Emma & Tom Talk Teaching

For the first time in a very long time, we're off on the road to an actual real-life school! Pencoedtre High School in Barry is the venue for an interesting discussion about what we mean by trauma-informed schools and how trauma-informed practice can help support pupils in overcoming difficulties that can affect their experience in school.Steph Robinson and Liz John join us in a school in the midst of being rebuilt to talk about what this looks like in practice, and how a little thought can go a long way in ensuring pupils have an emotionally available adult to call upon when they're in school.-------------------------------------------Recorded at Pencoedtre High School, Barry on 7th December 2021

So you want to become a teacher? Hopefully we can help!Our original episode of this name three years ago has been our number 1 most downloaded episode, so there must be quite a few of you out there interested in joining us in the best job in the world! But three years is a long time, and we thought it was time to produce a sequel and put it out there. We're joined by Sioned Dafydd, primary education specialist and one of the Welsh-language voices of the podcast, to chew over what you need to know and how to prepare to become a teacher. There's plenty of advice about the importance of knowing what you're signing up for, some ideas about the different pathways, and loads of common questions answered. We hope you find it useful!If you fancy coming and training with us, you can find out more about our programmes at www.cardiffmet.ac.uk/cardiff-partnershipWherever you decide to become a teacher, good luck!You can also watch this episode on YouTube here.-----------------------------------Recorded in studio D0.12 at Cardiff Metropolitan University's Cyncoed Campus on 9th December 2021

It's Christmas Eve! We're here to supply our traditional festive ramble through a variety of random things we've gathered together for your enjoyment and diversion as you recover from a long, long autumn term. As usual, it's a mixture of the heavy and the insubstantial, the academic and the completely left-field. Hopefully there's something in the present pile for everyone, whether you're looking for something to think about or just some entertainment. After exhausting the selection of articles, podcasts and party games, our final offering is Emma's idea to shamelessly pinch the central concept from a popular podcast on the Guardian, which sees our intrepid duo sharing their favourite comfort food snacks and explaining the story behind them. If that leaves you hungry (!) for more, we hope you'll enjoy all the goodies we have lined up for you in 2022. That's it from us for 2021, and we hope you've enjoyed our episodes this year. Have a wonderful Christmas and new year, and we'll see you again in January!Best wishes from Emma and Tom xxAs a special Christmas present, you can watch this podcast on YouTube here! LINKS FOR THIS EPISODE:TomThe vanity of 'white guilt' - Lionel Shriver, The SpectatorThe internet has turned our past into a curse - James Marriott, The TimesMaton, K. (2013) 'Knowledge-knower structures: What's at stake in the 'two cultures' debate, why school music is unpopular, and what unites such diverse issues' in Maton, K. Knowledge and Knowers: Towards a Realist Sociology of Education. London: RoutledgeThe seven types of rest: I spent a week trying them all. Could they help end my exhaustion? Emma Beddington, The GuardianA Very Fatal Murder - Onion Public RadioEmmaThe Story of Aids - BBC World ServiceA moment that changed me: Patrick Stewart on the teacher who spotted his talent – and saved him - Patrick Stewart, The GuardianThings Fell Apart - Jon RonsonIant - Steve Blandford, Cambria Books------------------------------------------------Recorded in studio D0.12 at Cardiff Metropolitan University's Cyncoed Campus on 14th December 2021

For this final episode before our traditional Christmas Special, we welcome Richard West, numeracy coordinator at Stanwell School in Penarth. Richard is a physics specialist but has taken on this important role in his school, supporting his colleagues to find opportunities within their subject specialisms to draw out numeracy skills.Richard discusses how to address numeracy meaningfully, how to address the fear factor amongst staff, and gives us plenty of practical strategies for addressing this cross-curricular theme within the curriculum for Wales.---------------------Recorded in studio D0.18 at Cardiff Metropolitan University's Cyncoed Campus on 29th November 2021

It's never been more important to have a clear vision and justification for your own subject and where it fits into the curriculum, whether you're in Wales or further afield.In this episode, Emma and Tom go back to basics to model the kind of material that can help you start thinking and talking about where you stand on the big questions about your subject. It goes without saying that this model uses the specific contexts of secondary music and drama that Emma and Tom know and love, so if you're not from that world you'll need to apply this to your own particular situation. Even so, we hope the conversation in here is a starting point for anyone who needs to work out where they stand in relation to the educational things they hold dear!If you want to find the texts discussed in this episode, here they are:Robinson, M. (2021) 'Drama' in What should schools teach? London: UCL PressPhilpott, C. (2012) 'The Justification for Music in the Curriculum' in Debates in Music Teaching. Abingdon: Routledge--------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed Campus on 9th November 2021

We're delighted to welcome Dr. Julia Jenkins back to the podcast after far too long away! Previously a member of our PGCE secondary science team, Julia was working for Teach First Cymru last time we caught up, but is now on the staff of the Institute of Physics. Julia has plenty of hard-hitting facts and figures for us on a worrying situation for diversity in the physics teaching world, with serious knock-on effects for teacher recruitment, A-level numbers and the subject of physics itself.Julia and her colleagues at the IoP have plenty fo support available for physics teachers, and also the significant number of non-specialists who are teaching the subject. Check out their Limit Less pages at iop.org/strategy/limit-less or drop Julia an email at julia.jenkins@iop.org--------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed campus on 21st October 2021

For the final PGCE Research Bites of this block, we welcome Ben Pepler, who's here to discuss with Tom his research into how we can get more consistent results in the different components of GCSE music through an integrated approach.We hope you've found this set of Research Bites interesting, and maybe it's inspired you to carry out your own classroom research or enquiry!You can watch this episode on YouTube - https://smarturl.it/cardiffpartnership BibliographyBadeley, A., (2006). Working Memory: An Overview. In: S. Pickering, ed., Working Memory and Education. Elsevier Inc.Dammann, G. (2008) ‘GCSE music: As for pupils who cannot read a note’, The Guardian Limited, 9 August,D’amore, A. (2006) Musical Futures: An approach to teaching and learning. London: Paul Hamlyn FoundationEvans, J. and Philpott, C. (eds.) A Practical Guide to Teaching Music in the Secondary School. London: Routledge Publishing GroupGreen, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy. London: Ashgate Popular and Folk Music Series.Hartland, J. (2000) Arts Education In Secondary Schools: Effects and Effectiveness. Berkshire: National Foundation for Educational Research.Lindsey, R., Shroyer, J., Pashler, H. and Mozer, M., (2014). Improving Students’ Long-Term Knowledge Retention Through Personalized Review. Psychological Science, 25(3), pp.639-647.Major, A. (2008) ‘Appraising composing in secondary-school music lessons’, Music Education Research, 10(2), pp. 307-319. London: Routledge Publishing.McCormack, I. and Healey, J. (2008) Getting the Buggers in Tune. London: Continuum International Publishing Group.McPherson, G. (2006) The Child as Musician. Oxford: Oxford University Press.Mills, J. (2005) Music in the school. Oxford: Oxford University Press. Philpott, C. (2001) Learning to Teach Music in the Secondary School. Oxon: Routledge Falmer Publishing Group.Philpott, C. and Spruce, G. (eds.) (2007) Learning to Teach Music in the Secondary School: a Companion to the School Experience. London: Routledge Falmer.Price, J. and Savage, J. (eds.) (2012) Teaching Secondary Music. London: Sage Publications.Sherrington, T. (2019). Rosenshine’s Principles in Action. WoodbridgeSherrington, T. and Caviglioli, O., (2017). The Learning Rainforest. Woodbridge.Sherrington, T. and Caviglioli, O., (2020). Teaching Walkthrus. Woodbridge.Sherrington, T. and Caviglioli, O., (2021). Teaching WalkThrus 2. Woodbridge.Spruce, G. (2002) Aspects of Teaching Secondary Music. London: RoutledgeFalmerSwanwick, K., (1979). A basis for music education. [Windsor]: NFER-Nelson Publ. Co.Wales. Department for Children, Education, Lifelong Learning and Skills (2008a) Music: Guidance for Key Stages 2 and 3. Cardiff: Crown Copyright.Wales. Department for Children, Education, Lifelong Learning and Skills (2008b) Music in the National Curriculum for Wales. Cardiff: Crown Copyright.Westerlund, H. and Väkevä, L. (2011) ‘Who needs theory anyway? The relationship between theory and practice of music education in a philosophical outlook’. British Journal of Music, 28 (1), pp 37-49, [Online], Available at: http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid= 7967516WJEC (2021). [online]. WJEC GCSE in Music Specification. Available at: <https://www.wjec.co.uk/umbraco/surface/blobstorage/download?nodeId=7 813> [Accessed 31 May 2021].Wright, R (2002) ‘Music for all? Pupils’ perceptions of the GCSE Music examination in one South Wales secondary school’, British Journal of Music Education, 19 (3) pp.227-241, [Online]. Available at: http://journals.cambridge.org/action/displayAbstract?fromPage=onine&aid+1 26504&fulltextType=RA&field=S0265051702000323

It's time for our traditional October light episode, where we scour the weirdest corners of the Internet to find some interesting things to share. As usual, we have no idea what the other is bringing to the mic, and the result is an episode that takes in statistics, impostor syndrome, social media and wellbeing cheese (you'll have to listen to find out what that's all about).Our episode rounds off with a rant from Tom and a feelgood tweet from Emma that leaves Tom muttering into the mic as the credits roll. Enjoy and we'll see you soon for the long run-up to Christmas!Our goodies from this episode:What Data Can't Do - The New YorkerWellbeing Cheese - Tom SherringtonIntimidating Personality - Laura Pickering-PayneSix hours without Facebook - The RegisterLoyal, loving friends - Hallie Rubenhold--------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed Campus on 14th October 2021

Mae Tameidiau o Ymchwil TAR yn cyflwyno ymchwil gorau myfyrwyr ar gyrsiau Addysg Gychwynnol i Athrawon gyda Phartneriaeth Caerdydd. Yn y bennod hon mae Nia Davies yn trafod sut yr aeth ati i ddysgu mwy am hyrwyddo llafaredd mewn dosbarth cynradd, drwy ymchwil ac ymholi. Gallwch hefyd wrando ar Tameidiau o Ymchwil TAR ar ffurf glywedol drwy danysgrifio i bodlediadau Emma and Tom Talk Teaching, ar gael ar blatfformau cyffredin podlediadau.Gallwch wylio'r bennod hon ar YouTube - https://smarturl.it/cardiffpartnership  CyfeirnodauAlexander, R. (2004) Towards Dialogic Teaching ‘Rethinking Classroom Talk’. Dialogos UK Ltd.Alexander, R. (2013) Improving Oracy and Classroom Talk: Achievements and Challenges. Primary First (tt. 22-29) An Evaluation of the Plymouth Oracy Project. Plymouth Teaching School Alliance. [ar-lein: Gwelwyd: 03.04.2021]Barnes, D. a Todd, F. (1977) Communication and Learning in Small Groups. Routledge & Kegan Paul LtdBarnes, D. a Todd, F. (1995) Communication and Learning Revisited. Boynton/Cook PublishersChambers, A. Tell Me (Children, Reading & Talk) (2011) Thimble PressCodi Safonau Llythrennedd, Datblygu gwaith trafod mewn grŵp (2000) Uned Iaith Genedlaethol Cymru CBACConsortiwm Canolbarth y De: Trysorfa Llais 21 (2019) [ar-lein: Gwelwyd 10.02.21]Daniels, H. (2016) Vygotsky and Pedagogy. RoutledgeDawes, L. a Sams, C. (2004) Developing the Capacity to Collaborate. Learning to Collaborate: Collaborating to Learn. Science Pub. Inc.Dawes et al. (2004) Thinking Together – A Programme of Activities for Developing Speaking, Listening and Thinking Skills for Children aged 8-11. Imaginative Minds Ltd.Donaldson, G. (2015) Dyfodol LlwyddiannusEgan, D. (2018) ‘It’s Good to Talk: Moving Towards Dialogic Teaching – Building Learning Through Language’. Impact, Journal of the Chartered College of TeachingEmma & Tom Talk Teaching (2021) 8 Ionawr 2021 [Podcast] Supporting Quiet, Shy and Anxious Children with Dr Susan Davis and Dr Rhiannon PackerEstyn (2019) Ymateb i Ymgynghorioad: Ymchwiliad ‘Speak for Change’ y Grŵp Hollbleidiol Seneddol ar Lafaredd [ar-lein: Gwelwyd 18.05.21]Estyn (2021) Caffael ar yr Iaith Gymraeg [ar-lein: Gwelwyd 21.03.21]Gascoine, M. & Gross, J. (2017) Talking About a Generation: Current policy, evidence and practice for speech, language and communication. The Communication Trust [ar-lein: Gwelwyd 03.04.21] )Gaunt, A. & Stott, A. (2018) Transform Teaching and Learning Through Talk: The Oracy Imperative. Rowman and Littlefield Publishers. 24Grugeon, E., Hubbard, L., Smith, C. & Dawes, L. (2005) Teaching Speaking and Listening in the Primary School. London. David Fulton Publishers. 3rd ed.Hardy, E. (2020) 7 May 2020 ‘Coronavirus: Why Schools must focus on oracy’ TES Online [ar-lein: Gwelwyd 10.02.21]Lucas, B. & Spencer, E. (2017) Teaching Creative Thinking. Crown House Publishing Limited.Mercer, N. & Mannion, J. (2018) Oracy Across the Welsh Curriculum [ar-lein: Gwelwyd 08.01.21]Mercer, N. & Sams, C. (2008) ‘Teaching Children how to use language to solve maths problems’. Language & Education Online Journal. Routledge. Taylor & Francis Group.Mercer, N. & Warwick, P. (2017) Identifying and Assessing Students’ Spoken Language Skills [ar-lein: Gwelwyd 03.04.21]Millard, W. (2018) Speaking Up: The Importance of Oracy in Teaching and Learning [ar-lein: Gwelwyd 03.04.21]Millard, W. & Menzies, L. The State of Speaking in Our Schools Voice 21 [ar-lein: Gwelwyd 10.02.21]Nyborg, G., Mjelve, L., Edwards, A. & Crozier, W. R. (2020) ‘Teachers’ strategies for enhancing shy children's engagement in oral activities: necessary, but insufficient?’ International Journal of Inclusive EducationPienaar, F. (2016) ‘Oracy and well-being’ Speaking Frankly. Voice 21 & English[1]speaking Union [ar-lein: Gwelwyd 04.04.21]Simpson, A. & Mercer, N. (2010). ‘Douglas Barnes revisited: If learning floats on a sea of talk, what kind of talk? And what kind of learning?’ English Teaching: Practice and Critique V9 No.2 (tt.1-6)Weinstein, Y. & Sumeracki, M. (2019) Understanding How We Learn. Routledge.Wilkinson, A. (1965) ‘The Concept of Oracy’. The English Journal Vol 59 no.1 (tt.71- 77)Worth, D. (2019) TES Focus on Oracy TES 4.10.2019 [ar-lein: Gwelwyd 10.02.21]

Not being podcasters who like to put all the work onto our lovely guests, occasionally we front up and present some goodies of our own! And Emma's back with some more interesting things she's dug up as part of her doctoral research. Returning to the hot topic of reflection, Emma presents a new reflective model that she found, and we discuss some of the important considerations when trying to improve our own reflective practice.If you're new to the subject of reflection in teaching, you might like to get up to speed by listening to last season's episode with Professor Brendan Cropley!References:Duffy, P. (2015) ‘Introduction’, in Duffy, P. (ed.) A Reflective Practitioner’s Guide to (Mis)Adventures in Drama Education – or – What Was I Thinking? Bristol: Intellect, pp.1-10. Smyth, J. (1989) ‘Developing and Sustaining Critical Reflection in Teacher Education’, Journal of Teacher Education, 40:2, pp.7-19. Smyth, J. (1993) ‘Reflective Practice in Teacher Education’, Australian Journal of Teacher Education, 18:1(2), unpaginated.  ...and dragged off Tom's desk during the recording:Cohen, J. et al. (2020) ‘Teacher Coaching in a Simulated Environment’, Educational Evaluation and Policy Analysis, 42(2), pp. 208–231. doi: 10.3102/0162373720906217.Wright, R. (2014). "The Fourth Sociology and Music Education: Towards a Sociology of Integration." Action, Criticism & Theory for Music Education 13(1): 12-39.------------------------------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed Campus on 8th September 2021