1 00:00:00,040 --> 00:00:02,000 Hello everyone, welcome back to another episode of Teach Sleep 2 00:00:02,000 --> 00:00:02,840 Repeat. My name is Dylan. 3 00:00:02,840 --> 00:00:04,560 And my name's. Hayden and we're back and the 4 00:00:04,560 --> 00:00:07,080 Sats week are over. If you were involved in the 5 00:00:07,080 --> 00:00:11,160 Sats, thank. That is over and done. 6 00:00:11,200 --> 00:00:13,320 With the swearing. You swear a lot more these day, 7 00:00:13,320 --> 00:00:15,160 guys. Yeah, I'm not going to do it 8 00:00:15,160 --> 00:00:16,680 again because last time it was BBD. 9 00:00:16,680 --> 00:00:18,720 Beep wasn't. It it was I, I think I put 13 10 00:00:18,720 --> 00:00:20,240 bleeps in the last episode. I remember counting. 11 00:00:20,280 --> 00:00:21,760 I think you've just made that number up. 12 00:00:22,240 --> 00:00:24,120 Check them. This is AQ and A. 13 00:00:24,840 --> 00:00:28,360 We are packed, jam packed at the minute, so one episode a week. 14 00:00:28,360 --> 00:00:29,960 Hope you're enjoying it. Let us know in the comments down 15 00:00:29,960 --> 00:00:32,080 below. If you are leave us a rating 16 00:00:32,080 --> 00:00:34,080 share it. It helps us just one episode. 17 00:00:34,080 --> 00:00:36,040 So the more plays we get, the better for us, isn't it? 18 00:00:36,040 --> 00:00:37,000 Oh. Whoa, whoa, whoa. 19 00:00:37,080 --> 00:00:40,680 It's just so hard. As little podcast creators, we 20 00:00:40,680 --> 00:00:42,760 just we just need more love and sharing. 21 00:00:42,840 --> 00:00:44,280 Oh. Just please, please, we need you 22 00:00:44,280 --> 00:00:46,200 to specifically rate US five stars and share it with every 23 00:00:46,200 --> 00:00:48,760 single person you know. Question 1. 24 00:00:48,920 --> 00:00:51,760 You often say I agree. I agree it isn't. 25 00:00:51,760 --> 00:00:54,480 I put that voice in. Were you being me? 26 00:00:54,480 --> 00:00:59,360 No, no, I, I, I'm, I'm letting the person who asked this make 27 00:00:59,400 --> 00:01:00,240 like take the Mick out. Of it. 28 00:01:00,240 --> 00:01:00,720 OK. OK. 29 00:01:00,720 --> 00:01:02,200 That's quite nice. Actually you often say I agree, 30 00:01:02,480 --> 00:01:06,720 I agree to one another. What's the biggest thing you 31 00:01:06,720 --> 00:01:09,400 disagree on? Teaching and non teaching. 32 00:01:10,040 --> 00:01:12,880 Wowzers. I mean we do agree on a lot. 33 00:01:13,120 --> 00:01:15,920 I'd say sometimes I agree as well just to shut you up. 34 00:01:16,000 --> 00:01:18,400 Yeah, and I'd say sometimes I disagree just to have an 35 00:01:18,400 --> 00:01:19,520 argument. Yeah, that's. 36 00:01:19,520 --> 00:01:21,880 That's probably quite, Yeah. It's really frustrates me when I 37 00:01:21,880 --> 00:01:24,720 disagree and you go, yeah, OK. And I'm like, oh, that's not the 38 00:01:24,720 --> 00:01:26,040 sport. Sometimes. 39 00:01:26,120 --> 00:01:29,520 Sometimes I just don't want to, you know, because I sometimes I 40 00:01:29,520 --> 00:01:33,000 know that you can't win, that I can't win genuinely, because you 41 00:01:33,000 --> 00:01:35,200 will disagree anyway. No, I'll go. 42 00:01:35,240 --> 00:01:35,840 I'll go. What you. 43 00:01:35,840 --> 00:01:38,360 Said you literally just said you'll disagree with me now you 44 00:01:38,360 --> 00:01:40,720 just said you do that, Hayden. This is the perfect I. 45 00:01:40,920 --> 00:01:44,560 Don't do what you said, OK? I never disagree with you. 46 00:01:44,560 --> 00:01:46,880 Yeah. But you know, at the end of the 47 00:01:46,880 --> 00:01:50,760 day, I think jokes aside, like, you know, we always talk about a 48 00:01:50,760 --> 00:01:52,000 bit of an echo chamber and stuff. 49 00:01:52,000 --> 00:01:54,800 And I think the reason we get on is because on the big things, I 50 00:01:54,800 --> 00:01:58,800 do actually think we align pretty much like little detail 51 00:01:58,800 --> 00:02:02,240 stuff, little you agree. I don't think that's true. 52 00:02:02,280 --> 00:02:04,480 I don't think we align at all actually suddenly. 53 00:02:04,600 --> 00:02:05,880 Suddenly, no, you've said that, Hayden. 54 00:02:05,880 --> 00:02:06,560 I don't think we. Agree. 55 00:02:07,440 --> 00:02:13,200 And I I'd like picking at stuff and digging at stuff more so 56 00:02:13,200 --> 00:02:14,480 that we can get to the end guard. 57 00:02:14,480 --> 00:02:16,280 And for a lot of people that I can imagine that's quite 58 00:02:16,280 --> 00:02:17,440 annoying. And I'm sure it's annoying for 59 00:02:17,440 --> 00:02:21,120 you to an extent, but I don't care because in my head, unless 60 00:02:21,120 --> 00:02:23,320 it can be really properly justified, then it's got holes 61 00:02:23,320 --> 00:02:25,320 in it and it it's worth going to infant degree about. 62 00:02:25,640 --> 00:02:28,520 So I think for us it works quite well that we can just go down 63 00:02:28,520 --> 00:02:30,320 that rabbit hole for other people watching. 64 00:02:30,320 --> 00:02:32,520 Sometimes I can just imagine them being like, what the are 65 00:02:32,520 --> 00:02:32,960 they doing? I. 66 00:02:33,200 --> 00:02:35,040 Think we're I do think we're getting better better at it, 67 00:02:35,040 --> 00:02:36,480 though. I feel like more recently in 68 00:02:36,480 --> 00:02:39,000 episodes there have been points where you mainly, to be fair, 69 00:02:39,000 --> 00:02:42,440 I've just literally said, oh, I fundamentally disagree or I I 70 00:02:42,440 --> 00:02:43,200 couldn't disagree. More. 71 00:02:43,200 --> 00:02:44,240 That's what I'm saying. I do a lot. 72 00:02:44,240 --> 00:02:46,760 Yeah, but, but we used, I think we used to when people used to 73 00:02:46,760 --> 00:02:48,360 say about it's always an. On the podcast. 74 00:02:48,360 --> 00:02:51,120 On the podcast alone, we used to be a little bit more like, yeah, 75 00:02:51,120 --> 00:02:52,000 we'd have to agree with everything. 76 00:02:52,000 --> 00:02:53,480 We can't possibly disagree. Yeah, we can. 77 00:02:53,840 --> 00:02:56,080 Do I disagree with you on Yeah. Go on thinking it's remotely 78 00:02:56,080 --> 00:02:58,920 acceptable on a Monday morning to print an entire week's worth 79 00:02:58,920 --> 00:03:00,840 of work. Take the printer for the 20 80 00:03:00,840 --> 00:03:02,120 minutes before everyone needs it. 81 00:03:02,240 --> 00:03:03,840 Yeah, like you. Are you laughing because I'm 82 00:03:03,840 --> 00:03:06,000 being dead serious? I actually think it's selfish 83 00:03:06,000 --> 00:03:07,840 and I really hate that buddy. It's weird because you use the 84 00:03:07,840 --> 00:03:09,440 phrase before before everyone else needs it. 85 00:03:09,440 --> 00:03:11,080 So I think it's completely fine then in that case, isn't it? 86 00:03:11,120 --> 00:03:12,720 No, exactly. Everyone else needs it. 87 00:03:12,720 --> 00:03:14,640 No, that's my point. And then during, no, no. 88 00:03:14,640 --> 00:03:16,000 And then you're. There for half an hour. 89 00:03:16,200 --> 00:03:17,560 Yeah, before everybody. Else no, no. 90 00:03:17,560 --> 00:03:19,480 Yeah, because that half an hour goes on, funnily enough, until 91 00:03:19,480 --> 00:03:20,760 when we've got that meeting on a Monday morning. 92 00:03:21,480 --> 00:03:23,480 So we we come in for the meeting Monday morning, Hayden would 93 00:03:23,480 --> 00:03:25,400 still be at the printer with his wad of paper. 94 00:03:25,400 --> 00:03:27,360 Yay high, bigger than his torso. Yeah. 95 00:03:27,560 --> 00:03:29,040 And and then. I'm sorry, guys. 96 00:03:29,040 --> 00:03:32,760 I think honestly, anyone spending more than 10 minutes at 97 00:03:32,760 --> 00:03:34,880 the printer on a Monday morning is selfish. 98 00:03:34,880 --> 00:03:35,760 That's so funny. I I. 99 00:03:35,840 --> 00:03:37,240 Everyone else needs to print for that day. 100 00:03:37,320 --> 00:03:39,760 You're printing for the Tuesday after. 101 00:03:39,760 --> 00:03:42,600 You are so hilariously wrong and I can and I'm going to tell you 102 00:03:42,600 --> 00:03:45,120 why you're wrong right now. Because never once ever ever 103 00:03:45,120 --> 00:03:48,560 have I sat there knowing I've got 20 minutes of printing while 104 00:03:48,560 --> 00:03:50,480 someone else is waiting. I've done it anyway, not one 105 00:03:50,480 --> 00:03:51,680 time in. My whole career when I was 106 00:03:51,680 --> 00:03:53,840 waiting, but in the middle they'll pop their head, they'll 107 00:03:53,840 --> 00:03:56,600 pop their head, see you doing it and just go away and not even 108 00:03:56,600 --> 00:03:58,440 say anything. You wouldn't have even noticed 109 00:03:58,440 --> 00:04:00,240 them in there making this up. And that is absolutely what 110 00:04:00,240 --> 00:04:00,840 happened. No, they would. 111 00:04:01,040 --> 00:04:02,520 I've I've been before into the printer. 112 00:04:02,720 --> 00:04:05,080 Oh, Bolderlox is over there printing stuff 'cause you 113 00:04:05,080 --> 00:04:06,720 fucking now. I'll go off then you. 114 00:04:06,720 --> 00:04:08,920 Just you just use your no, no, my head comes round. 115 00:04:09,000 --> 00:04:11,280 Oh, my head comes round. I'm going to just read from my 116 00:04:11,280 --> 00:04:13,320 brain how oh that's got 20 minutes left on it without 117 00:04:13,400 --> 00:04:14,560 asking. Yeah, 'cause I know what he does 118 00:04:14,560 --> 00:04:16,320 on a Monday morning. Oh yeah, you guys are print for 119 00:04:16,320 --> 00:04:17,720 the week. Don't print. 120 00:04:17,959 --> 00:04:19,519 OK, alright. If you don't do that, fine. 121 00:04:19,720 --> 00:04:21,800 It's rubbish. I've just said anyone who spends 122 00:04:21,800 --> 00:04:24,760 over 10 minutes at the printer on a Monday morning when other 123 00:04:24,760 --> 00:04:26,920 people have got a print for that day, yeah, is being. 124 00:04:26,920 --> 00:04:28,160 Selfish. Yeah, God forbid the other 125 00:04:28,160 --> 00:04:29,400 person just comes in and lets them know. 126 00:04:29,400 --> 00:04:31,320 Oh, I would also like to do some printing. 127 00:04:31,320 --> 00:04:32,720 No worries, I'll stop. Down then that's that's. 128 00:04:32,800 --> 00:04:35,040 It's free. If the printer's free, why would 129 00:04:35,040 --> 00:04:39,160 you not use it Class? You can use it, but just think. 130 00:04:39,160 --> 00:04:40,680 Oh, I've only printed. I've already printed for today 131 00:04:40,680 --> 00:04:42,360 and no one's waiting. I better come back tomorrow. 132 00:04:42,360 --> 00:04:43,800 And no. Carry on, Carry on. 133 00:04:43,800 --> 00:04:45,000 That's fine. Stop. 134 00:04:45,440 --> 00:04:46,200 Yeah, you should. Start. 135 00:04:46,200 --> 00:04:47,400 I do great. Well done for stopping. 136 00:04:47,560 --> 00:04:49,360 Exactly, you should stop. Yeah, so you're gonna agree with 137 00:04:49,440 --> 00:04:51,280 a made-up version? Of no, no, no, no, because I've 138 00:04:51,280 --> 00:04:54,640 seen you do it before, but also also no, no, but just in 139 00:04:54,640 --> 00:04:56,280 general. Now, in general, I just don't 140 00:04:56,280 --> 00:04:58,360 think that's acceptable. I think there are certain points 141 00:04:58,360 --> 00:05:00,440 where you don't do bot printing. The other annoying thing, you 142 00:05:00,440 --> 00:05:03,200 only get one PPA slot a week. I remember being in PPA 143 00:05:03,200 --> 00:05:04,880 thinking, oh, I'll print now because I know Hayden doesn't 144 00:05:04,880 --> 00:05:07,080 have Monday morning, so I'll do it now on a Tuesday afternoon 145 00:05:07,080 --> 00:05:09,760 when no one else is printing and I'll go there and I know they've 146 00:05:09,760 --> 00:05:12,080 got to do their job and that's fine, I understand it. 147 00:05:12,280 --> 00:05:14,640 But the office staff are printing 700 letters for the 148 00:05:14,640 --> 00:05:16,040 whole school. Oh my God. 149 00:05:16,200 --> 00:05:18,000 And then no one's there, No one's at the printer. 150 00:05:18,000 --> 00:05:19,760 They just set off 700 on the printer, right? 151 00:05:20,080 --> 00:05:21,640 Go off and do their own thing because they've got a million 152 00:05:21,640 --> 00:05:22,800 things to do and they're very busy. 153 00:05:23,320 --> 00:05:26,480 Beep, beep. Add paper to the printer so the 154 00:05:26,480 --> 00:05:27,920 printer's not even printing anything. 155 00:05:28,240 --> 00:05:30,920 Then you do, I've got to go back, get paper, load it up for 156 00:05:30,920 --> 00:05:34,320 it to just churn out another 700 things in my BBA. 157 00:05:34,320 --> 00:05:38,840 So my my point is in the mornings and in PPA, you should 158 00:05:38,840 --> 00:05:40,920 only be doing jobs that you need to do for that day. 159 00:05:41,560 --> 00:05:44,720 And if you're available to do it at any point in the day, like 160 00:05:44,720 --> 00:05:48,120 the office staff are, if possible, where possible, please 161 00:05:48,120 --> 00:05:50,160 do it in the morning when no one has PPA. 162 00:05:50,680 --> 00:05:52,800 So when there are PPA slots and when there's morning stuff, 163 00:05:53,200 --> 00:05:57,120 don't do your bulk stuff then unless you know for a fact that 164 00:05:57,120 --> 00:05:59,680 it is free for you to do. And if you're going to do bulk 165 00:05:59,680 --> 00:06:03,000 stuff, stay at the printer, replace your paper when it runs 166 00:06:03,000 --> 00:06:05,360 out, and if someone comes to do something quick, get ready to 167 00:06:05,360 --> 00:06:07,320 stop your printing and carry on after I. 168 00:06:07,480 --> 00:06:09,360 Think that's fair enough? No, you're meant to disagree 169 00:06:09,360 --> 00:06:10,480 with me. It's no point in this section 170 00:06:10,480 --> 00:06:12,400 because you're disagreeing with something that I don't even do. 171 00:06:12,440 --> 00:06:13,120 OK, that's fine. Now what? 172 00:06:13,120 --> 00:06:15,240 You could do personal, right? Let's taking it personally. 173 00:06:15,720 --> 00:06:17,480 Hayden isn't an. Attack on you? 174 00:06:17,480 --> 00:06:18,360 Well. It should be you missed the trip 175 00:06:18,360 --> 00:06:19,400 isn't an attack. I'm going to be. 176 00:06:19,400 --> 00:06:20,680 I'm sorry. I'm just going to help you out 177 00:06:20,680 --> 00:06:21,880 here in this argument against me. 178 00:06:21,880 --> 00:06:23,120 Right. What you should have said was 179 00:06:23,400 --> 00:06:25,960 even when no one else is around, it's still locally annoying when 180 00:06:25,960 --> 00:06:28,120 someone uses up all of the paper and the ink first thing on a 181 00:06:28,120 --> 00:06:30,080 Monday for the week. That would have been a good 182 00:06:30,080 --> 00:06:31,720 argument, but you failed but missed it. 183 00:06:32,000 --> 00:06:33,720 Because what you're doing is a classic thing of when someone 184 00:06:33,720 --> 00:06:35,600 does something wrong and they go, well, no one told me it was 185 00:06:35,680 --> 00:06:37,720 wrong. No one came along and said this 186 00:06:37,720 --> 00:06:39,480 was a wrong thing. No, because they're too scared. 187 00:06:39,720 --> 00:06:41,880 Because you've got a monopoly. You've got a monopoly of the 188 00:06:41,880 --> 00:06:44,040 printer and you're a scary, scary man. 189 00:06:44,400 --> 00:06:45,720 Right, Big man at printer. Oh. 190 00:06:45,800 --> 00:06:47,360 Rubbish. You just. 191 00:06:47,440 --> 00:06:49,600 You just. Rule by fear and then because no 192 00:06:49,600 --> 00:06:51,440 one says anything, it must mean it's fine. 193 00:06:51,760 --> 00:06:54,040 Oh my classic gaslighting, honestly. 194 00:06:54,640 --> 00:06:56,240 So that's my do you have anything you disagree with? 195 00:06:56,240 --> 00:06:58,840 For me, no, just that a very. Unreasonable, man. 196 00:06:58,920 --> 00:07:00,960 Yeah, well, that's the thing. Like we were. 197 00:07:00,960 --> 00:07:03,240 We were thinking obviously before and I was like, at the 198 00:07:03,240 --> 00:07:05,920 end of the day when it comes down to the meta stuff and we do 199 00:07:05,920 --> 00:07:06,600 just generally. Agree. 200 00:07:06,600 --> 00:07:07,920 How about like that? Go on then, go on. 201 00:07:07,920 --> 00:07:08,880 Sorry you had something. That's it. 202 00:07:08,880 --> 00:07:11,520 OK, How about with like we talked about learning walks. 203 00:07:11,520 --> 00:07:13,520 I know you don't like the word learning walk rather than the 204 00:07:13,520 --> 00:07:15,840 thing itself. However, I genuinely 205 00:07:15,840 --> 00:07:20,880 fundamentally agree that it should be OK for anyone at any 206 00:07:20,880 --> 00:07:23,520 point to go into any room in the school at any point whenever. 207 00:07:23,880 --> 00:07:26,800 Well, I, I, for me, that would be my aim if I was working in a 208 00:07:26,800 --> 00:07:28,560 school. There are some people and I feel 209 00:07:28,560 --> 00:07:31,240 like maybe, maybe it's down to the environment it's built and 210 00:07:31,240 --> 00:07:33,440 in general, I don't know. But I, I get the impression for 211 00:07:33,440 --> 00:07:36,200 you, you're a bit stripped back to that where, you know, OK, 212 00:07:36,200 --> 00:07:37,640 well, yeah, but just let them crack on with that. 213 00:07:37,640 --> 00:07:38,840 Don't just walk in at this point. 214 00:07:39,120 --> 00:07:43,800 I I like the idea of building up an ethos in a school where the 215 00:07:43,800 --> 00:07:47,280 end goal is if anyone walks in any point it's a positive thing 216 00:07:47,280 --> 00:07:49,960 and it's a good thing. Lots of people I think look at 217 00:07:49,960 --> 00:07:51,760 that and go Oh no, no you shouldn't. 218 00:07:51,760 --> 00:07:53,080 You shouldn't be in a lesson at this point. 219 00:07:53,080 --> 00:07:55,160 It should all be pre planned. You should get lots of warning. 220 00:07:55,400 --> 00:07:57,360 Even if it's nice, I don't care. I just want pre warning. 221 00:07:57,680 --> 00:07:59,760 I guess that's my thing where I'm thinking more generic now. 222 00:07:59,920 --> 00:08:02,080 What would people push back on? Probably. 223 00:08:02,080 --> 00:08:04,720 That I understand it because some, you know, some people will 224 00:08:04,720 --> 00:08:07,920 be anxious no matter what and and it will throw them off no 225 00:08:07,920 --> 00:08:09,000 matter what. Doesn't matter when you're 226 00:08:09,160 --> 00:08:11,680 getting game ethos. Because I ultimately think the 227 00:08:11,680 --> 00:08:14,320 same in terms of I do think that should be the end goal that the 228 00:08:14,680 --> 00:08:17,080 the school is comfortable enough where it's just OK if your head 229 00:08:17,080 --> 00:08:19,240 teachers drop in all the time rather than doing like formal 230 00:08:19,240 --> 00:08:22,840 observations that are anxiety times 1000 in the opposite 231 00:08:22,840 --> 00:08:24,760 version. So again, like we are aligned. 232 00:08:24,760 --> 00:08:26,920 Ultimately, I just think I consider other people a bit more 233 00:08:26,920 --> 00:08:29,000 than you, that's all. Yeah, fair, fair. 234 00:08:30,120 --> 00:08:31,280 Got a question here. It kind of leads. 235 00:08:31,280 --> 00:08:32,960 On. No, not bite, it's not bite, 236 00:08:33,039 --> 00:08:34,520 it's not bite. I just hate you every fibre of 237 00:08:34,520 --> 00:08:36,440 my being. It kind of leads on. 238 00:08:36,440 --> 00:08:37,840 So I'm going to go to this question now. 239 00:08:38,520 --> 00:08:40,000 It's linked to what we were just saying. 240 00:08:40,159 --> 00:08:43,240 What's your opinion in education that genuinely gets other 241 00:08:43,240 --> 00:08:46,400 people's backs up? Not a cop out answer that you 242 00:08:46,400 --> 00:08:49,760 know other people don't really get annoyed at, but something 243 00:08:49,760 --> 00:08:52,120 that will Genuinely this is hilarious. 244 00:08:52,320 --> 00:08:54,720 Genuinely make some listeners question if they like you 245 00:08:54,760 --> 00:08:57,200 anymore. Enjoy :). 246 00:08:58,360 --> 00:09:00,240 That's really funny. I love these kind of questions 247 00:09:00,240 --> 00:09:02,720 because I think two years ago on this podcast we would have been 248 00:09:02,720 --> 00:09:06,200 too afraid to say. So like I've done it before, 249 00:09:06,240 --> 00:09:07,960 I've done something on social media before, like years ago 250 00:09:07,960 --> 00:09:10,920 where it's like what, what teaching opinion has people like 251 00:09:10,920 --> 00:09:12,200 this. And it's like a bloke with like 252 00:09:12,200 --> 00:09:13,720 the sword, 10 swords at his neck. 253 00:09:14,000 --> 00:09:17,360 And I've done something like marking is a waste of time. 254 00:09:17,920 --> 00:09:19,880 It's like, no, no one doesn't think that. 255 00:09:19,880 --> 00:09:21,520 It sounds contrary. Yeah, yeah. 256 00:09:21,520 --> 00:09:24,680 It's like no one doesn't think that, but I'm trying to really 257 00:09:24,680 --> 00:09:26,120 rack my. I think I've got 1. 258 00:09:26,120 --> 00:09:29,360 I've got 1 and I and I'm 99.9% sure it'll be the same one as 259 00:09:29,360 --> 00:09:29,920 you. Do you reckon? 260 00:09:29,920 --> 00:09:32,200 Because we are again quite aligned with our thoughts. 261 00:09:32,240 --> 00:09:34,520 Obviously we talk a lot so. It's an echo chamber. 262 00:09:34,880 --> 00:09:36,640 Do you want to say it? Go on, I'll say it and then 263 00:09:36,640 --> 00:09:37,480 we'll see. We'll see. 264 00:09:38,080 --> 00:09:40,440 Because we, I personally didn't talk to you about this before. 265 00:09:41,080 --> 00:09:45,720 Mine is that please don't hate me guys. 266 00:09:46,520 --> 00:09:55,440 I think there absolutely should be a higher bar in terms of what 267 00:09:55,480 --> 00:09:58,560 what teachers know and can do and have a knowledge base of. 268 00:09:58,760 --> 00:10:00,720 And let me let me explain. Let me explain. 269 00:10:02,440 --> 00:10:05,560 I think it's become acceptable sometimes for a primary school 270 00:10:05,560 --> 00:10:09,520 teacher to say something along the lines of, oh wow, that year 271 00:10:09,520 --> 00:10:15,160 6 maths is hard, isn't it? No, like, like, and this is 272 00:10:15,160 --> 00:10:16,280 where people will get really annoyed at me. 273 00:10:16,280 --> 00:10:18,560 And This is why I'm saying this. So if you do hate me because of 274 00:10:18,560 --> 00:10:19,600 this, well I guess that's well done. 275 00:10:19,600 --> 00:10:22,200 To the person who sent this question in, no. 276 00:10:22,280 --> 00:10:24,880 If you're working in a school where you've got key stage 2 and 277 00:10:24,880 --> 00:10:28,640 you could be technically placed in as a year 6 teacher, the bar 278 00:10:28,640 --> 00:10:31,080 should be as a professional on a decent wage who's got a 279 00:10:31,080 --> 00:10:33,640 qualification and not being funny. 280 00:10:34,320 --> 00:10:38,640 You shouldn't be struggling with the maths that you're teaching, 281 00:10:39,440 --> 00:10:40,760 OK. And, and it's become acceptable, 282 00:10:40,760 --> 00:10:42,760 like all primary school teachers, they just have to, 283 00:10:43,000 --> 00:10:44,200 there's so much they have to know. 284 00:10:44,200 --> 00:10:46,080 There's, they have to do geography teaching and history 285 00:10:46,080 --> 00:10:48,320 teaching and, and science and all that kind of stuff. 286 00:10:48,320 --> 00:10:49,960 And I'm like, OK, OK, right, cool. 287 00:10:50,600 --> 00:10:53,920 But for those really core subjects like English and, and 288 00:10:53,920 --> 00:10:56,640 maths, you need to know your stuff. 289 00:10:56,640 --> 00:10:59,480 You need to be a step ahead of the kids and you need to, in my 290 00:10:59,480 --> 00:11:02,920 opinion, at the very least, have a comprehensive understanding 291 00:11:03,000 --> 00:11:05,120 and ability to do the key stage that you're teaching. 292 00:11:05,480 --> 00:11:06,920 Cool. So what do you want? 293 00:11:06,920 --> 00:11:09,160 I'm going to get, you know, just make, take this further to get 294 00:11:09,160 --> 00:11:12,320 you in more trouble. What do you really want to say 295 00:11:12,320 --> 00:11:13,680 then? Because you see it all the time. 296 00:11:13,720 --> 00:11:14,680 If someone comes up to you, right? 297 00:11:14,680 --> 00:11:16,800 They're in a school, they're a colleague and they say that 298 00:11:16,800 --> 00:11:18,400 maybe they're a year 1 teacher. I don't know. 299 00:11:18,400 --> 00:11:19,880 And they say to. You year one's key stage 1. 300 00:11:20,120 --> 00:11:20,920 Yeah, right. OK. 301 00:11:20,920 --> 00:11:22,120 But OK, fine. They're a year 3. 302 00:11:22,120 --> 00:11:24,080 Teachers I also I also still think they shouldn't key stage. 303 00:11:24,120 --> 00:11:26,200 Two cool, OK, but either way, then year three teachers to make 304 00:11:26,200 --> 00:11:28,120 this safer and they come up to you and you've been teaching 305 00:11:28,120 --> 00:11:31,360 year 6 in this in this situation and they say, God, I couldn't 306 00:11:31,360 --> 00:11:33,440 teach that year 6 stuff. I don't know how you do that. 307 00:11:33,440 --> 00:11:35,000 That's weird. Have you got qualifications to 308 00:11:35,000 --> 00:11:36,720 teach? So this is what you this is your 309 00:11:36,720 --> 00:11:38,160 unfiltered. Version, my unfiltered version 310 00:11:38,160 --> 00:11:39,440 is what do you mean you couldn't teach it? 311 00:11:39,840 --> 00:11:41,880 It's adding it. It's adding two fractions 312 00:11:41,880 --> 00:11:43,280 together. Yeah, so, so listen. 313 00:11:43,280 --> 00:11:44,240 I don't just don't know how to do it. 314 00:11:44,240 --> 00:11:45,280 It's tricky, isn't it? Yeah, I know. 315 00:11:45,840 --> 00:11:46,880 Do you know what? OK, OK. 316 00:11:47,320 --> 00:11:51,960 Honestly, teach yourself how to do it at the very least, OK? 317 00:11:52,520 --> 00:11:54,040 You couldn't and you shouldn't be a teacher. 318 00:11:54,040 --> 00:11:56,440 There we go. Like, like, like, I'm not. 319 00:11:56,440 --> 00:11:59,000 I just couldn't do it. If you just can't understand 320 00:11:59,000 --> 00:12:01,640 past progress, like whether you think it's relevant or not to 321 00:12:01,640 --> 00:12:03,920 the kids, right. If you as a grown adult 322 00:12:03,920 --> 00:12:06,680 professional can't understand a part of the curriculum. 323 00:12:06,720 --> 00:12:08,600 Yeah, right. I'm sorry, You shouldn't be a 324 00:12:08,600 --> 00:12:09,880 teacher. OK? 325 00:12:10,360 --> 00:12:12,960 Should you know absolutely all of the curriculum at the back of 326 00:12:12,960 --> 00:12:15,200 your hand immediately from the day one when you qualify? 327 00:12:15,320 --> 00:12:17,400 That's also unreasonable because I just. 328 00:12:17,640 --> 00:12:20,240 I I don't think anyone would know everything about the 329 00:12:20,240 --> 00:12:22,280 curriculum, especially when they haven't taught right? 330 00:12:22,400 --> 00:12:23,280 Even the core. Subjects. 331 00:12:23,320 --> 00:12:24,880 Even in the core subjects, absolutely. 332 00:12:24,880 --> 00:12:27,600 If you've just qualified as a, as an ECT, you've never been 333 00:12:27,600 --> 00:12:30,160 placed in Year 5 or 6, never been placed in upper key stage 2 334 00:12:30,160 --> 00:12:31,720 and you've never had to go that far. 335 00:12:32,400 --> 00:12:34,600 It's a, it's completely acceptable that you don't even 336 00:12:34,600 --> 00:12:37,640 know like, Oh, I wasn't aware that in year 6 you introduced 337 00:12:37,640 --> 00:12:39,440 big mass. Like I, I, I knew it was this 338 00:12:39,440 --> 00:12:41,480 thing that, that exists in the curriculum at some point, but I 339 00:12:41,680 --> 00:12:43,240 wouldn't have known exactly when it was introduced. 340 00:12:43,240 --> 00:12:45,800 And oh, I didn't get the nuance of, of how it goes up to, you 341 00:12:45,800 --> 00:12:47,840 know, indices and then with brackets and without brackets. 342 00:12:47,840 --> 00:12:49,880 OK, I didn't quite get that. I don't expect them to know that 343 00:12:49,880 --> 00:12:51,000 off the back of their hand, right. 344 00:12:51,160 --> 00:12:55,560 What I do expect them though, to be able to do is big mass like 345 00:12:55,560 --> 00:12:59,360 like, or, or be able to look at it and within 15 seconds be 346 00:12:59,360 --> 00:13:00,840 like, oh, that's the rule. Cool. 347 00:13:01,080 --> 00:13:02,320 Yeah, Yeah. Like with spag, right. 348 00:13:02,320 --> 00:13:03,520 There's loads of spag that I don't know. 349 00:13:03,600 --> 00:13:05,800 There is loads of spag right now that I don't know from U-6, 350 00:13:05,800 --> 00:13:08,200 Right. I genuinely 100% would be like 351 00:13:08,520 --> 00:13:12,760 if you asked me, is this past progressive or subjunctive form 352 00:13:13,000 --> 00:13:14,520 exactly that. If you asked me, I think I'd be 353 00:13:14,520 --> 00:13:16,680 able to have a good go and I'd be thinking about subordinate 354 00:13:16,680 --> 00:13:18,960 clauses or I'd think about what subjunctive is or look at it and 355 00:13:18,960 --> 00:13:20,520 I'd use deduction and I'd have a good go, right? 356 00:13:20,520 --> 00:13:23,400 Yeah, yeah, Yeah. But if you spent 10 seconds 357 00:13:23,400 --> 00:13:26,680 telling me what it was, I'd very quickly be able to do it. 358 00:13:26,960 --> 00:13:30,160 And what I'm saying is you get teachers who are in year 6 who 359 00:13:30,160 --> 00:13:32,480 go wow, that I really struggle with that. 360 00:13:32,760 --> 00:13:36,680 I'm like, why? Like we, we do expect 10 year 361 00:13:36,680 --> 00:13:39,240 olds to know it. You're a professional in your 362 00:13:39,240 --> 00:13:43,400 mid 20s with a qualification. All I'm saying is the bar. 363 00:13:43,760 --> 00:13:47,160 We shouldn't be scared to have the bar high when we're talking 364 00:13:47,160 --> 00:13:49,120 about our profession. We should be defending our 365 00:13:49,120 --> 00:13:51,680 profession and have really high standards, not just for the 366 00:13:51,680 --> 00:13:54,800 kids, way higher standards for the the teachers as well. 367 00:13:55,400 --> 00:13:56,800 Yeah, I think so. I think so. 368 00:13:56,800 --> 00:13:59,440 And that is, is essentially in essence what I was thinking as 369 00:13:59,440 --> 00:14:01,400 well in terms of mine was all about the bar a bit more in 370 00:14:01,400 --> 00:14:03,800 general. I just think my, my, my overall 371 00:14:03,800 --> 00:14:07,800 opinion is I think the bar of being able to become a teacher 372 00:14:07,880 --> 00:14:10,040 holistically has gone too low. Yeah. 373 00:14:10,120 --> 00:14:12,280 I just think that is we have unqualified teachers right now. 374 00:14:12,800 --> 00:14:14,520 Yeah, we have unqualified teachers. 375 00:14:15,720 --> 00:14:18,280 OK, so so no. And again, This is why people 376 00:14:18,280 --> 00:14:20,640 get annoyed. I'm unqualified and I'm good. 377 00:14:20,720 --> 00:14:22,560 I know an unqualified teacher and they're better than a 378 00:14:22,560 --> 00:14:25,320 qualified teacher. Okay, on an individual level, I 379 00:14:25,320 --> 00:14:27,040 know that can happen. I understand that, right. 380 00:14:27,360 --> 00:14:32,520 But obviously if you remove the need to have a qualification at 381 00:14:32,520 --> 00:14:36,800 a certain level, it obviously lowers the standard in general. 382 00:14:37,000 --> 00:14:39,680 Yeah, yeah, obviously. Of course, of course it does. 383 00:14:39,800 --> 00:14:41,600 Like yeah, and lower the amount of pay you can justify. 384 00:14:41,640 --> 00:14:43,840 Dividend exactly why else would you do it? 385 00:14:43,840 --> 00:14:46,280 Which is what's happened exactly that and and you've, you know, 386 00:14:46,280 --> 00:14:48,920 opened up the doors to to to it being lower paid like you said. 387 00:14:49,000 --> 00:14:50,720 Yeah. I just think that it it's part 388 00:14:50,720 --> 00:14:52,520 of my defence as as a profession. 389 00:14:52,800 --> 00:14:54,480 I want to have this profession on a pedestal. 390 00:14:54,480 --> 00:14:57,440 It should be the best of the best alongside me saying this, 391 00:14:57,440 --> 00:14:59,560 by the way, this isn't just an isolated thing where I just go. 392 00:14:59,560 --> 00:15:01,360 Yeah, that's the problem. Those bloody teachers don't know 393 00:15:01,360 --> 00:15:03,560 enough. Alongside this is the pay needs 394 00:15:03,560 --> 00:15:06,080 to improve to be more competitive with other similar 395 00:15:06,080 --> 00:15:07,680 professions that are graduate jobs. 396 00:15:08,040 --> 00:15:10,360 Alongside that, you need to make sure that we have qualification 397 00:15:10,360 --> 00:15:13,120 status is still required. Alongside that, we need to make 398 00:15:13,120 --> 00:15:14,560 sure the training is more adequate. 399 00:15:15,560 --> 00:15:18,040 Everything needs to improve, but let's not pretend. 400 00:15:18,040 --> 00:15:21,440 Also we don't need to understand that the bar needs to be really 401 00:15:21,440 --> 00:15:22,960 high. As well it felt like it got to a 402 00:15:22,960 --> 00:15:25,880 point in the last few years I remember thinking this where no 403 00:15:25,880 --> 00:15:28,080 one wanted to be a teacher and teachers were leaving in droves. 404 00:15:28,080 --> 00:15:31,160 And genuinely it was like how do we get more teachers in without 405 00:15:31,160 --> 00:15:34,080 increasing their pay? And it was lower the bar then 406 00:15:34,320 --> 00:15:36,120 lower the bar let more people do it. 407 00:15:36,120 --> 00:15:38,800 And that, to me was. My friend got in after the bar. 408 00:15:38,840 --> 00:15:41,480 Are you saying she's lower? Not necessarily. 409 00:15:41,920 --> 00:15:44,880 You just can you have any kind of critical thinking whatsoever. 410 00:15:44,880 --> 00:15:47,520 Like a macro level thinking, OK, let's go in the opposite way 411 00:15:47,520 --> 00:15:50,040 because it's very easy to think if we increase the teacher pay 412 00:15:50,040 --> 00:15:54,080 scale to let's say it was like 55 to 75 KA year, like really, 413 00:15:54,080 --> 00:15:56,200 really a huge increase like 20K or whatever. 414 00:15:56,800 --> 00:15:59,080 Do you think that that automatically would raise the 415 00:15:59,080 --> 00:16:00,760 bar? Honestly, yes, it would pull the 416 00:16:00,760 --> 00:16:02,560 other stuff up with it because then there'll be a massive pool 417 00:16:02,560 --> 00:16:03,960 of people who want to do the profession. 418 00:16:04,160 --> 00:16:05,160 It's competitive. Cool. 419 00:16:05,160 --> 00:16:06,800 We can put the bar higher then. Exactly. 420 00:16:06,800 --> 00:16:09,680 That's how it works. Like it is very simple economics 421 00:16:09,680 --> 00:16:10,320 to be honest. With you. 422 00:16:10,320 --> 00:16:12,800 Well, they put the bar up and actually it got someone in who 423 00:16:12,800 --> 00:16:14,120 was worse. OK. 424 00:16:14,640 --> 00:16:17,560 I think things can happen, like, OK, But in general, obviously we 425 00:16:17,560 --> 00:16:18,640 all understand that's what's going on. 426 00:16:18,760 --> 00:16:22,680 So this is so to try and get away from the the cutlass at my 427 00:16:22,680 --> 00:16:23,520 neck. Yeah. 428 00:16:23,760 --> 00:16:27,360 This is part of a wider picture, but it does feel like sometimes 429 00:16:27,360 --> 00:16:30,960 you can't go onto that narrow level of also, like, I did just 430 00:16:30,960 --> 00:16:34,080 hear the other day that, you know, there's a teacher out 431 00:16:34,080 --> 00:16:35,480 there who couldn't use a ruler properly. 432 00:16:36,480 --> 00:16:39,600 Like, like that's unacceptable. Cool off you. 433 00:16:39,600 --> 00:16:40,880 Go. If you can't use a ruler 434 00:16:40,880 --> 00:16:42,320 properly, you shouldn't be a teacher. 435 00:16:42,640 --> 00:16:44,720 Oh, but don't be mean. That's not mean. 436 00:16:45,440 --> 00:16:47,920 That's not always. If you can't use a scalpel 437 00:16:47,920 --> 00:16:49,440 correctly, you shouldn't be a surgeon. 438 00:16:49,520 --> 00:16:51,040 Oh, don't be mean. Don't be mean. 439 00:16:51,040 --> 00:16:53,000 No, I will be mean. If that's mean, I will be mean 440 00:16:53,000 --> 00:16:54,560 actually. This episode is brought to you 441 00:16:54,560 --> 00:16:56,320 by Mathsu. Here's something most teachers 442 00:16:56,320 --> 00:16:58,160 already know, but rarely say out loud. 443 00:16:58,440 --> 00:17:01,160 Too many children are going through primary school without 444 00:17:01,160 --> 00:17:04,440 solid arithmetic foundations. They can't recall key facts 445 00:17:04,440 --> 00:17:06,200 fluently. They're shaky on the basics. 446 00:17:06,200 --> 00:17:09,280 And when that trickier problem solving is introduced later on, 447 00:17:09,440 --> 00:17:11,839 they struggle. Not because the math itself is 448 00:17:11,839 --> 00:17:14,560 too hard, but because the foundations they're built on 449 00:17:14,720 --> 00:17:16,079 aren't stronger. 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Yes, of course that's allowed to 471 00:18:12,760 --> 00:18:14,280 happen. But you teach yourself it. 472 00:18:14,640 --> 00:18:16,040 Yeah, yeah, yeah. And you, you understand it. 473 00:18:16,040 --> 00:18:18,080 And if you can't do that, and you don't understand it, and you 474 00:18:18,080 --> 00:18:20,920 can't master it if you haven't mastered what you're teaching, 475 00:18:20,920 --> 00:18:22,360 how on earth can the children master? 476 00:18:22,360 --> 00:18:23,680 Yeah, yeah. And even that is still higher 477 00:18:23,680 --> 00:18:25,080 than the bar that you've already said the bar is. 478 00:18:25,080 --> 00:18:27,760 Can you do it? Like literally can you do it if 479 00:18:27,760 --> 00:18:31,720 I gave you 5 hours with a teacher telling you how to do 480 00:18:31,720 --> 00:18:34,040 the multiplying fractions and you can't do it at the end of 481 00:18:34,040 --> 00:18:35,760 it? I'm sorry. 482 00:18:35,760 --> 00:18:36,640 Bye. Bye. 483 00:18:36,640 --> 00:18:38,640 Like you can't teach kids. It's not good enough. 484 00:18:38,720 --> 00:18:42,480 So I think I'm, I've tried to get away from it. 485 00:18:42,480 --> 00:18:43,600 I'm going to go back into I reckon. 486 00:18:43,680 --> 00:18:44,600 We've done it by the way, I reckon. 487 00:18:44,640 --> 00:18:46,120 I reckon there are literally people listening to. 488 00:18:46,120 --> 00:18:47,560 This probably, Probably, but I don't care. 489 00:18:47,560 --> 00:18:48,960 I'm going to round it off. I'm going to round it off. 490 00:18:49,360 --> 00:18:52,960 I truly think if you're a key Stage 2 teacher, you should get 491 00:18:52,960 --> 00:18:54,640 full marks on the Key Stage 2 Sats. 492 00:18:55,560 --> 00:18:57,640 Or at least be able to give an error like you know. 493 00:18:57,800 --> 00:18:59,880 OK, you wrote a six to zero and someone read it wrong. 494 00:18:59,960 --> 00:19:01,600 Whatever. But you shouldn't can mistake, 495 00:19:01,600 --> 00:19:02,320 you shouldn't. You shouldn't. 496 00:19:02,320 --> 00:19:03,960 You should. You should be able to exactly. 497 00:19:03,960 --> 00:19:05,760 That there's not a question you skip because you think I have no 498 00:19:05,760 --> 00:19:06,400 idea how. To do this, yeah. 499 00:19:06,400 --> 00:19:08,360 Or if you don't know how to do it, you very quickly look it up 500 00:19:08,360 --> 00:19:10,320 and then you remember it because like I said before, you might 501 00:19:10,320 --> 00:19:11,840 not have taught you 68. You don't need to know those 502 00:19:11,840 --> 00:19:13,880 ridiculous GPS things that we all agree the kids shouldn't 503 00:19:13,880 --> 00:19:15,360 need to know, but they do because we have to get through a 504 00:19:15,360 --> 00:19:16,800 test. Yeah, I'm not talking about 505 00:19:16,800 --> 00:19:18,240 that. I'm talking about the ability to 506 00:19:18,240 --> 00:19:21,040 understand it. Like, like, can you, are you 507 00:19:21,040 --> 00:19:22,560 able to understand and grasp this? 508 00:19:22,560 --> 00:19:24,080 Like. And if the answer's no, then 509 00:19:24,160 --> 00:19:26,480 like, of course we all agree that's that's not acceptable, I 510 00:19:26,480 --> 00:19:27,320 think. We should stay on this a bit 511 00:19:27,320 --> 00:19:28,440 longer. What do you think the benefits 512 00:19:28,440 --> 00:19:31,920 are of teachers in lower? Like let's say a year 3 teacher, 513 00:19:31,920 --> 00:19:33,800 then that's key stage 2. What do you think the benefits 514 00:19:33,800 --> 00:19:36,520 are of a Year 3 teacher knowing they're not even in year 6, 515 00:19:36,520 --> 00:19:38,840 Being able to do the entire Key Stage 2 curriculum? 516 00:19:38,880 --> 00:19:41,440 100 it's it's massively beneficial because you know what 517 00:19:41,440 --> 00:19:43,840 the learning journey is like. It's not a case of if they're in 518 00:19:43,840 --> 00:19:46,000 year 3, you moved on to year 4 and five stuff because we know 519 00:19:46,000 --> 00:19:47,360 that's not the best way to go about stuff. 520 00:19:47,560 --> 00:19:49,400 However, if you know where they've come from and you know 521 00:19:49,400 --> 00:19:51,680 where they're going, if you know what the end goal is, 522 00:19:51,680 --> 00:19:54,000 particularly if you think about a key stage and ending up a key 523 00:19:54,000 --> 00:19:55,760 stage 2, and they're going to have the assessment at the end 524 00:19:55,760 --> 00:19:58,360 of where they need to be. You can have a really solid 525 00:19:58,360 --> 00:20:00,320 understanding of actually, do you know what my role as a year 526 00:20:00,320 --> 00:20:02,480 three teachers to make sure these are absolutely nailed. 527 00:20:02,760 --> 00:20:05,000 You can prioritise what's really, really important. 528 00:20:05,200 --> 00:20:06,960 You can understand that stuff later on. 529 00:20:06,960 --> 00:20:09,400 Actually, do you know what? They will revisit this again and 530 00:20:09,400 --> 00:20:11,320 again, right? Addition and subtraction, right? 531 00:20:11,880 --> 00:20:13,960 When it comes to year 4, year five, year 6, they're going to 532 00:20:13,960 --> 00:20:16,320 spend less and less time on it. It's going to be almost like 533 00:20:16,320 --> 00:20:18,280 we're just adding a digit. It's not going to be the end of 534 00:20:18,280 --> 00:20:20,480 the world. It's 4 digits now it's 5 digits. 535 00:20:20,960 --> 00:20:23,240 But my job then as a Year 3 teacher is, do you know what? 536 00:20:23,240 --> 00:20:25,360 I need to spend a lot more time in the conceptual understanding 537 00:20:25,360 --> 00:20:28,720 here because I get that later on in the school year, as this 538 00:20:28,720 --> 00:20:30,880 builds up, they're going to get less time because they're going 539 00:20:30,880 --> 00:20:32,760 to be doing other stuff. So if you're more aware of that 540 00:20:32,760 --> 00:20:35,360 journey and what those curriculars look like, it means 541 00:20:35,360 --> 00:20:38,400 that you as a teacher can prioritise what is clearly more 542 00:20:38,400 --> 00:20:40,400 foundational in that year group and more important. 543 00:20:40,600 --> 00:20:42,440 And I think it makes you a better teacher because of that. 544 00:20:42,600 --> 00:20:45,440 So again, the fact, yeah, you can do it or not, that's almost 545 00:20:45,440 --> 00:20:47,440 separate to also you should just understand where the 546 00:20:47,440 --> 00:20:49,920 curriculum's going. Because if if your start and end 547 00:20:49,920 --> 00:20:52,400 goal is just the year group you happen to be teaching, not only 548 00:20:52,400 --> 00:20:54,720 is that weak in terms of the children will not always be in 549 00:20:54,720 --> 00:20:56,240 those confines. You'll have some children 550 00:20:56,240 --> 00:20:58,360 working at year 1-2 level. You'll have some children who 551 00:20:58,360 --> 00:21:00,080 could be working at year 4 five level. 552 00:21:00,680 --> 00:21:03,040 If you only have the confines of understanding of your year 553 00:21:03,040 --> 00:21:06,080 groups curricula, then the curriculum, then you will by 554 00:21:06,080 --> 00:21:08,960 definition not be able to understand where those children 555 00:21:08,960 --> 00:21:12,480 need to come to catch up. So I, I think in general it's 556 00:21:12,480 --> 00:21:14,800 two separate things. Like it's almost a given that 557 00:21:14,800 --> 00:21:16,800 you need to be able to actually do the maths that's involved in 558 00:21:16,800 --> 00:21:19,600 a key stage 2. Like like, I'm sorry, just come 559 00:21:19,600 --> 00:21:21,240 on, come on. You have to just be able to do 560 00:21:21,240 --> 00:21:24,000 that. But then also it is way better 561 00:21:24,000 --> 00:21:25,760 practise to have a good understanding of where the 562 00:21:25,760 --> 00:21:28,000 curriculum goes as well. Yeah, yeah, as I was in, 563 00:21:28,000 --> 00:21:30,360 obviously you know this, but I was in year 4 for the beginning 564 00:21:30,360 --> 00:21:31,760 of my career. Then I went to year 6 and came 565 00:21:31,760 --> 00:21:34,240 back to year 4. I was definitely, definitely a 566 00:21:34,240 --> 00:21:36,840 significantly better Year 4 teacher after I'd had some 567 00:21:36,840 --> 00:21:39,200 experience. What time Year 4 I just I the 568 00:21:39,200 --> 00:21:40,520 prioritisation, you nailed it on the head. 569 00:21:40,520 --> 00:21:42,480 It was exactly that. I knew which things this 570 00:21:42,480 --> 00:21:43,680 mattered more and then it LED me. 571 00:21:43,800 --> 00:21:47,080 So my next layer of thought to this is, and I do feel like it's 572 00:21:47,080 --> 00:21:50,400 a barrier to school. I think some, there are really 573 00:21:50,400 --> 00:21:55,120 good schools out there that can look at a whole key stage and 574 00:21:55,120 --> 00:21:58,280 prioritise more appropriately across those year groups. 575 00:21:58,800 --> 00:22:01,360 And there are also schools who don't do that and they get too 576 00:22:01,360 --> 00:22:03,920 caught up in, yeah, but there's an end of year test for my year 577 00:22:03,920 --> 00:22:05,640 group. So I'm not going to prioritise 578 00:22:05,640 --> 00:22:07,080 certain things that might be better for this child 579 00:22:07,080 --> 00:22:09,280 holistically in the next three years, Let's say they're in year 580 00:22:09,280 --> 00:22:12,000 3, I'm going to prioritise stuff that will maximise their marks 581 00:22:12,040 --> 00:22:15,400 on this end of year 3 test. And I think sometimes that that 582 00:22:15,400 --> 00:22:17,160 can actually cause like, that's not a good thing. 583 00:22:17,360 --> 00:22:19,360 Like we think, Oh no, we need to benchmark them every single 584 00:22:19,360 --> 00:22:20,160 year. We need to make sure they're 585 00:22:20,160 --> 00:22:22,720 getting the curriculum coverage. Yeah, we do to an extent. 586 00:22:23,240 --> 00:22:25,560 But sometimes honestly there are situations when COVID really 587 00:22:25,560 --> 00:22:28,160 highlighted this. There are situations where if I 588 00:22:28,160 --> 00:22:30,760 was to choose with a child who's may be struggling in, in mass a 589 00:22:30,760 --> 00:22:34,280 bit more in general between them having a really, really solid 590 00:22:34,280 --> 00:22:38,560 core conceptual understanding of the four operations, but a very 591 00:22:38,560 --> 00:22:42,560 loose understanding of of shape or a kind of superficial 592 00:22:42,560 --> 00:22:44,520 understanding of both of them. And they'll get more marks in 593 00:22:44,520 --> 00:22:46,480 their end of year test in this second version. 594 00:22:46,760 --> 00:22:49,360 I wouldn't pick that one, even though ultimately in some 595 00:22:49,360 --> 00:22:51,360 schools that's going to look worse on me and the school is 596 00:22:51,360 --> 00:22:52,440 going to have that vision to see that. 597 00:22:52,440 --> 00:22:55,680 Just going to say your scores lower, that equals bad 100%. 598 00:22:55,680 --> 00:22:58,040 So I just think that there's a whole thing there I think 599 00:22:58,320 --> 00:23:00,320 holistical to think about. Yeah, genuinely that I think has 600 00:23:00,320 --> 00:23:03,520 missed a lot in schools because we have these very rigid end of 601 00:23:03,520 --> 00:23:05,160 year test, end of year, end of year. 602 00:23:05,800 --> 00:23:08,000 You're right, you're right. Because I think about, I always, 603 00:23:08,160 --> 00:23:10,720 I remember I did a lot of my career in year 4, a lot of my 604 00:23:10,720 --> 00:23:12,840 career in year 4. I did some in Year 5. 605 00:23:12,840 --> 00:23:14,240 I did a bit of training in year 6 as well. 606 00:23:14,240 --> 00:23:17,000 So I had an idea and just yeah, year three as well. 607 00:23:17,000 --> 00:23:19,480 And true leading maths, you very much get a good idea of the 608 00:23:19,480 --> 00:23:21,120 curriculum all the way through. So I did have that knowledge. 609 00:23:21,120 --> 00:23:25,280 However, I did always remember thinking to myself, and this is 610 00:23:25,280 --> 00:23:27,360 to be fair, the way the curriculum's already weighted in 611 00:23:27,360 --> 00:23:29,960 a lot of schemes, you do spend a lot more time, especially in 612 00:23:29,960 --> 00:23:32,160 your frame 4, on additional subtraction place value than you 613 00:23:32,160 --> 00:23:34,320 would on shape, right? It's already weighted because 614 00:23:34,320 --> 00:23:36,080 you've only got like a week or two on shape maximum. 615 00:23:36,320 --> 00:23:39,960 However, I do just always remember thinking to myself, if 616 00:23:39,960 --> 00:23:44,320 I didn't touch this, this strand or this subject, this part of 617 00:23:44,320 --> 00:23:48,080 maths right now, if I didn't touch it in year 3 and then just 618 00:23:48,080 --> 00:23:54,080 taught them in year 6 instead, which one do I think would have 619 00:23:54,080 --> 00:23:56,800 the biggest negative impact in doing that, right? 620 00:23:57,000 --> 00:23:59,120 So for example, I didn't do this in attraction in year 3. 621 00:23:59,120 --> 00:24:00,360 Do you know what? I'll just do it in year 6 622 00:24:00,800 --> 00:24:04,560 compared to I didn't do the names of shape in year 3 or 4 623 00:24:04,680 --> 00:24:05,960 and I just taught them in year 6. 624 00:24:06,520 --> 00:24:10,160 Clearly it's much, it's worth so much more of your time really 625 00:24:10,400 --> 00:24:14,400 grasping and going deep into number and understanding number 626 00:24:14,400 --> 00:24:17,480 and having really, really strong fluency and making links between 627 00:24:17,480 --> 00:24:18,760 and being able to break numbers up. 628 00:24:19,600 --> 00:24:22,560 There is much more use in going deep early with that because it 629 00:24:22,560 --> 00:24:24,200 allows you to move on more quickly later, right? 630 00:24:24,760 --> 00:24:29,520 If my year 4 class could not tell me what a rhombus was, I'm 631 00:24:29,520 --> 00:24:33,000 going to be very honest right now, I didn't give a shit. 632 00:24:33,680 --> 00:24:36,120 I did not care. But in the end of year 633 00:24:36,120 --> 00:24:39,000 assessment, it's probably going to say plot these coordinates 634 00:24:39,000 --> 00:24:41,200 and then underneath it will say, what shape is it? 635 00:24:41,200 --> 00:24:43,960 And it was a rhombus. I don't care. 636 00:24:44,160 --> 00:24:47,440 Like that can be a gap that and some people will really push 637 00:24:47,440 --> 00:24:49,400 back and say no no by year 4 they need to make sure they got 638 00:24:49,400 --> 00:24:50,840 it. I'll I'll tell them what a 639 00:24:50,840 --> 00:24:52,160 rhombus is. But you know what? 640 00:24:52,160 --> 00:24:54,720 If they don't get it, do you know what I won't do? 641 00:24:55,000 --> 00:24:58,080 Prioritise that over then being able to manipulate number 642 00:24:58,080 --> 00:25:01,520 properly to flexibly partition. Being able a child being able to 643 00:25:01,520 --> 00:25:06,280 flexibly partition 64 has way more of ramification than 644 00:25:06,280 --> 00:25:07,520 knowing what a rhombus looks like. 645 00:25:07,760 --> 00:25:13,240 And the point being, let's say later on, 64 / 4, OK, that is 646 00:25:13,240 --> 00:25:14,840 something that, yeah, you can do short division. 647 00:25:14,840 --> 00:25:17,000 But you know what, really, I want children to be doing that 648 00:25:17,000 --> 00:25:19,560 mentally. I want us to be doing 64 / 4 649 00:25:19,560 --> 00:25:20,960 mentally. You have to have such good 650 00:25:20,960 --> 00:25:22,560 understanding of how to break up a number. 651 00:25:22,800 --> 00:25:27,440 You can break up 64 into 40 and 24 and a number four times 652 00:25:27,440 --> 00:25:28,600 table. I understand this really well. 653 00:25:28,600 --> 00:25:30,160 That's 10 fours and that's six fours. 654 00:25:30,480 --> 00:25:32,240 So if I combine them, that's 16 fours. 655 00:25:32,240 --> 00:25:34,640 I've just done it mentally that charge just done that question 656 00:25:34,640 --> 00:25:37,600 mentally in their head, way more of an impact on their 657 00:25:37,600 --> 00:25:40,600 mathematical ability, way more understanding of number and a 658 00:25:40,600 --> 00:25:42,120 better, more rounded mathematician. 659 00:25:42,360 --> 00:25:44,920 I'll spend more time on that than than just showing them 660 00:25:44,920 --> 00:25:47,600 another rhombus. Oh, do you not remember what I 661 00:25:47,600 --> 00:25:49,560 said about rhombus? It's just, it's just equal sides 662 00:25:49,560 --> 00:25:51,560 with not without 90. OK, OK, cool. 663 00:25:51,960 --> 00:25:53,720 It's, it's exactly what you just said there. 664 00:25:53,720 --> 00:25:59,160 It's it's prioritisation and I can show them again when they 665 00:25:59,160 --> 00:26:02,040 are 11, what a rhombus is and they might just go, oh, OK, and 666 00:26:02,280 --> 00:26:04,280 then just remember it now because it's just a fact to 667 00:26:04,280 --> 00:26:07,120 remember the curriculum and what we need to teach children. 668 00:26:07,160 --> 00:26:10,360 Everything's on such different levels and understanding that 669 00:26:10,360 --> 00:26:12,440 journey I think let's you prioritise about you know what 670 00:26:12,440 --> 00:26:14,240 this is way worth for way more of my time. 671 00:26:14,240 --> 00:26:15,600 You, you, you. You're absolutely right. 672 00:26:15,600 --> 00:26:18,360 There are just some things that fundamentally are more important 673 00:26:18,360 --> 00:26:21,200 to revisit on a yearly basis from an early, early point 674 00:26:21,200 --> 00:26:23,760 conceptually and some things that are just not as important. 675 00:26:23,760 --> 00:26:27,560 And that's OK to say like, and, and I think a really good people 676 00:26:27,560 --> 00:26:29,840 have school improvement plans and school improvement leaders, 677 00:26:29,840 --> 00:26:31,280 people that come in external whatever. 678 00:26:31,480 --> 00:26:33,680 I think really, really, really good schools are the ones that 679 00:26:33,680 --> 00:26:35,040 genuinely take that into account. 680 00:26:35,120 --> 00:26:38,000 They don't penalise their teachers for thinking in that 681 00:26:38,000 --> 00:26:41,720 way versus maximising their interview data like the better 682 00:26:41,720 --> 00:26:44,360 schools do it that way around. Can I let's finish off on this 683 00:26:44,360 --> 00:26:46,680 because I want to go back to our school, which I think were very 684 00:26:46,680 --> 00:26:48,480 understanding of this whole thing because we had that same 685 00:26:48,480 --> 00:26:50,920 outlook. We also used a lot of White Rose 686 00:26:50,920 --> 00:26:53,640 in terms of their long term and medium term plans and, and 687 00:26:53,840 --> 00:26:56,400 especially post COVID, a lot of stuff was prioritised and the 688 00:26:56,400 --> 00:26:58,920 stuff was shifted around and moved and it didn't always 689 00:26:58,920 --> 00:27:00,600 exactly match the national curriculum. 690 00:27:01,040 --> 00:27:03,120 And we also use pixel tests, right? 691 00:27:03,360 --> 00:27:05,720 And there was clearly there was a difference between what we 692 00:27:05,720 --> 00:27:07,880 were telling teachers to prioritise and do in the lessons 693 00:27:08,200 --> 00:27:10,280 and what was assessed always at the end of the year in terms of 694 00:27:10,280 --> 00:27:12,480 pixel test. The example being negative 695 00:27:12,480 --> 00:27:14,240 numbers, right? Negative numbers. 696 00:27:14,240 --> 00:27:16,000 We left till Year 5 in our school. 697 00:27:16,200 --> 00:27:18,000 You look at the curriculum, absolutely it's a year four 698 00:27:18,000 --> 00:27:19,520 thing, right? Look at maths to the thing we're 699 00:27:19,520 --> 00:27:21,120 building out. You can do it in year 4 because 700 00:27:21,120 --> 00:27:22,520 it's, it's a year 4 level question. 701 00:27:22,960 --> 00:27:25,240 We chose to say, do you know what, let's just take that out. 702 00:27:25,240 --> 00:27:28,400 We'll we think children when they're in Year 5 can do the 703 00:27:28,400 --> 00:27:31,400 year 4 level stuff and year five level stuff together and get it 704 00:27:31,440 --> 00:27:33,640 in the same amount of time. That's a decision we've made 705 00:27:33,640 --> 00:27:35,200 because then we're going to free up more time to go with the 706 00:27:35,200 --> 00:27:37,640 foundations, especially post COVID to try and fill those 707 00:27:37,640 --> 00:27:40,840 gaps. When we did a pixel test end of 708 00:27:40,840 --> 00:27:44,280 year 4, it always without fail would have a question on 709 00:27:44,280 --> 00:27:45,120 negative numbers. Yeah. 710 00:27:45,240 --> 00:27:46,280 Oh no, they're not. They're not there. 711 00:27:46,280 --> 00:27:47,880 Oh, they didn't. It's a gap. 712 00:27:48,600 --> 00:27:50,600 Everyone understood. We know that will be a gap. 713 00:27:50,800 --> 00:27:52,960 We looked at pixel hilarious. Percent, percent, percent, 714 00:27:52,960 --> 00:27:54,480 percent high, high. Really, really good. 715 00:27:54,640 --> 00:27:55,920 That question always dropped off. 716 00:27:55,960 --> 00:27:59,640 Yeah, but instead of panicking going the end of you and the end 717 00:27:59,680 --> 00:28:01,120 of year test. So we need to do that. 718 00:28:01,320 --> 00:28:03,760 It's awful. Everyone understood. 719 00:28:04,240 --> 00:28:06,600 We know why. We know why because we've made 720 00:28:06,600 --> 00:28:08,400 the decision to focus on something else. 721 00:28:08,560 --> 00:28:10,640 By the end of key stage 2, they'll get the same coverage, 722 00:28:10,680 --> 00:28:11,920 they'll be able to do negative numbers. 723 00:28:12,360 --> 00:28:15,240 That's not an issue, it's that level of understanding and 724 00:28:15,240 --> 00:28:18,200 nuance which I think allows for better maths teaching, which 725 00:28:18,200 --> 00:28:20,720 unfortunately some schools with a surface level understanding of 726 00:28:20,720 --> 00:28:22,640 what's going on with leadership who just look at beta and just 727 00:28:22,640 --> 00:28:25,040 go Oh my God, that's a problem. They're chasing their tail a bit 728 00:28:25,040 --> 00:28:26,240 and they don't get the best maths teaching. 729 00:28:26,400 --> 00:28:29,560 Yes, Dylan, I agree. And yeah, we, as always, went 730 00:28:29,560 --> 00:28:31,920 off on a bit, not on a tangent, but we just went into depth 731 00:28:31,920 --> 00:28:33,840 there, probably because it was about maths in the end, wasn't 732 00:28:33,840 --> 00:28:35,080 it? What surprise we make it about 733 00:28:35,080 --> 00:28:36,720 that you. Often say I agree, I agree. 734 00:28:37,800 --> 00:28:40,400 Yeah, there we go. Right, there's a reason we work 735 00:28:40,400 --> 00:28:41,960 together. Exactly. 736 00:28:42,200 --> 00:28:44,880 Next question, What draconian behaviour policies have you 737 00:28:44,880 --> 00:28:47,680 heard and observed that just humiliated children or just made 738 00:28:47,680 --> 00:28:50,600 no sense? For me, immediately comes to my 739 00:28:50,600 --> 00:28:53,920 head is whenever children are late, and I mean more primary 740 00:28:53,920 --> 00:28:57,000 school children are late. Anything that punishes the child 741 00:28:57,000 --> 00:28:59,520 because of that Aristocraconian or, or there's some negative 742 00:28:59,520 --> 00:29:03,200 effect on the kid when it's by the way their parents who are 743 00:29:03,200 --> 00:29:07,000 getting them into school, I think is just outrageous. 744 00:29:07,000 --> 00:29:08,880 And they always rubbed me up the wrong way. 745 00:29:08,960 --> 00:29:12,000 Do you know what I felt myself sometimes in lessons when a 746 00:29:12,000 --> 00:29:15,000 child was consistently late right in in lessons, I remember 747 00:29:15,000 --> 00:29:16,600 getting really frustrated because I thought to myself, 748 00:29:16,600 --> 00:29:18,480 you're missing the 1st 20 minutes of mass every day. 749 00:29:18,640 --> 00:29:20,360 And this is where we do our foundational stuff and our 750 00:29:20,360 --> 00:29:22,440 fluency, etcetera. And that was annoying to me. 751 00:29:22,640 --> 00:29:25,960 And I had to really let myself inside be annoyed and then be 752 00:29:25,960 --> 00:29:29,240 like, but this child was brought in by the mother who overslept 753 00:29:29,240 --> 00:29:30,360 and it's not his fault. Yeah. 754 00:29:30,640 --> 00:29:35,520 So for me, anything that punishes the child for being 755 00:29:35,520 --> 00:29:38,200 late when the child's not in control of being late, Yeah, 756 00:29:38,360 --> 00:29:39,240 yeah, yeah, yeah. What? 757 00:29:39,240 --> 00:29:42,560 What this family managed to do it and get their child in? 758 00:29:42,800 --> 00:29:45,040 Why didn't you get your family to get you in on time? 759 00:29:45,040 --> 00:29:46,360 Oh. Because my mum overdosed this 760 00:29:46,360 --> 00:29:47,080 morning. Yeah. 761 00:29:47,400 --> 00:29:48,280 No, I'm not even. I'm not even. 762 00:29:48,360 --> 00:29:49,440 Yeah, exactly. Yeah, It's like, OK, we'll 763 00:29:49,440 --> 00:29:50,600 penalise the kid for that way. Exactly. 764 00:29:50,640 --> 00:29:52,680 It's humiliating. Yeah, I'm obviously going to 765 00:29:52,880 --> 00:29:54,480 over the top exaggerating, but. No, no, a bit. 766 00:29:54,560 --> 00:29:55,840 It's obviously something that. Can happen. 767 00:29:55,880 --> 00:29:58,000 Oh sorry, it's not the kids fault because they are 7. 768 00:29:58,160 --> 00:30:02,280 Yeah, and and they don't get themselves to school like, oh, 769 00:30:02,280 --> 00:30:04,600 but what about those kids who kick off and don't go into 770 00:30:04,600 --> 00:30:06,240 school? I'm not talking about them. 771 00:30:06,840 --> 00:30:08,720 That's a separate conversation. Do you know what they kick off 772 00:30:08,720 --> 00:30:11,000 going into school? I can imagine a draconian policy 773 00:30:11,000 --> 00:30:13,080 that when they do eventually get into school, they're told 774 00:30:13,080 --> 00:30:15,960 they're told off and shouted at. Probably might make them want to 775 00:30:15,960 --> 00:30:17,080 come in. I can't imagine that there's 776 00:30:17,080 --> 00:30:18,040 anything, actually. Right. 777 00:30:18,080 --> 00:30:19,960 So like. We've been, I've taught you 6 a 778 00:30:19,960 --> 00:30:21,480 long time. I've obviously I've had some 779 00:30:21,480 --> 00:30:25,400 kids who they cycle into school and their parents think they're 780 00:30:25,400 --> 00:30:27,440 cycling into school. They actually went to the shops 781 00:30:27,440 --> 00:30:29,200 and spent a bunch of time there, bought a bunch of bought a bunch 782 00:30:29,200 --> 00:30:31,320 of sweets and stuff. And like, so obviously with 783 00:30:31,320 --> 00:30:33,240 those kids you can, you can have, I didn't even tell them 784 00:30:33,240 --> 00:30:34,480 off. Like I just have a conversation. 785 00:30:34,480 --> 00:30:36,520 I come in late and I blatantly be doing this because one of 786 00:30:36,520 --> 00:30:38,760 them will the other one in and I say, come on, guys, you got, you 787 00:30:38,760 --> 00:30:39,960 know, you could cycle into schools. 788 00:30:39,960 --> 00:30:40,920 You could. Tell them off though. 789 00:30:40,920 --> 00:30:42,880 Yeah, but. Even then, I'm just saying to 790 00:30:42,880 --> 00:30:45,200 them, look, I'm going to have to, I'm going to have to say 791 00:30:45,200 --> 00:30:46,960 this to your parent because at the end of the day, they think 792 00:30:46,960 --> 00:30:48,280 you're going to school and it's not safe. 793 00:30:48,280 --> 00:30:49,800 Like none of us know who you are, you know? 794 00:30:49,960 --> 00:30:52,440 But even still, I'm not doing some draconian like yelling at 795 00:30:52,440 --> 00:30:54,320 them that you've got to go and you're going to lose your break 796 00:30:54,320 --> 00:30:56,920 time now, because ultimately I want to talk to the parent and 797 00:30:56,920 --> 00:30:58,360 say this is something in your control. 798 00:30:58,560 --> 00:31:01,640 I am not the person in control of cycling your child to school. 799 00:31:01,960 --> 00:31:03,720 You're the decision maker when it comes to that. 800 00:31:03,800 --> 00:31:05,440 I'm informing you as a parent to make that decision. 801 00:31:05,440 --> 00:31:07,440 Ultimately they were late. So can you do something about? 802 00:31:07,440 --> 00:31:10,000 It yeah, completely. And, and just to justify what 803 00:31:10,000 --> 00:31:13,440 we're saying here, like if, if there were some more draconian 804 00:31:13,440 --> 00:31:15,440 issues and stuff, etcetera, we might disagree with being 805 00:31:15,440 --> 00:31:18,560 draconian, right? But it is down to the child. 806 00:31:18,560 --> 00:31:21,640 So it's more fair. Like I, I, I am genuinely 807 00:31:21,640 --> 00:31:23,480 thinking of things that are literally not the fault of the 808 00:31:23,480 --> 00:31:25,960 child. Another thing that I think of 809 00:31:26,000 --> 00:31:29,040 all the time is when, you know, children aren't reading at home 810 00:31:29,040 --> 00:31:31,600 or getting signatures, right? Getting signatures often 811 00:31:31,600 --> 00:31:33,080 sometimes is different to reading at home. 812 00:31:33,080 --> 00:31:35,440 Because I, I've known some children who definitely are 813 00:31:35,440 --> 00:31:37,280 reading at home because I know they come in and they show what 814 00:31:37,280 --> 00:31:39,280 they're up to and that they are reading at home, but they're not 815 00:31:39,280 --> 00:31:40,560 getting their three signatures a week. 816 00:31:40,600 --> 00:31:42,280 Yeah, because parents just don't do it, right. 817 00:31:42,280 --> 00:31:44,640 For whatever reason, parents aren't doing it comes around at 818 00:31:44,640 --> 00:31:46,320 the end of the week. There's a whole school policy. 819 00:31:46,440 --> 00:31:48,560 You need 3 signatures a week. I'll just stand at break time to 820 00:31:48,560 --> 00:31:54,600 do some reading. No, I and I have my whole career 821 00:31:55,200 --> 00:31:59,800 point blank refused to ever keep a child in at lunchtime or break 822 00:31:59,800 --> 00:32:02,240 time during their play times as a punitive measure for not doing 823 00:32:02,240 --> 00:32:06,760 homework. Because again, to me it's not 824 00:32:07,320 --> 00:32:09,800 the kids fault a lot of the time, is it? 825 00:32:09,800 --> 00:32:11,040 Sometimes. Yeah, sure. 826 00:32:11,040 --> 00:32:12,840 I, I still don't think it's worth keeping them in Cos I 827 00:32:12,840 --> 00:32:14,640 think playtime is sacrosanct. I think that's part of their 828 00:32:14,640 --> 00:32:16,320 day. To me, that's like saying you 829 00:32:16,480 --> 00:32:18,040 you're going to miss some of your maths lesson to catch up 830 00:32:18,040 --> 00:32:19,360 with your reading. No one would ever do that. 831 00:32:19,560 --> 00:32:22,320 Play to me is just as vital. But yeah, any, anything that 832 00:32:22,320 --> 00:32:24,720 punishes the children like that. And, and we're coming from a 833 00:32:24,720 --> 00:32:27,000 primary perspective and secondary always say what about 834 00:32:27,000 --> 00:32:28,440 secondary when it's more in their control. 835 00:32:29,000 --> 00:32:32,040 Well, OK, you've completely changed the the example. 836 00:32:32,080 --> 00:32:34,400 So of course, yes, that might mean I have a different answer. 837 00:32:34,800 --> 00:32:37,120 We're talking about primary school here, you know, anything 838 00:32:37,120 --> 00:32:38,600 like that. I just always thought to myself, 839 00:32:38,600 --> 00:32:40,160 what are we doing? I just thought of a really funny 840 00:32:40,160 --> 00:32:41,440 1A funny example of happened to me. 841 00:32:41,440 --> 00:32:43,560 I've got two things and then I'm going to also dam myself after. 842 00:32:43,560 --> 00:32:45,600 That was something I did in my AM QT year which which I look. 843 00:32:45,600 --> 00:32:47,040 Back how you're learning. It's fine. 844 00:32:47,040 --> 00:32:48,040 Yeah, I know. But I look back and I think, 845 00:32:48,040 --> 00:32:49,760 what the hell was I thinking? Anybody did it in my mind? 846 00:32:49,760 --> 00:32:51,720 That's the funny, the funny story, right? 847 00:32:51,720 --> 00:32:53,680 And I just reminded me when I was thinking of children that 848 00:32:53,840 --> 00:32:55,360 cycle in and came in late, go to shops. 849 00:32:55,360 --> 00:32:59,200 I once had a boy, it was years and years ago who came in late 850 00:32:59,200 --> 00:33:01,160 to my classroom. He was like 20 minutes late and 851 00:33:01,160 --> 00:33:03,440 he's not normally that late, but it happened every now and then. 852 00:33:03,680 --> 00:33:05,120 And he came in. I was like, what you doing at 853 00:33:05,120 --> 00:33:06,840 this, Like. And he was, he was like such a 854 00:33:06,840 --> 00:33:08,800 lovable child. It was so hard to be crossing. 855 00:33:08,800 --> 00:33:11,520 This kid came with this little smirk of like, oh, yeah, I'm 856 00:33:11,520 --> 00:33:12,600 late again. And he did. 857 00:33:12,600 --> 00:33:14,840 He did have a rough family life. So again, I was immediately 858 00:33:14,840 --> 00:33:17,520 thinking this, there's a lot of stuff out of my control here. 859 00:33:17,520 --> 00:33:19,560 I'm not just going to be shouting at this child for being 860 00:33:19,560 --> 00:33:20,960 late because I know what his family's like. 861 00:33:21,200 --> 00:33:23,800 He came in and he's like, oh, yeah, I just, I just popped to 862 00:33:23,800 --> 00:33:25,360 the shops, didn't I? I had to get some lunch. 863 00:33:25,360 --> 00:33:27,040 And I was thinking, oh boy, let's get his lunch. 864 00:33:27,040 --> 00:33:29,160 And he was like, and I got you, I did get you this. 865 00:33:29,160 --> 00:33:31,640 And he pulled out a little like a lint chocolate bar out of his 866 00:33:31,640 --> 00:33:32,320 pocket. And he was. 867 00:33:32,840 --> 00:33:36,160 And I was like you trying to bribe me to this for being late 868 00:33:36,160 --> 00:33:37,960 by giving me chocolate. It's not going to happen. 869 00:33:38,600 --> 00:33:41,960 Give it. Turns out it's worked perfectly 870 00:33:41,960 --> 00:33:42,840 well. Perfectly. 871 00:33:42,840 --> 00:33:44,440 Well, I'll see you again tomorrow, same time. 872 00:33:45,120 --> 00:33:46,120 But it just really made me laugh. 873 00:33:46,120 --> 00:33:48,120 Like he was just, yeah, so funny. 874 00:33:48,160 --> 00:33:50,280 So you take the register, I'll get you a limp Bunny, yeah. 875 00:33:51,040 --> 00:33:53,640 Like you had to be get bigger every time limp bar was not 876 00:33:53,640 --> 00:33:55,320 enough that next time 2 limp bars were funny. 877 00:33:55,320 --> 00:33:56,480 Have you got one that's actually funny though? 878 00:33:56,840 --> 00:33:58,000 Oh, cheers mate. Yeah, that's funny, isn't it? 879 00:33:58,000 --> 00:33:59,360 You're funny. But here's here's one that's 880 00:33:59,360 --> 00:34:00,920 damning, right? And something I look bamming and 881 00:34:00,920 --> 00:34:04,560 I'm like what am I doing in my inky 2 year trying to please the 882 00:34:04,560 --> 00:34:06,200 powers that be. You had hair then I did. 883 00:34:06,960 --> 00:34:10,960 Very important. Maybe that's the maybe that that 884 00:34:10,960 --> 00:34:12,920 was the turning. .0 My God, I think you might be right. 885 00:34:12,920 --> 00:34:14,280 You shaved your head. You gained your confidence. 886 00:34:14,280 --> 00:34:16,159 The opposite. That guy loses your power. 887 00:34:16,159 --> 00:34:17,679 You gain power. I did. 888 00:34:18,040 --> 00:34:19,400 Turns out that context was everything. 889 00:34:19,719 --> 00:34:21,520 We having hair. But I did have hair. 890 00:34:21,520 --> 00:34:22,760 Yeah, but good to know the only year I did. 891 00:34:23,040 --> 00:34:24,080 Lost it after one year of teaching. 892 00:34:25,280 --> 00:34:26,120 You lost. I think you lost it. 893 00:34:26,120 --> 00:34:27,960 Already coming over, it was going yeah, the the. 894 00:34:28,000 --> 00:34:32,280 Little, little Benny Young. Anyway, right, so I was trying 895 00:34:32,280 --> 00:34:34,440 to please the powers that be who was saying, look, we're getting 896 00:34:34,440 --> 00:34:37,280 a lot of kids that are going to the toilet in lesson time and 897 00:34:37,280 --> 00:34:39,000 some of them are clearly just taking the Mick and they're just 898 00:34:39,000 --> 00:34:40,159 getting out of lessons, blah, blah, blah, all this. 899 00:34:40,159 --> 00:34:41,639 And I was like, OK, cool, cool, cool. 900 00:34:41,639 --> 00:34:43,199 I know what I can I'm going to put something in place. 901 00:34:44,080 --> 00:34:47,440 You might remember this. And I, I was like, OK, we had to 902 00:34:47,440 --> 00:34:48,639 stick. We had, we had stickers at this 903 00:34:48,639 --> 00:34:49,199 school. You have to. 904 00:34:49,239 --> 00:34:50,840 You have to piss. Yourself in your chair. 905 00:34:51,679 --> 00:34:54,000 Not that bad, I mean. Basically, basically is what I 906 00:34:54,000 --> 00:34:54,960 felt like people were being like. 907 00:34:54,960 --> 00:34:58,120 What you're doing is encouraging this anyone that needed the 908 00:34:58,120 --> 00:34:59,920 toilet in the lesson, I was like, OK, you have to come and 909 00:34:59,920 --> 00:35:01,800 get a sticker and you've got a sticker in your book that said, 910 00:35:01,800 --> 00:35:03,440 I went out out. I went to the toilet in my 911 00:35:03,440 --> 00:35:06,800 lesson to to show that you like left the lesson. 912 00:35:06,800 --> 00:35:09,200 So when it comes to marking a book, looks why did that kid, 913 00:35:09,400 --> 00:35:11,200 why did that kid not do as much? I was like, well, there you go. 914 00:35:11,200 --> 00:35:13,600 They went to the toilet in the lesson and then someone came to 915 00:35:13,600 --> 00:35:15,280 me. The the the deputy head came to 916 00:35:15,280 --> 00:35:17,640 me and obviously explained why that was absolutely mental. 917 00:35:17,640 --> 00:35:18,840 But you did that off your own back. 918 00:35:18,920 --> 00:35:20,600 Yes, because I was like, were you stickers? 919 00:35:20,600 --> 00:35:22,480 And they're trying to say that kids are wasting time. 920 00:35:22,480 --> 00:35:24,200 We've got we've got to stop it. We've got to try encourage kids 921 00:35:24,200 --> 00:35:26,600 to go to the toilet at the right times and stop them going in 922 00:35:26,600 --> 00:35:28,200 lessons. Are you Chairman Mao? 923 00:35:28,200 --> 00:35:29,760 From the from, from the top down. 924 00:35:29,760 --> 00:35:32,320 And I was like, OK, I'll put something in place that makes 925 00:35:32,320 --> 00:35:34,800 them aware that I know that they're just taking the mix 926 00:35:34,800 --> 00:35:36,240 sometimes before. They're all taking the mix. 927 00:35:36,240 --> 00:35:37,560 I know, I know, obviously the floor. 928 00:35:37,560 --> 00:35:40,440 I understand the flaws immediately afterwards, but at 929 00:35:40,440 --> 00:35:41,760 the time I was like, oh that's a good idea. 930 00:35:43,000 --> 00:35:45,320 You know all these stories of you from your ECT and and QT 931 00:35:45,320 --> 00:35:47,680 where you're like and I did this thing and they were really mad 932 00:35:47,680 --> 00:35:48,920 at me. I started to think maybe they 933 00:35:48,920 --> 00:35:50,400 should. Be yeah, I know, yeah, 934 00:35:50,400 --> 00:35:52,560 genuinely. But the deputy head came by that 935 00:35:52,560 --> 00:35:54,240 like the next day, saw the sticker in the book and he was 936 00:35:54,240 --> 00:35:57,000 like mate, and explained of the obvious reasons as to why that 937 00:35:57,000 --> 00:35:59,320 was dumb and you can't do that. And it's like discriminatory. 938 00:35:59,560 --> 00:36:02,440 Like the kids do just also need to go to the toilet sometimes 939 00:36:02,440 --> 00:36:04,880 and making them feel embarrassed because I got to now put a 940 00:36:04,880 --> 00:36:06,320 sticker in that book saying they went to the toilet. 941 00:36:06,320 --> 00:36:09,600 It's probably not a good play. And I was like, Oh yeah, yeah, 942 00:36:09,640 --> 00:36:10,680 yeah, that's probably right, actually. 943 00:36:10,680 --> 00:36:12,000 Yeah, we don't. We don't want people to feel 944 00:36:12,000 --> 00:36:13,400 bad. By the way, we've got your 945 00:36:13,400 --> 00:36:14,720 second observation in two days today. 946 00:36:14,720 --> 00:36:16,640 Yeah, I know. That's the thing, the school we 947 00:36:16,640 --> 00:36:18,720 worked at was extremely toxic from the top down. 948 00:36:18,760 --> 00:36:21,080 This was me trying to appease them to be like I didn't. 949 00:36:21,160 --> 00:36:23,440 I didn't. Hilariously, I didn't care. 950 00:36:23,440 --> 00:36:25,480 Don't shift the blame. No, I'm shifting the blame 951 00:36:25,480 --> 00:36:27,920 because I didn't care about kids going to the toilet, but they 952 00:36:27,920 --> 00:36:28,800 did. So I was like, well this will 953 00:36:28,800 --> 00:36:29,720 stop it. Kids. 954 00:36:30,200 --> 00:36:33,640 The thing is, kids have got to excrete their bodily waste and 955 00:36:33,640 --> 00:36:35,840 it doesn't mean they can't do the join the dots exercise. 956 00:36:35,840 --> 00:36:37,720 We. Love them so on my bloody watch. 957 00:36:38,600 --> 00:36:41,280 They're not. As if that school needed any 958 00:36:41,280 --> 00:36:44,640 more stickers as well. Jesus Christ. 959 00:36:44,800 --> 00:36:46,200 Honest to God. So, yeah. 960 00:36:46,560 --> 00:36:49,080 Anything that blames children for things out of their control. 961 00:36:49,080 --> 00:36:50,760 Yeah, but it's what we've always done. 962 00:36:50,800 --> 00:36:53,120 Change it. Yeah, change it, then. 963 00:36:53,440 --> 00:36:55,240 That's not a reason to do stuff, is it? 964 00:36:55,240 --> 00:36:56,160 Exactly. That. 965 00:36:56,200 --> 00:36:58,000 We've got to. We've got to tackle it somehow. 966 00:36:58,000 --> 00:37:00,600 Not like that. There you go. 967 00:37:01,400 --> 00:37:02,480 It's not good enough. Right? 968 00:37:02,640 --> 00:37:04,000 Not good enough. Next question. 969 00:37:04,120 --> 00:37:06,040 Go on. This is a good one, hearts back 970 00:37:06,040 --> 00:37:08,160 to an episode from a few episodes ago where we talk about 971 00:37:08,160 --> 00:37:09,480 maths and setting and all this stuff. 972 00:37:09,760 --> 00:37:10,800 Go back and check it out if you haven't. 973 00:37:11,000 --> 00:37:13,880 I work in A1 formentary school and I do agree that setting 974 00:37:13,880 --> 00:37:16,600 would be good for the children. How can it be done in my 975 00:37:16,600 --> 00:37:17,240 particular? Setting. 976 00:37:17,240 --> 00:37:19,320 I had a couple people mentioned this when we did the the whole 977 00:37:19,320 --> 00:37:21,240 one about the research and the setting and stuff. 978 00:37:21,360 --> 00:37:23,320 Yeah. And someone commented on Spotify 979 00:37:23,320 --> 00:37:25,920 as well about, you know, I love listening to the podcast, but 980 00:37:25,920 --> 00:37:28,480 this was frustrating for me because it's very much centred 981 00:37:28,480 --> 00:37:30,120 around sorry you just got your belly out. 982 00:37:30,120 --> 00:37:32,360 Sorry I was really made me laugh. 983 00:37:32,360 --> 00:37:35,640 That's interesting. But if you're. 984 00:37:35,640 --> 00:37:37,720 Watching the camera did not flick to me at that point, I'll 985 00:37:37,720 --> 00:37:41,080 tell you that. Oh, I've lost my train of 986 00:37:41,080 --> 00:37:43,360 thought right now. Was basically saying, you know, 987 00:37:43,360 --> 00:37:46,400 it's frustrating because it was all centred on our experience 988 00:37:46,400 --> 00:37:48,600 of, you know, having multiple form entry schools where where 989 00:37:48,600 --> 00:37:50,600 setting where setting makes more sense and it's easier. 990 00:37:51,200 --> 00:37:53,240 I think we did. I think we did mention that when 991 00:37:53,240 --> 00:37:55,400 we, but maybe we didn't but. I'm pretty sure we said there's 992 00:37:55,400 --> 00:37:57,400 obviously a bias towards schools that have more. 993 00:37:57,400 --> 00:37:59,400 Of course you can't really set in other schools. 994 00:37:59,800 --> 00:38:01,360 This question is really interesting to me. 995 00:38:01,360 --> 00:38:03,400 Like how can I set in A1 elementary school? 996 00:38:03,840 --> 00:38:06,760 I mean really unless you've got another teacher to take out 997 00:38:06,760 --> 00:38:09,320 children and do stuff like it's much much harder. 998 00:38:09,320 --> 00:38:12,280 Like you are one teacher doing one input. 999 00:38:12,840 --> 00:38:15,120 Unless you split the class in half and try and do 2 inputs. 1000 00:38:15,120 --> 00:38:19,400 Like to me, it turns into mixed ability where you try and set 1001 00:38:19,400 --> 00:38:22,800 within it, which we spoke about. I think the most you can do is 1002 00:38:22,800 --> 00:38:24,760 that like try and let your tops fly. 1003 00:38:24,760 --> 00:38:27,640 I don't, I don't think, I still don't think mixed ability is 1004 00:38:27,640 --> 00:38:30,040 automatically bad. I think it's much harder and 1005 00:38:30,040 --> 00:38:32,840 there's, and you have to be more realistic about what you can do. 1006 00:38:33,120 --> 00:38:35,680 And you as a person can only pitch your, your input at one 1007 00:38:35,680 --> 00:38:37,360 level. And lots of people said like, 1008 00:38:37,640 --> 00:38:39,120 can't you just teach to all the levels? 1009 00:38:39,160 --> 00:38:42,080 Like, oh, great, brilliant. I'll have 10 brains and two 1010 00:38:42,080 --> 00:38:42,760 mouths. Like what? 1011 00:38:42,760 --> 00:38:44,320 What? Like of course, of course, like 1012 00:38:44,320 --> 00:38:46,040 when I do an input, I'm doing an input to everyone. 1013 00:38:47,120 --> 00:38:48,760 So that input has to be pitched somewhere. 1014 00:38:48,760 --> 00:38:50,160 Exactly. It's going to be too low for 1015 00:38:50,160 --> 00:38:51,800 some kids and too high for others. 1016 00:38:51,800 --> 00:38:54,720 Like cool, by definition do I got no. 1017 00:38:54,720 --> 00:38:56,080 It's actually just about the sequencing. 1018 00:38:56,160 --> 00:38:58,480 OK, Well, some children don't need that level of sequencing. 1019 00:38:58,600 --> 00:39:00,840 Someone is busy now. I'm pitching it somewhere. 1020 00:39:00,840 --> 00:39:02,720 Yeah. Start low and build up OK whilst 1021 00:39:02,720 --> 00:39:04,600 I'm starting low, what the what the children can already do it 1022 00:39:04,600 --> 00:39:05,520 doing? Yeah, exactly. 1023 00:39:05,840 --> 00:39:07,600 A rising tide helps all boats. OK. 1024 00:39:07,640 --> 00:39:10,320 If I'm pitching it too high and the kids can't even add 4, they 1025 00:39:10,320 --> 00:39:11,960 obviously don't understand what I'm saying right now. 1026 00:39:11,960 --> 00:39:14,800 Like it's so. So my point is down to this like 1027 00:39:14,800 --> 00:39:17,520 setting. I don't, I actually, I, I know 1028 00:39:17,520 --> 00:39:18,680 it's a question and answer episode. 1029 00:39:18,880 --> 00:39:21,120 I don't really have an answer as how you can do setting in that 1030 00:39:21,120 --> 00:39:23,800 kind of situation. But I think what you can do is a 1031 00:39:23,800 --> 00:39:27,200 hybrid approach where, you know, mixed children up based on 1032 00:39:27,200 --> 00:39:27,920 ability. Sure. 1033 00:39:27,920 --> 00:39:30,040 Have a have a focus table, sure. That, you know, are going to 1034 00:39:30,040 --> 00:39:31,880 have to be doing something else. Maybe if you've got a teaching 1035 00:39:31,880 --> 00:39:34,480 assistant, you know, rotate with your teaching assistant as to 1036 00:39:34,480 --> 00:39:35,720 which children you're helping each day. 1037 00:39:35,720 --> 00:39:37,640 So throughout the week you get to help everyone at different 1038 00:39:37,640 --> 00:39:39,560 levels. Yeah, there's only so much you 1039 00:39:39,560 --> 00:39:41,520 could do basically. And there's lots of research out 1040 00:39:41,520 --> 00:39:44,800 there about how to do mixed ability effectively, how to get 1041 00:39:44,800 --> 00:39:47,280 the most out of it, and I would just be following those. 1042 00:39:47,280 --> 00:39:49,560 Exactly, we literally addressed this in the last episode. 1043 00:39:50,120 --> 00:39:52,720 Good teachers can make either work extremely well. 1044 00:39:53,120 --> 00:39:54,800 So if you're in the situation where you don't have that 1045 00:39:54,800 --> 00:39:55,960 choice, it sucks. Obviously. 1046 00:39:55,960 --> 00:39:59,280 OK, you can't really do setting because setting is predicated on 1047 00:39:59,280 --> 00:40:01,120 the fact that you have multiple teachers in multiple classes. 1048 00:40:01,120 --> 00:40:02,640 Like that is the very essence of setting. 1049 00:40:02,760 --> 00:40:04,600 So if you don't have it, then yeah, you just have to you'll 1050 00:40:04,600 --> 00:40:06,760 you'll just have to focus on, well, mixed stability. 1051 00:40:06,920 --> 00:40:08,440 Like you said, there's lots of ways you can make mixed 1052 00:40:08,440 --> 00:40:10,560 stability work. This is another good reason why 1053 00:40:10,880 --> 00:40:15,120 the argument can never be 1 is completely superior to the other 1054 00:40:15,200 --> 00:40:17,680 because what we're if we're if we were really saying, which we 1055 00:40:17,680 --> 00:40:22,240 weren't setting is just superior to mixed stability, then what we 1056 00:40:22,240 --> 00:40:24,960 are also saying is everyone who's in is forced into 1057 00:40:24,960 --> 00:40:27,200 situations where they can only do mixed stability, IE everyone 1058 00:40:27,200 --> 00:40:29,680 for mentary school, whatever. Then we're we're like, I'm not 1059 00:40:29,680 --> 00:40:31,560 saying obviously on there all those kids are getting a worse 1060 00:40:31,600 --> 00:40:32,680 deal. That's just not true. 1061 00:40:32,840 --> 00:40:35,640 But but you know, if the if if there were three times the 1062 00:40:35,640 --> 00:40:38,240 amount of children in the in the in the school and two more 1063 00:40:38,240 --> 00:40:41,160 teachers, I do think setting could be more beneficial for 1064 00:40:41,160 --> 00:40:42,840 them. Like that can still exist, but 1065 00:40:42,840 --> 00:40:44,320 you can still be giving the children the best you can 1066 00:40:44,320 --> 00:40:45,200 possibly get. Yeah, yeah, yeah. 1067 00:40:45,200 --> 00:40:47,200 That's what I mean. Like you can still give them the 1068 00:40:47,200 --> 00:40:49,680 best you possibly get. So, yeah, sorry we can't give 1069 00:40:49,680 --> 00:40:52,200 more advice there. But like I do just think it it 1070 00:40:52,240 --> 00:40:53,520 you are your hands are tied in some. 1071 00:40:53,520 --> 00:40:55,440 Situations there is their own. Sometimes it's opposite way. 1072 00:40:55,440 --> 00:40:57,600 There is a thing you can not do. There are things you can not do. 1073 00:40:57,600 --> 00:40:58,960 Like if you if you're in that situation. 1074 00:40:58,960 --> 00:41:03,960 What you could not do is just have a give the six lowest 1075 00:41:03,960 --> 00:41:05,840 ability children to your TA every single day. 1076 00:41:05,920 --> 00:41:07,160 That's like a classic thing not to do. 1077 00:41:07,160 --> 00:41:09,680 Like Dylan said, just go and look into what makes good mixed 1078 00:41:09,680 --> 00:41:11,760 ability classmates work. Yeah, yeah, definitely, 1079 00:41:11,760 --> 00:41:12,720 definitely. And it's not easy. 1080 00:41:12,800 --> 00:41:15,680 It's certainly not very tricky easy at all. 1081 00:41:15,680 --> 00:41:16,600 I did. It just really quick. 1082 00:41:16,600 --> 00:41:20,800 I did it for one year. I had one form entry, yeah, I 1083 00:41:21,000 --> 00:41:22,640 regain it that yeah, I lost it again next year. 1084 00:41:23,520 --> 00:41:25,680 And I was in a very fortunate position where even though it's 1085 00:41:25,680 --> 00:41:29,440 one from entry, we had AI had a part time teacher who came in. 1086 00:41:29,440 --> 00:41:32,160 So for a couple of days in the week, I was able to actually 1087 00:41:32,160 --> 00:41:34,160 split my cast and set. So I was mixed ability for half 1088 00:41:34,160 --> 00:41:36,760 the week and then I and then I did some setting for some of the 1089 00:41:36,760 --> 00:41:38,880 other week. And, you know, again, I just, 1090 00:41:38,880 --> 00:41:41,080 you just have to make it work. It was circumstantial like, and 1091 00:41:41,080 --> 00:41:43,760 when the other teacher was in, was it, what did I teach better? 1092 00:41:43,760 --> 00:41:44,560 Honestly? Yeah, yeah. 1093 00:41:44,560 --> 00:41:46,320 Fewer children. Fewer children I could target 1094 00:41:46,320 --> 00:41:48,160 more specifically. And then I just used it. 1095 00:41:48,160 --> 00:41:50,120 So it was like I always knew in the mixed ability parts I'd be 1096 00:41:50,120 --> 00:41:52,720 doing certain things I knew I'm going to have that day where I 1097 00:41:52,720 --> 00:41:54,640 only have these children. I'm going to focus in on this a 1098 00:41:54,640 --> 00:41:57,240 bit more. You know, you just got to, you 1099 00:41:57,240 --> 00:41:59,720 get what you get. You can do 100% right. 1100 00:41:59,720 --> 00:42:02,920 Last question, we have been told that during SAT week, after 1101 00:42:02,920 --> 00:42:05,800 tests are administered in the morning, we have to spend the 1102 00:42:05,800 --> 00:42:07,960 whole afternoon revising for the next day. 1103 00:42:08,400 --> 00:42:11,200 What are your thoughts? Because I think it's ridiculous. 1104 00:42:11,200 --> 00:42:13,120 Now if people listen to this, that's already done. 1105 00:42:13,680 --> 00:42:16,120 So this, this was written into US obviously before that. 1106 00:42:16,400 --> 00:42:18,440 But what are your thoughts? Like, you know, because a bit of 1107 00:42:18,440 --> 00:42:22,200 revision, any harm in that? Like is this automatically bad 1108 00:42:22,200 --> 00:42:24,440 or? Look, I don't think it's 1109 00:42:24,440 --> 00:42:26,480 ridiculous. I don't think it's ridiculous to 1110 00:42:26,480 --> 00:42:28,560 do it. I don't think it's best practise 1111 00:42:28,560 --> 00:42:31,600 though either, but I think even just thinking about my own 1112 00:42:31,600 --> 00:42:34,640 practise in our own school, we generally on those Saturdays, 1113 00:42:34,640 --> 00:42:37,600 like I said, it's a high pressure morning, It's very 1114 00:42:37,600 --> 00:42:40,080 intense. I don't think you're going to 1115 00:42:40,080 --> 00:42:42,720 get the best out of the children by adding on that intensity for 1116 00:42:42,720 --> 00:42:44,400 the remainder of the school day ready for them to come in the 1117 00:42:44,400 --> 00:42:47,640 next morning doing it. I think it's nice even from a 1118 00:42:47,640 --> 00:42:50,800 hosted point of view, right, in terms of like how the Sats come 1119 00:42:50,800 --> 00:42:52,840 across and your own stress as a teacher coming out to the 1120 00:42:52,840 --> 00:42:55,000 children. I think it's just good to say, 1121 00:42:55,040 --> 00:42:57,280 well done, you've done your bit this morning. 1122 00:42:57,280 --> 00:42:59,480 This afternoon we're going to go back on normal timetable or 1123 00:42:59,480 --> 00:43:02,080 even, I don't know, a treat. We're going to do an extra PE 1124 00:43:02,080 --> 00:43:03,840 lesson this week, guys. We're going to go out to the 1125 00:43:03,840 --> 00:43:06,000 field and do something because you've had a very intense 1126 00:43:06,000 --> 00:43:07,000 morning and this week is intense. 1127 00:43:07,360 --> 00:43:10,880 Do I think it's the end of the world when someone for this one 1128 00:43:10,880 --> 00:43:14,200 week in the year does a couple of extra revision lessons in the 1129 00:43:14,200 --> 00:43:15,240 afternoon? Not really. 1130 00:43:15,240 --> 00:43:17,760 Like it's OK. It might be a bit annoying, a 1131 00:43:17,760 --> 00:43:19,480 bit stressful for the kids, they might be a bit tired. 1132 00:43:19,520 --> 00:43:21,000 You've got to think about those things. 1133 00:43:21,000 --> 00:43:22,640 It could have a negative impact. Exactly. 1134 00:43:22,640 --> 00:43:24,680 And I think to me it's more it said here, they've been told 1135 00:43:24,680 --> 00:43:28,200 that's when the whole afternoon revising, it's like, I don't 1136 00:43:28,240 --> 00:43:31,040 know. I think what I'd like to see 1137 00:43:31,040 --> 00:43:33,360 across the board is more trusted professionals like what you're 1138 00:43:33,360 --> 00:43:35,640 saying. Like, you know, what if the Year 1139 00:43:35,640 --> 00:43:38,880 6 teacher who knows their class has made a decision in the 1140 00:43:38,880 --> 00:43:41,600 afternoon to be like, do you know what they need half an hour 1141 00:43:41,600 --> 00:43:43,640 outside? Do you know what they need to 1142 00:43:43,640 --> 00:43:45,160 just chill out for a minute? Do you know what they need? 1143 00:43:45,640 --> 00:43:47,800 A bit of input on something that's a bit of PSAGI, don't 1144 00:43:47,800 --> 00:43:48,240 know. Whatever. 1145 00:43:48,520 --> 00:43:50,800 My class need this because of that because I'm a professional. 1146 00:43:50,800 --> 00:43:52,920 I know them really well. That's why we're doing it just 1147 00:43:52,920 --> 00:43:53,840 for a break. Do you know what I mean? 1148 00:43:53,840 --> 00:43:56,680 Like I think it's the top down. Like OK, OK, what's next? 1149 00:43:56,840 --> 00:43:58,160 What's tomorrow? Reasoning paper three. 1150 00:43:58,160 --> 00:44:00,120 OK, make sure everything all you're doing all afternoon are 1151 00:44:00,120 --> 00:44:01,640 why problems, Why problems? 2 marks, free marks. 1152 00:44:01,640 --> 00:44:04,920 Do you get like, and the context of what happened before is 1153 00:44:04,920 --> 00:44:08,320 important as well. Yeah, what I would say is I 1154 00:44:08,320 --> 00:44:11,880 think it's ridiculous. You you can see a reason why you 1155 00:44:11,880 --> 00:44:12,960 would do both. I understand that we. 1156 00:44:12,960 --> 00:44:15,520 Disagree. Maybe maybe because I I just 1157 00:44:15,520 --> 00:44:18,320 think I don't know, there's only so much you can cram. 1158 00:44:18,560 --> 00:44:20,680 And most, most people do a bit in the morning before the test 1159 00:44:20,680 --> 00:44:22,000 anyway. Like, yeah, yeah. 1160 00:44:22,000 --> 00:44:25,160 If you can't do something at this point, like, oh, it's OK. 1161 00:44:25,160 --> 00:44:27,360 What we're telling the kids do you know what I mean is still in 1162 00:44:27,360 --> 00:44:30,160 the SAT's week itself where like we need to cram those gaps you 1163 00:44:30,160 --> 00:44:31,640 can't do. It's like I have, I have been 1164 00:44:31,640 --> 00:44:34,360 trying for three months. Like what we send the kids like 1165 00:44:34,360 --> 00:44:35,600 you must get everything possible. 1166 00:44:35,880 --> 00:44:38,280 Let's just relax the children a bit so they understand. 1167 00:44:38,280 --> 00:44:39,600 You know what? We're going into this test. 1168 00:44:39,720 --> 00:44:41,600 We could have spent another. You have 30 minutes cramming 1169 00:44:41,600 --> 00:44:43,720 stuff you're not sure on, but it's OK to not be sure on some 1170 00:44:43,720 --> 00:44:45,440 stuff. Yeah, it's impossible for you to 1171 00:44:45,440 --> 00:44:48,080 do this test and not be unsure on some stuff and that's OK. 1172 00:44:48,400 --> 00:44:50,760 Just do your best. We can't cram, cram, cram, do 1173 00:44:50,760 --> 00:44:52,920 all last name revising, do a bit of revising beforehand and then 1174 00:44:52,920 --> 00:44:55,160 just before the SAT start. Just try your best guys. 1175 00:44:55,800 --> 00:44:57,560 That's what I mean about this. Is it one that's like, yeah, 1176 00:44:57,560 --> 00:44:59,080 that's what I'm saying. That's stress you're imparting 1177 00:44:59,080 --> 00:45:00,560 down. I mean, you have to into 1178 00:45:00,560 --> 00:45:02,760 consideration, I'm sure. But the reason, you know, the 1179 00:45:02,760 --> 00:45:04,920 reason I think it can be done OK is because I reckon some schools 1180 00:45:05,200 --> 00:45:07,480 do it nicely. I reckon they can manage to 1181 00:45:07,480 --> 00:45:10,000 maintain a pretty stress free, free environment. 1182 00:45:10,000 --> 00:45:12,640 But also just say to the kids, that's only happening this one 1183 00:45:12,640 --> 00:45:13,600 time. Obviously we're just going to 1184 00:45:13,600 --> 00:45:15,720 use this one opportunity just to just to bring things to the 1185 00:45:15,720 --> 00:45:17,400 forefront of your mind again, It's going to be pretty chill. 1186 00:45:17,400 --> 00:45:19,240 We're going to play like, you know, Kahoot quiz or something, 1187 00:45:19,240 --> 00:45:21,360 play games for the afternoon. But we're just going to revise 1188 00:45:21,360 --> 00:45:23,160 some key, key things. We're going to make sure we all 1189 00:45:23,160 --> 00:45:24,880 remember what perimeter means, all this sort of stuff. 1190 00:45:25,560 --> 00:45:27,440 You know, I, I think it can be done nicely is what I'm saying. 1191 00:45:27,440 --> 00:45:29,360 And it's not, and it's not ridiculous. 1192 00:45:29,360 --> 00:45:30,920 No, in that situation I still here. 1193 00:45:30,920 --> 00:45:32,600 I say after all this, my baseline is don't do it though, 1194 00:45:33,080 --> 00:45:33,960 genuinely. You agree with me? 1195 00:45:34,440 --> 00:45:35,880 No, I don't agree with you. You're actually agree with. 1196 00:45:36,040 --> 00:45:37,920 Me. Yeah. 1197 00:45:37,920 --> 00:45:38,440 Cool. OK. 1198 00:45:38,600 --> 00:45:39,880 That's interesting. Right, guys? 1199 00:45:39,880 --> 00:45:41,040 Thank you so much for your questions. 1200 00:45:41,040 --> 00:45:43,440 We're going to wrap it up there. Please leave us a review. 1201 00:45:43,440 --> 00:45:45,640 Please do share it with someone. You might find it useful. 1202 00:45:45,680 --> 00:45:48,080 I've got demos coming through people booking onto maps because 1203 00:45:48,080 --> 00:45:49,280 they listen to the sponsor section. 1204 00:45:49,320 --> 00:45:50,480 If they didn't, they get it again. 1205 00:45:51,240 --> 00:45:52,920 And that's really interesting because this is actually pre 1206 00:45:52,920 --> 00:45:54,920 recorded and. You're ruining. 1207 00:45:54,920 --> 00:45:56,280 You're sorry. You're ruining the illusions, 1208 00:45:56,320 --> 00:45:57,680 the law. Guys, see you next time.