Focus on Education November 2021 No.5

I was most impressed by the mature and articulate way in which a number of our Year 7 students answered my questions about their experience so far at HGS. We hadn’t rehearsed, yet they spoke with very natural enthusiasm and clarity. I was equally impressed by the way our Senior Prefects read their poems and prayers at our Remembrance Assembly. They displayed great dignity and poise.

When discussing communication with my Enrichment group they had plenty to say about the importance of both verbal and non-verbal communication in all their interactions, and about how they need to vary message, delivery and response according to their audience. They related this to the performances of our political leaders at home and abroad when we were navigating the broad issue of leadership.

Communication is key to all we do as leaders in the wider sense – whether we are Prefects, House Captains, leaders of a political party or captains of industry. We need to be clear, concise and empathetic in our communication. Sometimes we need to argue our case and perhaps sometimes we need to listen more than we talk. The key is we need to fully understand the power of words as well as deeds. Words can be uplifting, they can be inspirational, they can be pernicious and they can provide solace. They should be used carefully at all times.

All our children are different, and some are naturally more reserved than others. That is fine as our job is to know them as individuals, to help them grow in self-belief, and to develop their skills of oracy and communication, so important for their future lives.

Stay well and safe.

Be kind to yourself and others.

Best wishes,

Dr Bird

Lord Mayor’s Quiz Teams

The Year 12 and Year 13 quiz teams represented the school at the annual Lord Mayor’s Quiz in the Great Hall ta the University of Birmingham on 25th November.

 

The two teams did very well and the year 12 team achieved our highest ever placing, 8th from a total of 28 teams.

 

The year 13 team finished a very creditable 14th in an event which was won by the team from King Edward’s School.

 

Mr Conway

King Edward VI Foundation EDI Statement

Please click here to view the King Edward VI Foundation EDI Statement.

Trussell Trust Foodbank 2021

We are launching our collection for the Trussell Trust Foodbank slightly earlier this year due to the extremely high demand across Birmingham (and indeed across the country) for donations of food due to the devastating impact of COVID-19 on families and their communities. Please give as generously as you can.

Every day people in the UK go hungry for reasons ranging from redundancy to receiving an unexpected bill on a low income. Trussell Trust Foodbanks provide a minimum of three days’ emergency food and support to people experiencing crisis in the UK and specifically in Birmingham.

Over 13 million people live below the poverty line in the UK.

Foodbanks feed some 1,200,000 people nationwide. Of those helped, approximately 500,000 are children.

At HGS we can do something to help, if every student in the school brings in just one item we will be able to donate more than a 1,000 items to the Trussell Trust’s FoodBank in Birmingham.

Tins and packets are the best items to donate. Please see the list below for ideas about what to donate.

Milk (UHT or powdered)Rice pudding (tinned)
Sugar (500g)Tea Bags/instant coffee
Fruit juice (carton)Instant mash potato
SoupRice/pasta
Pasta saucesTinned meat/fish
Sponge pudding (tinned)Tinned fruit
Tomatoes (tinned)Jam
CerealsBiscuits or snack bars

We will be collecting items as above from Monday 29th November until Wednesday 15th December.

Please bring your donations to your Form Tutor or to Ms Brown in Room 3.  Please give as generously as you can.

We can make a real difference and be a force for good by working together to help other people who are less fortunate than ourselves.

Thank you.

Focus on Education November 2021 No. 4

EDI (Equality, Diversity, and Inclusion) ensures fair treatment and opportunity for all. It aims to eradicate prejudice and discrimination based on an individual or group of individuals’ protected characteristics.

Inclusion. What does that mean?

Inclusion means creating an environment where everyone feels welcome and valued. An inclusive environment can be enhanced once we are more aware of our unconscious biases (if they exist) and learn how to manage them.

Equality. What does that mean? At its core, equality means fairness: we must ensure that individuals, or groups of individuals, are not treated less favourably because of their protected characteristics. Equality also means equality of opportunity: we must also ensure that those who may be disadvantaged can get the tools they need to access the same, fair opportunities as their peers.

Diversity. What does that mean? Diversity is recognising, respecting, and celebrating each other’s differences. A diverse environment is one with a wide range of backgrounds and mindsets, which allows for an empowered culture of creativity and innovation.

There is a phrase above which some may not have heard much about before – protected characteristics. In 2010, The Equality Act identified protected characteristics as the following:

  • Age
  • Disability
  • Gender reassignment
  • Marriage and civil partnership
  • Pregnancy and maternity
  • Race
  • Religion or belief
  • Sex
  • Sexual orientation

Discrimination on the grounds of any of these characteristics is illegal. Discrimination can take many forms including direct discrimination, indirect discrimination, bullying, harassment and victimisation.

All organisations have a responsibility to ensure that everyone feels valued, welcome, and equal.

Let’s make a few things clear:

Equality, inclusion, and diversity is not about being a woke warrior.

It is not only a legal requirement, but it is fundamental to the mission of every school.

It is about ensuring that our community is driven by understanding and compassion.

It is also about making sure that everyone feels safe, welcome, and not judged.

I have a vision for our school community which is the same as my vision of how society at large should be. It is a vision where black, white, lesbian, gay, Christian, Muslim, Sikh, Jewish, disabled, single, married, old, young are equal in every way. The list is endless.

It is a community where all people, every student, every staff member, feel protected, empowered, cared for and equal.

By forging this in our school, and getting it right here in our community, we are empowering our students to get this right as they go about their daily lives, and as they leave HGS, they will become beacons of hope, ethical leaders and a Force for Good. This is why our Equality and Diversity committee is so important and Mr Mohsin and I look forward to our next meeting where we as a group are contextualising the protected characteristics mentioned above in order to raise awareness and understanding.

Stay well and safe.

Be kind to yourself and others.

Best wishes,

Dr Bird

 

 

 

 

 

 

 

 

 

 

 

 

Focus on Education November 2021 No. 3

This past week we had an important tradition to observe. Namely, Remembrance Assembly. On the actual day, last Thursday, ceremonies were held around the country, to commemorate the signing of the armistice that ended the First World War, at 11:00am on the 11th day of the 11th month. We always hold our Remembrance Assembly on the Friday before Remembrance Sunday.
Understandably, some of our students may wonder why we bother. Most of them will know the day commemorates those who lost their lives in war, predominantly the two World Wars of the last century. Commemorates, not celebrates. Remembrance Day does not glorify war. Far from it. It is intended as a time for us all to call to mind the great tragedy of war, and to pay our respects to those who perished, and to all whose lives were impacted. Neither is it some kind of historic taunt about winners and losers. All sides lose when nations take up arms against each other.

Simply put, Remembrance Day is, as the name suggests, a moment to remember. Indeed, one of central elements of any Remembrance Day service is the Ode that is read out, taken from a poem called “For The Fallen”. During the service, someone will recite:

“They shall grow not old, as we that are left grow old;
Age shall not weary them, nor the years condemn.
At the going down of the sun and in the morning
We will remember them.”
At which point, all those who gathered (which will be you this week) should repeat the final line together:
“We will remember them.”

Which is easy to say but, as the years go by, increasingly harder to do. Because in order to remember something, you need to know about it in the first place. And even if you do know about it, it needs to have relevance to remain stuck in your memory.

Not that many years ago, both those things were true for most people. In the years that followed the Second World War, most people had their own personal, usually painful, first-hand experiences to recall. Even in the later decades of the 20th Century, most of us had parents or grandparents who had been directly involved.

But in the past twenty years, those connections have faded. Today, very few of you will have a direct living connection with anyone who was touched by either of the World Wars. In my lifetime, the last veteran of World War One has died. In your lifetime, the last of those who fought in World War Two will also pass away. Who, then, are you supposed to remember? And why?

The why is fairly easy. As a great philosopher once said,

“Those who do not learn from history are doomed to repeat it”.

All well and good. You can learn about dates and battles. Death tolls and casualty figures. But how are those numbers relevant to you personally, in 2021? How can you make this week’s acts of remembrance mean more? That’s what HGS’s observances are about.

An Assembly has been held at this School every November for the past 103 years, partly to help each new generation of students understand why we should never be in a hurry to start another war. However, our commemoration is more than just a history lesson. It is more personal than that. It is also a tribute to those lost from our own School family. Realise that each name on the memorial plaques in Big School was a young man, not very much different in age or aspiration than our students today.

That connection is there for us all. Not a single nation amongst the many that are represented in the School today was untouched by the two World Wars. On Remembrance Assembly, we remember not just the fallen English soldiers, but the toll that was taken on young men in every country.

But not just young men. Overwhelmingly, it was them who paid with their lives in war. Yet women were not immune. Some fought, many others suffered the loss of their sons, husbands, brothers, fathers. Often barely out of school, little more than boys. When we read out the names of the fallen, I often wonder how it must have been for the mother who first heard that awful news.

I picture the Telegram boy turning into her street, that dreaded War Office message in hand. Imagine her silently praying that he would walk past her gate, deposit his grievous news at any other house but hers.
See her reading the first few words of that single stark line “The War Office deeply regrets to inform you…” Literally, a death sentence. Even now, a century on, how uncomfortable to picture any mother being told her son has been killed. Fathers grieve too of course. But each of us knows the special bond we have with our mother.

“We will remember them.”

So, if we wonder what all the fuss is about, I invite you to call to mind an image of a mother receiving the news that her son or husband has fallen as a casualty of war. I know it is harder for our and younger generations to repeat that line “We will remember them” with conviction. But that shouldn’t stop us from taking a moment to learn a little about what was sacrificed in the name of war. Not just by those who died, but also by those who had to go on living without them.

 

Stay well and safe.

Be kind to yourself and others.

Best wishes,

Dr Bird

Black History Month at HGS

Today, perhaps more than ever, it is essential that we appreciate the rich history of all those who have contributed to our country’s narrative and achievements.  Our nations are knitted together through the interweaving of multiple voices, and part of the role of a historian is to amplify these voices by bringing them to the fore.

It is in this spirit that we have commemorated Black History Month at HGS in October.  Year 7 students have been involved in an extra-curricular competition to produce a graphic on a Black individual to showcase his/her importance. Some of our A-level history students judged the entries.  Well done to Matthew Fenwick in 7N for designing the winning entry, his work on Mary Seacole (1805-1881) is presented below.  In Year 8 students have been considering the role of Black people in Elizabethan England – their status and treatment in the sixteenth century is contested by historians but their presence and role is undeniable. Some Year 9 classes have been considering the features of pre-colonial Africa before investigating the slave trade and its abolition. We had some outstanding work on Africa as well as lots of creative pieces on the contribution of Black people to Victorian England – well done to those students whose pieces (below) are noteworthy.  Further examples of such work will be displayed in the History Department area.  All Year 9 students have written an essay on the abolition of slavery.  Here we emphasised the roles played by Black people in ending their slavery including Ouladah Equiano (who spoke at Birmingham Town Hall) and leaders like Toussaint L’Overture and Samuel Sharpe.  The use of the Akala address at the Oxford Union provided a Black perspective to challenge white orthodoxy and its emphasis on William Wilberforce.  The work of Wilberforce was also celebrated by our students as an example of powerful interests using their influence to exact justice for all.  Moreover, Year 13 historians have been doing an in-depth study into the actions of African American groups and leaders to campaign for civil rights from 1865 to 1992 in the USA, and this is also an opportunity to reflect on current campaigns such as Black Lives Matter and set them in historical context.  Mrs Harvey’s whole-school activities mainly delivered through form time to recognise and celebrate the work of interesting and seminal Black individuals helped to complement our curricular work in the department.

Commemorating Black History Month has been important and very valuable to us but at the same time we realise that this is a subject that needs to be embedded in our curriculum throughout the year.  We are, therefore, able to announce the launching of a new Year 8 module known as African Kingdoms.  This has been researched, planned, and will be led by Mrs Yates for the whole department to benefit in the second half of the academic year.  Here we will investigate the richness and depth of several of the kingdoms of pre-colonial West Africa – these unique societies and achievements will allow all of us to look back in order to move forward in what is the diverse story of our world.

The History Department


Year 7 Black History Competition Winninng Piece by Matthew Fenwick (7N)

Notable Year 9 Work by Abhijay Banger 9A, Mohammed Ali Mirza 9G, Muhammad-Taha Zaman 9G

Remembrance Assembly 2021

King Edward VI Handsworth Grammar School for Boys held its annual Remembrance Assembly in Big School on Friday 12th November 2021. We were able to hold the Assembly with social distancing so that Year 7 attended in person whilst the remainder of school had an extended Form time and we all observed a 2-minute silence at the same time. The Reverend Dr Bob Stephen who is Chair of the Governing Body and Rector of Handsworth led the act of Remembrance. The Headmaster delivered a very timely and thought-provoking introduction which highlighted the necessity to work towards peace in all we do. He highlighted that important facets of life such as showing respect and tolerance of each other, being kind and compassionate and celebrating our differences are all highly significant steps on the road to peace. He emphasised the need for the values of peace, freedom and hope in all we do as well as focusing upon the themes of unity and compassion.

 

Mrs Harvey delivered the address and the text is included here:

 

 

Year 7 Remembrance Assembly Address, 2021

 

Good Morning.

As you sit here today, Year 7, in this Remembrance Day assembly, you could be forgiven for thinking that the First World War is merely an episode in history for you; an episode almost as remote as the Romans, or the Six Wives of Henry VIII. Interesting to learn about, but somehow nothing directly to do with you. It took place over a hundred years ago- no one is alive today who took part in it, and even the oldest super-centenarians in our society weren’t even born when it ended.

Equally, the numbers often quoted might seem unimaginable, and therefore unreal: over 700,000 British soldiers died between 1914 and 1918. The sheer size of the number somehow takes some of the significance away from it. It’s hard to imagine 8 Wembley Stadiums filled to capacity, but that’s how many people 700,000 is. Or, to put it another way, it’s nearly 5,000-year groups of Year 7s. It’s so big it becomes a blur.

But now I want us to focus in a little more, to close the distance and bring a human face to what happened over a 100 years ago. As you sit here in Big School, in a room where the young men from this school who fought from the fields of  Passchendale and  the Somme to the shores of Gallipoli off Turkey sat before you, as you look at the beautiful stained glass window, built in 1921 as a memorial to the Handsworth Grammar School boys who died in the conflict, I want to tell you a story about a young man who left for France in 1914, and came back in 1919- but more of that later.

My grandfather was called Albert William Durrant. He was born in 1895 while Queen Victoria was still on the throne, and lived with his family not very far from here in West Bromwich, in Ault Street, which still exists today. He had 4 brothers and a sister, and took his role as the big brother very seriously. You all wear the Staffordshire knot with pride on your blazer badge, and my grandpa was a proud Staffordshire lad as West Bromwich was located in Staffordshire in those days as the county called the West Midlands hadn’t been created. He had relatives who lived in Birmingham, and would have travelled up and down the Soho Road frequently, passing many of the same old buildings you pass today.  His favourite hobby was football and he loved to watch his beloved West Brom at the Hawthorns just up the road, which was opened in 1900. Footballers in those days were all amateurs and he dreamt of joining them, but unfortunately, in 1906, disaster struck. Both of his parents died within a year from consumption, a disease of the lungs which we now call tuberculosis. My grandpa and his brothers and sister had to go and live with the other orphans in the workhouse on Hallam Street, which is on the site of Sandwell Hospital today. It was a difficult time for the family, but when he was 13 he was able to leave school and go to work in a factory. The small wage that he earned enabled the brothers and sisters to leave the workhouse and go and live with an auntie, and the factory he worked in, Kenrick’s, still exists today, the old red brick building amongst the warehouses just off the M5 up the road from here.

But he needed a better job as the main breadwinner so that his brothers and sisters could carry on at school, and in 1913 he joined the army. He was a good soldier by all accounts, although his army records show that he was sometimes fined for swearing, or for being late back to barracks after a weekend’s leave. A normal 18 year old, the same age as the Year 13s you see in school. His regiment, The South Staffordshire regiment, was deployed to France in 1914, and was sent to the Western front. My grandpa was soon transferred to the Royal Army Medical Corps and spent the next 4 years as a medical orderly, helping to care for the constant stream of young men disastrously injured by the brutal fighting.

They say that army medics are especially brave as they are the only people on the battlefield with their backs to the enemy. The technological advances in weapons such as tanks, machine guns, aeroplanes and chemical warfare meant that the injuries seen in the Great War were new and terrible. Albert worked at casualty clearing stations just behind the front line where the injured were triaged and assessed. The shells rained down around him, and he worked in the most basic of conditions in a tent with no electricity or water to provide emergency medicine. They had basic drugs, had to wash and re-use bandages, and antibiotics wouldn’t be invented for at least another 30 years. He learnt how to dress wounds, to put splints on broken limbs, and as the fighting intensified, to amputate arms and legs and deal with the shell shocked.

Mental health was poorly understood in those days, but he spent long nights comforting the terrified and broken, wrote letters to their families in his beautiful handwriting, and cheered them up with silly jokes and talent competitions.  Sometimes the stretcher bearers would bring in badly injured enemy soldiers, and they were cared for too. He was barely 20 years old and yet he had seen so much death and destruction. But he carried on, doing his best to be a good medic and a good comrade. On one occasion, he even managed to meet up with all of his brothers, who were also serving in France by then.  He borrowed an ambulance and it was the only time in his life he ever drove a vehicle. Like all good brothers, they managed to have an argument during that meeting, but they made up after an impromptu kickabout. Football was still important! Amazingly, he and all of his brothers survived the war, although none of them would ever return to France. When the war ended in 1918 he had been away from home for 4 years already, but he was not allowed back straightaway.

Before he could come home, he had to work through the Spanish flu, the pandemic which swept through the world at the end of the Great War, causing 500 million cases and possibly up to 100 million deaths throughout the globe by 1920. Its lessons never left him; I was only 6 when he died, but I have a strong memory of him showing me how to wash my hands, and insisting they were clean before tea. He had seen first hand the horrors of unchecked infection, and he was a stickler for cleanliness.

He finally came home in 1918, married my granny who wrote to him every week during the war, and led a quiet life. He lived until the ripe old age of 80, and enjoyed smoking his pipe to the end. As a family, we have the cards and letters they wrote to each other during their 4 years of separation, and what stands out, in the most amazing way, as well as the details of the war – apparently my great granny was terrified of Zeppelins over west Brom- is the delicious ordinariness of my grandpa. Sometimes he’d send a thank you for the scarf or cake he’d received, other times he would send a picture postcard or a hand-drawn picture. His letters were filled with the things he missed- he dreamt of a day at the seaside or a trip to Kinver Edge. He was no superhero in a cape, but an example of how an ordinary lad can do amazing things when he puts one foot in front of another and commits to doing something well. To me he was just grandpa, who used to take me to see the horses in the field, or practise tying bows with the laces of his boots, but I see now that the lessons he learned informed every aspect of his life: he tried his best at everything he did.

This is something we can all learn; not all of us, thankfully, will be called to give service in the theatre of war, but make no mistake, the service we can offer is just as important. Being the best members of our families, school and community we can be is so important. Living our lives with the values of community, aspiration, respect, endeavour and service, not only here in school, but as we get older, will enable us to have a positive impact on everyone we meet and everything we do. Our remembrance should be active not passive; the best way for us to honour the fallen is to do something positive with our lives and to be the examples of the future.

The Senior Prefects all attended and Harikesh, Rohit, Cameron and Nyrun took an active part in the Assembly by reading poems and reflections and laying a wreath at the stained-glass window to commemorate the School alongside Mr Farrell who was representing the Bridge Trust Society. It was a very special event and a fitting tribute to the Old Boys whose names are listed on the memorial plaques in Big School.

The loss of life in war is often hard to comprehend, yet we still witness bitter disagreements and conflicts, often on a much smaller scale, in our own communities and lives. I doubt many of us like conflict, although we sometimes need to take a courageous stand for what we believe is right; we can, of course, disagree graciously and we can be the first to seek reconciliation. I hope that, as adults, we can lead by example and teach our children to be at peace with themselves and with others, and to forge a more peaceful world.

Haec Olim Meminisse Iuvabit

Birmingham City Football Club Success

Arijus shares some of his experience to date:

 

I started my football career at the early age of four. At the time, my job was to balance between tennis and gymnastics at the same time, while football was not really my main focus and I never thought that I would have a football career one day. Balancing school life, studying, gymnastics, football and tennis was easy and I really enjoyed it all.

At the age of six I was scouted for a club, so at the age of seven, I decided to focus on football and football only, working harder and harder every day. Having been scouted for a club showed me that I was working along the right path. When I was eight, I played for Aston Villa, Birmingham City, West Brom and Wolverhampton, all at the same time, on the top of playing in the Sunday League. I was only thinking of football and even more football. After a year or so playing for four clubs, I was starting to get offered contracts. The first club that offered me a contract was Wolverhampton and then Birmingham City came along too. I liked both clubs and have friends in both places, but life entails tough decisions. Looking back now, it is certainly a decision that I am proud of.

It wasn’t until March 2020 when things started to get tough. I started studying for the 11+ in the rise of Covid-19 pandemic and the first national lockdown. You would have thought that the lockdown would have meant that I had a lot of time to study, but my club career was also demanding. I still had four online meetings a week with Birmingham City. The sessions lasted from half an hour up to two hours. I really enjoyed the experience but wished to be back on the pitch. Some of the fun bits of the lockdown were the competitions set by Blues, such as the toilet paper challenge and the three-round challenge. The three-round challenge included kick-ups, bin shots and wall bounces. I was fortunate to win the challenge. I was also very lucky to have been involved in online chats with Geraldo Bajrami, Nathan Redmond and Jude Bellingham.

In September 2021 I started at King Edward VI Handsworth Grammar School, and I found the school demands at another level. The club demand is also elevating. Now I am playing five times a week, plus school work and homework making things tougher and tougher.  Many people say I do too much; but you know, there is no free lunch when following a dream. So, I go for it. I am happy and proud of my achievements so far and hope to continue to develop them.  I will keep you posted on my career!

Arijus Ahmadian (7G)

Wellbeing Advice