TransformEd

Creator of Talk4Writing, Pie Corbett, joins us to give an overview of his approach to teaching writing in primary schools. Tune in to hear everything you need to know about Talk4Writing from 'magpie books' to 'story maps.'

What would it mean to decolonise the curriculum? Why does it matter? Is a decolonised curriculum about BME pupils seeing themselves represented? Or is it about giving all young people a fuller understanding of Britain's history? On this episode Chloe Tomlinson is joined by primary school teacher and TransformEd editor Richard Oyewole, Kimberly McIntosh, Senior Policy Advisor for the Runnymede Trust, and Dr Roger Christofides, a lecturer in English Literature at the University of Liverpool. Bringing together perspectives from Key Stage 1 to university-level Shakespeare studies, they explore the importance of decolonising the curriculum across subjects and age groups. Recommended further resources and reading for those interested in pursuing the topic further: -the Runnnymede Trust's work on teaching migration https://www.runnymedetrust.org/projects-and-publications/education/runnymede-tide-project-teaching-migration-report.html -resources for teaching the history of migration https://www.ourmigrationstory.org.uk/ -Pran Patel's blog on decolonising the curriculum https://theteacherist.com/

On this episode of TransformED, Holly Rigby is joined by Chair of Comprehensive Futures Melissa Benn and Mark Lehain, founder of Parents and Teachers for Excellence, to discuss whether we should abolish grammar schools. In the episode they discuss the link between grammar schools and inequality, and how to build political consensus around the idea of comprehensive education.

Chloe Tomlinson and Paddy de Clair are joined by Professor Michael Young of the Institute of Education and Mary Bousted, joint General Secretary of the NEU, to discuss the importance of knowledge in teaching. Michael Young's concept 'powerful knowledge' has become something of a buzzword in education today. But is this really the key to a good education for all? Or does a focus on knowledge risk neglecting the essential skills our young people need in order to flourish?