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Tes Education Resources: An Open Expression of Concern

This post has been agreed by several teachers and is shared across several blog sites.

In the last couple of years, we have openly expressed concern at the approaches taken by Tes Education Resources to plagiarism and copyright violation, theft of resources, and the selling of resources that violate copyright. This is not a blogpost intended to cast disapproval on those who sell resources. It is a simply an open expression of concern at the approach taken by Tes Education Resources, when these incidents are uncovered. We also wish to make clear that this is not about an individual or anybody working for Tes Education Resources. We believe that this is a systemic problem that should not fall on one person to solve.

We feel that the following issues need to be properly addressed by Tes Education Resources:

·         The fact that people upload and sell plagiarised resources, which have been clearly copied from free shares on Twitter, Facebook, and sometimes from colleagues.

·         The fact that although Tes Education Resources offer ‘goodwill’ gestures to those who give public challenge, and offer compensation when they recognise plagiarism, the onus is on the victim of theft to report and prove the theft.

·         The fact that customers are being advised to buy resources to check the content if they suspect a theft has occurred, and then claim the money back.

These issues need addressing because:

Plagiarism can constitute copyright violation, which is covered by legislation in both UK and EU law, as well as being a feature of international treaties and agreements. We believe that this is not being taken seriously by Tes Education Resources, who provide a platform for the sale of resources which have been taken, copied, and presented as original resources by the thief. Tes Education Resources describe themselves as ‘one of the world’s largest peer-to-peer platforms for teachers to trade and share digital teaching resources’ (Tes Education Resources Ltd: Annual Report and Financial Statements – Directors’ Report 2017). We feel that a company of this scale, regardless of financial status, should not be placing the onus on individuals to identify instances of copyright violation.

A goodwill gesture is something given on a case-by-case basis. It means that those with the time and tenacity to challenge instances of copyright infringement are being offered compensation, but there are victims who are unaware of the issue, or perhaps who do not have the time and resources to prove the provenance of the resource. We believe that the Tes Education Resources could and should ensure there is parity here.

Tes Education Resources have conceded that only 5% of their resource downloads are purchased. The rest are free downloads. We appreciate this valuable resource, but feel that the 5% are being prioritised over the 95%. It is understood that the 5% is the download, rather than the upload, figure – but the point still stands – 95% of people downloading from Tes Education Resources are downloading free resources.

We also believe that asking people to buy resources to check for copyright issues, in order to then claim a refund, is an unfair and illogical request.  Perhaps most pertinent is the fact that all of these issues are contributing to our workload. The Tes recognise this too. In fact, they have an entire section of their website dedicated to this issue – you can read this here: In refusing to adapt their practice, either by demonetising the site or by taking further steps to prevent these incidents, teachers are being forced to spend time searching the site for their own resources. When teachers locate stolen resources, the expectation that they buy their own work and prove its provenance is onerous and frustrating.

What Tes Education Resources Can Do:

–          Have a long-term aim to demonetise the site and subsidise it, to enable an entirely free sharing platform for those working in education.

In the meantime:

–          Improve checks on resources to identify plagiarism and/or copyright infringement.

–          Allow for full download with retrospective payment, rather than asking people to buy resources simply to check for copyright infringement.

–          Enable reviews of paid content without purchasing – so that copyright infringement which is clearly evident in the preview pane can be challenged in a review.

What you can do:

–          Avoid downloading from Tes Education Resources until the long-term aim (above) is fulfilled.

–          Use your Social Media account to inform your followers that you are doing this.

–          Share your resources through Dropbox and any other suitable medium.


An idiot’s guide to the philosophy of education: Part 2

This is the second in a series of blogs on the key philosophers of education. Part 1 can be found here.

Michel de Montaigne

Whilst sounding like she might be a woman, Michel de Montaigne is actually a dead white man – a group who seem to dominate the philosophy of education throughout history, which is quite impressive given that they are all dead. Born to an incredibly wealthy family in 1533, Montaigne went on to become one of the most prominent and influential philosophers of the French Renaissance.

He is famous for inventing the essay, and as such is the scourge of students ever since. Before he invented the essay, all clever ideas had to be communicated via pictures, charades, or in singular messages of just 280 characters.

Montaigne’s own education was an interesting one. Soon after he was born, his father sent him from the family chateau to go and live with a peasant family in a local village for three years, to cultivate in him an empathy for the poor and to “draw the boy close to the people, and to the life conditions of the people, who need our help”. It’s merely a coincidence that the infant Montaigne was shipped off to live with another family during the period of his life that involved night feeds, teething and ‘the terrible twos’.

When Montaigne returned to the family chateau at the age of three, his father insisted that he learn Latin as his native tongue, probably because “I done a poo” sounds much more sophisticated in Latin. He was sent to a prestigious boarding school from six years of age. When he had mastered the curriculum by the age of thirteen, he left the school to enter university. This seems impressive, but let’s not forget that Doogie Howser had managed to complete medical school and was a practising physician by the time he was 14, so Montaigne isn’t all that.

Whilst at boarding school, Montaigne studied a humanistic curriculum comprising of grammar, rhetoric, history, poetry and moral philosophy, built largely on a Classical model of education. Yet, despite benefiting from being taught an impressive body of knowledge himself, his own philosophy of education for others was rather different. Montaigne suggested that, “in true education, anything that comes to our hand is as good as a book: the prank of a page-boy, the blunder of a servant, a bit of table talk— they are all part of the curriculum.” This is perhaps the best argument I’ve ever seen against a knowledge-rich curriculum: Montaigne benefitted from one and yet still came out with the daft idea that “the blunder of a servant” is “as good as a book”.

Montaigne went on to be very critical of academics, once remarking that, “I prefer the company of peasants because they have not been educated sufficiently to reason incorrectly.” Of course, Montaigne himself was very well educated so make of that reasoning what you will.

Elsewhere, Montaigne wrote in his essay, ‘On repenting’, that “I am not teaching, I am relating”, which is exactly the sort of annoying smart-arse slogan that you see in people’s Twitter bios right before you click ‘mute’.

John Dewey

Born as one of a set of triplets in 1859, Dewey went on to become more famous than his brothers Huey and Louie. He is now considered one of the most influential educational thinkers of the 20th century. To get a sense of his significance, he’s right up there alongside Johnny Ball and Mr. Belding.

Like many philosophers of education, Dewey began his career as a classroom teacher, spending two years teaching in a secondary school and one year teaching in a primary school. And like many education academics, he very soon decided that he’d much prefer telling people how to teach rather than being a teacher himself. However, with as many as three years of teaching under his belt before moving on, Dewey managed to inoculate himself against the kind of criticism that many Teach First candidates regularly have levelled at them for serving just two years in teaching.

During his career as an academic, he published over 700 articles and about 40 books, which, let’s be honest, is too many. But at least I know that you haven’t read everything that he wrote, so I can play fast and loose with the truth here. Among his many achievements, Dewey was in the original line-up of the Sugababes, as well as being the inventor of the Corby Trouser Press.

Most significantly, Dewey was a proponent of experiential and ‘hands-on’ learning. This means that he thought that people learn better by doing than by simply reading about things. You can learn all about Dewey’s theories of experiential learning and his many other teachings by simply reading some of the SEVEN HUNDRED ARTICLES AND FORTY BOOKS THAT HE WROTE.

Dewey famously said, “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” But I tested this theory out and I don’t agree with his conclusion. I taught today’s students as I taught yesterday’s and it just meant I was able to have last night off as I was able to use the same planning. As such, I’ve rewritten Dewey’s aphorism: If we teach today’s students as we taught yesterday’s, we get to bing-watch some Netflix/go to the gym/see family/have an early night.

On the purpose of education, Dewey wrote that: “Each generation is inclined to educate its young so as to get along in the present world instead of with a view to the proper end of education: the promotion of the best possible realisation of humanity as humanity.” This is absolutely spot on, so totally and utterly true, and should be the singular aim for every single school. But does anyone know which bucket ‘the realisation of humanity as humanity’ goes in to improve your Progress 8 score?

Paolo Freire

Freire is one of the leading philosophers and proponents of critical pedagogy, which is a teaching approach inspired by critical theory. Critical theory is a social theory that aims to change society rather than document it, and is largely derived from Emmanuelle Kant (a French erotic film from the 1970s) and Groucho Marx. Critical pedagogy also takes inspiration from radical philosophers, such as Bill S. Preston, Esq. and Theodore Logan, who are considered most radical, dude.

Freire enrolled to study law at university in 1943 but rather than taking it up as a career, he became a school teacher instead. By 1946 – just three years after he entered university – he was appointed Director of Education and Culture for the entire state of Pernambuco, which is as speedy an ascendency into management as that really ambitious colleague of yours could possibly dream of achieving. You know the one I’m talking about.

In his seminal book, Pedagogy of the Oppressed, Freire criticised what he called the “banking model” of education, in which students were seen as empty accounts to be filled by teachers. I’m not sure that Freire has ever seen a teacher’s bank account.

He also proposed elsewhere that teachers should learn from their students. Assimilating this idea with the above banking model, Freire is suggesting that, instead of seeing students as empty accounts waiting to be filled, we should see them as overdrafts with which to dip into so we can spend money that isn’t actually there. Or something like that.

A focus of Freire’s philosophy was what he identified as “the teacher-student contradiction”. He suggested that education must begin “by reconciling the poles of the contradiction so that both are simultaneously teachers and students.” Which reminds me of the time that I set half of my clocks and hour late and half an hour early and got stuck in a space-time continuum loop. Here are some of the ways in which you can overcome the teacher-student contradiction so that you can become simultaneously both a teacher and a student:

  • occasionally call your line manager “mum” or “dad” by accident
  • ask every individual pupil “what are we doing today?” as they enter your classroom
  • ask yourself if you can go to the toilet when you are bored of your own lesson
  • ask your pupils if you can do bubble writing when doing board work
  • P.E. teachers: get a note from your mum to get you out of teaching your lessons

Elsewhere in his work, Freire advocated for teachers to be political. In We Make the Road by Walking, he said that “the educator has the duty of not being neutral. The educator as an intellectual has to intervene. He cannot be a mere facilitator. He has to affirm to himself or herself.” What Freire’s followers will point out here, though, is the unspoken caveat: This is only applicable to teachers on the political left. Obviously, teachers on the political right have a duty to be completely politically neutral in the classroom.

Quotations from Freire are often cut and pasted into nice fonts inside colourful boxes and shared on the internet as a form of inspiration for teachers. Here is an example of one such quotation:

Such quotations continue to inspire educators around the world. For example, this particular quotation inspired Clark Kent to take a journalism course rather than study for a PGCE.

Freire is still very popular today, some twenty years after his death. In particular, he enjoys popularity amongst educators who like to think they are Joe Strummer because they don’t want to face the idea that, as a teacher, they are a part of the establishment that they’ve always railed against.

Perhaps Freire’s greatest legacy is his contribution to literacy teaching. In 1962, he taught 300 sugarcane harvesters to read and write in just 45 days. This model has been taken up by institutions all over the world. For example, many tabloid newspapers are staffed by ‘journalists’ who have clearly only been taught to read and write in the past 45 days.

Sunbucks, Heimekem and the College of Teaching

I enjoy half term. It’s a time to relax and treat myself to some of the guilty pleasures I often don’t have time for during term time. It’s nice to enjoy a frothy latte from my favourite coffee shop, Sunbucks…


And I do like a beer or two. There’s nothing like the sound of a cold can of Heimekem opening…


And if I get the chance, I kick back and play on my PolyStation games console…


Of course, these products are all Chinese so aren’t actually available in this country. But these sorts of products are ubiquitous in China. In fact, this liberal attitude to brand imitation means that, “on average, 20 percent of all consumer products in the Chinese market are counterfeit“.

This copycat method seems a very easy route to market in places where regulations aren’t particularly stringent. But they piggyback on a brand that’s worked hard to establish itself and offer an inferior product in its place.

Such practice is very difficult in this country, due to market regulations which rightly protect businesses and brands. But it doesn’t, and shouldn’t, stop businesses seeing the success of others and entering the same market to compete with them. This can actually make for a healthy marketplace.

But should the same be said for teacher-led organisations aimed at improving research literacy in education? How many of these do we need?

On 18th March 2013, Tom Bennett had a Twitter exchange with Ben Goldacre, decrying the relationship between research and practice in schools. Goldacre had a simple response – do something about it yourself, Tom:

Within 6 months, Tom Bennett, along with Hélene Galdin-O’Shea  had put together a conference. Held on 7th September 2013, researchED was an event that aimed to bridge research and practice in the profession. Since then, Tom and Hélène have put together increasingly popular national conferences each year, plus regional conferences, and subject- and sector-specific conferences. And, what’s more, they’ve taken taken researchED to an international audience, hosting conferences in New York, Sydney, Gothenburg and Washington, with plans to take it elsewhere already well underway. They have established these relationships with international researchers and educators, whilst continuing to focus on there core activity of bridging research and practice in the UK education sector.

So it was a surprise when I read yesterday that the College of Teaching’s “core activity” will be to do this. To do exactly what researchED is doing.

A few things strike me about this.

Firstly, the College of Teaching has been years in the making. The people involved in the project are always at pains to emphasise the efforts of the many professionals it has taken over the past few years to get to where it is today. There have been multiple consultations, meetings and focus groups. There have been iterations and reiterations of forms of leadership, from Trustees to Chairs to a CEO. There is a pledge of £5 million on the table from the DfE to help fund this, after an attempt to crowdsource funding from the profession failed. There is a website that has been “under construction” for as long as I can remember. It has taken years and huge numbers of people for the College of Teaching to get to where it is today, and we are now told they are merely trying to copy a model that already exists. A model that was set up by Tom and Hélène and a handful of volunteers in just a few months. A truly teacher-led model.

This strikes me as following the model seen in China: see what others have done successfully and just copy that. But is this fair on researchED, given that the College of Teaching have DfE backing and up to £5 million in funding? Is this similar to Tesco being able to shut down the local butcher?

Indeed, if this is what the College of Teaching is offering, why doesn’t the DfE hand the £5 million to researchED instead? It is already established in the area that the College of Teaching is trying to establish itself in.

Secondly, is this what we need the College of Teaching to be? What about, as Michael Merrick suggested here, someone to stand up for teachers and to protect them from workload issues and to improve their working lives? I’m pretty sure that is how many see the College of Teaching. They don’t need another researchED. They already have one of those.

At the moment, it seems like the College of Teaching is an organisation trying to decide what it should be. It’s an organisation in search of a purpose. Which is an odd thing. Surely a government-funded organisation should be set up because it fulfils a need? This is an organisation that has more needs than the profession whose needs it should be fulfilling. It needs to know what it is for. It needs teachers to back it. It needs money to keep it going. It needs membership numbers to sustain it. It needs to copy and cash in on researchED’s success.

It needs to justify itself. This latest announcement that its “core activity will be to bridge research and practice” really doesn’t give it the justification it seeks.

Anyone, it’s still half term. Time to have a break, have a Kicker.


5 things Einstein didn’t say (that you might hear during CPD or assemblies) by @JamesTheo

Starter for Five

Name: James Theobald
Twitter name: @JamesTheo
Sector: Secondary
Subject taught (if applicable): English
Position: Teacher
What is your advice about? 5 things Einstein didn’t say (that you might hear during CPD or assemblies)

  1. “Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”
  2. “The definition of insanity is doing the same thing over and over and expecting different results.”
  3. “The true sign of intelligence is not knowledge but imagination.”
  4. “I don’t need to know everything, I just need to know where to find it when I need it.”
  5. “Please stop Google searching quotes by me to use for your presentation. I probably didn’t say what the internet tells you I said.”

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How to Play Trombone: A Guide to this Blog

On teacher decision making:


On policy and broader issues in education:


On schools:


On the subject of English:


My attempts to be funny with satirical stories and stuff


Starter for Five advice:


Book reviews


Some resources


Five Common Wrongs for English Teachers to Avoid by @JamesTheo

Starter for Five

Name: James Theobald
Twitter name: @JamesTheo
Sector: Secondary
Subject taught (if applicable): English
Position: Teacher
What is your advice about? Five Common Wrongs for English Teachers to Avoid

  1. Teaching pupils that a comma is used to mark a pause or to take a breath. Hearing, this, is, enough, to, make, me, hyperventilate.
  2. Using the word ‘connective’ to describe a part of speech. It’s a made-up term used to lump words together into arbitrary groups.
  3. Using the phrase ‘wow word’ to mean ‘sophisticated language’. Unless, of course, you are trying to teach the concept of irony.
  4. Teaching that simple and complex sentences are about length. A well-written simple sentence can often be a long, lingering, meandering piece of carefully crafted epic beauty.
  5. Doing something else when there’s an opportunity to read. If you are studying Shakespeare, the best thing pupils can do is to read some Shakespeare.

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How to teach a book by @JamesTheo

Starter for Five

Name: James Theobald
Twitter name: @JamesTheo
Sector: Secondary
Subject taught (if applicable): English
Position: English Teacher
What is your advice about? How to teach a book

  1. Firstly, be a History teacher: spend lots of time teaching social, historical, cultural and biographical contexts. Give pupils something to hang their ideas on when reading.
  2. Next, tap into your inner Maths teacher: identify the patterns – the recurring themes, motifs and symbols. Draw attention to them throughout reading.
  3. Be a Psychology teacher: focus on characters and their intentions. Treat them as studies in humanity. What can pupils learn about the world from them?
  4. Be a teacher of Philosophy: identify the questions the text provokes. Pitch these as ways into chapters/sections or as essay questions in response to the text.
  5. Most importantly, be an English teacher: make sure pupils read lots (including reading outside of the text); plan for pupils to write about what…

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