🏫 Is the Sixth Form System Under Strain?

John Gibbs, drawing on decades of experience, reflects on whether sixth forms in the UK are at breaking point. With reduced funding and rising academic pressure, sixth form education has become more intense and less enriched. Gibbs fondly recalls his early career in sixth form colleges, likening them to mini-universities, and laments how exam culture and squeezed budgets have changed the landscape.

Schools with integrated sixth forms can still offer advantages—mentoring younger pupils, acting as role models—but sixth form colleges bring benefits of scale and focus. The pair agree that education is being shaped increasingly by narrow outcomes rather than broader human development.

⏱️ Teacher Contact Time: Out of Balance?

The podcast challenges the cultural expectation that academic success, A-levels, and university are the only valid routes. Paul recalls a schoolmate who entered the workforce straight after GCSEs and built a successful global banking career. This opens up a discussion about the stigma still attached to apprenticeships and vocational paths.

John suggests this binary between academic and non-academic outcomes contributes to the sense of failure felt by many students. Rather than fostering confidence, the current model may be reinforcing societal divisions.

Turning to teacher workload, the hosts compare international data. Northern Ireland emerges with some of the highest contact time globally—72%, well above the OECD average of 43%. John contrasts this with his year teaching in Oregon, USA, where he had a full day each week set aside for planning and preparation.

They discuss how UK teachers’ non-contact time is often consumed by meetings, cover lessons, and administrative tasks. The result? Overstretched staff and reduced lesson quality. The conversation highlights the disconnect between policy rhetoric and classroom reality, noting that lesson quality, not quantity, should be the goal.

John argues that poorly managed schools tend to overcompensate with meetings, reports, and bureaucratic "performances". There's criticism of how planning time is often sacrificed for cover duties or procedural paperwork that’s rarely seen or used.

The demands of inspections, accountability frameworks, and endless risk assessments drain teachers’ time and morale. They agree the constant sense of “unfinished work” contributes heavily to teacher stress, unlike other professions where tasks have clearer boundaries.

🧠 Are Teenagers Checked Out?

The episode explores claims from a recent article and book (The Disengaged Teen) that UK adolescents are bored, stressed, and underserved by traditional schooling. While some language in the piece is clearly designed for headlines, the concerns ring true. John recalls his own schooling: a dull phase between joyful primary and empowering sixth form.

The pressure of GCSEs, rigid curriculum models, and relentless testing are all identified as contributors to student disengagement. Even in subjects like English Literature, where passion should thrive, excessive focus on assessment criteria and exam targets can extinguish natural interest.

Paul shares an example from the COVID lockdowns, where some students thrived with more autonomy, curiosity, and project-based learning. It shows what education can look like when young people are trusted to explore.

They also emphasise that responsibility doesn’t rest solely on teachers or schools. Families, too, play a critical role—through conversation, exploration, and encouragement outside formal education.

🔚 Final Thoughts

• Sixth forms offer potential but need reform and proper funding

• Teachers are overstretched, with insufficient time to plan or reflect

• Students are under pressure, and often bored by exam-focused schooling

• Education should be broader than just preparing for work—it’s about life

🧑‍🏫 The Classroom is a Crime Scene (Sometimes)

Hannah and Lucy unpack the hidden investigator every teacher inevitably becomes. From sleuthing through vandalised toilets to decoding teenage misinformation webs, they explore the many hats teachers wear—educator, counsellor, peacekeeper... and yes, detective.

Lucy compares herself to Liam Neeson in Taken and Hannah describes her forensic-level handwriting analyses. If CSI ever opens a school division, these two should run it.

💬 From Gossip to Guidance

Lucy reflects on classroom challenges like tackling misinformation and harmful gossip among students.

🚸 Behaviour Management: Sanctions or Solutions?

They delve into the topic of student behaviour and discipline. Detention has been a go-to for decades, but is it effective?

🔎 The podcast examines:

• 🧠 The psychology behind punishment – Is detention just a tick-box or a learning moment?

• 🧒 Restorative practice – “Don’t take a child to a place of shame and not show them the way out.”

• ⚖️ Behaviour vs. Consequence – Why understanding why a sanction is given matters.They discuss the stark contrast between “repeat offenders” and students who genuinely learn from mistakes, and explore whether current strategies are fit for purpose.

🧩 Parental Dynamics & Misplaced AccountabilityThe conversation shifts to parent-teacher relationships. Gone are the days when parents backed schools unconditionally. Now, some challenge teachers, often shifting blame away from their children. Lucy shares a jaw-dropping comment from a parent: “What do you think it is about you that triggers him?”

😳Hannah highlights the necessity of solid evidence before issuing consequences—because some parents require "jury-level" proof. This is where the teacher-as-detective becomes essential, ensuring any claim can withstand scrutiny.

🔍 Teacher Tales: From Wheelie Bins to Ceiling Glue

Hannah shares wild school stories—from teachers hiding in wheelie bins to catch students smoking, to elaborate vaping hide-and-seek missions. One standout story involves her accidentally mis-marking cover duties, resulting in unsupervised chaos. With whispers of a "video," she cleverly leverages student gossip to unravel the mystery—without even seeing the footage. Students quickly write statements and inadvertently dob themselves in. Job done. 🎯

🏫 The Inequity of Inconsistency

The duo reflect on internal inconsistencies within school behaviour policies. Hannah expresses frustration at having once been criticised for not sending pupils out enough—despite her instincts to restore relationships and support learning over removal. They also debate the credibility of large-scale behavioural practices, like students expressing gratitude for detentions.

Lucy and Hannah agree: discipline without explanation is a missed opportunity. Not all poor behaviour is wilful.

📱 Beyond the School Gates: Parental Responsibility

While schools face behavioural fallout, much of it begins at home. The rise in social media, gaming, and lack of supervision often results in poor regulation and impulse control among students.

Lucy emphasises:“We deal with the consequences—but we’re not always the cause.”

Hannah and Lucy argue for stronger home-school partnerships. Instead of finger-pointing, a shared goal of raising resilient, reflective young people should unite teachers and parents.

🧠 Mental Health, Tech, and Dopamine

The conversation closes on the psychological impact of constant stimulation. From energy drinks at 9 a.m. to short attention spans, kids today often lack coping mechanisms.

🗨️ Got a story to share or a topic to suggest? The Hannah & Lucy Show is open to guests and ideas. Join the conversation—this is your staffroom, too.

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🌟 Introduction & Warm Welcome
Paul greets listeners on Star Wars Day (“May the Fourth be with you”) playfully dubbing Lucy as Princess Leia and John as a Jedi Master. Lucy admits she’s not a big Star Wars fan.

────────────────────────────🎓 Why Did You Become a Teacher?Paul poses this key question to the panel:🔸 Lucy shares that she realised her heart was always drawn to working with young people, influenced by past voluntary work and her parents’ encouragement.🔸 John confesses he wanted a job where he could share knowledge and receive affirmation. Over time, he discovered the profession’s deeper, more complex dimensions.

They agree teaching offers:✔️ Variety and constant challenge✔️ A chance to wear many hats (social worker, advisor, entertainer)✔️ The joy of making a real impact on young people’s lives

────────────────────────────💼 Qualities & Skills for Modern TeachersJohn highlights:🔹 Resilience — tough days are inevitable🔹 Finding your authentic teaching style — copying others rarely works

Lucy adds:🔹 Adaptability in today’s digital age🔹Understanding students’ social and emotional worlds🔹 Navigating beyond rigid subject knowledge, focusing on life skills and connection

Paul reflects that great teachers understand people

────────────────────────────📚 PSHE:Crisis-Driven or Core Curriculum?The team discusses PSHE⚠️ John and Lucy agree PSHE often lacks credibility, time, and respect in schools, too often reduced to filler sessions.⚠️ Lucy bluntly calls much of it “drivel,” arguing many schools lazily treat it as an afterthought.⚠️ Paul defends the value and centrality of PSHE, insisting that where done well, it’s the glue that holds school ethos together — helping pupils become good people, which in turn lifts academic outcomes across the board.

They explore how PSHE should:🔹 Avoid reacting only to moral panics or media-driven moments🔹 Equip teachers to guide learning through thorny, controversial topics with nuance🔹 Be flexible and reflective of each school’s ethos and student needs

They caution that showing programmes like “Adolescence” in schools risks sensationalism if not thoughtfully framed.

Instead, empowering parents and using well-designed materials may be more effective.

────────────────────────────🏛️ Universities: Still Relevant?Paul asks: what if universities didn’t exist?🔸 Lucy fondly recalls her university days as transformative.🔸 John points to universities as engines of societal inequality — elite institutions open doors to power and privilege, while those who don’t attend often face tougher, shorter lives.They agree universities should:✔️ Provide life learning beyond formal study✔️ Offer community and shared intellectual challenge✔️ Avoid turning into purely transactional or online-only experiences

There’s debate over whether higher education should be free, with all recognising the need to balance access and funding with meaningful apprenticeships and alternatives for non-graduates.

────────────────────────────🍌 Banana Time! (Feel-Good Moments)🍌 Lucy’s Banana: A complete power outage in Portugal became a heartwarming moment ofcommunity — neighbours playing cards by candlelight and enjoying offlineconnections.🍌 Paul’s Banana: A story of a teacher who cleverly used mock exam setups to teachstudents exam confidence and strategy, proving preparation isn’t just aboutcontent.🍌 John’s Banana: A call for teachers to use thought experiments (like moral dilemmasor power questions) to enrich PSHE and critical thinking lessons, making themstimulating and meaningful.

────────────────────────────📌 KeyTakeaways for Educators✅ Teaching thrives on authenticity, adaptability, and human connection✅ PSHE can be transformative if prioritised and delivered well✅ Universities face urgent questions but still offer unique, life shaping value✅ Small moments of creativity and community — in schools or life — are worth cherishing

School Trips, Their Realities & Responsibilities

🏁 Opening Chit-ChatHannah and Lucy reunite after a busy few weeks. From London visits and filming to strange hotel murals and missing phallic-shaped bottles, they share a few laughs.

🏕️ Let the Trip Talk Begin!With summer term underway, residential trips take centre stage.

The hosts reflect on:

• How trip season is oddly timed (often just before the end of term), despite potentially making more sense at the beginning for community-building.

• The logistical burden of organising residentials: paperwork, risk assessments, permission slips, transport, accommodation – all on top of teaching.

• The invisible labour involved, especially for those juggling home life. Many teachers do this unpaid.

❗“It's just expected… and that’s a huge issue.”

🛠️ Planning Pitfalls & Parental PressureFrom surfing trips to school visits abroad, Hannah and Lucy dissect common myths and mishaps:

• Parents questioning costs, unaware that staff often subsidise trips or run them at a loss.

• The reality of recce visits and preparation – which some schools expect staff to do in their own time, uncompensated.

• Lack of understanding that even “fun trips” are intense and non-stop responsibility.

🤯 Trip Stress: “You're Not Just a Teacher – You're a Parent, Medic, Counsellor…”

The conversation covers:

• The emotional weight of being “in loco parentis” – especially overnight.

• The guilt teachers feel when they step away from their own families.• Single staff members often expected to go simply because they’re ‘available’.

• Dangers of minimal staffing – including real examples of trips with just one or two leaders for large groups.

😬 “What Actually Happens on Trips…”

Yes, some stories from their own school days come up – drinking, sneaking around, dangerous stunts – and the contrast between past and present expectations is stark.

Today:

• Teachers are held to much stricter safeguarding standards.

• The line between fun and risk is increasingly blurred.

• Tech (e.g. phones) adds new complications.

⚖️ Case Studies: When It All Goes WrongThe episode unpacks real incidents:

• 🏨 Narrowly avoided a teaching ban, a teacher on a Belgium trip allowed students to drink alcohol at 15–16 and repeated “what happens on tour stays on tour.”

• 🏕️ A head of year got so drunk on a Year 7 trip she was sent home.

• ⛷️ A school principal lost her job after serious safeguarding breaches on a ski trip with vulnerable pupils.

💬 “The line between mate and mentor can disappear fast… and that’s dangerous.”

📚 Reflections & WarningsThe takeaway? Trips are invaluable – they offer lifelong memories and meaningful experiences for children.

But:

• Staff should feel safe and supported, not coerced.• SLT (senior leadership) must take ownership of proper planning and staffing.

• Teachers must feel empowered to say “No” if something doesn’t feel right.

🔚 Final ThoughtsDespite horror stories and challenges, both hosts believe in the power of school trips. They simply want a realistic conversation about boundaries, responsibility, and support.

💡 “Kids may forget your lesson, but they'll remember the trip forever.”

📝 Key Messages for Educators:

• Don’t be guilt-tripped into saying yes.

• If your gut says “this isn’t safe” – listen to it.

• You are not a party host or a peer – you are the adult in charge.

• Advocate for time off in lieu or formal recognition if you lead trips.Follow us, we're worth it:🔗 Website🔗 Spotify🔗 Instagram🔗 Bluesky🔗 X (Twitter)#leadership #education #teacher #school #schoollife #inspiration #support #podcast #video

#schooltrips, #teacherstories, #teachertalk, #schoolleaders, #SLTchat, #teacherburnout, #studentbehaviour, #teacherwellbeing, #schoolculture, #teacherresponsibility, #teachermemories

The Hannah & Lucy Show brings you a discussion about “edu-influencers.” 🧵 Thread of the Week: Edu-Influencers at Downing Street🎒 What Happened?A group of education influencers — many well-known teachers with substantial followings — were invited to 10 Downing Street to discuss the Labour Government’s "Opportunity Mission", a policy aimed at reducing inequality by breaking the link between a child’s background and their future.🧍Who Was There?Big names like Mr P (known for relatable school content), Ross McGill (Teacher Toolkit), Kit Brown, and parent influencers like “Five Minute Mum” and “Maverick Mum” made appearances. There was surprise at the inclusion of non-teachers — especially parent bloggers and science entertainers. 🤨 Cautious Applause or PR Spin?🧠 Mixed ReactionsBoth hosts express admiration for the work these influencers do. Their books, resources and relatable content have made a real difference. Yet, there’s a lingering concern: are these voices truly representative of the average classroom teacher?Lucy admits to a flash of cynicism: “These are carefully hand-picked people — are they being listened to, or just used for optics?”Hannah adds: “Where are the female teacher voices? Most women there seem to be mumfluencers, not educators.”🧾 Carefully Worded Posts?Many of the attendees’ social media updates sounded overly polished — perhaps PR-vetted? There was a noticeable absence of specific outcomes or hard-hitting questions raised during the visit. 🧑‍🏫 Teaching vs Influencing🎥 A Changing LandscapeThe episode moves into broader reflections on what it means to be an “edu-influencer.” Are these creators still rooted in the classroom? Do their glossy videos and curated displays reflect the messy reality of teaching?Hannah wonders: “Would some of these displays even exist if they weren’t being monetised?” Lucy ponders: “Is time spent making reels eating into classroom preparation or marking?”Both agree influencers can bring attention to vital issues — if they stay accountable, transparent and grounded in classroom reality. 🚨 The Bigger Picture: Systemic Strains🏫 On the GroundThey paint a picture many teachers will relate to:• Schools stretched to breaking point• Staff redundancies• Teachers covering subjects outside their remit• Buildings quite literally crumbling• SEND and safeguarding concerns risingAnd crucially, the current government response? Not enough. ⚖️ Fair Representation or Tokenism?While the initiative looks good on paper, Hannah stresses that grassroots voices must be involved. “We need a better mix — subject teachers, middle leaders, different regions and school types. Otherwise, it's just a PR circle.”Lucy echoes this: “This can’t be a one-off. You’ve peeked behind the curtain now — keep asking the hard questions. Keep pushing.” 🎯 What Needs to Change?Here’s what the hosts would love to see:• 🎒 More flexibility in the curriculum, valuing all subjects equally• 👩‍🎓 A rethink of school uniform policy — particularly for girls — to reduce objectification• 🧠 True investment in mental health, SEND, and safeguarding• 💡 Evidence-informed reforms, not just rebrands (looking at you, Ofsted)• 📣 Authentic teacher consultation through national discussion panels, not just influencer invites ✉️ Final Message to Influencers💌 Hannah & Lucy’s plea:“You’ve been invited in. Great. But don’t let it stop there. Keep holding government to account. Use your voice to amplify the realities of life in our schools — not just the curated wins.” 🐣 Easter Vibes & Wrap-Up🎧 Until next time — they’ll be back (somewhere!) on a Wednesday.Follow us, we're worth it:🔗 Website🔗 Spotify🔗 Instagram🔗 Bluesky🔗 X (Twitter)#leadership #education #teacher #school #schoollife #inspiration #support #podcast #video

Lucy & John delve into:📕 Why do primary teachers feel they don’t have any input on lesson content?📗 Has English teaching lost its spark?📘 The mobile phone ban in 90% of English schools … will it work? 🧠 1. Curriculum Autonomy – Are Primary Teachers Losing Control?Lucy & John tackle the hot topic of standardised curriculum packages (SCPs) in primary education. 1 in 3 primary teachers feel they have little or no input into lesson content due to SCPs.🔎 Key Concerns:• SCPs offer no clear workload benefits.• Many teachers report a loss of creativity and increased stress, impacting retention.👩‍🏫 Prescriptive models limit teachers' ability to adapt content and connect meaningfully with their pupils. John reminisces about the importance of developing personal teaching styles and cautions against treating teaching as a robotic process.Lucy says they provided emergency scaffolding, but now risk becoming a crutch, potentially discouraging deeper teaching and learning. Trust in teachers is key, and structure should not smother spontaneity. 📖 2. English – Losing the Magic?Has English become too mechanical? With exams driving teaching methods, there's a sense that literature is being dissected rather than loved.📝 Issues Raised:• Emphasis on formulaic analysis is overshadowing enjoyment and discovery.• Students are told what to see in texts instead of exploring interpretations.• Teachers feel pressured to prep students to pass, not to connect emotionally.• Fewer sixth formers are choosing English, favouring subjects with perceived higher value or clarity.🎭 What’s Missing? John fondly remembers his own literary awakening—feeling truly moved by Shakespeare and Hardy. He contrasts this with modern lessons that rely heavily on acronyms and tick-box analysis. Lucy adds that teachers should be facilitators of curiosity, not just content delivery machines.They suggest reviving creativity through:• Greater inclusion of contemporary texts.👂 Bonus Thought:Both hosts sing the praises of storytelling and audiobooks—pointing to the power of voice, tone and performance to hook listeners, especially disengaged teens. 📱 3. Mobile Phones in Schools – To Ban or Not to Ban?90% of secondary schools and virtually all primaries ban mobile phones.🧩 Current Landscape:• Most bans are school-led, not statutory.• Some schools use innovative tools like Yondr pouches to enforce phone-free zones.👥 Concerns Highlighted:• Online harms (e.g. exposure to violent or inappropriate content).• Overreliance on schools to "fix" societal issues without wider support.🔄 Differing Views: John admits his stance has shifted—he now supports bans to create safe spaces free from digital pressures. Lucy, while sympathetic, challenges whether bans address root causes or merely sideline responsibility. She argues schools must still educate and equip students to manage digital life beyond the school gates.Without proper guidance, support, and digital education, young people will continue to face the same risks—just hidden from adult view. 🍌 Banana Time – A Touch of NostalgiaJohn shares a school photo from 1964, reflecting on how some faces remain vivid while others fade—reminding us of the fleeting nature of school days and friendships.

Lucy introduces the internet trend: "Coffee with your younger self" ☕—encouraging listeners to pause and consider how far they've come. She shares a childhood photo and suggests this could be a powerful classroom activity—celebrating growth and resilience. 🎯 Final ThoughtsThe podcast ends on a unifying theme: Bring back the joy.Whether it’s lesson planning, reading poetry, or building policy, Lucy and John call on educators to remember the purpose behind the profession—not ticking boxes, but sparking minds.📌 “We were all children once.” – A reminder that empathy, humour, and passion still matter most.Follow us, we're worth it:🔗 Website🔗 Spotify🔗 Instagram🔗 Bluesky🔗 X (Twitter)

🎙️ Teaching Matters – A Sunday morning panel show brought to you by Education Matters and presented by Lucy Neuburger with guests: Hannah Wilson, John Gibbs & Shaniqua Edwards Hayde🎯 Topic OverviewHiring More Male TeachersGirls’ Safety in SchoolsSafeguarding Qualifications👨‍🏫 More Male Teachers: A Silver Bullet?Bridget Phillipson recently proposed that more male teachers could counteract misogyny in schools by providing positive role models for boys.Shaniqua emphasised misogyny isn’t solved by simply having more men in classrooms.John argued that society, not schools alone, shapes boys' views, wider culture—media, leadership, advertising—still sidelines women.Hannah reflected on respect dynamics, sharing how some boys treat male teachers differently from female ones, linking this to wider issues of women being underrepresented in school leadership.⚖️ Takeaway: Role models matter, but tackling misogyny requires systemic, societal, and cultural change—not just tweaking the staffing profile.🛡️ Girls’ Safety & Belonging in SchoolsFollowing recent data showing a 22% drop in girls' sense of safety at school since 2019, the team reflected on the growing crisis—especially for Year 9 girls.In 2019, 43% of girls felt safe; in 2023, it was just 21%.Boys also reported a drop, but far less steep—from 41% to 31%.🧠 Contributing Factors:Earlier and less supervised access to the internetOngoing sexual harassment in school becoming “wallpaper”Lack of female leadership reinforcing skewed power dynamicsInadequate responses to harassment and harmful online behaviour💬 Notable Moments:Hannah questioned uniform policies that still sexualise girls.Shaniqua emphasised that safety must go beyond behaviour charts—it’s about trust and being emotionally safe.John urged a rethink of secondary school culture: smaller, more personal environments could bridge the caring gap seen in post-primary.📘 Should DSLs Have a Qualification?TES reported growing calls for safeguarding leads to gain a formal qualification. The panel explored what this would mean in practice.⚖️ Points Raised:Shaniqua: A qualification could ensure consistency and validate the role—but what exactly would it include?John: While sceptical of qualifications (which can exclude as much as they include), he supports proper training, status and recognition for DSLs.Hannah: Suggested an NPQ-style course for DSLs, with real-life case studies and collaborative learning—focused less on ticking boxes, more on shifting practice.🕒 The Time & Money Question:With teachers already overstretched, who funds and facilitates this training?📣 A call emerged for systemic investment, ensuring DSLs aren’t juggling full timetables and critical responsibilities without support.Banana Time 🍌🧳 John: Shared a story of lost wallets in Belfast—all of them were returned, reminding us that people are often kinder than we expect.🎟️ Shaniqua: Finally nabbed concert tickets, despite the frustrating 10am Ticketmaster rush. “Justice for teachers!” she declared.🦴 Hannah: Discovered fossils in Lyme Regis while slowing down—linking the metaphor to teaching: we notice more when we go slow.📚 Lucy: Celebrated the power of children’s books, especially when teaching younger pupils. A reminder that joy can be found in the simple things.Lucy wrapped up with an open invite to teachers everywhere: “Come chat with us, learn along with us.”🎓 Key Messages for Educators:Representation matters, but structural reform is crucial.Girl safety must be taken seriously—beginning far earlier than we may assume.Safeguarding deserves professional development, time and funding.Teachers need space—not just to learn, but to care.Thanks for reading! Whether you’re in the classroom, in leadership, or still training—this summary brings you right into the discussion 💬Follow us, we're worth it:🔗 Website🔗 Spotify🔗 Instagram🔗 Bluesky🔗 X (Twitter)

In this episode, Lucy and Hannah explore howeducators can create supportive, accessible learning environments for all students. They share personal experiences, practical strategies, and reflections on the importance of understanding individual learning needs.

🔍 Key Themes & Takeaways

1️⃣ Understanding the Learner 🧠

2️⃣ Creating an Inclusive Classroom 🤝

3️⃣ The Role of Empathy in Teaching 💡

🎯 Final Thoughts & Actionable Tips

✅ Know your students – take time to understand their backgrounds and needs.
✅ Be adaptable – don’t be afraid to tweak your methods.
✅ Foster a growth mindset – for yourself and your students.
✅ Encourage collaboration – learning is a shared journey.
✅ Stay curious – professional learning never stops!

Lucy and Hannah leave listeners with an uplifting reminder: Every teacher has the power to make a difference by creating a classroom where all learners feel seen, supported, and inspired. 🌟

#inclusiveTeaching, #supportingAllLearners, #educationStrategies, #classroomDifferentiation, #personalisedLearning, #inclusiveClassrooms, #studentCentredTeaching, #effectiveTeachingStrategies, #specialEducationalNeeds, #SENsupport, #neurodiversityInEducation, #teachingForAllAbilities, #UKTeachers, #USEducators, #educationReform, #schoolLeadership, #teacherCPD, #scaffoldingLearning, #classroomSupport, #educationPodcast, #professionalDevelopmentForTeachers, #effectiveTeachingPractices

Cameron and Paul bring their energy and insights to this topical discussion, covering many key themes but largely centred around school exclusion.Their conversation has practical ideas, reflections on challenges, and a shared passion for fostering meaningful learning experiences.

📌 Key Themes & Insights

🔹 The Role of Leadership in Education

Paul shares his perspective on leadership, emphasising the importance of authenticity, resilience, and adaptability. He highlights the need for leaders to be visible, approachable, and open to feedback. Cameron adds that strong leadership is about inspiring teams, making strategic decisions, and balancing the demands of education policy with the realities of the classroom.

🔹 Teaching Strategies that Make a Difference

Both discuss effective teaching techniques that support student engagement and retention. They highlight the significance of building relationships with students, differentiating instruction, and using real-world applications to reinforce learning. Practical examples illustrate how small changes in approach can yield significant improvements in student outcomes.

🔹 Challenges in Modern Education

From workload pressures to shifting expectations, Cameron and Paul explore the obstacles facing educators today. They discuss the impact of curriculum constraints and external pressures on teaching. The conversation acknowledges the need for systemic change while also sharing strategies educators can adopt to navigate many of these challenges.

📝 Takeaways & Final Thoughts

1️⃣ Leadership Requires Visibility and Adaptability – Paul emphasises that strong leadership in education means being present, approachable, and open to feedback. Cameron supports this by highlighting the importance of balancing policy demands with real classroom needs.

2️⃣ Effective Teaching Relies on Relationships and Practicality – The discussion stresses the significance of building relationships with students, using differentiated instruction, and applying real-world examples to make learning meaningful.

3️⃣ Reflection and Growth are Essential for Educators – Both Paul and Cameron highlight the importance of ongoing learning, whether through peer collaboration, self-reflection, or professional development, as a way to improve teaching practices and navigate challenges.

✨ Closing ThoughtsCameron and Paul leave listeners with an inspiring message: education is a journey, not just for students but for teachers too. By staying reflective, embracing challenges, and supporting one another, educators can create meaningful learning environments that truly make a difference.📢 For Educators: What are your biggest challenges and successes in the classroom? Let’s continue the conversation!

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📌 Introduction

This episode explores key debates in education, questioning commonly held views about knowledge in the curriculum, live theatre’s role in learning, and the effectiveness of the flipped classroom model. Guest panellist, Shane, offers insights from his experience, encouraging educators to rethink established practices and explore new ways to support student learning.

This episode explores three current stories in education:# Let’s cool the hyperbole around knowledge in the curriculum

How live theatre can expand pupils’ view of the world

The flipped classroom model isn’t working

🎓 Let’s Cool the Hyperbole Around KRC

There’s been a growing emphasis on knowledge-rich curricula, but Shane challenges the idea that knowledge alone is the key to educational success.

🔹 Balance is crucial – While foundational knowledge is important, skills, critical thinking, and creativity must not be sidelined.

🔹 Overloaded curriculums – Trying to cram too much information can lead to surface-level learning rather than deep understanding.

🔹 Application matters – Students need opportunities to use knowledge in meaningful contexts rather than just memorising facts.Shane argues that knowledge should not be prioritised at the expense of exploration, discussion, and independent thought. A well-rounded education must go beyond rote learning to develop problem-solving skills, adaptability, and curiosity.

🎭 How Live Theatre Can Expand Pupils’ View of the WorldLive theatre offers far more than just entertainment—it can be a powerful educational tool that broadens students’ perspectives.

Shane discusses:

🎟 Theatre as a window into new experiences – Watching live performances exposes students to different cultures, perspectives, and ideas.

🧠 Developing empathy and emotional intelligence – Engaging with characters and narratives can help students understand complex human emotions and social issues.

📚 A richer learning experience – Theatre can bring literature, history, and even science to life, making subjects more relatable and thought-provoking.Despite its benefits, arts education is often undervalued in schools. Shane urges educators to incorporate live theatre experiences into their teaching, whether through school trips, performances in the classroom, or digital theatre access.

🔄 The Flipped Classroom Model Isn’t Working

The flipped classroom—where students learn new content at home and use lesson time for discussion and application—has been promoted as a revolutionary teaching method. However, Shane challenges its effectiveness in real-world classrooms.

⚠ Not all students have equal access to resources – Some may lack technology, internet access, or a quiet space to study, making independent learning difficult.

📉 Low engagement outside the classroom – Many students struggle with self-directed learning, leading to inconsistent preparation for lessons.

🧑‍🏫 The role of the teacher is diminished – Effective teaching involves guidance, questioning, and real-time support, which can be lost if students are expected to learn new content alone.Instead of fully flipping the classroom, Shane suggests a hybrid approach, where teachers carefully balance direct instruction, guided practice, and student-led exploration to ensure all learners are supported.

🎯 Final Thoughts: Rethinking EducationThe episode concludes with a call to action for educators:

🔹 Question educational trends – Just because a method is popular doesn’t mean it’s right for every classroom.

🔹 Prioritise meaningful learning – Focus on depth over memorisation, engagement over rigidity, and creativity over conformity.

🔹 Advocate for a balanced curriculum – Knowledge is important, but so are skills, critical thinking, and real-world experiences. By reflecting on what truly works for students, educators can create classrooms that inspire curiosity, confidence, and lifelong learning.

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