I was talking to a journalist yesterday. It is an occupational hazard of my role. He was interested in the traffic data for my YouTube channel. I suggested that so far this year, we are averaging 95,000 views a day.
He then pointed out that, in his opinion, this was pretty impressive, given that we post at most one long and one short video a day.
With 24-hour output, it seems that the BBC News Channel gets around 64,000 views an hour, Sky News around 79,000 views an hour and GB News maybe 99,000 views an hour. As he put it, we compare well in that case.
I want a bigger reach, but it is sometimes worth contextualising where we have got to: taking both the level of committed resources and the reach we achieve into account, we are doing well, and the message is getting out. I should not beat myself up too much over that result. Contextualising data is sometimes of use.
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To paraphrase
you have much to be proud of
Thanks
I concur.
GB news 99,000 views an hour. Approx. 50% more than the BBC.
That is worrying.
On my Facebook page the Times and Sunday Times comes up with daily articles which are anti-Palestinian and pro-Israeli. Not even an attempt at balance. Contrary views are often attacked as anti-Semitic, even those many Jewish people are opposed ti Israel’s actions.
It shows the power of money to try to mould opinion and IMO promote complicity in a genocide.
I agree the GB News stat is worrying. I found that ‘GBN’ is permanently prominently platformed on the landing page of my Samsung smart TV (always beside ‘recently viewed’). I wrote to Samsung complaining about this, but never heard back. I think GB must pay Samsung for that prominent positioning. The position makes it very easy to just choose to tune in to GBN. I never have but you almost have to resist doing so if you’re feeling lazy. This little situation seems to represent the power of money, unaccountability and a failure of regulation, in turn threatening our democracy quite frankly. I don’t know who to complain to about it but it seems wrong and like an underhand way for the far right to spread their word. Any suggestions welcome.
https://m.youtube.com/watch?v=bsP5Q1UXEpo
Does this help? Blocking GB news in your tv settings?
Also -for general internet you can use OpenDNS as your router default dns and customise specific blocks to suit your needs. “Take back control” !
https://www.opendns.com/
95k a day is very impressive. The organisation that you have chosen to compare, have been established for a very long time.
It is not as if the mainstream anything will be promoting you extensively, cant have the masses actually be shown some of the ” what” they should have been taught whilst in 14 year of captive education. Who knew, maths is more that Henry the VII wives, and economics is more that Lizzi the 1st pirate ships. The latter still seems to be the model utilised still.
some specific focused succinct short for insta and reels and similar, might be worth capturing. there is a section of people that need to assess quickly if a longer read or watch is worth their time. focusing on how they are being impacted in their day to day
Where you explained and evidenced, with grafts, that house price rises are due to government policy, and they are continuing with that policy,
interest rates being higher . what than means to them re financial impact, in numbers on a average sized family home.
6) Investing £1 billion in HMRC so that it might collect all tax owing by the UK’s 5 million or so companies when 30% of that sum goes unpaid at present might raise £12 billion per annum
CT, the tax they reduced and claimed the needed to cut 3 billion each from social care education and health, in 2015, to be able to make that cut, to boost the economy.
but if a CT cut alone would boost the economy, then would it not ring true that there would be increased profit that once taxed would re coup that investment?
I know myself I was not impressed to find they don’t even collect it
Aligning of capital gains tax to income tax rates, but explaining what it is. without doubt is fair and reasonable to align it.
All the key highlight where you explain why the main cost of cost of living that drive up all other cost, is high.
What Reeves means by the investment.
its getting peoples attention in all the noise, so they can benefit too
you probably have the footage within your videos already
Categorising post by subject may be useful.
it may make it easier to navigate for those looking for specific subjects.
All posts are categorised by subject. There are about 80 categories. You can find the list on the right hand side listing.
For the avid reader that is great
What would in your mind be the key information that would be the most use to the majority, for them to be utilise to have the knowledge and counter arguments.
Limit between 5 to 10.
I simply do not have time to manage that
‘Citizenship’ is a part of the national curriculum…… the 4th bullet point is of particular relevance to your work…..
Citizenship programmes of study: key stages 3 and 4
National curriculum in England
Purpose of study
A high-quality citizenship education helps to provide pupils with knowledge, skills and
understanding to prepare them to play a full and active part in society. In particular,
citizenship education should foster pupils’ keen awareness and understanding of
democracy, government and how laws are made and upheld. Teaching should equip
pupils with the skills and knowledge to explore political and social issues critically, to weigh
evidence, debate and make reasoned arguments. It should also prepare pupils to take
their place in society as responsible citizens, manage their money well and make sound
financial decisions.
Aims
The national curriculum for citizenship aims to ensure that all pupils:
• acquire a sound knowledge and understanding of how the United Kingdom is
governed, its political system and how citizens participate actively in its democratic
systems of government
• develop a sound knowledge and understanding of the role of law and the justice
system in our society and how laws are shaped and enforced
• develop an interest in, and commitment to, participation in volunteering as well as other
forms of responsible activity, that they will take with them into adulthood
• are equipped with the skills to think critically and debate political questions, to enable
them to manage their money on a day-to-day basis, and plan for future financial needs.
Full PDF for above from – https://assets.publishing.service.gov.uk/media/5f324f7ad3bf7f1b1ea28dca/SECONDARY_national_curriculum_-_Citizenship.pdf
Why not look into getting some of your work included in the study materials?
How might I do that?
On way might be to contact University of Cambridge, Faculty of Education. https://www.educ.cam.ac.uk/networks/
Some of the people there were important in shaping Science national Curriculum in the past (for example).
Might be worth a discussion?
Thanks. I will take a look.
I was the teacher in charge of Citizenship for my last few years in teaching. The problem was to find space in the 40 or 35 period week. Over the previous years since the National Curriculum schools had to provide Social and Personal Education -including sex and relationship education. I T was a priority. And the STEM advocates urged less time for Humanities, Art, Drama, Music.
What we did was to identify where much of the material was taught in other subjects. Aspects of Govt. in History and the role of legislation. equality issues in Literature and History. Geography also had topics that were relevant. Economic education? Not like we find here. International trade, and a few lessons on using a bank as I recall. Some was given to the registration period but the kids didn’t take it very seriously for the most part. To do the subject well requires dedicated time with teachers who know what they re doing.
TBH I don’t know what the current position is but I doubt it is much different. Academy chains have a lot of flexibility. My grandson went to a school funded by JCB where he won a prize given by Lord Bamford-but did no History and Geography in his last two years.
We need a re-think of what we do in schools. Teachers have all sorts of good ideas but they have to convince the funders.
Your penultimate sentence is so true.
Ai overview to the question….. how to get your work included in the national curriculum
To get your work included in the English National Curriculum, you need to
influence policy by engaging with government reviews (like the ongoing Curriculum and Assessment Review), contributing to expert panels for assessments, and developing high-quality, innovative resources that align with curriculum goals for skills and knowledge, as changes are driven by statutory reviews and calls for evidence from experts, teachers, and the public.
1. Influence Policy & Research
Respond to Calls for Evidence: The Department for Education (DfE) actively seeks input on curriculum changes through public consultations, often through the Education Hub. Participate in these to share your expertise.
Join Expert Panels: Apply to join national curriculum assessment expert review panels to shape test content and ensure alignment with classroom practice.
Engage in Reviews: Follow the work of bodies like the Curriculum and Assessment Review, which gathers views from teachers, parents, and experts to make recommendations.
2. Develop High-Quality Resources
Align with Statutory Requirements: Ensure your work covers the core knowledge, skills, and understanding outlined in the official National Curriculum programmes of study for different subjects and Key Stages (KS1-4).
Focus on Skills & Progression: Create materials that develop broader skills (critical thinking, careers) and show clear progression, preparing students for next steps.
Address Inclusion: Develop resources that support all learners, including those with Special Educational Needs (SEN) or disadvantaged backgrounds, removing barriers to learning.
3. Get it Used in Schools
Pilot & Share: Work with schools to pilot your resources, gather feedback, and demonstrate their effectiveness in meeting curriculum goals.
Create Exemplar Materials: Develop clear, non-statutory examples that illustrate how to teach the curriculum effectively, as schools often use these to supplement statutory content.
So, in summary a massive investment is required, and compliance with the existing order.
Referring people here is a lot easier nowadays because of the work done on the platform and the different sorts of output now available. “Topsy has growed a lot!”
I wonder if we need to have a thread or two where WE focus on how WE use Richard’s material, whom we send it to, how we use it, so we can swop ideas. We each have dramatically different spheres of influence and reach, different backgrounds and expertise, and serve different demographics (I don’t meet European diplomats or City Traders on the omnibus for example but I’m glad others do) – I don’t use YouTube, but each of us in our different ways can spread different parts of the message.
In the church, we call this “evangelism training”, in politics, it’s called campaigning, in commerce it’s called marketing and advertising, and its OUR job. I have a tiny reach, but cumulatively, even retired old codgers like me, add up to quite a team, and some of us live and move amongst the Reform UK Ltd. demographic…
FTF is an amazing resource. Do I know it well enough to evangelise with it? Which FTF tool(s) suit my circle of influence best? What are others here doing to spread the word, that I haven’t thought about yet?
Last week I had a long phone discussion with a customer support guy at a v large UK pension provider, about a little with profits pension plan (2 Yrs to go) I want to reduce the risk level on, and he was v interested in why I was bothered, and jotted down the details of FTF and Richard’s name. But I could have done it better if I’d been more prepared. I’ve asked my MP if she’s interested in a politics of care and sent her a PDF. I live in hope… I’m redesigning my email sig. to include an FTF url link when I’ve worked out which is the best one to use.
This is a request not to Richard, but to all of us – to discuss how each of can/does use the FTF resource, to “spread the word and save the world”.
Let me think about how to formalise or better structure that, a bit.
I think this blog is the perfect educational tool and I refer people here whenever I get the chance. But if 99,000 people were commenting on it every day, no one would have a chance to get their questions answered. For that, perhaps the many extremely well informed people who comment here could start more blogs or social media groups of some sort with their friends and family? So that there is a mass proliferation of online ‘workshops’ that are small enough for people to be able to ask direct questions and get help thinking through the problems?
If we are thinking less about education and more about how to get politicians to do specific things I think we need to get together in groups with concrete goals and agreed strategies. I participated briefly in tenant advocacy and some local policy campaigning with the tenants union ‘Living Rent’. What impressed me most was the education I received there in structured and targeted campaigning. Their campaigns always have specific goals… so you can always measure if the goal is successful. For example they campaigned to allow Edinburgh council to use the new tourist tax money for local residents’ infrastructure, not just for better tourist infrastructure. And for allowing tenants to stay on in compulsory energy efficiency upgraded private rented accommodation … Living Rent meeting leaders taught us to identify targets for each campaign. People on the correct subcommittees on the council, MSPs with promising voting records, office holders in housing associations known to be supportive on certain issues. Each Union meeting identified actions for each member and the timeline and deadlines.
I was blown away.
It was the complete opposite to the atmosphere of complaining and just slagging off the opposition I have experienced in 3 of the 4 political parties I have been a member of. To anyone looking for hope that people can actually ‘get things done’ I recommend attending a few Living Rent meetings.
Sadly I don’t have as much time for this kind of thing as I’d like. Work, 2 teenage boys who see their dad regularly but live with me full time.
We have the answers to society’s problems. I really hope enough of us find the time and energy to make the changes we need before it’s too late.
Thanks
[…] recent comment from RobertJ on this blog made me smile, and then made me think. He wrote of Funding the […]
What strikes me reading this thread is that we’re brushing up against a truth that applies far beyond curriculum reform: any attempt to change the civic culture of this country runs straight into the same wall. The existing order is designed to reproduce itself. It rewards compliance, not curiosity. It funds institutions that reinforce the status quo, not those that challenge it. And it treats genuine civic education as a threat rather than a public good.
That’s why getting anything into the national curriculum requires a “massive investment” and alignment with the very structures that have produced the democratic deficit we’re trying to fix. It’s not a conspiracy — it’s simply how systems behave when they’ve been hollowed out for decades.
Which is why RobertJ’s point matters so much. The real leverage isn’t in persuading the Department for Education. It’s in building a distributed civic literacy network that doesn’t depend on institutional permission. That’s how every successful social movement has worked: not by waiting for the centre to open the door, but by creating parallel spaces where people can learn, think, and organise.
And Anja’s experience with Living Rent is the perfect example. Structured, targeted, local, relational — and effective. Not because it had official approval, but because it built capacity from the ground up.
If Funding the Future has shown anything, it’s that people are hungry for this kind of knowledge. They want to understand how the economy works, how money works, how power works. They want to be able to challenge the lazy narratives that dominate public debate. And they want to feel they can do something with that understanding.
Maybe the next step isn’t trying to get Richard’s work into the curriculum. Maybe it’s accepting that the curriculum is no longer where civic education happens. The real opportunity is in creating a network of small, self‑sustaining groups — reading circles, local workshops, online micro‑communities — where people can learn together and then act together.
That’s how you build a culture of citizenship.
Not by waiting for permission, but by practising it.
And if enough people do that, the institutions eventually follow — because they have no choice.
Agree, this principle is part of permaculture.
excepting for the last paragraph.
Not always. They can instead target. And can create the culture required for others to act and sabotage.
And to change law taking away rights that were already hard won.
Especially when it’s a system of their control that we must obide within for their models to exist and work.
The state is currently working at giving the state more power to itself over all all school aged children.
[…] recent comment from RobertJ on this blog made me smile, and then made me think. He wrote of Funding the […]