ambition

I didn’t see Ken Barnes play.

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One player I have read much about, seen flickers of videos, and met many years ago at the City of Manchester Stadium, has always fascinated me. Peter Barnes also signed my book, This Simple Game: The Footballing Life of Ken Barnes. Written by Ken Barnes woth Jimmy Wagg, the Manchester: Empire Publications book remains a proud piece of my City memorabilia. The name Ken Barnes sounded fresh from Coronation Street.

Throughout his playing days, Ken Barnes was known for his athletic build and agility on the field. Newspaper reports said he had a confident and determined demeanour, reflecting his leadership qualities as a midfielder. My grandfather said how as Barnes aged gracefully, his posture remained strong, and his eyes retained a glint of the competitive spirit that defined his career.

Dedicated and hardworking, Barnes was renowned for his relentless work ethic both on and off the field. His commitment to training and improving his skills was unwavering throughout his career. As a midfielder and captain for Manchester City, Barnes exhibited natural leadership qualities. He was vocal on the pitch, directing play, and motivating teammates. Featuring for City, Wrexham, and Stafford Rangers, he’d give his all for over 390 league and cup games.

Like many players, he faced setbacks and injuries with resilience, always bouncing back stronger and determined to contribute to his team’s success. Despite his achievements, Barnes remained humble and grounded, often crediting his teammates and coaches for his success. Beyond his playing career, Barnes transitioned into coaching and management roles, driven by a desire to impart his knowledge and passion for the game to future generations. Scoring 42 league and cup goals, alongside management at Wrexham, Bangor City and Witton Albion cemented his football experience.

Born and raised in Birmingham, Barnes showed talent for football from a young age. He honed his skills playing for local clubs before catching the eye of professional scouts. Barnes’s career peaked during his time at Manchester City in the 1950s and early 1960s. His £750 move helped him play a pivotal role in the team’s success, with City winning an FA Cup final at the second attempt in 1956. He never earned caps for the England national team or had a chance to represent his country with pride and distinction in international competitions.

“The best uncapped wing-half ever to have played in English football” – Denis Law, Scottish international footballer

Barnes is remembered as a legend of Manchester City, not only for his achievements on the field but also for his influence on subsequent generations of players and coaches. After retiring from playing, Barnes transitioned into coaching roles. He served as a coach at various clubs, including Manchester City, where he continued to contribute to the development of young talents. Barnes remained active in the football community, participating in charitable initiatives and mentoring young players. Barnes would be involved in the development of a number of young players, including Paul Lake, David White, and Steve Redmond.

He has been honoured with inductions into the Manchester City Hall of Fame and remained a beloved figure amongst senior fans for his dedication and contributions to the club.

Kenneth Herbert Barnes (16 March 1929 – 13 July 2010)

Ambition

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Why are you suited to teach your subjects or age group?

I am inspired to apply for targeted literacy courses for a plethora of reasons. The biggest reason is that I really want to be a qualified and successful educator. I understand through this course and my employer that I could be in the right place that this leap is made.

The personal qualities that would make me a good teacher are as follows. Throughout the years, I have developed excellent communication and interpersonal skills. I have honed and proven I have a range of planning, organisation, and time-management skills. Many colleagues, parents, and friends have noted that I have the ability to enthuse and motivate pupils. I utilise my imagination, creativity and a sense of humour to engage and inform. I use listening skills and the ability to reflect on my own teaching practice to evaluate and refresh my methods periodically. I am confident in my ability to teach and inspire.

I have a decade of experience ranging from English and cultural consultation, across a broad age range of students (early years, primary and secondary) to delivering International Baccalaureate, and also football and sports coaching on a voluntary basis whilst in China. Since returning to the UK in late 2022, I have sought and obtained a role that allows me to work in UK education.

My understanding of the demands and rewards of teaching are that to be a successful school teacher, you must have a passion to inspire young minds alongside a commitment to ensure that every child achieves their potential. A teacher must open doors to progression and empower students to reach their potential and opportunity. I understand that teaching involves far more than the curriculum. Educators must assess (to set standards), record pupils’ development, ensure that pupils are safe and that all child protection and safeguarding measures are followed, as well as provide feedback to parents and carers on a pupil’s progress. Like the diversity of school life, I must encourage and maintain inclusion and education as a place for all. The reward of progression and opportunity to develop motivates me to thrive towards education and harmony.

There are fixed and flexible opportunities that I could contribute to a school outside of the classroom through clubs, extra-curricular activities, whilst sourcing resources and supporting the school community or colleagues in the delivery of other specialist area. Should opportunity arise then I would like to organise and take part in school events, outings and activities.

My thoughts on children’s well-being are that the world is complicated. The tapestry of challenges and opportunities needs unthreading to allow students the opportunity to access and understand. Mindfulness and curiosity should be protected to allow the UK education system to blossom. Globally, many nations and education systems look to the UK for guidance, experience, and innovation. I desire to be part of this system by assessing, delivering, tracking, and measuring my own success and setting an example to others by using this methodlogy to deliver education at a high quality.