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This time round we're reflecting on a fun trip to Liverpool and our Easter highlights. Eden's comparing exam technique for her upcoming Chemistry GCSE against her previous exams. Asher's starting a new PSHE course and Mirabelle's got an exciting experiment on the kitchen window involving nitrogen. Plus we recorded the entire episode in the garden!
This time round we're reflecting on a fun trip to Liverpool and our Easter highlights. Eden's comparing exam technique for her upcoming Chemistry GCSE against her previous exams. Asher's starting a new PSHE course and Mirabelle's got an exciting experiment on the kitchen window involving nitrogen. Plus we recorded the entire episode in the garden!
In this episode I'm speaking to David Didau. David is a well-known and well-respected consultant in the world of English teaching and teaching more broadly. He has authored numerous books about education and the subject of English more specifically. Most recently, his book Bringing the English Curriculum to Life: A Field Guide for Making Meaning in English, with contributions from Claire Woozley, James Hibbert, Emma Levins, Kate Moloney, Tom Pinkstone, Amy Rose and Daniel Blackburn, has helped to outline how cognitive science and a concept-led English curriculum can be implemented in secondary schools.David is an educational hero of mine and as such it was a great privilege to speak with him again, this time on the topic of assessment in middle school English.We discuss:- Whether discussing themes is more suited to PSHE (personal, social, health and economic education) as opposed to the English curriculum- How mastery assessment works and the way it shifts focus onto good teaching and learning- The amount of question level analysis needed and conditions assessments are done in- Whether there needs to be opportunities for kids to ‘play the whole game' in English- What the data collected reflects about students' learning through the external summatives done- And since writing Making Meaning in English, is there anything David has changed his mind aboutThanks again to David for taking the time to talk with me as well as his continued work within the subject. For me, all of this has helped English teachers better understand how the curriculum could look and how best to enact it in truly practical ways.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: David's interview with EduPulseDavid's books
We hear from Caroline — SEND Advisor to the Special Partnership Trust — on how her schools are using and adapting our Planning Framework for Pupils with SEND. Interviewee: Caroline Jewell, SEND Advisor to the Special Partnership Trust Caroline is SEND Advisor to the Special Partnership Trust, having worked previously as a Headteacher. Based in the South West of England, the trust is made up of ten SEN schools and ARBs. Since it was founded in 2016, the trust has championed a collaborative and innovative approach to education, and this extends to their PSHE education programme. Interviewer: Jenny Fox, Senior Subject Specialist Jenny is one of the Senior Subject Specialists at the PSHE Association. She has a Masters in Teaching and Learning, and led PSHE education and Citizenship in two London schools, including a school with Specialist Resourced Provision for Autism.
Why tech and AI won't be replacing real teachers in PSHE classrooms any time soon. And why that's a good thing!
Have you forgotten an anniversary?! We haven't.University of Wolverhampton, UK, is celebrating the 30th anniversary of their BA (hons) Interpreting BSL/English program. My guests are Prof Megan Lawton, Sen Lecturer Sarah Bown, and former Sen Lecturer Rebecca Fenton-Ree. We follow their stories, we learn a part of the history of our sign language interpreting profession.Live Conference: Deaf Studies and Interpreting Conference Tickets, Thu, May 23, 2024 at 9:30 AM | Eventbrite Here are short biographies of my guests.Megan Lawton, Professor of Learning and Teaching in Academic Practice became a National Teaching Fellow (NTF) and Principal Fellow of the Higher Education Academy (PFHEA) in 2017. In 1991 Megan Founded the Visual Language Centre (VLC) at the University of Wolverhampton, recognising British Sign Language as a language in its own right. The VLC supported Deaf students on degree courses and created the first BA (Hons) British Sign Language/English in Europe. Sarah Bown is a Senior Lecturer on the MA & BA (Hons) British Sign Language/English Interpreting programmes, at the University of Wolverhampton. She is a Registered Sign Language Interpreter, Senior Fellow & Academic Associate of the Higher Education Academy. For over three decades, she has worked extensively with external professional accreditation bodies, course design & standards setting. From 1999 across two decades, she led the programme as course leader.Her career profile: Sarah Bown - University of Wolverhampton (wlv.ac.uk) Rebecca Fenton-Ree was a Senior Lecturer at the University of Wolverhampton from 2000-2011. Becky has been involved in the Deaf community since 1990 and is a qualified and registered Sign Language Interpreter via the Post Graduate Route. She currently works part time as a community interpreter in Lincolnshire, UK and as a Teacher of the Deaf at Oak lodge 2019- present in English, PSHE and Communication.Mentioned often by others:Kristiaan Dekesel has worked within the University of Wolverhampton since 1994. Arriving at the University initially as a Sign Linguist having come from studying at Durham University. Kristiaan has served in various University faculty positions including; Head of Undergraduate recruitment, Department head for Media, Film, Deaf Studies & Interpreting; Department Head for World & Sign Languages.Support the Show.Don't forget to tell a friend or colleague! Click below! Listen & follow on SPOTIFY. (https://interpretersworkshop.com/SPOTIFY) Listen & follow on APPLE PODCASTS. (https://interpretersworkshop.com/applepodcasts) Listen & follow on many other platforms. (https://interpretersworkshop.com/Share-FollowPodcast) Send me a voicemail! Share the PODCAST. Buy Me a Coffee. [TRANSCRIPTS ARE HERE] Thanks for listening. I'll see you next week.Take care now.
Anna Hudson discusses the future of PSHE in schools with two guests; Malarvilie Krishnasamy and Oscar Pimlett.
We're visiting May 2011 now - Andy and John were handing out some PSHE education… with some top tips on avoiding any confusion when it comes to consent. It's Bugle issue 154, Keep it in your pants.Presented today by Chris Skinner.Hear more of our shows, buy our book, and donate here: thebuglepodcast.com/This episode was produced by Chris Skinner and Laura Turner Hosted on Acast. See acast.com/privacy for more information.
Let's talk about talking about PSHE!We are joined by "difficult conversation experts" Ellie & Helen to guide us through conversations around sex, bullying, pornography, and anything else you may need help with.Products Mentioned'Sex Is A Funny Word''You Grow Girl'Listen by clicking ‘Play', subscribe or follow on Apple Podcasts, Spotify and Acast, and please do rate and review to help others find the podcast.Find a new episode every Tuesday & Friday and in the meantime check out Made By Mammas on Instagram: @madebymammas.Made By Mammas®, this has been an Insanity Studios production. Hosted on Acast. See acast.com/privacy for more information.
'Smart' or 'Study' drugs are usually prescribed for people with ADHD to help them concentrate. However many people without ADHD take them, in theory, to focus on studying - e.g. writing an essay or revising for an exam. The estimates of how many people have taken them vary between about 16-20%, and the use of these drugs is on the rise. So the question is do these drugs actually help complex cognitive processes that are required for study? Recent research done by Elizaeth Bowman and her colleagues aimed to find out and in this episode Elizabeth joins me to talk about their research and most importantly their findings. You can read the orginal paper in Science Advances here: https://www.science.org/doi/10.1126/sciadv.add4165 You can read a summary (or share it with your students) here: https://theconversation.com/smart-drugs-make-you-worse-at-solving-complex-problems-new-study-finds-207711 You can find out more about the Centre here: https://www.unimelb.edu.au/cbmm
Hannah Wilson discusses innovation in financial education with 3 expert guests. Guests are Lisa Davis, Senior Policy and Propositions Manager at the Money and Pensions Service, Paul Street and Emma Mahon are financial education experts from the Just Finance Foundation. They all bring their knowledge and experience as teachers to deliver financial education programmes that support schools across the UK. Paul has been working on financial education with JFF since early 2020. Prior to this, he spent over 30 years working in primary education as a teacher, a school leader and headteacher in Hampshire. Paul now works with schools across the midlands, the East of England and Wales, helping them to implement financial education resources into the school curriculum. Emma has spent 11 years teaching in primary schools in London as a class teacher and middle leader including being a PSHE coordinator for 6 years. She currently lives in Surrey and joined the JFF team in Surrey supporting schools across London and the South East to establish financial education within their curriculum using the Lifesavers programme. Don't miss this great conversation and remember to check out the JFF at https://www.justfinancefoundation.org.uk/talk-money-week
Alessia Evans developed a love of makeup from a young age and started working in the cosmetics industry at 19 where she climbed the ranks as a makeup artist, trainer and manager for L'Oreal. Fast forward 10+ years, and Alessia has bowed out of the beauty industry to study Psychology, undertaking a dissertation investigating whether applying makeup makes us smarter... what she discovered was remarkable! Since being awarded the British Psychological Prize for Best Dissertation 2020, Alessia has gone on to write for a magazine on the psychology of beauty and currently lectures at the University of South Wales where she also recently completed her Masters in Psychology Research. This week she joins Psychology in the Classroom to talk about the impact that make up can have on social interaction, mental health and cognitive function. We discuss schools' general aversion to make-up and ask the question ‘Is this rule appropriate?' The answer may not be what you expect, whatever you think about make-up, Alessia provides some really fascinating insights into the reasons why we wear make-up and why we should perhaps open up the conversation around make-up in schools. You can get in touch with Alessia Here: https://staffdirectory.southwales.ac.uk/users/alessia.evans.html You can find details of Nancy Etcoff's book here - Survival of the Prettiest, or just search her name online.
Dr Elly Hanson is a clinical psychologist and researcher who focuses on preventing sexual abuse and reducing its impact, as well as more widely, helping children and young people enjoy positive relationships and thrive. She works with police, educators, charities, survivors and national organisations, in particular informing work to tackle abuse and respond effectively. She is Research Director of Fully Human, an initiative of the PSHE Association (which supports schools in delivering good PSHE education) and in this role, wrote the report ‘Pornography and Human Futures', an analysis of online pornography's nature and business model, and the harms that follow. In parallel she recently developed with CEOP (part of the UK National Crime Agency) a preventative education resource for schools, Respecting me, you, us: Building healthy relationships and creating positive cultures. She has authored a variety of academic papers and chapters, including those on online sexual abuse and its impact, and how the ‘tech freedom' ideology has been conducive to it. Elly is also an experienced therapist and previously worked for an NHS drugs and alcohol service with survivors of abuse, in an NSPCC team for children with harmful sexual behavior's, and for a company providing residential care to looked after children. If you would like to ask for any further information or questions please email: Breakingthecycletostepforward@gmail.com https://pshe-association.org.uk/fully-human (that's the link to the pornography and human futures report) https://www.youtube.com/watch?v=AMYc7U9NOVg&list=PLYYDrq64zvBADbfLm97NY0wlNKSz0PzIu&index=29 - Elly's talk at PIER on how tech as fueled child sexual abuse www.drellyhanson.com BreakingTheCycleToStepForward@gmail.com https://survivorsofabuse.org.uk/ https://stepforwardpractice.co.uk
We are living in the time of the end, in perilous times when the love of self rules the day. Bible based morality is under attack around the planet and parents are losing their ability to teach Biblical morality in their own homes. They are outlawed from “training up their children in the way they should go” and having say in their own children’s morality – at any age.
Becky (she / her) is a study skills tutor, with a background in secondary teaching of science and PSHE. She was diagnosed autistic as an adult. In this episode we talk about patterns of behaviour, detail, anatomy, science, history, recipes and knitting, whilst also going off on a lot of other interesting tangents! More information, including a transcript of our conversation, is available here: https://rulingpassions.wordpress.com/2023/09/26/podcast-episode-6/
We hear from Jade — a PSHE Lead working in an all-through complex needs school — about her experiences of teaching PSHE and recent Ofsted inspection.
How a self-described bohemian specialising in 19th-century Central European feminism became a lawyer with fire in her belly to stop PSHE ruining children—and how she longs for a renewal of the Reformation. Read the write-up at: https://www.ukcolumn.org/video/stealing-the-law-dr-anna-loutfi-on-suing-the-government-for-sexualising-children-transcribed
This week Psychology in the Classroom talks to Dr Daniel Jolley, Assistant Professor in Social Psychology at the University of Nottingham. His research explores the psychology of conspiracy theories, where he is interested in understanding why millions of people find conspiracy theories so appealing. He is also keen to explore the social consequences of believing in conspiracy theories and develop tools to address their negative impact. In particularly we talk about how adolscents may develop beliefs in conspiracy theories and how, as teachers, we can address such beliefs and encourage young people to critically assess the content they are viewing. If you wish to have a go with the Conspiracy Kitchen here is the link and you can find out more about Daniel's work here or follow him on twitter: @DrDanielJolley Additionally (not mentioned in the podcast) Daniel has also helped to develop some lesson plan about mis/disinformation more broadly which can be found at Project Real.
In this week's episode, we bring you interviews with our external Scope Day speakers. Each Scope Day we arrange for experts to come in and talk to our students about looking after theirmental health and emotional well-being, as well as a range of difficult subjects such as sexual assault, drugs & alcohol and staying safe at music festivals. In this episode, you can hear from: Deana Puccio from the RAP Project, about awareness of sexual assault and issues relating to consent; Henry Hudson from the People Change Minds Project, about coming out as gay and how to be an ally and an inclusivity leader; and Zoe Shuttleworth from IT Happens, about issues relating to drugs & alcohol, including vaping and spiking. These impactful talks act as an extension of our robust PSHE and RSE programme, allowing for deep dive into difficult territory.
Join Ben & Francesca Oakes as they discuss PSHE in schools. The positives, the challenges, it's place in the modern curriculum and how the subject is delivered in educational settings in 2023.
Surbiton Copes Days – otherwise known as SCOPE Days – are days where the entire school is taken off timetable for half a day to focus on PSHE and RSE, as well as team-building in forms groups, and generally building and reinforcing positive relationships in the school community. Guest speakers are brought in from outside of school to talk about difficult topics like drugs, assault, homeless, social services and many more. The day happens twice a year and has a tremendous impact on student wellbeing and contextual knowledge of the wider world.
The schools engagement strand of Pamodzi Creatives aims to facilitate creative collaborations inspired by the curriculum. The Creative Transitions programme of works will focus on supporting PSHE needs and raising aspirations. The programme will include two focus areas; the Mindful Movement and Who inspires you strands. The Mindful Movement PSHE strand led by The Mindful Movement Coach Claire Tamplin will train a practitioner, support school staff, and young people preparing for their SATS exams. This episode introduces Claire Tamplin ; a Secondary School Teacher of English with over 11 years' experience of Portsmouth Schools, she completed her NPQSL at UCL London, specialising in emotional intelligence. She trained in Teen Yoga and Yoga and Mindfulness ; promoting well-being and mental health in education for young people. Recently endorsed by Joe Wicks, Claire Hosts a radio show and regularly delivers community sessions, school sessions and after school programmes to address the mental health crisis impacting young people across Portsmouth. Claire has proudly led sessions at the Local Young Carer Festival and several other large wellbeing events designed for our most vulnerable young people. Claire has a vast experience of delivering wellbeing sessions in school settings of various key stages, she has spent many years carrying out rigorous studies and training, including from Dr Siegel, a pioneering neuropsychiatrist on the neurodevelopment of a child's and teen's brain. Siegel's research evidence through his concept ‘move it or lose it' that mindful movement is pivotal in shifting through children's emotions and identifying their sense of ‘self'.
Discover effective ways to easily engage children aged 4–11 in topics such as aspirations, uniqueness, mantras, and more, with an incredible quest dreamt up by a child from a UK primary school!Sharing their ideas with you are EY–KS1 teacher Helen, KS2 teacher trainer Nicola, and Epic Storyteller Chip. Find the full story and ideas for other subjects at https://epictales.co.uk/story/billyPlus join the community at https://facebook.com/groups/teachhappily, or find us on Twitter using @teachhappily – let us know what subjects or stories you need us to cover!Cover art: Mario Coelho Hosted on Acast. See acast.com/privacy for more information.
The National Association of Funeral Directors, which says its members often have to act as counsellors, is organising a petition to get the matter debated in Parliament. It wants one age-appropriate lesson taught to children during PSHE - that's Personal, Social, Health and Economic - classes. Today's Amol Rajan spoke to children's author Michael Rosen and Head of Development and Education at Child Bereavement UK Tracey Boseley about the support available for children. (IMAGE CREDIT: Getty Images / Mark Gibson)
If you ever wanted to distill 3,310 hours of knowledge into 60 minutes, then this episode is for you. For the last 6 months, Lenny's Podcast has been downloaded more than 2 million times and is now a top 10 technology podcast across both Apple and Spotify. And in this special episode, I'm breaking down the top 10 most downloaded episodes, plus sharing my favorite lessons from each. It's unlike anything I've done before, and I hope you love it. Happy holidays, happy new year, and from the bottom of my heart, thank you so much for listening, sharing, and for supporting the podcast. I'll see you in 2023!—Find the full transcript here: https://www.lennyspodcast.com/countdown-of-the-top-10-episodes-of-the-year/#transcript—Thank you to our wonderful sponsors for supporting this podcast:• TED—ReThinking with Adam Grant: https://adamgrant.net/podcasts/rethinking/• Notion—One workspace. Every team: https://www.notion.com/lennyspod• Vanta—Automate compliance. Simplify security: https://vanta.com/lenny—Where to find Lenny:• Newsletter: https://www.lennysnewsletter.com• Twitter: https://twitter.com/lennysan• LinkedIn: https://www.linkedin.com/in/lennyrachitsky/—The 10 most downloaded episodes of 2022:* April Dunford on Lenny's Podcast: https://www.lennyspodcast.com/april-dunford-on-product-positioning-segmentation-and-optimizing-your-sales-process/* Crystal Widjaja on Lenny's Podcast: https://www.lennyspodcast.com/how-to-scrappily-hire-for-measure-and-unlock-growth-crystal-widjaja-gojek-and-kumu/* Julie Zhuo on Lenny's Podcast: https://www.lennyspodcast.com/julie-zhuo-on-accelerating-your-career-impostor-syndrome-writing-building-product-sense-using-intuition-vs-data-hiring-designers-and-moving-into-management/* Shishir Mehrotra on Lenny's Podcast: https://www.lennyspodcast.com/the-rituals-of-great-teams-shishir-mehrotra-coda-youtube-microsoft/* Kristen Berman on Lenny's Podcast: https://www.lennyspodcast.com/using-behavioral-science-to-improve-your-product-kristen-berman-irrational-labs/* Elena Verna on Lenny's Podcast: https://www.lennyspodcast.com/elena-verna-on-how-b2b-growth-is-changing-product-led-growth-product-led-sales-why-you-should-go-freemium-not-trial-what-features-to-make-free-and-much-more/* Ethan Smith on Lenny's Podcast: https://www.lennyspodcast.com/the-ultimate-guide-to-seo-ethan-smith-graphite/* Shreyas Doshi on Lenny's Podcast: https://www.lennyspodcast.com/shreyas-doshi-on-pre-mortems-the-lno-framework-the-three-levels-of-product-work-why-most-execution-problems-are-strategy-problems-and-roi-vs-opportunity-cost-thinking/* Marty Cagan on Lenny's Podcast: https://www.lennyspodcast.com/the-nature-of-product-marty-cagan-silicon-valley-product-group/* Matt Mochary on Lenny's Podcast: https://www.lennyspodcast.com/how-to-fire-people-with-grace-work-through-fear-and-nurture-innovation-matt-mochary-ceo-coach/—In this episode, we cover:(00:00) About this episode(02:46) April Dunford on positioning your product(07:16) Crystal Widjaja on why most analytics efforts fail(11:42) Julie Zhuo on overcoming imposter syndrome(19:14) Shishir Mehrotra's favorite interview question(23:27) Shishir Mehrotra's PSHE career growth framework(27:10) Kristen Berman on using behavioral science to improve your product(33:29) Elena Verna on why retention is so important(36:31) Elena Verna on what to put into your freemium product(37:57) Ethan Smith on how people often under-resource SEO(38:46) Ethan Smith on when it's time to invest in SEO(42:41) Shreyas Doshi's LNO Framework(50:12) Marty Cagan on why big companies are often bad at product(51:46) Marty Cagan's four steps to being a good product manager(53:48) Matt Mochary on the power of small teams(57:17) Matt Mochary's advice for making hard conversations easier(59:05) Other episodes that left a lasting impact(59:40) Thank you for joining me (Lenny) on this incredible journey—Production and marketing by https://penname.co/. For inquiries about sponsoring the podcast, email podcast@lennyrachitsky.com. Get full access to Lenny's Newsletter at www.lennysnewsletter.com/subscribe
Discover effective ways to easily engage children aged 4–11 in topics such as arguments, rules, Christian values, and more, with a tale about a young girl challenging the restrictive traditions of her Mexican village...You're invited to a Christmas party full of experienced teachers sharing fantastic lesson plans with you! Among the guests are teachers Caitlin and Rob, teacher trainers Bex and Nicola, teacher Toria (also the host of the Tiny Voice Talks podcast and editor of the new Tiny Voices Talk book), and Epic Storyteller Chip.Listen to the full story via our sister podcast Fables & Fairy Tales. For additional resources – including lesson plans, story books, storytelling videos, classroom challenges and more – visit epictales.co.ukPlus join the community at facebook.com/groups/teachhappily, or find us on Twitter using @teachhappily – let us know what subjects or stories you need us to cover!Cover art: Mario CoelhoMentioned in this episode:Get 16 Free Books to Entrance Your Learners!Between now and 6 Jan, if you pay the annual price for Epic Learning membership, you'll get 16 FREE books! That's every story to go with all our free lesson plans – then you'll have a year getting two NEW stories every month! Illustrated by award-winning Korky Paul and friends, these books will make your lessons effective, memorable, and enjoyable all at the same time. To claim your free books, just follow the link and sign up for either annual membership or an Epic Educator course.Epic Educators
We are delighted to be joined by Dr Aric Sigman to explore this important topic - Is screen time impacting children's physical and mental health? https://www.humangivens.com/college/all-courses/?category=children-teens During this episode, Dr Sigman will be sharing his valuable knowledge and insights - as well as answering the following questions: Is screen time impacting children's physical and mental health? What age and gender range is most affected? What is the recommended amount of time children/ teenagers should spend online? How does screen time impact children's physical and mental health Can screen time impact children's development? How can we manage children's screen time? Screen time can be spent in different ways - is one better than another? How can we help children thrive? About Dr Aric Sigman: Dr Sigman is a Fellow of both the Royal Society of Biology and the Royal Society of Medicine, an Associate Fellow of the British Psychological Society and a Chartered Scientist. His first degree was in Psychology which he followed with a Masters in The Neurophysiological Basis of Behaviour, before doing a Ph.D. in the field of the role of attention in autonomic nervous system self-regulation. Today Aric delivers PSHE talks to children, parents and staff at schools, as well as lectures to medical schools, NHS doctors and conferences. He is a member of the All-Party Parliamentary Group on a Fit and Healthy Childhood and publishes peer-reviewed medical papers on health and development subjects. To date he has authored five books on PSHE-related topics including Getting Physical which won The Times Educational Supplement's Information Book Award. He is also on the editorial advisory board for the Human Givens Journal. Helpful Resources > Children's mental health training: How to help children thrive - https://www.humangivens.com/college/how-to-help-children-thrive-online/ How to help young people who self harm: https://www.humangivens.com/college/help-young-people-who-self-harm-live-online-webinar/ How to support teenagers through the stress of starting university life: https://www.humangivens.com/college/starting-university/ How to reduce anxiety in students and young people: https://www.humangivens.com/college/student-anxiety/ How to create healing stories for distressed children: https://www.humangivens.com/college/how-to-create-healing-stories-for-children/ Further Resources > Dr Aric Sigman's website: https://www.aricsigman.com/ Children's mental health information: https://www.humangivens.com/2020/01/31/childrens-mental-health/ Troubled young minds article: https://www.humangivens.com/2019/10/02/troubled-young-minds/ Meeting your 9 emotional needs - what are the human givens: https://www.humangivens.com/human-givens/about/what-are-the-human-givens/ FREE human givens ebook: https://www.humangivens.com/human-givens/about/human-givens-ebook/ Thank you for listening.
Discover effective ways to easily engage children aged 4–11 in topics such as grief, emotions, collaboration, and more, with a heartwarming and sensitive Hindu myth on the nature of grief...Sharing their ideas with you are teacher Caitlin, teacher Toria (also the host of the Tiny Voice Talks podcast and editor of the new Tiny Voices Talk book), and Epic Storyteller Chip.Listen to the full story via our sister podcast Fables & Fairy Tales. For additional resources – including lesson plans, story books, storytelling videos, classroom challenges and more – visit epictales.co.ukPlus join the community at facebook.com/groups/teachhappily, or find us on Twitter using @teachhappily – let us know what subjects or stories you need us to cover!Cover art: Heather Zeta RoseMentioned in this episode:Get 16 Free Books to Entrance Your Learners!Between now and 6 Jan, if you pay the annual price for Epic Learning membership, you'll get 16 FREE books! That's every story to go with all our free lesson plans – then you'll have a year getting two NEW stories every month! Illustrated by award-winning Korky Paul and friends, these books will make your lessons effective, memorable, and enjoyable all at the same time. To claim your free books, just follow the link and sign up for either annual membership or an Epic Educator course.Epic Educators
We interviewed Lizzie Colvin — a first year teacher working in a secondary setting for boys with SEMH. Hear about her experiences developing and raising the profile of PSHE in her school.
We were delighted to be joined for this podcast by Andrew Howard who is Curriculum Leader of PSHE at Bristol's largest secondary school, covering sex and relationship education and issues of equality, diversity and inclusion among other topics. The school Andrew works at supports many pupils with their gender identity, and has won accolades for its responsiveness to incidents of transphobia, homophobia, sexism and racism through curriculum. We had lots of questions (many of which we had been asked by parents) for Andrew, not least ‘what is gender and sexuality?' Andrew answered every question we had clearly and with sensitivity (and the most important thing we learnt was that you really can't get it wrong…) We also talked about: Why it's so important to talk to children about gender and sexuality How schools educate teachers and staff on the topic Whether you can get it wrong How parents can approach these conversations with their children Coping with hostile environments at home The Equality Act and what it means How to support people who are exploring their gender or sexuality Terminology – what's right and what isn't The difference between sex and gender Links Advice for parents and carers of trans people - https://genderedintelligence.co.uk/projects/kip/transidentities/parents.html Off the Record (Bristol based charity) - https://www.otrbristol.org.uk Brook - https://www.brook.org.uk Some recommended books for younger children: Perfectly Norman Julian is a Mermaid My shadow is pink Pink is for boys Instagram - @bespokefamily / Facebook - @bespokefamily Bespoke Family 1:1 Parent Consultations: https://www.bespokefamily.co.uk/parent-consultations ‘Your Guide to...' (our downloadable webinars) - get 25% off any guide with the code ‘PODCAST' Hosted on Acast. See acast.com/privacy for more information.
Discover fun and effective ways to easily engage children aged 4–11 in topics such as fear & courage, why we fight, what is an enemy, and more, with a heartwarming true story from "the war to end all wars"...Sharing their ideas with you are teacher trainers and primary teachers Bex and Nicola, Epic Storyteller Chip, and special guest Jane Bower – actor, author, former teacher trainer, and granddaughter to the legendary Corporal Herbert!Listen to the full story via our sister podcast Fables & Fairy Tales. For additional resources – including lesson plans, story books, storytelling videos, classroom challenges and more – visit epictales.co.ukPlus join the community at facebook.com/groups/teachhappily, or find us on Twitter using @teachhappily – let us know what subjects or stories you need us to cover!Cover art: Ellie Booth-BentleyMentioned in this episode:Get 16 Free Books to Entrance Your Learners!Between now and 6 Jan, if you pay the annual price for Epic Learning membership, you'll get 16 FREE books! That's every story to go with all our free lesson plans – then you'll have a year getting two NEW stories every month! Illustrated by award-winning Korky Paul and friends, these books will make your lessons effective, memorable, and enjoyable all at the same time. To claim your free books, just follow the link and sign up for either annual membership or an Epic Educator course.Epic Educators
Over its very long history, cannabis has been celebrated by some for its pleasures and medicinal properties. It has also been demonised for inducing psychotic effects, addiction and cognitive impairment. A cannabis plant can contain over 140 cannabinoids and levels of these vary widely in different strains of cannabis. In this episode I am talking to Professor Valerie Curran from University College London. As we will hear, her research focuses on the short- and long-term effects of psychoactive drugs on mental health, cognition, memory and the brain. Also how cannabis use and effects have changed, how cannabis addiction could be treated and how, as schools, we can better educate young people about cannabis. For more information about Valerie's research click here and here is the link to DrugScience.
Discover fun and effective ways to easily engage children aged 4–11 in topics such as anti-bullying, resilience, compliments, and more, with the Southern United States' most famous trickster...Sharing their ideas with you are Helen (a teacher for ages 4–7), Toria (a teacher for ages 7–11 and host of the Tiny Voice Talks podcast), and Epic Storyteller Chip.Listen to the full story via our sister podcast Fables & Fairy Tales. For additional resources – including lesson plans, story books, storytelling videos, classroom challenges and more – visit epictales.co.ukPlus join the community at facebook.com/groups/teachhappily, or find us on Twitter using @teachhappily – let us know what subjects or stories you need us to cover!Cover art: Heather Zeta RoseMentioned in this episode:Get 16 Free Books to Entrance Your Learners!Between now and 6 Jan, if you pay the annual price for Epic Learning membership, you'll get 16 FREE books! That's every story to go with all our free lesson plans – then you'll have a year getting two NEW stories every month! Illustrated by award-winning Korky Paul and friends, these books will make your lessons effective, memorable, and enjoyable all at the same time. To claim your free books, just follow the link and sign up for either annual membership or an Epic Educator course.Epic Educators
Discover fun and effective ways to easily engage children aged 4–11 in topics such as belonging, coping with fear, respecting the feelings of others, and more, with a spooky yet hilarious tale from Scotland... Sharing their ideas with you are Rob (a primary teacher), Abi (former primary teacher and education officer for Festival Bridge), and Epic Storyteller Chip. Listen to the full story via our sister podcast https://feeds.captivate.fm/fablespodcast/ (Fables & Fairy Tales). For additional resources – including lesson plans, story books, storytelling videos, classroom challenges and more – visit https://epictales.co.uk/ (epictales.co.uk) Plus join the community at http://facebook.com/groups/teachhappily (facebook.com/groups/teachhappily), or find us on Twitter using https://twitter.com/teachhappily (@teachhappily) – let us know what subjects or stories you need us to cover! Cover art: Korky Paul Mentioned in this episode: Cement your standing as everyone's favourite teacher! Wherever you are in the world, as an Epic Educator you'll have access to 100s of off-the-shelf lesson plans, all using the method that Bath Uni, EU Lifelong Learning and the Institute of Education all proved to be the most effective by far at raising children's attainment. And if you use the offer code MOON when you sign up, you'll get your first three story books FREE! (expires 25th Nov '22). OFFER APPLIES WORLDWIDE: We don't just ship everywhere, we PRINT everywhere – so wherever you are in the world, become an Epic Educator for the same great price, without adding air miles to your carbon footprint. https://teachhappily.captivate.fm/epic-educators (Epic Educators)
Discover fun and effective ways to easily engage children aged 4–11 in topics such as perseverance, healthy relationships, body sizes, and more, with a story based on the changing phases of the Moon... Sharing their ideas with you are teachers Bex and Rob, both of whom have extensive experience across all primary age groups, and Epic Storyteller Chip. Bex and Chip have also trained hundreds of teachers to excel in their classrooms. Listen to the full story via our sister podcast https://feeds.captivate.fm/fablespodcast/ (Fables & Fairy Tales). For additional resources – including lesson plans, story books, storytelling videos, classroom challenges and more – visit https://epictales.co.uk/ (epictales.co.uk) Plus join the community at http://facebook.com/groups/teachhappily (facebook.com/groups/teachhappily), or find us on Twitter using https://twitter.com/teachhappily (@teachhappily) – let us know what subjects or stories you need us to cover! Cover art: Mario Coelho Mentioned in this episode: Cement your standing as everyone's favourite teacher! Wherever you are in the world, as an Epic Educator you'll have access to 100s of off-the-shelf lesson plans, all using the method that Bath Uni, EU Lifelong Learning and the Institute of Education all proved to be the most effective by far at raising children's attainment. And if you use the offer code MOON when you sign up, you'll get your first three story books FREE! (expires 25th Nov '22). OFFER APPLIES WORLDWIDE: We don't just ship everywhere, we PRINT everywhere – so wherever you are in the world, become an Epic Educator for the same great price, without adding air miles to your carbon footprint. https://teachhappily.captivate.fm/epic-educators (Epic Educators)
Discover fun and effective ways to easily engage children aged 4–11 in topics such as positive self-image, greed, patience, and more, with the story of a young lad who has a VERY close encounter with some gorillas... Sharing their ideas with you are EY–KS1 teacher Helen, EY–KS2 teacher Rob, and Epic Storyteller Chip. Listen to the full story via our sister podcast https://feeds.captivate.fm/fablespodcast/ (Fables & Fairy Tales). For additional resources – including lesson plans, story books, storytelling videos, classroom challenges and more – visit https://epictales.co.uk/ (epictales.co.uk) Plus join the community at http://facebook.com/groups/teachhappily (facebook.com/groups/teachhappily), or find us on Twitter using https://twitter.com/teachhappily (@teachhappily) – let us know what subjects or stories you need us to cover! Cover art: Korky Paul Mentioned in this episode: Cement your standing as everyone's favourite teacher! Become an Epic Educator and you'll have access to hundreds of off-the-shelf lesson plans, all using the method that Bath Uni, EU Lifelong Learning and the Institute of Education all proved to be the most effective by far at raising children's attainment. And if you use the offer code WATER when you sign up, you'll get your first three story books FREE! (expires 4th Nov '22). https://teachhappily.captivate.fm/epic-educators (Epic Educators)
Shishir Mehrotra is the co-founder and CEO of Coda, and formerly head of product and engineering at YouTube. In this episode, he shares his insights on growth strategy, how he evaluates talent, a peek at his upcoming book The Rituals of Great Teams, why reference checks are the most important step in the interview process, and so much more. Join us.Listen now on Apple, Spotify, Google, Overcast, Pocket Casts, and YouTube.— Where to find Shishir Mehrotra: • Twitter: https://twitter.com/shishirmehrotra• LinkedIn: https://www.linkedin.com/in/shishirmehrotra/— Where to find Lenny: • Newsletter: https://www.lennysnewsletter.com • Twitter: https://twitter.com/lennysan • LinkedIn: https://www.linkedin.com/in/lennyrachitsky/ —Thank you to our wonderful sponsors for making this episode possible: • Coda: http://coda.io/lenny• Flatfile: https://www.flatfile.com/lenny• Eppo: https://www.geteppo.com/— Referenced:• The Rituals Of Great Teams Brain Trust: https://coda.io/@shishir/join-the-rituals-of-great-teams-braintrust• Bing Gordon: https://www.kleinerperkins.com/people/bing-gordon/• Switch by Chip Heath and Dan Heath: https://www.amazon.com/Switch-Change-Things-When-Hard/dp/0385528752• PSHE Diagram: https://coda.io/@shishir/pshe• Understanding Comics by Scott McCloud: https://www.amazon.com/Understanding-Comics-Invisible-Scott-McCloud/dp/1627652736• Only Murders In The Building: https://www.hulu.com/series/only-murders-in-the-building-ef31c7e1-cd0f-4e07-848d-1cbfedb50ddf• Wanda Vision: https://en.wikipedia.org/wiki/WandaVision• Fidji Simo: https://twitter.com/fidjissimo• Daniel Elk: https://twitter.com/eldsjal/• Reid Hoffman: https://twitter.com/reidhoffman?• Marmoon Hamind: https://twitter.com/mamoonha• Quentin Clark: https://twitter.com/quentinclark• Sarah Guo: https://twitter.com/saranormous—In this episode, we cover:[0:00] Teaser[4:13] Shishir’s background at Google and current role at Coda[7:53] How Shishir got on the Board of Spotify[8:58] Black loop and blue loops and how Coda uses this internal diagram [9:52] The black loop is how a product is naturally shared[12:15] The blue loop is the emotional loop on why products are shared[14:55] Why you should think in loops instead of funnels[18:20] Mining for your business’s loops by looking at what you tell job candidates[24:37] Shishir’s upcoming book The Rituals of Great Teams [26:30] The 3 Golden Rituals Of Teams[27:10] Coda’s Golden Ritual: Dory and Pulse[31:29] Shishir’s most impactful rituals: Arianna Huffington’s Reset, Gusto’s incredible hiring call, and Coinbase’s RAPIDs.[40:38] How do you find your own team’s rituals[42:50] How to change things when change is hard[45:01] AirBnb’s unique rituals[46:45] A back story on YouTube and valuing consistency over comprehensiveness[53:00] Eigenquestions: What it is, how to use it, and examples of it[59:05] One of Shishir’s favorite *retired* interview questions [1:03:11] How to evaluate talent, a story about YouTube and breaking down PSHE[1:15:20] How to approach reference checks and what questions to ask[1:24:33] Favorite books[1:25:50] Favorite shows/movies[1:26:50] Favorite interview questions[1:28:44] Who in the industry Shishir respects as a thought leader[1:30:10] Go-to karaoke song[1:30:40] Where you can find Shishir— Production & marketing: https://penname.co/ Get full access to Lenny's Newsletter at www.lennysnewsletter.com/subscribe
Lucy has a jam packed show with guests @HandyEyes, @MissCatnach and @dina_a_ayoub discussing why teachers find PSHE so difficult to navigate. It turns out that it is not so scary after all!
Dr Martin Graff is is a senior lecturer in psychology at the University of South Wales and his main area of research is in CyberPsychology and in particular how romantic relationships are formed online and how our digital world affects our mental health and wellbeing. TO find out more about Martin's work please visit his website www.martingraff.com
Kindness Matters Founder – John Magee My name is John Magee AKA The Kindness Coach and Founder of Kindness Matters. I have been teaching kindness and wellbeing to school children and teachers since 2010.My motivation and passion for education began after the credit crunch of 2008, when I lost my family business, my marriage broke down and I battled bankruptcy and consequentially deep depression.I was given the opportunity by Community Business Partner CIC CEO, Amanda Meachin, and Darwen Community Academy Headteacher, Brendan Loughran, to speak at an event called Inspiring Communities.Looking back, never would I have imagined the impact this talk would have across the UK in raising awareness around mental health.The talk gave me the visibility and opportunity to create an AQA accredited PSHE course, to quickly become a best-selling author of Kindness Matters, be recognised as an inspirational speaker and develop online courses that would go on to transform staff and pupils' wellbeing with kindness at the heart of insets and pupil interventions.In 2012, I formed Kindness Matters to share that knowledge with others, to lead healthier and happier lives inside and outside of school.A bit more about me:AQA PSHE curriculum designer School governor North West Community Cohesion Award Winner NLP Coach & Mentor to leaders in education Best selling author of Kindness Matters Dad to three wonderful children I hope you find this website and the resources I share helpful for pupils and staff to understand the many ways we share and receive kindness! Thank you for your kindness,John Kindness Matters “If you read one book this year to help transform your life and the lives of others… this has to be it!” – Hal Elrod, #1 bestselling author, The Miracle Morning When you are kind to others, it not only changes you, it changes the world.
Reading Time: < 1 minute How does your school champion pupil mental health? Our 127th interview is with, Richard Langton, head teacher of Queen Mary’s Grammar School in Walsall and Sophie McPhee, PSHE coordinator and programme director for Change Your Mind. We are also joined by two students: Susaan and Samraaj… Listen to the podcast (39 minutes) In this podcast, […]
This morning on the "Wednesday Morning Breakfast Show" James will be joined by Suzanne Few, as they discuss teaching PSHE and Sex Ed with young people with additional needs, including those with trauma
#008 - This is the podcast for the British International School New York and welcome to ‘BIS-NY, Behind the Scenes', the podcast where we talk to staff, parents and pupils to find out more about life at the school. In this episode we speak to three guests. We have Annette, Year 2 teacher & Head of the Lower School, we have Oliver, Head of the Middle School (and he also teaches some Music & Tech), and finally we have David, Head of the Upper School (and he teaches some Music and PSHE too). And we're talking pastoral care throughout all this. So we'll be looking at what it means in the school and how it looks day to day, we talk about the changing opportunities and priorities for the students as they progress through the school, and we talk about the role of the curriculum and extra-curriculum programmes in aiding good pastoral care. So let's get into this episode right now, with Annette, Oliver and David (otherwise known as Dave). BIS-NY online Website: www.bis-ny.org Facebook: facebook.com/BritishSchoolNY Twitter: @BritishSchoolNY LinkedIn: the-british-international-school-of-new-york
Chella Quint coined the term ‘period positive' in 2006 while touring her free Adventures in Menstruating comedy show and workshops in school holidays while teaching drama and PSHE. She kept meeting audiences who wanted her to speak at their school or university and share the concepts she was developing around period positivity more widely. Finally, she went back to university, completed an MA in education, and started researching issues in menstruation education to find out how she could do more.Chella developed Period Positive and devotes her time to promoting period positivity to counteract the frequently negative public discourse about menstruation.Read more about Period PositiveChella chatted to Nikki Gamble in The Reading Corner about her new book, Own Your Period, a guide for young people about periods and the reproductive cycle. About Own Your PeriodThis fact-filled guide to periods is bursting with positive, honest advice on managing and understanding menstruation. Having a period is an incredible thing - Own Your Period celebrates what the body can do and provides young people (age 9+) with everything they need to be prepared... and empowered.Includes the fascinating science behind why things happen, with all the details of menstruation through to menopause. Answers all essential questions like what's a vulva and what does it look like, what do periods actually feel like, and what happens if blood stains your clothes? Chella Quint's witty text slays superstitions, busts common myths and fights period shame, while providing practical information about menstrual products, tracking cycles and sharing her own personal stories. Funny, insightful and warm illustrations with friendly chatty text make this an everything-you-need-to-know essential handbook, which pre-teens can refer to before their periods start, and will appreciate when their cycle is more established.
Join James this morning as he starts his PSHE series with todays episode titled "PSHE 101: Hints, tips and experiences". He is joined by PSHE Association PSHE subject specialist, Jenny Fox and Secondary School PSHCE coordinator, Sarah Maile.
In this episode, we are talking about the sixth form programme at KGS and all of the elements that come together to make this programme the whole package. Although Sixth Form at KGS provides a strong academic programme with outstanding grade results, the programme also provides valuable life skills and experiences. EPISODE THREE TRANSCRIPT SIXTH FORM AT KGS: THE WHOLE PACKAGE [00:00:00] Students: [00:00:00] I think to anyone, it can be quite daunting moving from GCSE to A-level looking at universities, but KGS has made that really easy. I quite enjoy having a smaller classes. And I think that really helps when you can work together as a class. For example, in politics, we do quite a lot of debates and it's quite interesting to work together and debates - you pick arguments and you write how you're going to speak… [00:00:24] …whereas in a bigger class, I think it'd be more difficult. And also you get more one-on-one time with teachers and you can just email them [00:00:30] and ask them questions if you have any queries. So it's quite good. [00:00:36] Narration: Hello and welcome to the Kingston Grammar School podcast. Throughout this podcast, we will be speaking with faculty and students alike about important topics surrounding the Kingston Grammar School or KGS community. I am your host, Shannon Vandermark and whether you are a present or future parent… [00:00:55] …or student or simply interested in KGS, you are very welcome [00:01:00] for any listeners new to Kingston Grammar School, KGS is an independent co-educational day school located in Kingston Upon Thames, England. Officially founded in 1561, the school can trace its roots back to at least the 13th century. KGS is one of the most successful coeducational schools in the country. Inspirational teaching, and a deep commitment to pastoral care means that students grow in confidence and understanding and individual [00:01:30] talents and creativity are able to flourish. [00:01:33] In this episode, we are talking about the sixth form program at KGS and all of the elements that come together to make this program the whole package. Although sixth form at KGS provides a strong academic program with outstanding grade results. the program also provides valuable life skills and experiences. [00:01:53] Co-curricular activities on offer are vast from KGS's renowned hockey and rowing programs to [00:02:00] a variety of choices in music, drama and community service, for example. The school's motto of work well and be happy is keenly demonstrated through each student's bespoke sixth form experience. My guests today include Headmaster, Stephen Lehec, Head of Sixth Form Lecture Program Anna Edwards, Head of Upper Sixth. [00:02:21] Chris Wenham and Head of P S H E Maria Robinson. I am still conducting these interviews remotely for this episode, [00:02:30] but it looks like I might be able to record an episode inside the school very soon. My first guest was Headmaster Stephen Lehec, who I get to chat with every episode and is always a delight. [00:02:44] Shannon: Hello, Steven. Stephen: Good morning, crikey. I guess no one knows it's morning. Hello. Good day. Good morning. Good evening and good night. And were you I'm very well. Thank you. Shannon: Thank you for sitting down and talking to me about the sixth form program at KGS. [00:03:00] Why do you think the sixth form at KGS is the whole package? [00:03:04] Stephen: Oh, gosh, that's a really big question, but it's a really good one because I guess you could ask any school leader, you know, does your sixth home offer everything that you think it should? And they'd say of course, because to some people, it just really needs to be around your A-Levels or preview or IB, the traditional competing factors A-Levels and IB. [00:03:23] And people would say. We've got what you're going to need in terms of the quality of teaching and the facilities and the [00:03:30] resources. They're going to get you to the next stage of your life. Be that a fantastic career or university. And we say, Yeah, KGS. That is really true, but that's one sixth or even one seventh potentially of what your Sixth Form experience will be. [00:03:45] So you've got the academic package, which is going to get you to your next stage. You've also got your extended learning, which is not only going to get you to university, but going to get you to the best university or course that you want to be prepared for. This could be Oxbridge. This could be studying [00:04:00] Ivy league in the United States. [00:04:01] This could be Canada. This could be your, this could be studying photography at Falmouth. It's the best photograpy course in the country. Right. But that's super curricular as we call them. Plus, you're going to have co-curricular so many, six forms don't have co-curricular don't have sports for students at that age. [00:04:14] They kind of very much rely on them doing it outside school or college. Right. We have all the careers and education advice because we have dedicated people to do that. We have all the outward bound and the trips. So that's Russia, that's Germany. That's France. That's South Africa. And on top of that, we teach people how to [00:04:30] cook a meal safely without giving themselves food poisoning… [00:04:32] …we talked to them about how to iron a shirt for your first interview. We have a lecture program that we're going to hear about. And we've got lots of bits of education, lots of soft skills preparation for life. And because you're in a school that is the type of school we are, you have a really kind of wraparound pastoral care system. [00:04:47] So. You have a teacher group that's 10, 12 people, or studying similar subjects to you with a tutor that knows their subjects, knows what your aspiration is that makes you welcome. Whether you're, someone's been in the school for the last three, four, five years, or you're [00:05:00] somebody who's brand new to the school, who's got a buddy and a mentor and a tutor and the prefects. [00:05:04] And so actually. We offer the levels and the advice and the guidance, but we offer so much more. I can't think of anything else we could put in that would make the Sixth Form experience, more happy, more fulfilling, more rewarding. And that's why, I guess we feel it's really just the whole package. Shannon: And those two important years from 16 to 18, there's quite a few choices out there for parents and students. [00:05:27] Aren't there. How do you invite people to see what [00:05:30] KGS is all about for those two years? Stephen: We have open events around June and that's in the summer of their year 10, all schools deliver fantastic service in their own, right. Everyone has their own individual way of approaching things, but obviously we get a few hundred students who every year look to us and say, if I'm going to change, if I'm looking at a potential change for six form, if I want something different, what does KGS offer? [00:05:52] And if they're looking at us, they're probably looking at two or three other schools and colleges as well. We're not gonna pretend to be a college. There's certain subjects we don't offer. We don't do [00:06:00] sociology. We don't do media studies. We don't do business studies, our profile in terms of our subjects. [00:06:03] We've got nearly 38 levels, but they're pretty facilitating academic subjects. It's sciences, humanities. Maths is very strong. We do economics rather than business studies. We do sports studies. A-level rather than BTech. We want students to go to Loughborough, to Birmingham, to Oxford, Cambridge, to Harvard, to Yale or to wherever, you know, I'm most conscious of making sure I get an American reference in when I'm speaking to you, Shannon. [00:06:27] Shannon: Syracuse University - you want to get them in there. [00:06:30] Stephen: Absolutely. I was just about some tip of my tongue, that number three on my list, looking around. And then I think people are surprised by the package by how much is on offer at KGS. When people are looking around on wondering and thinking, can I fit my choices in and where am I going to get the most support to get to the best university possible? [00:06:47] Then we're obviously an option for people and we get so many applicants that we want to cherry pick those people that we think are going to make the most of it, but also those people who really want to come because they want to come. Not because [00:07:00] their parents have said they should come. It's about getting from those couple of hundred applicants, the 20 to 30 who are really going to make the… [00:07:07] …absolute most of being here because it's going to fuel their desire, give them extra bits of potential to succeed and absolutely become a Kingstonian because people that come to us in the sixth form get embedded within the school. They're not visitors to the school. They're members of the school. Shannon: I just wanted to ask you, I know that you've got two daughters, is that right? [00:07:25] And so the older one has only just started university. Stephen: Yeah. I [00:07:30] started in KGS in 2014 and she was just about 20 year nine. So she came with that and she loved it, did so well with a GCSE. And then I tried to that classic thing as a parent saying, these are the levels you need to do. Because I have this vision of you going to Oxford and she was like, dad, you know what you say, to all the other people about being their choice, not the parents' choice. [00:07:53] She said that applies to me as well. Well, good for her. I was like, Oh wow. You know, we've got the grandparents involved. She [00:08:00] ended up doing biology, which was the subject. She dropped him. Sorry to say, but she did plastics. She did maths. She did drama, which was her favorite A-level. And that was the one I was like, Why are you doing drama and she said because I love it. [00:08:13] And I'm good at it. And actually the staff here are phenomenal, both the theory and the practice. So what a great choice for her that was. So she ended up kind of coming out with three stars, which was amazing and an EPQ and a love of netball and rowing and sports and community [00:08:30] service. And she was a prefect and I stayed out of all of that. [00:08:33] I was kind of like, I don't want to know. Because you made your choices. This is your bed. You're going to lie in it. And so I said to her, right, but you're on for really good grades. So I want you to think about Oxford again. And he said, Dad, you're doing it again. You're interfering. I've spoken to Mr. Cooper, the academic deputy, I've spoken to Mr. [00:08:49] Fitzgerald. Who's director of careers and universities. I've spoken to my teachers. I'm going to go and study liberal arts and natural sciences at Birmingham. And I said why? And she said, [00:09:00] because I want to study liberal arts and natural sciences. She's majoring currently in economics, which she didn't study for at A-level. [00:09:06] And she said, and that is the best university for that course. So that's the course I want to do. That's the best university for it. That's where I'm going to get into. And you can keep your Oxbridge, isn't your thing. And I was thinking, Oh no, my stats, my Oxbridge stats. [00:09:23] But that's the thing. We have students who make very informed decisions and we have to remember the, whether it's our own children or other people's [00:09:30] children, it's their choice. It's their life. So Alice was for me a great success story here, she did well, she did her own thing, really proud of what she's doing. [00:09:39] She's now on the verge of completing her first year at Birmingham. Shannon: Wow. I can tell how proud you are of them and not just because of the stats obviously, but because they are making their own decisions, which you as a father and a headmaster have encouraged. Absolutely. Thank you so much for speaking with me. [00:09:55] Stephen: Not at all, not at all. And I apologize for rambling on about lots of stuff that I'm very [00:10:00] excited about and, um, Really, really excited for what the next few years hold once we can start meeting people again in person IRL, as people say, starting to have real life meetings, Shannon: hashtag IRL. Absolutely. And it's been lovely chatting to you again. [00:10:14] Stephen: Thank you. [00:10:18] Student: I came to KGS in first year. So I was 11. So I've been here the whole way through. I preferred the idea of going to a smaller school. Sport was really important to me; I play netball and hockey and KGS [00:10:30] offers that as well. I was also interested in other schools that had a combined cadet force, because that's a massive part of my life here at KGS. [00:10:37] And then also just the subjects I wanted to take. [00:10:43] Narration: next. I was joined by Anna Edwards, who is head of the sixth form lecture program, and also head of the psychology department at KGS and his enthusiasm for the program was so tangible that made me want to attend myself. Anna: The sixth form lecture program is fantastic. [00:11:00] I absolutely love running it partly because I get to then listen to some of these fantastic lectures myself, which is a real bonus. [00:11:07] Each year, we have a broad range of speakers, so they can be politicians, novelists, academics, those just sharing remarkable life stories. They come and speak to our six form alongside more six form specific lectures. And the purpose of the program is to give our students a greater academic diversity and enhance the curriculum that they do. [00:11:29] And it [00:11:30] gives them access to speakers that they may not come into contact with. Usually. It's really important that they develop alternative perspective to some of the views that they've been exposed to. And this in turn helps develop their cultural capital. I'd like to think that all the students will have a lecturer too, that will stick with them and will be really memorable. [00:11:51] Shannon: What do you think it is about young people at this age in particular that is interesting to you and why are you passionate about supporting young people at this [00:12:00] age in their lives? Anna: Sixth Form is such a key two years. We often talk about the transition between primary school to secondary school, but this transition between six form and leaving home, it's monumental, it's huge. [00:12:13] They will have to develop a huge amount of responsibility over their own health, finances, wellbeing, and there's so many things to consider that we, as a school, have a responsibility to prepare our students on how to manage this. [00:12:30] And how to manage these changes alongside PSHE. We take them through a lot of these changes, these processes, how to apply for their UCAS, how to apply for student finance, how they'd go about applying for a universities, abroad, how to… [00:12:46] …keep themselves safe at university while on nights out when traveling festivals and also how to safeguard their own mental health. When they're at university, university is marketed as a really [00:13:00] exciting time for them, but actually it can be quite difficult. So if they know, and if we show them where there are student services, if they find themselves in a difficult position, we know that we are sending our students off with the best opportunity to enjoy their time at university or work. [00:13:16] Shannon:Right. You don't get training for other phases in life so much, do you? know, still, unfortunately, fortunately, sometimes Anna: there are stages in life where actually it would have been nice to when having children be handed an instruction manual, but we try [00:13:30] and do that for them as much as possible. Shannon: Why do you think it's so important for a student to present themselves as well-rounded, while they're leaving KGS or while they're leaving academia or moving into another phase? [00:13:41] What is the benefit of a well-rounded individual in your opinion? Anna: You've only got to think that the ever-changing job market means that you probably won't be in a job for life and your future jobs may involve a completely different set of skills. So to succeed in the future in potentially a fast [00:14:00] changing labor market, you need to be a lifelong learner. [00:14:03] You need to be comfortable with continuous adaptation and willing to move professions or even industries if your profession becomes obsolete. So. Right from the get go. Students need to be seeking opportunities to keep the interests and abilities, broad and honing all their skills included their soft skills. Shannon: I guess, historically, the options for work were a lot more finite, the train for [00:14:30] a profession. [00:14:30] You did it for life. Didn't you? So. The importance of being well-rounded has evolved, would you say, over time? Anna: Yeah. Yes, definitely. I mean, I'm here recording a podcast as a teacher. This was definitely not my intention, but jobs evolve. A lot of our students will be doing jobs that don't exist yet. So we need to prepare them with skills that they can transfer between professions and industries. [00:14:52] Shannon: It's really interesting. I have a, one-year-old you say you're far off thinking about these things, but as soon as you start hearing about this stuff, you just start going. [00:15:00] Yeah. I already want him to be listening to music and taking swimming lessons, and I know it's quite far off, but are these things that you start to think about even from a young age? [00:15:09] Anna: It's so important that you have interests for life, that you may have an interest in sport. You may have an interest in theater. You might have an interest in music. And actually these are things that you take with you and are important in later life. Even if it's just socially. Even if you then later on when you're working, you find a recreational football team and you can make [00:15:30] friends and have a way of exercising. [00:15:32] It doesn't have to be a competitive thing. It can be more to help your wellbeing. Shannon: And it's just life experience, isn't it at any age. And I think as children get older, students get older. I can only imagine it gets harder to persuade them or suggest that they keep their options open. But this sounds like a great way to give them lots of experience. [00:15:52] Anna: Yeah. I would echo that and I think as they start becoming teenagers and the social aspect does become important, it is important to keep [00:16:00] all those things that they. Enjoy, and that gives them lots of different outlets. Shannon: Okay. Well, thank you so much, Anna. I know you've got a lot to get back to and, um, I really appreciate your time. [00:16:11] Anna: Thank you very much. Okay. Take care. Thank you. Bye-bye. [00:16:17] Student: We've been doing some interview style stuff to prepare us for applying for jobs. And then also interesting lessons as much more of a lecture, kind of feel to them compared to GCSE is where you'll have to take notes and you can decide [00:16:30] how much extra work you would like to do. And you've got all this independence and you know that however much work you're going to put in, [00:16:36] You're hoping to get those results out. Narration: My next guest was head of upper sixth, Chris Wenham. Chris is also a chemistry teacher at KGS and is so passionate about guiding students through this monumental phase in their life. Shannon: Hello, Chris, how are you? Chris: I'm very well. How are you? Shannon: doing good. Thank you. I wanted to just kick things off by speaking to [00:17:00] you a bit about your responsibilities as the head of upper six and what your role is there at KGS. [00:17:06] Chris: My job is anything related to the upper six. So whether that's on the academic side, in terms of helping students making good progress, whether that's pastorally and various other bits in between at the moment with the upper sixth, a lot of planning going into the end of year events and making sure that, you know, after this disrupted season of COVID, we give them the sendoff that they deserve. [00:17:27] You know, that's a little bit of fun for me at the end of the year, kind of putting [00:17:30] together leavers' clothing, hoodies, putting together the yearbook, organizing their prom. That's a nice way to ground off that time. So yeah, the whole spectrum of different things. Shannon: And how would you say the sixth form program at KGS differs from other schools in your experience or knowledge of other schools? [00:17:45] Chris: So I think at KGS, what we really try to do is to provide a personally tailored education. We're not a one size fits all. So you have to fit in this box. Actually, you can pursue your passions wherever they take you. So if you are [00:18:00] a high flying academic, then we want to push you. We want to make sure that your curriculum is as challenging and stimulating as possible. [00:18:06] We want to encourage you to have the highest aspirations, but if you want more vocation in your plans, then actually our careers department is very set up for that. And our careers advisor is not kind of fixated on this one track. You have to do. There is something for everyone, whether you are a sportsman or woman, whether you are interested in the spheres of drama and music, actually, there are plenty of ways where we [00:18:30] just encourage our students to thrive and excel. [00:18:32] So the thing I love about KGS, we're not an academic hot house. We get excellent results and I'm very proud of what our students achieve, but actually that is in a whole range of disciplines and fields. It is not simply about grades at the end of two years. Shannon: Right. And why are you so passionate about supporting young people at this particular phase in their lives? [00:18:51] Chris: I think the sixth form is so important. It is the culmination of everything that has gone before years. One to five are very important in shaping boys and girls [00:19:00] into who they are going to be. But actually sixth form is the time where all of that groundwork comes to fruition in terms of them making their own decisions for what they want to do with their lives. [00:19:10] Beyond that, I've always found it incredibly rewarding, working with sixth formers. They are a fun, creative, exciting, engaged bunch of individuals and actually helping them make the decisions that will impact the rest of their lives is just a massive privilege. And no one day is the same and I absolutely love it. [00:19:28] Shannon: It's such an interesting [00:19:30] age, isn't it? Chris: Absolutely. There are so many options and things to discuss and things to work through. It's just lovely. When you see young people find their passions and actually want to pursue it. And it's like, yes, our job is done. You're ready to kind of spread your wings and fly. [00:19:44] Shannon: Right. Wow. That's great. And do you have any advice to students approaching sixth form or to parents of children approaching six form in terms of A-level choices and so forth? Chris: In terms of your A-level choices, obviously you can't try all the levels, you are narrowing down, but when reflecting on [00:20:00] the subjects that you want to do at a level, what is it that you enjoy most at GCSE that is going to be the thing that you're going to enjoy spending the vast majority of your school career doing. [00:20:09] So again, don't choose something which you think, or that'll look good on a CV, or that will help me get into that university. It's like, well, do you want to do that? That is the key. Shannon: A bit harder to swallow for parents, do you think? Chris: It can sometimes be hard can't it, particularly if there are things that have influenced you as a parent. [00:20:27] But I think on the whole, all parents want [00:20:30] their children to be happy, doing something that they enjoy and actually sixth form and school is a time where you can make mistakes as well, but it's a safe place to make mistakes. And if you end up doing the wrong thing, well, actually it's correctable and we can give them the support to move in the direction that they want to. [00:20:45] Shannon: Is there any advice you have, particularly for parents as they're deciding where to send their children? Are there any words of wisdom? Chris: That's a good one. I think we want to showcase ourselves and all schools want to showcase themselves as actually, you know, [00:21:00] being caring for the individual and looking after the best interest of your son and daughter, talking to staff, you know, I love this school. [00:21:07] I've been here for. 11 years now. And it's just been an awful lot of fun. So, you know, those interactions with staff and actually seeing what do they enjoy? What is the character, what is the ethos of KGS? That's really important as we'll be the ones who kind of have the day-to-day responsibility for looking after your sons and daughters. [00:21:23] Shannon: But it's such an important phase of their lives. It's important that they do have the support that they need or that they can benefit from it. [00:21:30] It sounds like you give a lot of that out. Chris: Totally crucial. It is just such a joy and privilege being in the position that we are as teachers actually, you know, this is the end, this is the culmination they're ready to fly and they're prepared for this and they're ready to go onto the next thing. [00:21:41] So, yeah, it's a great place to be. Shannon: And this must be of unique ending of a term for you as you near the end with this group of students, you've all gone through quite a year, two years in there. Chris: Yeah. And I think it's been hard for them, particularly this cohort. They haven't had the normal sixth form experience and the [00:22:00] normal rites of passage that you might hope for sixth formers. [00:22:02] But actually I think, again, it's the testament to the wonderful resilience of teenagers. They have rolled with the punches. They have taken onboard ever changing government advice and just got on with the job in hand. And just like, so we don't like it, but we've got to crack on and we've got to do our best. [00:22:16] And that's what I've loved this year. I found it hard watching sometimes in terms of, as they struggle with the uncertainty, but they have done so well. And with the right kind of guidance and support, what an amazing life experience to have in terms of building resilience [00:22:30] and flexibility, for sure. Yes. [00:22:31] Shannon: They are going to be well prepared for anything that life throws at them after this. I'm sure. That's right. Well, thank you so much, Chris. And, um, I really appreciate your time today. No, it's been a pleasure speaking to you. Chris: Thank you so much, Shannon. Narration: Finally, I spoke with a psychology teacher, Maria Robinson, who is also head of P S H E - a remarkable and comprehensive program that really prepares students for life beyond KGS. [00:22:57] Maria: PSHE is those I'm sure plenty people know what [00:23:00] it stands for, but it's personal social health and economic education. So it covers a very, very broad range of topics. My interest is primarily in mental health as a psychology teacher. That's where my interest as lane for many years. And that feeds into the PSHE program that I run here. [00:23:16] It's not just us talking about mental health. It's basically trying to equip our students for life in and out of KGS as well. So we look at skills like building resilience, in them. What we do is we try and give them situations that might arise so they can have [00:23:30] ideas about what they would do, what warning signs to look out for. [00:23:33] We can't stop trials and tribulations that are going to happen. We can't stop bad things happening, but what we can do is make sure they're equipped so that when things do happen, they've got some idea about how to cope with those situations. Shannon: And what's an example of a situation you might be helping prepare students for. [00:23:49] Maria: It could be something that they all go through, so it could be exam stress. So what we try and do is give them skills from very early on. So in the first year we have a be happy program, which teachers love going over [00:24:00] with them. So. We talked to them about keeping safe and keeping healthy, but we also say, what do you do in your downtime? [00:24:05] What could you do to make yourself happy? So we look at things like Lego. We look at gardening, mindfulness cooking as well. So lots of different things that they can try if they're feeling stressed. So in that situation, when stress does happen, we can't stop that. How are they going to cope in that situation, but also having outlets for it. [00:24:24] People that can talk to those people they can talk to in school. We obviously put them to outside agencies as well, if they [00:24:30] want to talk to them, Childline things like that as well. So it's just giving them options happen. Invaluable. When they leave us at the end of the sixth form, then they're gonna find it more difficult to access the sort of support they get at school. [00:24:41] I know that universities do strive to put support packages in place for them, but. Students are then expected to show a lot more independence and they may struggle when they're in an unfamiliar situation to ask for the kind of help they need. So what we want to do is prepare them beforehand, tell them how they can access support with us, and then when they leave us as well, and also to remind them [00:25:00] that when they leave, they can still come back to us. [00:25:02] They can still turn to us for support. What I do is I email them all in their first term, after they've left us. And I do that around about world mental health day. And just say, we're still here for you. If you need us, you know, look after yourself, look after your mental health. And we also point them to external agencies at university that they can get help with their, if they need us, that kind of support whatsoever left us. [00:25:22] Shannon: So actually the sixth form program at KGS extends past when they leave you. Maria: Yes, that's it. They may physically [00:25:30] leave us, but they're with us. Shannon: That's wonderful. Why are you passionate about supporting young people at this particular phase in their lives? What is this phase that has caught your attention and your passion? [00:25:41] Maria: I think as a predominantly a level teacher, this is the age group that I've been working with and I've had two children go through this stage as well. They're at university and beyond now, but that moved from being reliant on your family on school and to certainly send home friends. To then becoming more independent. [00:25:58] It's really exciting, but it's very [00:26:00] scary for them as well. They're expected to act like adults in some situations and in other situations they're being treated like children. So it's really important that they get good advice and support to help them with this transition. Shannon: Do you have any anecdotes or memories of when your own children were going through this phase that informs the way that you support or guide the students now? [00:26:21] Maria: Well, I was developing the program when they were both in the sixth form, so it was very useful. I would talk to them about the lessons I was doing. They also [00:26:30] made me jump in there because we also do a sort of more fun side for the episode. Next we give, we talk to them about skills like washing, cooking, cleaning. [00:26:37] Yeah. Ironing. And I realized I hadn't taught my son to iron a shirt. So we very quickly had a lesson on that. It was about the support afterwards as well. When my son went off to university, he found his second year quite difficult emotionally, and he needed a support from us. So it was. Making sure that I knew where to find that support for him, explain to the students before they leave us that they may need the support. [00:26:59] So [00:27:00] we look at mental health in the sixth form of how to get help when you're with us and how to get help beyond when you were at university. So they know that there are people out there who are waiting to hear from them. If they need to help inform the program for me. And it made me realize that parents need PSHE lessons as well. [00:27:15] Shannon: I know you've got kind of a timeline of the program that changes when a student enters lower six than when they leave upper sixth. Can you run us through that timeline and how your support and the program evolves and changes with this? Maria: Yes. So the government [00:27:30] starch tree program. Is only four years, one to five. [00:27:32] So when they go into the sixth form, we have a lot more flexibility. We are required to put on a program for them, but there's much more flexibility in what we actually deliver to them. So what we do is we have sort of three themes that run through each term with both the lower and upper sixth. And we're looking at being an independent and respectful citizen. [00:27:48] We look at preparing for life after school, and then we look at keeping socially and academically healthy. So the lower sixth, we look at simple things like how to make Cornell notes. Obviously they've learned how to make notes [00:28:00] lower down in the school. But as a meeting into more challenging lessons is how to keep them precise and how to keep them useful. [00:28:07] So just very simple skills like that. We also look at the start of applying to university. What sort of things do they want to consider? What courses, where they look at? What about the geographical location? You know, do you want to stay close to home or do you actually, is this your chance to break out and be more independent and go to a bit further away from home? [00:28:24] Volunteering and the role that we as a school play in our local community, we also [00:28:30] consider wider topics such as LGBTQ issues in society. And also we look at political influences, which is preparing them for when they go into upper sixth and they're going to be voting. Right. We then in the spring term, that's just one term in the spring term, we focus on safety for them. [00:28:45] So we look at personal safety and obviously as they're getting older, they're more likely to be out at night. So we look at safety around, um, being out of the house. Safety around drugs and alcohol, because that whole scene is going to change for them. When they leave home, we look at driving [00:29:00] because we're going to start seeing them taking driving lessons and driving tests. [00:29:03] And this year we looked at issues around masculinity, the concept of toxic masculinity, because we want to raise awareness with our students of what is happening currently and what may happen when they leave us as well. In the summer, we sort of continue a bit on that topic. We talk more about consent. [00:29:18] We talk about gender equality and we're taking part in the HeForShe campaign, which looks at building gender IQ and that's part of the UN movement for gender equality. So we're sort of getting involved in bigger campaigns. We fine tune their [00:29:30] personal statements. We look at interview skills, so some universities will still do into your practice, but others don't, but every student will at some time have an interview in their life. [00:29:38] So we practice some of those questions. We look at networking and personal branding. We want them to consider their online presence from a professional perspective, not just from a perspective of what their friends can see. We look at voting they're about to turn 18 or they may have turned 18. So we look at what happens, what a voting booth looks like, what would be expected of them, how [00:30:00] to search for details of their local MP and who they might want to pick for. [00:30:04] And then we also talk about trip planning, which is a nice way. We sort of spend Christmas looking at things that might go wrong. If you plan a trip abroad, you might go into ready with your friends, look at all these scenarios. What could you do in those scenarios? And then we spent the final term really preparing them for leaving us. [00:30:18] So that's what I was saying earlier. We talk about, you know, washing ironing, cooking, shopping, cleaning. We also look at their mental and sexual health and where they can get support for that when they leave us. Yeah. [00:30:30] University accommodation, student finance. We want them to be able to make choices with up-to-date information to hand. [00:30:36] Yeah. I think it's a reasonably comprehensive program, but there's always more that we can add. Shannon: It's very comprehensive. Definitely teaching children to become functioning adults, which, being in the workforce and just being out in the world, you realize how few people have those life skills! Yeah. Great. [00:30:52] Okay. Well, thank you so much, Maria is really nice chatting with you. Maria: Thank you, Shannon. Yeah. Narration: Thank you for listening to this episode. [00:31:00] of the Kingston Grammar School podcast. If you are interested in learning more about the upcoming KGS sixth form live event, please check out the Kingston Grammar School website at www.KGS.org.uk. [00:31:14] Or follow KGS on Twitter @KGS1561 on Facebook @KingstonGrammar. Or on Instagram, KGS1561. If you haven't listened to our previous episodes, do check them out. [00:31:30] In the first episode, we spoke to various students and faculty about the school's pivot into online learning during lockdown and how the KGS community was looked after and continues to be looked after in these uncertain times. [00:31:43] In the second episode, we covered the hot topic of personal devices, such as laptops, tablets, and mobile phones in the classrooms and why KGS sees these one-on-one devices as tools, not toys. Please subscribe wherever you get your podcasts [00:32:00] so that you don't miss an episode and take a moment to rate and review the podcast as it helps listeners to find us more easily. [00:32:07] Join us next time when we speak to some luminous KGS alumni. Special thanks to our guests this episode, Steven Lehec, Anna Edwards, Chris Wenham and Maria Robinson. Thank you also to Alison Williams, Director of Marketing and Admissions at Kingston Grammar School. This has been an Applied Reality Production, Executive [00:32:30] Produced by Shannon Vandermark, Sound Design by Alex Marcou.
In this episode, Melina interviews Michelle Codrington-Rogers, the first (known) Black female president in British teacher trade union history. Michelle shares with us her journey from truly knowing herself thanks to Saturday schools, to getting hooked to activism as the Black Students Officer, and rising even higher in the teacher trade union ranks in the midst of a global pandemic and the resurgence of the Black Lives Matter movement. Michelle is a Black British queer teacher of citizenship and PSHE at a large secondary school in Oxford. As a teacher, she first became a member of the NASUWT – the Teacher's Union which is the only UK-wide union exclusively for teachers. In the NASUWT, Michelle started off as a school rep, then a local secretary and Oxfordshire Federation secretary. In 2011, she was elected to the Trade Union Congress (TUC) Race Relations Committee and she chaired the annual TUC Black Workers' Conference in 2018. Also in 2018, Michelle was elected as a national officer for the NASUWT and, in April 2020, she became the first Black President in the union's 101-year history. Some of those special people (that Michelle didn't want to embarrass!) who kept those doors open for Michelle and more to continue rising: NASUWT General Secretary Dr Patrick Roach, NASUWT National Officer for Equality and Training Jennifer Moses, NASUWT Birmingham Local Association Secretary Ava Verrier, and many more... References and staying in touch: NASUWT - The Teacher's Union, and its annual Black Teachers' Conferences (UK-wide). Political Blackness Michelle Codrington-Rogers: @oxcityNASUWT and @MNasuwt on Twitter. Decolonise the Curriculum for Education: @Dtc4Uk and recorded conference Impact of Omission: @impactofomission Jayaben Desai who led 100 mainly South Asian women in a dispute against the Grunwick photo processing factory in Willesden, North London, in 1976. TUC Black Workers' Conferences Rhodes Must Fall: The Struggle to Decolonise the Heart of the Racist Empire --- Send in a voice message: https://anchor.fm/the-anti-racist-educator/message
Hello and welcome to Secure The Insecure presented by Johnny Seifert.On Episode 76 you will hear from Sex and Relationships expert Annabelle Knight who talks about PSHE in education, what we can learn about sex and her new book Chasing Clouds which is out to buy now.Don't forget we are on Instagram @securetheinsecurepodcast if you want to get in touch See acast.com/privacy for privacy and opt-out information.
Welcome to Season 2 of The Cheer Up Luv Podcast, hosted by Eliza Hatch! In this week's episode I am speaking to the incredibly talented advocate, activist, speaker and campaigner Ben Hurst. Ben is also head of facilitation at Good Lad Initiative, works with Fearless Futures, is the Founding Director of SPACE for PSHE, is also the Co Founder of D/ecology, which facilitates conversations about decolonising shared spaces. This week we talk about approaching the topic of toxic masculinity from a different angle, why the phrase "boys will be boys" is a get-out-of-jail-free card, and the importance of deconstructing gender roles. TW: In this Ep we discuss an experience of sexual harassment. You can find Ben here: @therealbenhurst and here @goodladinitiative and here: https://www.goodladinitiative.com/ Resources: https://www.victimsupport.org.uk/crime-info/types-crime/sexual-harassment https://rightsofwomen.org.uk/ If you would like to send in your story, please feel free to DM @cheerupluv or submit via the website: http://www.cheerupluv.com Music composed by Alex Gruz This Podcast is sponsored by Daye. --- Support this podcast: https://anchor.fm/eliza-hatch/support
Hello and welcome to the Secure The Insecure podcast hosted by Johnny Seifert.This week Johnny speaks to Emma Sayle, CEO of female empowerment brand Killing Kittens and co-founder of female networking platform SiSTR, telling the story about her impact on the sex industry in the past fifteen years and how we need to change the school curriculum when it comes to the PSHE.If you want to contact me I am on social media @johnnyseifert See acast.com/privacy for privacy and opt-out information.
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