High Expectations, Full Participation and the Power of Success

<p>Learn more about <a href="www.alta-education.com/tsom-overview ">⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠The Story of Maths⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠</a> and <a href="https://www.acel.pro">⁠⁠⁠⁠⁠⁠ACEL Pro ⁠⁠⁠⁠⁠⁠</a>- <a href="www.alta-education.com/tsom-overview ">⁠⁠⁠⁠⁠⁠www.alta-education.com/tsom-overview⁠⁠⁠⁠⁠⁠</a> and <a href="https://www.acel.pro">⁠⁠⁠⁠⁠⁠https://www.acel.pro⁠⁠⁠⁠⁠⁠</a></p><p>For maths curriculum questions contact us <a href="https://alta-education.com/contact/">⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠</a> or via support@alta-education.com </p><p>Get your tickets for the⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ <a href="https://www.eventbrite.com/e/thinking-deeply-about-primary-education-conference-edinburgh-tickets-1994538692922?aff=erelpanelorg">⁠⁠⁠⁠⁠TDaPE Conference Edinburgh⁠⁠⁠⁠⁠</a></p><p><a href="https://alta-education.com/cpd-tour-26-27/">⁠⁠Maths PD Dublin, Belfast, Cardiff, Glasgow⁠⁠</a> - https://alta-education.com/cpd-tour-26-27/</p><p>For show notes, links, and a summary episode, sign up for the <a href="https://tdape.beehiiv.com/subscribe">⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠</a>newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribe</p><p><a href="https://forschools.ai/">⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠AI For Teachers⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠</a> newsletter</p><p><br></p><p>Episode 312: Kylie Hoey has a simple rule in her classroom: no one opts out. But that comes with a responsibility. If she expects every pupil to participate, she has to give every pupil a genuine chance of succeeding.</p><p>In this episode, Kylie joins Kieran to talk about the small decisions that make that possible. She explains why she deliberately engineers early success for pupils who have learned to expect failure, how she creates a classroom where getting something wrong is safe, and why maintaining high expectations is very different from simply demanding more.</p><p>Kylie’s own route into evidence-informed teaching began when she found herself teaching older pupils who could not read and realised she did not know how to help them. What followed was a deep dive into reading, explicit instruction and the classroom practices she now uses and shares with other teachers.</p><p>The conversation moves from full