Primary Music CPD Monday 18th October 2021 17.30-18.30 Live via Zoom (+ recording) Full details and booking at https://nape.org.uk/primary-music (nape.org.uk/primary-music) We will cover: Top 10 resources, organisations, work schemes 3 starting points for composition When, what, how of listening to music Music Assemblies Music across the curriculum To keep up to date with all the events and download a FREE copy of our professional journal Primary First please visit: https://nape.org.uk/journal (https://nape.org.uk/journal)

National Association for Primary Education

Primary Music CPD - NAPE 073

Following the success of our online conference in March 2021 'Towards a balanced and broadly based curriculum' The National Association for Primary Education have planned 6 new online CPD events for the new academic year. 5 starting points for Primary Music Special Education Needs EdTech EYFS Mental Health/Wellbeing Climate & Ocean Plastic To keep up to date with all the events and download a FREE copy of our professional journal Primary First please visit: https://nape.org.uk/journal (https://nape.org.uk/journal)

6 Online CPD Events in 2021/22 - NAPE 072

Ellie Jackson is the bestselling children's author of the Wild Tribe Heroes series of true environmental books for primary children. Each book follows a well loved animal as it gets into trouble due to an environmental issue such as ocean plastic, deforestation or climate change. Free teaching resources and curriculum maps support the books for each key stage. Ellie is a teacher and mother of four from Cornwall who is passionate about inspiring the next generation to protect our planet. Website https://wildtribeheroes.com/ (www.wildtribeheroes.com) Social Media Information Fb, Insta & Twitter @wildtribeheroes The National Association for Primary Education speaks for young children and all who live and work with them. Get a FREE e-copy of their professional journal at https://nape.org.uk/journal (nape.org.uk/journal)

Children’s books on Climate Change and Ocean Plastics – NAPE 071

Following the success of our conference on 6th March 2021 - Towards a Balanced and Broadly Based Curriculum - Dr. Tony Eaude has a follow up conversation with presenter Clare Whyles (Deputy Head) and Tina Farr (Headteacher) of St Ebb's C of E (Aided) Primary School. St Ebb's have been on a journey which has seen their curriculum transformed. We get to hear the ideas, aims, successes and struggles involved in doing this which we hope can provide insight, inspiration and understanding of what is possible. https://st-ebbes.oxon.sch.uk/ (https://st-ebbes.oxon.sch.uk/) You can listen to https://edperspectives.org.uk/ (Dr. Tony Eaude's) Schiller Lecture and the follow up Q&A on episodes 65 & 66 of the nape podcast: https://nape.org.uk/nape-podcast (https://nape.org.uk/nape-podcast) To keep up to date with all of our events and get a FREE e-copy of our professional journal Primary First please visit: https://nape.org.uk/journal (https://nape.org.uk/journal)

As rich in humanity as in knowledge - NAPE 070

Described as having a breathtaking understanding of how to engage even the hardest to reach of children, Jonathan has established a reputation for delivering inspiring and creative inset both in the U.K. and internationally. He has worked for many years on the kind of compelling and inspirational teaching strategies that lead to incredible outcomes and is still in the thick of it as the deputy head at a large inner city primary school in Sheffield. Jonathan has also shared his passion for learning through his role as an Advanced Skills Teacher, Lead Teacher for Sheffield Local Authority, and associate of Ian Gilbert’s http://www.independentthinking.co.uk/ (Independent Thinking) company. Jonathan is passionate about working with schools to create learning opportunities that are designed not just to impart knowledge, but also to engage, inspire, and most importantly, make children think. http://guerrillaeducation.co.uk/ (http://guerrillaeducation.co.uk/) https://www.independentthinking.co.uk/ (https://www.independentthinking.co.uk/) The National Association for Primary Education speaks for young children and all who live and work with them. Get a FREE e-copy of their professional journal at https://nape.org.uk/journal (nape.org.uk/journal)

Rethinking the Curriculum with Jonathan Lear - NAPE 069

Leonor Stjepic, is an award-winning social enterprise entrepreneur, whose career has spanned both the private and NGO sectors. She is Chief Executive of the Montessori Group as well as Chair of the Board of Directors of Montessori Centre International. James Archer is the Centre Director of the International Montessori Institute. Prior to this he was the Course Director of the BA Primary Education Accelerated (2 Year) degree. He has worked on and written various validations of innovative programmes in the Carnegie School of Education. The International Montessori Institute, a centre within the Carnegie School of Education at Leeds Beckett University (LBU), has launched a scholarship programme to support the next generation of Montessori educators. The Institute was established in August 2020 and will provide the UK’s first dedicated undergraduate and postgraduate courses in Montessori education. Funded by the Montessori Group, the first scholarships of £2,000 each will be awarded to 25 students who are studying on the BA (Hons) Primary Education Accelerated Degree (Montessori) in the 2021/22 academic year. The relationship between the Carnegie School of Education and the Montessori Group means that further scholarships will be awarded in the future years of the partnership. This scholarship will be first awarded in the next academic year, with applicants to LBU able to apply for the scholarship as part of their application to the university. Website https://www.leedsbeckett.ac.uk/research/the-international-montessori-institute/ (https://www.leedsbeckett.ac.uk/research/the-international-montessori-institute/) Social Media Information Leonor Stjepic Twitter: @LeonorStjepic LinkedIn: https://www.linkedin.com/in/leonorstjepic/ James Archer Twitter: @mrjamesarcher International Montessori Institute Twitter: @Montessori_LBU The Montessori Group Twitter: @MontessoriUk LinkedIn: https://www.linkedin.com/company/montessori-uk/ Facebook: https://www.facebook.com/montessoriUK Instagram: @MontessoriUk To get your FREE e-copy of the professional journal Primary First please visit https://nape.org.uk/journal (https://nape.org.uk/journal)

International Montessori Institute Scholarships - NAPE 068

Mark Taylor chats to NAPE patron Ian Gilbert. Since founding Independent Thinking in 1994, Ian has built a global reputation as an educational thinker, innovator, entrepreneur, speaker and award-winning editor and writer. He was listed by the IB magazine as one of their top 15 ‘educational visionaries’.  Never happier than when he is making children’s brains hurt, he has a unique first-hand perspective on the world of education having lived and worked in schools and universities in the UK, the Middle East, South America and Asia. He is now sharing his time between Rotterdam, where his wife is an international school principal, and their home in the middle of nowhere deep in West Wales. He wasn’t always interested in exotic foreign travel and meeting interesting people from different countries, as he started off his educational career teaching French in Northampton. He didn't really want to be a French teacher and, while you would think not wanting to teach French to people who didn't want to learn it might be a match made in heaven, it was only ever really a stepping stone. His main ambition was to work with young people in the areas that most fascinated him then and in which he has become such an important figure today – thinking, learning, motivation, creativity and helping all members of the school community be the best they can be. Through his many books including the ever-popular Thunks collection, his ongoing classroom work with children and young people, his keynotes and workshops at conferences around the world and his continuous work with teachers and leaders in schools, Ian has shown a whole generation of educators that there is always another way.  Following a chance meeting in the staff room, Ian was encouraged to set up Independent Thinking in 1994 and, since then, has built up a unique educational organisation that acts as a platform for some of the UK’s leading innovative educators and school leaders as well as serving as a ‘lighthouse’ for so many practitioners who might otherwise fall prey to the idea that silence is respect, obedience is behaviour, grades measure education and teaching and learning are the same thing. Website https://www.independentthinking.co.uk/ (www.independentthinking.co.uk) Social Media Information @ITLWorldwide on Twitter independentthinkingworldwide on Instagram The National Association for Primary Education speaks for young children and all who live and work with them. Get a FREE e-copy of their professional journal at https://www.educationonfire.com/education-on-fire/201-read-write-code-with-jeremy-keeshin/nape.org.uk/journal (nape.org.uk/journal)

Independent Thinking with Ian Gilbert – NAPE 067

Towards a balanced and broadly-based curriculum was the theme of the National Association for Primary Education conference in March 2021. The keynote lecture was given by Dr. Tony Eaude. This is a follow up Q&A taken from a subsequent Facebook live event. Tony suggested four main arguments for a balanced and broadly-based primary curriculum: that the law states that schools must offer this (as it does) and that Ofsted expect this (at least from 7 years old); one based on how children create coherent, robust and flexible identities, enhancing their well-being and founded on a sense of agency; one based on a conception of democratic citizenship in which children are increasingly enabled to deal with complex ideas right from the start; and a social justice one that such a curriculum will open up opportunities from which many children, especially those from disadvantaged backgrounds, will otherwise be excluded. Questions & comments from our delegates Retired Headteacher Dr Eaude's argument for a balanced and broadly based curriculum is compelling. Moving forwards, is it possible for schools to work with the current National Curriculum Framework to achieve this?  Do Academies, rather than Local Authority schools, have the most potential and freedom to develop such curriculum experiences? Where (in England) is curriculum innovation to be found at present? What is the National Association of Primary Education's role in this argument? As a student in my final year of an undergraduate course, I am currently working on an assignment about my own educational philosophy which very much aligns with Dr. Eaude’s Schiller speech. Embarking into my NQT year in September I know the best way to change this is starting in my own classroom. However big questions arise with that: What can I do beyond that? If there is not enough support or like-minded colleagues, How can I reach out to ensure this way of teaching the curriculum is opened up on to all the children in the community? Where can I find more support? For more information about Dr. Tony Eaude please visit his website https://edperspectives.org.uk/ (https://edperspectives.org.uk/) More information about NAPE is available at https://nape.org.uk/ (https://nape.org.uk/) To find out more about Christian Schiller HMI please click on the link below https://nape.org.uk/publications​ (https://nape.org.uk/publications)https://nape.org.uk/publications​ (​) The Schiller Book, published by NAPE, 'In His Own Words', can be purchased for only £5.

A balanced and broadly based curriculum Q&A with Dr.Tony Eaude – NAPE 066

Towards a balanced and broadly-based curriculum was the theme of the National Association for Primary Education conference in March 2021. The keynote lecture was given by Dr. Tony Eaude. He suggested four main arguments for a balanced and broadly-based primary curriculum: that the law states that schools must offer this (as it does) and that Ofsted expect this (at least from 7 years old); one based on how children create coherent, robust and flexible identities, enhancing their well-being and founded on a sense of agency; one based on a conception of democratic citizenship in which children are increasingly enabled to deal with complex ideas right from the start; and a social justice one that such a curriculum will open up opportunities from which many children, especially those from disadvantaged backgrounds, will otherwise be excluded. Schiller was an inspector in Liverpool in the 1920s, a role very different from that of inspectors now – more to advise and encourage than to evaluate. Schiller’s concern at the desperate squalor and poverty which he witnessed there - his humanity – and the narrow and inappropriate curriculum on offer comes through very strongly in what he said and wrote (Schiller, 1979). His main concern was for children’s basic needs to be met, in terms of being properly fed, clothed and cared-for but he also believed passionately that children in the elementary schools he saw should have a broader, richer and more suitable range of experiences - with his emphasis being on physical activity and the arts. While Schiller 2 went on to work in other roles, supporting primary headteachers and teachers, this early experience was formative and remained with him for the next fifty years or so. In his lecture Tony suggests that the humanities should be seen fluidly as including history, geography, religion, philosophy, literature, languages and culture, more generally; and fulfil a central role in how children construct and weave together their multiple identities into a coherent identity. The Humanities 20:20 manifesto (www.humanities2020.org.uk) summarizes why the humanities matter, arguing that they enable children to: 1. consider questions about the meaning and purpose of their lives; 2. explore their own identities, values and beliefs and concepts such as time, space and faith; 3. develop skills and habits associated with critical and creative thinking; 4. extend their cultural and imaginative horizons; 5. learn to empathise with people who are different, as well as those who are similar, thereby celebrating diversity and challenging stereotypes; 6. learn about democracy, global citizenship and sustainability; 7. strengthen a sense of care for themselves, each other and the planet in line with the UN Sustainable Development Goals. To find out more please visit Dr. Tony Eaude's website https://edperspectives.org.uk/ (https://edperspectives.org.uk/) More information about NAPE is available at https://nape.org.uk/ (https://nape.org.uk/) Other interviews between Dr. Tony Eaude and Mark Taylor can be found at: https://www.educationonfire.com/education-on-fire/066-re-humanising-primary-education-dr-tony-eaude/ (https://www.educationonfire.com/education-on-fire/066-re-humanising-primary-education-dr-tony-eaude/) https://www.educationonfire.com/national-association-for-primary-education/nape033/ (https://www.educationonfire.com/national-association-for-primary-education/nape033/)

Christian Schiller Lecture 2021 with Dr. Tony Eaude - NAPE 065

Teach the Future is an inclusive, well organised and persistent campaign by secondary and tertiary education students to greatly improve education on the climate emergency and ecological crisis in the UK. In this episode Robson Augusta chats to Mark Taylor about how it is never too early to start learning about how the climate emergency can be positively affected by our primary aged children. Teach the Future are campaigning for change across the whole of the UK, but education in the UK is a devolved matter, meaning there are different education ministers and education laws in England, Scotland, Wales and Northern Ireland. A lot of our work is relevant across the UK, but we also have specific campaign branches in Scotland, Wales and England:A student lead organisation who believe our education system needs to be reformed to reflect the urgency of the climate crisis. https://www.teachthefuture.uk/ (https://www.teachthefuture.uk/) Twitter @_TeachtheFuture National Association for Primary Education publish their professional journal 'Primary First' 3 times a year. If you would like read a past issue of the Primary First journal you can receive a FREE e-copy by visiting https://nape.org.uk/journal (nape.org.uk/journal)

The climate emergency and ecological crisis with Teach the Future – NAPE 064

Mark Taylor (Vice Chair of National Association for Primary Education) talks to Penny Borkett. Penny wrote an article for the Primary First Journal issue 29 entitled: Who are you? - The importance of building identity in the early years and the place of culture within this. Penny has spent many years working as a teaching assistant in a variety of schools. She decided to study as a mature student for a degree which focused on children in the early years. After completing that degree she decided to continue studying and completed her MA. At the time she was working as a Portage worker in a Children's Centre in a multi-cultural area so became very interested in inclusion and working with communities from other parts of the world. She then worked for a while as a Children's Centre Co-ordinator before moving to Sheffield Hallam University to teach. Penny's book https://www.routledge.com/Cultural-Diversity-and-Inclusion-in-Early-Years-Education/Borkett/p/book/9781138218550 (Cultural Diversity and Inclusion in Early Years Education )reveals how cultural diversity can be celebrated in every early years setting. Acknowledging the impact of culture on a child’s development and identity, the book demonstrates the need for practitioners to appreciate cultural difference, value diversity and ensure inclusive practices. Alongside comprehensive discussion of current and historical policy relating to multiculturalism and relevant sociocultural theory, the book provides practical guidance and resources to support practitioners in responding to the challenges of working with families and children from diverse cultural backgrounds. Chapters focus on topics such as: policy and the role of the practitioner sociocultural theories relating to child development building working relationships with families the impact of culture on a child's identity enabling environments and inclusive strategies. Including case studies, reflective questions and suggestions for further reading and research, this essential book will help early years practitioners and students to embrace the varied cultural heritages of the children in their care. National Association for Primary Education publish a professional journal called Primary First 3 times a year. It is FREE to NAPE members or can be purchased for £5 from the National Office. NAPE are creating a series of podcasts from Primary First contributors to hear from the people and organisations behind the written word. If you would like read a past issue of the Primary First journal you can receive a FREE e-copy by visiting https://nape.org.uk/journal (nape.org.uk/journal) To purchase issue 29 and read Penny's article please contact https://nape.org.uk/

Who are you? with Penny Borkett – NAPE 063

National Association for Primary Education publish a professional journal called Primary First 3 times a year. It is FREE to NAPE members or can be purchased for £5 from the National Office. In this episode Mark Taylor (Vice Chair of NAPE) talks to Seraphina Simmons-Bah who wrote an article for issue 29 entitled: Exploring the limits of representative literature in the primary classroom? Seraphina works as a supply teacher and practitioner in Initial Teacher Education (ITE). Her main area of interest is the representation of racially monoritised groups in children's literature and the ways in which children's literature can be used to explore racialised issues in the classroom. Twitter: @BahSimmons NAPE are creating a series of podcasts from Primary First contributors to hear from the people and organisations behind the written word. If you would like read a past issue of the Primary First journal you can receive a FREE e-copy by visiting https://nape.org.uk/journal (nape.org.uk/journal) To purchase issue 29 and read Seraphina's article please contact https://nape.org.uk/ The National Association for Primary Education has an online conference on 8th March 2021 entitled: https://nape.org.uk/conference (TOWARDS A BALANCED AND BROADLY-BASED CURRICULUM) Virtual Conference – Monday 8th March 2021, 4.15pm-6.45pmThe Conference, embracing a theme which has always been central to debate about children’s entitlements, has been highlighted by OfSTED as critical in curriculum development and its central importance has been further accentuated by the pressures under which primary schools are working in the post-lockdown phase as they prioritise what is perceived as essential in educational recovery. The impact of the coronavirus pandemic on children’s education may be perceived as a justification for narrowing the curriculum at the expense of the arts and the humanities, but this conference will explore the case for preserving young children’s entitlement to as rich and diverse a curriculum as possible. Dr. Eaude’s keynote lecture will set the scene, highlighting some key issues and considering some lessons to be learnt from the period of lockdown. The subsequent presentations will focus on classroom practice, providing a spotlight on innovations which have been implemented in school and offering guidance for the future. All are most welcome at this event, including teachers, teacher assistants, governors and students and it’s our hope that the conference will play its part in bringing together a range of stakeholders in primary education, all with a commitment to enhancing children’s entitlement to a balanced and broadly-based curriculum. To book or find out more https://nape.org.uk/conference (https://nape.org.uk/conference)

Exploring the limits of representative literature in the primary classroom - NAPE 062

The National Association for Primary Education speaks for young children and all who live and work with them. On this podcast we discuss the work and lectures of Christian Schiller, interview education specialist and explain how NAPE is working for you. Our aim is to achieve a higher priority for the education of children from birth to 13. High quality learning in the early years of life is vitally important to the creation of an educated society. Young children are not simply preparing for the future, they are living a never to be repeated time of life and the best way to learn is to live.

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National Association for Primary Education

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