9
Mr Loughton joined Head Teachers and staff
from local partner schools and from around
the country to learn more about the Dragon’s
wide ranging social impact programme. Led
by Danny Gill, Director of Social Impact, the
morning’s presentations by staff and children
detailed philanthropy, sustainability, fundrais-
ing and community partnership projects.
Danny characterised philanthropy as ‘an
emotional response guided by intelligent
thinking’ and went on to explain how the
school embraces this philosophy. Initiatives
illustrated to the audience included children
teaching children Latin at partner schools,
the catering department providing learning
skills to young adults, advising local beekeep-
ers about honey production, and generating
charitable funds with new business ideas.
Tim Loughton MP, Parliamentary Under-
Secretary of State for Children and Families at
the Department for Education, visited the Dragon
to take part in a Working Party on Community
Action, hosted by the school.
Minister Visits
What is creativity? It is obvious that art
or writing are creative activities. But there
is a far more profound role for creativity
in all education, particularly for young
children whose futures will demand of
them enormous flexibility. We can already
see that employers prize most highly those
individuals whose intelligence and skill can
be applied creatively, whatever the business
or profession. We have been told that to live
positively, sustain friendships, do rewarding
work and make a real contribution to society
will be the mark of truly creative people.
At the heart of these ideas are applied
originality and imagination – the very
principles that formed a Dragon education
in the latter years of the 19
th
century. I see
our programme of learning today not as
a syllabus but a creative curriculum: one
which engages all pupils, encourages critical
thinking, responds to original thought and
embeds imaginative learning into activities
inside and outside the classroom, across all
subjects. Importantly, it provides both time
to think and opportunity to do – the two
vital elements of innovation and discovery.
The creativity of our teachers is the key to
true learning success; stimulating lessons
engage the senses and facilitate ‘deep’
learning, inspirational teachers produce
inspired learners.
In the future, well-being will come from
well-learning. Learning that is dynamic,
interesting and challenging. Such purposeful,
creative learning will equip children to
succeed in ways we cannot imagine today.
PROFILE:
Bruno Shovelton
Currently in his second year of teaching Classics at the Dragon, Bruno
previously headed the UK-based proposals team for financial services firm PwC
which designed, edited and produced pitches to win business around the world.
How do you approach teaching and make
Classics relevant?
It’s early days yet, but I’m inspired every day
by the staff and pupils around me to give
it a go, whatever it is. I’ve used pop songs,
treasure-hunts and ‘amnesia’. I particularly
enjoyed a Year 5 Latin class last year when an
idea I had for remembering ‘rego’ was quickly
turned by one of the pupils into a highly-
competitive game.
What do you find stimulates children to
learn and grow in confidence?
Noticing things pupils have done
and telling them, in or out of class. We all
need people to spot when we’ve made an
effort, or when we’re struggling. The free-
flowing style of the Dragon means
that staff can do this at the time and
hopefully give pupils the kind of
specific encouragement that makes
the difference.
D R A G O N S T O D A Y . A U T U M N 2 0 1 1
What drew you to Classics?
The challenge of having so many disciplines
under one roof.
Does your previous experience help you as
a teacher?
It inspires me to give pupils things now that
they can actually use when they’re older.
Being a mentor and governor at an Academy
in Bermondsey also gave me an insight into
education in a very different environment.
What was it about the Dragon that
attracted you?
Fizziness. I spent a day here looking around
and was struck by how bright-eyed and bushy-
tailed staff and pupils were, wherever their
aptitude lay. I spoke for fifteen minutes
with one Year 7 pupil who could tell
me, in detail, how she was able to
pursue the many sports in which she
excelled and how doing this helped her
give more to her academic work.
Creative
Futures
Headmaster John Baugh considers
the role of creativity in education and
in the future lives of our children.
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