

In our case, we were told on our 20th wedding anniversary that she had breast cancer, which needed major surgery. At Easter we headed to France to visit friends who just wanted to look after us for a week. We had been friends for 20 years and they’d decamped to live in an old farmhouse. While we were there, we pursued a dream that had been alive for three years, to look to buy a small holiday cottage and settled on a two room house that had been empty for three years, since the elderly owner had died. We were able to buy a structure that had cold water and an outside loo, for the cost of a reasonable towing caravan. It became our bolt-hole and offered fresh air, calm and a chance to live a simple life for a few weeks each year. My hobbies developed into plumbing, electrics and coppicing. Between visits, plans were made for the next projects. It was a lifeline then, and after D died. It still offers the same respite from the world now.

But I do worry, not about my neighbours and many good friends, but about others who may seek to persuade us that we are not welcome, possibly with the rise of the Front Nationale, in the same way, sadly, that many have been made to feel welcome during the past week.

Johnson, Give and Farage have changed Europe, for the worst. They have played politics, for personal gain; in the process making at least half the country insecure about their futures.

Before Della got cancer, I used to sing at Folk Clubs, with Nick, the friend who moved to France. We often sang the song the Green Fields of France, which is a lament for the fallen at the Somme. For the past week, this tune has popped in and out of my mind, reminding me that we don’t ever learn from history.

I can only hope that sense will prevail.  
                                                               
Green Fields of France  
Well how do you do, Private Willie McBride,
Do you mind if I sit here down by your graveside
And rest for a while 'neath the warm summer sun
I've been walking all day and I'm nearly done.
I see by your gravestone you were only nineteen
When you joined the great fallen of nineteen-sixteen.
Well, I hope you died well and I hope you died clean
Or Willie McBride, was it slow and obscene.

Chorus :
Did they beat the drum slowly, did they play the fife
lowly,
Did they sound the dead-march as they lowered you down.
Did the band play the Last Post and chorus,
Did the pipes play the 'Flowers of the Forest'.

And did you leave a wife or a sweetheart behind
In some faithful heart is your memory enshrined
And though you died back there in nineteen-sixteen
In some faithful heart are you ever nineteen?
Or are you a stranger without even a name
Enclosed forever behind a glass frame
In an old photograph, torn and tattered and stained
Fast fading to yellow in a leather bound frame.
Chorus

It’s all quiet now in the green fields of France
The warm wind blows gently and the red poppies dance
The trenches have vanished, under the plough,
There's no gas, no barbed wire, no guns firing now.
But here in this graveyard it's still no-man's-land
The countless white crosses in mute witness stand
To man's blind indifference to his fellow man
To a whole generation that were butchered and damned.
Chorus

And I can't help but wonder, Private Willie Mcbride
Do all those who lie here know why they died?
Did you really believe when you answered the cause
Did you really believe that this war would end wars?
The sorrow, the suffering, the glory, the pain
The killing and dying t’was all done in vain
For young Willie McBride it all happened again
And again, and again, and again, and again.
Did they beat the drum slowly, did they play the fife
lowly,
Did they sound the dead-march as they lowered you down.
Did the band play the Last Post and chorus,
Did the pipes play the 'Flowers of the Forest'.


If you would like to hear The Fureys sing a variation of this song
https://youtu.be/u0tFv8yu7ow

The Flowers of the Forest mentioned in the song is a lament played when burying the dead on the battle field.
https://youtu.be/g4xIozPcZLg
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There might be some mileage in using both during an assembly later this week, but have the tissues handy!