We speak to Assistant Headteacher and Literacy Content Specialist for the Education Endownment Foundation, Sarah Greene, about how schools can embed high quality literacy across all subjects using a school wide approach.

We speak to Sarah Cottingham (@overpractised), Associate Dean at The Ambition Institute, about why we need to adopt a problem based approach to professional development. Sarah talks us through her views on how you can drive your own professional development and the importance of community in doing so.

We speak to Bradley Busch, author of The Science of Learning, to discuss how our brains retain and recall information and the strategies we can adopt in the classroom to support our student's learning process.

We team up with Phil Naylor from the extremely popular education podcast Naylor Natters to discuss what he's learnt from running his education podcast and how we can all use these to support our professional development.

In this episode we link up with The Dynamic Deputies podcast to discuss what Secondary needs to know about Primary and visa versa. We discuss the transition process from both sides of the Key Stage step and the need to move away from anti disciplinary and project based learning in the Primary setting as well as many other topical discussions.

In this episode we speak to Ross McGill about his latest book, Guide to Memory. Ross discusses why he has decided to explore memory and how educators can use the book to enhance student learning in their classroom.

On this episode we speak to Kate Smith and James Pope from HeadsUp4HTs to find out what they do to support the mental health of headteachers in the UK. Being a Headteacher can be incredibly isolating and stressful so HeadsUp4HTs are working to create a network where Headteachers can support each other and ensure that our schools continue to be led by amazing professionals.

Jade returns to TandTeaching to discuss her upcoming book and, in particular, questioning. We discuss the best methods of creating effective questioning in lessons and why some approaches simply don't give us the information we need to be reflective practitioners.