Emma & Tom Talk Teaching

Welcome back to season 5 of the podcast! Today's episode features an extended interview with our colleague Paula Webber (Programme Leader for PGCE Secondary Religious Education) to talk about religion, values and ethics. Not in the abstract - it's a mandatory part of the new curriculum for Wales. Up to this point, religious education (RE) has been something that parents can opt their children out of, but the all-new RVE is compulsory for all.So it's time for an in-depth chat about what's covered in RVE, the sort of difficult debates teachers will find themselves in the middle of, and how schools can make sure that they stay on the right side of a constantly evolving area of learning.We recorded this interview last academic year, so you'll hear us refer to the implementation of the new curriculum as a future event - and now, of course, it's here!You can find the full version of Paula's recommended video from Theos Think Tank here.------------------------------------------Recorded in studio D0.18 at Cardiff Metropolitan University's Cyncoed Campus on 29th March 2022

Happy holidays! We're checking in briefly before we go off for some R&R. We look back on an exciting season of episodes, and forward to series 5. We'll be back with our normal service on Friday 9th September. In the meantime, we hope you're all keeping well. Why not give us a rating or review?

Here we are at the end of another series - four long years in front of the microphone! Meanwhile, in the wider world of education, Wales is heading for an important staging post on the curriculum reform journey: by the time we come back into your ears in September, the new Curriculum for Wales will be happening in schools all over the country. It seems a good opportunity to fire up the line to our friends in Yr Athrofa at the University of Wales, Trinity Saint David Carmarthen, and chew things over with their director of education policy, Gareth Evans. Gareth was education editor of the Western Mail for many years, and now writes fearlessly about the roller-coaster of Welsh education reform on his blog, Welsh Education Matters. Over 50 minutes with Gareth, we take stock of where we are now and where we might end up, pointing out the positives but also the bits that have gone less well, and some things to watch out for in the journey ahead. Hopefully there’s a lot in here for our friends and colleagues in education to chew over as they head off for a summer break and a future which, if nothing else, will be interesting…Thanks to Gareth for joining us today - you can read his excellent blog at welsheducationmatters.wordpress.com - and we’ll be back on the 9th September for our fifth year of podcast adventures.Thanks for listening, have a wonderful summer, and we’ll be back with you soon!Best wishes from Emma and Tom------------------------------------Recorded in studio D0.18 at Cardiff Metropolitan University's Cyncoed Campus, and remotely, on 22nd June 2022

We welcome an alumna of the (sadly departed) Teach First Cymru programme today. Bethan Jeffers has now moved sideways into a job working for the Skills Builder Partnership. Set up by Tom Ravenscroft (not, as Tom initially thought, the music broadcaster and son of the late Radio 1 DJ John Peel, but an educator, strangely enough), Skills Builder aims to provide businesses and education institutions with a framework to recognise those all-important basic skills that are so vital for getting on in the world of work. In providing a framework for skills, the partnership aims to give an incentive for schools to track and acknowledge progress in these skills, while also providing a common language about skills for educators and the world of business.You can find the partnership at www.skillsbuilder.org, where you can access the Universal Framework and many free online tools and resources. If you're interested in the Accelerator support programme that includes strategic support and training head to www.skillsbuilder.org/accelerator. Each year there are fully funded places available, most have gone for the 22/23 programme now but you can still apply by the 8th of July and be put on the waiting list to be in with a chance! Also, Bethan is happy to answer any questions if you want to drop her an email: bethan.jeffers@skillsbuilder.org------------------------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed Campus on 23rd May, 2022

Welcome to PGCE Research Bites 11, and our final bonus Saturday episode. Today, Dr. Rhodri Lewis from PGCE Secondary Biology with Science is in conversation with Dr. James Snook, senior lecturer in PGCE Secondary Science.Rhodri has reviewed the literature about target setting for pupil development with the aim of helping GCSE pupils come to an understanding about where they are and what they need to do earlier than that awkward Year 11 parents' evening that many of them seem to experience!Rhodri has read literature from education but also further afield including healthcare to come up with recommendations for his lead partnership school. You can hear all about his research process and his findings, and Rhodri has kindly made his summary infographic available to download here.If you'd like to watch this discussion in video form, you can head over to the Professional Learning with the Cardiff Partnership channel on YouTube, where there are plenty more goodies for you to enjoy!Rhodri's six main sources for his work are:Grant, H. and Dweck, C.S. (2003) ‘Clarifying Achievement Goals and Their Impact’, Journal of personality and social psychology, 85(3), pp. 541–553. doi:10.1037/0022-3514.85.3.541.Nordengren, C. (2019) ‘Goal-setting practices that support a learning culture’, Phi Delta Kappan, 101(1), pp. 18–23. doi:10.1177/0031721719871558.Ogbeiwi, Osahon. (2017). Why written objectives need to be really SMART. British Journal of Healthcare Management. 23. 324-336. 10.12968/bjhc.2017.23.7.324. Perry, T., Davies, P. and Qiu, T. (2018) ‘Great grade expectations? The role of pupil expectations in target setting’, International journal of educational research, 89, pp. 139–152. doi:10.1016/j.ijer.2017.10.010.Iversen, A.-M. et al. (2015) ‘Learning, Leading, and Letting Go of Control: Learner-Led Approaches in Education’, SAGE open, 5(4), p. 215824401560842–. doi:10.1177/2158244015608423.Day, T. and Tosey, P. (2011) ‘Beyond SMART? A new framework for goal setting’, Curriculum journal (London, England), 22(4), pp. 515–534. doi:10.1080/09585176.2011.627213.

Dyma damaid arall o ymchwil TAR i chi ac mae’r fyfyrwraig TAR Cynradd, Elin Dawes yn siarad gyda Sioned Dafydd am ei gwaith. Ystyria i ba raddau mae Dysgu yn yr Awyr Agored yn cael effaith gadarnhaol ar iechyd a lles, a beth ddylid ei ystyried wrth ei ymgorffori i fywyd yr ysgol. Yn y sgwrs hon mae Elin yn esbonio beth wnaeth hi ddarganfod ac effaith hynny ar ei hymarfer proffesiynol.  Gallwch hefyd wylio’r sgwrs hon ar Professional Learning with the Cardiff Partnership YouTube channel. Mae crynodeb Elin, sydd ar ffurf pwerbwynt, yma Chwe phrif ffynhonnell Elin oedd: Marchant, E., Todd, C., Cooksey, R., Dredge, S., Jones, H., Reynolds, D., et al. (2019) ‘Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views’. Edwards-Jones, A., et al. (2016) Falling into LINE: school strategies for overcoming challenges associated with learning in natural environments (LINE) Pia Sjöblom & Maria Svens (2019) ‘Learning in the Finnish outdoor classroom: Pupils’ views, Journal of Adventure Education and Outdoor Learning’.Lehte Tuuling , Tia Õun & Aino Ugaste. (2019). ‘Teacher’s opinions on utilizing outdoor learning in the preschools of Estonia’.Atencio, M., Yuen Sze Michelle Tan, Ho, S., & Chew Ting Ching (2014) ‘The place and approach of outdoor learning within a holistic curricular agenda: development of Singaporean outdoor education practice.’Lovell, R., (2009) ‘Forestry Commission Scotland: Physical activity at Forest School’.

Here in Initial Teacher Education land, we're very familiar with coaching our brand-new members of the profession, student teachers who are working towards that all-important qualified teacher status (QTS). But today's guest, Julie Keyes, has moved sideways from a successful career in teaching to provide coaching to more experienced members of the profession.Working with senior leaders as well as those further down the food chain, Julie joins us down the line from Cornwall to discuss how coaching can benefit teachers and schools, how she goes about having a coaching conversation, and what she can draw out with some simple but effective questions.Julie's video recommendation is How to Tame your Advice Monster, and her book recommendation is Coaching on the Go.You can find Julie at theeduationalcoach.co.uk---------------------------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed Campus (and remotely from Cornwall) on 31st March 2022

it's another Saturday research bite for you, and PGCE Primary student teacher Abby Dee is in conversation with Sioned Dafydd about her work, which considers AfL strategies for inclusion. Abby is particularly interested in working with pupils with ASD and other additional learning needs, and indeed she has undertaken her second PGCE placement in a special school.In this conversation Abby explains what she found out, and the strategies she was able to identify for her own practice.You can also watch this conversation at the Professional Learning with the Cardiff Partnership YouTube channel.Abby's infographic is available for download here.Abby's six main sources of literature were:Bourke, R. and Mentis, M. (2013). ‘Self-assessment as a process for inclusion.’ International Journal of Inclusive Education, 17(8), pp.854–867Clark, I. (2014). ‘Equitable learning outcomes: Supporting economically and culturally disadvantaged students in “formative learning environments.”’ Improving Schools, 17(1), pp.116–126Heritage, M. (2018). ‘Assessment for learning as support for student self-regulation.’ The Australian Educational Researcher, 45(1), pp.51–63Kefallinou, A., Symeonidou, S. and Meijer, C.J.W. (2020). ‘Understanding the value of inclusive education and its implementation: A review of the literature.’ PROSPECTS, 49(3-4), pp.135–152Tay, H.Y. and Kee, K.N.N. (2019). ‘Effective questioning and feedback for learners with autism in an inclusive classroom’. Cogent Education, 6(1)Westbroek, H.B., van Rens, L., van den Berg, E. and Janssen, F. (2020). ‘A practical approach to assessment for learning and differentiated instruction.’ International Journal of Science Education, 42(6), pp.1–22

Welcome to another episode of PGCE Research Bites! We've got another PGCE MFL student for you today: Rhiannon Ashcroft talks to her programme leader, Kerry Bevan, about her review of the literature on restorative practice.A sometimes controversial and often misunderstood approach to pupil-teacher relationships, restorative practice proved to be fertile ground for Rhiannon to make some helpful and practical recommendations on where to start. Her infographic is available for download here.You can watch this discussion on our 'Professional Learning with the Cardiff Partnership' YouTube channel.Rhiannon's six main literature sources are:Blood, P. and Thorsborne, M., 2016. Overcoming Resistance to Whole-School Uptake of Restorative Practices. Paper presented at the International Institute of Restorative Practices "The Next Step: Developing Restorative Communities, Part 2" Conference. Available at https://www.iirp.edu/pdf/beth06_blood.pdfDas, A., Macbeth, J. and Elsaesser, C., 2019. ‘Online school conflicts: expanding the scope of restorative practices with a virtual peace room.’ Contemporary Justice Review, 22(4), pp.351-370.Finnis, M., 2021. Independent thinking on restorative practice: Building relationships, improving behaviour and creating stronger communities. 1st ed. Carmarthen: Crown House Publishing, pp.70-113.Hulvershorn, K. and Mulholland, S., 2018. ‘Restorative practices and the integration of social emotional learning as a path to positive school climates.’ Journal of Research in Innovative Teaching & Learning, [online] 11(1), pp.110-123. Available at: https://www.emerald.com/insight/content/doi/10.1108/JRIT-08-2017-0015/full/pdfLodi, E., Perrella, L., Lepri, G., Scarpa, M. and Patrizi, P., 2021. ‘Use of Restorative Justice and Restorative Practices at School: A Systematic Literature Review.’ International Journal of Environmental Research and Public Health, 19(1), p.96.Short, R., Case, G. and McKenzie, K., 2018. ‘The long-term impact of a whole school approach of restorative practice: the views of secondary school teachers.’ Pastoral Care in Education, [online] 36(4), pp.313-324. Available at: https://doi.org/10.1080/02643944.2018.1528625

It's time to hit the road (for about a mile) and make an enormous mess of wires and microphones in the nerve-centre of Welsh Government. We travelled to Cathays Park for a chat with our second education minister since we started the podcast. Jeremy Miles has been the minister for education and the Welsh language for just under a year now, and with the implementation of the new curriculum for Wales just a few short months away, it wasn't hard to work out what we needed to ask him about.Our in-depth interview starts with the obvious question - are we ready? - and then tackles a number of pressing issues including the impact of Covid-19, concerns over equity and coherence, how to look after a very hard-pressed teaching profession and try to make it more reflective of the diversity of pupils in the classroom.While there are always going to be questions left unasked in 45 minutes, we hope we've provided you with some food for thought as we enter the final stages before September 2022.------------------------------------------Recorded at Cathays Park, Cardiff on 25th April 2022