Thinking Deeply about Primary Education

For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribeFor maths curriculum questions contact us ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or via support@alta-education.com Episode 253: This conversation sits at the intersection of television, creativity and education. We look at Playtime as a cultural artefact that foregrounds neurodivergent voices and make psychological safety visible to a mainstream audience. Writer-director Céin McGillicuddy and editor-writer Andy Kinnear take us behind the scenes, sharing how small production choices invite bolder contributions. If you are curious about inclusion, student voice and the role of play in learning, you will find thoughtful parallels and fresh language to take back to your team. Not a how-to guide, but a thoughtful listen for anyone who enjoys ideas that travel.neurodiversity in schools, psychologically safe classroom, student voice, inclusive teaching strategies, classroom culture, primary education CPD, improvisation in education, creativity in learning.

In this engaging discussion, educator Stuart Welsh shares his expertise in iterative lesson design, focusing on a practical cycle for teacher growth. He breaks down the plan–teach–reflect–reteach method, emphasizing psychological safety and incremental learning. Stuart highlights how to control lesson aims while purposefully varying delivery and how to scale this approach from small groups to full classes. He advocates for a termly cadence of training, arguing it's far more effective than one-off workshops, enabling teachers to implement observable changes right away.

For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribe⁠⁠⁠⁠Tickets for Challenge and Depth in Primary Mathematics⁠⁠⁠⁠ (Coventry, Manchester) - https://www.eventbrite.co.uk/o/alta-education-73676136923 For maths curriculum questions contact us ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or via support@alta-education.com Episode 251: In this special highlights episode of Thinking Deeply About Primary Education, we pause to reflect on Term One—six conversations that challenged assumptions, deepened understanding, and reminded us why professional dialogue matters.Each question featured here captures a moment of genuine inquiry: the kind that sits between classroom practice, research, and lived experience.You’ll hear from:• Adam Lowing on balancing assessment readiness with creative freedom• Lucy Crehan on what the North of Ireland’s approach might teach its neighbours• Doug Lemov on connecting fluency, comprehension, and the FASE approach• John Jackson on defining and developing arithmetic fluency• Andy McHugh on the purpose of Teacher Writers• Amy How on whether mathematical talk reveals or constructs understandingNo summaries. No soundbites. Just the questions that sparked our most interesting conversations this term.

Join Dr Kirsten Fenton, a dedicated maths pedagogy researcher, and Holly Drummond, a pioneering primary teacher, as they delve into the transformative power of maths journaling. They discuss how this approach enhances classroom culture, fosters metacognition, and alleviates maths anxiety. With insights on integrating journaling into daily lessons, they share effective strategies like brain dumps and sentence stems that encourage reflection and build students' mathematical identities. Discover how making thinking visible leads to deeper understanding and student ownership.

Amy How, an education practitioner and primary mathematics consultant, dives into the transformative power of mathematical talk in the classroom. She discusses how talk can reveal student thinking and support reasoning, while also serving as a diagnostic tool for teachers. Amy introduces the COP framework for assessing learning and critiques superficial methods in favor of rich, open dialogue. She emphasizes strategies to engage all students, create a safe environment for mistakes, and foster a culture of genuine mathematical communication.

Andy McHugh, a dedicated teacher and founder of Teacher Writers, shares insights on empowering educators through writing. He discusses his evolution from teaching religious education to editing HMWRK Magazine and establishing a platform for teacher voices. Key topics include the importance of teacher writing as professional development, balancing accessibility with depth in educational publishing, and fostering a supportive community for new writers. McHugh encourages teachers to embrace diverse writing projects and simplifies the path to publication.

Lloyd Williams Jones, an experienced primary school leader about to take headship, and Shannen Doherty, an incoming deputy headteacher, dive into inclusive education challenges. They discuss the impact of systemic issues on SEND provision and the shift towards universal design in teaching. Shannen emphasizes the importance of not relying on labels while urging collective commitment from school stakeholders. Lloyd advocates for a culture change in leadership, stressing that inclusive teaching ultimately benefits all students. Their insightful conversation highlights practical strategies to embed inclusivity in schools.

In this engaging conversation, John Jackson, an experienced secondary mathematics teacher and education commentator, dives into the science of learning about arithmetic fluency. He explores effective classroom practices that emphasize accuracy, efficiency, and meaning in mathematics. John discusses the importance of early number sense, potential pitfalls of rote learning, and the value of structured retrieval. He offers practical strategies for teachers and shares insights on how school leaders and parents can support students in developing mathematical fluency.

Doug Lemov, the author of 'Teach Like a Champion', joins literacy experts Colleen Driggs and Erica Woolway along with Chris Such to discuss innovative reading instruction methods. They emphasize a knowledge-rich approach to reading, detailing essential strategies for enhancing comprehension and fluency. The conversation highlights the role of lesson preparation, the importance of engaging with complex texts through close reading, and the need for effective curriculum design. Their insights aim to reignite joy and meaning in classrooms, fostering better reading outcomes for students.

Lucy Crehan, author of *Cleverlands* and an international education consultant, dives into the unique curriculum challenges in Northern Ireland. She discusses the historical context that shapes education there, emphasizing the need for a purpose-driven, coherent curriculum. The conversation reveals the struggles novice teachers face with ambiguous guidelines and contrasts Northern Ireland’s system with those of England, Wales, and Scotland. Crehan advocates learning from international standards to enhance educational practices and improve student outcomes.