Broadmoor Primary changed its name to rid itself of negative connotations. They are not the only school to have considered this move.
People for the Ethical Treatment of Animals have asked a school in South Dakota to change its name from Spearfish High to Seakitten High.
The justification for this identity overhaul was voiced by PETA spokesman, Pulin Modi: ‘If children were taught to refer to fish as "sea kittens," reflecting that fish, like cats and dogs, are "individuals" that "do have friendships," fewer fish might be killed for food or sport.’
This request is part of a larger campaign to change the way the world views fish. PETA are concerned that more fish are killed each year than all other animals combined. They are therefore looking for ways to challenge our perception of them, firstly by changing their name.
“When your name can also be used as a verb that means driving a hook through your head, it’s time for a serious image makeover,” states PETA’s “Save the Sea Kittens” Web site.
A noble, worthwhile cause, one might think. Unfortunately these sentiments are not shared by Spearfish High’s Head. Whilst Steve Morford did not want to share his feelings about PETA, he stated: "Obviously, it's nothing we're taking seriously."
Can’t think why.
Little Lil- the hen that laid the huge egg
Eggstra special things have been going on at the Raikes Centre in Kingsholm, Gloucester. Kate Farminer, who set up the county’s student referral service, recently decided to adopt 4 hens as part of the students’ personal development programme.
Lil gained her name because she was far smaller than her siblings: Auntie Madge, Edie and Doreen.
When the pupils discovered an egg nearly twice the normal size, they could not believe the tiny hen had laid it. An average egg is 6cm in length and weighs only a paltry 2oz whilst her gargantuan offering measured a tear-inducing 11cm and clocked in at 7oz. Although this is an impressive achievement for the Columbian blacktail cross, at present Lil is still a way off the world record. According to the Guinness Book of Records, a black Minorca hen set the record in 1896; laying an egg which tipped the scales at 12oz.
Little Lil has laid four elephantine eggs and strangely, is still laying ones of standard size as well. If this was not weird enough, when the class opened one of the eggs for closer inspection, they found an entire normal egg inside. Mrs Farminer likened it to “a set of Russian Dolls."
The pupils have met this mild phenomenon with a mixture of excitement and confusion. At one point they thought there might be a dinosaur inside but sadly their hopes were dashed.
Blondes not having all the fun at school in Gloucester
Two year 11 pupils, Reagan Booth and Abby Western were sent home from Rednock School, Dursley last week because their hair was deemed as “too blonde”.
At present, Reagan, a natural blonde who has had highlights for the past three years, is refusing to change the colour of her hair. She argues: ‘no amount of hair dye affects a person’s ability in school.’
Nevertheless, she now fears that her decision may result in expulsion, a mere few months before she is due to sit her GCSEs.
The school rules clearly state that no pupil may dye their hair an unnatural colour. However, her father, Martin Booth fully supports his daughter’s decision claiming: ‘her hair looks a very natural blonde.’
Head, David Alexander has said that the girls are not facing expulsion and were sent home simply to dye their hair. He does accept that a meeting with parents to clarify these rules will be necessary.
Facebook put to good use
There has been a recent spate of students using social networking sites to insult and criticise their teachers. This is both demoralising and insulting; it can also feel simultaneously intrusive and public. Therefore it is refreshing to learn that a recently retired teacher has defied this worrying trend by being the recipient of a Facebook appreciation society created by his old pupils.
Rene Cochlin has had a long and distinguished career in education. He spent his latter years teaching Politics and Business Studies at Gravesend Grammar School in Kent.
Named ‘The Father of the staffroom’, he is both an inspiration and confidant to all. Aside from being a talented practioner, he also stole the show at staff cabarets and organised interactive events such as Challenge of Management and Mock Parliament.
When asked about his reaction to the society, Rene said: “This is a bit golden globey! I feel humble – no I never feel humble. But I feel totally appreciative.”
The group has around 150 members and the wall details the pupils’ fond memories of being taught by Mr Cochlin. One succinct young man simply wrote: “Absolute Legend.”
It is encouraging to see proof that good teachers are always remembered fondly.
Friday, 23 January 2009
Wednesday, 21 January 2009
Shout about what makes you happy, sad or mad
Whilst I appreciate the perks of the cyber-revolution in teaching, I have experienced one clear drawback: the amount of stuff that can now go wrong in lessons. In days of yore, when teachers were armed merely with their trusty chalk, board rubber and extensive subject knowledge, very little could deter them from imparting wisdom, short of a freak frontal lobotomy en-route to the classroom.
Now, with an increasing pressure to incorporate (worthwhile) ICT in the classroom, every lesson becomes a potential minefield for disaster. Can you access your email? Will power-point open? Does the disk-drive work properly? Why won’t the speakers work? Why is there just a big blue square where my wonderful resource should be? I can’t find the IWB pen! Argh!
The most annoying thing is that it is nigh on impossible to anticipate these hazards and head them off at the course. They can even sneak up on an unsuspecting teacher in the middle of the lesson, after cunningly lulling them into a false sense of security. The cyber-wizards (or you may prefer the term pupils), like dogs, can smell technophobia…and they like it. Incapacity and panic tickles them; any disruption is fun but especially when a teacher swears under their breath and pulls hopelessly at loads of wires (and hair).
Given these circumstances, it is not surprising that some teachers are reluctant to embrace ICT with open arms. This is especially true if they do not have the luxury of their own classroom. When I was in this position, it got so ridiculous at one point that I had to note down what was wrong in every room I taught in so that I catered for the malfunctions in my planning. It became almost like a game, albeit a rubbish one.
The cherry on the cake came when I was teaching in a computer room next to the ICT support room. Inevitably something went wrong and I popped my head in for some support (funnily enough). I explained that I was next door and needed a hand with the network. Without looking up, the technician replied, “Yeah, you’ll have to email us about that.” Fuming, absolutely fuming.
Now, with an increasing pressure to incorporate (worthwhile) ICT in the classroom, every lesson becomes a potential minefield for disaster. Can you access your email? Will power-point open? Does the disk-drive work properly? Why won’t the speakers work? Why is there just a big blue square where my wonderful resource should be? I can’t find the IWB pen! Argh!
The most annoying thing is that it is nigh on impossible to anticipate these hazards and head them off at the course. They can even sneak up on an unsuspecting teacher in the middle of the lesson, after cunningly lulling them into a false sense of security. The cyber-wizards (or you may prefer the term pupils), like dogs, can smell technophobia…and they like it. Incapacity and panic tickles them; any disruption is fun but especially when a teacher swears under their breath and pulls hopelessly at loads of wires (and hair).
Given these circumstances, it is not surprising that some teachers are reluctant to embrace ICT with open arms. This is especially true if they do not have the luxury of their own classroom. When I was in this position, it got so ridiculous at one point that I had to note down what was wrong in every room I taught in so that I catered for the malfunctions in my planning. It became almost like a game, albeit a rubbish one.
The cherry on the cake came when I was teaching in a computer room next to the ICT support room. Inevitably something went wrong and I popped my head in for some support (funnily enough). I explained that I was next door and needed a hand with the network. Without looking up, the technician replied, “Yeah, you’ll have to email us about that.” Fuming, absolutely fuming.
Monday, 19 January 2009
Education piece-The post- SAT aftermath-How are schools reacting to their newfound freedom?
Since SATs were introduced by the Tories in 1993, the only consistency they have managed to maintain is that of criticism and incompetence. The debacle last year, courtesy of QCA’s decision to outsource the assessment to a private US company ETS, led to students being marked as absent when they had sat the exam, unmarked scripts being returned to schools and papers even returned to the wrong schools. These mistakes were not isolated: they were an epidemic.
The Government was left with no choice but to abandon compulsory testing at KS3 in October 2008. This was met with uproarious applause; former Ofsted lay inspector, Margaret Morrisey claimed it was the ‘first sensible thing Mr Balls has done since becoming Schools Secretary.’ Many felt that the decision did not go far enough and that SATs at KS2 should have been culled as well.
This did not happen and, upon the sacking of ETS, QCA announced that Edexcel would resume its assessment of 11 year olds. It is worrying that the contract was signed before the finer details were agreed upon. The hasty implementation of this new(ish) system could lead to further incompetence. With the ambitious target of releasing 99.9% of the results on time, Edexcel are going to be under immense pressure to make the grade. Educational expert, Mike Baker, has even labelled results day, 7th July, as “D-Day” for the National Curriculum.
Published at the end of 2008, The Sutherland report did not really reveal anything that the analysts (and most of the 11-14 year olds) hadn’t worked out for themselves. ETS were held accountable, as were QCA for not being able to cope with the remit. It was deemed that QCA was not capable of acting as an independent watchdog. This will now become the responsibility of new body, Ofqual, although their ties to Government may still make objectivity difficult to achieve.
QCA’s Chief Executive attempted to resign but this was not recognised by QCA and he is currently suspended pending further inquiry. While we all like to have someone to blame, this does not really help schools work out what they do from here. From a long term planning perspective, the carpet had been ripped from underneath them, although granted it was a shabby, tired one.
On the 13th January, the Chief Adviser on School Standards, Sue Hackman, composed a letter detailing the Government’s plans for KS3 in 2009. Whilst schools may choose to internally assess pupils at the end of year 7, 8 and 9, none of these tests will result in any kind of accountably. Schools are required to enter teacher assessments both locally and nationally but no system of moderation has been proposed. The QCA will still be providing optional tests for schools who wish to take them internally. Schools were also reminded that they could choose to squash KS3 into year 7/8, freeing up year 9 for exciting things like GCSE preparation.
Upon reading this, many HODs turned the paper over, waiting for the BUT…that never materialised. It certainly seems as though schools are being given much more freedom to tailor their curriculum at KS3 to suit individual needs.
These measures have still been met with criticism. Even though it remains compulsory to study Shakespeare at KS3, The RSC became troubled when, post October 2008, 50% of teachers cancelled their courses on KS3 teaching. They feared that many schools may abuse their new found freedom by marginalising Shakespeare. Their main concern: ‘there is no effective way of mandating practice in schools.’ may be increasingly echoed as the dust settles.
In response to The RSC’s doubts, teachers have argued that no school would entertain pushing Shakespeare to the sidelines. Courses may have been cancelled because they generally tend to concentrate on the two set scenes that pupils would have been examined on. Pupils now have the opportunity to study plays in their entirety, without the need to quash enthusiasm by force feeding them two scenes line by line. English departments can also choose any tragedy, comedy or history, allowing teachers to play to their strengths rather than choose from the paltry three works that are normally on offer. This lovely notion does unfortunately depend on having a bottomless budget, not an option for many departments. Most schools would have bought all of their SAT resources for 2009 at the end of the previous academic year.
Given the lack of notice, how much can schools really change their approach in the short term? The easy option would be to continue with the planned syllabus and sift out any specific elements that have previously made staff lose the will to live. It may be a year of tentative tinkering where schools behave like animals that have been released from captivity. Those that have ordered the 2009 exam from QCA have the option to cancel their order and it will be interesting to see how many choose to persevere and use the test internally. If a mass exodus occurs, it will be a clear indication that it was not only the assessment of the National Curriculum tests that was at fault.
Another anxiety is, in the absence of national testing, how can any sense of standardisation be achieved across the country? It will be virtually impossible to ascertain that a level 6 means the same thing in Sheffield as it does in The Isle of Sheppey. With no formal moderation, schools are being given significant powers to decide on how they translate the “modified” NC levels. It is difficult to be entirely confident that schools will level accurately and not think of their place in the (now fairly meaningless) league tables. If these assessments inform the data for predicted GCSE results, it is also worrying that teachers’ future performance management targets may be based on inaccurate levelling.
It is unfair to argue that the Government has not anticipated this. From April, every LEA should have a National Strategy Consultant ready to assist schools that are experiencing difficulties with assessment. When key schools’ pilot training schemes have finished, they will also be able to offer support to other schools in their area. Nevertheless, it is hard to say whether these procedures will provide enough support.
The abolishment of SATs at KS3 was not foreseen when the new year 7 National Curriculum launched last September but it now allows for a complementary freedom across the three years. The personalised ethos based on developing successful learners, confident individuals and responsible citizens fits perfectly with the new autonomy that has been bestowed upon schools. Many schools have already started revising SOWs, trying to develop coherency both within their own subjects and in a cross curricular sense. They will now be able to continue this sense of fluency throughout KS3. Although this will involve hard work for teachers, they will begin to see the results of updating their curriculum this year and this will remind everyone of the need to make learning relevant to all students.
Despite the worries, this is positive progression away from the SAT albatross and towards a bald eagle of opportunity. The only possible cloud on the horizon is that the Government has a team of experts presently constructing a report due to be published this spring. Let’s hope that their findings don’t burst our bubble.
The Government was left with no choice but to abandon compulsory testing at KS3 in October 2008. This was met with uproarious applause; former Ofsted lay inspector, Margaret Morrisey claimed it was the ‘first sensible thing Mr Balls has done since becoming Schools Secretary.’ Many felt that the decision did not go far enough and that SATs at KS2 should have been culled as well.
This did not happen and, upon the sacking of ETS, QCA announced that Edexcel would resume its assessment of 11 year olds. It is worrying that the contract was signed before the finer details were agreed upon. The hasty implementation of this new(ish) system could lead to further incompetence. With the ambitious target of releasing 99.9% of the results on time, Edexcel are going to be under immense pressure to make the grade. Educational expert, Mike Baker, has even labelled results day, 7th July, as “D-Day” for the National Curriculum.
Published at the end of 2008, The Sutherland report did not really reveal anything that the analysts (and most of the 11-14 year olds) hadn’t worked out for themselves. ETS were held accountable, as were QCA for not being able to cope with the remit. It was deemed that QCA was not capable of acting as an independent watchdog. This will now become the responsibility of new body, Ofqual, although their ties to Government may still make objectivity difficult to achieve.
QCA’s Chief Executive attempted to resign but this was not recognised by QCA and he is currently suspended pending further inquiry. While we all like to have someone to blame, this does not really help schools work out what they do from here. From a long term planning perspective, the carpet had been ripped from underneath them, although granted it was a shabby, tired one.
On the 13th January, the Chief Adviser on School Standards, Sue Hackman, composed a letter detailing the Government’s plans for KS3 in 2009. Whilst schools may choose to internally assess pupils at the end of year 7, 8 and 9, none of these tests will result in any kind of accountably. Schools are required to enter teacher assessments both locally and nationally but no system of moderation has been proposed. The QCA will still be providing optional tests for schools who wish to take them internally. Schools were also reminded that they could choose to squash KS3 into year 7/8, freeing up year 9 for exciting things like GCSE preparation.
Upon reading this, many HODs turned the paper over, waiting for the BUT…that never materialised. It certainly seems as though schools are being given much more freedom to tailor their curriculum at KS3 to suit individual needs.
These measures have still been met with criticism. Even though it remains compulsory to study Shakespeare at KS3, The RSC became troubled when, post October 2008, 50% of teachers cancelled their courses on KS3 teaching. They feared that many schools may abuse their new found freedom by marginalising Shakespeare. Their main concern: ‘there is no effective way of mandating practice in schools.’ may be increasingly echoed as the dust settles.
In response to The RSC’s doubts, teachers have argued that no school would entertain pushing Shakespeare to the sidelines. Courses may have been cancelled because they generally tend to concentrate on the two set scenes that pupils would have been examined on. Pupils now have the opportunity to study plays in their entirety, without the need to quash enthusiasm by force feeding them two scenes line by line. English departments can also choose any tragedy, comedy or history, allowing teachers to play to their strengths rather than choose from the paltry three works that are normally on offer. This lovely notion does unfortunately depend on having a bottomless budget, not an option for many departments. Most schools would have bought all of their SAT resources for 2009 at the end of the previous academic year.
Given the lack of notice, how much can schools really change their approach in the short term? The easy option would be to continue with the planned syllabus and sift out any specific elements that have previously made staff lose the will to live. It may be a year of tentative tinkering where schools behave like animals that have been released from captivity. Those that have ordered the 2009 exam from QCA have the option to cancel their order and it will be interesting to see how many choose to persevere and use the test internally. If a mass exodus occurs, it will be a clear indication that it was not only the assessment of the National Curriculum tests that was at fault.
Another anxiety is, in the absence of national testing, how can any sense of standardisation be achieved across the country? It will be virtually impossible to ascertain that a level 6 means the same thing in Sheffield as it does in The Isle of Sheppey. With no formal moderation, schools are being given significant powers to decide on how they translate the “modified” NC levels. It is difficult to be entirely confident that schools will level accurately and not think of their place in the (now fairly meaningless) league tables. If these assessments inform the data for predicted GCSE results, it is also worrying that teachers’ future performance management targets may be based on inaccurate levelling.
It is unfair to argue that the Government has not anticipated this. From April, every LEA should have a National Strategy Consultant ready to assist schools that are experiencing difficulties with assessment. When key schools’ pilot training schemes have finished, they will also be able to offer support to other schools in their area. Nevertheless, it is hard to say whether these procedures will provide enough support.
The abolishment of SATs at KS3 was not foreseen when the new year 7 National Curriculum launched last September but it now allows for a complementary freedom across the three years. The personalised ethos based on developing successful learners, confident individuals and responsible citizens fits perfectly with the new autonomy that has been bestowed upon schools. Many schools have already started revising SOWs, trying to develop coherency both within their own subjects and in a cross curricular sense. They will now be able to continue this sense of fluency throughout KS3. Although this will involve hard work for teachers, they will begin to see the results of updating their curriculum this year and this will remind everyone of the need to make learning relevant to all students.
Despite the worries, this is positive progression away from the SAT albatross and towards a bald eagle of opportunity. The only possible cloud on the horizon is that the Government has a team of experts presently constructing a report due to be published this spring. Let’s hope that their findings don’t burst our bubble.
Sunday, 18 January 2009
Educational piece-‘Fragmented, unproductive, inefficient and unregulated' Is CPD doing its job?
When one muses over the purpose of teaching and the inherent skills that teachers should possess, it would be easy to assume that continuing professional development should be an intrinsic part of teaching. Individuals who spend the best part of their day nurturing and motivating skills in others would jump at opportunities to further their own understanding…wouldn’t they? If this is true, it is a strange anomaly that many teachers roll their eyes and sigh at the mention of both in-house training and commercial courses. It is clear that something needs to be done to challenge both the apathy of staff and the possible incompetence of School Leadership and course facilitators.
With the learning manager revolution, every school should have someone who is directly responsible for facilitating CPD. This involves answering the difficult “chicken and the egg” question of how far CPD should be influenced by the schools' development plan or by teacher need. Is it possible that it can promote teachers’ careers and improve the overall performance of schools too? Another balance that also needs to be struck is between time dedicated to subject areas and pastoral issues. The expectations are perhaps spread too thinly; the conflicting nature of these aims makes it easy to see why some schools are failing to make CPD useful and accessible to all their staff.
LEAs recommend how much schools should be spending on CPD; for instance, Southwark Council recommend that 1% of a school’s overall budget should be dedicated to developing teachers. That said, schools operate a certain amount of discretion over how these funds are spent. This freedom is beneficial but it has led to vast disparities in how different schools utilise their funds.
Let’s deal with in-house training first- since the creation of the infamous Baker Days in the 1980s, schools have been expected to dedicate five days per year to training their staff. In Darwinian style, different schools have adapted this requirement to suit their needs. Certain schools hire out hotels to treat staff to a day out, away from the school environment. These events could be beneficial in breaking up unhelpful cliques that exist by forcing people out of their comfort niches; it also scuppers the tendency for individuals to slink off to their offices when they think no-one is looking. The more cynical may view these days as an unnecessarily frivolous attempt by SLG to distract teachers’ attention away from deeply entrenched problems with a “jolly”.
Other schools stretch the system by giving teachers extra days off in exchange for twilight sessions. Training is delivered through a series of after-school sessions rather than having an entire day dedicated to it. Whilst there are clear morale-boosting benefits, these sessions can end becoming too dispersed and viewed as an “add on” to the general school day rather than something worthwhile in its own right.
In Kent, school’s priorities are changing with the introduction of ‘Building Schools for the Future’; certain schools have started a new programme whereby students are sent packing for one afternoon per week, giving staff the extra time to take part in different training exercises both as a whole body and in smaller planning “parties”. This unsurprisingly has been celebrated by pupils, and staff have also started to see the benefits. It allows for continuity, helps to develop relationships across subjects and ensures that teachers feel included in the ethos of the school. It does however require careful organisation and staff feedback has shown that certain sessions have been received more favourably than others. The key to any in-house training is careful consideration of how to make the subject in hand relevant and accessible to all teachers. No mean feat given that they are the most unforgiving and judgemental audience one could ever have.
Despite the problems that exist within schools, Heads still have the luxury of control and are ultimately responsible for the programmes that they put in place. Outside of school, opportunities for CPD operate within an unregulated minefield. When teachers gain a fraction of responsibility, they are almost ironically immersed in a paper jungle. On a daily basis, they are forced to wade through an exotic array of courses offered by a myriad of institutions including: museums, galleries, commercial companies, universities, examining boards and LEAs. Teachers have to battle against the attitude that one is not a real pedagogue unless they are holding court in front of a class. Every time they consider taking time out of school, they are aware that they are leaving classes to be covered and will have to pick up the consequent behaviour issues and marking when they return. This can make individuals reluctant to research courses (this is on the proviso they even have time to do this) that could be crucial to their development. With institutions charging anything from £180- 300, courses cannot be booked on a whim (“That leaflet looks super!”) and schools are under increasing pressure to ensure they are getting value for money.
Let’s be honest, most teachers have experienced pointless courses. There are several reasons why independent courses can fail to inspire. Courses that claim to get the most techno-phobic teacher ICT savvy, can be relatively futile if they do not focus on the specific software that participants use at their school. Other courses may be pitched incorrectly and rely far too much on teachers sharing “good practice”: writing wonderful things on post it notes and sticking them on sugar paper. These always end with a “plenary” where the facilitator regurgitates banal clichés and patronisingly pats everyone on the back. As one teacher remarked:
‘It was all very posh. We had little notepads, pencils and bottles of water on the tables. But I could have delivered a better course myself. It didn’t tell me anything I didn’t know.’
These bad cappuccino (all froth and no substance) events generally leave teachers feeling disheartened and complacent. Teachers can also feel stressed about how they will feedback about unsatisfactory courses. If they are negative, then they could seem ungrateful; it may also mean that SLG are less willing to authorise courses inn the future. It is very difficult to ascertain from the advertising jargon crammed in bulging pigeon holes what courses are actually worth their salt.
Some of the best courses are predictably run by examining bodies. However, these have also faced criticism; chief examiners have been accused of “moonlighting”: earning private money when they should be focused upon improving the current assessment system. As these courses flourish, another worry is that exam boards will become more reluctant to distribute free materials and resources to schools. Why face these costs when they can charge money and make a profit? Schools are at their mercy; the courses cannot help but be relevant as these bodies dictate what the pupils need to know in their exams. Therefore, even if the provider is bum-numbingly inept, the content will be greedily gobbled up by teachers under pressure to meet their performance management targets.
The attitude of Head Teachers can be detrimental too, one Head stated that courses ‘Really should be cream-cake and coffee time.’ Given the prevalence of views such as this, it is not surprising that The Training and Development Agency found that 41% of schools had never consulted national organisations. Insular behaviour can lead to schools becoming archaically ignorant.
Although at present there is a distinct lack of a system of accreditation for commercial courses, there is some good news. Teachers TV have employed regional CPD advisors and in autumn 2008, the TDA finally launched a national database for CPD. This was spear-headed by former London Schools Commissioner, Tim Brighouse who argues that: ‘for too long CPD was the Cinderella of school budget making.’ His wish is for the database to emulate the Amazon book review website; it should be a forum for teachers to share their experiences and for courses to gain the credit they truly deserve. In the private sector, any form of CPD is carefully assessed and culled if it is not immediately successful. Companies that play with tax-payers’ money should face the same kind of scrutiny. Nevertheless, the database will not perform this function unless teachers take time to feedback on their experiences.
So what’s the answer? Greater accountability and sharing of good practice?
Funny that.
With the learning manager revolution, every school should have someone who is directly responsible for facilitating CPD. This involves answering the difficult “chicken and the egg” question of how far CPD should be influenced by the schools' development plan or by teacher need. Is it possible that it can promote teachers’ careers and improve the overall performance of schools too? Another balance that also needs to be struck is between time dedicated to subject areas and pastoral issues. The expectations are perhaps spread too thinly; the conflicting nature of these aims makes it easy to see why some schools are failing to make CPD useful and accessible to all their staff.
LEAs recommend how much schools should be spending on CPD; for instance, Southwark Council recommend that 1% of a school’s overall budget should be dedicated to developing teachers. That said, schools operate a certain amount of discretion over how these funds are spent. This freedom is beneficial but it has led to vast disparities in how different schools utilise their funds.
Let’s deal with in-house training first- since the creation of the infamous Baker Days in the 1980s, schools have been expected to dedicate five days per year to training their staff. In Darwinian style, different schools have adapted this requirement to suit their needs. Certain schools hire out hotels to treat staff to a day out, away from the school environment. These events could be beneficial in breaking up unhelpful cliques that exist by forcing people out of their comfort niches; it also scuppers the tendency for individuals to slink off to their offices when they think no-one is looking. The more cynical may view these days as an unnecessarily frivolous attempt by SLG to distract teachers’ attention away from deeply entrenched problems with a “jolly”.
Other schools stretch the system by giving teachers extra days off in exchange for twilight sessions. Training is delivered through a series of after-school sessions rather than having an entire day dedicated to it. Whilst there are clear morale-boosting benefits, these sessions can end becoming too dispersed and viewed as an “add on” to the general school day rather than something worthwhile in its own right.
In Kent, school’s priorities are changing with the introduction of ‘Building Schools for the Future’; certain schools have started a new programme whereby students are sent packing for one afternoon per week, giving staff the extra time to take part in different training exercises both as a whole body and in smaller planning “parties”. This unsurprisingly has been celebrated by pupils, and staff have also started to see the benefits. It allows for continuity, helps to develop relationships across subjects and ensures that teachers feel included in the ethos of the school. It does however require careful organisation and staff feedback has shown that certain sessions have been received more favourably than others. The key to any in-house training is careful consideration of how to make the subject in hand relevant and accessible to all teachers. No mean feat given that they are the most unforgiving and judgemental audience one could ever have.
Despite the problems that exist within schools, Heads still have the luxury of control and are ultimately responsible for the programmes that they put in place. Outside of school, opportunities for CPD operate within an unregulated minefield. When teachers gain a fraction of responsibility, they are almost ironically immersed in a paper jungle. On a daily basis, they are forced to wade through an exotic array of courses offered by a myriad of institutions including: museums, galleries, commercial companies, universities, examining boards and LEAs. Teachers have to battle against the attitude that one is not a real pedagogue unless they are holding court in front of a class. Every time they consider taking time out of school, they are aware that they are leaving classes to be covered and will have to pick up the consequent behaviour issues and marking when they return. This can make individuals reluctant to research courses (this is on the proviso they even have time to do this) that could be crucial to their development. With institutions charging anything from £180- 300, courses cannot be booked on a whim (“That leaflet looks super!”) and schools are under increasing pressure to ensure they are getting value for money.
Let’s be honest, most teachers have experienced pointless courses. There are several reasons why independent courses can fail to inspire. Courses that claim to get the most techno-phobic teacher ICT savvy, can be relatively futile if they do not focus on the specific software that participants use at their school. Other courses may be pitched incorrectly and rely far too much on teachers sharing “good practice”: writing wonderful things on post it notes and sticking them on sugar paper. These always end with a “plenary” where the facilitator regurgitates banal clichés and patronisingly pats everyone on the back. As one teacher remarked:
‘It was all very posh. We had little notepads, pencils and bottles of water on the tables. But I could have delivered a better course myself. It didn’t tell me anything I didn’t know.’
These bad cappuccino (all froth and no substance) events generally leave teachers feeling disheartened and complacent. Teachers can also feel stressed about how they will feedback about unsatisfactory courses. If they are negative, then they could seem ungrateful; it may also mean that SLG are less willing to authorise courses inn the future. It is very difficult to ascertain from the advertising jargon crammed in bulging pigeon holes what courses are actually worth their salt.
Some of the best courses are predictably run by examining bodies. However, these have also faced criticism; chief examiners have been accused of “moonlighting”: earning private money when they should be focused upon improving the current assessment system. As these courses flourish, another worry is that exam boards will become more reluctant to distribute free materials and resources to schools. Why face these costs when they can charge money and make a profit? Schools are at their mercy; the courses cannot help but be relevant as these bodies dictate what the pupils need to know in their exams. Therefore, even if the provider is bum-numbingly inept, the content will be greedily gobbled up by teachers under pressure to meet their performance management targets.
The attitude of Head Teachers can be detrimental too, one Head stated that courses ‘Really should be cream-cake and coffee time.’ Given the prevalence of views such as this, it is not surprising that The Training and Development Agency found that 41% of schools had never consulted national organisations. Insular behaviour can lead to schools becoming archaically ignorant.
Although at present there is a distinct lack of a system of accreditation for commercial courses, there is some good news. Teachers TV have employed regional CPD advisors and in autumn 2008, the TDA finally launched a national database for CPD. This was spear-headed by former London Schools Commissioner, Tim Brighouse who argues that: ‘for too long CPD was the Cinderella of school budget making.’ His wish is for the database to emulate the Amazon book review website; it should be a forum for teachers to share their experiences and for courses to gain the credit they truly deserve. In the private sector, any form of CPD is carefully assessed and culled if it is not immediately successful. Companies that play with tax-payers’ money should face the same kind of scrutiny. Nevertheless, the database will not perform this function unless teachers take time to feedback on their experiences.
So what’s the answer? Greater accountability and sharing of good practice?
Funny that.
Wednesday, 24 December 2008
Does Barack Obama understand my empty diary fear?
A friend of mine has just had a baby. Motherhood fills me with “car crash” fascination but I managed to participate in some semblance of polite conversation by asking her if she was scared. For her, the most perturbing aspect of imminent motherhood was that, post due date, her diary was… blank. Admittedly, the stark white pages are an apt symbol for the uncharted territory upon which she was embarking. How can one plan for a future they have no former understanding of?
Ironically, I can now empathise with her seemingly blasé answer, albeit in a very different way. Like Obama, I have made a drastic career change for 2009. I have left teaching for journalism; gone are the common garden parents evenings and report deadlines that have filled my new diaries for the past five years. I am left in an abyss of uncertainty.
So in some very small, inconsequential way, I think Barack and I have a connection. Arguably Barack Obama is one of the most inexperienced presidents to date. Even Peanut farmer Carter had a stint as governor. Therefore I am curious how he feels about his new diary. In one of his rousing campaign speeches, he talked of shutting the page on past policy and turning to a new chapter. While the metaphor fits nicely with my point, he should not be too hasty.
Obama has apparently been reading up on Lincoln recently. I hope this is not just part of the carefully coiffed media campaign that surrounds the “Barack Phenomenon”. Historian, James McPherson, argues: ‘A president who reads history, knows history and realises the value of understanding history.’ Before one ventures into the unknown, it is crucial they make sense of what has gone before them. Yes, America needs change but Obama must ensure he firstly has an intricate understanding of what, exactly, he is changing and the inevitable consequences; secondly he must calculate how he can create new policy that will not mirror mistakes of the past.
His problem is that he faces too many problems and everyone is banking on him to solve the woes of the world. Internationally he needs to edit “War on Terror” rhetoric without seeming weak; remain strong in his dealing with countries that pose a nuclear threat like Iran and keep the up and coming superpower of Russia, China and India at bay. Domestically he needs to take on the albatross that is the economic recession with additional problems including social security, tax redistribution and amending NAFTA to appease the protectionist contingent. He is also operating under the all consuming cloud of climate change.
Can Barack Obama dodge all of the obstacles and pitfalls that have harangued presidents of the past? It is difficult for even the most optimistic to believe that he the magical exception and his bi-partisan, technocrat approach, focusing on “what works”, may actually end up satisfying no-one. His cabinet appointments have already disappointed female academics. Only 5 out of 20 jobs have gone to women and critics feel that this does not represent the kind of change that they had hoped for. Homosexuals are upset with his decision to have Pastor Rick Warren lead the invocation on Jan 20th. The cynical may argue that the Barack campaign for change has encouraged all facets of society to look into a magic mirror and perceive the change they want to see rather than read between the lines carefully and actually see the moderate, pragmatic approach that Barack believes he has never hidden. He may have been ideologically saddled with far too much baggage and if that is the case then some has to be culled or he will fall.
Suddenly my empty diary seems slightly less worrying.
Ironically, I can now empathise with her seemingly blasé answer, albeit in a very different way. Like Obama, I have made a drastic career change for 2009. I have left teaching for journalism; gone are the common garden parents evenings and report deadlines that have filled my new diaries for the past five years. I am left in an abyss of uncertainty.
So in some very small, inconsequential way, I think Barack and I have a connection. Arguably Barack Obama is one of the most inexperienced presidents to date. Even Peanut farmer Carter had a stint as governor. Therefore I am curious how he feels about his new diary. In one of his rousing campaign speeches, he talked of shutting the page on past policy and turning to a new chapter. While the metaphor fits nicely with my point, he should not be too hasty.
Obama has apparently been reading up on Lincoln recently. I hope this is not just part of the carefully coiffed media campaign that surrounds the “Barack Phenomenon”. Historian, James McPherson, argues: ‘A president who reads history, knows history and realises the value of understanding history.’ Before one ventures into the unknown, it is crucial they make sense of what has gone before them. Yes, America needs change but Obama must ensure he firstly has an intricate understanding of what, exactly, he is changing and the inevitable consequences; secondly he must calculate how he can create new policy that will not mirror mistakes of the past.
His problem is that he faces too many problems and everyone is banking on him to solve the woes of the world. Internationally he needs to edit “War on Terror” rhetoric without seeming weak; remain strong in his dealing with countries that pose a nuclear threat like Iran and keep the up and coming superpower of Russia, China and India at bay. Domestically he needs to take on the albatross that is the economic recession with additional problems including social security, tax redistribution and amending NAFTA to appease the protectionist contingent. He is also operating under the all consuming cloud of climate change.
Can Barack Obama dodge all of the obstacles and pitfalls that have harangued presidents of the past? It is difficult for even the most optimistic to believe that he the magical exception and his bi-partisan, technocrat approach, focusing on “what works”, may actually end up satisfying no-one. His cabinet appointments have already disappointed female academics. Only 5 out of 20 jobs have gone to women and critics feel that this does not represent the kind of change that they had hoped for. Homosexuals are upset with his decision to have Pastor Rick Warren lead the invocation on Jan 20th. The cynical may argue that the Barack campaign for change has encouraged all facets of society to look into a magic mirror and perceive the change they want to see rather than read between the lines carefully and actually see the moderate, pragmatic approach that Barack believes he has never hidden. He may have been ideologically saddled with far too much baggage and if that is the case then some has to be culled or he will fall.
Suddenly my empty diary seems slightly less worrying.
Friday, 31 October 2008
Poll an All-Nighter
In the Electoral College the vote is not directly proportional. Each state is allocated votes based upon its population. Winner of popular vote=winner of all ECV votes (except Nebraska and Maine) This is why 3rd parties/independents have NO chance- 1992 Ross Perot 19% pop vote but ECVs? Not a sausage.
1st candidate to get 270 ECVs, wins. Sounds simple...
3X the president has won election without winning popular vote- last one being in 2000
ECV Heavy weights are California (55), New York (31) and Texas (34) HOWEVER they have boringly voted the same way (D/D/R) since 1976, Swing states are what you want to watch out for.
Battleground states- these are where battle is actually fought. Historically the friskiest states have been Florida, Ohio and Pennsylvania. But this year many believe that the election will be fought in the mountain states- Colorado, Nevada and New Mexico
What channel shall I watch?
Sky- have created own mini White House in Biscayne Bay, Miami. 54 ft yacht, loads of special guests. Live coverage 11pm-6am with key reporters in D/R camps and battleground states
BBC- Dimbleby joins BBC America anchor Matt Frei for live coverage 11.15am-6am. They will also have detailed analysis from Jeremy Vine and ABC former anchor Ted Koppel. They will have reporters in swing states, with bloggers in Times Sq and John Simpson will be charting black reaction
ITV- Trevor McDonald will introduce proceedings with the News at 10 and live coverage will begin from midnight. Principal coverage will come from Washington Correspondent John Irvine, International editor Bill Neely and senior correspondent James Mates.
CNN are holding (in their words) "The most demanding and technological production" it has ever staged. There will be minute by minute reportage with John King. He will use a "magic wall" to break down data from key states.
Staffing numbers-
BBC- 50 permanent +125
ITV 15-20
Sky 40
Your Guide to Election Night (timings based on 2004)
11pm- coverage starts but nothing much happens for awhile so kick back and decide who you are backing- McCain or Obama? If you are going red, have a tipple of McCain’s favourite tipple: Stoli vodka. If you are going blue then unfortunately Obama’s favourite drink is water. Bad luck.
1.20am North Carolina
ECV- 15
Polls-Toss up
2004 R
Demo- 74% W 22%B
Important info- Hasn’t gone D since 1976, Economy and black vote, could be state that decides if Obama wins easily
Eat: Sweet potato chips
1.40am Virginia
• ECV 13
• Polls- D leaning
• 2004 R
• Demo- 73% W 20% B
• Important info- Traditional R but gradual shift seen in 2006 senate race, Northern Liberals, last time state went D was 1964
• Eat: peanuts and maybe have a cigarette if that is your thing
2am New York
• ECV- 31
• Democrat state
• Eat/Drink: Long Island Iced Tea and a bagel with a schmear
Texas
• ECV-34
• Republican big hitter
• Eat- BBQ chicken- finger lickin' good
3.16am- Missouri
• ECV 17
• Polls-D solid
• 2004- D
• Demo W 84% B11%
• Important info- Has voted with presidency in every election bar one since 1900. High turnout for D primary and BO hails from neighbouring Illinois
• Drink- copious amounts of Budweiser
3.40am – Pennsylvania
• ECV-21
• Polls- D solid
• 2004- D
• Demo- W 84% B 10%
• Important info- BO lost to HC by 10 points in primary- blue collar workers. He needs to appeal to urbanites as Mc will win in rural areas
• Eat- have a slice of shoofly pie (treacle tart)
4am California-
• ECV- a greedy 55
• A democrat safeseat
• Drink- open a bottle of Jacob's Creek
4.22am- Colorado
• ECV 9
• Polls- D leaning
• 2004- R
• Demo- W 74.5% B 3.8%
• Important info- D convention held here, Big D win for Dem Governor Bill Ritter 2006. BUT McCain comes from neighbouring Arizona
• Drink- time for another brewski? Make it a Coors
5.27am Florida
• ECV 27
• Polls- Toss up
• 2004- R
• Demo-65.4% W, 14.6% B
• Important info- OB has lead despite lack of campaigning for primary. Ghost of voting debacle 2000
• Eat- If you have room, cut a slice of key lime pie
6am- Ohio
• ECV 20
• Polls- D leaning
• 2004- R
• Demo 84% W, 10% B
• Important info- Major battleground in 2004, McC- huge appeal in south but Reps have faced scandal in state. OB needs to tackle blue collar workers and opposition to free trade agreement he has endorsed
• Drink: Breakfast time! Nurse the hangover with a bloody mary- tomato juice is Ohio's state beverage
You may need to go to work now…
4.34pm Nevada
• ECV- 5
• Polls- Dem leaning
• 2004 R
• Demo- 65% W, 6.8% B, Hispanic 19.7%
• Important info- BO is counting on influx of outsiders- 10% population increase in last 3 years. Latinos like McC’s moderation on immigration. Deciding factor could be stance on proposed nuclear site at Yacca Mountain. McC for, BO against
Another important state that didn’t call before Bush reached 270 in 2004
New Mexico
• ECV 5
• Polls D leaning
• 2004 D
• Demo- 44% W, 1.9% B and 42.1% Hispanic
• Important info- part of the trio of mountain states set to decide election. Famous for recent nailbiters- Bush won by 6000 votes in 2000 and Kerry won by 600 in 2004. Both candidates believe they have advantage- McC due to Arizona roots and Bo because of his endorsement from popular state governor Bill Richardson
• Drink- Hair of dog? Grab a bottle of Sol and stick a wedge of lime in it
What do you do if you want to go to bed before 6am?
New Hampshire may only have 4ECVs but it has historically been a good indicator of the eventual winner
The other theory goes, if one candidate wins Florida (27), Pennsylvania (21), Ohio(20), North Carolina(15) and Virginia(13) then they are a pretty safe bet!
1st candidate to get 270 ECVs, wins. Sounds simple...
3X the president has won election without winning popular vote- last one being in 2000
ECV Heavy weights are California (55), New York (31) and Texas (34) HOWEVER they have boringly voted the same way (D/D/R) since 1976, Swing states are what you want to watch out for.
Battleground states- these are where battle is actually fought. Historically the friskiest states have been Florida, Ohio and Pennsylvania. But this year many believe that the election will be fought in the mountain states- Colorado, Nevada and New Mexico
What channel shall I watch?
Sky- have created own mini White House in Biscayne Bay, Miami. 54 ft yacht, loads of special guests. Live coverage 11pm-6am with key reporters in D/R camps and battleground states
BBC- Dimbleby joins BBC America anchor Matt Frei for live coverage 11.15am-6am. They will also have detailed analysis from Jeremy Vine and ABC former anchor Ted Koppel. They will have reporters in swing states, with bloggers in Times Sq and John Simpson will be charting black reaction
ITV- Trevor McDonald will introduce proceedings with the News at 10 and live coverage will begin from midnight. Principal coverage will come from Washington Correspondent John Irvine, International editor Bill Neely and senior correspondent James Mates.
CNN are holding (in their words) "The most demanding and technological production" it has ever staged. There will be minute by minute reportage with John King. He will use a "magic wall" to break down data from key states.
Staffing numbers-
BBC- 50 permanent +125
ITV 15-20
Sky 40
Your Guide to Election Night (timings based on 2004)
11pm- coverage starts but nothing much happens for awhile so kick back and decide who you are backing- McCain or Obama? If you are going red, have a tipple of McCain’s favourite tipple: Stoli vodka. If you are going blue then unfortunately Obama’s favourite drink is water. Bad luck.
1.20am North Carolina
ECV- 15
Polls-Toss up
2004 R
Demo- 74% W 22%B
Important info- Hasn’t gone D since 1976, Economy and black vote, could be state that decides if Obama wins easily
Eat: Sweet potato chips
1.40am Virginia
• ECV 13
• Polls- D leaning
• 2004 R
• Demo- 73% W 20% B
• Important info- Traditional R but gradual shift seen in 2006 senate race, Northern Liberals, last time state went D was 1964
• Eat: peanuts and maybe have a cigarette if that is your thing
2am New York
• ECV- 31
• Democrat state
• Eat/Drink: Long Island Iced Tea and a bagel with a schmear
Texas
• ECV-34
• Republican big hitter
• Eat- BBQ chicken- finger lickin' good
3.16am- Missouri
• ECV 17
• Polls-D solid
• 2004- D
• Demo W 84% B11%
• Important info- Has voted with presidency in every election bar one since 1900. High turnout for D primary and BO hails from neighbouring Illinois
• Drink- copious amounts of Budweiser
3.40am – Pennsylvania
• ECV-21
• Polls- D solid
• 2004- D
• Demo- W 84% B 10%
• Important info- BO lost to HC by 10 points in primary- blue collar workers. He needs to appeal to urbanites as Mc will win in rural areas
• Eat- have a slice of shoofly pie (treacle tart)
4am California-
• ECV- a greedy 55
• A democrat safeseat
• Drink- open a bottle of Jacob's Creek
4.22am- Colorado
• ECV 9
• Polls- D leaning
• 2004- R
• Demo- W 74.5% B 3.8%
• Important info- D convention held here, Big D win for Dem Governor Bill Ritter 2006. BUT McCain comes from neighbouring Arizona
• Drink- time for another brewski? Make it a Coors
5.27am Florida
• ECV 27
• Polls- Toss up
• 2004- R
• Demo-65.4% W, 14.6% B
• Important info- OB has lead despite lack of campaigning for primary. Ghost of voting debacle 2000
• Eat- If you have room, cut a slice of key lime pie
6am- Ohio
• ECV 20
• Polls- D leaning
• 2004- R
• Demo 84% W, 10% B
• Important info- Major battleground in 2004, McC- huge appeal in south but Reps have faced scandal in state. OB needs to tackle blue collar workers and opposition to free trade agreement he has endorsed
• Drink: Breakfast time! Nurse the hangover with a bloody mary- tomato juice is Ohio's state beverage
You may need to go to work now…
4.34pm Nevada
• ECV- 5
• Polls- Dem leaning
• 2004 R
• Demo- 65% W, 6.8% B, Hispanic 19.7%
• Important info- BO is counting on influx of outsiders- 10% population increase in last 3 years. Latinos like McC’s moderation on immigration. Deciding factor could be stance on proposed nuclear site at Yacca Mountain. McC for, BO against
Another important state that didn’t call before Bush reached 270 in 2004
New Mexico
• ECV 5
• Polls D leaning
• 2004 D
• Demo- 44% W, 1.9% B and 42.1% Hispanic
• Important info- part of the trio of mountain states set to decide election. Famous for recent nailbiters- Bush won by 6000 votes in 2000 and Kerry won by 600 in 2004. Both candidates believe they have advantage- McC due to Arizona roots and Bo because of his endorsement from popular state governor Bill Richardson
• Drink- Hair of dog? Grab a bottle of Sol and stick a wedge of lime in it
What do you do if you want to go to bed before 6am?
New Hampshire may only have 4ECVs but it has historically been a good indicator of the eventual winner
The other theory goes, if one candidate wins Florida (27), Pennsylvania (21), Ohio(20), North Carolina(15) and Virginia(13) then they are a pretty safe bet!
Male Bonding- going back to your Neolithic roots
Hunting? Bad. Against the law even. Nevertheless men need to fulfill their desire and role as hunter-gatherers. At some point, they are also in the position where they have to plan a big all-male event: as best man, for a birthday, bar mitzvah or just because they have more money than sense. Therefore it makes sense to investigate what other options there are available for men who just want to step back in time and get all Neanderthal.
Bolving
What?
Apparently an archaic tradition in Exmoor although some argue that it is a relatively new phenomenon. The red deer there are mainly silent and live separately for most of the year. This all changes when it comes to mating season- Sept- early Nov. Stags engage in roaring contests where they make deep guttural noises to attract females and intimidate other males.
Why?
Bolving evolved when hunting was de rigueur and farmers used to mimic the deers’ wails in order to lure and snuff them out. This deceptive behaviour is not really the done thing anymore but the men of Exmoor grew so attached to this practice, they gave it a name, bolving and turned it into a sport all of its own.
When?
The 5th annual bolving competition took place in Dulverton on the 18th October and was well received- raising £1,800 for charity. The competition was judged on sound quality, pitch and the deers’ response. After the event, participants and spectators all pile back to The Rock Inn for the prize-giving ceremony. Due to press coverage the previous year, there was a mass influx of supporters. It could certainly be an interesting location to consider if you are trying to organize a stag do for next year. It will be young bucks a-plently.
Contact: email: mal@webmagik.co.uk or post: The Organisers, Bolving Competition 2009, The Rock House Inn, 1 Jury Road, Dulverton, West Somerset, TA22 9DU
Clay Pigeon Shooting
What?
This one is fairly well known. This is a mocked up version of using a shotgun to kill birds. There are different variations but essentially you will stand in a particular place and clay disks will be released at different points into the sky and you will shoot at them. When you hit stuff, you will rack up points and be able to compete with your comrades.
Why?
Bird Shooting was made illegal in 1921 so this little game has become increasingly popular ever since. You can get the thrill of the hit or kill without feeling guilty when you see tweety-pie.
When?
Whenever you want! Since no living things are involved, you are not at the mercy of their seasonal whims. Laser Pigeon Shooting is now available indoors so you don’t even have to brave the cold outdoors. This could also be good if you want to bring some youngsters with you.
Contact: Direct email to Olly Searl claypigeonshoot@tiscali.co.uk
Drag Hunting
What?
A group of dogs chase a scent that has been laid over the course. Prior to the start of the race, scent (aniseed oil and possibly animal meats) is dragged by a volunteer several miles to wherever the finish line is. The hound first crossing the finish line wins the race. A variation on this is that the hounds are followed by riders on horseback and the hunt ends when the dogs catch up with the scent-layer.
Why?
Fox hunting was banned in 2005 so this is the closest you can get I’m afraid. It’s a fun way to get involved with the spirit of the hunt without injuring or killing innocent animals.
When?
The North East Cheshire Drag Hunt’s season runs from September to March with a drag hunt every Saturday. It costs roughly £40 to participate in an event lasting 3-4 hours.
Contact: Pam Gregory, for more information on 07887 687067 / 01782 511684.
Cyber Hunting
What?
Fairly straightforward- buy or download a package that allows you recreate the hunting environment of your choice. You could even decorate your front-room to create a ambient wilderness. Too much bother? Yeah…
Why?
If none of the above rock your world then you may want to indulge in some hunting simulation. You and you bonding chums can disappear into a simple world of the past and experience the intense competition without even having to venture outside. There are tons of options available to you.
When?
Now! Check out some of these websites to get the ball rolling:
• sports.espn.go.com: A selection of hunting games that can be downloaded for free from their website. Try Deer Hunting, It’s Time to Hunt Turkey, Bear Hunting and the Outdoors Shootout. Unlike some hunting games, these titles show realistic looking graphics, giving you a richer experience.
• terragame.com: This website is filled with downloadable video games including hunting, board games, puzzle, simulation, sports, racing, gambling and strategy games. You can either purchase or try out the demos to see what they are like.
• bubbletoonia.com: Offers free online point and click games including Big Bird Hunting. By using a bow and arrow, try to shoot down birds as they fly across your screen.
Bolving
What?
Apparently an archaic tradition in Exmoor although some argue that it is a relatively new phenomenon. The red deer there are mainly silent and live separately for most of the year. This all changes when it comes to mating season- Sept- early Nov. Stags engage in roaring contests where they make deep guttural noises to attract females and intimidate other males.
Why?
Bolving evolved when hunting was de rigueur and farmers used to mimic the deers’ wails in order to lure and snuff them out. This deceptive behaviour is not really the done thing anymore but the men of Exmoor grew so attached to this practice, they gave it a name, bolving and turned it into a sport all of its own.
When?
The 5th annual bolving competition took place in Dulverton on the 18th October and was well received- raising £1,800 for charity. The competition was judged on sound quality, pitch and the deers’ response. After the event, participants and spectators all pile back to The Rock Inn for the prize-giving ceremony. Due to press coverage the previous year, there was a mass influx of supporters. It could certainly be an interesting location to consider if you are trying to organize a stag do for next year. It will be young bucks a-plently.
Contact: email: mal@webmagik.co.uk or post: The Organisers, Bolving Competition 2009, The Rock House Inn, 1 Jury Road, Dulverton, West Somerset, TA22 9DU
Clay Pigeon Shooting
What?
This one is fairly well known. This is a mocked up version of using a shotgun to kill birds. There are different variations but essentially you will stand in a particular place and clay disks will be released at different points into the sky and you will shoot at them. When you hit stuff, you will rack up points and be able to compete with your comrades.
Why?
Bird Shooting was made illegal in 1921 so this little game has become increasingly popular ever since. You can get the thrill of the hit or kill without feeling guilty when you see tweety-pie.
When?
Whenever you want! Since no living things are involved, you are not at the mercy of their seasonal whims. Laser Pigeon Shooting is now available indoors so you don’t even have to brave the cold outdoors. This could also be good if you want to bring some youngsters with you.
Contact: Direct email to Olly Searl claypigeonshoot@tiscali.co.uk
Drag Hunting
What?
A group of dogs chase a scent that has been laid over the course. Prior to the start of the race, scent (aniseed oil and possibly animal meats) is dragged by a volunteer several miles to wherever the finish line is. The hound first crossing the finish line wins the race. A variation on this is that the hounds are followed by riders on horseback and the hunt ends when the dogs catch up with the scent-layer.
Why?
Fox hunting was banned in 2005 so this is the closest you can get I’m afraid. It’s a fun way to get involved with the spirit of the hunt without injuring or killing innocent animals.
When?
The North East Cheshire Drag Hunt’s season runs from September to March with a drag hunt every Saturday. It costs roughly £40 to participate in an event lasting 3-4 hours.
Contact: Pam Gregory, for more information on 07887 687067 / 01782 511684.
Cyber Hunting
What?
Fairly straightforward- buy or download a package that allows you recreate the hunting environment of your choice. You could even decorate your front-room to create a ambient wilderness. Too much bother? Yeah…
Why?
If none of the above rock your world then you may want to indulge in some hunting simulation. You and you bonding chums can disappear into a simple world of the past and experience the intense competition without even having to venture outside. There are tons of options available to you.
When?
Now! Check out some of these websites to get the ball rolling:
• sports.espn.go.com: A selection of hunting games that can be downloaded for free from their website. Try Deer Hunting, It’s Time to Hunt Turkey, Bear Hunting and the Outdoors Shootout. Unlike some hunting games, these titles show realistic looking graphics, giving you a richer experience.
• terragame.com: This website is filled with downloadable video games including hunting, board games, puzzle, simulation, sports, racing, gambling and strategy games. You can either purchase or try out the demos to see what they are like.
• bubbletoonia.com: Offers free online point and click games including Big Bird Hunting. By using a bow and arrow, try to shoot down birds as they fly across your screen.
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