Jeff: Jordan, thank you for joining us today. With over 12 years of experience as a school leader and now a headteacher in a large secondary school, could you share a bit about your educational background and the journey that brought you to where you are today?
Jordan: Hi Jeff, it’s a pleasure to be here. As you know, having known me for over 30 years, my start in education wasn’t the smoothest. I was quite severely dyslexic, which resulted in me being held back a year in primary school. It was a challenging time for both myself and my family, but we navigated it. Throughout my early education, sports became a consistent and vital outlet. It allowed me to excel and build self-esteem, particularly during a difficult period when my friends were moving on. Secondary school was a much more positive experience, largely due to a strong friendship group and diverse opportunities. Academically, I managed to get by, achieving decent grades despite low expectations from some of my teachers. Post-16, I truly thrived in my undergraduate degree, which I attribute to understanding my learning style and a strong desire to become a PE teacher, inspired by my own PE teacher, Mr. Key.
After my degree, I spent a few years backpacking and working, which I loved. However, I felt it was time to pursue my dream of teaching. While teaching English and PE in Malawi, I decided to apply for a PGCE in Physical Education. Soon after, I found myself in London, training in challenging East London schools. A few years later, I was appointed Head of Year in my NQT year at Barnsley. I loved my time there, and despite a steep learning curve, it allowed me to develop my school leadership skills. I then progressed through various senior leadership roles in diverse secondary schools, with a focus on whole-school teaching and learning. This, ironically, became my specialisation, driven by my own educational experiences. Finally, in September 2023, I took up my first headship in my hometown of York.
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Jeff: Given your background as someone who grew up with dyslexia, how important do you believe it is for teachers to embrace creative, hands-on learning for all students, especially those from disadvantaged backgrounds?
Jordan: At the time, dyslexia felt like a significant barrier to learning. Schools had limited knowledge of how to support students with additional needs. However, thanks to my parents and a few inspiring teachers, I realised it could be a positive. It fostered creative thinking and problem-solving skills, which are invaluable. Unfortunately, technology often suppresses these skills today, and we must ensure we continue to develop them in young people. Hands-on learning was crucial for me. It allowed me to build confidence and overcome academic barriers. Subjects like PE, DT, and drama helped me showcase my strengths and develop skills to tackle my weaknesses. This approach is just as relevant today. Every student has unique talents, and we must find ways to unlock them.
Conventional academia remains important, but we must provide all students with the tools to succeed, regardless of their background. Disadvantaged students, in particular, require tailored approaches to close the performance gap. Creative, hands-on learning can significantly impact their academic and mental development, building confidence and cultural capital.
Jeff: As we move from STEM to STEAM, some argue that a focus on creativity might detract from core curriculum subjects. How would you respond to this concern?
Jordan: I think developing the child as a whole is the core business of any school and therefore, all subjects are important. The core curriculum of any school is really important and fundamental to the success of the students, we can't dispute that. However, in the schools I have worked in the arts are the heartbeat and central to building a vibrant learning culture. Without the arts, schools potentially would be pretty bland places!
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Jeff: You've had the opportunity to observe Art of Protest’s Creative Learning Workshops, which we showcased at York High School. As a headteacher, what are your overall thoughts on the impact of these workshops and their potential to drive success across the curriculum?
Jordan: From what I’ve seen, they are fantastic. Workshops like these do not exist within the normal day-to-day offer in schools. As I said previously, our obligation as leaders is to ensure we develop all children holistically so that they are ready for the next step when they leave, whatever that may be. These types of workshops give them a different experience, an experience that is clearly very engaging and enables them to pour some creative juices into a different type of project with different people. You often see different sides to students in different environments, may that be on trips or general extracurricular activities - it's great to see and can only benefit a well-rounded learning experience
Jeff: How do you envision AOP’s Creative Learning Workshops providing students with a unique “creative toolkit,” and what benefits do you see this bringing to their current education and their lives as a whole?
Jordan: These workshops give students the chance to use their brains differently and in different settings. Any experience that promotes this should be explored, as it adds value to their overall development. Creativity, collaboration, and problem-solving are essential skills in the workplace and society. Above all, students genuinely enjoy these workshops, and when learning is enjoyable, it becomes more deeply rooted.
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