Podcasts about National curriculum

Send me a message.Holistic, summative assessment is essential for properly evaluating design and technology capability, drawing on research by Richard Kimball and Kay Stables that predates the National Curriculum and has been tested across multiple countries and age groups.Effective capability assessment tasks allow pupils to demonstrate ability to respond to an unfamiliar design contexAssessment focuses on students' design capability, not their knowledge of the specific contextTeachers should provide resources for rapid immersion in the context without predetermined solutionsReal-time assessment is more authentic than extended assessments over weeks"Unpickled portfolios" are raw and produced in real time, unlike "pickled portfolios" which become formulaic and focused on presentationSuccessful capability assessment requires student ownership, allowing innovation and prototype testingHolistic judgment approaches like comparative assessment provide reliable evaluation methodsAssessment should support curriculum aims rather than distort themResources and References from Episode 4: Holistic Evaluation: The True Measure of Design & Technology CapabilityResearch by Richard Kimbell and Kay Stables on holistic, summative assessment of design and technology capabilityPre-national curriculum research from 1992 onwardsTested across different countries and age groupsResearch on comparative judgment as a reliable method of assessmentSTEM website where much of Kimbell and Stables' published work can be foundCurrent research and evaluation study mentioned:Dr. Hardy working with Kay Stables and Sarah DavisUsing Kimbell and Stables' work on assessing D&T capability as a pre and post intervention testPrevious episodes in the assessment mini-series:Episode 1: Overview of assessment in D&TEpisode 2: Assessing knowledgeEpisode 3: Formative assessment, design crit and peer assessmentAcknowledgement:Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.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!

Cette discussion était importante pendant cette période de ré /industrialisation partout dans le monde, mais particulièrement en Europe et en Afrique du Nord .Voici le premier segment de ce podcast : Segment 1 : Qui êtes-vous ? Une trajectoire au service de l'industrieVoici la biographie de notre invité , Zaki Sari : Professor Zaki Sari is currently a freelance senior consultant and expert for industry, services and higher education. Before, he was a Manufacturing Engineering Professor at Aboubekr BelkaidUniversity of Tlemcen (UABT), Algeria; the founder and past Director of the Manufacturing Engineering Laboratory of Tlemcen (MELT), and the founder and past head of the National Curriculum of Manufacturing Engineering. He obtained his Engineer degree in electrical engineering from the National Institute of Electrical Engineering, Boumerdes, Algeria in 1987; his Magister degree in power engineering from the National Polytechnic School of Algiers, Algeria in 1990; and his Doctorate degree in manufacturing engineering from Tlemcen University in 2003. He obtained also a certificate in system engineering management from University of Missouri Rolla, USA, in 2003.

The fight to get farming embedded onto the National Curriculum is in full swing, and in this episode online editor Emily Ashworth speaks to Zak Hammersley, an agricultural lecturer about the diverse mix of students coming into the industry, and how despite the current political climate, the future is bright.Olivia Shave, founder of the petition to get farming into schools also celebrates having over 14,000 signatures so far, and discusses the Government's somewhat 'lacking' response.Message us

Send me a message.In this episode of the Talking D&T podcast, I explore the pedagogical approach of product analysis, often known as IDEAS (Investigation, Disassembly, Evaluation, and Analysis). I examine how this signature pedagogy helps develop learners' understanding of technology in society—a core aim of the National Curriculum in England.I discuss how product analysis bridges curriculum and pedagogy by teaching pupils to examine artefacts through multiple lenses. When handled thoughtfully, this approach enables young people to develop technological knowledge by understanding not just how products function, but why certain materials, components and manufacturing processes were selected.My conversation highlights two particularly valuable aspects of product analysis:Firstly, how physical interaction with products—handling a hair clip or observing people using a door—provides unique insights into design decisions and functionality that theoretical discussion alone cannot achieve.Secondly, how examining products helps pupils recognise technological determinism—the reciprocal relationship between how technology shapes society and how society shapes technology.Whether you're teaching primary or secondary D&T, this pedagogical approach offers rich opportunities to develop critical thinking and analytical skills. Consider how you might structure IDEAS activities with clear learning intentions: Are you focusing on materials selection, product evolution over time, or user experience?Have you found effective ways to structure product analysis in your classroom? What impact have these approaches had on your pupils' design thinking and technological understanding? I'd love to hear your experiences.Acknowledgement:Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.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!

Subscriber-only episodeSend me a message.In this episode, I explore the boundary between pedagogy and curriculum intent in D&T education. I reflect on how we can make our implicit modelling of design strategies more explicit to enhance pupils' learning and metacognitive awareness.Drawing from my classroom experience, I consider those moments when I implemented activities like Design Fiction or 635, but didn't articulate why I'd selected these approaches or when pupils might choose to use them. I question whether I was sufficiently explicit when making material choices—why select 4mm acrylic rather than 6mm?—and how sharing this reasoning might have deepened pupils' design thinking.Unlike simple demonstration of techniques, explicit modelling reveals the decision-making processes underpinning good design practice. While this connects to aspects of Rosenshine's principles of instruction, D&T presents unique opportunities as our projects unfold over weeks rather than single lessons.This approach has relevance beyond the National Curriculum, with international educators similarly exploring how to make design thinking visible to learners. Whether you're teaching in a secondary school in Birmingham or a technology college in Melbourne, making your design decisions explicit helps pupils develop their own design capabilities.As you plan your next scheme of work, which design decisions might you make visible to your pupils? How might explicitly modelling your thinking transform their understanding of the design process? I'd love to hear how explicit modelling works in your context.Acknowledgement:Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.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!

Secteur éducatif : création d'un National Curriculum Advisory Board et d'un National Education Council, annonce Mahend Gungaparsad

Send me a message.In this episode of Talking D&T, I explore the complex role of values in design and technology education. Drawing on research from influential scholars like David Layton, Mike Martin and Rhoda Trimingham, I unpack how values aren't merely peripheral to D&T but are, as Layton puts it, "the engine of design and technology."I examine two key perspectives: values within design (how values influence design decisions) and values developed through design and technology (how students develop values as they become technologically literate). Particularly fascinating is Trimingham's research observing designers in practice, revealing how both internal and external values shape design decisions, often unconsciously.We explore how early curriculum frameworks categorised values as technical, economic, aesthetic, and moral—frameworks that remain relevant despite their absence from the current National Curriculum. This raises important questions about how we as educators bring our own value systems into our teaching, potentially modelling these unconsciously to our pupils.For D&T teachers, this episode offers an opportunity to reflect on how we might make values more explicit in our teaching, helping pupils understand not just how to design, but how their values influence those designs. Whether you're teaching in England or internationally, considering the role of values adds depth to design education and helps students develop critical awareness of design decisions.How might you bring conversations about values more explicitly into your D&T classroom? Could examining values help your students make more thoughtful design decisions? Let's continue this important dialogue with colleagues about preserving these vital aspects of our subject.Acknowledgement:Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.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!

Send me a message.In this episode, I delve deeper into the forms of knowledge that underpin design and technology education. Building on McCormick's conceptual and procedural knowledge framework, I propose a more nuanced approach that considers design knowledge and technological knowledge as existing on a spectrum.I explore how these knowledge types can be visualised as intersecting axes, creating four quadrants that help teachers plan their curriculum more effectively. This framework isn't meant for pupils but serves as a planning tool for teachers to develop knowledge systematically over time.Drawing on Vincenti's work on engineering knowledge, I highlight the importance of design criteria and design instrumentalities – the tools and procedures used when designing. These elements are crucial for pupils to build their repertoire of skills and understanding as outlined in the National Curriculum.The reality of diminishing teaching time for D&T presents significant challenges for delivering the curriculum comprehensively. This framework offers a way to make informed decisions about what to include and exclude whilst ensuring pupils' design and technology capability continues to develop.How might you use this knowledge framework to review your current planning? Could mapping your curriculum against these knowledge types reveal gaps or opportunities for deeper learning? Join the conversation and share your thoughts on how we might better structure D&T knowledge in our teaching.Look out for the next episode where I'll be discussing the often-overlooked but central role of values in design and technology education.Acknowledgement:Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.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!

Send me a message.In this episode, I delve into the fundamental purpose of the design and technology curriculum, focusing on the concept of D&T capability. Drawing from seminal research by Richard Kimball and Kay Stables, I explore how this capability encompasses creative and critical thinking, problem-solving, and solution creation within authentic contexts.I unpack how D&T capability isn't something that simply emerges through teaching knowledge and practical skills – it requires careful, structured curriculum planning. The episode highlights two particularly fascinating aspects: the role of iterative design (which, contrary to popular belief, isn't a new concept from the 2013 National Curriculum), and the importance of authentic learning contexts that can extend into unknown future scenarios.For D&T teachers, this episode offers valuable insights into curriculum planning that deliberately develops pupils' capacity for creative and critical thinking over time. Whether you're teaching in primary or secondary, you'll find practical considerations for building what I call pupils' 'growing toolbox' of technical skills, strategic thinking, and designerly strategies.This exploration of D&T capability is particularly relevant as schools continue to shape their curriculum intent. How do you structure your curriculum to develop these capabilities? Are you planning for progression from Year 1 through to GCSE and beyond?Connect with me through Speakpipe or email to share your thoughts on developing D&T capability in your context. Links are in the show notes, and if you find the podcast valuable, consider becoming a patron to support this work.Acknowledgement:Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.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!

Sheep farmer and former teacher Olivia Shave started a petition to get rural education into schools, and Farmers Guardian has recently joined the petition as media partners.In this bonus episode, online editor Emily Ashworth speaks to Olivia and Claire Mackenzie, producer of Six Inches of Soil who is supporting the petition, about the need for the Government to make real change when it comes to learning. Olivia and Claire will be at this year's LAMMA Show talking about the campaign.Message us

In part one of Curriculum Conversations, Hannah Wilson @ArtTeacherHWN and Lucy Neuburger @LuEliz1989 reflect on 10 years of the current National Curriculum and their hopes for the 2025 Curriculum and Assessment Review. In part two, Hannah and Lucy ask the question "what would your 'dream curriculum' look like if you were in charge?"

In this episode, we turn to Food and Nutrition in the school curriculum and look at the challenges facing this aspect of National Curriculum education. Over the last few weeks, I have been fortunate to be introduced to Leith's Education and walked through their curriculum resources from KS1 to Post 16 (and extracurricular). These come at a cost (see below), but having seen them, I believe these are resources that every school should at least consider. See https://leiths.com/We also discuss how Leith's has partnered with Roehampton University to create a new PGCE course aimed at increasing the number of teachers qualifying in this area over the coming years. Alongside this, there is a Level 7 course suitable for those perhaps without a degree but with life experience and other qualifications that can assist their pathway into teaching.  Leith's Education has supplied the following information:Leiths Education has been working with schools for over 25 years and has grown from the renowned culinary school founded by Prue Leith in 1975. Its work is all about helping schools deliver exceptional cookery teaching for children and young people of all ages.Food education faces significant challenges with steadily reducing numbers of specialist teachers in secondary schools, few practical cookery lessons in primary schools, and insufficient facilities and equipment in many schools. To help reverse these trends, Leiths has teamed up with the University of Roehampton to introduce two new national qualifications to help fast-track the recruitment and training of food teachers.For more information, visit https://leiths.com/explore/professional-development/Course costs (for more details, please see Leith's Education website).Registration FeeOnly for schools delivering the below accredited and life skills cookery coursesLeiths Education Standard Package £3,250Accredited courses - a total of 3 visits over the duration of the courseLife Skills courses - a total of 2 visits over the duration of the courseCookalong CoursesPer annum subscription, no limit on student numbers (no registration fee required)Leiths Key Stage 1 and Key Stage 2 Curriculum £395Leiths Key Stage 3 Curriculum £595Leiths Co-Curricular Cookery £595Student Assessment FeesPayable per student, this fee covers all course-specific costsAccredited Cookery CoursesLeiths CTH Level 3 Extended Certificate in Professional Cookery £545Leiths CTH Level 2 Certificate in Culinary Skills £345So sit back and enjoy Designed for Life in conversation with Maria Dunbar, Director of Education at Leith's Education. Thanks, as always, to the Edge Foundation for their continued support of Designed for Life.  

Kevin was born to an American father and a mother from El Salvador. His mother wanted him to be called Guillermo but his father decided to give the name of a basket player to the hospital administration. This is how the podcast starts. Kevin is witty and great fun with lots of stories to tell. When he received a scholarship from Georgetown Univesity, he decided to go to Lomé, Togo, where he stayed much longer than planned and discovered all of Africa, partly by moped.Between 2010 and 2015 Kevin worked as the Associate Peace Corps Director of Peace Corps, Costa Rica where he built a project focused on improving the pedagogical practices of public school teachers in conjunction with the Ministry of Public Education of Costa Rica. A skilled Recruiter and mentor Kevin was responsible for the recruitment and retention of annual cycles of volunteers crucial for the projects' success. During this tenure, Kevin and his team of more than 230 volunteers assisted the Ministry in rewriting the National Curriculum of English delivering pedagogical workshops to teachers around the country.He lives in Cyprus with his family, loves to travel and is drawn to technology and music in his down time.

Join us this week as we dive into a hypothetical situation in which the next government SCRAP the current national curriculum and start again. Would this be a good idea? What would the pros and cons be? Is it even likely to happen? Follow us on Instagram and let us know what you think: @teachsleeprepeatpodcast --- Send in a voice message: https://podcasters.spotify.com/pod/show/teachsleeprepeat/message

Hannah Wilson is joined by Stephen Clifford-Franklin from Resus Rangers, who provide Quality First Aid Workshops, Assemblies & Educational Resources for Teachers of Primary School Children across the UK. They explore what the requirements are and what opportunities Resus Rangers can provide to meet them. Find out more at resusrangers.com.

Chair of the Commission on the Future of Oracy Education in England, Geoff Barton, speaks to Tim Oates about oracy in the National Curriculum and the gap between intent and implementation, what we can learn from other countries about implementing oracy education and why he is cautious about assessing oracy. Tim Oates is Group Director of Assessment Research and Development at Cambridge Assessment, focussing on national and international research on assessment and measurement. From 2010-2013, he was chair of the Expert Panel for Review of the National Curriculum. He has published widely on assessment and curriculum. In 2015 he was awarded a CBE for services to education.

I'm delighted to speak with Sarah Green this week. Sarah is a UEFA A Licence Coach, coach developer and MSc student who is passionate about developing people. Sarah is Performance Coach Developer at England Netball where she works with coaches in the performance pathway (Roses Academy & Franchise Pathways) providing individualised support to develop their coaching practice and behaviours. Sarah also supports potential performance coaches through a coach development programme. Sarah is also Head of Performance at Derby County Women's Football Club Previously, Sarah worked at The FA for 11 years. She was part of The FA Tesco Skills Programme which was a pioneering programme for 5-11-year olds delivering specialist National Curriculum football-based education. Sarah then progressed to Regional PE and Coaching in Education Manager in the East Midlands working with The Premier League to support professional football clubs with their coach development.

Annabelle Padwick is a professional gardener, well-being practitioner and founder of Life at No.27.Her first experience of horticulture was growing on her allotment in 2015. She was having psychotherapy at the time and "hoping that I could learn some new skills, but also [hoping] it might help with my mental health at the same time". She soon quit her marketing career and founded her social enterprise CIC organization, Life at No 27 which supports children and adults from as young as five by combining horticulture therapy and counselling and "trying to give people of all ages access to mental health support that works".The organisation receives referrals from the NHS, works with school children and in schools, and has therapeutic sites in Northamptonshire and Wales. Annabelle is fundraising to try and open more sites and operate in more schools.A "child-led sort of approach" allows young people to learn how to grow their own food and "connect with the environment and wildlife". It runs after-school clubs and liaises with schools to help children with "challenging behaviour, (as much as I don't like that word)", anxiety, and poor self-esteem and helps them stay in mainstream education.Her biggest goal, she says, is to gain sponsorship from a horticultural firm on an ongoing basis and to garner more general support from the sector.Regards mental health support within horticulture, more could be done Annabelle says: "I'd be interested to know... how many organisations in the industry do have a mental health support policy...there's definitely value in companies investing in this area".A witness at the 2023 Lords horticulture enquiry Annabelle argued "we need to up our game in terms of horticultural therapy", training, defining what is horticultural therapy and of course, funding.There is an irony, she says, in "the amount of people that are isolated as horticulturists within the industry that are struggling with their mental health" which "doesn't add up either with how much in the media we're saying gardening can help".Getting horticulture on to the schools National Curriculum would also "massively help kids mental health and just the knowledge of where food comes from" as well as offering time outside the classroom.Annabelle set up Growing for Wellbeing Week (3 - 9 June 2024) to help with fundraising and "where we can really push our messaging on a bigger scale, but also offer resources to... colleges, secondary schools, universities, care homes."With access to mental health services for adults and young people severely stretched, she would like to be able to have more qualified professional councellors and offer a "wraparound service".The project has a partnership with Prince and Princess of Wales' Royal Foundation which she hopes will help, "if anyone's interested in supporting us then them coming forward."Annabelle admits frustration with the "definite lack of interest [from the horticulture sector so far], which is frustrating on many levels. But I think there's a lot more for industry to do because it makes sense, doesn't it?" Hosted on Acast. See acast.com/privacy for more information.

Taking the first steps

00:00 Introduction - Welcome to POD-CACHE, the portable professional development podcast from CACHE Alumni 00:50 Alix Robertson - Alix introduces herself and the Centre for Education and Youth 01:18 Sarah introduces herself and Big Education 02:08 Meet PEPA - What is the Primary Extended Project Award? 04:30 Project-based learning 05:24 Choosing a project - Collaboration, theme setting and helping children to find their interests 06:53 Flexibility by design - Creating opportunities to signpost to learning that excites and engages little learners  08:22 Looking beyond the curriculum and making links with life - The role of the expert 11:27 It's not all about the project outcome - Finding links back to the curriculum, evidencing soft skills and career pathways 14:32 Research, teaching and assessment - Friendly but rigorous 15:00 It's OK not to be good at things, but to enjoy them anyway 15:52 Accessible by design - The PEPA is for everyone 16:42 Empowering young people - the value of guiding your own learning, shaping your own skill-set and owning your own future 18:35 CACHE Alumni 18:52 Non-linear learning and trying new things - Feeling safe in exploration 20:34 PEPA is a commitment - Successfully embedding the PEPA into schools 23:08 Support materials and delivery support for streamlining implementation 24:24 How did the PEPA project begin? Teachers coming together to solve challenges and jump into opportunities to benefit primary students 27:20 The benefits of the EYFS in holistic education - Enabling enquiry and project based learning throughout education 31:00 Find out more about PEPA, get in touch and get involved in the project 32:47 Thank you and signposting   The Primary Extended Project Award (PEPA), developed by The Centre for Education and Youth (CfEY) and multi-academy trust Big Education, will give pupils the chance to be more creative and take control of their own learning.   Created with support from the educational charity and leader in technical and vocational learning NCFE through its Assessment Innovation Fund, the PEPA aims to address specific problems in the ways primary pupils are currently assessed.   Join Dawn as she talks to Alix Robertson and Sarah Seleznyov from the PEPA Project and find out more about how they've been able to challenge the overemphasis on summative assessment that's linked to school performance measures.  CfEY and Big Education are now looking to prototype elements of the PEPA programme with a small number of year six pupils ahead of a large-scale impact pilot. You can discover more about the pilot project and read the final report here.  If you enjoyed this podcast, please share it with your colleagues and remember to like, subscribe and leave us a review.  Visit cachealumni.org.uk to join 24,000 members from across care, health, early years and education.  Membership starts at free, and you'll gain access to our member magazine, events, resources and a member discount and benefits scheme.   

NEP முதல் பேரிடி சத்துணவானது விலைவாசி மற்றும் பணவீக்கத்தை பொருத்து தொடர்ந்து மாற்றப்பட்டு வரும்‌. அடப்பாவிங்களா அரிசி விலை ஏறினால் அரிசி சோறு இல்லை என்கிறார்கள் நேரடியாக. *பாடநூல்களை அந்தந்த மாநில அரசுகள் அச்சடித்துக்கொள்ளலாம் ஆனால் பாடத்திட்டம் மத்திய அரசே வழங்கும் இந்தியா போன்ற நாட்டிற்கு ஒரே கல்வித்திட்டம் என்பது முட்டாள்தனம். மேலும் பாடத்திட்டம் மத்திய அரசே வழங்கும் என்பது மாநில அரசின் உரிமைகளுக்கு எதிரான செயல்‌ * 5+3+4கல்வி முறை முட்டாள்தனத்தின் உச்சம். எப்படி ஒரு மாணவன் எட்டாம் வகுப்பு முடித்தவுடனே பொதுப்பாடங்களுடன் அவனது விருப்ப பாடத்தை தேர்வு செய்வான். இதில் அனைத்தும் செமஸ்டர் வடிவம். பத்தாம் வகுப்பு வரை 17% என்று உள்ள இடைநிற்றல் மேல்நிலையில் 36% என்று உள்ளது இப்போது வரை. இந்த கொள்கையால் இந்த சதவீதம் இன்னும் அதிகரிக்கும். *தமிழகத்தில் மட்டும்தான் தடுக்கி விழுந்தால் தொடக்கப்பள்ளி ஓடி வந்து விழுந்தால் உயர்நிலைப்பள்ளி என்ற நிலை உள்ளது. ஏற்கனவே மத்திய அரசு குறைந்த எண்ணிக்கையில் மாணவர்கள் உள்ள பள்ளிகளை மூட வற்புறுத்தி வரும் நேரத்தில் எங்கோ ஒரு இடத்தில் தொடங்கப்படும் கல்வி வளாகத்தில்156107 மாணவர்கள் சேரலாம் என்பது அரசுப்பள்ளிகளில் படிக்கும் ஏழை மாணவர்கள் மீது திணிக்கப்படும் திட்டமிட்ட தாக்குதல். * மூன்றாம் வகுப்புவரை மொழிப் பாடம் மற்றும் கணிதம் மட்டுமே. இப்படி இருந்தால் அவன் சூழ்நிலையில் என்பதையே மறந்து கேள்விகேட்பதையே மறந்துவிடுவான். *மிஷன் நாளந்தா மிஷன் தக்சஷீலா கேட்க நன்றாக இருக்கிறது இதன் நோக்கம் வசதியற்ற மாணவர்கள் எண்ணிக்கை குறைவாக உள்ள கல்லூரிகளை மூடவேண்டும் என்பதே. அவற்றை மேம்படுத்த முயற்சிக்காமல் மூட வேண்டும் என்று நினைப்பது எந்த வகையில் நியாயம். கிராமப்புற மாணவர்களை படிக்க விட கூடாது இதுதான் நோக்கம் *ஒப்பந்த மற்றும் பகுதி நேர ஆசிரியர்கள் பணியிலிருந்து நீக்கப்படுவார். தமிழகத்தில் பெற்றோர் ஆசிரியர் கழகம் சார்பில் பணியில் இருக்கும் ஆசிரியர்கள் இனி தலையில் துண்டு போட்டுக்கொள்ளலாம். பிடிஏ மூலம் நடைபெறும் நற்செயல்கள் இனி நடைபெறாது * கொடையுள்ளம் கொண்ட தனியார் அமைப்புகள் கல்வி நிறுவனங்கள் தொடங்க தடையேதும் இல்லை இனி. ஜியோ கல்வியில் முதலீடு செய்ததில் வியப்பேதும் இல்லை. இரண்டிற்கும் உள்ள தொடர்பு இன்னும் தெளிவு படுத்தப்பட வேண்டுமா? *பொருளாதாரத்தில் பின்தங்கிய மக்கள் விரும்பும் பள்ளிகளில் படிக்கும் உரிமை என்று கூறி அதற்கான கட்டணத்தை அரசே செலுத்துகிறது. இதன் காரணமாக ஆகும் செலவில் கிட்டத்தட்ட முழு வசதியுடன் 150 புதிய பள்ளிகள் நம்மால் உருவாக்க முடியும். இதில் கல்வியில் மேலும் தனியார் முதலீடு ஆசிரியர்கள் பதவி உயர்வில் இனி திறமை மற்றும் ஆர்வம் மட்டுமே கணக்கில் எடுத்துக் கொள்ளப்படும். இத்தனை நாள் கட்டமைத்த சமூக நீதியின் ஆணிவேரையே அசைத்துப் பார்க்க முடிவு பன்னிட்டாங்க. இனி சொம்பு ஜால்ரா எல்லாமே உயர்பதவியில் நூல் கொண்யடு இருக்கும்.158102 கல்வி நிலைய உயர்பதவிகளில் ஆர்வமும் ஊக்கமும் நிறைந்த நபர்கள் மட்டுமே நியமிக்கப்படுவர். எதுக்கு சுத்தி வளைச்சுட்டு நேரா சொல்லிடுங்க லைக் கார்ப்பரேட் வீ ஆர் கோயிங் டூ கிவ் ப்ரமோஷன். *போட்டித்தேர்வு மூலம் தேர்ந்தெடுக்கப்படும் ஆசிரியர்களுக்கு கூடுதலாக நேர்முகத்தேர்வும்14784 வகுப்பறை கற்பித்தல் தேர்வும் நடைபெறும் . லஞ்சம் , செல்வாக்கு விளையாடப்போகும் இடம். * இப்போது இருக்கும் பி.எட் பாடமுறை 2030 வரை மட்டுமே. அதன்பிறகு 4 வருட ஒருங்கிணைந்த பி.எட் பட்டமாக மாற்றப்படும். இனி எவனும் வரமாட்டான் பி.எட் படிக்க. *மூன்றாம் வகுப்பு வரை ஆங்கிலம் கிடையாது ஐந்தாம் வகுப்பு வரை ஆங்கிலம் விருப்பபாடம் மட்டுமே. இங்கிலீஷ் படிச்சுட்டு நீங்க எப்படி வெளிநாடு போலாம். இங்கேயே ஆடு மேய்ங்கடா பரதேசி பசங்களா.* யூஜிசி இனி உயர்கல்வி மானியதுறை. MHRD இனி உயர்கல்வி துறை அமைச்சகமாகிறது. மனிதவள மேம்பாடு அவுட் ஆய்வு மானியங்களில் தனியார் கல்வி நிறுவனங்களுக்கும் சமவுரிமை. அம்பானி அதானி யுனிவர்சிட்டி ஆரம்பிச்சு மொத்த கிராண்ட் வாங்கிடுவாங்க இங்க ஸ்டேட் யுனிவர்சிட்டி லாம் நக்கிட்டு போக வேண்டியதுதான்.* கலை அறிவியல் படிப்புகளுக்கும் நாடு தழுவிய நுழைவுத்தேர்வு. த்தா டேய் +2 பாஸ்25381 பன்னி நீட்னு கட்டய போட்டீங்கனு தான் ஆர்ட்ஸ் சைட் போனோம் இங்கயுமா? இனி பிரசிடென்சி காலேஜ்ல பீகார்காரனும், ராணி மேரில ராஜஸ்தான் பொண்ணும் படிக்கும். நல்ல வாயன் சம்பாதிக்க நாரவாயன் தின்னு அழிச்ச கதைதான். இனி என்ன பன்றது திராவிடம் கட்டமைச்ச வசதி எல்லாம் இனி பீடாவாயன் அனுபவிக்கதான் *மேலோட்டமாக பாத்தா நல்லா இருக்கமாதிரி தெரியும் இனி மதிப்பெண் சான்றிதழ் மாநில அரசு வழங்கும் ஆனால் மதிப்பெண் இணையாக்கம் மத்திய அரசுதான் செய்யும்.

@vincetracy and @mattking discussed #uk #teaching #learning #curriculum #nationalcurriculum #sexeducation #morals #ethics #ideology #woke #religiousstudies #primaryschool #secondaryschool #teachertraining #educationacts #educationact1944 #census2021 #educationact1988 #educationact1998

Episode Links: The Harmony Project: https://www.theharmonyproject.org.uk/This Episode on the We Are Carbon Website: https://www.wearecarbon.earth/podcast-episode/natural-curriculum-harmony-education/--------------------------In this interview I'm joined by Richard Dunne to explore how evolving children's education could not only offer them better engagement with their learning but also help them make better sense of the world that they're a part of.Many of the solutions that we discuss on this show require a bit of unlearning or shifting of the mindset from what we're used to. So I became really interested in the work of the Harmony Project from the basis of integrating a whole system way of seeing things into children's education from a very early age.Perhaps our children could soon be showing us the way forward!As headteacher in a state primary school and inspired by the book titled ‘Harmony' by the now King Charles third, Richard began developing and implementing a more Natural curriculum within the National Curriculum.He's since founded the Harmony Project and is integrating this approach into a variety of school settings in the UK and across the globe.I'm delighted to have been able to discuss with him the principles of harmony and the inspirations and challenges of this ambitious project.

How should the curriculum for 11-16 year olds be reformed and should GCSEs remain? How can health services and community care be work better together?Hear from members on these topics and more in the latest episode of the House of Lords Podcast. First up we speak to the Senior Deputy Speaker, Lord Gardiner of Kimble, about how committees function in the House of Lords and his experiences as both a minister and in his current role.Next we speak to Baroness Pitkeathley, Chair of the new Lords committee investigating the integration of primary and community care. She explains what the challenge is, why the committee is looking into it now and what they hope to find out.Then we speak to Lord Baker of Dorking. Lord Baker introduced the National Curriculum in 1989 when he was Secretary of State for Education. More recently he helped proposed a new Lords committee to look into the curriculum now and how it should be changed for 11-16 year olds.Find out more about the Education for 11–16 Year Olds CommitteeFind out more about the Integration of Primary and Community Care Committee Hosted on Acast. See acast.com/privacy for more information.

Join Ben as he interviews his mum and talks about her career as a teacher. From training in the 70's, to the birth of the National Curriculum in the early 90's.....all the way through to floppy discs and supply teaching! This one is not to be missed!

TNC's Qatari Mundial Memories: Joey Lynch goes one-on-one with Julien Laurens The World Cup is drawing ever closer, and The National Curriculum is now on the ground in Qatar! Qatari border control must not listen to the show…  To mark the occasion and kickstart a big run of Copa Mundial coverage and memories, TNC's man in Doha Joey Lynch knew he needed to go big on the NRI scale. And boy did he go big.  As joining Joey on this episode is a huge guest in the form of ESPN FC journalist and member of the global podcasting phenomenon The Gab and Jules show, Julien Laurens. Together, the pair talk Les Blues' preparations to defend their World Cup crown in Qatar, the health of Karim Benzema, how the French will play, how the Socceroos can get something from their game and a whole lot more.  Enjoy the chat, and make sure you subscribe for more primo TNC World Cup content coming your way.

With COP27 taking place this week, Ross invites fellow sustainable development enthusiasts Helen Sundaram and Eve Jardine-Young onto the pod to discuss the United Nations Sustainable Development Goals (SDGs). Join us this week as we discuss how the 'global to-do list' is being taught in schools and what the future holds for this crucial subject.Helen founded The Kindness Bank in 2021 and works with schools to support their delivery of the SDGs in the classroom. She is campaigning to have the SDGs firmly embedded within the UK's National Curriculum.Eve grew up in Malawi, has worked in engineering and is the Principal of leading independent girls' school: Cheltenham Ladies College. Eve feels it is crucial to not just talk about the SDGs but for school leaders to act on them. Eve tells us how her school is on track to not only reach net-zero by 2030 but to be carbon positive by then too!

The 2022 FIFA World Cup is here, and The National Curriculum is here with Australia's most in-depth preview of every team in the tournament. Recorded on location at Ultra Football in Melbourne, Joey Lynch, Josh Parish, Lachie Flannigan, Teo Pellizerri, and the Far Post Pod's Anna Harrington go over in exhaustive detail all 32 nations that are set to descend on Qatar for the world's biggest sporting event, as well as what to expect from Australia when they take on France, Tunisia and Denmark.  In the wake of the Socceroos' statement on human rights and call for change in Qatar, Joey and Harro also chat with Professional Footballers Australia co-chief executive Kate Gill to find out why the team took a stand at the human-rights-shaped elephant in the room this World Cup.  (03:53) Group A - Qatar, Ecuador, Senegal, Netherlands (16:43) Kate Gill on the Socceroos' human rights statement and the World Cup in Qatar (28:08) Group B - England, Iran, USA, Wales (47:24) Socceroos Breakdown (01:12:31) Group D - France, Australia, Denmark, Tunisia (01:29:55) Group C - Argentina, Saudi Arabia, Mexico, Poland (01:24:00) Group E - Spain, Costa Rica, Germany, Japan (01:52:37) Group F - Belgium, Canada, Morocco, Croatia (02:05:03) Group G - Brazil, Serbia, Switzerland, Cameroon (02:13:15) Group H - Portugal, Ghana, Uruguay, South Korea (02:24:58) Predictions  Thanks and Success! TNC & ESPN Australia on Social Media: ► Follow on Twitter: https://twitter.com/TNCFootball  ► Follow on Twitter: https://twitter.com/ESPNAusNZ  ► Like on Facebook: https://www.facebook.com/ESPNAusNZ  ► Follow on YouTube: https://www.youtube.com/user/ESPNAusNZ  ► Join the TNC A-Leagues Fantasy League: https://play.keepup.com.au/a-league-men/fantasy/?action=join-group&code=102854

jQuery(document).ready(function(){ cab.clickify(); }); Original Podcast with clickable words https://tinyurl.com/24scmosg Contact: irishlingos@gmail.com "Junior Certificate oversimplified, assessments too stressful". "Teastas Sóisearach á róshimpliú, measúnuithe róstrusmhar". Some principals and teachers are concerned that the Junior Certificate curriculum is being oversimplified, says a new report from researchers at the University of Limerick. Tá imní ar roinnt príomhoidí agus múinteoirí go bhfuil curaclam an Teastais Shóisearaigh á róshimpliú, a deirtear i dtuarascáil nua ó thaighdeoirí in Ollscoil Luimnigh. According to the research, it is believed that there is now a huge gap between the standard of education given to students in the Junior Certificate years and those of the Senior Certificate due to this oversimplification. De réir an taighde, creidtear go bhfuil bearna ollmhór anois idir an caighdeán oideachais a chuirtear ar dhaltaí i mblianta an Teastais Shóisearaigh agus lucht na hArdteistiméireacha mar gheall ar an róshimpliú seo. On the contrary, others believe that the "outdated layout" of the High Certificate is the cause of the evil and that amendments can be made accordingly. Os a choinne sin, creideann cuid eile gurb é "leagan amach seanchaite" na hArdteiste údar an oilc agus gur mithid leasuithe a dhéanamh dá réir. The students in Limerick are carrying out continuous longitudinal research in relation to this and other educational issues. Taighde leanúnach fadaimseartha atá ar bun ag na scoláirí i Luimneach maidir leis an gceist seo agus ceisteanna eile oideachais. The research also indicates that Class Based Assessments are causing more stress and anxiety for school students than they have ever had before. Tugtar le fios sa taighde chomh maith go bhfuil Measúnuithe Rangbhunaithe ag cur níos mó struis agus imní ar dhaltaí scoile ná mar a bhí orthu riamh roimhe seo. It is said that a third of teachers believe that Class Based Assessment is not a true assessment of students' work. Deirtear leis go gcreideann bordaithe ar an tríú cuid de mhúinteoirí nach measúnú fírinneach ar obair dhaltaí atá sa Mheasúnú Rangbhunaithe. In that regard, it seems that some students are turning their backs on games and other entertainment events at school because they feel that they need to study more before the Class Based Assessment. Ina cheann sin, is cosúil go bhfuil roinnnt daltaí ag tabhairt a gcúl le cluichí agus imeachtaí eile siamsa ar scoil mar go n-airíonn siad go gcaithfidh siad tuilleadh staidéir a dhéanamh roimh an an Measúnú Rangbhunaithe. Another thing, it is said that teachers are also more stressed because of the Class Based Assessments. Rud eile de, deirtear go bhfuil níos mó struis ar mhúinteoirí freisin de bharr na Measúnuithe Rangbhunaithe. The research was commissioned by the National Curriculum and Assessment Council but a bone of contention has emerged since its inception. Is í an Chomhairle Náisiúnta Curaclaim agus Measúnachta a choimisiúnaigh an taighde ach tá cnámh spairne tagtha chun solais ó tionscnaíodh é. Cumann na Meanmúneoirí has instructed its members not to co-operate with the future research project due to an alleged "conflict of interest". Tá treoir tughta ag Cumann na Meánmhúinteoirí do bhaill an chumainn gan comhoibriú leis an togra taighde feasta mar gheall ar "choimhlint leasa" a líomhnaítear a d'fhéadfadh a bheith ann. The association is unhappy that one of the researchers was already involved in the work done by the National Curriculum and Assessment Council on developing the Junior Certificate subjects. Tá an cumann míshásta go raibh duine de na taighdeoirí páirteach cheana san obair a rinne an Chomhairle Náisiúnta Curaclaim agus Measúnachta ar ábhair an Teastais Shóisearaigh a fhorbairt. The association says that although the person in question has the appropriate credentials and there is no doubt about that person's integrity and professionalism,

In this episode of #NAEEM_SIKANDAR_PODCAST, we have invited Mr. Haroon Yasin who is a teacher and education entrepreneur in Pakistan but it wasn't until he left college that he discovered his passion for education. After abandoning his engineering degree, Haroon spent time in a slum village near his home in Pakistan and realized that children there did not have a safe space to play. At 18, he opened a school to help children in the community learn. In 2015, Haroon founded the Orenda Project, which provides high-quality and engaging education to every child. Orenda digitized Pakistan's National Curriculum and developed Taleemabad, a mobile and web application that helps out-of-school children continue their studies. Thanks to a grant from the Malala Fund, Haroon expanded the Taleemabad curriculum to include secondary education. She is training teachers, community groups, and district officials to use Taleemabad to reach even more girls outside of school.

It's the 'Fill Ins' edition of The National Curriculum as Nick D'Urbano's internet holds out for long enough to host the show alongside Ben Smith and Lachie 'Yung Boi' Flannigan. With the Premier League tour of Australia coming to an end, we delve into all the ins and outs of the friendlies around the country, whether it was a success and of course, #SherrinGate. Plus, we also dive into the first matchday of the Australia Cup, Aaron Mooy's move to Celtic and all the other big A-League transfers. Oh, and there are some invaders (or valiant saviours, as they would describe it -- one of them wasn't even wearing a shirt he felt so heroic) from here and abroad...

Jane Clapp has to be one of the most perceptive teachers I have ever spoken to. She has the ability to cut through all the chaff that litters education, all the fads, all the pointless ideas that add little to the quality of a child's experience at school. Listening to Jane is truly inspiring; she just gets what great education is about. She has so many thoughts about how to create a wonderful learning environment that I know she will be coming back another day as we only scratched the surface of what makes her such a good teacher. In this podcast we discuss ... How tiring the end of the summer term can be, but how being inspired by the children is the thing that keeps you crawling to the finish line. The importance of the teacher believing that every child can learn successfully. If you don't believe, they won't. Asking children to do scary things is fine, as long as you have provided a truly safe classroom environment for them. Why children struggle when adults are inconsistent. All children can flourish when they know what is expected of them. The importance of having an authentic positive relationship with your class. How appropriate routines are essential to create high expectations. So you have to pick what is most  important  for you and set up routines that children understand. Tell them what you expect, rehearse it endlessly and keep going until they meet it. Don't lower the bar ... ever! The fact that rehearsal leads to fluency, so make sure you do this enough for everything! How contextual learning makes activities more meaningful to children, but each new context may need revision of key learning. Meaningful contexts provide a real purpose for learning that children enjoy. The need to keep learning in each lesson clear. It's easy to overcomplicate teaching, so focus on the building blocks that are essential for each lesson and go deeper rather than endlessly extending tasks. Overcomplicating is rarely beneficial to teachers or pupils. Why the tick box approach to writing (such as the endless list of success criteria) actually diminishes the quality of children's work. It can be so exciting for all children to write when they are inspired; sometimes our teaching approach takes away this joy and removes the life from the children's words. How using the National Curriculum helps to make learning more straightforward. Activities often morph into to something quite different that children can't understand (studying phases of the moon is one of these). The most important thing is to enjoy your class. Don't get het up by all the things you have to do, as some are not of any value. Enjoying your teaching is always important, as is keeping your teaching simple and practising your routines over and over again.

Today we will discuss high risk psychiatric conditions in the perinatal period and how to safely prescribe psychiatric medications. References: Drug & Lactation Database (LactMed), also available as an app: https://www.ncbi.nlm.nih.gov/books/NBK501922/  InfantRisk app for Healthcare Professionals: https://www.infantrisk.com/infantrisk-center-resources  MGH Center for Women's Health: https://womensmentalhealth.org/ National Curriculum for Reproductive Psychiatry: https://ncrptraining.org/ TED Talk on Matrescence: https://www.youtube.com/watch?v=jOsX_HnJtHU Gerard Clancy, MD Senior Associate Dean for External Affairs Professor of Psychiatry and Emergency Medicine University of Iowa Carver College of Medicine Melissa Ludgate, MD Clinical Assistant Professor of Psychiatry & Internal Medicine University of Iowa Carver College of Medicine Miriam Murray, MD Clinical Assistant Professor of Obstetrics & Gynecology University of Iowa Carver College of Medicine Financial Disclosures:  Dr. Gerard Clancy, his guests and the members of the planning committee for Rounding@IOWA have no relevant financial relationships to disclose. CME Credit Available: https://uiowa.cloud-cme.com/course/courseoverview?P=0&EID=48198  Accreditation: The University of Iowa Roy J. and Lucille A. Carver College of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. CME Credit Designation: The University of Iowa Roy J. and Lucille A. Carver College of Medicine designates this enduring material for a maximum of 0.75 AMA PRA Category 1 CreditTM. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurses: Effective March 18, 2020, Iowa nurses may use participation in ACCME-accredited education toward their CE requirement for licensure. A certificate of participation will be available after successful completion of the course. (Nurses from other states should confirm with their licensing boards that this activity meets their state's licensing requirements.) Other Health Care Providers: A certificate of completion will be available after successful completion of the course. (It is the responsibility of licensees to determine if this continuing education activity meets the requirements of their professional licensure board.) Date Recorded: 5/26/2022

Welcome to this episode in the new series of Local History Matters, the podcast run by the British Association for Local History (BALH) to highlight hidden local histories. In this series, we will be discussing the different ways that you can engage with and share your local history research, whether you are a beginner or an experienced local historian. In this episode, our Social Media Fellow for 2021/22 Megan Kelleher chats with Claire Dimond-Mills all about educating the next generation about local history. This includes a discussion about how local history can be connected to the National Curriculum, and the ways in which your local history research can be shared with the next generation in order to inspire them to become interested in local history. Claire Dimond-Mills is a school governor and a historian and genealogist with a wealth of experience in working with local schools and youth groups in order to encourage them to learn more about their own local history. You can follow along with the conversation about this podcast by using the hashtag #LocalHistoryMatters, and keep up to date with the work the BALH does by visiting our website https://www.balh.org.uk/ or following us on social media @BALHNews. Music credits: Trendsetter, Mood Maze, Uppbeat.io

and a film about bird medics in New Dheli

The new Australian Curriculum was endorsed by education ministers in April 2022. Schools can begin teaching the content from next year, after a long deadlock over the proposed content. David de Carvalho, CEO of the Australian Curriculum Assessment Reporting Authority, discusses a "more stripped-back and teachable curriculum" that supports deeper conceptual understanding and aims to improve performance.

Always a passionate advocate of all things educational, Lord Jim Knight chatted to Russell Prue about what he's been up to lately, the perils of social media (and the problems of regulating it), and the three elements he'd like to see instilled into the National Curriculum: caring for oneself, caring for others and caring for the natural environment.@LordJimKnight 

Panel discussion organised by the Academy of Ideas Education Forum on 21 February 2022. INTRODUCTION As the Office for Standards in Education (Ofsted) approaches its 30th birthday, many are increasingly concerned that Ofsted is becoming overly political and moralistic and insufficiently educational in its approach. The anniversary of Ofsted's creation seems a good moment to take stock. Ofsted employs more than a thousand people and has an annual budget of close to £130 million. For this, it takes responsibility for regularly inspecting all publicly funded schools and colleges in England. In addition to setting the agenda of her inspection teams, Ofsted's head, Amanda Spielman, writes a widely read annual report on the state of state education. Spielman herself has strong educational, political and moral opinions, and intervenes regularly in public debates. Last year, for example, she rejected calls to decolonise the school curriculum. Ofsted was established in 1992 in the final phase of the Thatcherite reform of English state education. The creation of a national inspectorate that reported in public followed the introduction of the National Curriculum in 1989, as well as a new national examination system that included the General Certificate of Secondary Education (GCSE). Results from these national exams were from this point onwards reported in national league tables, in which the performance of all state schools was ranked. At the time, many teachers opposed this power grab from central government, and these criticisms have continued to be voiced. For many, Ofsted represents an unwarranted extension of central state control over education, as well as a mechanism by which the autonomy and the professionalism of teachers has been undermined. It is certainly true that teachers in England experience extraordinary levels of central state control and that Ofsted is one of the mechanisms by which this control is exercised. However, sociologist Stephen Ball perhaps overstates the case when he describes the accountability pressures experienced by English state-school teachers as giving rise to the ‘terror of performativity'. It was under the government of John Major that Ofsted was first introduced. As we might expect, his account of its purpose differs from that of its critics. Writing in his autobiography, he observes that when he came into office, producers – rather than consumers – controlled public services and that health and education in particular was ‘run carelessly, wastefully, arrogantly … more for the convenience of the providers than the users, whether they were parents, pupils or patients'. More recently, however, Ofsted has faced criticism from conservatives. They argue that Ofsted has been captured by progressivist educators, who are using the inspection system to impose woke values on education. Ofsted, the conservatives allege, has become a cuckoo institution, a mechanism by which a progressivist elite lodged within the state are imposing their values on young people. This charge could not be more serious, as Ofsted ought to remain impartial on matters that divide the nation morally and politically. It is, after all, Her Majesty's Inspectorate. Is Ofsted now exceeding its official remit? Do we even need a national inspectorate when we have a national examination system? Can state-employed teachers be trusted to do the job for which they are paid and trained? Is it time that we inspected the inspectors? SPEAKERS Neil Davenport writer and teacher Rowenna Davis teacher; former journalist and Labour Party parliamentary candidate; new mum and community organiser Alex Kenny secondary school teacher and NEU Executive member Joseph Robertson director, Orthodox Conservatives think tank; education research fellow, The Bow Group CHAIR Toby Marshall teacher and member of the AoI Education Forum

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. 

Well... that could have gone better. At least the Sokkahroos won? With a 1-0 loss to South Korea, the Matildas have been bundled out of the Asian Cup. Wading through the discourse, The National Curriculum's Ante Jukic, Teo Pellizzeri, Josh Parish, and Joey Lynch are here to break to down what went wrong, why it went wrong, and what might come next. Can the Matildas' do damage in 2023? Are the right players being picked? Should Tony Gustavsson remain coach? (00:02:15) There's also talk about the Arnie-less Roos running over the top of Vietnam mid-week, a breakdown of Tom Rogic's monsterclass and why, despite that, Ante might drop him for the Oman game. (00:42:17) Though they tried to sneak it by us between the Roos and Tillies games, Western Sydney Wanderers decision to sack Carl Robinson and their continued air of calamity comes under the microscope (1:04:36), as does this week's A-Liga action and why Avondale's "bespoke" arbitration win over Football Victoria might have significant long-term ramifications around the country. (1:45:32) Note: This episode was recorded on Sunday night, before the Western Sydney Wanderers announced Mark Rudan as their new head coach. 

Between A-League Men, A-League Women, The Matildas, the Socceroos and subtweeting, there's a lot going on in Australian football, so The National Curriculum is bringing in reinforcements. Debutant Pokuah Frimpong joins Ante Jukic, Nick Stoll, Nick D'Urbano, and Joey Lynch to discuss Brisbane Roar's continued struggles (7:00), Sydney FC's plan going off the rails (43:15), Melbourne City playing their best game of the season (19:00) – and why it won't happen again – what exactly Aleksandar Prijović brings to Western Untied (1:50:30), and the contrast between Sydney FC and Western Sydney Wanderers in ALW (1:28:50) The panel also debates the merits of crushing Indonesia 18-0 against playing the kids (59:35), discuss Sam Kerr's legacy and future role in the Matildas, talk about who is in and out of the recently announced Socceroos squad (1:35:15), provide an #ArzaniWatch update, and much much more. And yes… there's also #CUMDOG discussion.

Nathan talks with Phil Bagge, computing inspector and advisor, CAS Master Teacher, and involved in writing the National Curriculum for Computing, about what it is, what it isn't and how to do it well. They discuss why computing can be a worry for some teachers and Phil gives advice on why it shouldn't be.

Join Mal and special guest, Charlotte Davies. We discuss motor skills development & lobbying for a National Curriculum in PE that would support the kinetic chain of children's development. Also, why are Scandanavian countries considered to have the best education systems?  We compare them to the UK system. Tune in! Talk it Out!

Indigenous leader and author Warren Mundine has slammed the proposed new national curriculum. Heartbroken family of fitness and health guru Kylie Jaye have revealed she died after a long battle with an eating disorder. The Blue Mountains could be the site of Australia's longest road tunnel. Manly skipper Daly Cherry-Evans is in discussions about extending his deal at Brookvale. For updates and breaking news throughout the day take out a subscription atdailytelegraph.com.au See omnystudio.com/listener for privacy information.

On our latest episode of Better Business, Better Life, I am joined by Tony Falkenstein who will be sharing his experiences with the Topic of ‘Managing the People Issues'. Tony was born in Auckland, and has a Bachelor of Commerce from the University of Auckland. He is a serial entrepreneur, who has started over 50 companies. He is the CEO and majority shareholder of Just Life Group Ltd, a publicly listed company which he founded 32 years ago. In 2003, Tony established New Zealand's first Business High School, at Onehunga High School, with a view to include ‘business and entrepreneurship' as a subject in the National Curriculum. In 2011 this goal was attained, and he has assisted the Ministry of Education with establishing Business High Schools throughout the country. In 2008, he was inducted into the New Zealand Business Hall of Fame. In 2010, he was appointed as an Officer of the New Zealand Order of Merit (ONZM) for services to business. In 2011, Tony received the Distinguished Alumni Award from the University of Auckland. In 2012, he received the World Class New Zealand Award for ‘New Thinking'. Tony has been married to Heather for 39 years, and has one daughter. In this episode we learn from Tony: Why he says if he was able to go back in time he probably wouldn't choose to be an Entrepreneur again How he took on swatch watches as his first business - with huge initial success & then spectacular failure Why sometimes you have to let people go - how to do it easily & fairly For Tony's top 3 tips & links to resources, please visit: https://www.debrachantry-taylor.com/podcast Debra Chantry-Taylor Professional EOS Implementer | Entrepreneurial Leadership & Business Coach | Business Owner #betterbusinessbetterlife #entrepreneur #leadership --- Send in a voice message: https://anchor.fm/betterbusiness-betterlife/message

Eugenio "Ego" Lemos talks to us about permaculture practices, legacies of occupation, reconciliation and resilience, the dilemma of post-conflict countries, common problems with aid and charity, Indonesian influence versus Australian presence in Timor, East Timor then versus West Papua now, ricenization as a form of cultural destruction, and how sociopolitical events at large affect personal lives on the micro scale through food during the Portuguese colonization, Indonesian occupation and in present day. ​ ​ Ego Lemos is the founder of the Sustainable Agriculture Network and Organic Agriculture Movement in Timor-Leste. He is also the Founder of Permaculture Timor-Leste (Permatil), as well as the founder-counselor of the PermaScout and Perma-Youth movements. He currently serves as the Executive Director of Permatil. Previously, he was the National Adviser for the Ministry of Education of Timor-Leste. He is also a lecturer in Sustainable Agriculture and Public Arts & Culture at the University of Timor-Leste. In 2019, Ego was selected by Earth Company as 1 of 5 Impact Hero finalists. As a singer-songwriter, Ego sings and writes original music in his native tongue, Tetun. His song "Balibo" (featured in the 2009 film Balibo) was awarded Best Original Song at the 2009 Screen Music Awards and the 2009 APRA Award for best song in a film. Ego also co-authored ‘Permaculture Gardens for Kids', as well as both editions of the Tropical Permaculture Guidebook. He is sole author of the ‘Training Manual for Agro-biodiversity in Timor-Leste (GIZ-AMBERO) and the Arts and Culture section of the National Curriculum for Basic Education Grad 1 – 6 (Ministry of Education). ​ Ego Lemos on Spotify www.permatilglobal.org --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/sugar-nutmeg/support

3 audiobook segments produced in support for Schools OUT UK LGBT+ History month for late primary to secondary students Schools OUT UK advocates the inclusion of LGBT+ topics and history in the National Curriculum for Sex and Relationships Education More information, and the workbooks for these audio tools can be found at http://www.schools-out.org.uk/ --- Send in a voice message: https://podcasters.spotify.com/pod/show/lori-e-allen/message

In general, politics is a topic that people are really engaged in or they want to keep away from it with a 10 foot pole. Personally for me, I'm a bit of a junkie. And in fact, the shows that I tend to listen to engage in political satire. They don't take themselves too seriously.I love that because it's such a break from the norm. Because when you think of politics today, you often think of this side vs that side. One side is right while the other side is wrong. One side is Trump and on the other side you have the Pelosi lead Democrats. This wasn't always the case.Today's guest, Andrew Heaton, is someone I started listening to sometime last year in his last podcast called There's Something Off with Andrew Heaton. That particular show concluded this past summer and since then he's been busy building his own show entitled The Political Orphanage. (He also has a new show called Alienating the Audience , Sci-Fi based show, which we'll talk a bit about in the interview.)Listen in as Andy and I get a chance to find out from Andrew what his process has been as he's been building his new platform. And what he can share with other creators in regards to getting on the national stage.Enjoy! SPECIFICALLY, YOU'LL FIND OUT MORE ABOUT: How does Andrew connect at a different level with his audience than most political commentators? 10:38Are politicians in DC the same people behind the scenes versus what we see in the news and media? 14:11What's Andrew's advice for a student to set themself up to work in Washington DC? 17:08What are some action steps he recommends to creatives, such as podcasters, who are in the hunt to get on a larger stage? 23:11How does he go about getting guests on his podcasts? 35:49Is there a certain way Andrew recommends to grow a contact list? 41:01What business lessons has he learned through his experiences as a standup comic? 56:50How has "always saying yes" affected him as a podcaster? 59:37What's Andrew looking forward to in the New Year? 1:02:12Which book, film, and song would Andrew add to the National Curriculum? 1:04:47What's Andrew do when he becomes overwhelmed or unfocused? 1:07:32What's a topic that would be found in a handbook for entrepreneurs if Andrew wrote it? 1:10:33Is there something he wished was still a thing? 1:12:12What's the secret to achieving personal freedom? 1:12:45 ITEMS and PEOPLE MENTIONED IN THIS EPISODE: Andrew Online: Website, Facebook, Twitter, Instagram, YouTubeCohost: Andy DixSession Sponsor: Uncover Your Personal MissionAndrew's 2 Podcasts - Alienating the Audience, The Political OrphanageUpright Citizens BrigadeHenry Hazlitt - Economics in One Lesson Right click here and save-as to download this episode to your computer. SHOW NOTE EXTRAS: Uberdunger Cologne for Men Game of Thrones: Libertarian Edition Star Wars: Libertarian Edition Baby Yoda for President Thanks for Listening! Thanks so much for joining us again this week. Have some feedback you'd like to share? Leave a note in the comment section below! If you enjoyed this episode, please share it using the social media buttons you see at the top of the post. Also, please leave an honest review for The AoL Podcast on iTunes! Ratings and reviews are extremely helpful and greatly appreciated! They do matter in the rankings of the show, and we read each and every one of them. If you have any questions feel free to email them over via the email mentioned in the show or by our contact form. And finally, don't forget to subscribe to the show on Castbox, iTunes, Stitcher, PodBean, and/or Google Play Music. It's absolutely free to do so. A huge thank-you to you guys for joining us! Cheers!

British politics, heritage and history. Laurie Taylor explores the divergent stories political parties construct about our history and their own historical roles. From disputes over the National Curriculum for History to the assertion of a lost 'social democratic' tradition by New Labour. Research Fellow, Emily Robinson, argues that politicians' manipulation of the past leaves them unable to speak of different futures. Also, Allison James talks about her research on the experience of sick children in hospital.Producer: Jayne Egerton.