Yes. We were all so well conditioned weren’t we. I genuinely found it quite unmooring to have it whipped away, but almost certainly a very good thing in the long run.

Maybe it was a fluke of the time, a moment where there was a genuine, natural flattening hierarchy. It felt ‘worth it’ to throw in your twopenneth. I can imagine it doesn’t anymore as anything you might want to contribute feels like it’s already been written.

It’s a shame because in many ways it feels like we are at a similar inflection point to 2014/15. The purpose of education and how we meet the moment seems quite up for grabs for me. Ten years ago we had new voices driving that conversation. I’m not sure who those people are now.

The killer though is that I think most social apps don’t want you to leave their platform now, so links being nuked. They favour photos and vids. Difficult to monetise long threads that link people to longer form explorations outside of their ecosystem.

I think he’s right, but it’s more.

There probably an (erroneous) belief that all the big questions have been ‘settled’.

Many of the the big voices either got promoted in to senior positions or pursued commercial endeavours that made it harder to speak more openly.

I miss it too. This is my evaluation of the platforms now for education.

That’s why our stated principle of testing any final content against actual time available in the timetable is so important. It’s where previous reviews have fallen down, especially NC2014, because as you say, when you get folks in a room they make compelling arguments to include everything.

Probably most significant is the recommendation to resequence maths content more evenly across key stages 2 to 3 (so moving some parts from KS2 to KS3). But greater clarity in foundation subjects should also *reduce* the amount that schools feel they need to teach.