In this episode I talk to Leah Crawford, an English in Education consultant, tutor with Let's Think in English and Opening Doors author.  She explores how educators can teach poetry and the challenging aspects of pattern-finding, interpreting mood, music and rhythm.  Leah also introduces us to the poem 'Sympathy', by Paul Laurence Dunbar.  Through this rich and challenging text, pupils can explore different layers of meaning and begin to see how they could use similar linguistic devices in their own creative writing, poetry and storytelling.

We talk about differentiation vs whole-class teaching, 'catch up' and the effectiveness of some of the approaches Leah has experienced through her role.

You can find out more about Leah by following her on Twitter - @think_talk_org or contact her via her webiste - leahcrawford.com

Leah is also a co-author of the Opening Doors series of books, published by crownhouse.co.uk or visit Bob's site - Searching for Excellence – Home of the Opening Doors Educational Book Series 

Support for ECTs #2

What is the difference between personal and professional authority? How can we approach behaviour management with confidence?

Karl Pupé is a qualified classroom teacher with 10 years’ experience across the Primary, Secondary and Further Education sectors. Specialising in Behaviour Management, he worked as a Not in Education, Employment or Training (NEETs) Co-ordinator teaching students with severe Social, Emotional and Mental Health (SEMH) difficulties. Karl is also the author of “The Action Hero Teacher” & founder of the http://actionheroteacher.com & his blog was voted one of the "Top 10 Education Blogs" in the UK by market research company

This episode originally appeared in 'Tiny Voice Talks' by Toria Bono.  For more support follow her on Twitter: @Toriaclaire or visit tinyvoicetalks.com 

Support for ECTs - episode 1

What is a knowledge-rich curriculum? Why is it so important?  

In this episode Natalie Wexler shares a wealth of insight into her book 'The Knowledge Gap: the hidden cause of America's broken education system - and how to fix it.'  In doing so we learn about the distinct parallels between the US and UK education systems when it comes to overcoming the 'achievement gap' that exists between disadvantaged pupils and their more affluent peers.  We also discuss 'The Reading Wars', Knowledge vs. Skills and the important features of a knowledge building curriculum.

Covering Dewey, Piaget, teacher training and more, we look at the impact of this approach for schools in the USA and UK and find out how pupils and teachers are re-discovering a love of education and the profession. 

(Credits: Natalie Wexler - www.nataliewexler.com, Scott Buckley - www.scottbuckley.com.au)

The third episode of our support for ECTs series - we hear from Tom Holloway from the Primary Science Teaching Trust.  He shares a wealth of ideas to inspire and engage pupils in outstanding Science learning.  We discuss a range of topics, including teaching the Sustainable Development Goals through Science, Biomimicry and finding the true purpose of Science education for all.

In this episode, award-winning author Bob Cox talks about his life, the books that influenced him and the strategies behind his 'Opening Doors' series for teachers.  He shares his thoughts on using high quality texts in the classroom, using 'classics' in the curriculum and how we can help all our pupils achieve excellence in an inclusive, inspirational way.

Bob also explores the idea that approaching texts and the curriculum with a pioneering spirit can support well-being for both teachers and pupils alike.  He shares examples of the impact of his work and provides a fantastic reading list which will help any teacher or parent if they aim to 'open doors' for their children.   

In this episode I speak to Kate Christopher, a secondary RE teacher and independent RE advisor.   Kate teaches part time in a Secondary school in East London. She also works as an independent RE adviser. Kate’s interests are curriculum design and the capacity of RE, or religion and worldviews, to offer a more textured and critical understanding of the world for 21st Century children and young adults. She is an editor for the Reforming RE blog - https://reformingre.wordpress.com/ 

@ReformingRE

Originally featured in the Reforming RE blog, this is a bonus feature to Season 2 Episode 1 of More Teacher Talk - Powerful Knowledge: Reforming RE, with Kate Christopher.

"Do you have a Masters degree? Or a Doctorate perhaps? If so, try to forget that you ever studied for them. Your first degree – visualise letting it go. Now A levels, GCSE – say goodbye to them, for a while. Imagine stripping yourself of all the accumulated knowledge and cultural capital that makes you a good teacher, reducing yourself to a state where everything you know now, all your confidence in the subject, and all the complex critical perspectives you can afford to have, are closed to you. That’s where your pupils are. Stay there for a moment.

Somewhere, a teacher is writing a scheme of work on religion and worldviews. They have to write down something that they want the pupils to know. Let’s take a few examples …"

Written by Mark Chater (@MarkChater1) - author of 'Jesus Christ, Learning Teacher'

Original blog at https://reformingre.wordpress.com/2020/10/27/but-its-contested-so-what/
[1] Barbara Wintersgill, 2018, Big Ideas for Religious Education.  https://www.reonline.org.uk/news/big-ideas-for-religious-education/#:~:text=In%20November%202017%20the%20University%20of%20Exeter%20published,the%20RE%20curriculum%20and%20to%20assessment%20without%20levels.   Accessed 5 October 2020.

[2] DfE, 2013, Science National Curriculum for Key Stages 1 and 2.https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425618/PRIMARY_national_curriculum_-_Science.pdf    Accessed 5 October 2020, pp 12, 18, and 29.

[3] DfE, 2013, Science National Curriculum for Key Stage 3. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/335174/SECONDARY_national_curriculum_-_Science_220714.pdf    Accessed 5 October 2020, pp 8 and 12. 

In this episode I talk to Mark Chater about his brilliant new book that diagnoses the reasons why RE urgently needs radical reform, and looks ahead to a time when the subject will have a new identity based on a clear democratic purpose.

The book shines a light on how key leaders can make this happen, and how the new good practice is already breaking through.

It is edited and authored by experts and leading change agents in RE, who offer a well-informed and provocative vision and programme for change.

“Every school leader must read this book. What pupils learn in their curriculum is pivotal in any school’s theory of change. The recommendations of the Commission on Religious Education, if properly understood and enacted, would transform the academic role and status of RE in every school. The chapters in this book reveal the proper contours of the subject, the basics every leader needs to understand if the knowledge and practice of their RE teachers is to be nurtured, valued and renewed.”

Christine Counsell, Writer and speaker on curriculum and leadership

“Religious Education is one of the great achievements of British education. But it hangs in the balance. There is a real possibility it will simply shrivel away through lack of attention. Or it could rise phoenix-like in response to the challenges of today and tomorrow. Reforming RE is a welcome contribution to showing how that resurrection might happen. Here we have experienced practitioners and deep thinkers signalling a new direction that will inspire our pupils in their understanding of Religion and Worldviews. This book is a really exciting contribution.”

Professor Trevor Cooling Chair, Religious Education Council of England and Wales

Reforming RE: Power and Knowledge in a Worldviews Curriculum is published by John Catt Education - https://www.johncattbookshop.com/reforming-religious-education