A Harmony Project Podcast with Tessa Willy

The Harmony Project podcast series explores the state of education, particularly in light of the coronavirus and home schooling, and where education might go next.

This week, we are delighted to be sharing our podcast with Tessa Willy, Co-Programme Lead of the Primary PGCE at UCL’s Institute of Education.

Together with Richard Dunne, Tessa shares some of the benefits of creative learning environments, as well as ways to nurture the individual interests of young people and teachers alike.

To judge children only on the outcome of formal assessments is “deeply flawed”, says Tessa. Instead, ongoing teacher and peer assessment from an early age could increase opportunities for children to flourish. As well as this, Tessa believes that education should allow young people to follow lines of enquiry, work together in groups and learn in new and exciting environments.

“Teaching is the ultimate responsibility we can have as adults, and we must be prepared to give our all to children”, says Tessa.

Listen on: Apple Podcasts, Spotify, Deezer, RSS, SoundCloud

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Anthony Barlow
13th April 2021 12:32 pm

Great to hear from @EYPPC_GA member, Tessa. CPD is needed as is refresher training. Workload is a problem, but I agree, schemes of work, handed to teachers and just delivered is problematic, and the idea of curriculum making in some areas is key, especially for local area, meaningful geography.
https://www.ucl.ac.uk/ioe/case-studies/2016/jan/curriculum-making-geography-education#:~:text=Curriculum%20making%20is%20the%20creative,the%20heart%20of%20good%20teaching.

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