Teach Secondary Issue 14.8

+ Why maths teachers need to mind their language + What makes the ‘100% rule’ key to achieving brilliant behavior + DfE announces post-16 pathways shake-up + If you think cybersecurity is solely the preserve of your IT team, think again... + Y8s to sit statutory tests of their reading skills + Unpacking the new ‘belonging’ criterion of Ofsted’s inspection framework + The creative industries’ case for a new ‘digital creativity’ GCSE + How to ensnare students’ attention from the get-go CONTRIBUTORS EMMA STUBBS Education writer and consultant ROBIN LAUNDER Behaviour management consultant and speaker JAMES GARNETT IT director, Astrea Academy Trust DR NICOLE PONSFORD Founder, Global Equality Collective LEARNING LAB IN THIS ISSUE THE REFUGEE EXPERIENCE Thinking about … W hen I first shared my family’s story in The Boy With Two Hearts , I never imagined how far it would travel. What began as a way to honour my older brother Hussein and process our journey as a refugee family has since become a book, a stage play and now a resource available to every school in the UK through the National Theatre Collection. To see our story reach classrooms up and down the country feels both surreal and deeply meaningful. Over the years I’ve spoken at hundreds of schools about the story and its themes. Every visit reminds me that young people are far more empathetic and emotionally aware than they’re often given credit for. When I stand in front of a hall of students and share what it was like to flee Afghanistan to save my brother’s life, you can feel the silence. They’re not just listening to a refugee story; they’re connecting to a human story about love, fear and hope. Since the play joined the National Theatre Collection, that connection has now deepened. Teachers have told me how their pupils watch the production and then want to talk about belonging, courage, and mental health. They ask questions that cut right to the heart of things: “ How did your parents stay strong? ” “ Did you ever stop being afraid? ” “ What happened to Hussein? ” Those conversations open doors that normal classroom discussions sometimes can’t. One of the most powerful moments for me came after a performance in Wales, when a student came up to tell me that the story made them realise how much they’d taken their own family for granted. “ I went home and told my mum I love her for the first time in years ,” they said. That’s the kind of impact that makes every part of this journey worthwhile. I think The Boy With Two Hearts resonates so strongly with young people because it mirrors the questions they’re already asking about the world. They’re growing up at a time of uncertainty, amid constant news of conflict and division – and yet they have a deep instinct for kindness. They want to understand what’s happening beyond their own lives. When they see people their age facing fear or loss, they don’t turn away. They lean in. That gives me real hope. Every school visit, every classroom discussion reminds me that the next generation is not only compassionate but brave enough to confront difficult truths. They want to be part of the change. Hussein’s story started with one family searching for safety, but through the power of storytelling it has become something much bigger – a reminder of what connects us all. Seeing that story now being used as a tool for learning, empathy and reflection across the country feels like the legacy my brother would have wanted. For more information about the National Theatre Collection, visit tinyurl.com/ts148-LL1 ABOUT THE AUTHOR Hamed Amiri (left, pictured with younger brother Hessam) grew up under Taliban rule before escaping at the age of 10. He is a playwright, motivational speaker and influencer in the education sector; for more details, visit hamedamiri.co.uk 89 teachwire.net/secondary L E A R N I N G L A B