Emma & Tom Talk Teaching

For the final PGCE Research Bites of this block, we welcome Ben Pepler, who's here to discuss with Tom his research into how we can get more consistent results in the different components of GCSE music through an integrated approach.We hope you've found this set of Research Bites interesting, and maybe it's inspired you to carry out your own classroom research or enquiry!You can watch this episode on YouTube - https://smarturl.it/cardiffpartnership BibliographyBadeley, A., (2006). Working Memory: An Overview. In: S. Pickering, ed., Working Memory and Education. Elsevier Inc.Dammann, G. (2008) ‘GCSE music: As for pupils who cannot read a note’, The Guardian Limited, 9 August,D’amore, A. (2006) Musical Futures: An approach to teaching and learning. London: Paul Hamlyn FoundationEvans, J. and Philpott, C. (eds.) A Practical Guide to Teaching Music in the Secondary School. London: Routledge Publishing GroupGreen, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy. London: Ashgate Popular and Folk Music Series.Hartland, J. (2000) Arts Education In Secondary Schools: Effects and Effectiveness. Berkshire: National Foundation for Educational Research.Lindsey, R., Shroyer, J., Pashler, H. and Mozer, M., (2014). Improving Students’ Long-Term Knowledge Retention Through Personalized Review. Psychological Science, 25(3), pp.639-647.Major, A. (2008) ‘Appraising composing in secondary-school music lessons’, Music Education Research, 10(2), pp. 307-319. London: Routledge Publishing.McCormack, I. and Healey, J. (2008) Getting the Buggers in Tune. London: Continuum International Publishing Group.McPherson, G. (2006) The Child as Musician. Oxford: Oxford University Press.Mills, J. (2005) Music in the school. Oxford: Oxford University Press. Philpott, C. (2001) Learning to Teach Music in the Secondary School. Oxon: Routledge Falmer Publishing Group.Philpott, C. and Spruce, G. (eds.) (2007) Learning to Teach Music in the Secondary School: a Companion to the School Experience. London: Routledge Falmer.Price, J. and Savage, J. (eds.) (2012) Teaching Secondary Music. London: Sage Publications.Sherrington, T. (2019). Rosenshine’s Principles in Action. WoodbridgeSherrington, T. and Caviglioli, O., (2017). The Learning Rainforest. Woodbridge.Sherrington, T. and Caviglioli, O., (2020). Teaching Walkthrus. Woodbridge.Sherrington, T. and Caviglioli, O., (2021). Teaching WalkThrus 2. Woodbridge.Spruce, G. (2002) Aspects of Teaching Secondary Music. London: RoutledgeFalmerSwanwick, K., (1979). A basis for music education. [Windsor]: NFER-Nelson Publ. Co.Wales. Department for Children, Education, Lifelong Learning and Skills (2008a) Music: Guidance for Key Stages 2 and 3. Cardiff: Crown Copyright.Wales. Department for Children, Education, Lifelong Learning and Skills (2008b) Music in the National Curriculum for Wales. Cardiff: Crown Copyright.Westerlund, H. and Väkevä, L. (2011) ‘Who needs theory anyway? The relationship between theory and practice of music education in a philosophical outlook’. British Journal of Music, 28 (1), pp 37-49, [Online], Available at: http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid= 7967516WJEC (2021). [online]. WJEC GCSE in Music Specification. Available at: <https://www.wjec.co.uk/umbraco/surface/blobstorage/download?nodeId=7 813> [Accessed 31 May 2021].Wright, R (2002) ‘Music for all? Pupils’ perceptions of the GCSE Music examination in one South Wales secondary school’, British Journal of Music Education, 19 (3) pp.227-241, [Online]. Available at: http://journals.cambridge.org/action/displayAbstract?fromPage=onine&aid+1 26504&fulltextType=RA&field=S0265051702000323

It's time for our traditional October light episode, where we scour the weirdest corners of the Internet to find some interesting things to share. As usual, we have no idea what the other is bringing to the mic, and the result is an episode that takes in statistics, impostor syndrome, social media and wellbeing cheese (you'll have to listen to find out what that's all about).Our episode rounds off with a rant from Tom and a feelgood tweet from Emma that leaves Tom muttering into the mic as the credits roll. Enjoy and we'll see you soon for the long run-up to Christmas!Our goodies from this episode:What Data Can't Do - The New YorkerWellbeing Cheese - Tom SherringtonIntimidating Personality - Laura Pickering-PayneSix hours without Facebook - The RegisterLoyal, loving friends - Hallie Rubenhold--------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed Campus on 14th October 2021

Mae Tameidiau o Ymchwil TAR yn cyflwyno ymchwil gorau myfyrwyr ar gyrsiau Addysg Gychwynnol i Athrawon gyda Phartneriaeth Caerdydd. Yn y bennod hon mae Nia Davies yn trafod sut yr aeth ati i ddysgu mwy am hyrwyddo llafaredd mewn dosbarth cynradd, drwy ymchwil ac ymholi. Gallwch hefyd wrando ar Tameidiau o Ymchwil TAR ar ffurf glywedol drwy danysgrifio i bodlediadau Emma and Tom Talk Teaching, ar gael ar blatfformau cyffredin podlediadau.Gallwch wylio'r bennod hon ar YouTube - https://smarturl.it/cardiffpartnership  CyfeirnodauAlexander, R. (2004) Towards Dialogic Teaching ‘Rethinking Classroom Talk’. Dialogos UK Ltd.Alexander, R. (2013) Improving Oracy and Classroom Talk: Achievements and Challenges. Primary First (tt. 22-29) An Evaluation of the Plymouth Oracy Project. Plymouth Teaching School Alliance. [ar-lein: Gwelwyd: 03.04.2021]Barnes, D. a Todd, F. (1977) Communication and Learning in Small Groups. Routledge & Kegan Paul LtdBarnes, D. a Todd, F. (1995) Communication and Learning Revisited. Boynton/Cook PublishersChambers, A. Tell Me (Children, Reading & Talk) (2011) Thimble PressCodi Safonau Llythrennedd, Datblygu gwaith trafod mewn grŵp (2000) Uned Iaith Genedlaethol Cymru CBACConsortiwm Canolbarth y De: Trysorfa Llais 21 (2019) [ar-lein: Gwelwyd 10.02.21]Daniels, H. (2016) Vygotsky and Pedagogy. RoutledgeDawes, L. a Sams, C. (2004) Developing the Capacity to Collaborate. Learning to Collaborate: Collaborating to Learn. Science Pub. Inc.Dawes et al. (2004) Thinking Together – A Programme of Activities for Developing Speaking, Listening and Thinking Skills for Children aged 8-11. Imaginative Minds Ltd.Donaldson, G. (2015) Dyfodol LlwyddiannusEgan, D. (2018) ‘It’s Good to Talk: Moving Towards Dialogic Teaching – Building Learning Through Language’. Impact, Journal of the Chartered College of TeachingEmma & Tom Talk Teaching (2021) 8 Ionawr 2021 [Podcast] Supporting Quiet, Shy and Anxious Children with Dr Susan Davis and Dr Rhiannon PackerEstyn (2019) Ymateb i Ymgynghorioad: Ymchwiliad ‘Speak for Change’ y Grŵp Hollbleidiol Seneddol ar Lafaredd [ar-lein: Gwelwyd 18.05.21]Estyn (2021) Caffael ar yr Iaith Gymraeg [ar-lein: Gwelwyd 21.03.21]Gascoine, M. & Gross, J. (2017) Talking About a Generation: Current policy, evidence and practice for speech, language and communication. The Communication Trust [ar-lein: Gwelwyd 03.04.21] )Gaunt, A. & Stott, A. (2018) Transform Teaching and Learning Through Talk: The Oracy Imperative. Rowman and Littlefield Publishers. 24Grugeon, E., Hubbard, L., Smith, C. & Dawes, L. (2005) Teaching Speaking and Listening in the Primary School. London. David Fulton Publishers. 3rd ed.Hardy, E. (2020) 7 May 2020 ‘Coronavirus: Why Schools must focus on oracy’ TES Online [ar-lein: Gwelwyd 10.02.21]Lucas, B. & Spencer, E. (2017) Teaching Creative Thinking. Crown House Publishing Limited.Mercer, N. & Mannion, J. (2018) Oracy Across the Welsh Curriculum [ar-lein: Gwelwyd 08.01.21]Mercer, N. & Sams, C. (2008) ‘Teaching Children how to use language to solve maths problems’. Language & Education Online Journal. Routledge. Taylor & Francis Group.Mercer, N. & Warwick, P. (2017) Identifying and Assessing Students’ Spoken Language Skills [ar-lein: Gwelwyd 03.04.21]Millard, W. (2018) Speaking Up: The Importance of Oracy in Teaching and Learning [ar-lein: Gwelwyd 03.04.21]Millard, W. & Menzies, L. The State of Speaking in Our Schools Voice 21 [ar-lein: Gwelwyd 10.02.21]Nyborg, G., Mjelve, L., Edwards, A. & Crozier, W. R. (2020) ‘Teachers’ strategies for enhancing shy children's engagement in oral activities: necessary, but insufficient?’ International Journal of Inclusive EducationPienaar, F. (2016) ‘Oracy and well-being’ Speaking Frankly. Voice 21 & English[1]speaking Union [ar-lein: Gwelwyd 04.04.21]Simpson, A. & Mercer, N. (2010). ‘Douglas Barnes revisited: If learning floats on a sea of talk, what kind of talk? And what kind of learning?’ English Teaching: Practice and Critique V9 No.2 (tt.1-6)Weinstein, Y. & Sumeracki, M. (2019) Understanding How We Learn. Routledge.Wilkinson, A. (1965) ‘The Concept of Oracy’. The English Journal Vol 59 no.1 (tt.71- 77)Worth, D. (2019) TES Focus on Oracy TES 4.10.2019 [ar-lein: Gwelwyd 10.02.21]

Not being podcasters who like to put all the work onto our lovely guests, occasionally we front up and present some goodies of our own! And Emma's back with some more interesting things she's dug up as part of her doctoral research. Returning to the hot topic of reflection, Emma presents a new reflective model that she found, and we discuss some of the important considerations when trying to improve our own reflective practice.If you're new to the subject of reflection in teaching, you might like to get up to speed by listening to last season's episode with Professor Brendan Cropley!References:Duffy, P. (2015) ‘Introduction’, in Duffy, P. (ed.) A Reflective Practitioner’s Guide to (Mis)Adventures in Drama Education – or – What Was I Thinking? Bristol: Intellect, pp.1-10. Smyth, J. (1989) ‘Developing and Sustaining Critical Reflection in Teacher Education’, Journal of Teacher Education, 40:2, pp.7-19. Smyth, J. (1993) ‘Reflective Practice in Teacher Education’, Australian Journal of Teacher Education, 18:1(2), unpaginated.  ...and dragged off Tom's desk during the recording:Cohen, J. et al. (2020) ‘Teacher Coaching in a Simulated Environment’, Educational Evaluation and Policy Analysis, 42(2), pp. 208–231. doi: 10.3102/0162373720906217.Wright, R. (2014). "The Fourth Sociology and Music Education: Towards a Sociology of Integration." Action, Criticism & Theory for Music Education 13(1): 12-39.------------------------------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed Campus on 8th September 2021

It's time for another PGCE Research Bites! Emma is joined by Lucy Gooding to discuss her research into the place of oracy in drama. We hope you find this interesting and useful!You can watch this episode on YouTube - https://smarturl.it/cardiffpartnership  REFERENCESAlexander, R. (2020) A Dialogic Teaching Companion. New York: Routledge.Barnes, D. (1988) The politics of oracy. in: Maclure, M. Philips, T. & Wilkinson, A(Eds)Oracy Matters. Milton Keynes: Open University Press.Boyd, M.P. and Markarian, W.C. (2011) Dialogic teaching: talk in service of a dialogic stance.Language and Education, Vol. 25 No. 6, pp. 519-520.Brookfield, S. (2006) The Skilful Teacher: On technique, trust and responsiveness in theclassroom. 2nd Edn. San Fransisco: Jossey-Bass.Donaldson, G. (2019) Expressive Arts: Statements of what matters - Hwb. [online] Hwb.gov.wales. Available at: <https://hwb.gov.wales/curriculum-for-wales/expressive-arts/statements-of-what- matters> [Accessed 7 May 2021].Donaldson, G. (2018) Literacy Framework Guidance. Cardiff: Education Wales, pp.1-7. Donaldson, G. (2015) Successful Futures. Wales: Crown, pp.1-31.Gaunt, A. and Stott, A. (2019) Transform Teaching and Learning through Talk. 1st ed. London: Rowman and Littlefield.Haworth, A. (2001) The re-positioning of oracy: a millennium project? Cambridge Journal of Education, Vol. 31, No. 1, pp. 11-23.Jalongo, M. (1995) Promoting Active Listening in the Classroom. 1st ed. [ebook] Indiana, Pennsylvania, pp.13-17. Available at: <https://search-proquest-com.ezproxy.cardiffmet.ac.uk/ docview/210392505/fulltextPDF/F5A57E3FD6A44F38PQ/1?accountid=15588> [Accessed 27 April 2021].Kempe, A. and Nicholson, H. (2007) Learning To Teach Drama 11-18. London: Continuum.Literacy Framework (2020) Literacy Framework [ebook] Welsh Government, pp.2-3. Available at: <https://hwb.gov.wales/api/storage/4d852cbe-03d6-4c36-8175-c281461c8690/literacy- framework.pdf> [Accessed 7 May 2021].14Maxwell, D. Burnett, P. Reidy, D. Willis, B. and Demack, S. (2015) Oracy Curriculum, Culture and Assessment Toolkit. [ebook] London: Education Endowment Foundation, pp.12-31. Available at: <http://shura.shu.ac.uk/10828/1/EEF%20Oracy%20School_21.pdf> [Accessed 12 April 2021].Mercer, N. and Hodgkinson, S. (2008) Exploring Talk in School. 1st ed. London: Sage Publications, pp.18-25.Mercer, N. and Mannion, J. (2018) Oracy across the Welsh curriculum. 1st ed. [ebook] Cambridge: Oracy Cambridge, pp.7-64. Available at: <https://oracycambridge.org/wp-content/uploads/2018/07/ Oracy-across-the-Welsh-curriculum-July-2018.pdf> [Accessed 26 April 2021].Nemec, P. Spagnolo, A. and Soydan, A. (2017) Can You Hear Me Now? Teaching Listening Skills. Vol 40. [ebook] Washington: American Psychological Association, pp.415-417.Stinson, M. (2015) Speaking up about oracy: the contribution of drama pedagogy to enhanced oral communication. English Teaching: Practice & Critique, [online] 14(3), pp.303-313. Available at: <https://research-repository.griffith.edu.au/bitstream/handle/10072/141515/ StinsonPUB1919.pdf;jsessionid=5704FBD73F31134FA1BCA49C1E89B76B?sequence=1> [Accessed 17 April 2021].Palmer, E. (2014) Teaching the Core Skills of Listening and Speaking. 1st ed. N/A: ASCD, pp. 60-70.Voice21.org. (2020) Oracy [online] Available at: <https://voice21.org/oracy/> [Accessed 27 April 2021]. “oracy is the ability to articulate ideas, develop understanding and engage with others through spoken language”Wagner, B.J. (1998), Educational Drama and Language Arts: What Research Shows, Heinemann, Portsmouth, NH. 

We welcome back Dr. Louise Allen-Walker, Programme Director for the MSc Psychology in Education here at Cardiff Met, to discuss what research (and particularly quantitative research) looks like in psychology, and how we can be sure we approach it critically.Louise has some clear explanations of how quantitative researchers set about their work, as well as some cautionary points about the oddities and pitfalls of working with numbers and reading psychology journals.Finally, in the absence of the infamous Neuromyth Van, we challenge Louise to bust as many myths as she can in three minutes!Some goodies from Louise for your further reading pleasure:The Lady Tasting Tea (the story of Muriel and Sir Ronald) - https://us.macmillan.com/books/9781466801783Neuromyths: debunking false ideas about the brain - https://wwnorton.co.uk/books/9780393713237-neuromythsArticle in the Guardian about a neuro-imaging study involving a dead fish (making the point about being careful how you use your statistics!) - Ig Nobels honour dead salmon's 'brain activity' in improbable research awards | Science prizes | The GuardianThe Science of Learning: 99 Studies Every Teacher Needs to Know: https://www.routledge.com/The-Science-of-Learning-99-Studies-That-Every-Teacher-Needs-to-Know/Watson-Busch/p/book/9780367620790------------------------------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed Campus on 8th September 2021

Mae Tameidiau o Ymchwil TAR yn cyflwyno ymchwil gorau myfyrwyr ar gyrsiau Addysg Gychwynnol i Athrawon gyda Phartneriaeth Caerdydd. Yn y bennod hon mae Daniel Roberts yn trafod sut yr aeth ati i ddysgu mwy am ddefnyddio cyd-destun dilys wrth addysgu mewn ysgol gynradd, drwy ymchwil ac ymholi. Gallwch hefyd wrando ar Tameidiau o Ymchwil TAR ar ffurf glywedol drwy gofrestru i wrando ar bodlediadau Emma and Tom Talk Teaching, ar gael ar blatfformau cyffredin podlediadau.Gallwch wylio'r bennod hon ar YouTube - https://smarturl.it/cardiffpartnership CyfeirnodauAspy, D. N., Aspy, C. B., Quinby, P. M. (1993) What doctors can teach teachers about problem-based learning. Educational Leadership, 50(7), t. 22–25.Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., Palincsar, A. (1991) Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3 & 4), t. 369–398.Braund, M., Reiss, M. (2006) Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), t.1373–1388.Brown, J. S., Collins, A., Duguid, P. (1989) Situated cognition and the culture of learning. Educational Researcher, 18, t. 32-42.Callison, D., Lamb, A. (2004) Key words in instruction: Authentic learning. School Library Media Activities Monthly, 21(4), t. 34-39.Deci, L., Vallerand, R., Pelletier, L., Ryan, R. (1991) Motivation and Education: The Self-Determination Perspective. Routledge. t.325-346Donaldson, G. (2015) Dyfodol Llwyddiannus: Adolygiad Annibynnol o’r Cwricwlwm a’r Trefniadau Asesu yng Nghymru. Cymru, UK: Crown. Donovan, M. S., Bransford, J. D., Pellegrino, J. W. (Eds.). (1999) How people learn: Bridging research and practice. Washington, DC: National Academy Press.Duke, N. K., Purcell-Gates, V., Hall, L. A., Tower, C. (2006) Authentic literacy activities for developing comprehension and writing. The Reading Teacher, 60(4), t. 344–355.Estyn (2018) Adroddiad Blynyddol Prif Arolygydd Ei Mawrhydi dros Addysg a Hyfforddiant yng Nghymru. Ar gael yn: https://www.estyn.llyw.cymru/system/files/2020-07/Estyn_Annual%2520Report_Accessible_Welsh_2018.pdfGardner, H. (1991) The unschooled mind: How children think and how schools should teach. New York: BasicBooks.Hobart, P. (2005) Authentic learning beyond the classroom: Authentic learning, VELS, and PoLTs. Ethos, 13(1), t. 12–19.Hui-ju, L. (2015) Learner Autonomy: The Role of Motivation in Foreign Language Learning. Journal of Language Teaching & Research, Vol 6 t. 1165-1175Irvin, L. K., Horner, R. H., Ingram, K., Todd, A. W., Sugai, G., Sampson, N. K. (2006) Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity. Journal of Positive Behavior Interventions, 8, t. 10–23.Llywodraeth Cymru (2020a). Canllawiau Cwricwlwm i Gymru. Caerdydd: Llywodraeth Cymru.Llywodraeth Cymru (2020b) Ystyriaethau gweithredu ac ymarferol -rhan o Cynllunio eich cwricwlwm. Caerdydd: Llywodraeth Cymru.Llywodraeth Cymru (2015) Cwricwlwm i Gymru – cwricwlwm am oes. Caerdydd: Llywodraeth Cymru.Maina, F. W. (2004) Authentic learning: Perspectives from contemporary educators. Journal of Authentic Learning, 1(1), t. 1-8.Parsons, S. A., Ward, A. E. (2011) The case for authentic tasks in content literacy. The Reading Teacher, 64(6), t. 462–465.                             Pearson, P.D., Raphael, T.E., Benson, V.L., Madda, C.L. (2007) Balance in comprehensive literacy instruction: Then and now. In L.B. Gambrell, L.M. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction. New York: Guilford. t. 30–54.Prince, M. (2004) Does Active Learning Work? A Review of the Research. Journal of Engineering Education. t.223-231Renzulli, J. S., Gentry, M., Reis, S. M. (2004) A time and a place for authentic learning. Educational Leadership, 62(1), t. 73-77.                   Rule, A. C. (2006) The components of authentic learning. Journal of Authentic Learning, 3(1), t. 1–10.Ryan, R., Deci, L. (2000) Intrinsic and extrinsic motivation. Contemporary Educational Psychology. University of Rochester.Santrock, J. W. (2011) Educational psychology (5th ed.). New York, NY: McGraw-Hill.Stiggins, R. J. (2005) Assessment FOR learning defined. Portland, OR: Assessment Training Institute.Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. D., Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), t. 496–536.Turner, E. E., Gutiérrez, M. V., Simic-Muller, K., Díez-Palomar, J. (2009) Everything is math in the whole world: Integrating critical and community knowledge in authentic mathematical investigations with elementary Latina/o students. Mathematical Thinking and Learning, 11(3), t. 136–157.William, D. (2017) Embedded Formative Assessment: Strategies for Classroom Assessment That Drives Student Engagement and Learning. Solution TreeWillems, P., Gonzalez-DeHass, A. (2012) ‘School-Community Partnerships: Using Authentic Contexts to Academically Motivate Students’, School Community Journal, 22(2) t. 9-30

Welcome back to the podcast! Today we're looking outside the world of teaching to find out about other professionals who work with young people. Julia Rooney works on the Youth and Community programmes here at Cardiff Met, and she joined us down the line to discuss the many and varied roles that youth workers play in the lives of some of our most vulnerable young people. We hear about how new youth workers are trained, and how the teaching profession can make best use of their knowledge about the young people in our classrooms.If you're considering youth work as a career, why not check out the courses available (from foundation level right up to postgraduate) here at Cardiff School of Education and Social Policy? --------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed Campus with remote guest on 20th November 2020

We're back with another round of PGCE research bites! And we welcome back Matthew Green, who's been finding out how we can best encourage high quality literacy in the music classroom. Hopefully the mix of research and classroom-based enquiry and reflection will be a great worked example for our serving teacher friends!You can watch this episode on YouTube - https://smarturl.it/cardiffpartnership ReferencesAlexander, R. (2020) A Dialogic Teaching Companion. Abingdon: Routledge.Aubrey, K. and Riley, A. (2019) Understanding & Using Educational Theories 2nd edn. London: Sage.Barton, G. (2014) 'Literacy and the Arts: Interpretation and Expression of Symbolic Form', in Barton, G. (ed.) Literacy in the Arts: Retheorising Learning and Teaching. Switzerland: Springer International Publishing, p.14.Barton, M. L., Heidema, C., Jordan, D. (2002) ‘Teaching reading in mathematics and science (Reading and Writing in the Content Areas)’, Educational leadership, 60(3), pp. 24-28.Broomhead, P. (2021) ‘A New Definition of Music Literacy: What, Why, and How?’, Music Educators Journal, 107(3), pp. 15–21. doi: 10.1177/0027432121991644.Capel, S. (2019) ‘Student teachers’ roles and responsibilities’, in Capel, S., Leask, M., Younie, S. (ed.) Learning to Teach in the Secondary School, 8th edn., Abingdon: Routledge, pp. 396-408.Didau, D. (2014) The Secret of Literacy. Camarthen: Independent Thinking Press.Donaldson, G. (2015) Successful futures: Independent review of curriculum and assessment arrangements in Wales (Cardiff: Welsh Government).Fautley, M., Savage, J. (2011) Cross-curricular teaching and learning in the secondary school: The Arts. Abingdon: Routledge.Green, L. (2008) Music on Deaf Ears: Musical Meaning, Ideology and Education. 2nd edn. Bury St Edmonds: Arima Publishing.Green, L. (2008a) Music, informal learning and the school a new classroom pedagogy, Aldershot: Ashgate.Halverson, L.R. and Graham, C.R. (2019) ‘Learner engagement in blended learning environments: A conceptual framework.’ Online Learning, 23(2), pp. 145-178.Harrison, C. (2004) Understanding Reading Development. London: Sage.Heflin, H., Shewmaker, J., Nguyen, J. (2017) 'Impact of mobile technology on student attitudes, engagement, and learning', Computers & Education, 107, pp. 91-99.McDermott, M. (2010). ‘More Than Writing-to-Learn’, Science Teacher, 77(1), pp. 32–37.Ness, M. K., (2016) ‘Reading Comprehension Strategies in Secondary Content Area Classrooms: Teacher Use of and Attitudes Towards Reading Comprehension Instruction’, Reading Horizons, 55(1), pp. 58–85.Pearman, C. J. and Friedman, T. (2009) ‘Reading and Rhythm: Binding Language Arts and Music in an Academic Notebook’, General Music Today, 23(1), pp. 12–16. doi: 10.1177/1048371309331610.Philpott, C., Evans, K. (2016) 'Language and learning in music’, in Cooke, C., Evans, K., Philpott, C., Spruce, G. (ed.) Learning to Teach Music in the Secondary School, 3rd edn., Abingdon: Routledge, pp. 52-62.Rose, D. (2011) ‘Beyond literacy: Building an integrated pedagogic genre’, Australian Journal of Language & Literacy, 34(1), pp.81–98.Swanwick, K. (1988), Music, Mind and Education. London: Routledge.Wagoner, C. L. (2020) ‘Integrating Literacy within the Performance Classroom’, Music Educators Journal, 106(4), pp. 24–29. doi: 10.1177/0027432120917746.Watson, A., Myhill, D. (2019) ’Creating a language-rich classroom’, in Capel, S., Leask, M., Younie, S. (ed.) Learning to Teach in the Secondary School, 8th edn., Abingdon: Routledge, pp. 396-408.Weidner, B. N. (2018) ‘Content Area Literacy in Ensemble Music Education: The Before-During-After Instructional Framework’, Journal of Music Teacher Education, 27(3), pp. 10–23. doi: 10.1177/1057083717732512.Welsh Assembly Government (2019) Curriculum For Wales, Available at: https://hwb.gov.wales/curriculum-for-wales/ (Accessed: 2 May 2021).Welsh Assembly Government (2019a) Curriculum For Wales: Literacy and Numeracy Framework, Available at: https://hwb.gov.wales/curriculum-for-wales/cross-curricular-skills-frameworks/literacy-and-numeracy-framework/ (Accessed: 2 May 2021)Welsh Assembly Government (2020a) ANONYMISED CP1 SCHOOL DATA. Available at: https://mylocalschool.gov.wales/School/REDACTED (CP1) (Accessed: 2 May 2021).Welsh Assembly Government (2020b) ANONYMISED CP2 SCHOOL DATA. Available at: https://mylocalschool.gov.wales/School/REDACTED (CP2) (Accessed: 2 May 2021).Welsh Assembly Government (2020c), Examination results in schools in Wales, 2018/19 – Revised. Available at: https://gov.wales/sites/default/files/statistics-and-research/2020-01/examination-results-september-2018-august-2019-revised-477.pdf (Accessed: 2 May 2021).Williams, Z. (2020). Review of the impact of mass disruption on the wellbeing and mental health of children and young people, and possible therapeutic interventions Cardiff: Welsh Government, GSR report number 62/2020.Available at: https://gov.wales/review-impact-mass-disruption-wellbeing-and-mental-health-children-and-young-people (Accessed: 2 May 2021).

WE'RE BACK! It's time to kick off season 4 with a fond farewell to a stalwart friend of the podcast, Dr. Judith Kneen. Judith took early retirement at the end of the academic year 2020-21 so we got her in front of a microphone before she went, and she's delivered us a characteristically interesting discussion.Judith's here to discuss some research on a topic dear to her heart as programme leader for PGCE secondary English: the set texts chosen by English teachers for their classes. As lead researcher for a project funded by the UKLA, Judith's got some sobering reflections for us about the diet of texts that pupils receive between the ages of 11 and 14. The research covers prose, poetry and plays. Why is it that there are so many male protagonists? Why are so many of the texts so old? What are the impacts of political pressure, stretched budgets and pragmatic decision-making?Most importantly, what should new English teachers be asking themselves when deciding what set texts to present to their classes?You can read the full research report here.Finally, we're sure all our listeners (and past PGCE students) would like to take a moment to send the warmest wishes for a long and happy early retirement to Judith. A podcast legend and an irreplaceable colleague, we do hope to find an excuse to get her back on here soon. --------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed Campus on 8th July 2021