#8 – Steven Allan: How One School’s Makerspace Is Challenging EdTech Assumptions

#9 – Cale Birk: Making Impact Observable

What does it mean to make impact visible in schools? In this episode, Cale Birk, renowned educator, author, speaker and facilitator, explores his Observable Impact Model and the behaviours that help schools move from aspiration to action. Cale discusses how leaders can turn broad goals into clear, observable practices by asking what we would actually see if learning, engagement, leadership and collaboration were truly working well. He also reflects on the importance of building with people rather than simply seeking buy-in, arguing that curiosity, co-creation and genuine ownership create stronger school cultures. Throughout the conversation, Cale shares the tools and approaches he has developed to ensure everything we do puts students at the centre of decision-making and builds human-centred cultures where people feel known, valued and empowered to contribute. At its heart, this conversation is about defining the impact we want to have on children, then shaping the conditions that make that impact visible every day. #HouseCaptains #ESFPodcasts

#8 – Steven Allan: How One School’s Makerspace Is Challenging EdTech Assumptions

Walk into award-winning school makerspace, The Shed, and you’ll see everything from robots and sock puppets to model volcanoes and sewing projects. Most importantly, you’ll see students who are happy, curious and deeply engaged in what they are doing. In this episode, Steven Allan, Educational Technologies Lead Teacher at ESF Bradbury School, reflects on the vision behind The Shed - the space he created to ensure fun, hands-on learning stays at the heart of the curriculum. He talks about the personalised learning experiences technology can support, the strong sense of belonging fostered by The Shed, the remarkable response from parents, and how teachers are learning alongside their students as they explore new ideas and ways of thinking. The conversation also challenges common assumptions about educational technology. As Steven explains, technology in education is a tool - not a goal in itself. The real goal is equipping students with the skills and knowledge necessary to thrive in an ever-changing world. The learning happening in The Shed shows what is possible when this commitment comes to life. #HouseCaptains #ESFPodcasts

#7 – Anna Smakowska: Balancing Knowledge and Skills for the Future

In this thoughtful conversation, Anna Smakowska, Principal of ESF Jockey Club Sarah Roe School, reflects on the meaning of inclusion, the complexity of diverse learning needs, and the shifting balance between knowledge and skills in the fast-changing world of education. With information now easily and instantly accessible, she argues that communication, independence, and social interaction are becoming increasingly important. Yet she cautions against losing the deep knowledge – of history, context, and critical thinking – that enables young people to make sound decisions without overreliance on AI. Anna also explores why strong vision and relationships sit at the heart of a thriving school culture, and why effective leadership begins with defining the outcomes we want for children before determining the strategy to achieve them. At the heart of her approach is a simple belief: every child should feel happy, engaged and genuinely learning - a conviction that shapes how she prepares young people for life beyond school. #HouseCaptains #ESFPodcasts

#6 – Brenda Yuen: Slowing Down to Drive Meaningful Change

Early Years teacher Brenda Yuen is a champion of change. She is excited by the transformation reshaping education and the possibilities it brings. But she also recognises a simple truth: there are only so many hours in a school day, and the life of a teacher is already full. In this episode, the Primary Years Programme Coordinator at ESF Hillside International Kindergarten reflects on leading through fast-paced change - and why there is strength in knowing when to slow down. She defines slowing down as thinking with intention: creating the time and space to focus on what will make the biggest difference for students, and what may need to change - or even stop - to make that possible. With warmth and clarity, she returns to what works in early years education: play-based learning, strong relationships, and the development of self-regulation and social-emotional skills. In a profession that never stands still, Brenda highlights the shared values and trusting culture that allow both children and staff to thrive.

#5 – Kirun Goy: The Art and Science of Making Learning Stick

In this episode, Kirun Goy challenges educators to think differently about how learning actually takes hold in classrooms. A Harvard Leadership facilitator, keynote speaker, and co-founder and host of the BrainTool podcast, Kirun draws on behavioural and cognitive science to explore how habits, tools, and learning environments shape students’ ability to think deeply, remember clearly, and learn with confidence. He reflects on how small shifts compound over time, the need to unlearn practices that no longer serve today’s classrooms, and why educators must approach tools like AI with clarity - spending more time defining the learning problem than reaching for the technology. Fun, fascinating, and firmly rooted in brain science, this conversation offers educators fresh thinking that lingers long after the episode ends.