Wellbeing Advice

Texas – Dulles High School Link

Our geography department has made some exciting developments with our newly forged link with Dulles High School in Houston, Texas, USA. The project, led by Mr Thaper and Mr Sanders, has now hosted two group video conferences between the two schools and their respective classes; discussing topics ranging from school uniform to public holidays, cultural perceptions to diversity. A few pupils from Handsworth Grammar made a short video for their American counterparts, showcasing the school grounds, staff and school’s curriculum. Alongside this, both schools have sent care parcels to each other, containing ‘classic’ national food items, clothing and learning resources; with our British parcel containing a variety of items from Cadbury’s chocolate (Birmingham’s finest) and tea to photos of the Queen and current Prime Minister, Boris Johnson. Through this fantastic opportunity, they aim to develop this link further and continue to share resources and perspectives as well as challenge perceptions about our cities and nations – stay tuned!

 

London Trip

On Friday the 12th of November, yr 13 geography students made a trip to London to hear a conference about the general state of geopolitical affairs and current superpowers.

The conference lasted a few hours of which we were briefed as to environmental concerns and hazards that may be faced in the coming years, as such preparing us with a wealth of knowledge. This build-up of our knowledge was an informative eye opener into affairs not always addressed or explored making the trip worthwhile and contributory to our studies. Although, the trip, as a whole, was not limited to pure educational purposes, as with time to spare we were able to delve into Westminster abbey and visit Trafalgar square, an insight into our own local politics as well as an enjoyable exploration into the local history including past monarchs and important peoples. Night life within London was to say the least bright and coloured between the light line of cars trailing past and buildings piercing the sky adding an extra layer of depth into a place so different by a change of day.  Rounding it off with a mildly overpriced meal and visit to m&m world (so thick with sugar you could breathe it in), we were interrupted in our schedule by some minor territorial disputes caused by the unfortunate underbelly of society but lucky for us we had quickly improvised alternative travel plans, ensuring we all got home, albeit at 11:30pm however, Mr Thaper ensured we got home safely with taxis.…

 

 

 

 

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