Kanwar Ranvir Singh, FCollT, FCIEA

@adamboxer1 @tombennett71 All jokes and banter until you work out the cost to the individual life and to society as a whole - knowledge rich and structured alternative provision is vital

Must be all that knowledge rich curriculum and zero tolerance in nasty secondary academies driving these increas- WAIT WHAT

It is abundantly clear that the Great Nicobar Infrastructure Project is a recipe for ecological and humanitarian disaster. I have had a detailed exchange with the Union Minister of Environment, Forests, and Climate Change on this catastrophe but the Modi Govt is insistent and persistent. Here is a link to that exchange - linktr.ee/jairam_ramesh Many professionals have also continued to speak out against the project. The latest revelation is that the environmental impact study conducted for this project completely downplayed the earthquake risks. As the Dec 2004 tsunami demonstrated, such risks are for real. Moreover, there are other geodynamic sources of risk that cannot be brushed aside.

I wrote to the Govt of #Indonesia about the physical attacks & intimidation against Indigenous WHRD Dewi Anakoda. As she & HRD Ngigoro Batawi are set to return home from an advocacy trip abroad, Indonesian authorities must guarantee their safety @Kemlu_RI srdefenders.org/indonesia-viol…

@teacherhead The logical outcome of only using Mode A teaching. It is the difference between reciting the catechism flawlessly and being a good person. You do an excellent job of promoting Mode B as well, but I am unconvinced that everyone got the memo

The future of education is clear. Teacher gets AI to design and deliver the curriculum .. videos and assignments. Students get AI to process the videos and complete the assignments. Teacher gets AI to assess and give feedback on the assignments. Feet up + jelly heads all round.

We’ve responded to this and agree the draft terms of reference of the government’s inquiry into ‘grooming gangs’ does not go far enough. The racial and religious motivations in cases involving white working class girls and Sikh heritage girls must be included, anything less is a betrayal of victims and survivors. We’ve already requested the government extend the scope of their inquiry to go back to the 1980s. Respond to this consultation today and add your support via the link below: @Katie_Lam_MP @aliciakearns groominggangjustice.uk

@adamboxer1 I wish you well too. I'm a person of colour with a neurodivergent daughter. If you experience, you know

@dakhalsa I think thats a little naive but ok, have a good day

A SEND tale of two students, students who I imagine every teacher in the country would recognise: Student A is desperately in need of a SEND diagnosis, and the support that should come with it. Due to the byzantine nature of our system, they are delayed and frustrated at every turn. Whilst some support is available while they wait, the wheels move slowly, and the promised solutions are always just one waiting list away. As a result, their school experience suffers in its entirety. Student B on the other hand has received a spurious label from somebody at some point which they probably never needed. Expectations are then lowered for them. They are given easier work, and more latitude on their behaviour. "Reasonable" adjustments start to feel pretty unreasonable, but teachers and schools are expected to make them anyway. Ever increasing amounts of school resources - time, money, and energy - are directed towards them. When it comes to government reform of this system, everything I've seen announced, reported and leaked so far focuses on more and more support. More therapists, more TAs, more money on inclusion and training. All well and good, and in the short term, this will help with student A. Perhaps they will be able to get the help and support they need. Perhaps a streamlined system means they can get their paperwork through faster, and the system can cease to be a source of frustration. But in the long term, we haven't addressed student B. And as time goes on, there will be more and more student Bs. With less incentive to say "no", we end up continuing the current trend of more and more and more. Allowances and adjustments add up and, in a few year's time, we will be right back in the same place or worse. Who suffers? Well, both of them. Student A doesn't get the help they need, and Student B leaves the warm, patient and supportive embrace of their school to a much less forgiving Great Big World out there. And, as a system, we fail once again to improve, and make things worse for those who come after. (this is a reformulation of my earlier post)

@adamboxer1 Your point is invalid. If B has a diagnosis, that child should be given the reasonable adjustment. Your big point is ill thought through - racism exists in The Real World but that does not imply our classrooms should not be anti racist

@dakhalsa Not for B thats the whole point

@GMB Are you able to interview the Health Secretary about this? How awful for young people trying to select a career to get a job in these hard times

Almost a third of newly-qualified midwives say they are unable to find work, despite a so-called 'chronic' shortage of midwives in maternity care. That's according to the industry body the Royal College of Midwives. It says many of its members are having to turn to other sectors - including retail, hospitality and cleaning - to try and find a job. @mahatir_pasha reports.

@dz76_z @adamboxer1 Although it also comprises challenging kids when they have already got it

@adamboxer1 I’d call it ‘helping kids when they’re stuck’. I feel that future-proofs it from turning into an industrial complex in the hands of ideological actors.

I actually think "adaptive teaching" is a worse term than "differentiation" It's certainly no better

@warmMagnet @olicav @DanaPalubiak I agree, but would add that you need to look at subject specialist research also. For a sample, History lessons can only improve if they look at the research behind the Schools History Project.

I have a strong opinion on how we educators need to approach research findings. An analogy: When you’re travelling on the high seas and wish to get your bearings, looking down at the waves won’t help much. Instead, you must tap into a bigger picture... Get out your compass and look up at the big bow of the ship. When educators encounter trending evidence/certainty, we need to remember that it has usually been de-valued by some degree of processing. Publications of certainty are sure to be be the artifact of a paradigm, a local interpretation, or an endorsement that reflects someone’s interest, position, ideology, or belief-based story. The best way to purge that brand of human weakness from ed practice is panning out to get a broad, historical perspective on the relevant science. As soon as we do that, the pendulum disappears, and in it’s place we find a broad and coherent frontier of multidisciplinary research that has been reliably moving forward for decades. Science often changes course, but it never really waffles. People waffle. And so for example, let's go ahead and run with phonics instruction, but make sure we're familiar with the long research history on the range of cues that most every young reader learns to decode to build meaning. Let's go ahead and run with Self-Regulated Learning, but first make sure we understand the multidisciplinary research history behind self-regulation. Let's go ahead and run with UDL, but first make sure we first understand the history and intent of universal design. In the most general terms, we need to anchor our recommendations for practice with a better grasp of the entire research heritage.

I’m noticing a pattern in the Science of Reading conversation that feels worth naming, calmly and structurally. This isn’t about any one person, but it is about how education narratives move.

@ESatire55 Prayer

@ianpacemain Why do you need to teach the same way? I think assignments, marking and awarding would be sufficient for the comparison - the key is awarding - when I was at university only the top student achieved a First.

This is one of the most extraordinary things you will see, by Marula Eugster Rigolo

@knowledgerich #RefusetoRecolonisetheREcurriculum

@dakhalsa Lots of (problematic) assumptions here. Don’t assume that a Nat Curric subject ignores the local (eg History). Claims this means elimination of dharmic traditions unfounded. Evidence in report says, sadly, “complex and fraying” local arrangements led to “tokenistic practice”.

⭐️ RE recommended to be included in the national curriculum 🪜 Francis and co recommend a 2-step process led by Dr Vanessa Ogden 👏 An incredible, landmark moment to reverse the fortunes of an important, but beleaguered, subject

@dylanwiliam Thanks for sharing!

I'm thinking of making my Powerpoint slide-decks publicly available, though I am not sure when I should do this: during the holidays, at the beginning of next term, or later, once people have got back to work? What would you prefer:

@knowledgerich Hi, I was just wondering if you commit to inclusion of dharmic traditions and smaller traditions in the new proposed national curriculum RE

@knowledgerich I wonder if you can commit that you will push for teaching of the main lived worldviews in the UK if you at all involved in the process? Christianity, Humanism, Islam, Hinduism, Sikhism, Judaism, Buddhism

Is the a movement to stop #RecolonisingtheReCurriculum?