Podcasts about Key Stage

enhancements audits key stage

Play Episode Listen Later Oct 25, 2024 35:06

This week we're joined by Nova Robinson as we explore what we mean by effective enhancements and reflect on how we make this work within a key stage one context.Episode LinksListen to our Podcast Episode - Getting Started with Continuous Provision in Key Stage 1Access Early Excellence Key Stage 1 trainingDownload our Free Key Stage 1 Audits and Planning Guides

The importance of assessment in Key Stage 3 English - Exploring the usefulness and impact of reading assessments: TTR Special with Reading Solutions UK

english reading assessments usefulness tom rogers key stage

Play Episode Listen Later Oct 16, 2024 89:05

Michelle Hinds and Tom Rogers host a show with a panel of experts to discuss the usefulness and impact of reading assessments at key stage 3 in English, with particular exploration of Reading Solution UK's software - Reading Plus. You can get a 4 week free pilot of Reading Plus here. Guests on the show are: Charlotte Brabants - Whole School Literacy Coordinator Nick Mills - Reading Solutions UK consultant Christopher Vowles - English teacher

Classroom Culture Connect: Bridging Behaviour Management and Learning: The Sunday Twilight Show with Sarah Kate Towlson

learning uk twilight bridging assistant head key stage classroom culture sarah kate behaviour management

Play Episode Listen Later Oct 6, 2024 91:50

In this episode, we dive into the connection between classroom culture, wellbeing, behaviour management and learning outcomes. Join host Sarah Kate Towlson as she talks with Mark Pestell, Assistant Head in charge of Key Stage 3 and Holly Brookes, Wellbeing Lead, to explore practical strategies for creating positive classroom environments, managing behaviour and supporting both student and teacher wellbeing. Whether you're teaching in the UK or internationally, this episode offers valuable insights for building a more connected, impactful classroom culture.

The Necessity of Reading to open up the Curriculum: TTR Special with Reading Solutions UK

history english reading necessity curriculum open up gcse key stage

Play Episode Listen Later Oct 1, 2024 89:28

An array of incredible guests discuss the importance of reading for learning across the curriculum. Guests are: Annie Vincent - Head of English and Literacy Coordinator Rebekah Ricketts - Head of English and AHT Nick Fullarton - Reading Solutions UK reading development consultant Sarah Jackson-Buckley - Head of History and Literacy coordinator This show was produced in partnership with Reading Solutions UK. Reading Solutions UK is the home of DreamBox Reading Plus - the online reading development programme. Create stronger readers in your school from Key Stage 2 to beyond GCSE using Reading Plus's evidence-based, adaptive technology. Reading Plus accurately assesses your students' skills gaps and places them on a personalised learning pathway built to accelerate their strengths and improve on their areas for development. You can try the programme with a free 4 week pilot today! Search ‘Reading Solutions UK' to find their website and request your free pilot.

The Commission Conversations - Adam Power-Annand

The Commission Conversations

Play Episode Listen Later Aug 9, 2024 19:34

In this ‘Commission Conversation' Geoff Barton, Chair of the Commission on the Future of Oracy Education in England talks to Adam Power-Annand about using drama to support speaking and listening in Key Stage 1.Adam Power-Annand is the National Lead and CEO of Speech Bubbles, a charitable project which supports children struggling in the classroom and in social situations because of communication challenges.

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Getting Started with Continuous Provision in Key Stage One: Interview with Nova Robinson | Re-Release

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Play Episode Listen Later Jul 26, 2024 40:06

2024 Summer Break Re-Release - Episode 106With more schools recognising the growing interest in continuous provision for Key Stage 1 education, Andy Burt and Nova Robinson delve into its implementation. From understanding the needs of Key Stage 1 children to navigating transitions from early years, this conversation offers invaluable insights into initiating this transformative approach. Join us as we uncover the practical steps, challenges, and resources needed to embark on the continuous provision journey, drawing upon the expertise shared in this enlightening discussion.Join us on one of our KS1 Roadshow eventsOrder our KS1 Guide to Continuous ProvisionExplore the Ideas and Inspirations section of our website

Episode 250 – Unstoppable Young Carer and Inclusion Advocate with Sarah Jones

Unstoppable Mindset

Play Episode Listen Later Jul 19, 2024 70:38

“Carer” what is that? You may well ask especially if you live in America. We call them “caregivers”. Sarah Jones was born in a small town in Northern England. Both of her parents had some disabilities that resulted in Sarah even at an early age becoming one of their primary caregivers. You will hear about Sarah's experiences and how she felt that she never truly had what we would regard as a child-parent relationship. Sarah also had a younger sister who did not have a physical disability. However, her younger brother was born with disabilities including autism and epilepsy. Sarah began college to study nursing but found that she really didn't wish to pursue that career and so left college after six months and went to work. While Sarah feels she faced many challenges and didn't necessarily have what she would describe as the best life possible, she does point out that she knows where she came from by the choices she has made. In fact, she points out that now, as a part of Access Sport UK she works to help bring inclusion into sports to persons with disabilities and her attitude stems from her past experiences and decisions. She especially loves to climb and teaches climbing to many persons with disabilities. She works to get coaches to understand that just because someone may have a so-called disability it doesn't mean that they should be excluded from sports activities. Our podcast time is probably one of the most intense and heart-felt conversations we have had on Unstoppable Mindset, but Sarah shows that no matter what our circumstances, we can be unstoppable and move forward. I hope you are inspired by what you hear this time. About the Guest: Sarah grew up in a small town in Northern England in the UK. As a young carer, she spent her childhood and teen years caring for her parents and younger sibling, all of whom have disabilities and varying levels of need. Her mental health, wellbeing and educational prospects came second to her caring responsibility and she had to navigate growing up whilst providing support to others from a young age. These early challenges shaped her transition into adulthood and, after leaving college education with few qualifications, she has worked hard to get to where she is today. Sarah has worked in the outdoor industry, adult social care, education and the charity sector and her journey has lead to a clear purpose and goal – to improve the lives of disabled people and their families. Her current role with Access Sport gives her the opportunity to work with sports clubs across the UK to engage more disabled people in sport. Sarah helps break down barriers for disabled people to access sport, and helps change attitudes and perspectives on disability, care-giving and those kids that are often seen as ‘troublesome' or ‘a lost cause'. She ensures that the voices of disabled people and their families are heard through her a public speaking opportunities, and does not shy away from sharing her experiences in the hope of inspiring change for other young people from similar backgrounds. In her spare time, Sarah is also an avid rock climber and enjoys climbing with her daughter and friends. She is also an experienced inclusive climbing coach and works with a number of disabled climbers who prove that when the environment is accessible, welcoming and supportive, climbing is for everybody. Last year, Sarah experienced the unexpected loss of her younger brother who she once cared for, and navigated grief and guilt in the months following. This experience is something she openly shares in the hope that others can relate to the complexities of grieving for a sibling. Sarah also talks openly about her experience of becoming a mother, overcoming post-natal psychosis and how motherhood been her best lesson. Ways to connect with Sarah: Linked In: https://www.linkedin.com/in/sarah-jones-3071a315a Instagram: @climbzuk About the Host: Michael Hingson is a New York Times best-selling author, international lecturer, and Chief Vision Officer for accessiBe. Michael, blind since birth, survived the 9/11 attacks with the help of his guide dog Roselle. This story is the subject of his best-selling book, Thunder Dog. Michael gives over 100 presentations around the world each year speaking to influential groups such as Exxon Mobile, AT&T, Federal Express, Scripps College, Rutgers University, Children's Hospital, and the American Red Cross just to name a few. He is Ambassador for the National Braille Literacy Campaign for the National Federation of the Blind and also serves as Ambassador for the American Humane Association's 2012 Hero Dog Awards. https://michaelhingson.com https://www.facebook.com/michael.hingson.author.speaker/ https://twitter.com/mhingson https://www.youtube.com/user/mhingson https://www.linkedin.com/in/michaelhingson/ accessiBe Links https://accessibe.com/ https://www.youtube.com/c/accessiBe https://www.linkedin.com/company/accessibe/mycompany/ https://www.facebook.com/accessibe/ Thanks for listening! Thanks so much for listening to our podcast! If you enjoyed this episode and think that others could benefit from listening, please share it using the social media buttons on this page. Do you have some feedback or questions about this episode? Leave a comment in the section below! Subscribe to the podcast If you would like to get automatic updates of new podcast episodes, you can subscribe to the podcast on Apple Podcasts or Stitcher. You can also subscribe in your favorite podcast app. Leave us an Apple Podcasts review Ratings and reviews from our listeners are extremely valuable to us and greatly appreciated. They help our podcast rank higher on Apple Podcasts, which exposes our show to more awesome listeners like you. If you have a minute, please leave an honest review on Apple Podcasts. Transcription Notes: Michael Hingson ** 00:00 Access Cast and accessiBe Initiative presents Unstoppable Mindset. The podcast where inclusion, diversity and the unexpected meet. Hi, I'm Michael Hingson, Chief Vision Officer for accessiBe and the author of the number one New York Times bestselling book, Thunder dog, the story of a blind man, his guide dog and the triumph of trust. Thanks for joining me on my podcast as we explore our own blinding fears of inclusion unacceptance and our resistance to change. We will discover the idea that no matter the situation, or the people we encounter, our own fears, and prejudices often are our strongest barriers to moving forward. The unstoppable mindset podcast is sponsored by accessiBe, that's a c c e s s i capital B e. Visit www.accessibe.com to learn how you can make your website accessible for persons with disabilities. And to help make the internet fully inclusive by the year 2025. Glad you dropped by we're happy to meet you and to have you here with us. Michael Hingson ** 01:21 Welcome once again to unstoppable mindset. I'm really glad that you have taken the time to listen to us and be here today. Unstoppable mindset is really a lot of fun for me. And I think for the people who get to come on and I hope for you, we get a chance to have conversations with people from a variety of different walks of life. And kind of never know from one week to the next or one episode two, the next exactly what's going to happen. That's why we call it unstoppable mindset where inclusion, diversity and the unexpected meet because we love the unexpected. It's kind of more fun. Today we get to talk with somebody from England, Sarah Jones, who among other things, is a carer. We call in this country, a caregiver. And I'm sure we're going to hear lots about that. Sarah was referred to us by excessive BS Sheldon Lewis, which I really appreciate. And he's bringing and has brought us a whole lot of interesting people. So we love to have conversations with the people that Sheldon brings. And Sarah, you're part of that. So welcome to unstoppable mindset. We're really glad you're here. Thank Sarah Jones ** 02:31 you. Thank you for having me. Thanks. Happy to be here. Michael Hingson ** 02:35 Well, why don't we start by you talking a little bit about you, maybe you're the early you're younger Sarah, where you grew up, and all those kinds of things that we ought to know about you and, and maybe even things we shouldn't know about you, but you want to tell us anyway. Sarah Jones ** 02:54 Yeah, so so. See, so I was born in the early 90s and Manchester in the UK, which is a northern town. And I yeah, I kind of grew up in, I guess what we would know, in the UK as a bit of a difficult area, I think in particular, it was quite an area of kind of low income. So it wasn't much really to do in the, in the local area. I guess. At the time, neither of my parents worked. So both my parents have disabilities, kind of varying needs of their own, which have changed over the last kind of almost 30 years. But when I was born, my mum, well still has cerebral palsy. So she's a she's a person with a physical disability. She also has a learning disability. And my dad is partially sighted and has kind of struggled up and down with lots of different mental health needs as well throughout kind of my life. And before I was born, so early life was at the time, early life you don't know any different when you're when you're younger, do you but then I think retrospectively looking back it was it was a hard time for for not just me as a child, but also my my parents as well. I think they struggled to kind of get the support that they need. And off the back of that kind of me. I struggled to get the care that I needed from from kind of who was supposed to be looking after me. So. So yeah, life was varied, I would say very varied childhood. So yeah, created Michael Hingson ** 04:32 some challenges. So did you end up being part of or a significant part of their support system growing up? Sarah Jones ** 04:40 Yes, yeah. So I think I was, I was five when my sister was born. And then we had a younger brother, who was born when I was nine as well. And I think most of my childhood memories focus around support being a support in some way, whether it be to their mother to my siblings, so And again, at the time, you don't know any different, I think being a young carer or I guess you would know, as a young caregiver, you don't really have a frame of reference because you're a child. And that's just, that's, that's how you're living. That's the way you brought up. And you know, you might be going out, doing the shopping it, you know, before the age of 10, or, you know, helping somebody go to the bathroom or helping somebody cook a meal, but it's, you don't think anything of it at that age? Because it's, it's just, it's Michael Hingson ** 05:27 what you did? Yeah, yeah. Sarah Jones ** 05:30 So I think both me and my sister were were really involved with, particularly my younger brother's care when we were younger. So we were involved with kind of supporting him to get to school to get dressed, to get showered to have really early memories of kind of looking after him when he was a baby, doing his nappies, doing these, you know, feeding them and things like that. We did kind of, really, we had a leading role really in, in his upbringing, and I guess I had maybe not as much of a leading role as in her upbringing as much, but but we do have a Yeah, it's not it's not a typical sibling relationship that we have. I think because of our Did Michael Hingson ** 06:13 you Did your brother have? Or does he have a disability? Sarah Jones ** 06:18 So he did have? Yes. So he, he was a young man with quite complex disabilities, he was autistic, he had epilepsy. He also had a learning disability. So he was a wonderful your man essay was with because he's no longer with us. Unfortunately, he passed away last year. But yeah, it he really, he really struggled to kind of engage in things traditionally struggled with school. And I think because of his, I guess, because of his needs, he, he then when he became anxious, he displayed some quite challenging behaviors that were difficult to deal with sometimes, but that was simpler, because it was, at the time, he wasn't getting the support that he needed. So, so for all of this kind of as young people, you know, we were children, ourselves, we were around him, you know, within in that environment, and it became just kind of that, like, that's what we got used to, we got used to kind of supporting him and looking after him. And just that was our family life. I think it was very different to family life that, that I know of what family life could be now, really, to what it was when we were younger. Michael Hingson ** 07:35 Now, did your sister have any kind of physical or disability? No, Sarah Jones ** 07:41 no, she didn't know she is a guest say it term typical, but a typical person that is she's not disabled? She's not you know, she doesn't. I think we've both probably struggled a different, like mental health things in our in our past, and we've probably had struggles with that. But But no, both me and my sister were I guess, you could say perfectly healthy individuals when we were born. Michael Hingson ** 08:14 In that sense, so But you, you did provide a lot of the support services for Wow, a younger brother, and your parents. And you went to school, somehow? Sarah Jones ** 08:28 Yeah, yeah, I did. I did. You know, still managed to go to school still did all of that. And again, it all this is all in hindsight at the time. It's, you don't think anything different? It's all just that's just what what it is, you know, you go to school and you come back and then you have a different family home life, I guess we're masters so we're very much kind of being the support network for each other. But yeah, I went built it. In the UK, we have primary and secondary school, and then I went to college and kind of was was okay. In in second in primary and secondary school really, like I remember some, some kind of, we had quite a lot of involvement from the social care services in during school life. So there's lots of little bits that I remember that when I look back now, I think, oh, that's, you know, that was a bit strange and lots of meetings and people involved and stuff, but again, at the time, you don't think anything of it. And then yeah, kind of passed. Secondary School. Fine. I got really good grades at the end of it, despite kind of not really being very present in my final year of secondary school. I think you're 11 which is the last year I really had quite a lot of time out. I was supporting my younger brother to get to school and stuff because he was struggling with getting on Trump whose public transport and things because of his anxiety And so I was taking him to school. So there was, I think, the second half of year 11. And I was barely there, but still managed to kind of scrape by my exams and then went to college. But yeah, I remember being in college and my dad kind of plan to go into nursing. That was my kind of always what I thought I could do. I think I'd always looked after people when I was younger, I was like, oh, that's what I'm good at. I might as well continue to do that. In adult life, why not? So I started kind of with that idea, I picked all of my subjects with that in mind, and just very quickly decided that it wasn't for me, and I dropped out of college 17 and went straight into work. And I've been working since Michael Hingson ** 10:48 really, what kind of work did you go into? Sarah Jones ** 10:51 So at that point, I went into the outdoor industry, so I just decided I saw this job, I was really struggling at home at that point, you know, 70, I was I was really trying to I was what I was going through a lot, I think with home life and really processing a lot of a lot of trauma that had happened really in my other life that had never really been supported through. So I'd kind of just wanted to throw caution to the wind and just wanted to leave. And I just came across this this job. I was volunteering at the time, I was the volunteer youth worker and kind of came across this job that was residential. So it was it was living where you worked, which was fantastic. And it was a being a climate instructor in an outdoor center. So just I mean, it sounds really impressive, but it's a lot of standing around to be honest. Michael Hingson ** 11:43 So what is it you did? What was the job? So Sarah Jones ** 11:47 I went off to be an instructor at an outdoor center. And just spent kind of the first three and a half years stood in the sunshine outside teaching kids how to climb and chucking them off high buildings on the wires and stuff. And I absolutely loved it. It was it was amazing. It was the best kind of I always said if it paid it off, I do every day because it was great. And yeah, I think I really found my love of the outdoors and my kind of love for a climate as a sport and kind of that really, I guess, helped me. In hindsight, I decided what I wanted to do with with the rest of my career really, so. Yeah, that was that that was kind of the start. Michael Hingson ** 12:35 So when you were in high school, and I guess grammar school, but mostly in high school and so on, did your, your peers other students understand it all? Kind of what your home life was like did? Did they appreciate it? Did it? Was it a problem in a lot of ways in terms of interacting with people? Sarah Jones ** 12:59 I think I had very, I had a very small group of friends at school. I think looking back I had a lot of people that I thought were friends and didn't really build that connection with people. So not many people actually care ever came to my house. So a lot of people didn't really know what life was like But what in this at the same time I didn't know the gravity of how different it could be really did have a few really, really close friends that were not going through similar stuff in terms of you know, having to provide care but but they were going through difficult times with family and I you know, I did I did have some really close relationships. Unfortunately, I don't I don't speak to anybody from school anymore, which is quite sad, really. But at the time, it I didn't really Yeah, I didn't really I guess I didn't really talk about it that much. Because I didn't think it was worth talking about really. I think in in the area that we lived we did. Because we it was a it was a an area that was you know, there was a lot of crime, there was a lot of kind of antisocial behavior. It wasn't a it never felt particularly safe and because we were vulnerable young people without parents to protect you. We did go through a lot in terms of our kind of areas and where we lived and we did kind of get quite a lot of bullying and physical kind of abuse from people and things and it wasn't it wasn't a nice time childhood really wasn't a nice time for either of us. But school was in all honesty school was okay. I can't really complain. I didn't really ever have any major issues in school, you know, kept myself to myself and kind of got through it. It was just coming home. Home wasn't a safe place for us. It wasn't a it wasn't somewhere where you you feel warm and kind of welcomed. Really Michael Hingson ** 14:59 if If you could go back and talk to the younger Sarah, what would you tell her today? What would you teach her hope that she would learn? Sarah Jones ** 15:10 Oh, have done have worked through this question in therapy before, and it's always really hard. I think. I think I would always, whatever. Whenever I'm asked this question that comes to mind, I always think that I'd probably want to know that all of the bad stuff that has happened, shouldn't have happened. Because I think that's something that both me and I think my sister have worked through in that we've been through a lot of stuff on top of the, you know, having extra responsibilities and some of the things that we went through as children, you would you would, you would then go to your parents for that emotional support. Unfortunately, we couldn't get that not through any fault of their own. We just weren't able to give us that. And you then go through that phase of, or why is it happening to me? Why is that? Have I done something? Do I deserve this kind of like, and I think it would be just knowing that when bad things happen, that's not this is wrong? Can it shouldn't happen? And it's not. It's not something that you ever deserve? I think, because that's a big thing that I think both me and my sister have have had to convince ourselves of over over the last few years. Michael Hingson ** 16:25 Yeah, there. We all we all face different challenges in the world at different times. And it can be an interesting experience to go through them. But it ultimately it comes down to what can we learn? And what did we learn from it? And how do we go on from here? Sarah Jones ** 16:42 Yeah, yeah, definitely. And I think whenever I kind of talk about any of this stuff hadn't I'd never have I never say I have any regrets. You know, I don't know what happened happened. Yes. Do I wish I'd maybe had a little bit more support sometimes? Or, you know, do I wish some really awful things hadn't happened to me? Okay, fine. But they did. And I think what we really try and do with everything that we've gone through is turn it into something purposeful. And whether that be consciously or unconsciously, everything that's happened to us has led us to where we are now. And it's given us a reason and a purpose of, particularly in the work that we do, kind of in my career. So although it's rubbish at the time, and kind of working through that we, it still has, it serves a purpose. Now, anyway, Michael Hingson ** 17:36 well, it's a lot better to be able to go back and put it in perspective. And the very fact that you think about it, and you do that, I think is important, because you can decide what you want to do with things. There are things you don't have control over, you didn't have control over the situation with your parents and so on. But as you're pointing out in your own way, right now, what you do have control over is how you deal with it, how you dealt with it, but more important how you deal with it today, right? Sarah Jones ** 18:10 Yeah, yeah, definitely. I think that's all we can. That's all we can do is control the now really Michael Hingson ** 18:18 well. So you said you did the work and outside and teaching, climbing and so on for three and a half years? And then what did you do? Sarah Jones ** 18:28 Yeah, so then I went into I went into adult social care. So I I started to I had a few sessions with some young people that had disabilities and were needed that bit of extra support. And it just really, it kind of opened my eyes to it was the first time I'd really seen I guess, an extreme sport be so inclusive. And I'd kind of got bored of standing in the rain for quite a long time. It just rained a lot in the UK. So a lot of the climbing was done studying wet mud, and I decided that I want to do something different. I wanted to kind of move back home and start saving a bit of money. So I went into adult social care and worked in a house for adults with complex needs. So I did that I was a support worker for about six months and then I moved into management and manage the house for just over a year which opened my eyes a lot to the I guess the issues with Adult Social Care, particularly in this country and the kind of lack of lack of care about about care about that kind of that group of people and knowing that at some point, particularly my mom will probably need that support. It really kind of It didn't feel good to be a part of that machine. I really didn't enjoy once I once I've moved up to that kind of manageable level. I then felt like I was the bad person I said, Oh, you can't do that, because I don't have the hours this week, I don't have the funding. And I just, I just really didn't enjoy it. So I did that for the kind of year just under two years, and then went into work in when I went to work in the charity sector and works for a charity called scout. So I'm sure you have the head of the Boy Scouts. And so yeah, so I work for the scouts in the UK. And that was kind of my first taste, I guess, of project work on a wider scale. And that was that was working from home before working from home was cool. It was working from home before COVID. And it was, again, tough, really, really tough. I'd never been in a role like that before I'd only ever been with people. So I'd been working with kids face to face to Climate Center or working with adults who you know, required support. This was behind the scenes, this was like background work, where I was making phone calls and sending emails, and I really struggled with that kind of just feeling really lonely, like just sat in an office by myself at home. And although the work was great, and I worked with a fantastic team, I didn't really connect with the corps that much because it was it was solely supporting young people to get into scouting. I've never really gone to skeleton before I'd never really been involved in it apart from as a as an adult volunteer. So as much as I loved it, I had a short term contract, it was only 18 months. And at the just towards the end of my contract, I fell pregnant with my little girl. So kind of once I went on maternity leave, I decided that I'm not going to go back to that. And, and then yeah, had a baby. And I've had a kind of year out of working on Yeah, nine months out of working and stepped into being a mum instead. Michael Hingson ** 21:59 So do you do you work today? That was five years ago, right? Your daughter's five? Sarah Jones ** 22:05 Yeah, so she just turned five, which the time has flown by and where that time has gone? Yeah, so So after kind of I'd, I'd had I've learned and and had kind of struggled through that time I was I was desperate to get back into work, I really realized that as much as I love being a month. You know, now I absolutely love it. My work is so important. And it's its purpose. It's what drives me, it's what kind of, you know, I feel like I have work to do. So I decided to go into teaching, which was a bit of a yeah, just this random kind of thing I saw I saw this advert I didn't even think it was a teaching role at the time. And I applied to kind of go and support that what I thought the role was was supporting young people to be more active in a school and it was it was kind of like, almost managing their gym and fitness programs. And I thought it would be like the to come in and just kind of use the gym and stuff because I've done my personal training qualification before. And then I got to the industry and they told me it was a teaching role. And I was like, oh, okay, well, let's go do it. Let's have a girl. So I Yeah, then was a teacher kind of throughout, throughout the years before COVID. And then during COVID, I taught in a in a special needs school. While especially as college for Key Stage five students, so they were kind of between the ages of 16 and 19. And I taught them sport and physical activity and then help support them into employment in the sport industry. So kind of help them get jobs in gyms and things and, and I loved it, I loved it, I really, really felt like I'd found kind of what I was really good at. I enjoyed the teaching side of it. You know, the students were fantastic. They did. The school was fantastic. And then kind of COVID hit and and it was it was a bad time. I guess for teachers. It was hard. It was a hard real hard time for for kind of teaching staff and education staff to work through that with the schools particularly in the UK and how it you know how quickly things changed and the guidelines change all the time. And and yeah, I really really struggled with it. And yeah, to COVID ruined teaching for me, I think because I I'm no longer a teacher now. So, so yeah, I think the the process around because the schools closed in the UK quite a few times. They kind of closed, reopen, closed, reopened. And throughout the different phases of us working from home and teaching at home online and then teaching. We'd like a phased return where the young people would come back in like smaller numbers, the whole kind of format of our teach and changed, I guess there's in terms of our staff team. So originally, the vocational teachers, sort of sport teachers here, and these teachers were full time their own subjects, so I only did sport, which is exactly what I wanted to do. And then kind of throughout COVID, when when we changed to, we were, rather than teaching all of the students, we were keeping them contained in in one group, so that if we did have kind of an outbreak or anything, we will, we would just contain that group and send them home. So we then taught everything. So not only was our teaching sport, I was also covering English maths PSH see, you know, different kinds of subjects, the school found that that actually really worked for those students. And it was really positive for them to have one teacher for multiple subjects, rather than multiple subjects with multiple teachers. So they decided to kind of change the roles, I guess, of all of the vocational teachers. And I essentially became a 50% sports teacher, and then 50% maths in English. And it just wasn't something I wanted to do. It wasn't my area of expertise, and it's not something that I enjoyed. So it was at that time that I'd come across just another one of these moments where I just saw something and was like, this must be for me. And it was a rule with Manchester United, who were wysteria, a football team in the UK. And they have a really fantastic foundation attached to them. So it's a charitable arm of the club. And they were looking for somebody essentially to work in some of their specialist schools and support the young people to access sport and access physical activity. And the school that I applied for. They this school was school in South Manchester, absolutely fantastic facility for young people with really complex health needs. So it was working with with individuals that needed to rely on a whole lot of support, and some, you know, two to one support in terms of either for their health or for their, to help manage their behavior or manage their anxieties or help them engage with different different things. It was, it was really eye opening. And I just loved it. Absolutely loved it. I was just I was having so much fallen, I worked with a fantastic team. You know, I used to have days of just doing trampoline and and climbing and like, you know, doing all of this kind of thing is incredible activities with, with young people who, who needed it the most really. And yeah, the kind of working for, you know, Football Club was great. I'm not a football fan. I tried when I worked for them, and I got easier when they pay your wages. But you know, not really that bothered. But, you know, it was a surreal experience. I got some really good opportunities through that. But kind of throughout that, that journey, I guess from from being a teacher, I started to kind of really understand education understand how I guess how rubbish the education system can sometimes be, particularly for disabled young people and how it's not really fit for purpose. Particularly in this country, I think it was, it was difficult times and you kind of not only as a teacher yourself to failure, sometimes setting up the young people to fail as well by not not really understanding their needs and their outcomes. So throughout being a teacher and being kind of with Manchester United, I'd started to kind of explore the idea of climate and how that can be more kind of inclusive. It already is inclusive in lots of places in the UK, there's lots of pockets of incredible work going on. That's like just showing that anything, everything can be kind of accessible and inclusive for anybody. But it wasn't widespread. And this kind of stemmed from I guess, my little brother really he he came to visit me when I was an outdoor instructor back when you know, when life was simple. And he as I said before, it was quite a complex human struggle to engage with with stuff really needed a lot of support from people. And he came climbing visited me at this where I lived and absolutely loved it. It was just the best day I've ever had with him and he was on visit wire over and over again. It was on the climbing wall over and over again. It was constantly asking for more just a massive smile on his face. Getting him out was difficult because he didn't want to leave. But yeah, it was it was something that was the first thing that I'd seen him truly enjoy outside of just you know, watching something on the telly or engaging with something like you know this sedentary so, so I then thought, Oh, this is this is good, he needs to do this when he gets home, he needs to do this with school. And unfortunately back then there just wasn't anywhere around that would understand his needs, there wasn't anybody that could really get that he needed extra support extra time, extra resources. So from that experience, being a teacher and then working with kind of this with the, the, with Manchester United, we had a climbing wall at the school. And I'd started to kind of, I guess, change the way that that looks. And we we started to embed regular climbing sessions that were a little bit different. And then we expanded to kind of access in an external center and, and just it very organically grew. And, and I guess, that project, or that idea outgrew my role with Manchester United, and I just I kind of had to keep moving with it really so. So now I work for access sport. So there, we're a UK based charity. We're, we're a mere 20 years old next year. So we are very young. But we do have a real presence kind of in the UK and that we we work right across both different places and both different sports in helping to make them more inclusive across the board. My area is disability inclusion. So I work with a number of sports now. Kind of we have different partnerships, and we work both from the top down. So we have those discussions with with national governing bodies around disability inclusion, but then we also go into those places on the ground at grassroots and talk directly to coaches about why it's so important and help them help them to kind of open up their doors to to more disabled people playing sport in whatever way is meaningful for them. And I think that this role now is I get it, I guess a combination of all of those roles that I've done before, into one. And I think it's Sarah Jones ** 31:59 that's exactly why I don't look back and think, Oh God, I wish I had gone on to wish I'd stayed in college, or I wish I had not got that job, right. It's just everything that I've done has brought me to this point. And now it's a really exciting time for the kind of where this work is going. really Michael Hingson ** 32:17 isn't that the way of it, you know, you can trace life through the choices that you make. And when you decide that whether they were all good choices or not they were the choices that you made. But it brought you to a point that you value and you rate very highly. It doesn't really get better than that. Sarah Jones ** 32:42 No, I think that's the only way you can do it, there's I think there's it would be very, very easy to fall into that. Or fall back into that phase of feeling. angry and like, like, it's unfair. And like you know that it's just the there's just as much as both annual me and my sister do fall into that. And we have done at times, particularly going through grief and times of trauma and things. We always just managed to pull ourselves back out of it, despite how low we might feel. Because we've got a job to do. And we've got we've got to take all of those experiences that we've had both as caregivers, both as young people who grew up in a difficult area, I guess we have kind of that intersection of of all we had that intersection of barriers, will we have to take that and put that into something that's going to make some form of a difference really? Are you gonna go ahead? No, no, no. Michael Hingson ** 33:48 Are your parents still with us? Sarah Jones ** 33:50 They are Yes. Yeah, they are. They? It's a difficult time, I think at the moment since my brother passed away last year, which I'm sure we'll talk about in a second. It was our relationships are very complex. And I think when the absence of a parent child relationship, when I was younger is definitely more apparent now in that there isn't a parent child relationship. Now, it was always the other way around for us really. And you know, we we have that biological love for them and I care I still care for them. I don't live with them anymore, but I still provide care. You know, if something happens, I'm there and, and throughout, you know, the process of grief. We as siblings snapped back into our original roles and I became a caregiver again. But we don't have a strong relationship anymore because it's it's difficult. It's challenging to have to kind of go back to all of those feelings when as an individual and going, I've done the work I've gone through Without therapy, I have processed a lot of stuff. The moment I go back into that place, it takes you back to feeling not great. So yeah. Michael Hingson ** 35:11 So things happen. And it's difficult unless the relationship can work both ways. And that sounds like it's been a real tough thing for you to have to deal with. Because it doesn't really work both ways. Sarah Jones ** 35:30 Yeah, I think that's the thing. And it's just, I think a lot of the journey for me particularly, has just been acceptance really, and kind of forgiveness. And understanding that whatever choices were made when I was younger, are now the best choices that they could have made at the time. Most informed choices that they could have made at the time, and that's unlikely to be any different moving forward. And that's fine. And I have my days, where something happens, or particularly Christmas, Christmas is always a time I absolutely love it. But I will have a cry on Christmas Day. I'll have a good 10 minutes, and I'll feel sorry for myself, and then I'll be fine. But I do we do. I do have those moments where I feel, you know, a bit a bit low, but then you just go it's fine. There's nothing I can do about it, I can't control it. All I can do is, is be there when when I'm needed. And that's just that's the relationship. That's that's what it is. And that's fine. It's better than some other relationships that I know people have with their parents. So Michael Hingson ** 36:36 yeah. Well, and you, you certainly seem like you're you're working through it. And I'm sure you spend a lot of time reflecting and thinking about what what you did, what you're doing, and probably some where you can go. But again, you're well aware of the choices that you made. And you appreciate that conceptually, which is something that a lot of us don't necessarily do. And it's all about really learning that you can trace where you are from where you were through the choices that you made. Sarah Jones ** 37:14 Yeah, definitely. I think that there's a lot of times that things that stick in my mind of like pivotal points, I guess that really determined what what paths I chose, I think one that that always I talk about a lot when I when I talk with when I work with young people, I remember being in college and going through a really tough time with with my brother and dad kind of was struggling to do an assignment or something. It was something along the lines of I couldn't quite reach a deadline or something. And I was it was really hard at that point. And I remember my tutor at the time, pulling me into the office, and I got really, really upset. I was really struggling at home, I was just all over the place. And she said, Well, all of us have got stuff going on, which is you just got to get on with it. And that was the week I dropped out. That was the week I just left. I was like I cannot I'm not doing this anymore. Like I can't, I just can't do it. And I think it was at the time, it was a really, really harsh thing to do. And I think probably wouldn't, probably wasn't the best thing for her to say. But I'm grateful because it was, yeah, people do have stuff going on and people get on with it. And it's not, it's not it's not right to certainly not right to say that to a student who's in tears in front of you. But there is, I guess there is some harsh truth in that in that, you know, as a as an adult now, the work that I want to do in the job that I've got to do you have to put all those things into perspective, I guess, put all of those choices into okay, that happened? What's the positive from it? And that's the only way that my brain works, I think is spinning them into positive silver linings. Michael Hingson ** 39:07 Is there a better support system from the government in the country today than there was when you were a child and having to provide so much support? Or is it really still about the same? Sarah Jones ** 39:22 Um, I think I don't think it's any better. I think a language that they use is better now. In terms of how they write reports and stuff, generally, it's a bit of a postcode lottery in the UK. So it's all dependent on where you are and what services are available because the social care comes from a local authority which obviously is governed by a budget and different local authorities will get different budgets based on where they are so it does totally depend on on where you are in the country. trainers, just the luck of the draw, which is sad. I think when there is a crisis, there is a massive problem in that there's a massive amount of young people that need that support and vulnerable adults that need that support. And it's a priority list. And it's a list that's too long for the amount of resource that they have. And that's exactly what kind of happened with us when we were younger. That was what happened. More recently with with kind of my brother's death, that's, that is the problem. There's just too much and not enough help. Michael Hingson ** 40:36 Why do you think that is? Is it just not a priority? Is it that people don't know? Or what? Sarah Jones ** 40:42 Um, well, I won't make it political? No, Michael Hingson ** 40:46 I was Yeah, I was trying to stay away from from politics. That's unfortunately, always there. Yeah, Sarah Jones ** 40:53 there's a massive lack of investment in social social services, that social care services. So. And I think I think that's apparent right across the board, not even just in terms of social workers and the amount of resource there but also the quality of care, in social care services, such as adult residential facilities, mental health support all of that there's just a massive lack of investment in it. And without investment, there isn't good quality service. And without that, people aren't getting what they need. And it's, it's scary, because you don't see it getting any better. It's not it's not get any better, even, you know, since COVID. Like it's only got worse. And it's, it's a scary thing to think there's so many different groups and pockets of people that require that support. It's not just families that have, you know, families of disabled people, it's people, elderly people who who require social care support. It's, you know, families who, sibling, carers, family carers. There's, there's just a long list of people. And not enough help. Yeah. Michael Hingson ** 42:11 Well, you've talked a lot about your brother and the fact that he passed away last year. So I know you said you wanted to talk a little bit about that. Sarah Jones ** 42:21 Yeah, I think it's just it's just such a pivotal moment, I guess, for me and for my life for my career. I think it's a real defining kind of moment. He so yeah, so he, he still lived at home. He was 20 just No, sorry, online he was at when he passed away, just turned 18 It'd be 20. Now. So he, yeah, he still lived at home. And he, I'd lost kind of seen him at Christmas time. And I think when me and my sister had kind of moved away from home, because we both grew up and had our own lives and families and stuff. He, his kind of, I guess, understanding of was started to diminish because we weren't there. He had a really close bond with my sister, they were much closer because they were closer in age. And others had moved away and works residential for a while, and she'd stayed at home. So they were really, really close. I wasn't as close with him, but but he was, you know, part of part of us, he was a little broke. And I just got I just got a phone call just in the, in the middle of the well, in the evening from from my dad, and he just told me just said oh, he's he's passed away. He's scared when I was just what was going on. And I just flipped it into caring role. And I was just managing everything. And I think at the time, there was suspicions over the the kind of cause of his death. It was a very unexpected death, the police were involved and because because my parents could have had those additional needs and needed that additional support. Everything came through me so all of the inquest came through me the funeral planning, you know, go into speaking with the coroner, all of that stuff was my responsibility. And that's not a complaint. I'm glad it was because that's me controlling something. Control Freak. And I needed that. I needed something to feel like I was doing something to help Mr. There was nothing I could do to bring him back. But that was my role. My sister on the other hand, flitted into her role of being really affected by it and really emotional. And just struggled with that whole process. I struggled in my own way afterwards, after the funeral once everything after the inquest sorry, she's troubled right at the start. But the inquest was about nine months long. We're just waiting and waiting for investigations waiting for answers just constantly kind of wondering. And then I kind of finally got the final report, I guess the inquest inquest was closed. And they found that he had, it was suggested that he died after an epileptic fit. So he'd had a seizure, and had passed away during that seizure. The kind of the difficulty around that is that he, he was just turned 18. So his through the report have kind of gone through all of these different phases of his life really looked at all of his history. And it dragged dragged up a lot of stuff. So it really had to get all of our family files right up until from the moment he was born. And it was reading through that I still, I still haven't read through it all. I've read through the bits that I need to but the bits that I have, just see a timeline. And I think, in this country, when when a young person turns 18, if they're under the care, or if they're under the or they rely on social care support, at the age of 18. Some places it's a little bit different. It could be 19, they transition into a different service, there's a children's social care services and adult social care services. And then when he was a child, the family had two social workers. So it was two people who were giving that care and support throughout COVID, obviously, that that support drops because of precautions and stuff. And then once he turned 18, he became an adult. And he lost that that original social worker, so the family had one. Now, throughout that process, the inquest found that lots of communication didn't happen between those two teams. And there's a timeline essentially of phone calls and reports and kind of, I guess, complaints made against about him. He was consistently missing appointments. My dad had phoned and said he was struggling to cope with him, it was struggling to take him to appointments, started to miss school. Because the aid was struggling to get transport, and it was just like you could, it was like one of those moments when, and lots of people will probably understand if they've been on safeguarding training or anything like that. And you do this training, you read all these reports, and you go, how did you not see it comment? How did they not see where this was going? And reading that was exactly it was it was like this is not going to end? Well. And I think it was, it was considered that maybe because they were struggling with supporting him to get to his appointments. He may have been on the wrong medication, which wasn't because he'd grown so quickly, because he was it was growing, he was 18. He wasn't having enough medication to manage his epilepsy, and therefore his seizures had increased. So there was a massive question, and whose fault is that? Because both my parents are vulnerable adults as well. They are deemed to, or they struggle to provide support for him because he's a complex young man. And he he was I don't want to say it was difficult, because it wasn't difficult. He was he just had a lot of needs that weren't met. So does that mean that social services have failed him and failed the family? I personally think it does. But there was a bit of a debate in terms of is it? Is it my parents that have have made, you know, the wrong choices here? Or is it the lack of support that the family got? So there's other questions around kind of him, the time between him passing away and kind of ambulance being cold and things like that, and there's so many gray areas with it. But the fact of the matter is, is that he is no longer here. And a big reason for that is because he wasn't getting the care that he needed. And the reason why he wasn't getting the care that you needed is because the services that were supposed to support my family weren't able to do that, for whatever reason. And I think working through that, and really kind of accepting that that's what happened is, was probably the hardest thing I've ever had to accept because there's nothing I can do about that. I can't I can't change that. I can't. I can't do anything about the fact that that's the way that this the services are in this country. I can't do anything about how stretched they are. What was really difficult is about 10 days before he passed away 10 days before I'd had that phone call. I had phoned the social services at the local authority to come to basically say that I was worried the The house that kind of he lifted, they were really struggling to keep on top of kind of cleanliness and tidiness. I know, they'd had historical issues with kind of mice and things like that. And it just wasn't a, it wasn't a safe environment for people to live. And I'd, my grandma had gone and kind of taken some, she's gotten fooled for whatever reason. And she'd phoned me say, and I'm really, really worried I've not seen. It's just, it's just really bad. I don't know what to do. So I'd phoned them and said, Look, can can you go round? Can we can we can have this shouldn't be happening, like it would need to do something about it. And the social worker on the phone has said, Yes, I'll go around this week. And she never did. She had not made that visit. And it's difficult to, to not think that if she had gone would that not have happened, because obviously, the inquest says it's completely unrelated. But that their support had massively dropped off before that point, that there would have been a kind of Stark reduction in the amount of visits that they were having from the people that were supposed to be supporting them. And that meant that the environment got worse and worse and worse. And it still have to tell myself sometimes, that that's not a factor in what happened, because it creeps up every now and again. But that's probably the biggest thing is that that was an attempt of me trying to help and trying to just give them a kick up the bottom to be honest, and be like, come on, like you need to this is your job. And it didn't work. And the worst outcome of that is that somebody lost their life. And I think, yeah, it's been a difficult process to work through. And difficult to accept, but all the, I guess talking about that, turn it into a purposes. I always said that they had to talk about it, I'd be open about it. Within that inquest report, it was I think it was about 60 to 70 pages long. And there was, from what I've read, there was one sentence that described him in a positive way. Everything about everything were in the opening section where they described who he was, it was he was, Sarah Jones ** 52:19 you know, he was aggressive, or he was challenging, and he got really anxious. So he couldn't do this. He couldn't do that. There was one sentence that said he could also be happy, loving and kind. And that was just even after he had passed away, people still described him in kind of a report in a really negative light. And it's the only thing I can do now let's change that and actually talk about him. He was wonderful. He was cheeky, was funny, he was so an absolute joy to be around. And I think it's female, we'd asked his teachers to come and speak and, and kind of, I guess, just say a little excerpt, because they knew him best. They spent the most time with him when he was in school. Gone, sorry. Go ahead. And they wrote this absolutely beautiful poem about who he was. And it was so so funny. And that I think that's what we wanted. That's what we want to capture now is that we want to talk about him for who he he was and the joy that he brought to our lives, not how people felt that he made it difficult. Michael Hingson ** 53:28 Have you thought about writing a book about him? Sarah Jones ** 53:32 I've thought about it, I've thought about it. I've been told I should write one. But it would I use him a lot. In my job. Now I do a lot of training with coaches. And we treat we we train people around disability inclusion and disability awareness. And I use them as in so many examples. And that's kind of Yeah, he, we bring him into, into the work that we do and, and he's, he's the inspiration behind all of the work that I do in climbing now and how that's going and his kind of, it's not really a legacy, but it it's, it's all kind of for young people that are just like him because he's, he's one of he's a young person that has lost their life and prior to that had a pretty poor quality of life. Because he's not what he needs. And it's it sounds really kind of unlinked sometimes. But through sport and physical activity, we actually do have the power to give those people what they need. And it's not just about couldn't play a sport, couldn't get better at climbing a wall couldn't get better at kicking a ball actually come and be in a place that is safe and welcoming and warm and can give you a place to belong. And that's what that's what is we're trying to do really, and what I'm trying to do with my work is to help provide more places where disabled people can feel safe and welcome, particularly when they reach that point of 1819 25, whatever the age is, when school and college are no longer there, because that will happen to everybody who, who, who requires that support, will lose that support when when they reach that age. And what's after that, at the moment is pretty poor. And if you are somebody that relies on a high level of care, it's, it's not it, there's lots of places that are wonderful. And if you have the means to do that, and to provide for that great, but if you don't, your weld is, can be very, very small. And what we, what we want to try and do is change that, I guess, well, Michael Hingson ** 55:49 tell me a little bit more about what you actually are doing today. Sarah Jones ** 55:55 So my current role now, so I guess my title is senior development manager. So I essentially work with lots of people in lots of different sports to help them become more open and equipped to being disability inclusive. My that's kind of my role, I guess. But my I guess my biggest piece of work, which is external is linked to my role, but also external to my role is kind of developing inclusive outdoor opportunities. Building on some of the work that already exists in the industry, particularly in this country, we've got some fantastic places that just make everything inclusive and always say yes, and I'm really trying to spread that through through kind of not just the the climate world but also the commercial climate world as well. I think, particularly in this here sport is very, it's certainly going more performance based. And we've got we've got a fantastic parasport presence, like we have so many parasport opportunities, but because that is competition based, it is exclusive. It excludes people from that because people are allowed to develop a certain skill. So they have to work on something that is going to pitch them against somebody else have the same ability or a similar ability. Actually, we have this massive group of massive number of people that will never fit into those categories are don't want to they don't want to be the next Paralympian does that mean they shouldn't be able to play sport and shouldn't be able to kind of reap those benefits. No, we need a different offer. So I guess my biggest piece of work at the moment is working with all of the statutory organisations that are involved in climate in the UK. And essentially, looking to develop more inclusive opportunities through training, through award schemes through working on the ground with kind of instructors and clubs individually. And then helping kind of young, young people to access those, those opportunities and just be in that for life really would be the ideal. And through kind of through that there's there's other things that I do. I'm due to speak at the conference next year for the International young carers Conference, which is I've done lots of in the last kind of couple of years, I've had lots of opportunities to talk about disability inclusion, which has been amazing and definitely getting better at it, I think. But this is a this is a bit different. So this is me going and talking about my experience as a young carer and delivering a workshop to professionals and academics that work in that field. And it's that, yeah, that's an opportunity to kind of, again, take all of that experience that that we know my sister had us as young people that in hindsight could could be seen and is seen as as pretty poor, I guess. And try and use that to really hammer home. Why it's so important that the people kind of look at young carers and really prioritize them some way. Oh, God, sorry. Go ahead. Cool. Michael Hingson ** 59:21 All right. What what is your sister too? So Sarah Jones ** 59:24 my sister is oh, she's amazing. Oh, God love I like her. She's just she's just a fantastic human being so she she always knew from being primary school that she wanted to be an actress. So she was leading lady in all of our little primary school plays and I used to go and watch her and I used to get so proud of her and especially because we do have this kind of it's not really a sister Sister bond. It's more of a parent child relationship. Sometimes in the I still see her as this little, you know, my little sister, she's 23 she's a grown woman. But, you know, I still see her as a little girl. So she always knew she wanted to be an actress. She's just was on that road. She was like, This is what I'm doing. I'm going into this. And she went to college, she did drama, she excelled. She then spent, I think two years auditioning, because she chose the school, the drama school that she wanted to go to in London, she was like, I don't care how long it takes me, I'm going here. After two rounds, two or three rounds of auditioning, she got in, she graduated from there. She was the first person kind of in our, in our family to go to university. And she's now kind of a, she she does, she hasn't actually done some tele stuff, which is going to hate me saying, but yeah, she she's doesn't like that. But she is really passionate about kind of, again, using her own experience in the field that she's interested in. But she also works for a company, a theatre company that only work with disabled actors. So I think I like to joke and that we're basically doing the same job but in two completely different sectors. But we it's no surprise really, when you when when you think of kind of where we've, where we've come from. But yeah, she she is in the arts, and she is absolutely fantastic. And she just has kind of a wonderful, colorful career ahead of her. And I think she really, she always stuck to her guns, I think when we were I remember when she was auditioning. She said that because she's going down to London, often you're told to kind of lose your accent and lose your grip. And she's she was like, Absolutely not. I have a working class girl from a northern town and I am keeping that. And it's yeah, it's definitely kind of put her in good stead she's definitely kept to her roots. And yeah, that's, that's what that's where she is. Michael Hingson ** 1:01:50 Well, you have clearly had a lot of experiences, and you've, you've been through a lot and, and you've, you've come through it, and you're able to move forward. What do you want people who are listening to this, too, to know or to remember? Or understand? Sarah Jones ** 1:02:11 Um, I think I guess it's that, I don't know, I think for me, in my kind of day to day job, when I meet people and I kind of do I do my work or, you know, I'm walking down the street, and I'm going doing what I want to do. I think people assume I'm irate. And I've got it all together. And I'm like, I'm cool, you know. But underneath that underneath that kind of facade, there is a lot of this really kind of deep rooted stuff that is that I'm still working through every day. And it's hard, it is hard. And I think that usually the people who are most passionate about something particularly like social issues, and things like that, have a real personal connection to that. And I think that's why we need people like that in those roles. It's I feel like I'm kind of going off on a tangent, but I think it's so important that we kind of I guess just stay almost stay grounded. I think particularly in the world of like sport development and, you know, fast moving careers and stuff, you can kind of get a bit lost in what in the work that you're doing. But actually, the most passionate person around the table who has the biggest virus, it's probably got the darkest kind of history, or skeletons in their closet or stuff that they have to get up and work work through every single day. And it's worth remembering that when, I guess, I don't know, every day really, when you meet people that does something, sometimes people have done a lot of work to get to where they are. And it's it's been a tough ride, I guess. But yeah, I think I think that's probably I don't think I've answered the question there. But Michael Hingson ** 1:04:11 I think you have I think one thing that strikes me and well, we'll kind of leave it with this. But one thing that strikes me is again, you you've made choices, but you thought about them. And you know where you came from. And you know where you are. And you may go somewhere different in the future. But you are grounded in and although there are lots of things to deal with. You're comfortable in knowing that the choices that you made or the choices that you made, and it has brought you to where you are and you seem pretty comfortable with that which is cool. Sarah Jones ** 1:04:55 Yeah, I guess. I guess I'm comfortable with that. I think it's that The acceptance is a big part of that, I think is just accepting what has happened and feeling all the feelings associated with it, but then not letting them kind of overwhelm hospital. And that's, that's easier on some days than it is others. Definitely reaching out and start talking about it as well, I think that's a big thing for me. I have really struggled in the past to kind of be open about some things and felt like it's not my place. And now I just say it, I just say it and use it and kind of use it as a tool to help my work kind of continue, I guess. But But yeah, I guess being comfortable in accepting whatever road you've been put on? Well, sounds a bit easy. But But yeah. Michael Hingson ** 1:05:46 Well, I want to thank you for being here and taking the time to talk with us if people want to reach out to you maybe learn more about access ports and so on. How do they do that? Sarah Jones ** 1:05:56 So, yes, we do have a website, I think I can send you that. It's ww accesssport.org.uk. And you can hear all about kind of the work that we do. And Michael Hingson ** 1:06:07 is it access sport with it? S P O R T or SPORTS? Sarah Jones ** 1:06:12 S P O RT? Accesssport? Michael Hingson ** 1:06:17 Accesssport.org.uk? Sarah Jones ** 1:06:20 Yeah, you can hear kind of some of the stories of the young people th

S5 E5 Key Stage SATs 2024

Databusters

Play Episode Listen Later Jul 12, 2024 34:45

Richard Selfridge and James Pembroke's regular look at education data. The Databusters discuss Key Stage 2 SATs 2024. Jamie's Primary Assessment Gateway blog Special Consideration figures 2022 (Tabs 17, 18 & 19) Key stage 2 attainment: National headlines 23/24 National curriculum test handbook: 2016 and 2017 containing 2016 'cut scores' Measuring Up by Daniel Koretz (page 188 onwards) Sophie Bartlett's tweet with scores for 'pass marks' the 'cut scores' for 2017-2024 Key stage 2 attainment: National headlines 2016-2024 'Little Guide for Teachers: Using student data' podcast Thinking Deeply about Primary Education

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Getting it Right in Key Stage One with the team from Quinton Primary School, Birmingham

birmingham primary schools doncaster getting it right stage one key stage eyfs

Play Episode Listen Later Jun 28, 2024 49:40 Transcription Available

Nova Robinson catches up with the team at Quinton Primary School in Birmingham for this week's episode. They discuss the implementation of an effective approach to Key Stage One practice based on an enabling learning environment, strong adult-child learning relationships and smoother transitions from the EYFS.Watch our Free Plan Your Learning Environment KS1 webinarLast Chance to attend the KS1 Roadshow in Doncaster or KentPurchase our KS1 Continuous Provision GuidesDownload Free KS1 Planning Guides and Audit Tools

The Impact of Continuous Provision in Key Stage 1

school explore provision continuous wiltshire st michael key stage

Play Episode Listen Later Jun 7, 2024 52:13

This week, Nova Robinson interviews Jude Arkwright and Jane Godfrey from St Michael's School in Wiltshire. They discuss the school's approach to continuous provision in Key Stage 1 and the impact it has on children's learning and well-being.Explore our FREE KS1 Room Planning WebinarVisit St Michaels Website to find out more

It's Not Just Phonics Work: The Monday Morning Break with Khanh-Duc Kuttig

english phonics khanh key stage

Play Episode Listen Later Jun 3, 2024 64:07

This is the third episode in the international school series. Anna Bejshovcova shares with us her experience of developing literacy skills in Key Stage 1 with pupils from non-English language backgrounds, as we talk about phonics, reading confidence, oralcy and assessing literacy.

Episode 123: How to Overcome the Pressure of Exam Season with Kate Clifton

EVERYTHING EFL

Play Episode Listen Later May 13, 2024 38:29

Well, that's where this episode starts off, anyway. This week my guest is the wonderful Kate Clifton, from the Kate Languages podcast. We talk about how to manage expectations from upcoming exam pressures, digress into what to teach that isn't necessarily on the syllabus. We also take a dive into switching it up in class to keep your learners on their toes and we ping pong a few practical activities and tasks for you to try out in class. Connect with Kate: https://katelanguages.co.uk/ Kate Clifton, also known as Kate Languages, writes French, German and Spanish teaching resources, teaches languages to languages teachers and delivers training on a range of topics such as phonics, stretch and challenge, and how to exploit one text in a number of different ways. She has created a large number of teaching resources, she's been commissioned by BBC Bitesize to write content for the GCSE and Key Stage 3 French Bitesize pages, she has created primary French and Spanish lessons for EuHu (pronounced yoohoo) and she also has her own podcast, The Kate Languages Podcast, where she discusses all things language teaching and teacher wellbeing. She is also mum to a 4-year-old boy and loves spending time outside with her family, cooking and reading! Contact me if you would me to help your or your school become better teacher: erin@refreshyourteaching.com Join my Breathe Easy, Teacher Newsletter community for teacher love and support: https://www.subscribepage.com/betterteachingnewsletter Connect with me: www.instagram.com/everythingeflteacher https://www.linkedin.com/in/erin-o-byrne-90b58a55/ Youtube @Everything EFL for teaching tip videos and full podcast episodes with Closed Captions. Subscribe to the podcast on Spotify, Google Podcasts, Apple.... and don't forget to tell your colleagues. Share the love. Theme music by @sean.cass (Instagram) --- Send in a voice message: https://podcasters.spotify.com/pod/show/everything-efl/message

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Talking D&T

Play Episode Play 28 sec Highlight Listen Later May 8, 2024 12:36 Transcription Available

Subscriber-only episodeSend me a message.In this episode of Talking D&T, I reflect on the conversation published earlier this week with Tony Ryan about the various industry contexts developed by the Design and Technology Association for Key Stage 3 pupils in England. I explore the complexities that teachers face when designing a unit of work, particularly in the realm of design and technology.Drawing from the "Inspired by Industry" work discussed by Tony, I emphasise the importance of selecting contexts that engage and motivate young learners. However, I also acknowledge that not all contexts will appeal to every pupil, as engagement is subjective and dependent on individual interests.I discuss the role of teacher stereotypes and the need for awareness when choosing design contexts. Using the example of dinosaurs, I explain how teachers might assume certain topics will appeal to specific age groups or genders, and I encourage listeners to question these assumptions by referring to Ulrika Sultan's work on gender stereotyping.Also, I stress the importance of considering pupil progression when planning units of work. I argue that the context itself is not the primary driver for learning but rather a motivator for interest and enjoyment. Teachers must think about how the unit builds upon previous knowledge, introduces new concepts, and prepares pupils for future learning. By doing so, they can help children move from surface-level understanding to deep knowledge retention.(Text generated by AI, edited by Alison Hardy)Ciaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?What do you think? Join the conversation over on LinkedIn and let us know what you think. If you like the podcast, you can always buy me a coffee to say 'thanks!'Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show. If you want to support me by becoming a Patron click here. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Reimagining Design and Technology Education: The D&T Association's Innovative Approach

Talking D&T

Play Episode Play 23 sec Highlight Listen Later May 6, 2024 44:22 Transcription Available

Send me a message.Early this year I had the pleasure of interviewing Tony Ryan, the Chief Executive of the Design and Technology Association. In this episode, Tony shared exciting updates about the association's initiatives to support and advance design and technology education in the UK.We discussed the "Reimagined" program, which focuses on developing a design-driven, problem-solving approach to the subject at Key Stage 3. The association has created 12 units of work, with plans to release up to 30, inspired by real-world challenges provided by over 300 industry partners. These units aim to engage students in iterative design, CAD, and 3D printing while fostering essential skills like tenacity and collaboration.Tony also highlighted the Association's efforts in primary education, with the popular "Projects on a Page" resources and plans to digitize them for interactive classroom use. We touched upon the lobbying efforts to ensure design and technology remains a valued subject in the curriculum and the need for evidence-based research to support these initiatives.Throughout our conversation, Tony's passion for the subject and dedication to creating innovative, accessible resources shone through. I'm excited to see the impact these projects will have on students and teachers alike.(Text generated by AI, edited by Alison Hardy)From the Design and Technology AssociationRe-imagining report Inspired by Industry: www.inspiredbyindustry.org.uk, including the dinosaur unit (click on the 'promotional displays' button).Projects on a Page is sold separately, it is better value purchased with primary school membershipCiaran Ellis posted a thought-provoking question on LinkedIn recently: Do design decisions involve value judgements?What do you think? Join the conversation over on LinkedIn and let us know what you think. Support the Show.If you like the podcast, you can always buy me a coffee to say 'thanks!'Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show. If you want to support me by becoming a Patron click here. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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#188 Ten ways to get amazing GCSE maths results with Jo Morgan

Mr Barton Maths Podcast

Play Episode Listen Later Apr 3, 2024 167:52

Craig Barton and Jo Morgan discuss Jo's career journey and the context of her school. They then dive into the topic of achieving amazing GCSE results, starting with the importance of a solid Key Stage 3 and 4 curriculum and pedagogy. Jo emphasizes the need for high-quality teaching, a robust curriculum, and going into depth on topics. She also discusses the benefits of setting and the challenges of staffing Key Stage 3. Joe mentions the use of shared resources and the importance of consistency in teaching across the department. In this part of the conversation, Craig and Jo discuss the importance of being prescriptive in teaching methods and the use of calculators in the classroom. Jo emphasizes the need for live modeling and independent practice, while also acknowledging the challenges of using mini whiteboards effectively. They also discuss the benefits of regular calculator use from the start of Year 7 and the impact of embedded retrieval in lessons. In this part of the conversation, Jo discusses the use of warm-up booklets, assessment practices, and the benefits of using the online homework platform Sparks. She also talks about strategies for supporting the lowest and highest attainers at Key Stage 4. In this final part of the conversation, Jo and Craig discuss the impact of different qualifications on student outcomes, the importance of high standards and expectations in the math department, and the effective use of data to identify and address problems. Links to all the resources mentioned can be found in the show notes here: mrbartonmaths.com/blog/jo-morgan-gcse/ Time-stamps: Career journey and GCSE results in a South London comprehensive school. (5:16) GCSE results and progress measures. (10:33) School performance metrics and progress measures. (12:49) The impact of progress 8 measure on students' future opportunities. (18:15) Key stage three math curriculum and pedagogy. (23:47) Math teaching strategies and resources in a school with non-specialist teachers. (28:18) Sharing lesson plans and quality control in a school. (33:15) Lesson planning and resource use in math education. (38:07) Math teaching methods and expectations for lessons. (41:41) Teaching mechanics for the first time. (45:34) Using mini whiteboards in the classroom. (48:41) Math teaching strategies and calculator use. (52:47) Using calculators in math class to improve understanding and skills. (59:15) Math education with a focus on calculator use and retrieval practice. (1:02:40) Retrieval practice in language lessons. (1:07:29) Using retrieval practice to fill knowledge gaps in math classes. (1:09:17) Math warm-ups and booklets for engagement and assessment. (1:13:49) Using retrieval practice, prerequisites, and assessment in math lessons. (1:18:29) Using low-stakes assessments in math class. (1:22:52) Effective whole-class feedback in math lessons. (1:27:40) Teaching and assessment strategies in English grammar school. (1:29:16) The impact of Sparks, an online maths platform, on student performance. (1:33:50) Homework strategies in a UK school. (1:38:23) Homework strategies and student motivation. (1:42:57) Offering additional maths qualification to boost GCSE and A-level results. (1:48:13) Math education, including further maths and entry-level maths. (1:51:58) Teaching maths and setting high standards in a school. (1:55:33) Effective leadership and data analysis in a high school math department. (2:00:38) Data analysis and reporting in education. (2:06:03) Department leadership and communication in schools. (2:13:20) Department meetings and their frequency. (2:19:18) Effective teaching strategies and data analysis in maths. (2:22:24) Math interventions and support for Year 11 students. (2:27:16) GCSE maths teaching strategies and student assessment. (2:32:19) Math teaching strategies and school challenges. (2:36:36) Improving GCSE exam review sessions. (2:41:12)

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S2 E28: Sophie B: SATs Insights, The Best Way To Prep & Widespread Cheating (Part 2)

Teach Sleep Repeat

Play Episode Listen Later Apr 1, 2024 73:26

Our chat with Sophie morphed into a marathon conversation, so we are back with week with part 2 that is all about the Key Stage 2 SATs. Sophie is a SATs data guru and talks us through past patterns and what we are likely to see this year. She shares some super insight into what's needed to pass the tests & what to prioritise. We talk more deeply about whether testing in general is worthwhile, and the cons to the papers. We also discuss the open secret in education that is the sheer amount of schools who cheat when it comes to the tests. Teachers being told to tell children when they've got a question wrong, opening test packs early, or even outright doing questions for the children... You name it, it's happened. Follow us on Instagram: @teachsleeprepeatpodcast --- Send in a voice message: https://podcasters.spotify.com/pod/show/teachsleeprepeat/message

teachers prep cheating widespread sats key stage sophie b

Talking with Phil Jones about Intrinsic Motivation and 21st-Century Learning

Talking D&T

Play Episode Play 30 sec Highlight Listen Later Mar 26, 2024 27:18 Transcription Available

In this episode of Talking D&T, I interview Phil Jones, a full-time D&T teacher and subject leader at a school in Merseyside, who is also a part-time doctoral student at Liverpool John Moores University. Phil shares his experience as part of the organizing committee for the PATT (Pupils' Attitude Towards Technology) conference and discusses a paper that grabbed his attention during the event.The paper, authored by Remke Klapwijk from the Netherlands, explores secondary students' intrinsic motivation during multidisciplinary STEAM projects. Phil and I delve into the study's findings, which surprisingly showed no significant effect on motivation despite the initial hypothesis. We also discuss the implications of these results for teaching practice and the importance of challenging assumptions about the impact of multidisciplinary projects on student motivation.Phil also provides insights into his own doctoral research, which focuses on design thinking at Key Stage 3 D&T and the relationship between skills and knowledge. He explains his data collection methods, including using validated instruments, portfolios, presentations, student field notes, and focus groups. We discuss the value of pursuing postgraduate studies as a D&T teacher and the importance of research in providing an evidence base for the subject's impact. Finally, we reflect on the benefits of presenting at conferences, such as receiving valuable feedback and engaging with the wider D&T community.(Text generated by AI, edited by Alison Hardy)Mentioned in the showPhil on LinkedIn Work Upton SchoolKlapwijk, R. (2023). Secondary Students Intrinsic Motivation during Multidisciplinary STEAM projects : A quantitative study on the influence of competence, autonomy and relatedness in secondary Dutch classrooms. Learning to Teach Design and TechnologyTechnasiumIntrinsic Motivation Inventory (IMI)Amanda Mason posted a thought-provoking question on LinkedIn recently: Is making vital in D&T?What do you think? Join the conversation over on LinkedIn and let us know you thoughts. Support the showIf you like the podcast, you can always buy me a coffee to say 'thanks!'Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show. If you want to support me by becoming a Patron click here. If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

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Getting Started with Continuous Provision in Key Stage One: Interview with Nova Robinson

ideas robinson provision getting started continuous inspirations stage one key stage

Play Episode Listen Later Mar 8, 2024 39:10 Transcription Available

With more schools recognising the growing interest in continuous provision for Key Stage 1 education, Andy Burt and Nova Robinson delve into its implementation. From understanding the needs of Key Stage 1 children to navigating transitions from early years, this conversation offers invaluable insights into initiating this transformative approach. Join us as we uncover the practical steps, challenges, and resources needed to embark on the continuous provision journey, drawing upon the expertise shared in this enlightening discussion.Join us on one of our KS1 Roadshow eventsOrder our KS1 Guide to Continuous ProvisionExplore the Ideas and Inspirations section of our website

S7 EP36: Adam Kay

Rob Beckett and Josh Widdicombe's Lockdown Parenting Hell

Play Episode Listen Later Nov 24, 2023 70:01

Joining us this episode to discuss the highs and lows of parenting (and life) is the brilliant writer, author, comedian and former doctor - Adam Kay. Adam is best known as author of the number-one bestselling book ‘This Is Going to Hurt'. His new book KAY'S INCREDIBLE INVENTIONS is available now. In the latest laugh-out-loud book from the record-breaking Adam Kay and Henry Paker, you'll learn about everything ever invented, from the daft to the disgusting to the downright dangerous. You'll discover all about the queen who pooed on the first ever toilet, how velcro was invented by a dog and why the Ancient Greeks wiped their bums on dinner plates, as well as 48,762,851,208 other facts. (Approximately.) Illustrated by Henry Paker, friend and fellow comedian, who has worked on all Adam's bestselling children's books, Kay's Incredible Inventions is funny and factual, written with the UK's Key Stage 2 science and history curriculum very much in mind, and is destined to inspire the next generation of scientists and inventors. Just like Kay's Marvellous Medicine and Kay's Anatomy, Kay's Incredible Inventions offers wonderfully gross and wonderfully funny entertainment. It offers fun first but also education by stealth. Parenting Hell is a Spotify Podcast, available everywhere every Tuesday and Friday. Please leave a rating and review you filthy street dogs... xx If you want to get in touch with the show here's how: EMAIL: Hello@lockdownparenting.co.uk INSTAGRAM: @parentinghell MAILING LIST: parentinghellpodcast.mailchimpsites.com A 'Keep It Light Media' Production Sales, advertising, and general enquiries: hello@keepitlightmedia.com Learn more about your ad choices. Visit podcastchoices.com/adchoices

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BONUS: Meet the scriptwriter who wrote this week

All About The Archers - A podcast about

Play Episode Listen Later Oct 21, 2023 15:52

Today we interview SARAH HEHIR who is a scriptwriter for THE ARCHERS and wrote THIS WEEK ending 20th October 2023! We discuss some of the scenes we have heard this week, characters, plot lines and much more. 15 minutes on your podcast player and longer on YouTube.We'd like to mention that Sarah has a play touring the Balkans at the moment that is also set in Manchester and they'd love to bring this play to the UK. It called “The Shadow Garden” and tells the story of the Bogujevci family: the first children to give evidence in a war crimes tribunal. This tribunal gives shape to the shifting narrative, slipping between time, place, reality and imagination. The shadow garden exists on stage as a parallel world of memory and alternate futures .With one foot in Manchester and one in Kosovo, the family occupies a very private space in a very public arena. Through the children who survived, we learn about their loss and the resilience is takes to seek justice against the odds. Accounts of war are largely dominated by male military voices; this play celebrates the kind of power that doesn't sit in the weight of a gun. The Shadow Garden is a collaborative, multi-media show developed with an international team and produced by Gjilan Theatre.Sarah also has a play called “The Facility” published by The English and Media Centre for Key Stage 3 students. Its a contemporary play inspired by Antigone.All About The Archers Links:YOUTUBE: https://www.youtube.com/@AllAboutTheArchers-vv8jzINSTAGRAM: https://www.instagram.com/aboutthearchersTWITTER: https://twitter.com/AboutTheArchersFACEBOOK GROUP: https://www.facebook.com/groups/1127587031446013/Come and join us! Hosted on Acast. See acast.com/privacy for more information.

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The Education Brief: 25 September 2023

HEP Talks

Play Episode Listen Later Sep 25, 2023 12:06

The Education Brief: Monday 25th September 2023 - Top stories include: 27 new schools have been added to the list of those containing RAAC. One in five formal complaints to Ofsted in 2022-23 resulted in some change being made. Indebted councils do have targets to “manage demand” for EHCPs. Ofsted has released a music subject report with seven key findings. This week's deep dive: Key Stage 1 History Curriculum We'll also tell you what's happening at HEP this week and what we've been watching, listening to, and reading! Watching Listening Reading Music by Slo Pony

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One Thing with Daisy Upton on why 5 minutes really is enough

The Therapy Edit

Play Episode Listen Later Jun 2, 2023 22:49

In this Friday episode of The Therapy Edit, Anna chats to Daisy Upton, aka Five Minute Mum about her One Thing which is that 5 minutes really is enough! Daisy is a mum of two and an ex primary school teaching assistant. She's come up with easy games and activities for little kids aged 1 and up, that take five minutes to set up (which means they also take five minute to clear away again - hurrah)!Daisy's little and often approach is demonstrated on her amazing Instagram account which you'll find here. Daisy's brand new book will be published with Ladybird in June- Starting School: is a gentle, funny guide aimed at children all around taking the big step to big school. You can pre-order it here.Daisy has also written: Five Minute Mum: Give Me Five: Five minute, easy, fun games for busy people to do with little kids Five Minute Mum: Time For School: Easy, fun five-minute games to support Reception and Key Stage 1 children through their first years at schoolFive Minute Mum: On the Go: From long journeys to family gatherings, easy, fun five-minute games to entertain children whenever you're out and about

one thing reception lady bird upton key stage therapy edit

Ep 40: How to ‘NRICH' Maths Students Through Project Work: Tasks for IGCSE

Brighter Thinking Pod

Play Episode Listen Later Jun 1, 2023 41:50

In this episode, we are discussing project work in maths lessons. What are the benefits? How can you facilitate a successful project-based lesson in maths and what kinds of skills do projects teach? Our host today is Arifah Khan, Commissioning Editor for our Mathematics titles. She is joined by two special guests with ties to NRICH. NRICH is an innovative collaboration between the Faculties of Mathematics and Education at the University of Cambridge which focuses on problem solving and on creating opportunities for students to learn mathematics through exploration and discussion. Alison Kiddle is a freelance mathematics education consultant, having previously worked for NRICH as Key Stage 4 coordinator. Charlie Gilderdale is a Secondary Coordinator at NRICH. Show notes NRICH Cambridge IGCSE Mathematics Core and Extended Cambridge IGCSE and O Level Additional Mathematics 'Sowing the seeds for a more creative society' by Professor Mitchel Resnick, Director of the Lifelong Kindergarten research group at the MIT Media Lab Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play, Mitchel Resnick Growth Mindset, Carol Dwek The role of the teacher in mathematical project work: how to support students, blog by Alison Kiddle Why is it important for students to undertake project work in mathematics? Blog by Charlie Gilderdale

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Brits face HUNDRED years of rising water bills

Nick Ferrari - The Whole Show

Play Episode Listen Later May 18, 2023 133:37

On Nick Ferrari at Breakfast, we discuss Prince Harry and Meghan in a 'near catastrophic car chase' in New York, Just Stop Oil stage protest in Parliament, Chancellor Jeremy Hunt says working from the office should be the 'default', Royal College of Nursing calls for counselling services amid 'explosion of poor mental health' among staff, Paul Scully announces he is running for London Mayor in an LBC exclusive, obese teens must be put on lifelong weight-loss jabs according to experts, Key Stage 2 SATs paper that left pupils 'in tears' has been revealed and water firms apologies and vow to invest £10 billion in 'Victorian-era' infrastructure leaving Brits facing one hundred years of rising water bills.

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How to observe a lesson with Adam Boxer

Mr Barton Maths Podcast

Play Episode Listen Later Mar 6, 2023 139:16

This episode of the Mr Barton Maths Podcast is kindly supported by Oxford University Press's new Key Stage 3 maths curriculum called Mosaic. You can find out more by searching for Oxford Smart Mosaic or visiting here. *** Hello, and welcome to another episode of the Mr Barton Maths Podcast, with me Craig Barton. This time around I spoke to science teacher and author, Adam Boxer. We discussed Adam's process for observing lessons, giving feedback and coaching teachers. We discussed the following, and plenty more: What were Adam's early experiences both being observed and observing others? How does Adam now observe and give feedback? Can non-specialists observe as well as subject specialists? Whatever your style of teaching, experience or subject, I think you will get a lot out of this conversation. Useful time-stamps: What did Adam's lesson observations used to look like? (10:55) What does Adam do before observing a lesson? (41:48) What does Adam do in the lesson he is observing? (54:45) What does Adam do between the lesson and the feedback session? (1:25:18) What does the feedback session look like? (1:27:48) How does this fit into a coaching cycle? (1:49:38) Should non subject specialists observe lessons? (1:58:09) Adam discusses Caroseul and his secret project (2:05:41) My takeaway (2:0957) On Twitter Adam is: @adamboxer1 Adam's blog is: achemicalorthodoxy.wordpress.com Adam's book is: Teaching Secondary Science: a complete guide Find out more about Carousel Learning here: carousel-learning.com Sign up for updates about Adam's secret project here *** My usual plugs: You can sign up for the Tips for Teachers newsletter here: tipsforteachers.co.uk/newsletter My online courses are here: craigbarton.podia.com My books are “Tips for Teachers“, “Reflect, Expect, Check, Explain” and “How I wish I'd taught maths” If you are interested in sponsoring an episode of the show, then drop me an email at mrbartonmaths@gmail.com You can help support the show via my Patreon page at patreon.com/mrbartonmaths ***

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332: What is self-efficacy and why should we be paying attention to it in Primary Schools?

Education On Fire - Sharing creative and inspiring learning in our schools

Play Episode Listen Later Feb 27, 2023 39:48

RS Assessment conducted a study among 21,000 key stage 2 pupils in English schools recently. The study was funded by the Nuffield Foundation and aims to better understand the longer-term impacts of the Covid lockdowns on this cohort of kids' attainment, wellbeing and attitudes to learning.What is self-efficacy and why should we be paying attention to it in Primary Schools?We talk a lot about self-esteem in our children, but what is the connection between self-efficacy and their achievements? Our research shows that the majority of Key Stage 2 pupils report feeling some vulnerability in self-efficacy, with large (greater than 7 Percentage Point, or 14%) drops since the pandemic. Professor Clare Wood and Katie Blainey, Director of Assessment at Hodder Education talk about the role of self-efficacy in improving pupil outcomes and how we can we restore our children's sense of their ability to achieve – both in the classroom and at home.Websitewww.risingstars-uk.com/rs-assessment/whitepaperswww.schoolsweek.co.uk/whats-up-with-year-3-and-what-can-we-do-about-it/Watch the live recording of this podcast at www.youtube.com/@educationonfire5530/streamsShow Sponsor – National Association for Primary Education (NAPE)Primary Education Summit – ‘Visions for the Future' – March 2023Book NOW at www.nape.org.uk/summit

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Eoin MacCarthaigh - Head of Department - Bangkok

The Leading, Language and Literature Podcast

Play Episode Listen Later Feb 24, 2023 58:43

In this episode I'm talking to Eoin MacCarthaigh. Eoin is a Head of Department in Bangkok, teaching the IGCSE and IBDP. He is an active participant on Twitter and can be relied upon to ignite, continue and support conversation for international teachers. We discuss:- The best text he's ever read, taught or been taught- A quick introduction to his career to date- What he has seen or read in the last 12 months that has had the biggest impact on his practice- The significant challenges he is working on with an IGCSE / IB English department- One area of his department's routine or approach that he's most satisfied with- What his department do in the Key Stage 3 years in terms of curriculum - And finally, Eoin's perception on why improving teaching and learning can be a challenge in the international sectorThanks again to Eoin who can always be relied upon to maintain the healthy culture of debate, sharing and discussion on Twitter as well as the time he took to talk to me today. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Teach Like a Champion by Doug LemovWalkthrus by Tom Sherrngton and Oliver CaviglioliTeaching and Learning Playbook By Michael Feely and Ben KarlinTips for Teachers by Craig Barton

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325: The missing parts of history teaching with CARGO Classroom

Education On Fire - Sharing creative and inspiring learning in our schools

Play Episode Listen Later Feb 2, 2023 47:25

CARGO is led by Lawrence Hoo, a POET and Charles Golding filmmaker and creative director. From their own experiences in school and from their observations today, they understood that there are large parts missing from the History that is taught in schools across the UK. These missing parts include:The perspectives of individuals of African and African Diaspora descent.Recognition of the resilience, contributions and visionary leadership of individuals of African and African Diaspora descent.CARGO Classroom resources are made so that these stories could be included in the History that is taught in schools at Key Stage 3. The lessons use poetry, film and illustrations to help pupils engage with the lives they are learning about. The lessons have been designed so that they can either be taught in a sequence, or experienced individually.Websitewww.cargomovement.org/classroomSocial Media Informationinstagram.com/cargomovementtwitter @cargomovementShow Sponsor – National Association for Primary Education (NAPE)Primary Education Summit – ‘Visions for the Future' – March 2023Book NOW at www.nape.org.uk/summitNext live Education on Fire video podcast Wed 8th Feb 5.30pm GMT on YouTube @educationonfire5530

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Reading Buddies | Cantell School and the University of Southampton

Love your library

Play Episode Listen Later Jan 20, 2023 34:16

In this episode of Love Your Library, Hattie and Craig are joined by Kat, Jess and James from Cantell School and the University of Southampton to talk about their Reading Buddies initiative. This project sees Key Stage 3 pupils paired with sixth form and university students to help build confidence with reading. Follow Cantell School on Facebook to stay up to date on their latest news, including the Reading Buddies project. If you enjoyed this episode, make sure to listen to our interviews with Empathy Lab,... The post Reading Buddies | Cantell School and the University of Southampton appeared first on Love your library.

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Richard Skipper Celebrates Fifty Key Stage Musicals w/Robert W Schneider 1/07/23

Richard Skipper Celebrates

Play Episode Listen Later Jan 7, 2023 66:00

For Video Edition, Please Click and Subscribe Here: https://youtu.be/82YLlfVQRuU This volume in the Routledge Key Guides series provides a round-up of the fifty musicals whose creations were seminal in altering the landscape of musical theater discourse in the English-speaking world. Each entry summarises a show, including a full synopsis, discussion of the creators' process, show's critical reception, and its impact on the landscape of musical theater. This is the ideal primer for students of musical theater – its performance, history, and place in the modern theatrical world – as well as fans and lovers of musicals. WE are joined by editor Robert W. Schneider. Robert W. Schneider (he/him/his) has been called a “renaissance man of the theatre” by his previous bio….which he wrote himself. He is an award-winning Director, Producer, Author, Educator, and Podcast Host residing in New York City, where he is the Artistic Director of The J2 Spotlight Musical Theater Company. While he has been praised by many publications and media outlets, Robert's greatest achievement is that he is always able to get three dipping sauces automatically added to all Burger King orders. As Artistic Director of The J2 Spotlight Musical Theater Company, Robert directed their award-winning productions of Seesaw, A Class Act (1st NYC Revival), A Day in Hollywood/A Night in the Ukraine (1st NYC Revival), and The Baker's Wife, in which he collaborated with Stephen Schwartz on an intimate re-telling of the story.

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Episode #68: Helen Mazalon - Leaving nobody behind

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Play Episode Listen Later Dec 1, 2022 42:09

In this episode John is joined by Helen Mazalon, a GIS Technician at Alcis. They discuss many topics surrounding GIS for example: Who Alcis are and what they do, the difficulties students face getting into the entry level job market, the 30 day map challenge, the accuracy of data, and more. Visit the Alcis website here Here are Helen's top 5 suggestions for GIS resources: Humanitarian Open Street Map - A really good resource – an overview of what HOTOSM/OSM for data, context, projects to get involved in Open Street Map - To edit and contribute to OSM ESRI Blog - A good source of case studies Humanitarian Data Exchange - Good for open source data ESRI For Education Series 11 of GeogPod is kindly sponsored by Hodder Education. Hodder Education work with expert authors to produce the very best Key Stage 3, GCSE and A-level Geography resources for you and your students, and on their website, you'll discover exam board approved textbooks, revision guides, teaching support and more.

Interview with Robert W. Schneider – Fifty Key Stage Musicals

On Broadway

Play Episode Listen Later Nov 18, 2022 34:56

We talk with Robert W. Schneider, co-Editor of the book, Fifty Key Stage Musicals.The book provides a round-up of the fifty musicals whose creations were seminal in altering the landscape of musical theater discourse in the English-speaking world. Some of the choices are obvious – Oklahoma!, West Side Story, Hair, Company, A Chorus Line. Others, in my opinion, are headscratchers – The Secret Garden, Falsettos, and Seussical. Rob will delve into many of them.

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Episode #67: Alex Densmore - Learning from the landscape

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Play Episode Listen Later Nov 3, 2022 61:04

In this episode John is joined by Professor Alex Densmore, Deputy Head of Geography at Durham University. Focusing on his research in Nepal, they talk about how investigating tectonically active landscapes can reveal chains of linked hazards, and why it is important to link international humanitarian efforts with local communities. Find information on the post-Gorkha landslide here. View the Government of Nepal's portal for hazard and risk information. Visit the CEOS website. View the Emergency Response Preparedness Plans in Nepal. Series 11 of GeogPod is kindly sponsored by Hodder Education. Hodder Education work with expert authors to produce the very best Key Stage 3, GCSE and A-level Geography resources for you and your students, and on their website, you'll discover exam board approved textbooks, revision guides, teaching support and more.

Episode #66: Daanish Mustafa - Critical Geography

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Play Episode Listen Later Oct 27, 2022 66:58

In the 66th episode, John Speaks to Daanish Mustafa, Professor in Critical Geography at King's College London. The episode centres on what Critical Geography is and how Daanish's thinking was shaped. They also touch on the concepts of structuralism and post-structuralism before discussing the 2022 Pakistan floods and flood management. Find Gender and Social Vulnerability to Climate Change: A Study of Disaster Prone Areas in Sindh here. Find Gender and Violence in Urban Pakistan here. Series 11 of GeogPod is kindly sponsored by Hodder Education. Hodder Education work with expert authors to produce the very best Key Stage 3, GCSE and A-level Geography resources for you and your students, and on their website, you'll discover exam board approved textbooks, revision guides, teaching support and more.

Episode #65: Chris Winter and Dan Whittall - Research for teachers

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Play Episode Listen Later Oct 20, 2022 59:44

In this episode, John speaks to Chris Winter and Dan Whittall, both Research Engagement Leads at the GA. Their conversation centres on the projects in which they are currently involved and their hopes for the future of research within geography education. They also touch on areas such as Diversity & Inclusion and de-colonising the curriculum. Find the GA's Developing Classroom Research and Writing retreat here. Decolonising Education for Peace in Africa. Margaret Wilkinson's Planning for Real. The website of Decolonising Geography. Series 11 of GeogPod is kindly sponsored by Hodder Education. Hodder Education work with expert authors to produce the very best Key Stage 3, GCSE and A-level Geography resources for you and your students, and on their website, you'll discover exam board approved textbooks, revision guides, teaching support and more.

Episode #64: Dave Petley - Landslides and Earthquakes

Play Episode Listen Later Sep 29, 2022 52:57

In this episode, John speaks to Professor Dave Petley, the new Vice-Chancellor at the University of Hull. Their conversation centres of Dave's work on landslides, their relationship to earthquakes, the evolution of slopes and how they can be better taught in the classroom. Dave has a wealth of knowledge, recounting his work in Taiwan as well as discussing events like the Sichuan Earthquake in 2008 and its after-effects. Follow Prof. Petley on Twitter here. Sign up for the Inaugural Lecture here. Watch the lecture Things are going downhill fast: Understanding massive landslides here. Follow Prof. Petley's blog here. Series 11 of GeogPod is kindly sponsored by Hodder Education. Hodder Education work with expert authors to produce the very best Key Stage 3, GCSE and A-level Geography resources for you and your students, and on their website, you'll discover exam board approved textbooks, revision guides, teaching support and more.

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Episode #63: Clarry Simpson - NQTs and ECTs