Podcasts about ks3

How do you build a successful design & technology department from the ground up with an entirely new staff? What curriculum changes should you make at KS3, KS4 and KS5 to ensure you stretch and challenge what are undoubtedly very bright students? What physical changes can you make to the department's look, feel and function when the budget is tight but you want to improve how students and parents view the subject? What role can external visitors and competitions play in building a successful curriculum offer and delivery?These are all questions that will be tackled in the latest episode of Designed for Life as we head to where Kent touches London in Orpington and talk with staff and students from Newstead Wood School - Sunday Times Schools Guide, State Secondary School of the Year, London, 2025.  In the podcast, we talk to the Headteacher and other senior staff about the role that D&T plays in providing a broad and balanced curriculum. We also speak with Natalie Cameron, Head of Department, about her journey from this part of Kent to China and Singapore, what pulled her back to her origins, and the leadership challenge she has taken on at Newstead Wood.We speak with students from Year 7 to Year 13 about their experience of Design & Technology, why creativity and the knowledge, skills, and personal attributes obtained within the subject are essential to them, and perhaps most importantly, why D&T is fun!So please sit back, grab an hour to yourself, and join me as Designed for Life visits Newstead Wood School https://www.newsteadwood.co.uk/https://www.designtechnology.org.uk/news/designed-for-life-newstead-wood-school/  

In this episode, the NCETM's Dr. Jen Shearman and Carol Knights discuss the EEF's Secondary maths practice review. The review identifies some of the challenges facing leaders of maths in English schools, including the national shortage of maths teachers, the widening gap between disadvantaged students and their peers, the need for greater focus on students in KS3, and the ways maths departments are approaching these challenges. Jen and Carol also touch upon the implications for the NCETM and the Maths Hubs Programme, and the projects underway to address the issues highlighted in the review. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Carol Knights, Director for Secondary Maths, NCETM Dr. Jen Shearman, Director for Evaluation and Impact, NCETM Julia Thomson, Senior Communications and Marketing Manager, NCETM. Episode chapters 00:00 Introduction and welcome 01:19 Overview of the EEF Secondary maths practice review 03:02 Key findings: teacher skills and expertise 04:24 Addressing the shortage of maths teachers 05:11 Impact of COVID on disadvantaged students 07:35 The importance of mathematical talk 10:01 Integrating problem-solving in maths lessons 13:02 Use of representations and manipulatives in secondary maths 16:16 NCETM and Maths Hubs professional development 18:39 Future directions and recommendations 22:43 Conclusion and final thoughts. Useful links EEF Secondary maths practice review (2024) Maths Hubs Securing Foundations in Year 7 project Maths Hubs Secondary Non-specialist Teachers (SKTM) Programme Maths Hubs Years 5-8 Continuity project Oracy Education Commission We Need to Talk (2024) Ofsted Coordinating Mathematical Success: the mathematics subject report (2023). Explore previous episodes of the NCETM podcast in our archive.

How having a go-to resource handy in every lesson can keep autonomy and engagement high. Sarah has over 30 years experience working in independent prep schools in the UK and British Curriculum schools in the Middle East. She tutors pupils towards 11+ entry to selective secondary schools, as well as supporting KS3 and GCSE maths. Follow Sarah on Facebook The Grammar School Tutor https://www.facebook.com/profile.php?id=61556301283152 - - - Record your own

Initial Assessments & Integrity Haleema Hussain is the owner of HH Tutoring - Assisting students in acquiring the confidence and skills essential to maximise their potential in English exams. 11+, 13+, KS3 and GCSE English Specialist. Bespoke tutoring and small group classes.  https://www.facebook.com/hhtutoringuk/https://www.facebook.com/hhtutoringuk/ Listen

The new MFL GCSE specification is almost upon us! I've spent a LOT of time this academic year reading, researching and making resources for the new specs (AQA and Edexcel) and in this episode, I outline three of the key things I think you need to know. I talk about how it's not actually as different as I had initially feared, which textbooks are now available and my thoughts on them, plus what I believe you need to be doing in KS3 right now to help prepare your students. For more depth on individual exams and the prescribed vocab list, have a listen to my episode from last year (season 4 episode 6). Plus, you can still sign up to my New GCSE series of online workshops. The 3rd one is on 22nd June - https://katelanguages.co.uk/product/the-new-gcse-online-cpd-series/As always, I would love to hear your thoughts on the episode, so get in touch on Facebook and Instagram (I'm Kate Languages on both) or email me through my website https://katelanguages.co.uk/Joe Dale is my podcast producer and the music is by Coma-Media from Pixabay.

In this episode of ‘The Right Angle' podcast, Teresa Senyah is joined by Catherine Murphy and Dr Naomi Norman to talk about accessibility in GCSE maths, bridging the gap between KS2 and KS3 and the process of writing maths resources and the role they have in the modern classroom.

In Episode 94, Patrick meets Liz Stafford, to chat about some of the big issues in Music Education today, and the forthcoming Music Education Solutions Conference.Gill Davies announces the MTA's own Annual Conference to be held in May, including details of the trade fair, CPD, Key Note speakers, and how to get tickets.And Lesley Tyler previews her Music and Drama Education Expo seminar “A thematic enquiry curriculum for KS3”, discussing innovative ways to link all Key Stage 3 subjects in schools with a common theme.Presented and produced by Patrick Johns.https://musiceducationsolutions.co.ukhttps://www.musicteachers.org/conferencehttps://www.musicanddramaeducationexpo.co.uk© Music Teachers' Association www.musicteachers.org

In this episode I'm speaking with Sarah Donarski. Sarah is a Head Of English Department, PGCE & NQT mentor, speaker, blogger, researcher and author of The researchED Guide to Assessment. I recently relistened to an episode of Craig Barton's Tips for Teachers with Sarah and immediately jotted down a number of questions and I had about assessment in English, which she has been kind enough to come on and answer.We discuss:1. What final or summative assessments should look like in a KS3 department2. Whether teachers should ever give grades and if so, when and why?3. What should feedback look like at KS3?4. How should students follow up on feedback? 5. The 'novice / rote / inflexible / flexible' spectrum of knowledge6. And finally, Sarah's favorite things about having studied in Australia and formerly working in an IB school.Thanks again to Sarah for not only contributing to the online discussions around assessment but also evidence informed professional development more broadly.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:Sarah's book, edited for ResearchED

In this episode I talk to Shelley Francis, an English teacher and Literacy Coordinator based in North Wales. She has been working with her feeder primary schools to create a framework for the teaching and assessment of writing across the transition and we talk about how to bridge the writing gap between KS2 and KS3, how important writing is and how to teach great writing. 

This tutoring tip is from Georgina Green - founder of Green Tutors, providing KS3, GCSE, A level Maths & Science tuition Find out more about Georgina here or how she support tutors here #tutoringtips #edupod #education#tutoring #tutors --- Send in a voice message: https://podcasters.spotify.com/pod/show/arthur-moore7/message

Join me on a solo show where I explore the impact of The Faster Reading Project and explain how impactful it has become in improving reading scores and ages for students in KS3.

In Episode 85, Patrick meets Dice Wood, author of the teaching blog Grab and Go Guides, and chats about how to say No to excess workload, how to reduce time spent marking homework, and the message that homework sends to students.Laura Hailstone from Music Mark introduces their annual conference, being held in November.And Paul Blaylock discusses his highly successful approach to the KS3 curriculum, offering tips and insights.Presented and produced by Patrick Johns.https://grabandgoguides.blogspot.comhttps://www.musicmark.org.uk/events/music-mark-annual-conference-2023/https://twitter.com/Paul_Blaylock© Music Teachers' Association www.musicteachers.org

I'm joined this week by a former student of mine, Sam Reynolds. As I taught him I felt more entitled than normal to ask difficult questions (spoiler alert - he handled them very well

Join Ritchie and Tamlyn, a current Head of English in a secondary school in Cambridgeshire, as we discuss and explore which novels we would recommend studying and reading to KS3 students

We explore how number lines can be used at KS2 to support children to develop a greater understanding of the linear number system and prepare them for secondary maths. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Jennifer Ruddock, deputy headteacher, Corrie Primary School, Denton Jordanna Worrall, head of maths, Denton Community College, Denton Julia Morgans, Maths Hub Lead, Turing North West Maths Hub Julia Thomson, Communications Manager at the NCETM. Episode chapters 00:05 – Introduction 02:23 – Why participants in the Work Group focused on the number line 06:25 – Exploring use of the number line at KS2 09:06 – Why drawing and understanding number lines is important at KS3 and beyond 11:20 – The importance of collaboration between KS2 and KS3 for progression 12:40 – How KS2 teachers can prepare children for KS3 maths using number lines 14:44 – Using number lines and the midpoint to support children in rounding 16:14 – Using number lines to find fractions of an hour and solve time problems 18:37 – Using number lines to find equivalent ratio 21:44 – Concluding thoughts on possible uses for number lines in KS2 and KS3 Useful links Issue 35 of Espresso provides useful reading on the number line Number Sense on the Number Line by Woods et al (2017) There are a wealth of activities designed to explore the linear number system, featuring number lines, in the NCETM Ready-to-Progress Criteria Years 5-8 Continuity professional development project Video summary of the research report, Understanding Structured Number Lines, which inspired the focus on number lines taken by Turing North West's Years 5-8 Continuity Work Groups Find your hub Explore previous episodes of the NCETM podcast in our archive. Diagnostic task Children from Year 5, 6 and 8 classes were asked to draw a number line, either from 1 to 100 or from 50 to 70, with intervals of 10 marked on the line. Teachers observed the spacing of the intervals and paid particular attention to whether children could accurately indicate the location of the midpoint. Diagram The number lines referred to by Jordanna can be viewed on the NCETM website.  

A secondary maths teacher explains the benefits of using algebra tiles, and shares some practical tips. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Lizi Pepper, secondary maths teacher and KS3 maths lead at Tytherington School, and Secondary Mastery Specialist Becky Donaldson, NCETM Assistant Director for Secondary Beth Goodliff, Senior Communications Manager at the NCETM. Episode chapters 00:34 – Introductions 01:16 – The big picture: why use algebra tiles? 03:39 – Where to start with algebra tiles 09:09 – Evidence that they are impacting on students' understanding 11:16 – A learning sequence 17:24 – Limitations and benefits of the tiles Useful links Lizi is @mathspeptalk on Twitter Becky is @donaldson_maths on Twitter Lizi's blog is at https://mathspeptalk.blogspot.com/ NCETM feature: Completing the square NCETM resource: Using mathematical representations at KS3.

This week I'm talking with Russell Hill, award winning D&T teacher from Houlton School, about setting up a new KS3 curriculum.Episode transcriptMentioned in this episodeHoulton SchoolTwitter: @Mr_Hill_DTCurriculum Overview - https://www.houltonschool.org.uk/curriculum-2/curriculum-overview/ Learning Journey (D&T - https://www.houltonschool.org.uk/assets/Documents/Letters/Learning-Journey-Design-Technology-v3.pdfSupport 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 want to ask a question or leave me a message, you can do this on Speakpipe.If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.This podcast is funded by consultancy work I do outside my full time job at Nottingham Trent University and my beloved Patrons. Patrons receive exclusive content and various rewards, depending on their level of support, such as access to my special private Patreon-only posts and signed copies of my books. Patrons can also suggest topics for my podcast. If you want to support me by becoming a Patron click here. Whilst ongoing support would be fantastic you can make a one-time donation instead, through PayPal (contact me to for details), if that works better for you. 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!

Episode 133: This week on Thinking Deeply about Primary Education, I'm joined by Christopher Such as we field some more unseen questions about a range of topics from the selection and use of manipulatives in KS3 and mathematical language to retrieval practice success and the ideal primary assessment scenario. Whether you're new to the profession or an experienced senior leader, you won't want to miss this one! Support the podcast via www.ko-fi.com/tdape or by subscribing to www.youtube.com/@TDaPE  If you would like to submit a question, email us at thinkingdeeplyinfo@gmail.com or join the TDaPE discord!

Welcome to my Summer 2023 replay series!This was episode 5 of season 1 of the podcast, released back in November 2021.In this episode, I talked about the things you need to bear in mind when designing an MFL curriculum (particularly at KS3). I discussed starting from the end and ensuring that every task, lesson and unit feeds into the 'big picture' i.e. what you want pupils to know and to be able to do by the end of the key stage. I also talked about embedding repetition, building on key concepts throughout the key stage, planning culture into your curriculum, challenge with low threat and plenty of scaffolding, making it relevant and enjoyable... and lots more!To download a free PowerPoint with my key ideas, go to my blog post https://katelanguages.co.uk/designing-a-curriculum/Music is from Pixabay by Coma-Media

Welcome to my Summer 2023 Replay series!This was my first ever podcast episode! In the episode I talked about the pros and cons of using GCSE-style activities at KS3. I think this is particularly relevant as we turn our focus towards the next new GCSE (first teaching 2024) and how we can adapt our KS3 and KS4 lessons to ensure we're covering the requirements of the new GCSE.For more information and ideas on all things new GCSE, come along to my CPD series, starting in September 2023 (don't worry if you've missed it - it's all recorded and available to watch in your own time afterwards). More info here: https://katelanguages.co.uk/product/the-new-gcse-online-cpd-series/Music is from Pixabay by Coma-Media

This is the second part of a two-part series of podcasts, and the first of its kind recorded live in a school. We are excited to be able to bring you what we plan will be a series of spotlight sessions focused on D&T departments nationally. If you have stumbled across this episode without listening to Part One of the mini-series, I politely suggest you go back, as sequencing is quite essential. Baysgarth School is a Co-educational secondary school located in Barton-on-Humber, North Lincolnshire. The school was formed in 1975 by merging Barton Grammar School and Beretun Secondary Modern School. The school moved into new buildings within the last seven years.Ofsted visited the school in January this year, and the school comfortably retained its rating of 'Good'. The school runs a unique curriculum offer with KS3 covered within years seven and eight, freeing up time for their 'Gateway' curriculum within year nine; this curriculum concentrates on four key areas of student development, these being:Achievement - Providing an academic foundation for KS4  study and freeing up time to allow students and their teachers to explore the richness and depth of learning that encourages deeper engagement and cross-curricular work. Preparation for the future - Looking beyond examinations to how their education can help to prepare students for life. Family and Community Engagement - Providing time for visits, cross-curricular work, and promoting community engagement. Intent - Allowing students to change their GCSE option without the stress of having to 'catch up'. Develop a range of employability skills and connect what they do in school to the skillsets and attributes that will prepare students successfully for life.  In this second part of a two-part mini-series, we meet several year nine and ten students who tell us what they think of the offer within D&T/Engineering and how this has positively affected them. We meet with the Employability Mentor to discuss how students at Baysgarth are prepared for life after school, including higher education and work. Meet with the Headteacher, Richard Briggs, to hear how he,  his senior team, governors and staff have balanced a desire to do what is right for their students with pressures from outside to conform. Finally, we meet parents to hear how the D&T/Engineering offer at Baysgarth has positively impacted their son/daughter's experience of school. I don't mind saying we are pretty proud of this podcast's 360 overview of a school's curriculum. We have more planned but would love to know what you think. Please feedback to DesignedforLife @designtechnology.org.uk.I want to thank all the staff involved at Baysgarth School for their complete cooperation on this project that allowed us to produce this podcast mini-series. So sit back, give yourself an hour of reflection and listen to Designed for Life - In conversation with Baysgarth School. https://baysgarthschool.co.uk/https://www.greenpower.co.uk/

This is the first in a two-part series of podcasts and the first recorded live in a school. We are excited to be able to bring you what we plan will be the first in a series of spotlight sessions focused on D&T departments nationally. Baysgarth School is a Co-educational secondary school located in Barton-on-Humber, North Lincolnshire. The school was formed in 1975 through the merger of Barton Grammar School and Beretun Secondary Modern School. The school moved into new buildings within the last seven years.Ofsted visited the school in January this year, and the school comfortably retained its rating of 'Good'. The school runs a unique curriculum offer with KS3 covered within years seven and eight, freeing up time for their 'Gateway' curriculum within year nine; this curriculum concentrates on four key areas of student development, these being:Achievement - Providing an academic foundation for KS4  study and freeing up time to allow students and their teachers to explore the richness and depth of learning that encourages deeper engagement and cross-curricular work. Preparation for the future - Looking beyond examinations to how their education can help to prepare students for life. Family and Community Engagement - Providing time for visits, cross-curricular work, and promoting community engagement. Intent - Allowing students to change their GCSE option without the stress of having to 'catch up'. Develop a range of employability skills and connect what they do in school to the skillsets and attributes that will prepare students successfully for life.  In this first of two podcasts, we talk with Ben Wilson (HoD) and Andrew Browne about how they have shaped and changed the D&T curriculum at Baysgarth, their vision for the department and its students and how their positivity and drive have been essential in getting the department to this point. We also look ahead to their future plans and desire for Baysgarth to be the centre for all STEM-related activity in the Humber region. In part two of this mini-series (to be released next week), we will take inputs from all major stakeholders to the department, including students, the Headteacher, the head of careers engagement and parents. So sit back, plug your earbuds in and listen to Designed for Life in conversation with Ben and Andy, departmental leaders at Baysgarth School, Barton on Humber. https://baysgarthschool.co.uk/https://www.greenpower.co.uk/Please note: this is the first of a learning journey for me as the podcast lead. Please excuse us if the sound quality of this podcast dips beyond our and your expectation in parts - it will not happen again!

In Episode 76, Patrick chats to Vanessa Wilson-Best about current matters in music education, and she gives an overview of the forthcoming Great Escape Festival's Music Education Conference.Composer-in-association with the BBC National Orchestra of Wales, Gavin Higgins, introduces the BBC's Young Composer Competition.And Dr Anthony Anderson explores his recent RiME presentation, looking at the ‘telescoping' of KS3 curricula down from three years to two. Presented and produced by Patrick Johns.https://greatescapefestival.com/conference/music-education-2023/https://tinyurl.com/bbcyoungcomposercompetition23© Music Teachers' Association www.musicteachers.org

In this special bonus episode in partnership with Get Into Teaching, Jake is joined by Ed Haslam Whiston. Ed is the Trust Director of Sporting Excellence of the Laurus Trust he oversees the 'electives programme' Trust wide which is their extra-curricular initiative to make sure 100% of KS3 students participate in sport or physical activity outside of lessons, securing the only official partnership with Loughborough University to make the offer truly aspirational.We regularly speak about the power and influence of teachers with our high performing guests. Teachers are such foundations in our youth so if you listen, are feeling inspired, and are looking for a career where every day is totally different and every lesson can shape a life, then search Get Into Teaching now to find out more. Hosted on Acast. See acast.com/privacy for more information.

Teni Gogo Katie Amery Aaron Wilkes Aaron Wilkes, Katie Amery and Teni Gogo discuss how effective teaching of African Kingdoms can enrich your Key Stage 3 curriculum.   What do students gain from studying African Kingdoms at KS3? How has historical scholarship on African Kingdoms changed in recent years? What is the impact of new research on how we should teach the topic?     Aaron, Katie and Teni answer these questions and offer advice to teachers thinking of introducing West African Kingdoms into their curriculum.     Aaron Wilkes has over 20 years' experience working in schools as a teacher, department, and faculty leader. He also works with the PGCE History trainees at the University of Warwick. In addition to the classroom, Aaron is also one of the leading history authors in school publishing and his KS3 History series, now in fourth edition and published by Oxford University Press, is currently the best-selling KS3 History textbook series/online package in the UK. Aaron is also Series Editor/co-author of OUP's NEW KS3 Depth Studies: The British Empire, African Kingdoms, Fight for Rights, and Migration Nation. He is the Series Editor/co-author of OUP's KS4 History textbooks which match the AQA and Edexcel GCSE History specification and is involved with the BBC as an Educational Consultant for their Bitesize and Teach series.    Aaron tweets at @WilkesHistory      Katie Amery has more than 15 years' experience working in schools as a History and Politics teacher and department leader. She is also currently the subject lead for History Initial Teacher Training at Liverpool Hope University. Katie is passionate about curriculum diversity and working with fellow historians to promote cutting-edge thinking including with Toby Green. She is a keen blogger @educationalimposters Katie tweets at @KatieAmery   Teni Gogo is a History Teacher who has spent much of her career exploring medieval African Kingdoms and Black British History. She is currently a Postgraduate student at the University of Oxford as an Action Research Fellow for the Empire, Migration and Belonging Project.   Teni tweets at @tenigogo_   The publisher would also like to thank Professor Anne Haour and Toby Green for their valuable input into this project.     Further reading and support:   ·         83% of schools surveyed report having made substantial changes to their Key Stage 3 curriculum in recent years to address issues of inclusivity and diversity. Read the Historical Association Secondary Survey    ·         Sign up for free samples and updates on OUP's new KS3 History Depth Study series View Transcript

In this episode of the Oxfordshire Teacher Training podcast, Matthew Coatsworth discusses Trauma in Education with one of our mentors, Suzi Lombardelli. Suzi explains what trauma is, the impact being seen following the pandemic, and what evidence tells us from studies of adverse childhood experiences. She also offers a range of practical approaches for the classroom.Suzi, who is also KS3 coordinator for Design and Technology at Lord Williams's School, has prepared material that may be of interest to listeners, and recommends Trauma Informed Schools for training opportunities.Remember you can listen to previous episodes of this podcast, including with Rob Coe, Afua Hirsch, Tom Sherrington, Sam Twiselton and many others either by clicking this link or subscribing to 'Oxfordshire Teacher Training'.

Daren is a highly accomplished and respected leader in education, with 23 years of experience as a teacher and ten years as a Senior Leader. He has led on various elements, including KS3, KS5, Curriculum, Data, and Assessment, and is currently the Academic Technologies Lead for Academies Enterprise Trust, one of the UK's largest Multi-Academy Trusts. --- Support this podcast: https://anchor.fm/myedtechlife/support

In Episode 67, Alex Parsons talks to Patrick about approaches to melodic dictation at KS3 and KS4, as well as ways to develop greater aural awareness; And Ofsted's National Lead for Music, and Senior HMI, Christopher Stevens, answers questions about curriculum design, and assessment in KS3 Music.Presented and produced by Patrick Johns#CanDoMusic #GetPlaying https://trebleteaching.wordpress.com

Patrick reports on the recent MTA Connect day, with Lewis Edney and Alicia Johnson, and Alex Parsons introduces a great homework activity for KS3 students. Plus, Don Gillthorpe reflects on the academic year.Presented and produced by Patrick Johns.#CanDoMusic #GetPlaying

In this episode I'm speaking with Elaine McNally. Elaine is an English Head of Department and enthusiastic presence on Twitter, where she she tweets https://twitter.com/mrsmacteach33 (@mrsmacteach33).  I reached out for a chat with Elaine after seeing her speak at the TeachMeetEnglishIcons event earlier this year. Her presentation -  ‘Powerful Voices: A Year 8 Curriculum', tackled the topic of how she had tried to deliver diversity within her department's curriculum thinking. Although an important and timely endeavour, what stood out about the way Elaine navigated the discussion was her observation that she had felt out of her depth at times. This was due to ‘the thorny nature of diversity as a term,' which is me quoting Elaine, who was quoting Bennie Kara. Needless to say, this was a fantastic exploration of the consequences for planning and teaching around the concept of diversity and something that I wanted to be able to talk about in more detail.  We discuss: The best text Elaine's ever read, taught or learnt herself What diversity actually means when leading a curriculum rethink The canonical or classic texts that have been kept in Elaine's KS3 curriculum and how she approaches them with diverse interpretations in mind The texts her department have introduced or kept that have a more diverse point of view at their core And finally, the substantive and disciplinary concepts that Elaine and her team chose to include after their KS3 review At a time when my own school foundation is considering its output in relation to empire, imperialism and inclusion, this was a conversation I hugely benefitted from thinking forwards into the future so thanks again to Elaine for that.  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 https://twitter.com/chrisjordanhk (@chrisjordanhk) Links: https://www.teachmeeticons.com/recordings (TeachMeet English Icons Recordings) https://mrsmacteach33.wordpress.com/2022/03/08/powerful-voices-diversity-and-a-year-8-curriculum/ (Slides from Elaine's presentation) https://www.amazon.co.uk/Little-Guide-Teachers-Diversity-Schools-ebook/dp/B0895XHTW1 (A Little Guide for Teachers: Diversity in Schools) by Bennie Kara https://www.amazon.co.uk/dp/B01ARXVT5O/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1 (The Bone Sparrow) by Zana Fraillon http://www.raymondantrobus.com (Raymond Antrobus) - poet https://en.wikipedia.org/wiki/Christine_Sun_Kim (Christine Sun Kim) - poet

Five suggested number lines for use in KS3 and KS4 maths lessons Becky Donaldson, from the NCETM's Secondary Team suggests five different number lines for use in lessons, including one appropriate for use with students aiming at the higher GSCE grades. Show notes Taking part in the discussion are: Becky Donaldson, NCETM Assistant Director for Secondary Mathematics Steve McCormack, NCETM Communications Director. Useful links This Espresso from Cambridge Mathematics gives more examples of number lines  The number lines NCETM podcast discussion with examples for KS1 teaching  Checkpoint 2 from the Arithmetic procedures including fractions PowerPoint, downloadable from our Checkpoints page, has a more structured version of the fourth number line in this discussion. The second Key Idea PowerPoint on this page of our Secondary Mastery Professional Development Materials is devoted entirely to double number lines (the fifth example in this discussion).   Diagram This is the sketch Becky and Steve referred to during their conversation. Click to enlarge. 

So far in this series, we've talked a lot about the limitations of space and how to make the built environment better, fairer, and more accessible to everyone and much of that conversation has centred around getting more voices involved in the design process, opening up architecture to a more diverse community. Join host Christoph for episode five in conversation with The Bartlett's Senior Outreach Officer, Kemi Hassan, alongside Matthew Springett and Fiona MacDonald of Matt + Fiona, a social enterprise that gets young people involved in the development of their built environment and empowers them to have their say. Throughout the episode, we discuss Design Unlimited, an exciting outreach project for London state schools with a focus on KS3 students in years 7 – 9 and find out more about how The Bartlett is working in partnership to create a new generation of designers and architects who feel empowered to build a better world. For more information and to access the transcript, visit https://www.ucl.ac.uk/bartlett/transcript-making-space-young-people-design Catch up on previous episodes here: soundcloud.com/uclsound/sets/building-better-the-bartlett Date of episode recording: 2022-03-17 Duration: 34:06 Language of episode: English Presenter: Christoph Lindner Guests: Kemi Hassan, Matthew Springett, Fiona MacDonald Producer: Cerys Bradley

So far in this series, we've talked a lot about the limitations of space and how to make the built environment better, fairer, and more accessible to everyone and much of that conversation has centred around getting more voices involved in the design process, opening up architecture to a more diverse community. Join host Christoph for episode five in conversation with The Bartlett's Senior Outreach Officer, Kemi Hassan, alongside Matthew Springett and Fiona MacDonald of Matt + Fiona, a social enterprise that gets young people involved in the development of their built environment and empowers them to have their say.Throughout the episode, we discuss Design Unlimited, an exciting outreach project for London state schools with a focus on KS3 students in years 7 – 9 and find out more about how The Bartlett is working in partnership to create a new generation of designers and architects who feel empowered to build a better world.Access transcript: https://www.ucl.ac.uk/bartlett/transcript-making-space-young-people-design Hosted on Acast. See acast.com/privacy for more information.

Sumantha has a wealth of experience in both the entrepreneurial and teaching fields. And tutoring was life-changing for her - what do you need to upgrade your education business?Sumantha McMahon is a cherished member of the Qualified Tutor Community and, perhaps unsurprisingly, has also had great success in building her own communities, both of parents and students seeking tutoring and of small business leaders seeking mentoring and coaching.Upgrade Your Education Business and Sumantha's other exciting venture, The Upgrade Project, are not Sumantha's first businesses. Despite Anya closing down in 2020, after a simultaneous stint as a classroom teacher, this experience gave Sumantha the confidence and expertise to launch herself back into the world of business.Can she help you upgrade your education business too?Next steps:If you're looking to start your own education business, head to upgradeyoureducationbusiness.comIf you're looking for high-quality KS2, KS3 and GCSE tuition, head to theupgradeproject.co.ukListen to Ludo's episode with Sumantha on the Upgrade Your Education Business Podcast hereJoin The Qualified Tutor Podcast Group in the Qualified Tutor Community and meet fellow listeners like you!️⭐️ Enjoy the podcast? Give us a 5-star review!Visit speakpipe.com/QualifiedTutorPodcast to have your voice heard by posing your thoughts and questions to SumanthaQualified Tutor is a tutor-training organisation, with a suite of high-quality, industry-first programmes. The Level 3 Qualification for Tutors (qualifiedtutor.org/training/level-3-qualification-for-tutors/) consists of 8 weeks of online learning, interactive live sessions with peers and expert facilitation at every step of the way, and will set you apart in a crowded space.Our CPD-Accredited Tutor Training (qualifiedtutor.org/training/online-tutor-training-seminar/) is a 4-week course in teaching and learning, and comes with a Certificate of Completion and a teaching qualification that many tutors will never have had the chance to obtain. Be the first to take the next step in tutoring.

Simon Hemsworth, who trained as a PE teacher, is now in a role called transition teacher at an Oxfordshire secondary school, a role in which he teaches about ten lessons of KS3 maths every week. To support him in this new role, the school enrolled him on a training programme for non-specialist secondary maths teachers, run by his local Maths Hub. In this episode he discusses his experience with his head of department and the NCETM person who designed the course. Show notes Taking part in the discussion are: Simon Hemsworth, Transition teacher at The Henry Box School, Witney, Oxfordshire Karen Moss, Head of maths at The Henry Box School, Witney, Oxfordshire Nicola Trubridge, Assistant Director for Secondary at the NCETM Steve McCormack, Communications Director at the NCETM Episode chapters 00:06 - Introductions 04:46 - How Simon approached the sessions 05:46 - The course timetable 07:01 - The course content 11:11 - Simon's experience 12:28 - How Karen saw Simon's teaching develop 18:26 - How to find information about the programme.  Useful links The programme for secondary non-specialist teachers The NCETM mastery secondary professional development materials Bucks, Berks and Oxon Maths Hub The spring 2022 issue of Bespoke has a feature on the features of all Maths Hubs Specialist Knowledge for Teaching Mathematics (SKTM) programmes 

This week I am Joined by Helen Howell.  Helen is director of English at the Blue Coat School in Oldham. She previously worked at the Radclyffe School as English AST and lead teacher for literacy, where she was instrumental in developing a knowledge-rich KS3 curriculum and a culture of reading for pleasure. Helen recently published a great book, alongside Ross Morrision McGill of Teacher Toolkit, 'The Revision Revolution, How to build a culture of effective study in your school' and we explore this in depth in todays episode. We discuss the following and so much more: Why students dont revise? Why creating a rich curriculum is the first step towards a revision revolution? Why we should start with staff training? How to kick the revolution off by sharing key revision strategies with year seven or s1 for us in Scotland What teachers can do in lessons to support students learn the content How to train students to support themselves How to engage adults in supporting the revision revolution. I loved this interview with Helen and the book is fantastic. A must have if you want to supercharge your students learning. You can find Helen on twitter @cura_dora Get involved and share widely. Keep the conversation going using #becomingeducated and tagging me @dnleslie If you have time I would love for you to review Becoming Educated and share what you love about the podcast. You can support the podcast by buying me a coffee here: https://www.buymeacoffee.com/dnleslie Finally, if you would like to sponsor an episode of the podcast and reach thousands of listeners please contact me using darren@becomingeducated.co.uk  

"Children with special needs bring so much joy, they're so lovely, they've got so much to give and they are an important part of our society". So says Melissa Stead who always wanted to be a teacher of children with special needs. In her career she has been a mainstream primary school teacher, a special educational needs teacher and she is currently a special educational needs and disabilities coordinator. Melissa has seen some distressing practice in different countries - adults chained to beds at night, babies stacked in cages, children slapped for touching toys, but she has only positive things to say about how lucky she is to work with children with special needs and to actually get paid for doing it! In short, you've guessed it, she absolutely loves it.   In this podcast we discuss ... Why some people are afraid of the unknown and are unsure how to speak to children with special needs or how to react to them. Anyone who works with people with special needs deserves the total respect of society as they do great work even though it can be very challenging. The importance of talking to a child with special needs in the right way. We should never talk about the autistic child but the child with autism, just as we should never refer to someone as a naughty child but as a child who needs help to change certain behaviours. Trauma perceptive practice - a fantastic program that looks at where the children's behaviour is coming from so they can be helped to regulate their 'emotional pots' so they don't become overwhelmed. Every child has some form of special need. The teacher's job is to make sure that the most important needs for each child are supported in the best way possible. How the introduction of PECS (picture exchange communication system) transformed a 14 year old boy's communication so that he could talk in sentences having been non-verbal. The joy of seeing a boy in a walking race run as fast as he could to the end of the track whilst laughing all the way. His classmates cheered him on and, as he hadn't always got on too well with them, it was lovely to see them do this. Taking a boy with cerebral palsy trekking in the Lake District in his electric buggy. The scary moment when a KS3 boy got so excited at the beach that he ran fully clothed into the sea and started swimming, whilst two teachers (also fully clothed) chased after him to pull him out. Staying calm is essential when problems occur. Although you might have a churning stomach, on the outside you must look totally unflustered so that everyone else stays calm. When the swimming pool was unexpectedly closed, one boy was so upset that he got changed into his swim shorts back at school and lay on the carpet swimming. How laughing with the students is essential. Make sure school is a fun place and, when funny things happen, enjoy them with the children - don't take life and education too seriously. In education we rarely get moments to just consolidate our good practice as we are always looking for improvement. So make sure that you only change something you are doing because you think it will truly make the education better. As a young teacher it would have been so valuable to know more about the children's individual needs. Focusing on reading and teaching children how to read should be the priority for every ECT. Managing other adults in a way that develops team work is hard but crucial. To work successfully as a team you have to share ideas and respect the views of others, even if you don't always agree. LSAs can provide great support to a new teacher by sharing their expertise so make full use of this. Make sure the LSA works with all children not just those with additional needs. The teacher must work regularly with these children to accelerate their progress. If you're not making someone else's life better then you are wasting your time. Your life will become better by making other lives better. You can connect with Melissa on https://www.linkedin.com/in/melissa-stead-5088b8214 To find out more about Melissa's work visit http://www.facebook.com/essentialsendconsultant

In this episode I'm speaking with https://twitter.com/VersatileVocab1 (Josie Sacks) and https://twitter.com/bridiemcpherson (Bridie McPherson.) Bridie is Head of Department at Oasis South Bank Academy and Josie is National Curriculum Lead for Oasis Community Learning. This interview came off the back of me watching Josie and Bridie talk as part of a ‘We are in Beta' presentation. The ideas and insights offered around the likes of whole class feedback and standards within English teaching more broadly were fantastically concise and a brilliant indication of the work being done in the UK around curriculum and feedback.  In this episode we discuss: - The best text Josie and Bridie have ever read, taught or been taught?  - The KS3 curriculum at Oasis South Bank and the specific ideas that Bridie and Josie have chosen to construct the learning around  - The kind of conversations or debates that led to textual choices in the scheme of learning - An example of one unit and the type of specific vocabulary and sentence structures that are introduced that then leads to whole class feedback in subsequent tasks  -Specifically, what are the things teachers cover in whole class feedback - How misconceptions are reviewed in the long term - And lastly, why models, exemplars or live writing are not entirely effective in guiding students' understanding of a task Thanks a lot to Bridie and Josie for giving up time on the last Friday of term to chat about these things with such a massive amount of passion and investment.  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 @chrisjordanhk  Links: https://www.weareinbeta.community/feed (We Are in Beta) - a network of practicing teachers and leaders learning from each other and growing together. 

In this episode, Olivier and Jarrod speak with Sushi Suzuki. Sushi is an associate professor at the Kyoto Institute of Technology and KYOTO Design Lab where he researches, coaches, and practices Design Thinking, Product Development, and Innovation. He was the lead instructor for the nine-month ME310/SUGAR program at Stanford University, which is a global program for students to take on innovation challenges posed by some of the world's leading corporations. He is also the founder of Kyoto Start-Up Summer School (KS3), a two-week intensive program for aspiring entrepreneurs. and Japan's most international entrepreneurship education program. It was at KS3 that Jarrod, Olivier, and Risa met Sushi and gained tremendous training from the course.Enjoy the show!Website: https://www.kyotostartupschool.org/LinkedIn: Kyoto Startup Summer SchoolFacebook: Kyoto Startup Summer SchoolLinks to Resources:KS3Kyoto Institute of TechnologyStanford Design Thinking SchoolZero to One: Notes on Startups, or How to Build the Future by Peter ThielGarden Lab KyotoJETROJapan Startup VisaTaberugo 食ベルゴYelpThe BIT SummitHonne and Tatemae 本音、建前Nemawashi 根回しInformal Nijikai 二次会Bushido 武士道Eigyō 営業 —　account management　Omiyage お土産IDEO Design Thinking — Tim BrownDavid KellyThe Lean StartupThe Lean Launchpad — Steve BlankFollow us on Instagram @makers.on.a.mission!Visit Makers on a Mission to explore more.

Mathematics Guidance: Key Stage 3 was published by the DfE in September 2021, but how much have teachers and departments managed to read and familiarise themselves with it? And how can it be used to support teaching in secondary schools? This interview explores the guidance and how it might be used, with Carol Knights who led the writing of it, and Carrie Martin, who is beginning to use it with the schools in her MAT. Show notes Taking part in the discussion are: Carol Knights, NCETM Director for secondary Carrie Martin, Senior Network Leader of Maths, Cabot Learning Federation, SW England Steve McCormack, NCETM Communications Director. Episode Chapters 01:57 The structure of the guidance 02:25 The introductory section 03:42 The sample curriculum framework 05:40 What's in the main body of the guidance 07:47 Making links to KS2 09:50 Ideas for use in the classroom 10:30 Using the guidance to review your KS3 curriculum 12:48 How the guidance is being used in Carrie's MAT 14:25 Using the guidance without using the suggested sequencing of topics 22:10 Tips for navigating the guidance 23:04 How the guidance helps busy KS3 teachers know about KS2 maths. Useful links Information about the KS3 Guidance on the NCETM website NCETM KS3 Mastery Professional Development Materials NCETM exemplified Key Ideas: in PowerPoint files useful for the classroom NCETM Checkpoints: Year 7 classroom activities to assess prior learning from KS2

In this episode, I talk about the things you need to bear in mind when designing an MFL curriculum (particularly at KS3). I discuss starting from the end and ensuring that every task, lesson and unit feeds into the 'big picture' i.e. what you want pupils to know and to be able to do by the end of the key stage. I also talk about embedding repetition, building on key concepts throughout the key stage, planning culture into your curriculum, challenge with low threat and plenty of scaffolding, making it relevant and enjoyable... and lots more!To download a free PowerPoint with my key ideas, go to my blog https://katelanguages.co.uk/blog/As always, I'd love your feedback on this episode. I'm @katelanguages on Instagram, Twitter and Facebook or you can contact me through my website.

This episode of Designed for Life follows the journey of a teacher who from day one of her career has worked tirelessly to make sustainability and conversation around this critical topic the very centre of her classroom practice. Introduced at a very young age to the concept of making her own clothes by her nan, Helen has always been motivated by the need to conserve resources and not buy into consumerist fashion trends. Helen has come to education and learning as a mature student following an underwhelming experience at school as a student. The fact that she has just started a PhD is testament to the progress that she has made both personally and professionally over the last eight years. On joining her school (Penryheol Comprehensive School, Swansea) she immediately set about introducing elements of sustainable thinking to her textiles classroom. Supported by an open-minded Head of Department this work has spread across all aspects of the departments work with the seventeen UN sustainability goals providing a framework for learning in D&T. The introduction of the new Curriculum for Wales provided the opportunity for the school senior team to look at best-practice within the department and explore how this might influence the wider curriculum and whole school planning.Helen has involved her students in outreach work, has recently started a PhD at Portsmouth University in the faculty of Creative and Cultural Industries, looking at how sustainability can work better in primary schools through organised parental/family workshops. She has also been involved in the Chariocity Project instigated by the Centre for Circular Design https://www.circulardesign.org.uk/research/chariocity/So if you ever wondered just how engaged young people can be in involving themselves in the worlds sustainability issues, then sit back, plug those earphones in and listen to Designed for Life - In conversation with Helen O'Sullivan. Teachers can access free resources for Helen's projects and standalone activities (inc the garment worker profiles and SDG passport) from the SustFashWales Education pages on the website here: https://sustfashwales.org/education/ (primary is in progress, but there are resources on KS3 already).This podcast has been recorded with the help of our sponsors, The Edge Foundation https://www.edge.co.uk/ inspiring the education system to give all young people across the UK the knowledge, skills and behaviours they need to flourish in their future life and work, and PTC Onshape Providing industry-standard cloud-based CAD to education  https://www.ptc.com/en/news/2020/ptc-onshape-education-enterprise-plan-available-free-of-chargeWe are indebted to both The Edge and PTC Onshape for their continued support. 

For the final episode of series 7 of GeogPod, John spoke to Kirstin Coughtrie, founder of Gaia Learning about the use of technology and AI in teaching, the advantages and challenges of home-schooling, and how Britannica's resources can help pin a home school programme to the specification.  Series 7 of GeogPod is kindly sponsored by Britannica.  Take Britannica's LaunchPacks GCSE for a spin with history and geography lessons, built with Shireland Academy educators and mapped to UK curriculum needs. Within each KS3-4 topical pack, find a learning route, learning journey instructions, printable activities, and corresponding Britannica LaunchPacks articles and multimedia resources. 10% off for GeogPod listeners!     

David Alcock, is a geography teacher, teaching and learning champion at Bradford Grammar school as well as a writer and presenter. David joined John to discuss, among other things, his concept of 'Hopeful geography', which he has developed over a number years of work of and reflection. Series 7 of GeogPod is kindly sponsored by Britannica.  Take Britannica's LaunchPacks GCSE for a spin with history and geography lessons, built with Shireland Academy educators and mapped to UK curriculum needs. Within each KS3-4 topical pack, find a learning route, learning journey instructions, printable activities, and corresponding Britannica LaunchPacks articles and multimedia resources. 10% off for GeogPod listeners!    Links from the pod David's blog 'Optimism, progress and geography – celebration and calibration' - David' article for Teaching Geography Gapminder  

In this episode, Lawrence shares running a London-based Web Design and Development Agency called Happy2Host, and founding Just a Guy, a social enterprise that offers a whole range of services to help 14-25-year-olds navigate their way through life. Exploring the journey of an educator to social entrepreneur and design agency founder happy2host.com   and justaguy.co.uk      About Lawrence Tijjani   Lawrence has been involved in Education for over 10 years, he began as a Computing teacher, progressed to Strategic IT Lead and later Head of Faculty. He introduced and developed a successful Computing curriculum at KS3 through to A-level, co-ordinated the implementation of IT within a new build and introduced and implemented the use of G-Suite for Education across his school. Lawrence was able to forge excellent relationships with students, staff and parents as a pastoral lead, which is where he honed his ability to engage others.   Lawrence left classroom teaching four years ago to take up an exciting IT consultancy role supporting schools with the use and development of G-suite for education, e-safety and general Edtech. As a Google for Education Certified Trainer and Innovator, he regularly delivers PD to Educators and to those beginning their own EdTech journey. Lawrence has presented at BET twice, in 2019 on Google's Applied Digital Skills and in 2020 he led a wellbeing session ‘Solve for Happiness'.   Lawrence has a wide outreach, delivering PD sessions to Educators and their students both domestically and internationally in countries such as Sweden, Switzerland, Iceland, and Qatar. He enjoys problem-solving with different institutions, drawing on his rich and varied experiences from the classroom, as a school leader and now EdTech consultant. He is a knowledgeable, energetic, and engaging facilitator, able to motivate students and other educators to utilize the power of digital skills in the curriculum.   Lawrence uses his voice in the EdTech training community to champion diversity and inclusion. He believes that everyone should be able to have a seat at the table and works to create accessible high-quality training and opportunities for others. In 2020 he created and led an exciting mentoring program sponsored by Google Applied Digital Skills for 35 Black and Asian Educators to become certified Google Trainers, the first cohort is on track to become fully certified by July 2021. Due to the success of this program, the first of its kind, Lawrence has launched another mentoring program in partnership with Google for Education UK that provides opportunities for an even broader range of underrepresented Educators in the UK  and Ireland called the Inclusive Google Trainer community.    In addition to his EdTech roles, Lawrence has a social enterprise called Just A Guy Foundation which works with disengaged and disadvantaged students. They provide a range of assemblies, mentoring, and workshops to support young people in driving their own social mobility. The Foundation has hosted successful notable events in the past such as ‘Step up with Digital Skills' in 2019, which was a training day for 15-17-year-olds sponsored by Google Applied Digital Skills, and in 2020 an online careers fair for students that had work experience canceled due to COVID-19.   Lawrence Tijjani on Social Media Instagram: https://www.instagram.com/justaguy_lt/ Twitter: https://twitter.com/justaguy_LT LinkedIn: linkedin.com/in/lawrence-tijjani-97338013 Website: happy2host.com  Website: justaguy.co.uk    John Mikton on Social Media LinkedIn: https://www.linkedin.com/in/jmikton/ Twitter: https://twitter.com/jmikton Web: beyonddigital.org   Dan Taylor on social media: LinkedIn: https://www.linkedin.com/in/dantcz/ Twitter: https://twitter.com/DanTaylorAE Web: www.appsevents.com   Listen on: iTunes / Podbean / Stitcher / Spotify / YouTube Would you like to have a free 1 month trial of the new Google Workspace Plus (formerly G Suite Enterprise for Education)? Just fill out this form and we'll get you set up bit.ly/GSEFE-Trial

This week John sat down with Caiti Walter to discuss her route into geography teaching and to explore her views and strategies when it comes to designing a geography curriculum (plus much more).  Series 7 of GeogPod is kindly sponsored by Britannica.  Take Britannica's LaunchPacks GCSE for a spin with history and geography lessons, built with Shireland Academy educators and mapped to UK curriculum needs. Within each KS3-4 topical pack, find a learning route, learning journey instructions, printable activities, and corresponding Britannica LaunchPacks articles and multimedia resources. 10% off for GeogPod listeners!  Links from the pod Caiti's blog Deep curriculum thinking - Part 1: building blocks Map Chart Ventusky If It Were My Home The Queen's Green Canopy

This week, John spoke to Dr Simon Carr. Simon is Associate Professor of Geography and the University of Cumbria, specialising in geomorphology and climate change. Much ground was covered in the pod, including Simon's work in geomorphology, the Anthropocene, what constitutes a truly natural environment and the importance of getting out and seeing a landscape for yourself.  Series 7 of GeogPod is kindly sponsored by Britannica.  Take Britannica's LaunchPacks GCSE for a spin with history and geography lessons, built with Shireland Academy educators and mapped to UK curriculum needs. Within each KS3-4 topical pack, find a learning route, learning journey instructions, printable activities, and corresponding Britannica LaunchPacks articles and multimedia resources. 10% off for GeogPod listeners! 

This week John was joined by Dr Amber Murrey. Amber is an Associate Professor in Human Geography, Fellow and Tutor at Mansfield College, Oxford University.  John and Amber touched on many issues in their chat, including confronting the silence on racism in school geography, what an anti-racist curriculum could look like, the Chad-Cameroon oil pipeline and witchcraft! Series 7 of GeogPod is kindly sponsored by Britannica.  Take Britannica's LaunchPacks GCSE for a spin with history and geography lessons, built with Shireland Academy educators and mapped to UK curriculum needs. Within each KS3-4 topical pack, find a learning route, learning journey instructions, printable activities, and corresponding Britannica LaunchPacks articles and multimedia resources. 10% off for GeogPod listeners!  Links from the pod Amber's article in Geography with Steve Puttick Amber's article with Nicholas Jackson on 'Localwashing' Amber's Twitter

Ben Hennig is Professor of Geography at the University of Iceland, an honorary research associate at the University of Oxford and also the founder of Worldmapper. Ben sat down with John to talk about his career to date, his work at the University of Iceland, the origins of the Worldmapper project, Trump tweets and much more.  Series 7 of GeogPod is kindly sponsored by Britannica.  Take Britannica's LaunchPacks GCSE for a spin with history and geography lessons, built with Shireland Academy educators and mapped to UK curriculum needs. Within each KS3-4 topical pack, find a learning route, learning journey instructions, printable activities, and corresponding Britannica LaunchPacks articles and multimedia resources. 10% off for GeogPod listeners!  Links from the pod Ben's website Views of the World (blog) Worldmapper Project GeoVis Lab Iceland (research group) Re-Enlightening Views of the World (4-minute ‘lightning talk' about Ben's work) Selected readings mentioned in the podcast Overview of Ben's main academic publications on GoogleScholar Sheffield – A Tale of Two Cities (by the Sheffield Sasi Research Group)