199. Unpopular Opinions, Draconian Policies, and a SATs Week Rant

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Hello everyone, welcome back to
another episode of Teach Sleep

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Repeat.
My name is Dylan.

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And my name's.
Hayden and we're back and the

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Sats week are over.
If you were involved in the

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Sats, thank.
That is over and done.

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With the swearing.
You swear a lot more these day,

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guys.
Yeah, I'm not going to do it

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again because last time it was
BBD.

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Beep wasn't.
It it was I, I think I put 13

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bleeps in the last episode.
I remember counting.

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I think you've just made that
number up.

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Check them.
This is AQ and A.

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We are packed, jam packed at the
minute, so one episode a week.

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Hope you're enjoying it.
Let us know in the comments down

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below.
If you are leave us a rating

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share it.
It helps us just one episode.

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So the more plays we get, the
better for us, isn't it?

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Oh.
Whoa, whoa, whoa.

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It's just so hard.
As little podcast creators, we

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just we just need more love and
sharing.

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Oh.
Just please, please, we need you

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to specifically rate US five
stars and share it with every

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single person you know.
Question 1.

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You often say I agree.
I agree it isn't.

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I put that voice in.
Were you being me?

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No, no, I, I, I'm, I'm letting
the person who asked this make

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like take the Mick out.
Of it.

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OK.
OK.

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That's quite nice.
Actually you often say I agree,

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I agree to one another.
What's the biggest thing you

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disagree on?
Teaching and non teaching.

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Wowzers.
I mean we do agree on a lot.

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I'd say sometimes I agree as
well just to shut you up.

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Yeah, and I'd say sometimes I
disagree just to have an

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argument.
Yeah, that's.

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That's probably quite, Yeah.
It's really frustrates me when I

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disagree and you go, yeah, OK.
And I'm like, oh, that's not the

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sport.
Sometimes.

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Sometimes I just don't want to,
you know, because I sometimes I

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know that you can't win, that I
can't win genuinely, because you

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will disagree anyway.
No, I'll go.

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I'll go.
What you.

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Said you literally just said
you'll disagree with me now you

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just said you do that, Hayden.
This is the perfect I.

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Don't do what you said, OK?
I never disagree with you.

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Yeah.
But you know, at the end of the

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day, I think jokes aside, like,
you know, we always talk about a

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bit of an echo chamber and
stuff.

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And I think the reason we get on
is because on the big things, I

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do actually think we align
pretty much like little detail

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stuff, little you agree.
I don't think that's true.

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I don't think we align at all
actually suddenly.

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Suddenly, no, you've said that,
Hayden.

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I don't think we.
Agree.

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And I I'd like picking at stuff
and digging at stuff more so

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that we can get to the end
guard.

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And for a lot of people that I
can imagine that's quite

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annoying.
And I'm sure it's annoying for

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you to an extent, but I don't
care because in my head, unless

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it can be really properly
justified, then it's got holes

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in it and it it's worth going to
infant degree about.

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So I think for us it works quite
well that we can just go down

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that rabbit hole for other
people watching.

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Sometimes I can just imagine
them being like, what the are

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they doing?
I.

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Think we're I do think we're
getting better better at it,

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though.
I feel like more recently in

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episodes there have been points
where you mainly, to be fair,

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I've just literally said, oh, I
fundamentally disagree or I I

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couldn't disagree.
More.

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That's what I'm saying.
I do a lot.

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Yeah, but, but we used, I think
we used to when people used to

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say about it's always an.
On the podcast.

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On the podcast alone, we used to
be a little bit more like, yeah,

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we'd have to agree with
everything.

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We can't possibly disagree.
Yeah, we can.

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Do I disagree with you on Yeah.
Go on thinking it's remotely

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acceptable on a Monday morning
to print an entire week's worth

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of work.
Take the printer for the 20

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minutes before everyone needs
it.

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Yeah, like you.
Are you laughing because I'm

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being dead serious?
I actually think it's selfish

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and I really hate that buddy.
It's weird because you use the

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phrase before before everyone
else needs it.

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So I think it's completely fine
then in that case, isn't it?

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No, exactly.
Everyone else needs it.

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No, that's my point.
And then during, no, no.

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And then you're.
There for half an hour.

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Yeah, before everybody.
Else no, no.

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Yeah, because that half an hour
goes on, funnily enough, until

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when we've got that meeting on a
Monday morning.

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So we we come in for the meeting
Monday morning, Hayden would

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still be at the printer with his
wad of paper.

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Yay high, bigger than his torso.
Yeah.

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And and then.
I'm sorry, guys.

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I think honestly, anyone
spending more than 10 minutes at

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the printer on a Monday morning
is selfish.

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That's so funny.
I I.

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Everyone else needs to print for
that day.

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You're printing for the Tuesday
after.

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You are so hilariously wrong and
I can and I'm going to tell you

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why you're wrong right now.
Because never once ever ever

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have I sat there knowing I've
got 20 minutes of printing while

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someone else is waiting.
I've done it anyway, not one

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time in.
My whole career when I was

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waiting, but in the middle
they'll pop their head, they'll

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pop their head, see you doing it
and just go away and not even

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say anything.
You wouldn't have even noticed

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them in there making this up.
And that is absolutely what

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happened.
No, they would.

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I've I've been before into the
printer.

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Oh, Bolderlox is over there
printing stuff 'cause you

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fucking now.
I'll go off then you.

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Just you just use your no, no,
my head comes round.

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Oh, my head comes round.
I'm going to just read from my

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brain how oh that's got 20
minutes left on it without

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asking.
Yeah, 'cause I know what he does

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on a Monday morning.
Oh yeah, you guys are print for

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the week.
Don't print.

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OK, alright.
If you don't do that, fine.

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It's rubbish.
I've just said anyone who spends

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over 10 minutes at the printer
on a Monday morning when other

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people have got a print for that
day, yeah, is being.

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Selfish.
Yeah, God forbid the other

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person just comes in and lets
them know.

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Oh, I would also like to do some
printing.

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No worries, I'll stop.
Down then that's that's.

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It's free.
If the printer's free, why would

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you not use it Class?
You can use it, but just think.

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Oh, I've only printed.
I've already printed for today

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and no one's waiting.
I better come back tomorrow.

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And no.
Carry on, Carry on.

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That's fine.
Stop.

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Yeah, you should.
Start.

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I do great.
Well done for stopping.

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Exactly, you should stop.
Yeah, so you're gonna agree with

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a made-up version?
Of no, no, no, no, because I've

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seen you do it before, but also
also no, no, but just in

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general.
Now, in general, I just don't

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think that's acceptable.
I think there are certain points

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where you don't do bot printing.
The other annoying thing, you

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only get one PPA slot a week.
I remember being in PPA

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thinking, oh, I'll print now
because I know Hayden doesn't

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have Monday morning, so I'll do
it now on a Tuesday afternoon

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when no one else is printing and
I'll go there and I know they've

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got to do their job and that's
fine, I understand it.

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But the office staff are
printing 700 letters for the

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whole school.
Oh my God.

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And then no one's there, No
one's at the printer.

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They just set off 700 on the
printer, right?

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Go off and do their own thing
because they've got a million

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things to do and they're very
busy.

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Beep, beep.
Add paper to the printer so the

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printer's not even printing
anything.

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Then you do, I've got to go
back, get paper, load it up for

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it to just churn out another 700
things in my BBA.

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So my my point is in the
mornings and in PPA, you should

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only be doing jobs that you need
to do for that day.

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And if you're available to do it
at any point in the day, like

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the office staff are, if
possible, where possible, please

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do it in the morning when no one
has PPA.

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So when there are PPA slots and
when there's morning stuff,

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don't do your bulk stuff then
unless you know for a fact that

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it is free for you to do.
And if you're going to do bulk

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stuff, stay at the printer,
replace your paper when it runs

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out, and if someone comes to do
something quick, get ready to

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stop your printing and carry on
after I.

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Think that's fair enough?
No, you're meant to disagree

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with me.
It's no point in this section

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because you're disagreeing with
something that I don't even do.

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OK, that's fine.
Now what?

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You could do personal, right?
Let's taking it personally.

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Hayden isn't an.
Attack on you?

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Well.
It should be you missed the trip

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isn't an attack.
I'm going to be.

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I'm sorry.
I'm just going to help you out

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here in this argument against
me.

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Right.
What you should have said was

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even when no one else is around,
it's still locally annoying when

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someone uses up all of the paper
and the ink first thing on a

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Monday for the week.
That would have been a good

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argument, but you failed but
missed it.

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Because what you're doing is a
classic thing of when someone

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does something wrong and they
go, well, no one told me it was

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wrong.
No one came along and said this

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was a wrong thing.
No, because they're too scared.

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Because you've got a monopoly.
You've got a monopoly of the

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printer and you're a scary,
scary man.

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Right, Big man at printer.
Oh.

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Rubbish.
You just.

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You just.
Rule by fear and then because no

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one says anything, it must mean
it's fine.

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Oh my classic gaslighting,
honestly.

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So that's my do you have
anything you disagree with?

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For me, no, just that a very.
Unreasonable, man.

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Yeah, well, that's the thing.
Like we were.

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We were thinking obviously
before and I was like, at the

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end of the day when it comes
down to the meta stuff and we do

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just generally.
Agree.

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How about like that?
Go on then, go on.

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Sorry you had something.
That's it.

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OK, How about with like we
talked about learning walks.

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I know you don't like the word
learning walk rather than the

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thing itself.
However, I genuinely

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fundamentally agree that it
should be OK for anyone at any

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point to go into any room in the
school at any point whenever.

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Well, I, I, for me, that would
be my aim if I was working in a

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school.
There are some people and I feel

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like maybe, maybe it's down to
the environment it's built and

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in general, I don't know.
But I, I get the impression for

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you, you're a bit stripped back
to that where, you know, OK,

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well, yeah, but just let them
crack on with that.

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Don't just walk in at this
point.

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I I like the idea of building up
an ethos in a school where the

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end goal is if anyone walks in
any point it's a positive thing

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and it's a good thing.
Lots of people I think look at

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that and go Oh no, no you
shouldn't.

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You shouldn't be in a lesson at
this point.

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It should all be pre planned.
You should get lots of warning.

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Even if it's nice, I don't care.
I just want pre warning.

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I guess that's my thing where
I'm thinking more generic now.

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What would people push back on?
Probably.

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That I understand it because
some, you know, some people will

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be anxious no matter what and
and it will throw them off no

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matter what.
Doesn't matter when you're

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getting game ethos.
Because I ultimately think the

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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.
Enough, And with a new

450
00:17:16,079 --> 00:17:18,760
curriculum on the horizon that
really puts a focus on fluency

451
00:17:18,760 --> 00:17:21,599
across Key Stage 1 and Key Stage
2, this is only going to matter

452
00:17:21,599 --> 00:17:23,000
more.
The platform identifies the

453
00:17:23,000 --> 00:17:25,800
children's gaps instantly,
figures out exactly what they

454
00:17:25,800 --> 00:17:28,240
need to revisit and keeps
practising with them.

455
00:17:28,400 --> 00:17:31,480
As a teacher, you'll get a live
gap analysis anytime the

456
00:17:31,480 --> 00:17:34,720
children are completing a task
so you can see exactly how

457
00:17:34,720 --> 00:17:36,560
they're getting on.
And in whiteboard mode you can

458
00:17:36,560 --> 00:17:39,040
generate and model unlimited
versions of any question.

459
00:17:39,040 --> 00:17:42,440
Type 4 digits plus 3 digits with
exchanging, adding two fractions

460
00:17:42,440 --> 00:17:44,600
with different denominators
where they go past the whole.

461
00:17:44,760 --> 00:17:46,960
Anything you need need instantly
for your whole class.

462
00:17:47,080 --> 00:17:49,480
It all comes together in a three
pronged approach.

463
00:17:49,640 --> 00:17:52,640
Weekly test to benchmark
progress, daily practise to

464
00:17:52,640 --> 00:17:57,040
target gaps and bespoke free
play that identifies exactly

465
00:17:57,040 --> 00:17:59,440
what each child needs to revisit
and practise.

466
00:17:59,520 --> 00:18:01,960
Find out more at matsu.org or by
clicking the link in the

467
00:18:01,960 --> 00:18:04,680
description below to turbocharge
your school's arithmetic now.

468
00:18:05,360 --> 00:18:08,080
The very basics of what you need
to do is deliver the curriculum.

469
00:18:08,080 --> 00:18:09,920
Like, can you struggle with
stuff?

470
00:18:09,960 --> 00:18:12,760
Yes.
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.