In this podcast, I am joined by my elder son, James, to ask a deceptively simple question: why do schools prepare young people for examinations but not for adult life?
James describes arriving at university with a student loan and an overdraft, yet almost no understanding of budgeting, saving, rent, debt or credit. We discuss why this absence of financial education particularly disadvantages many young people.
But, as we noted, the problem goes well beyond money. Schools often steer pupils towards university without helping them decide what work they might enjoy or whether another route would suit them better.
At the same time, essential skills such as writing professional emails, preparing reports, making presentations, understanding tax and using spreadsheets are frequently neglected during formal education, but most are required by many employers
Then we considered how financial literacy could be integrated into mathematics through practical examples involving interest, VAT, borrowing and household budgets before moving on to discuss how artificial intelligence will transform employment, and why students must learn to use AI critically rather than treating it as a substitute for thought.
Finally, James proposes a National AI Skills Service and a new way of judging schools: not simply by examination results, but by whether their pupils flourish in adult life.
We covered a lot of ground.
This is the audio version:
There is no Debate Ammunition for this video.
There is no transcript for this video, but this is my summary of our discussion:
In my latest podcast, I was joined by my elder son, James Murphy. We explored a simple question: why do schools spend so much time preparing young people to pass examinations, but so little time preparing them to live as adults?
I began by explaining why I wanted James to join me. Not only had he been working with Funding the Future on a wide range of projects, but he also brought the perspective of someone who has experienced the school education system much more recently than I have. I thought it was important to hear a younger voice, particularly because many of the conversations on my channel inevitably reflect my own generation.
I invited James to begin with financial literacy. His answer was striking. He admitted that when he arrived at university, despite having completed school and college, he had almost no idea how to manage money. He had been given a student loan and an overdraft, but no one had explained budgeting, saving, managing rent, or simply making money last until the end of the month. As he reminded me, he quickly spent everything he had before eventually learning the hard way.
I responded by admitting that, as his parent, I probably bore some responsibility myself. I had assumed he knew much more than he actually did. I had ended up teaching him budgeting simply by refusing to provide more money whenever he ran short. Looking back, I realised that many parents probably make exactly the same assumption because they believe schools must surely have covered these issues already. Clearly they have not.
James then widened the discussion. He argued that poor financial education was not simply about budgeting. It affected people's ability to save, avoid unnecessary debt and plan for major life events such as buying a home. He also made an important point about class. Young people from wealthier families often receive informal financial education from parents or professional advisers. Those from working-class backgrounds frequently do not. The education system therefore reinforces inequality instead of reducing it.
That led us naturally to the subject of debt. I suggested that many young people are offered overdrafts or credit cards without ever being taught how credit really works. James agreed. During a cost-of-living crisis, borrowing can appear to be an easy answer, but without understanding interest rates, repayment schedules or credit scores, many people can find themselves trapped in long-term debt almost before they realise what has happened.
Our conversation then turned to careers advice. James was critical of his own experience. He felt that almost every discussion at school revolved around one destination: university. There was very little encouragement to think seriously about what kind of work someone might actually enjoy, whether university was the right route for them, or what alternatives existed.
As I listened to him, I realised there was a common thread running through everything we were discussing. Schools do a poor job of teaching young people how to earn money, and an equally poor job of teaching them how to manage it. Careers advice is weak. Financial education is weak. Practical issues such as taxation, self-employment and personal finance are largely ignored. Instead, the system seems designed almost entirely around getting students to university.
Having identified the problems, we began discussing solutions. James argued that practical skills should not be treated as optional extras but should be woven throughout the curriculum. Financial education could become part of mathematics. Students should learn budgeting, savings, borrowing, accounting and spreadsheet skills using real-world examples instead of abstract exercises.
He also argued that schools devote too much attention to traditional academic subjects without showing their relevance to modern life. He was not dismissing literature or history, but he pointed out that nobody had ever taught him how to write a professional email, prepare a report or produce a presentation. Those were skills he only acquired once he entered employment.
He even questioned whether all students benefited equally from spending large amounts of time on highly abstract mathematics when many never saw any practical application. He believed that connecting mathematics with entrepreneurship and everyday financial decisions would make the subject much more engaging for many pupils.
The discussion inevitably moved on to artificial intelligence. James argued strongly that AI will transform almost every career. Young people therefore need to understand not only how to use it effectively but also how to think critically about what it produces. AI should become a tool for learning, not a substitute for thinking.
I found myself agreeing with much of what he said. Looking back at my own education, I reflected that many of the topics I had studied had proved of remarkably little practical use. By contrast, simple ideas such as percentages could have been taught through real-life examples, like calculating VAT or understanding pricing. That would have made mathematics far more meaningful than simply learning techniques in isolation.
We then discussed how schools themselves should be judged. James proposed something rather different from the current obsession with examination results. He suggested assessing schools according to the long-term outcomes achieved by their pupils. Where were people ten or twenty years later? Had education genuinely prepared them for adult life? He believed that following people's later careers would tell us much more about the effectiveness of education than examination league tables ever could.
Of course, I then asked the inevitable question about funding. Schools already argue that they are under enormous financial pressure. James suggested that responsibility should not fall solely on schools or local authorities. Instead, he envisaged a partnership involving central government and the private sector, particularly financial institutions, supported through an additional levy. I suggested building on the apprenticeship levy, although James felt that any new funding should complement rather than replace existing arrangements.
Finally, James outlined what was probably his most ambitious proposal. He suggested establishing a National AI Skills Service to coordinate practical education, financial literacy and AI training across the country. As we discussed the idea, I realised that it reflected something I have argued for many years. Education should not be divided into isolated subjects taught in silos. Real life does not work that way, and neither should schools. Budgeting, communication, technology and practical problem-solving all reinforce one another.
By the end of our discussion, I found that we agreed on rather more than I had expected. Although we approached the issue from different generations, we both concluded that education remains too narrowly focused on academic achievement and far too detached from everyday life. If schools are genuinely to prepare young people for the future, they need to teach far more than examination subjects. They need to equip people with the practical knowledge, judgement and confidence that adult life actually demands.
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The best financial literacy training in this country I’ve seen is delivered too late – by citizen’s advice bureaus up and down the country like the excellent one I worked with in Nuneaton & Bedworth a while back – when people have go into serious trouble. And look how underfunded those are.
Not sure about a levy – ‘the polluter pays’ is a bit like a levy and look at how polluters get out of that – it becomes something that becomes tradeable and ‘negotiable’ instead and a tool for lobbyists.
There certainly needs to be sovereign intervention from the government/state on these issues – if parliament is the source of all law, then it has to produce the rules that provide the justice/fairness and must finance that justice. This is something that has been eroded in order to develop markets in debt and indebtedness – and we know who they benefit.
The lack of intervention/education is by design because the political system has been bought and rendered blind by those who benefit from ignorance/poor education. The State – in hand with its new funders (the rich) – has been closing minds – not just about finance but global warming and a whole host of other stuff we should be concerned about, that leaves us easy and compliant to exploit in the name of profit. By all means try a levy, but the rampant corruption of politics must also be confronted and dealt with.
Thank you
Thank you both/all for a most important article!
Might the assumption that state formal education is “organised” to aid the student rather than the state’s political parties and their backers be, to write the least, questionable?
Might it be that in a financialised state, in which the dominant, apparently muti-party held economic theory is Neoliberalism/Austerity, it is reasanable to educate some 97% of the student population so that they are unquestioningly gullible and easy to exploit financially?
Might the fundamental purpose of Neoliberalism be the exploitation of the majority of a population?
Most to all the suggestions in your article could and should be relatively easily used if the dominant attitudes of those with power//control over current state education permitted such.
Might it help stiudents, and our whole society, if Socio-Economics, including valid finanial attitudes, skills and knowledge, were given the prominence and status of science?
I can agree with much of that.
However, teachers are under a lot of stress, are under paid, and are no longer respected. The schools are under resourced, increasing struggling to afford the basics like heat and light. There are many cases of older teachers forced out, not because they are bad but simply because they are paid more. And they are replaced by younger teachers who are cheaper but a lot less experienced.
The problem is that education, like every other public service has been degraded by austerity, whilst inequality is one of the highest in the developed world.
Let’s not blame teachers, who I’m sure would like to do more, when the problem is resource allocation.
Much to agree with, Tim. Why did we as a society so downgrade teaching as an occupation?
My cynical response to the downgrading of the teaching profession – because over 75% of teachers are female.
You may be right
Interesting discussion although I think this format works better when the two participants are in the same room or frame. This looked like you were in different towns.
I didn’t expect the conclusion for this one which was for more to be done by the government, and by sticking ‘National’ in front of the policy proposal I suppose the idea is that provision would be central government. Would have betted against this to be honest.
Why?
Morning Richard
I might say, ’twas ever thus. I went to a grammar school in the 1970s. Education was purely academic. It was assumed that all the other stuff was going to come from your parents. I didn’t get any of that other stuff -I had to learn it the hard way. Careers advice? Hopeless. No attempt to explore options, or to disect any of my choices to see if I really understood what I was doing. The result? Multiple false starts and unnecessary difficulties.
I have long thought that all schools should have in their curriculum something along the lines of “life skills”. Money management definitely, but also something one might call, broadly, “citizenship”. The consitution, parliament, law (in a practical sense), voting and other forms of political engagement… in short, the whole general business of being a functioning responsible adult…
We agree…
My children’s secondary schools (and I think nationally) had lessons in “Citizenship”. (1972-2000) This was seen as a soft option, not examined in any way, and many simply didn’t turn up. It was well meant and a practical failure.
Anyone remember General Studies O level (done in 6th form) – 1969-71)? The aim was thinking and discussing rather than rote learning.
And no one took it seriously. And we need to do so.
Yes, I’m pleased to say that I got an A or 1 or whatever it was. One of the most useful subjects taught at my school, but it didn’t count when it came to applying to universities (left school in 1979)
Schools do a pretty bad job at preparing students to live independent lives as adults
You mentioned financial skills – earning, and tax, and budgeting. Income and expenditure. The difference between instant gratification (and instant regret) and delayed gratification. Earning rather than paying interest, saving rather than borrowing. How savings and pensions and mortgages actually work.
But also a simple things like nutrition, and cooking from basic ingredients rather then convenience foods. The importance of exercise.
How to work productively. Not just being told what to do but anticipating what needs to be done. Resilience in the face of setbacks. Self reliance and self regulation. Using email (and writing letters, and filling in forms) and writing a CV. Using word processors and spreadsheets and presentation skills. How to participate in or run a meeting. Advocating for yourself rather than staying silent. Learning to hear what people mean not just what they say. Critical thinking and evidence and judgement. Identifying misinformation and disinformation.
Much to agree with
What do we forgo, then?
“What is the most important practical skill schools fail to teach?”
All of the above….. and more!
This does mean we need to clear the deck of a lot of stuff currently taught – and everyone will have a reason for why their bit should not be cut! However, it must be done.
Realistically, rather than “all of the above” perhaps we could say “let teachers decide”?
Much to agree with.
Surely, teaching our children the most important things in life is the responsibility of the parents.
The only reason we exist is to produce the next generation and prolong the life of the species.
What could be more important in life?
Do you think that the ‘state’ we currently live under helps parents to meet their responsibilities then do you?
I don’t.
How many parents have talked to their kids about the virtue of savings and warnings about loans/credit and seen their offspring have no choice but to go into debt for further education? Debts that have to be repaid apparently but never can be repaid by the look of things for many.
Once you have institutionalized debt as a way to live – which is what the Tories did in the 1970’s and did for further education in 2010 – then the spell is broken and what should be feared and avoided becomes accepted and also inevitable. And if you don’t believe me, just remember the credit boom that accompanied the Cameron government of 2010 onward with its austerity programme.
So right
Unfortunately you’ve missed my point completely. The question is quite clear and the answer is obvious to me.
If we as parents decide that the state should take an active role in the education of our children then we as responsible parents must ensure that the state provides the education that we want them to have.
We have failed miserably as with so many other aspects of society because we have lost our sense of what society is, our individual role in it and the collective power we have to shape it.
I didn’t vote in the poll as I think 3 of them matter hugely. However i think there is a little bit missing. Certainly using AI critically, but I think that could be expanded to treating all information sources critically. Don’t believe everything you read in newspapers or see on the news. Understand that suppliers of ‘news’ have their own agendas.
Fair comment. But if you teach it once, would it not open the idea everywhere?
Teach sums, not mathematics, in schools. I’ve said this before, and will doubtless say it again. When people, even children, have an incentive to learn something, they will do so. Produce stall holders used to be amazingly fast at mental arithmetic — now they have calculators it takes longer. And people doing football pools came up with combinatorial maths at a high level. Gamblers understand risk and probability much better than they were ever taught. And so on. If you aren’t using something you learnt, it will fade away until you can’t use it any more. And, on an unorthodox note, I think Latin, which helps a lot with spelling, is more useful to most than calculus.
Thank you
I think AI is moving too fast to really attempt to come up with a coherent and relevant education programme.
As has been discussed before, if AI is a bubble, then when it pops it is likely to take a lot of use with it. Unlike the .com bust, AI infrastructure has limited use outside of current LLMs. The suped up graphics chips used in the data centres have limited life spans due to being pushed hard all the time, and they are specialised on matrix calculations, rather than general computation. They also require significant power and impact the environment disproportionately.
OTOH if AI reaches the dreams being pushed by its protagonists, then it will take care of educating us on how to use it. We already see aspects of this – Spreadsheets offering advice on how you might manipulate the data, without you even asking. Auto-complete was an even earlier offering. If the AI leaders are correct, then AI will advance far faster than general society across the World can ever hope to absorb and integrate in a thoughtful fashion.
Finally, it might be that the current LLMs have pretty much reached their limit. They are useful for some things, great for generating massive amounts of misinformation and otherwise helping the more undesirable parts of society, but in this case, it is likely that the much cheaper and just about as effective Chinese models will dominate, leading the existing US AI corps scrabbling for income to pay their massive debts, let alone maintenance and expansion.
Martin Lewis has produced this resource for schools https://www.moneysavingexpert.com/family/financial-education/ Looking at well rounded/future focused individuals would be under the PSE umbrella?
The National Curriculum was brought into being in England and Wales at the end of the 1980s. It’s shortcomings soon became apparent and we had a period of constant change. State schools must follow the NC. It does not include much of the non-academic things you mention.
The exam system also concentrates what can be addressed. Passes and improvement in attainment became the main driving forces. Pupils in their last year are encouraged to use some of their time for raising their grade by extra classes. The system is policed by league tables and schools who don’t achieve are likely to be taken over-whatever the local circumstances. The Conservatives boasted that attainment levels in GCSE -“standards’ had risen during their time in office and compared them to Scotland and Wales. But really this was achieved by a concentration on what could be measured rather than what rally counts. A huge was paid in what was downgraded-arts, music, sport, design. A 16+ exam my be out of date. We need to think about post 16 education in broader terms.
PICO scores are the international comparison. But these are better at measuring mechanical skills. I have a friend who was an HMI and heard inside stories. There are still areas where schools, despite the system, encourage creativity. And still areas with the 11+ !
One other major change was the introduction of academies. A few happened in Blair’s time but it turned into a wholesale privatisation of the education system. Over 80% of secondary schools are now in academies. Their curriculum can be determined by their governors. Many seem to think they know better than people in the profession. I think this could be a large part of the answer to your question.
You may be right
Technical College or whatever you call it these days producers thousands of young people many of whom will end up in self employment but afaik teaches them nothing about the skills needed to be self employed eg Company/Partnership/sole trader
Tax, accounts, estimating etc all have to be learnt on the job
Agreed. And that is absurd. They’re essential skills for the job.
I am a little younger than you and female but my dad impressed on me from an early age that you only borrow for two things: a house and a car. Arriving at university with money (grant plus earenings – I worked from age 14) and no ideas about budgeting, no ATMs, no personal computers let alone phones, I paid my rent for the term deducted about £30 as a ‘float’ and divided the rest by 10 to show how much per week I could spend. Fear of overdraft (borrowing) kept me straight during my studies of chemical engineering. This included high level maths and some stats.
After leaving I started full time work and stuck to my tried-and-tested budgeting – enjoying the fruits of paid labour at a higher rate than a grant. On a visit to my parents some months later, I took my first bank statement with me and my dad was rather horrified to see my look of shock on opening it. He naturally assumed I’d gone overdrawn and was about to lecture sternly, when I explained there was significantly more money than I was expecting.
It has amused me in the following 40 years or so that when I explained my budget strategy to him, his only query was “how many months have 10 weeks in them?”. Even high level maths only gets you so far!
I am amused
I have no idea how James did not get budgeting as his brother did, and I have always budgeted and still do, in some detail. I hate borrowing. I even have a coffee budget. I don’t have a booze one, so the coffee one seems quite big in comparison…
Here we are, an educational win-win
https://www.portsmouth.co.uk/news/defence/royal-navy-engineers-gosport-lifeboat-repair-8920703
“That’s brilliant for the trainees to see, especially those who’ve never been on a ship before. They’ve had to use problem solving, teamwork and technical skills specific to outboard motors. A real problem never works like the training syllabus. It’s about staying calm and putting what you’ve been taught into practice, and that’s building resilience in our trainees for the jobs they’ll encounter on board.”
I like it
I wonder if we’re asking the wrong question here. Suggesting tweaks to the educational system – additions to the curriculum, identifying what schools should or might include to help children navigate the adult world – is ok as far as it goes. But the fundamental question is really: is the system of education any longer fit for our world? I think probably not.
The educational system – schooling – was designed primarily to instruct, not to educate.
It seems to me that children throughout their schooling wait to be told what questions to answer. Who decides? Richard, you’re asking:
What knowledge do young people need in order to navigate life?
I’m asking:
What sort of human being does the structure of schooling itself produce?
In this age of A.I. especially we must give children the critical thinking skills to question. In order to do that, we should construct an educational system which produces adults who notice when something doesn’t make sense, and possess the intellectual equipment to find out why.
I think your question is implicit in mine.
I’d like to add that in addition to financial knowledge, I would have liked to learn at school repair & maintenance. How to rewire a house or install a fuse box/consumer unit, plumbing, boiler repairs, change car brake pads & disks, how to install Linux OS on your computer once Microsoft or Apple no longer support their current OS, etc. These skills would have saved me a lot of money, time & grief. I believe if you own a home or a car one should not be at the mercy of tradesmen & have the option to do it himself. Many trade skills are made illegal to do (like fuse boxes) not cause they’re difficult but guild like trade secrets & job creation. I spent so much time on YouTube trying to understand how to fix my leaking roof flashing & it’s frustrating. Once I fixed the flashing I thought they could easily have taught this at school no problem, just with video & theory. However, to teach these skills at school would be much easier if the government banned planned obsolescence & implemented right to repair legislation because at the moment they’re blocking the movement. These skills in addition to financial understanding would create a more self sufficient person.
I note what you say, but would never go near water gas or electricity for safety reasons and modern cars cab rarely be repaired at home now. So I am not sure how practical much of this is. Better to teach cooking, and repairs to clothing and furnishings.
I would pick one important and relevant item out of Jatinder’s list – installing Linux – or rather, the existence of Open Source Software, for financial, political and environmental reasons. I have three such projects pending, keeping a 4 yr old Humax PVR in use alongside an old (dumb?) Panasonic TV as all the free on-demand services move off it (iPlayer being the latest), and getting a 2nd hand tablet going for my wife with an Open source OS, ditto a 2nd hand smartphone for her, using as much OSS as possible.
My main goal is to retain as much personal autonomy, and privacy as possible, and resist the pressure to replace working hardware with less durable more expensive kit, surrendering control to corporates. It’s getting much harder, because GOV keep incorporating monopoly corporates into the machinery of the state – Palantir – HMRC Make Tax Digital – Microsoft Teams – Google Docs – X – Amazon Web Services – “sign-in with your Microsoft or Google account” – and each huge data breach or mega-hack that happens, shows the dangers. I understand over the airwaves Freeview may be for the chop soon, forcing us all onto on-demand/internet, putting all our comms eggs into one centrally controlled profitable private internet/mobile basket (and making home recording and fast forwarding the adverts much harder or redundant?).
You highlight a very real issue. I note that I am now being told by the bbc that my perfectly functioning television is no longer good enough to receive iPlayer. Why the heck not? It may be more than 12 years old, is that some sort of crime that is now punished by denial of service? What is my quickest way to get round this? Do you know?
And remember they are doing away with (almost) all landlines next January – something that infuriates me.
All this is going to allow government to ‘switch us off’ in case of any need to shut us all up and keep us ignorant for when they get their way and put us to war with Russia.
They already have a deal to take control of mobile phone masts for their own ’emergency’ communications.
People would be sensible to start training pigeons!!
James proposed “assessing schools according to the long-term outcomes achieved by their pupils.”
As an ex-academic, you probably know that such data is already collected by the Department for Education in the form of LEO (Longitudinal Education Outcomes). However, as far as I know, the data is based on “cohorts” rather than individual schools and the “outcomes” are measured by earnings, not satisfaction or well-being. In other words, it may not be quite what James has in mind! But there is at least some data out there already (though you have to be an accredited researcher to access it).
This article on LEO may be relevant, even though it’s written from a university perspective: https://wonkhe.com/blogs/what-can-gcse-performance-tell-us-about-salaries-aged-27/
That was not what James had in mind.
Most important is critical thinking and how to find things out.
Then I would say everyone should learn about childcare and psychological development, human relationships and emotions. Sexual relationships also- as a teacher I found pupils rapt attention when we did something on that.
smaller classes would help.
unfortunately schools are run as dictatorships and staff do not have discussions on curriculum or anything else.
Gordon Brown started some citizenship and politics content but it was probably discarded.
lots of scope to improve schools.
Agreed
The wonderful lectures by Sir Ken Robinson and his book The Element: How Finding your Passion Changes Everything, give a great insight into some of this subject.
I was definitely one of the lucky ones who fell into my job, which has been one of my greatest passions, entirely by accident.
It is truly an occupation I would have done for nothing and I so wish young people could be helped to earn a living doing what they love.
I am a big fan of his work.
He was also an amazing presenter of it.
Agreed – a superb presenter. His lectures should be seen by all teachers – and why not pupils too!
Agreed. I think all teachers should see his lectures – and why not students too? He is the kind of person to give young people belief in themselves, something many probably have never been given.
You and James may be pleased to know that a curriculum review for England is underway which does give some slight improvements on the 2014 version
https://www.gov.uk/government/news/new-curriculum-to-give-young-people-the-skills-for-life-and-work
Sadly the national curriculum will still organised around traditional subjects and what is studied from 14-16 is determined by the requirements of GCSE qualifications on which schools and pupils are judged
In Wales we are creating a much more meaningful curriculum.
The Curriculum for Wales is built around four widely communicated purposes serving as the shared vision and starting point for all learning for children aged 3 to 16. These are;
1. Ambitious, capable learners: Ready to learn throughout their lives, set high standards, and communicate effectively.
2. Enterprising, creative contributors: Ready to play a full part in life and work, and think creatively to solve problems.
3. Ethical, informed citizens: Ready to take part in Wales and the wider world as knowledgeable, empathetic participants.
4. Healthy, confident individuals: Ready to lead fulfilling, healthy lives and manage their emotional and mental well-being.
The curriculum is then organized at school level around learning into six Areas of Learning and Experience. These are
1. Expressive Arts
2. Health and Well-being
3. Humanities; Languages
4. Literacy and Communication
5. Mathematics and Numeracy
6. Science and Technology.
These areas replace traditional isolated subjects with interconnected, real-life learning experiences.
https://hwb.gov.wales/api/storage/94ec71e8-2a06-4b3a-816c-1726ffd81164/a-guide-to-curriculum-for-wales-2026-v2.pdf
This framework allows much more innovative curriculum design but the implementation has been hampered by the fact that most teachers now have little professional knowledge of how to organise learning because they are so used to ” delivering ” the prescribed “programmes of study” for each subject which lead inevitably to GCSE examinations which remain the ” recognised” qualification at the end of compulsory education in Wales as well as England.
All noted, and thank you.
Richard your query re: getting iPlayer on your TV. You can use Google Chromecast (or another device), a small media streaming device that plugs into your TV’s HDMI port. It lets you play videos, music, and apps from your phone, tablet, or laptop straight onto the big screen.
Thank you
@ Richard https://www.taxresearch.org.uk/Blog/2026/08/15/why-arent-young-people-taught-the-important-things-in-life/comment-page-1/#comment-1089970
1. Hook up a laptop with an HDMI lead (maybe other audio/video leads might substitute for HDMI?) to the TV as if you were doing a laptop-big screen presentation . (Or depending on phone/TV, “cast” from phone to TV using Wifi (tv may need Wifi dongle, probably not available). Then access the on-demand apps via the laptop browser (5, all4, itvx) and watch on tv.
https://www.bbc.co.uk/iplayer/help/questions/getting-started-with-bbc-iplayer/getting-started-computer/ explains the process. How long will this last for? who knows?
2nd option – buy a streaming stick eg: Roku HD £24.99, click & collect Argos – I’ve just got one, stick goes into HDMI socket on TV (or computer). Needs power via isb socket, lead provided
https://www.argos.co.uk/browse/technology/smart-tv-sticks-and-boxes/c:30222/
The Roku HD is the cheapest, it works for me most of the time (had it for about a week now) but it needs a solid wifi signal or it buffers. Comes with a remote or you can control from the phone, and use bluetooth headphones. I lose iPlayer on Humax at end of Sept, already lost the ch4 & 5 & ITVx apps. Roku HD stick gives them all back with minimal cost and no subscription. Higher spec more expensive Roku sticks and other brands are available on that Argos page.
You can tweak your router to give the stick and its HTTP traffic priority but that’s above my paygrade!
Also iPlayer and BBC Sounds are available as phone apps.
Good luck!
Thank you. That saved me a lot of time. Appreciated.
When I was at primary school, in the mid-60s, quite a bit of the 2nd Year Juniors Arithmetic (Year 4 Maths in modern parlance) was taken up with how things like tax and interest worked. With hindsight, that may have been our particular teacher’s own initiative, rather than The Way It Was Done, however
Interesting…
This is from the FT, about the use of A.I. in education. Free link, I think.
https://www.ft.com/content/b8a38c0d-c27d-49cd-9153-e3b0bb3f0dc9?shareType=nongift
Thank you. I will take a look.