Primary Futures

Sonia Thompson, Head at St Matthew’s CE Research School, explores the importance of community involvement, research-based educational practices, and the challenges educators face. Sonia shares her experiences as a headteacher, discussing the benefits of being a research school and the collaborative ethos that drives their success. The discussion also covers the current state of education, the pressures of accountability, and envisioning a better future for schools. Sonia's optimism and dedication to creating a supportive and innovative educational environment shine throughout the episode.

• (00:42) - Sonia opens up about a day in the life at St. Matthews, when everything is going right to emphasise how the school builds community and belonging.

About our guests

Sonia is the Headteacher at St Matthew's CE Teaching School and is also the Director of the Research School. She is co-lead for English and also the History and Assessment Lead. She is an SLE for English and School Improvement and an accredited Talk for Writing Training Centre Lead. She is a member of the steering group for the National Tutoring Programme and an Advisory Board Member for OU/UKLA Reading for Pleasure website. She was a judge of the UKLA book awards 2020 and the Empathy Lab Books 2020. She is a frequent speaker at conferences on Literacy, Curriculum and Reading for Pleasure.

Connect with Sonia Thompson

Key takeaways

• Encourage a supportive and collaborative environment among staff and with other schools to share resources and expertise.
• Recognise and address the pressures on teachers to create a more sustainable and positive work environment.
• Tailor your school's initiatives and projects to meet the specific needs of your students and the local community.
• Be open to refreshing and updating curricula and practices to ensure they remain relevant and effective.

Quotes

• "Today is that day when all of the children are in the same space singing together, acting together, enjoying each other's talents, the teachers are smiling, I'm crying because I'm just overwhelmed with the fact that I'm leading this amazing school." - Sonia Thompson
• "What we do really well is ensure that our parents get a sense that this is their school as well. There are no closed doors to them." - Sonia Thompson
• "Success begets success, I think and we know that when children feel that sense of achievement, it spurs them on to want to do more." - Sonia Thompson

Resource recommendations
Thompson, S. (2022) Berger's An Ethic of Excellence in Action. John Catt.

Heads Up. A network for headteachers; past, present and future.

Oracy Education Commission. An independent commission into speaking and listening skills.

Oxford Brookes University. Education, Early Years and Teacher Training. 

Whole Education. A network of leaders in education.

Berger's An Ethic of Excellence in Action by Sonia Thompson

Find out more about the Oracy Commission here. 

What will you take away?

Download the Hamilton Brookes' Primary Pledge card to continue the conversation with your teaching community. Share your pledge card by tagging Hamilton Brookes on your preferred social platform.

Hamilton Brookes

Primary Futures is brought to you by Hamilton Brookes, your loved and trusted place for quality lesson plans, materials and resources that you can use in your classroom.

To find resources that work for you and your pupils, go to the Hamilton Brookes website and browse ideas for English, maths, science and cross-curricular topics. You can find more information here.

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Thought Leader and educator, Bukky Yusuf, brings insightful commentary on the existing challenges and potential solutions to create a welcoming environment for all students. Through a candid conversation, they explore the importance of authenticity, vulnerability and humility in fostering an inclusive school culture. Bukky also uncovers how unconscious bias can affect decision-making processes and perpetuate systemic inequalities. Following this, Bukky imagines a brighter future for education, where every individual feels valued, welcomed and included, and offers actionable steps for educators to start making a difference within their own schools.

• (00:40) - Bukky shares the positive things she is seeing within schools that bring her joy.

About our guest

Bukky Yusuf is an author, leadership coach, public speaker, trustee and Thought Leader with over twenty years of teaching experience. She has undertaken several leadership roles within mainstream and special school settings, centring around professional development programmes, quality first teaching and learning and effective implementations of Educational Technology.

Beyond the classroom, Bukky has a variety of Education Technology experiences, which includes participating as a judge for The EdTech50 Schools, BETT Awards and serving as an Education Board Member for Innovate My School. She was appointed by the Department of Education as co-chair for the EdTech Leadership Group. Bukky is passionate about leadership development and the need for diversity within education. 

Connect with Bukky Yusuf

Key takeaways

• Embrace authenticity, vulnerability and humility to foster an inclusive school culture.
• Unpack and address unconscious biases that can affect decision-making processes and perpetuate systemic inequalities.
• Envision and strive for a future where every individual feels valued, welcomed and included in the educational environment.
• Listen to other voices and educate yourself to become a better ally in promoting diversity and inclusion.

Quotes

"I genuinely believe that there's more similarity between all of us than there are differences." - Bukky Yusuf

"When we talk about diversity, [...] there are so many different levels and layers of it and I think that they've got to think about how are they preparing these young people to co-exist in the global arena." - Bukky Yusuf

"I saw how the atmosphere and morale in the school changed when people felt seen." - Ed Finch

“Belonging, being valued, being accepted for who you are. I think that's really important, not just for the young people, but for staff as well." - Bukky Yusuf

Resource recommendations

Lyta. Media rich stories that you can use to bring diverse narratives into your classes.

Radical Candor. Blog, podcast and a book about a communication framework that you can use in your work.

BAMED Black, Asian and Minority Ethnic Educators

Black Men Teach a community network for Black Male Educators

3 first steps to anti-racist teaching practice post by Omena O. on Hamilton Brookes blog

Teach Lead Coach Bukky Yusuf’s website

School pupils and their characteristics  - UK government statistics 

Agarwal, P. (2020) Sway: Unraveling Unconscious Bias. Bloomsbury Sigma

What will you take away?

Download the Hamilton Brookes' Primary Pledge card to continue the conversation with your teaching community. Share your pledge card by tagging Hamilton Brookes on your preferred social platform.

Hamilton Brookes
Primary Futures is brought to you by Hamilton Brookes, your loved and trusted place for quality lesson plans, materials and resources that you can use in your classroom.

To find resources that work for you and your pupils, go to the Hamilton Brookes website and browse ideas for English, maths, science and cross-curricular topics. You can find more information here.

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Ian Eagleton, an author and former teacher, discusses the challenges and opportunities in creating inclusive and diverse educational environments. Ian explores the importance of addressing toxic masculinity and gender stereotypes in schools, as well as the need for a curriculum that includes diverse and marginalised voices. He also shares his experiences as both a teacher and author, highlighting the significance of safety in classrooms where students can openly discuss gender and sexuality. The conversation also touches on the practical aspects of implementing inclusive education, such as funding, time management and the availability of diverse resources. Throughout the episode, the conversation highlights the need for more diverse and engaging books in classrooms and calls for empowering teachers to shape the curriculum to reflect the diverse experiences of all students better.

• (00:57) - Ian discusses the positive trends that he is seeing within schools, starting with the growing trend of schools that are open and willing to facilitate the conversation surrounding the LGBTQ+ community to create a safe space for all.

About our guests

Ian Eagleton is the director of The Reading Realm and a resource writer for various educational organisations, including The Literacy Shed and Authorfy. Ian has taught in primary schools for thirteen years. He especially enjoys sharing picture books, poetry and creative writing activities with the children he teaches. His books include the award-winning Nen and the Lonely Fisherman, Violet's Tempest, The Woodcutter and the Snow Prince, Glitter Boy, and The Boy Who Cried Ghost. You can follow Ian on X at @MrEagletonIan

Connect with Ian Eagleton

Key takeaways

• Ensure that students have a safe classroom environment to discuss gender and sexuality openly without fear of judgment or shame.
• Include stories and histories of marginalised voices, such as LGBTQ+ trailblazers, to provide a more inclusive education.
• Integrate modern, inclusive books into the classroom that offer representation and are engaging for students.
• Allow teachers the flexibility to adapt the curriculum to address relevant topics and provide them with the resources they need.
• Advocate for better funding and time management to support the implementation of inclusive education practices.

Quotes

"I often talk to students and children and say to them, whose histories and whose stories are told and why is that? Why did I never hear these stories? And how does it make groups of people feel when they're excluded from the curriculum, when they're excluded from books?" - Ian Eagleton

"Schools that are doing well are really trying to include, in a natural way, the LGBTQ+ community in their curriculum." — Ian Eagleton

"I think when you talk to a lot of gay men, who grew up under that long shadow of Section 28, the most frequent word that comes up that everyone says, the word is shame." — Ian Eagleton

Resource recommendations
Eagleton, I. and Mayhew. J. (2021) Nen and the Lonely Fisherman. Owlet Press.

Eagleton, I. (2023) Glitter Boy. Scholastic Fiction

Eagleton, I. (2024) The Boy Who Cried Ghost. Scholastic Fiction

The Reading Realm. Resources, book reviews and more created by Ian Eagleton.

Stonewall. Best practices, toolkits and resources created by education professionals.

What will you take away?

Download the Hamilton Brookes' Primary Pledge card to continue the conversation with your teaching community. Share your pledge card by tagging Hamilton Brookes on your preferred social platform.

Hamilton Brookes

Primary Futures is brought to you by Hamilton Brookes, your loved and trusted place for quality lesson plans, materials and resources that you can use in your classroom.

To find resources that work for you and your pupils, go to the Hamilton Brookes website and browse ideas for English, maths, science and cross-curricular topics. You can find more information here.

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Dame Alison Peacock, the Chief Executive of the Chartered College of Teaching, and Professor Samantha Twiselton, the emeritus professor at Sheffield Institute of Education discuss professional development and empowerment within the education sector. Throughout the episode, the duo delve into the importance of collaboration, professional identity and the need for a supportive environment for educators. They also touch upon the role of institutions like the Chartered College of Teaching in fostering a sense of collegiality and professional identity among educators. The conversation highlights the necessity of an accountability system that empowers teachers and promotes the well-being of both educators and students.

• (00:57) - Alison and Sam discuss the moments that make them proud to work within education.

About our guests

Professor Dame Alison Peacock is Chief Executive of the Chartered College of Teaching, a charitable Professional Body that seeks to empower a knowledgeable and respected teaching profession through membership and accreditation. Prior to joining the Chartered College, Dame Alison was Executive Headteacher of The Wroxham School in Hertfordshire. Her career to date has spanned primary, secondary and advisory roles. She is an Honorary Fellow of Queens College Cambridge, Hughes Hall Cambridge and UCL, a Visiting Professor of both the University of Hertfordshire and Glyndŵr University and a trustee for Big Change, Institute for Educational & Social Equity and the Helen Hamlyn Trust. Her research is published in a series of books about Learning without Limits offering an alternative approach to inclusive school improvement.

Connect with Alison Peacock

Professor Samantha Twiselton, OBE is Emeritus Professor at Sheffield Institute of Education, Sheffield Hallam University and was its founding Director. She is also a visiting professor at University of Sunderland and an independent education consultant and advisor for the English and other governments and many other organisations.

With expertise in teacher and school leader development, recruitment and retention and curriculum, Sam has been heavily involved in shaping and advising Government policy on teacher education.  She sits on many government advisory groups, chaired the DfE Core Content in ITT group and continues to be heavily involved in the DfE’s ITT reforms. Sam is a Founding Fellow and former Vice President (external) of the Chartered College of Teaching. She is trustee for Shine, Teach First, several multi-academy trusts and Now Teach. In June 2018 she was named in the Queen's Birthday honours as a recipient of an OBE for services to Higher Education.

Connect with Sam Twiselton

Key takeaways

• Encourage professional development and empowerment within the education sector.
• Foster a sense of collegiality and professional identity among educators through institutions like the Chartered College.
• Implement an accountability system that empowers teachers and promotes wellbeing.
• Maintain focus on learning by reducing meaningless workload tasks.
• Recognise the interconnectedness of staff and pupil wellbeing to create a conducive learning environment.

Quotes

"The importance of professional judgment in knowing the knowledge that's relevant to the situation that you're in is sometimes lost." — Sam Twiselton

"What we know is that most people enter the teaching profession because they want to make a difference, they know that education can really transform lives." — Sam Twiselton

"It's so fascinating, isn't it? When you watch other colleagues teaching, because everybody comes at things from a different perspective or a different starting point in terms of who they are as a teacher." — Alison Peacock

"We've chosen the people we think will make good teachers, we've trained them as best we can, it seems to me like maybe we should trust them." — Ed Finch

"I think there's a danger that the pendulum has swung so far in a particular direction, that the importance of criticality and the importance of professional judgment is sometimes lost." — Sam Twiselton

"We all know, hopefully, what it's like to work for an inspiring leader, someone who recognises us, notices us, gives us credit for ideas, engages us." — Alison Peacock

Resource recommendations

Chartered College. Professional body for teachers that focuses on connecting research to practice.

OECD Research and publications about the teaching profession and its future. 

Oxford Brookes University Education, Early Years and Teacher Training courses.

Sheffield Hallam University. Offers a range of education qualifications.  

What will you take away?

Download the Hamilton Brookes' Primary Pledge card to continue the conversation with your teaching community. Share your pledge card by tagging Hamilton Brookes on your preferred social platform.

Hamilton Brookes

Primary Futures is brought to you by Hamilton Brookes, your loved and trusted place for quality lesson plans, materials and resources that you can use in your classroom.

To find resources that work for you and your pupils, go to the Hamilton Brookes website and browse ideas for English, maths, science and cross-curricular topics. You can find more information here.

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Mat Tobin, Senior Lecturer in Primary English, discusses the importance of fostering a love for reading and writing in primary education. Mat shares insights from his experiences and highlights the importance of creating a reading-friendly environment in classrooms. Through the conversation, he also presents numerous strategies for aiding young readers, such as involving parents in reading, using quality literature, and balancing phonics with comprehension. The conversation also touches on the challenges faced by teachers, the role of the Department for Education, and the need for a supportive curriculum that allows for creativity and joy in learning.

• (00:46) - Mat presents his observations of the goings on at schools today, with emphasis on the importance of quality literature for students.

About our guests

Mat Tobin teaches English and Children's Literature in both the Primary BA and PGCE ITT courses. He also leads an MA/PGCert Course in Children's Literature and Reading for Pleasure. Since joining Brookes in 2014 after 16 years of Primary teaching in Oxfordshire, Mat is continually invited to deliver keynotes and workshops across the UK on Reading for Pleasure, Picture books and engaging children (and all stakeholders) in the reading and writing process. He is currently writing a doctorate on Children's Literature and using the outdoors: he is interested in the link between comprehension, language and locality through high-quality children's literature. In 2021 his co-written book, Understanding and Teaching Primary English, was published by Sage. Mat is also passionate about sharing the high quality work that his students do on his module. These cross-curricular plans that focus on the teacher 'knowing the text' and 'blending objectives across the curriculum' are shared publicly and well-received across the social media community.

Key takeaways

• Encourage parents to get involved in their children's reading activities to enhance their engagement and literacy skills.
• Balance the focus on phonics with reading comprehension to ensure children can understand and enjoy what they read, rather than just decode.
• Create a joyful and supportive classroom environment that fosters a love for reading and writing, allowing children to express themselves freely.
• Empower teachers to have the confidence and flexibility to inspire and engage students, rather than strictly adhering to a rigid curriculum.

Quotes

"Books are intrinsically about culture and society and who we are and who we are not and other and self, that you just build up this relationship that you can't in any other subject." - Mat Tobin

"Books don't live in a museum, they live in our hands." – Ed Finch

"I felt that through the journal and through book talk [...] you help the child gain a sense of their own self-worth as a reader." – Mat Tobin

"I think it's important, isn't it? In that classroom [...] that there's that balance between texts you can enjoy just for the sheer pleasure and then texts you look at to understand the craft that's gone into it" - Mat Tobin

Resource recommendations
Chambers, A. (2011) Tell me: children, reading and talk: with the reading environment. Stroud, Glos.: Thimble Press.

Clements, J. and Tobin, M. (2021) Understanding & teaching primary English: theory into practice. Thousand Oaks, California: SAGE Publications.

Dolan, A. (2014) You, Me and Diversity: Picturebooks for Teaching Development and Intercultural Education. Trentham Books; Tch edition

Hacking, C. and Wyse, D. (2024) The Balancing Act: An Evidence-Based Approach to Teaching Phonics, Reading and Writing. Routledge.

Khan, S. (2024) Brave new words : how AI will revolutionize education (and why that’s a good thing). [New York, New York]: Viking, an imprint of Penguin Random House LLC.

The Open University Reading for Pleasure. Teachers' Reading Groups led by volunteer leaders.

Children's Books

Goodfellow, M. (2023) The Final Year (J. Todd-Stanton, Illus.) Otter-Barry Books Limited.

Leonard, M. G. (2016) Beetle Boy. Scholastic India

Shah, V. (2022) Ajay and the Mumbai Sun. Chicken House.

Sterer, G. (2021) The Midnight Fair (M. Di Giorgio, Illus.) Candlewick.

The Reading Framework 

Maine, F. (2015) Dialogic readers: children talking and thinking together about visual texts. London: Routledge. Available here.

Perkins, M. (2015) Becoming a teacher of reading. Los Angeles: SAGE.

Such, C. (2021) The art & science of teaching primary reading. Thousand Oaks, California: Corwin.

Tennent, W. et al. (2016) Guiding readers : layers of meaning : a handbook for teaching reading comprehension to 7-11-year-olds. London: UCL Institute of Education Press

What will you take away?

Download the Hamilton Brookes' Primary Pledge card to continue the conversation with your teaching community. Share your pledge card by tagging Hamilton Brookes on your preferred social platform.

Hamilton Brookes

Primary Futures is brought to you by Hamilton Brookes, your loved and trusted place for quality lesson plans, materials and resources that you can use in your classroom.

To find resources that work for you and your pupils, go to the Hamilton Brookes website and browse ideas for English, maths, science and cross-curricular topics. You can find more information here.

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How are social and emotional needs driving what we're seeing in our schools today and what actions can we take to address them? 

Dr Jon Reid, Senior Lecturer in SEND (Special Educational Needs and Disabilities) and Inclusion, explores the current state of the education system, with a focus on creativity, collaboration and compassion. Jon shares his insights on the importance of recognising diverse talents beyond formal qualifications and the need for an education system that values arts and creativity. The conversation also touches on the limitations of the Progress 8 measure, the reduction of Arts subjects in schools and the necessity of adapting teaching methods to support diverse learning needs. The episode concludes with a vision for a compassionate, collaborative and innovative education system that prioritises the wellbeing of both students and teachers.

• (00:47) - Jon discusses the positive changes he is seeing in schools, with particular focus on how children with additional needs are understood and how shifting our perspectives on behaviour to look for the underlying cause.

About our guests

Jon joined Oxford Brookes University following a teaching career in both Primary and Secondary Education. His teaching career involved mainstream and special education settings, as well as working as a behaviour support teacher for the Local Authority. Jon has taught in a therapeutic residential school that catered for pupils who had experienced severe emotional trauma due to the accumulation of adverse experiences in infancy and early childhood and prior to joining Oxford Brookes University was Deputy Head Teacher of an Independent SEMH Secondary Special School. Jon is currently the MA Education SEND Strand Leader, teaches on a range of Undergraduate and Postgraduate modules, and is also involved in Initial Teacher Education. Jon is the Liaison manager for Oxford Brookes University and the Social, Emotional and Behavioural Difficulties Association collaboration and is a Trustee of the Institute of Recovery from Childhood Trauma. Jon’s Doctoral research explored Teacher’s emotional work, support for their wellbeing and the role of compassion.

Key takeaways

• Rethink the use of the SEND label and consider the implications of grouping diverse needs under one category and explore alternative ways of addressing individual needs.
• Implement a compassionate approach to teaching and school management, where the wellbeing of both students and teachers is prioritised.
• Advocate for the inclusion of the arts and creative subjects in the curriculum, recognising their importance for holistic education.
• Empower teachers to experiment and innovate in their teaching practices without the fear of negative repercussions, fostering a more adaptive and supportive learning environment.

Quotes

• "Teaching is an intellectually demanding profession. There's lots of planning, preparation, there's thinking about how to ensure that the learning is engaging." — Jon Reid
• "Teachers care, and because they're trying to work in ways that are sensitively and authentically attuned to the children's experiences, then this emotional work has an impact on them." — Jon Reid
• "As teachers, [...] it's part of our kind of professional expectations that we're critically reflective practitioners." — Jon Reid
• "Teachers are not therapists, I appreciate that, but teaching, I think, is a relational profession. It’s about relationships." — Jon Reid

Resource recommendations
Maratos, F.A., Montague, J., Ashra, H., Welford, M., Wood, W., Barnes, C., Sheffield, D., and Gilbert, P. (2019) Evaluation of a Compassionate Mind Training Intervention with School Teachers and Support Staff. Mindfulness. 10 pp.2245–2258 here

Matos, M., Albuquerque, I., Galhardo, A., Cunha, M., Pedroso Lima, M., Palmeira, L., Petrocchi, N., McEwan, K., Maratos, F.A., and Gilbert, P. (2022) Nurturing compassion in schools: A randomized controlled trial of the effectiveness of a Compassionate Mind Training program for teachers. PLoS ONE 17:3 pp.1-36 here

Reid, J (2023) Why we need to talk about the emotional work of teachers. NASEN Connect here

Reid, J (2023) Compassionate support for teachers’ emotional work. NASEN Connect here

Welford, M., and Langmead, K (2015) Compassion-based initiatives in educational settings. Educational and Child Psychology. 33:1 pp.71-80 here

What will you take away?

Download the Hamilton Brookes' Primary Pledge card to continue the conversation with your teaching community. Share your pledge card by tagging Hamilton Brookes on your preferred social platform.

Hamilton Brookes

Primary Futures is brought to you by Hamilton Brookes, your loved and trusted place for quality lesson plans, materials and resources that you can use in your classroom.

To find resources that work for you and your pupils, go to the Hamilton Brookes website and browse ideas for English, maths, science and cross-curricular topics. You can find more information here.

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According to government statistics, in the school year 2022/23, 22% of children in state-funded primary schools were known or believed to have a first language that is "other than English". In our increasingly linguistically super-diverse classrooms, how do we make sure that all students feel that their language is valued? How do we support pupils with different levels of English and make them feel included in the class community - and help them access the curriculum?

Dr Eowyn Crisfield, a specialist in language acquisition and development, delves into the fascinating world of multilingual education. Throughout the episode, Dr Crisfield shares her wealth of knowledge on supporting children who speak multiple languages or are learning English as an additional language (EAL). The conversation emphasises the importance of understanding and valuing the diversity of languages among students. Eowyn also discusses practical resources and strategies, such as the Wollow and WAMCam resources, to create a curriculum that respects and represents the cultural backgrounds of all children. 

• (00:40) - Eowyn discusses specific strategies for supporting EAL students.

About our guest

Dr Eowyn Crisfield is a specialist in language acquisition and development. She works with families, schools and governmental organisations to develop ethical and holistic approaches to supporting multilingual children. Her research focuses on equal access to learning and language development for all students and on appropriate and effective professional development for teachers working with language learners. She is the author of the recent book ‘Bilingual Families: A Practical Language Planning Guide (2021) and co-author of “Linguistic and Cultural Innovation in Schools: The Languages Challenge” (2018, with Jane Spiro). 

Connect with Eowyn Crisfield.

Key takeaways

• Understand and be curious about the diversity of languages among students in your school. Foster an environment where multilingualism is seen as a valuable skill.
• Utilise resources such as WoLLoW and WAM, which are designed to help schools in their journey of supporting multilingual students.
• Encourage parental involvement to boost the 'street cred' of a child's native language. For instance, invite them to do a story time in their language.
• Be prepared to adapt the curriculum that appreciates the range and variety of heritage and backgrounds of the pupils in the class.
• Advocate for the need for schools to have a staff member specialised in bilingualism and the need for the Department of Education to track students' English proficiency.

Quotes

"Every child who comes in the door has the opportunity to thrive in a curriculum that's designed to meet their needs." - Eowyn Crisfield

"[Successful schools] just absolutely designed their curriculum to fit their kids rather than trying to make their kids fit a curriculum that doesn't work for them." - Eowyn Crisfield

"Everything the child brings is considered as an asset and then how do we leverage those assets for them to feel comfortable, secure and then learning well in their environment." - Eowyn Crisfield

"Without that kind of core of understanding within schools of what are the lived experiences of children who are learning English as an additional language, a lot of really unfortunate things happen for those children." - Eowyn Crisfield

Resource recommendations

Crisfield Educational Consulting. Blogs and services to support schools.

Bell Foundation.Tools, resources and training for teaching EAL.

National Association for Language Development in the Curriculum (NALDIC). Events, professional network and publications for teaching English as an additional language (EAL).

Bennett, T. and Chalmers, H. (2022). The researchED Guide to English as an Additional Language: An evidence-informed guide for teachers. John Catt Educational. Available here.

We Are Multilingual (WAM). Research-based materials designed to inspire language learning. 

The World of Languages and Languages of the World (WoLLoW). Curriculum designed to promote language teaching and learning.

What will you take away?

Download the Hamilton Brookes' Primary Pledge card to continue the conversation with your teaching community. Share your pledge card by tagging Hamilton Brookes on your preferred social platform.

Hamilton Brookes
Primary Futures is brought to you by Hamilton Brookes, your loved and trusted place for quality lesson plans, materials and resources that you can use in your classroom.

To find resources that work for you and your pupils, go to the Hamilton Brookes website and browse ideas for English, maths, science and cross-curricular topics. You can find more information here.

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Jules Pottle, a seasoned science educator and author, delves into the world of primary science education, exploring its current challenges and potential future. Jules shares her passion for making science playful, engaging, and relevant for children and discusses the importance of integrating storytelling into science teaching to spark children's curiosity and foster a love for learning. The conversation touches on the need for more resources, support for teachers, and a reimagining of the science curriculum to make it more exploratory and interdisciplinary.

• (00:42) - Jules Pottle conveys the challenges faced within Science Education

About our guest

Jules is a part-time primary science specialist teacher at her local primary school. On her free-lance days she provides educational consultancy for companies such as DK, Pearson and the BBC.  She also trains teachers in the Storytelling Schools method and using stories to teach science. She has written books for teachers on this topic and presents her work at conferences. 

She also writes picture books which teach science through story. These books tackle common misconceptions and use an emotional, fictional story as the hook. The science is neatly woven into each story so that the children, listening, have a scenario to discuss and refer back to when they experience that science again elsewhere. The research behind the books shows that they have a very positive effect on the use of scientific vocabulary in classroom discussions. She has won two awards for these books.

Connect with Jules Pottle

Key takeaways

• Integrate storytelling into science teaching to make the subject more engaging and relatable for students.
• Consider the use of creative methods in teaching, such as the use of picture books, to explain scientific concepts.
• Make science teaching playful and joyous, but also ensure students understand the importance of paying attention and meeting certain requirements.
• Gradually build up your resources for teaching science, including everyday items that can be used for practical investigations.
• Engage with the local community and industries to enhance the learning experience for students and make science more relevant to their daily lives.

Quotes

"What makes you stay interested in something is having a bit of success. So if your skills are overlooked because they're not celebrated in any way, it's very disheartening and it makes you want to stop bothering, doesn't it?" - Jules Pottle

"It's always okay to discover alongside the children and to go, you know, I have no idea, but I'm going to find out before next lesson and then go and ask someone who can explain it and bring it back to them." - Jules Pottle

"So how do you fit in all of the curriculum when a lot of schools, although we probably should be doing two hours a week, they're actually only devoting one hour a week because they've got overload on the curriculum." - Jules Pottle

"The things the children need to know, you kind of have to almost redo the science experiment afterwards and talk them through it and point out what they should have noticed and extend that with diagrams or whatever so that we're really understanding what you've covered in that lesson." - Jules Pottle

Resource recommendations

Artful Fox Creative. Picture books to support science curriculum in primary schools.

Storytelling Schools. Training and resources on the Storytelling Schools method.

Thinking, Doing, Talking Science.Training and resources for teachers.

''Practitioner Perspective: Can a science storybook enhance children's science vocabulary and understanding?''available here.

''DK Stay Home Science Lab'' YouTube playlist available here.

Hamilton Science Resources, available through the Hamilton Brookes website, here.

What will you take away?

Download the Hamilton Brookes' Primary Pledge card to continue the conversation with your teaching community. Share your pledge card by tagging Hamilton Brookes on your preferred social platform.

Hamilton Brookes

Primary Futures is brought to you by Hamilton Brookes, your loved and trusted place for quality lesson plans, materials and resources that you can use in your classroom.

To find resources that work for you and your pupils, go to the Hamilton Brookes website and browse ideas for English, maths, science and cross-curricular topics. You can find more information here.

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How we can bring purpose, autonomy and joy into our maths lessons? - ask Professor Ruth Merttens, creator of the Hamilton Maths Scheme, and Jo Skelton, a Mathematics Education lecturer. Through their conversation about the future of mathematics education within the UK curriculum, Ruth and Jo discuss the importance of understanding the 'why' behind mathematical concepts and the need for teachers to have autonomy in their teaching methods. The conversation culminates with ideas on how teachers can regain control of their classrooms and boost their confidence in teaching maths.

• (00:45) - Ruth and Jo discuss the aspects of maths education that they are seeing in classrooms that make their hearts sing

About our guests:

Ruth passionately believes that Primary Maths and English in the UK are well-taught by dedicated professionals, and that we have and should value our own distinct ethos, based on creative learning, inspirational teaching and critical thinking. Ruth provides practical, in-service training on creative teaching in mathematics and English, with particular expertise in Early Years. She is the author of many books and has written Planning Guidance for DFE and the NNS. She was on the NC Maths Advisory Group at DfE. She contributes regularly to professional journals and magazines and was Lead Author of Abacus Maths (Pearson).

Connect with Ruth Merttens.

Jo is a senior lecturer in primary mathematics at Oxford Brookes University, where she works with pre-service and in-service teachers in the UK and internationally. She is passionate about helping to make mathematics accessible to all, through building confidence and enjoyment of the subject. Jo’s research interests include maths anxiety in teachers and the role of language in mathematics learning. Her current research projects focus upon how multilingual learners use their languages to build conceptual understanding, particularly when they are learning mathematics in a bilingual context. 

Connect with Jo Skelton

Key takeaways:

• Consider the needs of your students first and foremost when teaching maths. Reflect on their current understanding and think about their next steps in learning.
• Use more models and images to help students understand complex concepts. Make use of resources such as those available on the Hamilton-Brookes website to highlight common misunderstandings.
• Reflect on your own attitudes towards maths and seek to build your confidence in the subject. Consider attending courses or training to improve your skills and confidence in teaching maths.
• Take a step back from prescribed teaching methods and take control of your classroom. Use teaching resources as a guide, but don't be afraid to adapt and tailor your teaching to your student's needs.
• Slow down the teaching process to ensure students have a deep understanding of fundamental concepts, rather than rushing through a large amount of content.

Quotes:

"The thing that makes my heart sing is when I see children really enjoying and engaging in their mathematical learning." - Jo Skelton
"Our maths curriculum has space for creativity, for problem-solving, for exploration and to really develop the fundamentals of mathematical thinking." - Jo Skelton
"Teaching is a creative process and learning is a creative process and if you do not feel like you're in charge of your classroom, it's very difficult to get that space for creativity." - Ruth Merttens

Resource recommendations:

• Hamilton Brookes Maths resources
• Hamilton Brookes Models and Calculation Strategies
• Exploring structure to support the development of conceptual understanding with primary aged multilingual learners - by Jo Skelton
• Primary teaching tips from Professor Ruth Merttens
• Why are we blindly following the Chinese approach to teaching maths - by Ruth Merttens

What will you take away?

Download the Hamilton Brookes' Primary Pledge card to continue the conversation with your teaching community. Share your pledge card by tagging Hamilton Brookes on your preferred social platform.

Hamilton Brookes

Primary Futures is brought to you by Hamilton Brookes, your loved and trusted place for quality lesson plans, materials and resources that you can use in your classroom. To find resources that work for you and your pupils, go to the Hamilton Brookes website and browse ideas for English, maths, science and cross-curricular topics.

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Patrick Alexander, an expert in education, discusses the current issues facing the education system, highlighting the overemphasis on assessments and the lack of focus on authentic, human experiences in learning. The conversation covers how radical thinking, the transformation of classroom dynamics, and the role of teachers as public intellectuals can bring potential futures into reality. Moreover, the possibility of re-imagining education without the traditional constraints of schooling is explored. Throughout the conversation, Patrick emphasises the importance of involving children in discussions about education and creating unstructured time in schools for critical discussions.

• (00:43) - Patrick shares his thoughts on where schools are right now from the perspective of an anthropologist

About our guest

Professor Patrick Alexander is an academic specialising in the anthropology of education, with a particular focus on how young people are socialised through schooling. Formerly trained as a secondary school teacher, Patrick has spent over a decade conducting in-depth research in schools. Much of this work has focused on understanding how young people are socialised into particular ideas about the life course and about what the future will look like. 

Connect with Patrick Alexander.

Key takeaways

• Create spaces within the school environment for discussions about the future, allowing students to think beyond the constraints of traditional educational outcomes.
• Foster a culture of professionalism among teachers, enabling them to take a critical stance and feel empowered.
• Challenge the overemphasis on assessments and explore the potential of education without such constraints.
• Involve students in discussions about the purpose and direction of their education, fostering a sense of ownership and engagement.
• Facilitate constructive disagreement and diverse perspectives within the school community, fostering a richer educational experience.

Quotes

"What I try to bring to research in schools is sometimes described as the familiar strange in anthropological practice. So really trying to go to a situation that is unfamiliar and through a long process of research[...] to kind of understand what might at first seem strange to an outsider." - Patrick Alexander

"Look at the systems and look at the structures [within schools] and say if you were given a blank canvas, if you were to think about the future of education, what would you do differently that would improve your wellbeing?" - Patrick Alexander

"To be able to push against those constraints, those structural problems that sometimes make people feel like they haven't got any power, there has to be some kind of intellectual re-engagement and by that I mean a kind of critical, authentic engagement with the big philosophical questions of education." - Patrick Alexander

"When I think about teacher well-being and obviously[...] behaviour, student well-being, well-being in the round in schools is so kind of interlinked, you can't really think about one without thinking about the other." - Patrick Alexander

Resource recommendations

 
''Intellectual Wellbeing: The Pursuit of Freedom in the Professional Learning of Teachers'' available on Medium here.

''Intellectual Wellbeing in Schools: The Radical Ecological Challenge of Valuing the Future Differently'' also available here.

"Reimagining our futures together: a new social contract for education" available here.

To learn more about Futures of Education, you can find more information here.

To learn more about Futures Literacy, you can find more information here.

What will you take away?

Download the Hamilton Brookes' Primary Pledge card to continue the conversation with your teaching community. Share your pledge card by tagging Hamilton Brookes on your preferred social platform.

Hamilton Brookes
Primary Futures is brought to you by Hamilton Brookes, your loved and trusted place for quality lesson plans, materials and resources that you can use in your classroom.

To find resources that work for you and your pupils, go to the Hamilton Brookes website and browse ideas for English, maths, science and cross-curricular topics. You can find more information here.

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